基于复杂网络和粒子群算法的滤波与轨道优化模型

嫦娥三号已成功完成软着陆,其着陆准备轨道的位置和着陆轨道及其控制策略是嫦娥三号月球着陆的关键问题。运用天体物理相关理论及智能优化算法构建了基于复杂网络的滤波模型和基于粒子群算法的着陆轨道优化模型,并通过matlab计算及matlab仿真,给出了着陆轨道及其控制策略。     

金代泰山文士交游考

金代泰山及周边地区文化昌达,涌现出大量文人学士。这些文士依籍贯和活动区域不同可大致划分为本地型、周边型和活动型三大类。通过诗酒酬唱、畅游山林、臧否人物等方式,泰山文士构筑了广泛的社会交往网络;与女真贵族、外地文士、道教人士的交往拓展了泰山文士社交网络的空间。泰山文士交游网络的构建与拓展不仅有利于北方各地区的民族融合与社会信息交流对于传承并发展泰山文化亦有重要作用。     

Social capital in the classroom: a study of in-class social capital and school adjustment

Social capital is generally considered beneficial for students’ school adjustment. This paper argues that social relationships among pupils generate social capital at both the individual and the class levels, and that each has its unique effect on pupils’ performance and well-being. The sample in this study consists of 1036 children in 60 first-grade classes in 46 Dutch elementary schools. Multilevel regression results show that a substantial proportion of the variance in school adjustment can be attributed to the class level and that both individual-level and classroom-level social capital have substantial effects on school adjustment. At the individual level, the size of one’s network is more important than its structure. At the collective level, social capital also has a ‘dark side’ because it can have negative effects on adjustment, lowering the academic performance in a class.     

Development of learning to learn skills in primary school

In Finland, schools’ effectiveness in fostering the development of transversal skills is evaluated through large-scale learning to learn (LTL) assessments. This article presents how LTL skills—general cognitive competences and learning-related motivational beliefs—develop during primary school and how they predict pupils’ CPS skills at the end of sixth grade. The six-year follow-up of 608 pupils shows that cognitive competences demonstrated in the beginning of the first grade in a learning preparedness test predict both later cognitive LTL competences and CPS, but their development is not fully determined by earlier individual differences in learning preparedness in the first grade. Motivational beliefs begin to be related to cognitive LTL performance gradually from age 10 on, and they may have a slightly stronger effect on CPS than on cognitive LTL performance. It is concluded that the development of CPS is partly depending on pupils’ initial learning preparedness and the development of their LTL skills.     

Significant networks and meaningful conversations observed in the first-round applicants for the Teachers’ Academy at a research-intensive university

The University of Helsinki established a Teachers’ Academy to reward excellence in teaching. This study focuses on teachers’ significant networks and their meaningful conversations about teaching and learning before the establishment of the Teachers’ Academy. The research data consisted of answers to open-ended questions, and were examined using social network analysis. The teachers’ network consisted of significant relations with (1) colleagues and other teachers, (2) peers in pedagogical courses and pedagogical experts, (3) students, and (4) family members and friends. The conversations with different parties varied in nature, content and the level of confidentiality.     

国外海岸带韧性研究进展及其对中国的启示

海岸带韧性可为沿海地区应对全球气候变化与人类活动压力的复合风险提供新的理论源泉和分析视角,对保障沿海地区可持续发展安全具有重要意义.本文在解析海岸带韧性概念内涵的基础上,剖析了以社会生态系统、复杂适应系统等理论为支撑的海岸带韧性理论框架,比较了现有4类评价方法,进而厘清了要素型、过程型和复合型3类评价指标体系的特点,阐...     

Conditions for mental health in education: Towards relational practice

There are concerns globally about the emotional wellbeing and mental health of young people and in this paper a critical orientation comprises both theoretical and empirical data sources. The case is made that (1) the medical model of mental health – that of problem identification, diagnosis and medical treatment at the level of the individual – is not appropriate for the vast majority of children and young people in schools and (2) relational approaches would be more sensitive in responding to the complexity of the ‘conditions’ in the schools, homes and communities in which young people live. Articulations of these conditions in the literature are explored while we also draw on empirical data from part of an evaluation of a school-based teacher-training programme in which interviewees and respondents mapped out their own conditions for emotional wellbeing and mental health. We conclude with proposals for relational approaches which (1) acknowledge the links between affect, cognition and school climate and culture, (2) foreground mental health and poverty as impacting on young people’s emotional wellbeing in their communities, families and schools and (3) attend to voice – providing spaces in which young people can develop their own ‘preferred narratives’ concerning emotional wellbeing and mental health.     

Why do students strive to outperform classmates? Unpacking their reasons for pursuing performance goals

Achievement goal theory has evolved since introduced about 40 years ago. One of its newer variants is the goal complex model. It assumes that each achievement goal (i.e., performance or mastery) can be pursued for many reasons and, more provocatively, that the goal’s effects depend partly on why it is pursued. Clearly, the first task for this area is to identify likely goal pursuit reasons, develop and validate a measure of reasons, and chart the influence of those reasons. Progress remains limited, however. Nearly all studies have considered only a small set of reasons suggested predominantly by self-determination theory, overlooking several other plausible reasons. Nor is there an established measure of goal pursuit reasons. To overcome those limitations, the current study validated and tested a new goal complex measure that includes several additional goal pursuit reasons, both personal (e.g., pride) and social (e.g., to make close others proud, or to help or serve others) in nature. Two culturally distinct samples of university students – one from the USA (n = 400), the other from Thailand (n = 404) – completed the measure with performance goals in mind and then reported a diverse array of educational outcomes. Their results converge for the most part. In each sample, the new measure proved to have good structural validity and psychometric properties. Several goal complexes, including the new social ones, showed unique and often desirable relationships with outcomes, too. The findings raise several research directions and implications for achievement goal theory.     

Unpacking (un)conscious social class bias in faculty hiring processes in Chile: PhD prestige granting university and network

Social class of origin is apparently an imperceptible attribute among doctorate holders seeking academic jobs. Yet, recent studies in different countries reveal that social class of origin may still be influencing the chances of PhD holders from low social class being hired at prestigious universities. Drawing from the theory of social and cultural reproduction, normative ‘fair’ academic hirings frameworks, and qualitative evidence collected in Chile, this research identifies the mechanisms that trigger (un)conscious social class bias in the stages of recruitment and selection of candidates in seven academic departments in economics and industrial engineering (46 interviews). Findings did not prove explicit classism manifestations, but practices of inclusion/exclusion of candidates based on the prestige of PhD-granting universities, and networks. These reproduce the relationship between social class and unequal chances of being connected to prestigious universities. Recommendations to address (un)conscious social class bias in academic hiring are discussed.     

What Tahrir Square Has Done for Social Media: A 2012 Snapshot in the Struggle for Political Power in Egypt

While the debate rages on the role of social media technologies in the initial days of the Egyptian revolution of 2011, a more relevant research question today is the role of social media within an increasingly contested and turbulent political sphere. This article identifies three key modes by which social media is being exploited to impact political power, and uncovers the salience of each of these through 2 years of multisited ethnographies and interviews. First, I argue that political actors across the political spectrum, from liberals to Muslim Brotherhood (Ikhwan), are using technologies to build wider ranging, heterogeneous, and diverse networks of supporters, expanding their base from a more historically homogeneous core support group. Second, I argue that actors are working to build bridges between older and newer media platforms, recognizing that each platform is increasingly being shaped by the other. Finally, I describe some of the ways that technology is being used by activists to subvert their competition, promoting campaigns of misinformation and hacking at the expense of others.