科普期刊品牌化生存认识

21世纪是品牌竞争的时代.如何认识品牌,如何树立品牌意识,如何培育品牌科普期刊,已成为科普期刊社生存与发展的关键.     

科技期刊等级评定的审视--湖南省历届科技期刊等级评定比较分析

科技期刊等级评定是对刊物全面质量的一种评估.根据湖南省历届科技期刊等级评定情况,对等级评定的意义与作用、改进和建议等方面进行了探讨.     

增强科普文章标题吸引力的常用手法

举例说明 6种增强科普文章标题吸引力的方法     

Building National Capacity for Research Mentor Training: An Evidence-Based Approach to Training the Trainers

Research mentor training (RMT), based on the published Entering Mentoring curricula series, has been shown to improve the knowledge and skills of research mentors across career stages, as self-reported by both the mentors engaged in training and their mentees. To promote widespread dissemination and empower others to implement this evidence-based training at their home institutions, we developed an extensive, interactive, multifaceted train-the-trainer workshop. The specific goals of these workshops are to 1) increase facilitator knowledge of an RMT curriculum, 2) increase facilitator confidence in implementing the curriculum, 3) provide a safe environment to practice facilitation of curricular activities, and 4) review implementation strategies and evaluation tools. Data indicate that our approach results in high satisfaction and significant confidence gains among attendees. Of the 195 diverse attendees trained in our workshops since Fall 2010, 44% report implementation at 39 different institutions, collectively training more than 500 mentors. Further, mentors who participated in the RMT sessions led by our trained facilitators report high facilitator effectiveness in guiding discussion. Implications and challenges to building the national capacity needed for improved research mentoring relationships are discussed.     

WTO环境下音像业品牌建设刍议

加入WTO后,中国音像业的旧有格局行将改变,品牌建设对于音像业具有重要意义。我国音像业品牌建设目前尚处起步阶段。音像业期待着准确的品牌定位、成熟的市场格局和全新的竞争攻略。     

Understanding inclusive STEM high schools as opportunity structures for underrepresented students: Critical components

Inclusive STEM high schools (ISHSs) can be viewed as opportunity structures for students underrepresented in STEM. By opportunity structures, we mean an education that provides not only access to high quality STEM curriculum and instruction or “opportunity to learn,” but also the capacity to create learning environments where students can build STEM social capital and the dispositions, knowledge, skills, and networks to be successful in STEM college majors and careers. This is a cross‐case analysis of case studies that describe the design and implementation of eight “exemplar” ISHSs. Beginning with 10 hypothesized critical components, we found evidence for all 10, but present in unique patterns of prominence, depending on the school context. Further inductive analysis located an additional four emergent critical components that complete the picture of how these successful ISHSs were able to achieve their goals. Importantly, across schools, four components stood out as foundational: a flexible and autonomous administrative structure; a college‐preparatory, STEM‐focused curriculum for all; well‐prepared STEM teachers and professionalized teaching staffs; and supports for students in underrepresented groups. Although many of the critical components found in the ISHSs are also found in the school reform literature, these schools also had characteristics unique to STEM education. This paper is important in understanding STEM high schools as opportunity structures and as a school reform alternative that can help solve equity and social mobility gaps in STEM.