半线性椭圆型偏微分方程反问题解的整体惟一性

研究了半线性椭圆型偏微分方程-Δu+B.gradu+a(x,u)=0u|Ω=g∈W2-1/p,p(Ω)的反问题的解的整体惟一性.证明过程中应用了线性化方法和Dirichlet——Neumann映射.     

Engendering a culture of thinking in a culture of performativity: the challenge of mediating tensions in the Singaporean educational system

Among the major policies that have been implemented to ensure its continued success, Thinking Schools, Learning Nation (TSLN) has been described as the ‘big bang of educational reforms’ in Singapore. However, while the policy aims to develop critical thinkers in school leavers, the corporatisation of education in the shape of structures such as the school excellence model seems to be at odds with TSLN. This paper argues that these structures unwittingly engender a culture of performativity among schools, marginalising the central outcome of its initiative that entails developing a culture of thinking and thinkers. The tension is further exacerbated by the larger rationalities that have shaped Singapore and the pragmatic and instrumental philosophy which underpins its educational system. The tensions generated by the clash between intended (culture of thinking) and engendered culture (culture of performativity) present the challenge of mediation for the system on its path to realising TSLN.     

Vygotsky’s sociocultural theory in the context of globalization

The article reviews the social-educational theorization of the early Soviet psychologist L. S. Vygotsky (1896–1934) in the light of the impact of communicative globalization in educational practice. Vygotsky proposed four “genetic domains” for investigating higher cognitive processes: the phylogenetic (humans undergoing natural evolution), the cultural-historical (social activity of humans), the ontogenetic (individual lifespan), and the microgenetic (immediate events). Vygotskian sociocultural theory is widely used in educational research, especially Vygotsky’s notion of mediated development via tools and signs. Since Vygotsky, communicative globalization has transformed educational potentials. Nevertheless, provided adjustments are made to Vygotsky’s genetic method to incorporate time-space compression, the mutual presence of the genetic domains, and the glonacal heuristic, Vygotskian theory continues to be useful in socially-situated investigations of educational development and transformation, and opens another way into the global, for example investigation of the role of global mediation in learning.     

Leveraging critical literacies for social change: questioning the culture of compliance at an ‘F’ school

This article traces the experiences of two veteran elementary school teachers in the urban Southwest, who are positioned by district and state policy ‘texts’ as insubordinate and failing, and who employ critical literacy practices to reconstruct and redesign these texts as they seek to create more equitable and humane conditions in schools. Stemming from a larger phenomenological study, this article explores how teachers in a ‘failing’ elementary school in the Southwestern US understand and negotiate district, state, and federal policies and examines how these policies shape and inform their identities as professionals. This research has important implications concerning the potential of critical literacy as a mode of resistance, the promise inherent in school/university partnerships for promoting change, and the ways in which the practice of deconstructing/reconstructing dehumanizing texts can foster a re-professionalization of teaching.     

Bourdieu’s habitus and field: implications on the practice and theory of critical action learning

This paper considers the logic of practice of the French sociologist Pierre Bourdieu in relation to critical action learning: in particular habitus which is co-created with field and the interplay amongst the two in the form of misrecognition and risk. We draw on interviews with participants who have experienced action learning as part of an NHS leadership programme. We argue that Bourdieu provides helpful ways of understanding and explaining the complex processes of social interactions which are centre stage in action learning – especially the ‘social friction’ through which action learners gain new insights and new prompts to action in their workplace from learning set members. These insights can support action learning practitioners keen to explore their own practice.     

Que Luchen por sus Intereses (To Fight for Your Interests): Unearthing Critical Counter-Narratives of Spanish-Speaking Immigrant Parents

This article reports on findings from a year-long research project conducted during the 2012–2013 school year in a PK–12 school district, located in the Mountain West region of the United States, utilizing the Photovoice method. The findings in the project point to the important critical counter-narratives Spanish-speaking immigrant parents present to the larger school community when given the opportunity to have their voices and perspectives heard and recorded in written form. The article provides teachers, counselors, administrators, and support staff in schools and school districts with insight into the hopes and aspirations of Spanish-speaking immigrant parents and highlights educational practices that address issues of equity and access, as seen through the eyes of the participants in the study.     

‘The students do not know why they are here’: education decision-making for Syrian refugees

This case study, conducted collaboratively between education scholars and education practitioners, describes and analyses the ways in which Syrian refugee teachers and an NGO are developing and implementing non-formal education (NFE) programming in three refugee settlements in Lebanon. Utilising the INEE Minimum Standards for Education in Emergencies, we analyse teachers’ and programme administrators’ decision-making processes regarding curriculum, language of instruction, and pedagogy as well as how and why these decisions are made in the absence of a guiding framework or policy for NFE. We also consider the ways in which the nation-state writ large still helps to influence these decisions in the ‘global era’.     

全球研发网络等级分工的形成——基于发达国家对全球生产的控制转移视角

随着知识更新周期缩短及科技新兴国家的崛起,发达国家通过将科技新兴国家纳入到自身原来相对封闭的研发创新体系中,能达到降低科技新兴国家挑战与利用科技新兴国家创新要素的结合。与过往研究全球研发网络分工的文献不同,本文主要立足发达国家对全球生产的控制正从一般产业技术研发领域过渡到核心产业技术研发领域的判断,对全球研发网络分工问题进行研究。基于IT产业的全球研发价值等级分工分析及IT产品的利润分配分析,本文的研究发现,发达国家影响国际技术进步方向的能力及整合全球各国研发创新要素的能力,已为其构建影响和控制全球生产的全球研发网络提供了理论基础。发达国家企业抢占的研发垄断利润使得发达国家对全球生产的控制,进一步具备了从     

上海科创引擎企业驱动全球科创中心发展创新效率测度——基于DEA-Tobit模型的实证分析

使用DEA-Tobit模型,分析上海49家科创类上市企业的科技创新效率,结果发现在2012-2014年这三年中,企业整体创新发展水平有所下降,而且行业发展不平衡,其中新材料和"互联网+"类企业表现相对突出,智慧医疗和核电类企业相对较弱,还有很大发展空间,说明对上海科创企业推进分类指导具有一定的意义。在影响科技效率因素的检验中,发现并非物力和财力投入越多越好,资源之间的匹配度很重要,应防止资源投入错配。     

以国际化双向路径为基构建中国企业全球学习战略模式

本文通过分析新时代中国企业面临的双重挑战，提出国际化双向路径的新概念，并结合国内企业的管理实践得出：由内向国际化向外向国际化发展是当前中国企业国际化经营的必然途径。然后以国际化双向路径为基构建中国企业全球学习战略模式，研究全球学习战略的协同与整合。