从MOOC看“在线教育”项目的运作规律

远程教育在全球范围内的“摸着石头过河”,产生了许多新模式、新概念,现予以阶段性小结,从M OOC中归纳出“在线教育”项目的运作规律,可分述为五个条件：1．品牌效应为项目成功运作的充分非必要条件;2．“强交互”的在线教学平台技术为项目成功运作的必要条件;3．“教者在线”的线上教学是项目成功运作的充分必要条件;4．配套的线下学习支持服务是项目成功运作的充分条件;5．有效的考核发证是项目可持续发展的必要非充分条件。     

基于GED分布下EGARCH模型的SHIBOR方差时变性研究

对2012年1月4日至2013年12月31日的SHIBOR隔夜品种进行实证研究,结果表明：①SHI-BOR隔夜利率序列不服从正态分布,且具有尖峰厚尾及右偏的特征;②经过反复试算,发现在假设扰动项服从GED分布的情况下,AR（2）-EGARCH（1,1）-M模型能更好的拟合原序列,而且模型估计结果证明SHIBOR的波动存在反杠杆效应,说明“好消息”能比“坏消息”产生更多的波动.     

Restorative Practice in New Zealand Schools: Social development through relational justice

This article proposes that restorative justice practices (RJPs), as used in New Zealand schools, are better understood as an instrument of social development than a behaviour management practice. Concerns about the achievement of Māori students are relocated, from an individualised psychological and pedagogical problem to an interdisciplinary context of historical and social development. Social constructionist theory is suggested as a lens through which RJPs in schools may be seen as the intentional production of respectful social relationships, rather than as behaviour management. A restorative process has the productive capacity to restore healthy relational functioning, both for those who have been offended against and those who have offended. It is argued that the primary function of restorative justice in schools is not about resolving specific conflicts, but rather, about the production and maintenance of respectful relationship, which is the antithesis of colonised relationship. Such a position reflects accountability on a communal, rather than individualised basis, and accords with recent moves in the United Nations Development Programme to look at Human Development as building agentive capacity.     

Supporting students’ assignment writing: what lecturers do in a Master of Education programme

Teachers’ instructional practices surrounding written assignments have been little researched, despite writing remaining the primary means of assessment in higher education, including postgraduate professional development programmes. In this paper, we report a study that explored what a sample of lecturers in a Master of Education programme at an English-medium university in Hong Kong did to support students’ assignment writing. We integrate perspectives provided by the relevant higher education literature, the academic literacies approach and North American rhetorical genre studies to shed light on the findings derived from our analyses of interview and documentary data. We showed that our lecturer participants both engaged in direct instruction on assignment writing and provided indirect support. Our study contributed to the existing literature and raised questions for future research.     

The birth of a new industry: entry by start-ups and the drivers of firm growth: The case of encryption software

The paper analyses the birth of the encryption software industry (ESI), a new niche in the software industry. Using a Chandlerian perspective, this work reports the main facts about firm entry and growth, with a particular focus on start-up strategies and actions.Since scale economies do not play a major role in ESI, the paper investigates the different sources of firm competitive advantages.This work shows that innovation and product differentiation, along with investments in co-specialised assets, are variables strongly correlated to young firm probability to survive and grow. In doing so, we have collected highly detailed information on product introduction, US patents granted, worldwide alliances and biographical data of firm founders.     

n位轮换同余问题

本文在大量数据验证的基础上提出了n位轮换同余问题，希望该问题的讨论能丰富整数理论与实践．     

The effectiveness of university knowledge spillovers: Performance differences between university spinoffs and corporate spinoffs

While much prior research has focused upon how the Technology Transfer Offices (TTOs) and other contextual characteristics shape the level of university spinoffs (USO), there is little research on entrepreneurial potential among individual academics, and to the best of our knowledge, no comparative studies with other types of spinoffs exist to date. In this paper we focus on an important but neglected aspect of knowledge transfer from academic research involving the indirect flow to entrepreneurship by individuals with a university education background who become involved in new venture creation by means of corporate spinoffs (CSO) after gaining industrial experience, rather than leaving university employment to found a new venture as an academic spinoff. We argue that the commercial knowledge gained by industry experience is potentially more valuable for entrepreneurial performance compared to the academic knowledge gained by additional research experience at a university. This leads us to posit that the average performance of CSOs will be higher than comparable USOs, but the gains from founder‘s prior experiences will be relatively higher among USOs whose founders lack the corporate context. We investigate these propositions in a comparative study tracking the complete population of USOs and CSOs among the Swedish knowledge-intensive sectors between 1994 and 2002.     

The impact of entrepreneurial capacity, experience and organizational support on academic entrepreneurship

Although sources and determinants of academic entrepreneurship have begun to command the attention of policy-makers and researchers, there remain many unanswered questions about how individual and social factors shape the decisions of academics to engage in entrepreneurial activities. Using a large-scale panel of academics from a variety of UK universities from 2001 to 2009, this paper examines how an academics’ level of entrepreneurial capacity in terms of opportunity recognition capacity, and their prior entrepreneurial experience shape the likelihood of them being involved in starting up a new venture. In addition, we explore what role university Technology Transfer Offices (TTOs) play in stimulating venture creation. The results show that individual-level attributes and experience are the most important predictors of academic entrepreneurship. We also find that the social environment surrounding the academic also plays an influential role, but its role is much less pronounced than individual-level factors. Finally, we show that the activities of the TTO play only a marginal, indirect role, in driving academics to start new ventures. We explore the implications of this analysis for policy and organizational design for academic entrepreneurship.     

数学问题的(P,M)分类方法应用举例

数学问题的(P,M)分类方法,是指从问题与解题思想方法的统一下来对数学问题分类,分类的结果可以使每一类都有适合于其特征的基本解题思想方法,于是使解题者能够根据问题的特征较为容易地判断所需要的思想方法,使问题得到解决。然而,这种分类不仅需要解题者随着数学知识的日益丰富来完成,更需要一定的特例来理解。     

基于A ndroid移动学习系统的研究与实现

针对高校学生对移动学习的需求,文章设计了一个基于 Android的移动学习系统。学生通过3G或WIFI等方式接入网络,可以下载自己需要的学习文件,并且可以在虚拟课堂中与教师进行在线互动,可通过课程论坛和资源评价与其他用户交流。该系统的实现为教学资源服务提供了一种新途径,对移动学习系统研究具有一定的实践意义。