Ranking marketing journals using the Google Scholar-based hg-index

This paper provides a ranking of 69 marketing journals using a new Hirsch-type index, the hg-index which is the geometric mean of hg. The applicability of this index is tested on data retrieved from Google Scholar on marketing journal articles published between 2003 and 2007. The authors investigate the relationship between the hg-ranking, ranking implied by Thomson Reuters’ Journal Impact Factor for 2008, and rankings in previous citation-based studies of marketing journals. They also test two models of consumption of marketing journals that take into account measures of citing (based on the hg-index), prestige, and reading preference.     

Literacy usage in impoverished African settings: Post-Education for All (EFA) research needs

International Review of Education - The demand for literacy in sub-Saharan Africa – as throughout most regions of the world – is directly linked to the uses to which those skills can be...     

试论数列极限中蕴涵的若干辩证思想

在<高等数学>教学中,教师不仅要向学生传授最有价值的知识而且要重视培养学生的数学思维能力和数学素养.数列极限概念包含了事物无限运动变化过程和无限逼近思想,体现了有限与无限、过程与结果、运动与静止等辩证关系,有着丰富、典型、深刻的辩证思想.     

The Training of Physical-Education Teachers in France and China: A Comparative Analysis of Curricula and Attitudes

This study in comparative physical education examines the curricula followed by physical-education teachers in China and France. It explores how theories of physical education and sport in each country have developed out of specific political, cultural and educational contexts, yet resulted in strong similarities in terms of the priority given to training programs. Nonetheless, it can be seen that the two curricula reflect genuinely divergent concepts of physical education influencing both theory and practice. The attitudes of Chinese and French teacher-trainers towards physical education and sport are shown to display significant ideological differences with regard to the meaning and educational import of these activities.     

The Training of Physical-Education Teachers in France and China: A Comparative Analysis of Curricula and Attitudes

This study in comparative physical education examines the curricula followed by physical-education teachers in China and France. It explores how theories of physical education and sport in each country have developed out of specific political, cultural and educational contexts, yet resulted in strong similarities in terms of the priority given to training programs. Nonetheless, it can be seen that the two curricula reflect genuinely divergent concepts of physical education influencing both theory and practice. The attitudes of Chinese and French teacher-trainers towards physical education and sport are shown to display significant ideological differences with regard to the meaning and educational import of these activities.     

中国大数据政策体系演化研究

在大数据快速发展的背景下，制定科学、合理的大数据政策体系，支撑大数据高质量发展变得日益迫切。本文通过构建“政策工具-政策主题词”二维分析框架，对2000年以来国家层面有关大数据发展的政策文本进行了分析，从大数据政策的演进脉络、政策关系网络、政策主题词演进态势以及政策工具的使用情况等四个方面探究了大数据政策文本内容。研究结果表明：我国大数据政策发展，大致经历了从强调基础设施建设到关注产业培育与创新，再到构建大数据政策体系的发展过程。在发展的不同阶段，政策主题词与当时的经济、社会、国际环境密切相关。目前我国已经初步建立起大数据政策网络体系，但整体还处于初步发展阶段，大数据政策的顶层设计还不健全，现有政策工具中知识产权保护类政策工具和政府采购类政策工具使用较少等，仍需要进一步加强完善。     

数字经济时代商业模式创新与盈余管理

本文探究了数字经济时代企业商业模式创新能否以及如何影响盈余管理。研究发现,商业模式创新显著提高了企业盈余管理程度,这主要与商业模式创新提高了企业的融资需求有关。同时,不同商业模式创新类型对不同盈余管理的影响存在差异：定位创新、盈利模式创新和现金流结构创新会显著影响应计盈余管理;而业务系统创新则会显著影响真实盈余管理。从治理视角进一步分析发现,相较而言,商业模式创新对盈余管理的影响在分析师跟踪少和媒体关注度低的样本中更为显著。上述研究在一定程度上揭示了商业模式创新对盈余管理影响的内在机制,从信息披露治理角度为推动商业模式创新实践提供了重要的经验证据。     

论文摘要翻译的编辑视角

论文摘要翻译是学术期刊国际化的要求,也是期刊编辑对投稿作者的要求。然而,在摘要翻译的过程中,因为翻译主体的多元化,翻译标准难以统一。在翻译目的论的框架下,作者、译者、编辑和读者在摘要翻译过程中各自不同的目的在编辑身上实现了视域融合。摘要翻译应该从编辑的视角出发,将编辑目的作为论文摘要翻译行为的目的,采取相应的翻译方法和策略,满足期刊编辑对英文摘要的独立性、国际性、专业性、流畅性和规范性的要求。     

Les systèmes éducatifs à la reé et l'île maurice: Quelle efficacité sociale?

The islands of Mauritius and Réunion have contrasting educational policies. This article examines, from a comparative perspective, not only the impact of political decisions on education but also the way in which the different educational systems in the two islands affect the democratisation of learning. In order to do this, the authors compare the educational trajectories of different pupils from a range of schools in Mauritius and Réunion. Using a combination of quantitative and qualitative approaches, it is possible to show that the expected social effects are moderated in the course of teaching. While the adoption of mass education is a prerequisite for democratisation, it must be recognised that systems also operate selectively with regard to variables such as sex, age or social origin, depending on what transpires in schools on a daily basis.     

From Competence in the Curriculum to Competence in Action

The article begins by drawing a distinction between the concepts of “curriculum” and “programme of study”, and goes on to show that curriculum reform involves much more than simply rewriting programmes of study. The reforms that are presently sweeping across education systems throughout the world qualify, in many cases, as true paradigm revolutions, given the magnitude of the transition from an objectives-based to a competency-based pedagogy. The authors discuss the complex nature of a situated approach to competence by exploring the theoretical foundations of a number of contemporary perspectives: situated action/cognition, distributed cognition/intelligence, collective intelligence and enaction. The value of a situated approach to competence is that it goes beyond an objectives-based pedagogy, while at the same time incorporating the best of what it has to offer. Original language: French Philippe Jonnaert (Belgium) Doctoral degree in educational studies from the Université de Mons; formerly, a professor at the Université de Louvain-la-Neuve in Belgium and the University of Sherbrooke in Canada; a visiting professor at the Université René Descartes, Paris 5-Sorbonne; he is currently a full professor at the Université du Québec à Montréal (UQàM); director of the Observatoire des réformes en education (ORé); and consultant to various international organizations on issues related to curriculum development. E-mail: philippejonnaert@yahoo.ca Domenico Masciotra (Canada) Doctorate in educational studies from UQáM and completed post-doctoral studies at the Massachussetts Institute of Technology; he is a researcher for ORé and consultant to the Ministère de l’éducation, du loisir et du sport (MELS) of Quebec. E-mail: masciotra.domenico@videotron.ca Johanne Barrette (Canada) A graduate student in a doctoral programme of educational studies at UQáM; her dissertation concerns informal and tacit learning acquired through practice in business settings. She has worked as an educational consultant for adult education in the workplace; as an adult education teacher; as a project manager in charge of a number of Quebec-based and international projects on the development of competencies in the workplace; and is currently a researcher at ORé. E-mail: barsav@sympatico.ca Denise Morel (Canada) Denise Morel holds two master’s degrees: in philosophy (McGill University, Montreal) and in Applied Linguistics (Concordia University, Montreal); has worked as a teacher, educational consultant and analyst for the English Montreal School Board, and as a part-time lecturer at Concordia University; has participated in several programme development projects for the MELS of Quebec, and collaborates with ORé. E-mail: dmorel@emsb.qc.ca Yaya Mane (Canada) Holds a doctorate in educational studies from the Université Montréal; has taught at the Institut supérieur des sciences de l’éducation de Guinée (ISSEG); he is presently a lecturer in the Faculty of Education at the Université Montréal;, a research officer at the Centre interdisciplinaire de la formation de la profession enseignante (CRIFPE) at the Université Montréal;, and a researcher at ORé. E-mail: yaya.mane@umontreal.ca