科研信息化发展态势和思考

文章分析了科研信息化发展态势,认为当前科研信息化发展将进入第三阶段即"一体化"阶段,并将发展态势凝练为"五新":大数据驱动科研范式变革成为"新亮点",开放科学借力科研信息化成为"新趋势",科研移动应用成为科研创新的"新动力",科研信息化基础设施性能及规模加速发展和升级成为"新常态",科研信息化推动企业创新和产学研协同创新成为"新模式"。指出了我国在科研信息化基础设施与应用领域面临的挑战;介绍了中科院在科研信息化基础设施、科学大数据、科研信息化应用3个方面的发展部署;提出了针对我国科研信息化的发展建议,包括建立国家科研信息化发展体系,实施国家级科研信息化工程,建设面向全国科技界提供科技资源和信息化资源的综合服务平台等。     

内蒙古自治区奈曼旗土地利用变化预测研究

该文以奈曼旗1995年~1999年的土地利用数据为基础，结合人口和国内生产总值增长的驱动作用，采用GKSIM模型对奈曼旗的土地利用变化趋势进行模拟分析。模拟结果显示，奈曼旗的林地面积将从1995年的171171 hm2增加到2015年的197363 hm2；以耕地和园地为主的农业用地面积基本稳定在18000 hm2的水平；草地面积在近几年的下降后基本保持稳定，约为98000 hm2；非农业用地持续增加，到2015年达到31000 hm2。其它用地面积从1995年的326759 hm2下降到302655 hm2。土地利用变化的基本趋势预示着，未来15a，奈曼旗的生态环境将在总体保持稳定的基础上有所改善。     

黑龙江省1986年—2000年土地利用变化特征与空间格局分析

土地利用变化是全球环境变化的重要方面,是人类活动影响自然环境程度的重要反映.在遥感和GIS技术的支持下,本文分析了黑龙江省1986年～2000年的土地利用变化特征和变化的空间格局.研究表明,在1986年～2000年期间,林地、草地和沼泽地面积显著下降,耕地面积急剧增加,并且不同的土地利用类型变化在空间上表现出不同的空间格局.在此期间,黑龙江省土地利用发生了显著的变化,人地关系矛盾突出.林地、草地和沼泽地锐减和退化,保护林地、草地和沼泽形势严峻.     

基于互动博弈的组织不同层级间激励协同机制设计

基于双重委托代理理论,以组织效益最大化为目标,构建了静态纳什均衡模型及动态序贯博弈模型,分析了既定情境下的高低层级群体互动博弈过程及其对策。模型的演绎机制揭示:在提供顶层设计前提下,短期内,组织对高层级群体绩效与奖惩紧密挂钩,将提升组织监管有效性;而组织越过高层级群体对低层级群体加重惩罚是无效的;长期看,无论对高层级群体还是低层级群体,组织必须配有一定程度的负激励,负激励是更为有效和持久的激励。     

知识型员工激励机制的构建

随着知识经济的崛起,知识管理成为企业管理的新模式。知识型员工激励机制的构建是知识管理项下人力资源的重要内容。因此,企业管理者必须根据知识型员工的特点和需求,根据企业实际情况,运用多种激励机制,激发知识型员工的工作热情,提高企业的管理效率。     

E-prints预印本数据库的自组织同行评议模式设计

经历21世纪前十年快速发展后,OA期刊与预印本数据库发展遭遇瓶颈,最主要原因是OA期刊与预印本数据库至今未能构建一套评议效度不低于传统同行评议模式、适应开放存取环境的新型同行评议模式。本文提出一种预印本数据库环境下,不需要传统编辑介入与期刊载体、由预印本系统按照客观规则与算法推动同行评议活动持续进行、"人人评我、我评人人"的自组织同行评议模式。将自组织同行评议模式与现有代表性同行评议模式进行了比较。预印本数据库下的自组织同行评议模式能够很大程度上消除传统同行评议模式以及我国学术出版与学术评价中存在的诸多弊端,具有范式变革的理论价值以及为构建我国国家级预印本数据库提供决策参考的实践价值。     

Explanations of attitudes to change: Colombian mathematics teachers’ conceptions of the crucial determinants of their teaching practices of beginning algebra

This article arises from a study whose overall purpose was to investigate the relationship between Colombian mathematics teachers’ conceptions of beginning algebra and their conceptions of their own teaching practices. The teachers’ understandings of their teaching practices were explored with a view to unravelling their conceptions of change in their teaching. Focusing on the perspectives of teachers afforded opportunities that exposed the powerful role that the teachers’ conceptions of social/institutional factors of teaching played in their conceptions of their practices. The degree to which the teachers attributed these (external) factors as crucial reasons for what they do in their teaching was the basis of a categorisation of their conceptions of the crucial determinants of their teaching practices into three types. The findings are particularly relevant to our understanding of the stability of mathematics teaching approaches in the Colombian context but have likely implications for a range of international education contexts. Specific implications for the development of the research into teachers’ conceptions of mathematics and its teaching, and for teacher education programmes are presented.

Mindset change in a cross-cultural context

Imagine you are Thai and a member of a management team from a European company that acts in an Asian emerging market. Imagine you are a European expat with the assignment to double the turnover from that Asian company in a few years. Imagine you are a Change Maker and they ask you to facilitate the (multinational) management team of that Asian company to develop a market strategy and translate it into a business plan, and you have to deal with cultural differences. How do you manage a small-scale change process based on the principles of action learning in that specific multinational context? That's the essence of this account of practice.     

从两唐书《杜甫传》看杜甫诗学地位的变化

杜甫是我国文学史上一位集大成的诗人,他的诗对后世影响巨大,被后人尊为“诗圣”。他的诗歌被接受有一个渐进的过程,而宋代则是一个关键时期。他的诗在唐末五代已颇有影响,到宋代则形成了一个学杜的高潮。通过《旧唐书.杜甫传》和《新唐书.杜甫传》的比较,可以看出杜甫诗歌接受从唐末五代到宋代的变化过程。     

Mathematical biography and key rhetoric

The intention of this article is to consider the use of narrative and rhetorical inquiry as research methods. I construct a mathematical biography of one elementary teacher trainee, Sirpa, who had performed well in her advanced mathematics course in upper secondary school. I describe her development as a mathematics teacher during teacher education from her second-year methods course and teaching practice to fourth-year teaching practice. Narrative inquiry is more than a case study: Sirpa’s mathematical biography is a story that describes how she constructs her mathematical identity. I also analysed the key rhetoric that Sirpa used in her talk, key rhetoric here referring to the strategy by which she constructed continuity and coherence.