Animating critical action learning: process-based leadership and management development

Increasing attention is focusing on the value of critical approaches to enhancing leadership and management development processes. This paper examines how a critical action learning perspectives can be harnessed to produce valuable learning and development through critically reflective practise. Critical action learning approaches not only explore underlying power and control issues, but actively engage in an examination of political and cultural processes affecting leadership development. The aims of this paper are to explore approaches to critical action learning, to elucidate its principal features, to highlight how it can be applied in leadership and management development contexts and, finally, to illuminate some of the complexities and challenges of working with critical action learning in practice.     

Within-year changes in children’s intrinsic and extrinsic motivational orientations: Contextual predictors and academic outcomes

The present study was designed to investigate the nature, timing, and correlates of motivational change among a large sample (N = 1051) of third- through eighth-grade students. Analyses of within-year changes in students’ motivational orientations revealed that both intrinsic and extrinsic motivations decreased from fall to spring, with declines in intrinsic motivation especially pronounced for the adolescents and declines in extrinsic motivation especially pronounced for the elementary students. These changes in motivation were explained, in part, by shifts in students’ perceptions of the school goal context. Findings suggested that typical age-related declines in intrinsic motivation may be minimized by a school-wide focus on mastery goals. Finally, the potential academic consequences of students’ motivational orientations were examined with a series of hierarchical multiple regressions. Intrinsic motivation and classroom achievement appeared to influence one another in a positive and reciprocal fashion. Poor classroom performance minimally predicted higher levels of extrinsic motivation, but extrinsic motivation was not a source of low classroom grades.     

沱江流域20世纪中后期径流变化分析

以沱江流域为研究对象,选取位于干流中游的登瀛岩水文站实测资料．埘径流年内和年际变化进行分析,利用统计分析法、累积距平法等方法进行相关分析。通过对该水文站二十世纪中后期的观测数据进行分析和计算,表明沱江径流年内分配不均,具有典型季节性,多年变化平缓,呈现略微减少的趋势。为流域中长期水资源开发利用提供了理论依据,具有较强的实践指导价值。     

字体、字形与新旧字形

针对当前学术界在“字体”“字形”两概念的理解和使用上存在的模糊和混乱状态，提出：汉字有“字形变体”和“字体变体”两类变体；汉字字形有“结构字形”和“外貌字形”两种；所谓新旧字形，实际上属于“字体变体”，因此，两套汉字之阃的这种差异应当保持，并可各自发展，但没有必要相互交叉、渗透，新字形的标准没有必要贯穿到老式汉字的体系之中。     

高职院校应高举"为就业而教"的大旗

高职院校要使毕业生在激烈的就业竞争中争取主动，必须应改尽快转变教育观念，高举“为就业而教”的大旗，从专业设置做起，强化动手能力培养，提高学生的综合素质，完善就业服务指导。     

美军研究生教育激励约束机制分析及其借鉴

创新提出针对激励约束机制的RAP分析法,从角色、目标、途径等三方面对美军研究生教育激励约束机制进行了详细分析;阐释了对我军研究生教育的借鉴作用:军队研究生教育必须有效把握军队长远需要与现实需要的均衡,必须注重深化军事特色与学术水平的融合,必须更好实现军队建设需求与军官职业发展的统一,促进高层次人才培养质量提升。     

工程招投标中的博弈研究

用博弈论分析了在招投标过程中招标人选择报价最低投标人的原因。并且从博弈模型分析得到：投标人越多会使投标报价越接近项目成本，投标人可能会选择舞弊行为。据此。提出并建立了在满足招标人最大期望效用前提下的激励机制。     

对传统农村家庭教育功能变迁的思考

"民工潮"现象出现后,我国传统农村家庭教育功能呈现出新现象、新特点.本文以农村家庭模式划分理论为基础,进一步探讨了这一理论发展的趋向,并针对传统农村家庭教育功能变迁对子女社会化带来的不利影响,提出了若干建议与对策.     

辽东半岛早期渔业研究

渔业始终是史前时期辽东半岛重要生业之一。旧石器时代晚期已经出现了专业捕捞工具。进入新石器时代以来,因时地不同,渔业水平具有不平衡的特征。青铜时代以降,渔具与作业方式日臻成熟。新石器时代出现的海上捕捞,使渔业生产进入了一个新的阶段。即使是在农业产品较为充足的时期,渔业仍是重要的补充。虽然环境因素制约着渔业生产,但渔业始终保持着发展的态势,成为农业的重要补充或主要生业。     

Examining the effect of multiple writing tasks on Year 10 biology students’ understandings of cell and molecular biology concepts

This paper reports on a study that examined the cumulative effects on students’ learning of science, and perceptions of the role of writing in learning, when the students engaged in multiple writing tasks with planning strategy support. The study was conducted with Year 10 biology students who completed two consecutive units on Cells and Molecular Biology. A mixed method study was implemented using a pre-/post-test design with a focus on student performance on higher order conceptual questions, and semi-structured interviews with treatment students after the completion of each unit of study. Results from the quantitative component indicated that multiple, non-conventional writing had a significant benefit in helping students learn Molecular Biology. The results for the Cell unit were not so conclusive suggesting the strategies are most useful for novel content. The interviews with students demonstrated that they understood and engaged successfully with both the conceptual and linguistic demands of the tasks. These findings, taken as a whole, confirm that multiple writing tasks can support effective student learning, provided various pedagogical conditions are met.