试论中间试验的规模选择与投资决策条件

科技成果的风险性随中试规模大小呈现一定的变化规律。中试临界规模就是成果的风险性由高速向低速转变时所对应的中试规模。根据中试规模贡献曲线的特性,给出了中试临界规模点的数学表达式：ｄＲｄＳ｜ｓ＜＝ＳｏｄＲｄＳ｜ｓ＞Ｓｏ和Ｓｏ＝Ｒ－１（Ｒｏ）。选择中试最佳规模必须同时考虑中试规模贡献和中试成本。结合中试规模贡献曲线Ｒ（Ｓ）和中试成本曲线Ｃ（Ｓ）,中试最佳规模点便是Ｔ（Ｓ）＝Ｃ（Ｓ）＋Ｒ（Ｓ）中总成本达到最小时所对应的点,其导数表达式为ｄＴｄＳ｜ｓ＝Ｓ′＝０。“是否中试”还要比较最佳规模点时中试成本与中试规模贡献之间的大小,从而得到中间试验的投资决策条件为Ｒｃ－Ｒ（Ｓ′）＞＝Ｃ（Ｓ′）。     

浙江的一切让我折服

我来自美国中部印第安那州的安德森市,一个人与人之间相处非常友善的城市。为商谈我的家乡安德森市和浙江杭州市余杭区建立姐妹城市,我已经两次访问余杭。今年10月,我将第三次访问浙江省。访问浙江的经历给我留下了难忘的记忆。     

Parenting Practices Among Low-income Parents/Guardians of Academically Successful Fifth Grade African American Children

Research investigating the relationship between parenting and academic achievement has provided conflicting results, particularly for low-income, culturally-diverse parents. Using resilience theory, the researchers conducted a case study with five low-income African American mothers. Findings suggest that educators can benefit from partnering with African American parents.     

香港在建设粤港澳大湾区国际科技创新中心中的作用

建设粤港澳大湾区(以下简称"大湾区")国际科技创新中心,需要明确香港角色,并促使其更好地发挥作用。香港在4个方面具有独特优势:(1)高水平大学集群与自由的学术氛围,培育出大量创新人才;(2)基础研究优势,并在与大湾区其他城市的互动中促进技术创新;(3)一流的现代服务业,可为企业发展提供法律、金融等方面的支撑;(4)全球视野和良好国际形象,提升大湾区国际化水平。但同时,香港也在产业发展、创新政策实施和创业成本等方面有不少教训。善用"一国两制",加强两地互动,既有助于香港在已有的良好基础上探索形成新的、更加符合科技创新具体要求的优势领域,实现自身突破,也有利于贡献独特智慧,辐射大湾区建设,并推动我国科技体制改革,促进创新事业发展。     

Teacher log of students’ opportunity to learn and classroom observation: an initial investigation of convergence

Educational Assessment, Evaluation and Accountability - The present study investigated the convergent validity of the Instructional Learning Opportunities Guidance System (MyiLOGS; Kurz and Elliott...     

Jump into Leadership Using our Knowledge of Design!

Leadership development takes preparation and practice. We can rely on our knowledge of instructional design to create the curriculum or steps necessary for our own leadership development.     

Wearing,speaking and shouting about sexism: developing arts-based interventions into sexism in the academy

This paper examines a project that developed humorous, irreverent and subversive arts-based interventions into sexism in the academy. Two workshops were run with women currently working in teacher education in Australian universities. The researchers worked with the participants collaboratively and in line with feminist practices and methodologies to develop interventions that were performed at a large multidisciplinary educational research conference. The paper outlines the origins of the project, the feminist scholarship that inspired it, the methodological framework as well as a discussion about three of the interventions and demonstrates that sexism both (re)produces structural disadvantage for women in higher education as well as being characterised by a set of micro practices that shape the everyday experiences of women in the academy. Although this research is set within an Australian context, the paper acknowledges that sexism is systemic within higher education across contexts.