读馆藏《退想斋日记》

文章通过对《退想斋日记》内容的介绍,旨在指出其在研究山西政治、民俗和晋商方面的史料价值,进一步指出日记对近代社会史研究的重要价值。     

组织知识变革管理

组织的环境是动态变化的,因此,组织的知识资产需要不断更新,组织知识管理的战略要不断变化。提出支撑知识变革管理的框架和在组织变革中可操作的流程。图1。参考文献13。     

新形势下高职图书馆的组织变革

本文分析了图书馆组织变革的发展方向，并尝试建立一个服务型的高职图书馆组织结构。     

复合图书馆时代我国图书馆组织变革的六大趋势

阐述了复合图书馆时代我国图书馆组织变革的六大趋势：组织制度层次弱化、组织流程调整动态化、组织结构扁平化、组织边界柔性化、内部组织团队化、组织形式多样化。参考文献6。     

基于知识转化的工程人才创新能力提升研究——以一门综合创新实验课程的教学为例

随着技术系统、生产过程以及产品系统复杂性的增长,创新活动要求不同知识与技术的整合,工程人才的系统创新能力是应对创新复杂性增长的有效途径。本文从知识转化的研究视角出发,发现工程人才能力的提升可以通过结构化的知识获取和转化路径来实现,逐步建构起整合性的多维度创新能力。文章亦提出在高校或企业的工程师培养过程中,可以通过提供多元知识环境、设计知识获取的组合结构,保护工程人才的创新灵感,从而建构有效实现知识获取和转化的系统运转机制,达成工程师自我成长的机制。     

一阶扩展Cooper变换改进型

提出一种一阶扩展A型Cooper变换改进型模式,用结构归纳法证明了其正确性,并给出应用示例。     

转型期高校图书馆存在的问题与对策

当前，面临转型期的图书馆事业存在着一系列的问题，解决的途径和对策需要我们从技术、经济、人才三方面进行认真研究。     

DSⅡ方程的Darboux变换及其孤立子解

本文找到了DSⅡ方程的Darboux变换,利用所给出的Darboux变换求得了DS Ⅱ方程的一簇解。还利用[1]中给出的规范变换自然地得到(2+1)维Heisenberg链的无限多个解。     

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.     

The effect of anticipated achievement feedback on students' semantic processing as indicated by the N400 cloze effect

The present study examined the effects of anticipated achievement feedback on students' semantic processing on the neural level, using event-related brain potentials (ERPs). Participants (N = 79) anticipated either self-referential or normative achievement feedback regarding an announced upcoming test. Additionally, their performance expectations (low vs. no expectations) were orthogonally manipulated. Subsequently, students' on-line semantic processing was assessed by measuring the N400 cloze effect, a component in the EEG signal of which the amplitude is associated with semantic processing. Within the low performance-expectation condition, no effect of anticipated feedback on semantic processing was found. Within the no-performance-expectation condition, participants anticipating self-referential feedback showed a more widely distributed N400 cloze effect than participants anticipating normative feedback. The results confirmed the hypothesis that the mere expectation of a particular type of feedback can affect students' semantic processes.