创业导向对员工创新行为影响的跨层次实证研究——以创新氛围和心理授权为中介变量

 探讨了宏观层面的创业导向、创新氛围变量对微观层面雇员心理授权与创新行为变量的影响,在对52家企业260名员工就创业导向、创新氛围、心理授权与创新行为等变量数据调研的基础上,应用跨层次分析表明：创业导向有助于组织创新氛围的构建,而创新氛围会提升员工的心理授权和创新行为表现,且心理授权是创新氛围与员工创新行为的部分跨层次中介变量。这些结论有助于更好地理解创业导向向组织绩效转换的中间机制。     

中国参与哥本哈根气候谈判的博弈分析

规范全球气候变化问题是当前国际政治与国际法的焦点。尽管哥本哈根气候谈判悬而未决,但此次会议中多国的博弈过程及其结果值得反思。论文以静态博弈模型研究整个谈判过程中主要发达国家和发展中国家在核心问题上的矛盾与分歧．对中美两国在此次会议中的谈判进行博弈分析,并对中国在未来气候谈判中的策略进行探讨。     

我国CO2减排目标的经济学分析与效果评价

 就GDP的CO2排放强度下降率、GDP能源强度下降率、能源消费的CO2排放因子下降率、非化石能源在能源品种构成中增长率等影响减缓CO2排放的因素间的相互关系进行了数学推导和计算,进而测算了我国从1990～2005年GDP能源强度下降的影响因素中,技术节能的贡献率约为56%,而结构节能的贡献率44%。2005～2020年情景分析方案中,对促进GDP的CO2强度下降的贡献因素中,技术节能约为43%,结构节能约为37%,而能源结构改善的贡献率也可达20%,可再生能源和先进核能技术的发展对未来减缓CO2排放将起越来越重要的作用。同时文中还分析了CO2排放实现零增长和负增长目标时各项相关指标需达到的条件。     

层次分析法在薪酬公平感中的应用——以南京市为例

文章将层次分析法(AHP)和模糊矩阵结合,创新应用到企业人力管理(HRM)人员薪酬公平感的量化上,量化出薪酬公平感的具体数值。以期此法能在其他行业和职业薪酬公平感研究中得到应用。以南京企业人力资源管理人员为案例,应用AHP确定薪酬公平感的各维度所占比重,再结合模糊矩阵,最终量化出薪酬公平感为78.36分。     

野生动物疫病暴发成因及其防控对策

近年来,世界范围内的野生动物疫病问题日益突出,严重威胁各国的生物安全和生态安全。气候变化和人类活动不断加剧是导致野生动物疫病频发的重要驱动因素。气候变化改变了疫源动物、媒介及病原生物的分布区和栖息环境,为野生动物疫病暴发、流行和侵入创造了条件。人类活动加剧增大了疫病在人、野生动物和家养动物之间交叉感染的概率和疫病传播速度,加大了疫病暴发、流行的风险。为应对日益严重的野生动物疫病重大挑战,亟待加强和完善我国野生动物疫病监测和防控体系建设,提升对野生动物疫病的研究、监测、预警、干预和防控能力,服务国家生物安全和生态安全战略。     

“一带一路”倡议助推沿线国家和地区绿色发展

在新冠肺炎疫情暴发等事件的冲击下,全球市场对于可持续发展理念的认同度大幅提升。"一带一路"沿线国家和地区(以下简称"沿线国家")面临着共同的生态环境和气候变化的严峻挑战。文章基于双向固定效应面板模型和区域间投入产出模型,提出了中国对外直接投资对沿线国家碳排放影响的测算模型。测算结果显示中国对沿线国家绿色发展发挥了积极减排效应,助推了沿线国家绿色投资,并基于测算结果和中国对外直接投资现状提出了4条政策建议:在重点行业开展低碳技术转型;建立连贯的绿色发展政策;建立多边绿色合作;重点发展气候金融。     

Teacher feedback,disciplinary climate,student self-concept,and reading achievement:A multilevel moderated mediation model

Research has confirmed the importance of teacher feedback on student learning. The mechanism of how they are related, however, is not clear enough. In this study, we explored this relation with 60,501 fifteen-year-old students from collectivistic and individualistic cultures in PISA 2018. Importantly, we examined the possible mediating role of reading self-concept and the moderating role of disciplinary climate at both student level and school level in multi-level structural equation models (MSEM). Results demonstrated that the association between teacher feedback and reading achievement was significantly mediated via reading self-concept at student level across cultures, and this indirect effect was significant irrespective of the disciplinary climate level. Moreover, results showed that a positive disciplinary climate would facilitate the building of students’ reading self-concept which subsequently would enhance their reading achievement at school level. This study has important theoretical, practical, cross-cultural, and methodological implications for teacher feedback research and student learning.     

Reducing suspension for minor infraction and improving school climate perceptions among black adolescents via cultural socialization: A multi-informant longitudinal study

Racially disparate school disciplinary practices create inequitable circumstances for minority and immigrant youth around the world. In the U.S., Black youth are more likely than their White peers to be suspended for minor, non-violent infractions. This study explores (a) whether school cultural socialization practices reported by Black students (N = 544; M_age (SD) = 12.45 (1.57); 49% boys) and teachers (N = 38; 84% female) were linked to a reduced likelihood of receiving suspensions for minor infractions and (b) the extent to which Black students' perceptions of school climate mediated this relation. Results indicated that school cultural socialization was linked to a decreased likelihood of being suspended for a minor infraction and improved school climate perceptions for Black students. Black students’ perception of school climate mediated the link between school cultural socialization and suspensions for minor infractions. These results highlight school cultural socialization as a promising approach for increasing cultural responsivity and equity within schools, reducing racial bias, and expunging unjust disciplinary responses.     

Enhancing learning,communication and public engagement about climate change – some lessons from recent literature

This paper sets out to develop key messages for the theory and practice of environmental education from a review of recent research literature on climate change communication (CCC) and education. It focuses on how learners of climate science understand messages on climate change, the communicative contexts for education on climate change, the barriers that can be found to public engagement with climate change issues, and how these barriers can be addressed. 92 peer-reviewed studies were examined. The analysis focuses on the goals and strategies of CCC, and how barriers can be addressed given the research findings on: (a) the content of CCC, (b) visualizations, (c) framing, (d) audience segmentation. The paper concludes that CCC and education need to address barriers to public engagement on several levels simultaneously. It recommends that scholars of environmental education focus critical attention on how practice addresses senses and spheres of agency; sociocultural factors; and the complexities of developing scientific literacy given the interpretative frames and prior understandings that are brought to bear by the public in non-formal education settings.     

Connecting to nature at the zoo: implications for responding to climate change

Societal response to climate change has been inadequate. A perception that the issue is both physically and temporally remote may reduce concern; concern may also be affected by the political polarization surrounding the issue in the USA. A feeling of connection to nature or to animals may increase personal relevance, and a supportive social context may counteract political tensions. Zoos may provide opportunities for both sense of connection and social support. We surveyed over 7000 zoo and aquarium visitors to examine the ways in which a feeling of personal connection among zoo visitors may encourage concern about climate change. Results show that feeling connected to animals at the zoo is significantly associated with cognitive and emotional responses to climate change, as well as with other social groupings and social responses. Overall, the zoo seems to present a supportive social context for considering the topic.