易道与政治——略论京房易学中的宇宙图式与天人感应

京房深受董仲舒天人感应观的影响,在董仲舒所开辟的思想进路上,他以易学为工具,吸收了当时的科学技术知识,极力构建其宇宙图式。就其目的而言,京房仍是以易道沟通天人,言人事,明人伦,定王道。易学只是其言说政治的工具。京房易学的特点正是在天人感应的思想基础上,以易道为中介,沟通天人,言说政治。     

Do students need to be taught how to reason?

In this theoretical essay, the author addresses the existence of divergent evidence, portraying both competence and lack of competence in a fundamental realm of higher order thinking - causal and scientific reasoning - and explores the educational implications. Evidence indicates that these higher order reasoning skills are not ones that can be counted on to develop naturally among students exposed to a traditional curriculum. Instead, it is argued, such skills warrant attention in their own right as legitimate and significant educational objectives.     

Facilitators and barriers to African American high school students' self-determination skill expression

We conducted four focus group interviews with 24 high school youth to examine facilitators and barriers to African American high school students' expression of various self-determination skills (e.g., choice/decision making, self-advocacy, goal setting, and attainment etc.). The majority of our research participants were African American, with one student identifying as multiracial (African American and White). Key findings revealed that personal (e.g., desire to graduate from school) and contextual factors (e.g., school counselor and teacher support) influenced the participants' expression of multiple self-determination skills. We also found that some of the participants' motives for utilizing or not utilizing specific skills were influenced by what they perceived as racist, punitive, and restrictive school practices (e.g., teachers holding negative perceptions about African American students and school counselors restricting their access to advanced courses). Findings from this study support ongoing calls for educators to consider students' cultural backgrounds and lived experiences when promoting their expression of self-determination skills.     

Does poor school performance cause later psychosocial problems among children in foster care? Evidence from national longitudinal registry data

Research has shown that children in foster care are a high-risk group for adverse economic, social and health related outcomes in young adulthood. Children's poor school performance has been identified as a major risk factor for these poor later life outcomes. Aiming to support the design of effective intervention strategies, this study examines the hypothesized causal effect of foster children's poor school performance on subsequent psychosocial problems, here conceptualized as economic hardship, illicit drug use, and mental health problems, in young adulthood. Using the potential outcomes approach, longitudinal register data on more than 7500 Swedish foster children born 1973–1978 were analyzed by means of doubly robust treatment-effect estimators. The results show that poor school performance has a negative impact on later psychosocial problems net of observed background attributes and potential selection on unobservables, suggesting that the estimated effects allow for causal interpretations. Promotion of school performance may thus be a viable intervention path for policymakers and practitioners interested in improving foster children's overall life chances.     

Applying the Collective Causal Mapping Methodology to Operations Management Curriculum Development*

Although the field of operations management has come a long way since its beginnings in scientific management, the field still appears somewhat amorphous and unstructured to many. Introductory operations management textbooks usually include a number of largely disjointed topics, which leave many students (and their instructors) without a coherent framework for understanding the field. As a result, the importance and sequencing of topics varies widely between courses and instructors, even within the same university. This article applies the newly developed Collective Causal Mapping Methodology to create a causal map for the entire field of operations management. The causal map is built on expert opinions collected from over 250 academics and practitioners representing many areas of expertise, schools, organizations, and countries. This collective causal map is then used to create a new framework for understanding and teaching operations management. This framework can aid instructors in determining which topics should be taught in an operations management course, how these topics might be grouped and sequenced, and the important interrelationships among the topics that should be stressed to students.     

Scaffolding cognitive and metacognitive processes in low verbal ability learners: Use of diagrams in computer-based training environments

This study investigated how instructionalstrategies can support learners' knowledgeacquisition and metacomprehension of complexsystems in a computer-based trainingenvironment, and how individual characteristicsinteract with these manipulations. Incorporating diagrams into the trainingfacilitated performance on measures ofintegrative knowledge (i.e., the integrationand application of task-relevant knowledge),but had no significant effect on measures ofdeclarative knowledge (i.e., mastery of basicfactual knowledge). Diagrams additionallyfacilitated the development of accurate mentalmodels (as measured via a card sorting task)and significantly improved the instructionalefficiency of the training (i.e., higher levelof performance was achieved with less mentaleffort). Finally, diagrams effectivelyscaffolded participants' metacognition,improving their metacomprehension accuracy(i.e., their ability to accurately monitortheir comprehension). These beneficial effectsof diagrams on learners' cognitive andmetacognitive processes were found to bestrongest for participants with low verbalability. Results are discussed in terms ofimplications for the design of adaptivelearning systems.     

关于度为10且a_1=1的距离正则图的参数讨论

利用交叉表、距离正则图的性质及已有结论对k=10,a1=1的距离正则图的交叉数进行了讨论,得到的结论准确地刻画了k=10,a1=1的距离正则图的性质,利用此结论可对k=10,a1=1的距离正则图进行分类。     

项目计划管理在软件研发中的应用研究

针对软件项目经常延期的问题，应用项目计划管理的理论，对如何保障项目按期完成进行了系统的研究．以某企业PDM项目的工期估计和项目时间表制定过程为中心，讨论了在项目计划阶段如何合理分配资源、优化工作秩序等问题，为软件项目的科学管理和控制提供了借鉴．     

Learning from maps and diagrams

This review of learning from maps and diagrams consists of two sections. The first section presents a theoretical framework for learning from maps and diagrams. The case is made that the symbol systems of maps and diagrams are sufficiently similar for them to be considered together. The theoretical framework is built around what is known of pre-attentive and top-down psychological processes. It accounts for the way people discriminate between symbols used in maps and diagrams and how they group them into clusters. The second section comprises a review of psychological and instructional research. This research provides support for a number of hypotheses arising from the theoretical framework. Many of these are based on the notion that maps and diagrams communicate a considerable amount of information by the way in which components are placed relative to each other and to the frame surrounding them. Evidence that configuration and discrimination are fundamental to learning from maps and diagrams is summarized in 10 concluding points.     

定性和定量分析的结合点：草根理论和因果模型

定性和定量分析的结合问题之所以需要，是因为它涉及社会学中理论与方法的脱节及定性和定量分析的对立等重大前沿问题。草根理论探索方法与因果模型分析方法从根本上说是相似的，区别是技术性的，事实上，两种研究方法之间的区别说明了他们的互补性，两种方法的结合将为理论与方法的脱节及定性与定量分析的对立提供崭新的解决办法。