论元极学与农学相结合

从历史经验、学科发展及农业需要3个方面论述了元极学与农学相结合的重要意义;概述了三元能量的“双向效应”、不同作物品种及不同处理时期效果不同的基本经验;指出了培养元极学与农业技术相结合的研究人员、做好试验研究设计(尤其是“对照”的设置问题)、搞好元极科研成果鉴定等的注意事项。     

在位企业战略更新驱动因素研究:活动系统视角

利用长期案例研究,从活动系统视角探索在位企业启动战略更新的驱动因素。研究发现,相互依赖性内容(资源和信息)通过两种途径推动战略更新活动的启动,即微观的更新活动累积成战略更新和战略更新活动之间的互动;相互依赖性结构对企业战略更新的影响受到自身形成阶段及外部环境的调节。最后讨论研究贡献和可能的局限。     

情报学的发展与现代情报观

本文分析了知识经济时代的特征，论述了知识经济时代的到来给情报学发展带来的机遇及挑战，探讨了适应新形势下的现代情报观的内容。     

以元极图理论探讨幼儿音乐教育

元极图理论剖示了宇宙是自然和谐的巨系统，人是一小巨系统，人与天同构，同律，在人天相互关系中，音乐起桥梁作用，根据这一基本理论和幼儿的特点，探讨了在幼儿时期，音乐教育对人本性的开发，智慧增长，道德素质提高等具有重要作用。     

中国的"城镇化"与发展中国家城市化的教训

鉴于国情约束，中国不具备一般性地模仿欧关现代化进程中以工业化带动城市化的条件。1998年我国明确提出的“城镇化”战略，是对县及县以下城镇在国家没有投资的情况下仍然大量增加的客观情况的认可，但许多实际问题导致“城镇化”陷入僵局。中国应该借鉴国际经验，避免其它人口过亿的大型发展中国家大城市盲目扩张导致的大量贫民窟、黑社会犯罪等造成现代化进程中辍的不稳定问题。当前“城镇化”发展的关键在于改革农村社区土地和乡镇企业产权关系，优先发展中心镇，同时改革地方治理结构，理顺建制镇与村自治的关系。     

“管理哲学”何为

认为“管理哲学”学科的研究对象是知识形态的管理思想与理论,通过与“管理学原理”、“管理思想史”、“管理学方法论”等学科的对比,指出管理哲学在管理学体系中的定位应当是一门功能服务性的基础学科,其主要功能包括:揭示管理学知识与管理实践的因果链;考察管理学理论建构方法;关注管理学前沿领域问题,服务于管理学理论的发展与创新。     

情报交流研究的文本阐释学取向引论

With a review of the evolution of the theory of hermeneutics, this paper raises the problem of knowledge gap in information communication, and from the viewpoint of hermeneutics, analyzes its crux and key issues to be resolved. It further discusses the cognitive viewpoints in information studies, compares them with the text receiving theory and stresses the positions and roles of information users as the main part in information communication. Finally, it concludes that the inevitability and impoaance of using hermeneutics to study information communication deserves to be studied and practiced in depth and breadth.     

Urban youths’ hybrid positioning in science practices at the margin: a look inside a school–museum–scientist partnership project and an after-school science program

In what ways do urban youths’ hybridity constitute positioning and engagement in science-as-practice? In what ways are they “hybridizing” and hence surviving in a system that positions them as certain types of learners and within which they come to position themselves often as other than envisioned? To answer these questions, I draw from two ethnographic case studies, one a scientist–museum–school partnership initiative, and the other, an after-school science program for girls only, both serving poor, ethnically and linguistically diverse youth in Montreal, Canada. Through a study of the micro dialectics from the perspective of youth, I show what we can learn from examples of doing science in a formal and informal educational context supportive of marginalized science practices resembling in part, at least, science-as-practice. Through an integration of the findings with current discourses of relevance in science education such as funds of knowledge and youth centered, co-opted science, I contribute to the formulation of a global pedagogy of science education and in particular, what such may imply in the eyes of youth in French Canada.     

A re‐consideration of rates of ‘social mobility’ in Britain: or why research impact is not always a good thing

This paper re‐considers some of the evidence for low and declining social mobility in Britain, showing that one study based on a re‐analysis of cohort figures appears to have had an impact on policy‐makers out of all proportion to its scale and rigour. The study claimed to show that the income of parents and children were more closely related for sons born in 1970 than in 1958, and that therefore social mobility was declining. It also claimed to show that the incomes of fathers and sons were more closely related in Britain than in countries such as Norway. However, a reconsideration of the same results in this paper leads to very different conclusions. This example is considered in detail here to illustrate the point that it is not always a good thing for research to have influence. The most important and ethical challenge facing social research in education is to improve its quality rather than its impact.