企业动态能力构建的组织机制研究——基于知识共享与集体解释视角的案例研究

动态能力是企业适应动态环境、维持可持续竞争优势的内在基础。整合资源基础观与现代演化理论,本文认为动态能力的核心是以环境动态为参照与匹配目标,企业系统地产生并修改其运营惯例以寻求改善效果的才能。因此,感知环境动态并对其有效响应是企业动态能力构建的关键。基于文献述评,本文以"知觉—响应"模型为研究框架,采用案例研究方法,观察企业从感知环境动态到做出有效响应之间的过程,探索企业动态能力构建的管理与组织过程。研究发现:动态能力构建过程是不断导入外部新要素并与现有能力基础实现互换的连续过程;知识共享与集体性解释是企业动态能力形成与转化的关键。     

浅论生产者之间的横向联合

生产者之间的交易形成了不同形式的治理机制。生产者之间需要一些组织形式进行联合,即使同一产品的生产者,它们之间也需要以某种组织形式联合,不同的组织形式适应不同类型的联合。区别联合类型特征的维度包括测度产出的成本、监督生产的成本以及生产者之间的产出相关性。不同的组织形式的组织成本也是不同的,生产者的联合之所以采用某种组织形式联合,是因为该组织形式的成本是最低的。     

高校学生积极人格的影响因素研究

通过对北京、天津、武汉等地500名高校学生进行的问卷调查发现,学业与非学业压力均对高校学生积极人格的塑造有显著负面影响;心理支持对高校学生积极人格有显著正面影响,并且在非学业压力与积极人格之间具有显著调节作用,在学业压力与积极人格之间却没有显著调节作用;男生感受到的学业压力显著高于女生,23～25岁的学生群体在积极人格上的得分显著低于其他学生群体,但是感受到的学业压力显著高于其他群体;在挫折恢复能力、对高校支持感知上,不同群体的高校学生之间并没有显著的区别。     

Responding to children’s answers: questions embedded in the social context of early childhood education

This article presents analysis of question–answer sequences during problem inquiry between a teacher and two children in an early childhood crèche in New Zealand. Conversation analysis is used to reveal which questions the teacher asks, how children answer the questions, and the teacher’s responses to the child’s answers. Although adults’ ‘effective’ questions were identified and promoted in the REPEY study much less attention has been given to how adults respond to children’s answers. It is imperative to investigate the sequences of talk which follow a question in order to establish how teaching and learning is co-constructed in context, one utterance at a time and as a joint project between teacher and child. The findings suggest that task problems and emotional problems are treated in a similar way during problem inquiry, highlighting the complexity of interactions when teachers are providing both emotional care and educational support for young children.     

社会工作视角下的高校思想政治教育新模式

借鉴社会工作＂助人自助＂的价值观,运用社会工作专业辅导关系,采纳以处理＂关系＂为核心的社会工作服务主题,引进个案工作、小组工作、社区工作等社会工作方法,是新形势下思想政治教育改革创新的新途径。     

幼儿园组织氛围的访谈研究

幼儿园组织氛围对教师专业发展有着重要的影响。通过对16名幼儿教师的深入访谈,本研究发现目前教师的压力来源于家长与幼儿、自身的专业发展需求、幼儿园领导等。教师认为理想的幼儿园组织氛围主要表现在和谐融洽、互帮互助、沟通型的人际关系,以及民主平等、开放自主等方面。教师能感受到幼儿园的支持氛围与研究氛围,但参与氛围相对较弱。     

高校设备管理决策支持系统的设计与开发

该文在分析高校设备管理决策支持系统的结构和需求的基础上，确定了系统的主要功能模块，并对系统主要功能模块的模型进行了设计。     

Teaching physics in junior high school: crossing the borders of fear

Israeli junior high‐school science teachers usually have a background in biology, and their knowledge of physics is limited. We show that by improving teachers' qualitative understanding it is possible to increase their confidence and willingness to teach physics. We conducted three‐day workshops for teachers (n = 92), which were followed by ongoing activities and support. The teacher workshops were based on a new qualitative approach that we developed for studying mechanics, which has been shown to be effective with students. A study of teachers who had not participated in the workshop shows that they had the same conceptual difficulties as their students. A comparison of pre‐ and post‐workshop questionnaires indicates that the participating teachers gained self‐confidence in their ability to explain everyday phenomena, changed their views about the relevance and interest of physics to the students and were willing to implement the method in their classes.     

农村留守儿童社会支持与孤独感的关系

通过对264名留守儿童和213名非留守儿童进行问卷调查,探讨了不同情况下,社会支持对留守儿童孤独感的影响.结果表明:留守与非留守儿童在孤独感上没有显著差异;同学支持和母亲支持对非留守儿童的孤独感有显著负向影响,而同学支持、父亲支持和教师支持同时对留守儿童的孤独感具有显著负向影响;高自尊组留守儿童的孤独感显著低于低自尊组;只有同学支持对于低自尊组留守儿童的孤独感具有显著负向影响,而同学支持和教师支持同时对高自尊组留守儿童的孤独感也具有显著负向影响.     

Inclusive spaces in post-secondary education – exploring the experience of educational supports for people with a neuropsychiatric disability

ABSTRACT

The purpose of this study was to investigate the experiences of studying among people with a neuropsychiatric disability who received support from a Supported Education (SEd) programme, and people who did not receive this support. The research employed a narrative approach, where 14 participants with a neuropsychiatric diagnosis were asked to write a short reflective narrative about their experience of studying, with/without support from a SEd intervention. The results show that the persons without support from the model relied on their family as their primary support, and that support from formal support providers was not available prior to receiving a formal diagnosis. Those who received services from SEd were generally satisfied with the support they received, and did not emphasise the family as support givers in the same way. The study points to the importance of developing neurodiverse spaces, which can serve as transitional environments and that can help supported education models adapt to the needs of this group.