基于休眠的Slotted-FAMA协议改进

基于时隙分配的FAMA水声MAC协议(Slotted-FAMA)虽然在不增加控制信息大小的情况下有效解决水声信道通信冲突问题,但忽略了因无间歇信道监听造成网络整体能量效率下降的问题。为了解决Slotted-FAMA协议的能效问题,提出一种适用于水声信道的基于休眠和时隙分配的低能耗MAC协议(Sleep and Slotted FAMA,S2-FAMA)。S2-FAMA协议在Slotted-FAMA协议的基础上加入动态时隙休眠策略,在降低水声节点能耗的同时避免潜在冲突。仿真结果表明,S2-FAMA协议在不影响网络整体性能的条件下提高网络整体能量效率。     

女性自身价值的历史考究及其当代反思

社会在其演进过程中对男女赋予了众多刻板印象,以及历史社会对女性地位的弱视综合导致了当代女性社会地位现况。对女性社会地位现况的考究及其历史原因的追踪将有助于引发广大女性关于对自身价值的深思,从而倾力于自我灵魂的改造和自我价值的提升。最终为社会主义现代化建设的伟大事业增添一份不可代替的力量,为中华民族的伟大复兴展现自身内在的价值。     

民族身份认同的焦虑与文化本土化的悖论

当今全球化的语境在造成全球文化日益一体化的同时,也给各民族文化带来了民族身份认同的焦虑.文化本土化的诉求正是民族身份认同的焦虑在文化领域的反映.以“失语症”和“中国古代文论的现代转换”等为例,分析文化本土化诉求的悖论现象,并在此基础上进一步探讨对此悖论的解决方案.解决矛盾的关键在于破除全球化和本土化二元对立的思维模式,破除对纯洁的民族身份的偏执,而着眼于其发展和建构,在书写“现在”中展现生命价值和民族性格.     

儒家女性观之当代省思

儒家思想在历史上长期占据着统治地位,而儒家传统思想下塑造的女性形象无疑对现今社会女性社会地位低下的现况有着根源性的影响。儒家在女性观上的缺失为儒家封建思想落下了难以在现今文明社会立足的口实,由此,重塑儒家女性观便是迫在眉睫的。     

Rethinking the World Bank Agenda for Chinese Higher Education Reform

This article explores the way in which the World Bank has worked effectively with China in higher education. It investigates whether or not the cooperation between the two has changed in line with their changing relationship. More specifically, it discusses whether the World Bank’s China agenda reflects the reform package of socio-institutional neoliberalism which the World Bank has tended to promote worldwide in the era of the Post-Washington Consensus, and how China’s higher education reform has been influenced by the agenda. The article argues that as China is transferring its role from that of a recipient country to that of a donor country, it is increasingly important to position itself as a global player. Other than mastering the game rules of the international community, China should also expand its influence within and through these major international organizations.     

Enhancing Overseas Chinese Graduate Employability: The Case of Chinese Graduates with Finnish Academic Qualifications

This paper explores ways to enhance overseas Chinese graduate employability by taking Finnish-educated Chinese students/graduates as an example. In so doing, it understands that graduate employability development is a joint effort of multiple stakeholders including students, graduates, academics, program coordinators, employers, and policymakers. Accordingly, it provides arguments and suggestions for how to enhance the employability of these graduates in terms of the labor market context, employers’ beliefs and actions, the responsibilities of higher education institutions, and student/graduate commitment. It also points out two major challenges faced by overseas Chinese graduates as well as their educational providers, which are linked respectively to gaps between what graduates acquire in higher education and what is required in the labor market, as well as gaps from the employers’ perspective: areas where employers need to understand more about universities and catch up with new ideas generated by them.     

Examining the mediating effect of learning strategies on the relationship between students’ history interest and achievement

Research into the effect of interest consistently indicated that interest positively related to students’ achievement; however, the mechanism through which it affected the learning result remained an open question. This study intended to examine how learning strategies mediated the relationship between interest and achievement in the domain of history learning. Biggs Learning Process Questionnaire, which distinguishes between the surface and deep-level learning strategies, was adopted to describe students’ learning process. Structural equation modelling and the distribution of products test were used to evaluate the mediating effect. Based on available resources, the participants were seventh grade students in China. Analyses revealed that the surface-learning strategy served as a mediator, but the deep-learning strategy did not play the same role.     

本科生的时间分配对学习成绩的影响——基于2011年H大学本科生就读经历调查数据的分析

本文利用2011年H大学本科生就读经历调查数据,对本科生的时间分配现状进行描述,并探讨了上课、课外学习、课外活动、社会及休闲活动、工作职责和通勤六项活动时间分配对学生成绩的影响。研究发现:上课、课外学习、社会及休闲活动时间均显著地影响学习成绩;上课和课外学习时间对学生学习成绩的影响是积极的,但社会及休闲活动时间却对其有消极影响;课外活动、工作职责及通勤时间对学习成绩没有显著性影响。这启示学校在尊重不同群体学生的时间分配特征的基础上,应注意营造良好的学习氛围、提升教师教学能力、加强对学生的分类指导和课外指导、培养学生规范利用时间的意识与行为习惯,以提高学生学习投入水平和学习成绩。