政府与高校共建新型研发机构创新成效提升路径研究

近年来,各地政府陆续与高校合作设立一批管理制度现代化、运行机制市场化、用人机制灵活的新型研发机构。通过深入广东、福建和江苏等多个案例,进行扎根理论分析,通过三级编码提取出影响创新成效的核心因素：地方政府创新条件、母体高校创新条件、创新能力、院校合作及双重创新网络特征。通过基于模糊集的定性比较分析,得到导致高创新成效的各种组态构型,研究发现：影响因素中技术创新网络中心性、创新能力和院校合作是必要条件,各类典型构型均通过创新网络发挥影响作用。最后提出政策建议和措施。     

战略地图与企业价值创造

以价值管理为基础、以价值创造为核心、以价值最大化为目标正在被中国的企业家和管理者所接受,而在企业价值中不能被财务系统衡量的无形资产的价值又占了相当大的比重,因此研究如何化无形资产为有形成果显得至关重要,战略地图正是描述企业战略中无形资产的协调与运用的一种工具,本文主要是研究战略地图在企业价值创造中的应用.     

The influence of formal and informal formative pre‐service experiences on teacher self‐efficacy

Formal pre‐service training has been shown to be effective in building teacher self‐efficacy beliefs. However, the impact of other, less formal, ‘teacher‐like’ pre‐service experiences on the formation of efficacy beliefs has not previously been investigated. This study examines the associations between both formal and informal formative pre‐service experiences and teacher self‐efficacy. In addition, the effect of years of teaching experience on these associations was investigated. Three hundred fifteen teachers of general and Judaic studies in Jewish day schools in the USA responded to a survey about their formal pre‐service experiences; informal experiences as youth advisors, camp counsellors and childcare supervisors; and two measures of teacher self‐efficacy. Formal pre‐service training and positive student‐teaching experiences, as well as each of the three informal experiences, were found to be associated with positive teacher self‐efficacy. Interestingly, formal and informal pre‐service experiences appear to be associated with different aspects of teacher self‐efficacy. Formal teacher training was most strongly associated with efficacy for instructional practices, while the positive informal experiences were most strongly associated with efficacy for student engagement. The potential impact of both formal and informal experiences did not appear to fade over time. On the contrary, for those variables where an interaction with years of teaching was detected, it was the efficacy beliefs of the most senior teachers that were most related to their pre‐service experiences. These findings have important implications for the practice of both teacher trainers and those charged with recruiting and supporting teachers.     

罗斯柴尔德家族对现代锡安主义运动的影响

在现代锡安主义运动和以色列国形成的过程中,欧洲的罗斯柴尔德家族扮演了重要的角色。自19世纪中后期开始,罗斯柴尔德家族就以其鲜为人知的金钱财富为后盾,通过其在西欧国家获得的特殊身份和政治影响力,从政治、经济、文化和军事等多个层面切实地影响着巴勒斯坦的现代化进程并推动了锡安主义运动向着更加积极有利的方向发展。但是,从犹太人历史发展的整体进程来看,罗斯柴尔德家族的影响并不是决定性的,起决定性作用的依然是犹太民族主义者引领的现代锡安主义运动的发展。     

Chinese children with ASD in Hong Kong (SAR): development of inclusive practice

The advancement of inclusive educational provision in the Asia‐Pacific region has been guided by international research. As one example, Hong Kong has developed a unique and cultural response to inclusive practice within the region. This paper reviews Hong Kong's development of inclusive education practice for children with autism spectrum disorder (ASD). It provides an account of how services in education have developed for Chinese children with ASD, from diagnosis to school placement, and how the students are supported. A number of challenges for the region are discussed including those related to pedagogy, mentoring, placement, support and the need for culturally appropriate professional learning.     

方东美文艺创造美学观初探

现代新儒学代表方东美有丰富的文艺美学思想,其哲学研究的前提是在艺术鸽创造欣赏中,觉察创作之理,彰显美感之情,体悟宇宙与人生的和谐圆融。方东美鼓励人们将情感和创意投射到生香活意的艺术世界,以艺术的方式把握现实,感悟生命意蕴,在文艺对人的生命意义的追问中,实现超越存在的可能。方东美有关文学艺术创造的审美特性的观点,是研究方东美文艺美学思想的一个切入点,也是方东美文艺美学观的精华。     

经济制度创新是构建社会主义和谐社会的关键

经济制度创新是构建社会主义和谐社会的关键;从发生学的角度来分析,不合理的经济制度是导致社会主义初级阶段社会不和谐的根本原因;从事实判断的角度来分析,经济制度创新是社会主义和谐社会构建的重要内容;从价值判断的角度来分析,经济制度创新是促进社会主义和谐社会价值实现的具体途径。     

关于广西文学批评的现状和发展的一些意见

要繁荣文学就必须调整好文学批评姿态,广西的文学创作逐渐走向成熟,成果颇丰,“百花齐放”的局面似已形成,但此时我们也希望文学批评“百家争鸣”的时代的到来,尽管我们的文学批评已经取得一定成绩, 但也存在一些遮蔽或失衡。本文就广西本土文学的批评现状和存在的不足,以及如何进一步通过文学批评推动文学健康发展,提出自己的看法。     

Changes in the Multi‐Level Effects of Socio‐Economic Status on Reading Achievement in Sweden in 1991 and 2001

This study examines the changes in educational inequality at the school‐ and individual‐levels in 1991 and 2001. Comparisons are made between the IEA Reading Literacy Study 1991 and the so called 10‐Year Trend Study in PIRLS 2001. The between‐school differences in reading achievement variance and the size of the relationship between SES and reading achievement at school‐level are the two main focuses. Applying a two‐level structural equation modeling technique, it was found that the between‐school differences in reading achievement were greater in RLS 2001 than in RLS 1991, and the school SES effect has been strengthened over time. These changes indicate that educational inequality in Sweden has increased over time. Some possible explanations to these changes are discussed with reference to school reforms and demographic changes.