制造链中合作研发的契约设计研究

在考虑制造链中一个制造商和多个供应商的努力水平下,构建其合作研发的一般契约和利益共享契约模型。结果表明,在一般契约中转移支付价格与供应商努力水平和制造商成本系数呈正相关,与制造商努力水平、供应商成本系数和供应商数量呈负相关;在利益共享契约中转移支付价格与制造商分配比例和供应商努力水平呈正相关,而与制造商努力水平呈负相关。最后得出在合理的利益分配区间内共享契约是较优选择的结论。     

长三角地区制造业创新现状及对策研究

介绍了长三角制造业创新的背景、思路和举措,分别从创新投入、产出状况和创新成果的特征三个方面分析了长三角制造业的创新现状,并在此基础上指出了长三角制造业创新发展中存在的问题,提出了促进长三角制造业创新能力提升的对策和建议.     

创业机会识别研究评述

为了洞悉创业者创业决策行为影响的内在机理,揭示影响创业决策行为的深层次原因,文章对影响创业者创业决策的关键变量--创业机会识别的概念内涵进行了界定,对创业机会识别的构思进行了测量、对创业机会识别影响因素等一些前沿问题进行了评述,对相关研究进行了回顾和梳理.最后提出了在此领域几个未来值得研究的问题,为进一步研究进行了理论铺垫.     

Ecological principle meets cancer treatment: treating children with acute myeloid leukemia with low-dose chemotherapy

Standard chemotherapy regimens for remission induction of pediatric acute myeloid leukemia (AML) are associated with significant morbidity and mortality. We performed a cohort study to determine the impact of reducing the intensity of remission induction chemotherapy on the outcomes of selected children with AML treated with a low-dose induction regimen plus granulocyte colony stimulating factor (G-CSF) (low-dose chemotherapy (LDC)/G-CSF). Complete response (CR) after two induction courses was attained in 87.0% (40/46) of patients receiving LDC/G-CSF. Post-remission therapy was offered to all patients, and included standard consolidation and/or stem cell transplantation. During the study period, an additional 94 consecutive children with AML treated with standard chemotherapy (SDC) for induction (80/94 (85.1%) of the patients attained CR after induction II, P = 0.953) and post-remission. In this non-randomized study, there were no significant differences in 4-year event-free (67.4 vs. 70.7%; P = 0.99) and overall (70.3 vs. 74.6%, P = 0.69) survival in the LDC/G-CSF and SDC cohorts, respectively. After the first course of induction, recovery of white blood cell (WBC) and platelet counts were significantly faster in patients receiving LDC/G-CSF than in those receiving SDC (11.5 vs. 18.5 d for WBCs (P < 0.001); 15.5 vs. 22.0 d for platelets (P < 0.001)). To examine the quality of molecular response, targeted deep sequencing was performed. Of 137 mutations detected at diagnosis in 20 children who attained hematological CR after two courses of LDC/G-CSF (n = 9) or SDC (n = 11), all of the mutations were below the reference value (variant allelic frequency <2.5%) after two courses, irrespective of the treatment group. In conclusion, children with AML receiving LDC/G-CSF appear to have similar outcomes and mutation clearance levels, but significantly lower toxicity than those receiving SDC. Thus, LDC/G-CSF should be further evaluated as an effective alternative to remission induction in pediatric AML.     

灾难片《海啸》的意识形态

对电影的理解和评价如果仅仅停留在其故事情节的表层上或把目光更多地投射在强烈的视觉刺激上,就会忽略影片作为一种大众传媒所隐含的意识形态的一面,本文试图以文本分析为核心,探讨灾难影片中的社会意识形态。     

基于协同学的信息运动生态协同演进研究

基于协同学的基本思想,从信息运动的角度对信息运动特征、信息生态要素与系统、信息生态协同等问题进行揭示,在此基础上着重对信息运动生态系统模型、协同模型构建进行重点描述,对信息运动生态要素、子系统之间的协同演进效果的判断提出基本思路.     

Speech education ‐ ways and means of political education in Germany

This study of the utility of evidence differs from previous studies in its use of a respondent‐generated matrix of information and sources. This matrix comprised three dimensions (expertness × trustworthiness‐acquaintanceship x information type] and was used to produce Q‐statements which subjects sorted according to a most useful‐Jeast useful criterion in three hypothetical decision‐making situations. The Q‐analysis revealed several types of persons, including: types which found directive information most useful, types which preferred unknown but competent sources, and types which depended upon sources who were known and trusted regardless of the kind of information the source offered.     

Toward Intentional,Reflective, and Assimilative Classroom Practices with Students with FASD

The value of research-informed classroom practices is well recognized and thus this qualitative study was designed to explore, from multiple perspectives, the experiences and influences of classroom practices for students with Fetal Alcohol Spectrum Disorders (FASD). The inductive analysis of 11 focus groups and three interviews involving 60 individuals working closely with this student population—31 teachers, seven administrators, 16 allied professionals, and six caregivers—generated three themes: understanding the whole student, responding within dynamic environments, and optimizing student-centered programming. This study provides an essential step toward better-prepared educators for meeting the learning and developmental needs of students with FASD as well as other complex populations. The implications for developing professional learning opportunities reflective of intentional, reflective, and assimilative classroom practices are discussed.     

EFFECTS OF TEACHER–STUDENT RELATIONSHIPS ON PEER HARASSMENT: A MULTILEVEL STUDY

Peer harassment is a major social problem affecting children and adolescents internationally. Much research has focused on student‐to‐student harassment from either an individual or a multilevel perspective. There is a paucity of multilevel research on students’ relationships with the classroom teacher. The purpose of this study was to use a socioecological perspective to examine the relationships between individual student‐level characteristics, problematic teacher–student relationships, and student‐reported peer harassment. A total of 1,864 children (50.7% female) aged 8 to 13 years (M = 9.82, SD = 1.24), nested in 27 schools (58.2% public) in Spain, participated in the study. Ninety‐four homeroom teachers reported on teacher–student relationships, and students completed self‐report measures related to peer harassment and teacher–student relationships. Multilevel models showed that relationships between students and teachers exerted a varying degree of influence on classroom levels of peer harassment. Specifically, student‐reported teacher support was associated with diminished student‐reported peer victimization, whereas direct and indirect student‐reported teacher‐to‐student aggression was associated with increased peer victimization. Additionally, student‐reported student‐to‐teacher aggression and teacher‐to‐student aggression were associated with increased student‐reported peer aggression. Teacher‐reported variables at the classroom level, however, contributed little to student‐reported outcomes. Results are discussed in the context of future research on relationships between teachers and students.     

冲突与衡平--民事审判监督程序与既判力关系问题解析

为纠正已生效的错误裁判，实现实体正义，需要设置审判监督程序，消灭原裁判的既判力，并重新确定新裁判；而为维护法制安定性和司法权威，又要求维持裁判的既决效力，确定的终局裁判才能解决纠纷，实现正义。因此，审判监督程序与既判力制度在表象上形成一对矛盾冲突，但二者实质上是统一的，最终目的都是为实现司法公正。我国民事审判监督制度设置，为追求实质正义，过多牺牲裁判稳定性，危及裁判既判力，造成审判监督与既判力制度表面冲突凸显，而内在衡平机能降低。