现代管理激励理论对高校学生思想政治工作的启示

大学生的思想特征、情感特点、行为特色与前几年相比已经很不一样,传统的思想政治教育激励工作已远不能适应。在新形势下,探索研究和运用现代管理激励理论,可为高校思想政治教育工作提供有益的借鉴和启示。     

“魔弹”还是“深水炸弹”?——基于一个侗族山寨的传媒效果研究及反思

关于传媒效果的研究,一直有不同的观点。本文以一个湘西侗寨的传媒实践为个案,分析了大众传媒在少数民族社会文化变迁中的作用,发现大众传媒并非像拉斯维尔所说的"魔弹"那样直接而强大,而是像"深水炸弹"一样受到各种"社会引信"的调控。它以其华丽的外表隐藏在人们的日常生活的茫茫大海中,一旦遇到恰当的"引爆水深"就会发生爆炸,其爆炸的威力是巨大,影响是深远的。但是这种威力和影响同时受到"社会引信"的调控,这种"社会引信"就是隐藏在大众传媒背后的各种社会关系。     

创新教育思想与英语教师角色的转化

本文论述了在创新教育思想下，教师角色的根本性转化。教师不再是单一的知识传播者，也不是发号施令的权威，而是学习共同体中的参与者与帮促者，是课堂活动的设计者；学生心灵的探索者；更重要的是学生创新能力的开发者。     

硬脂酸十六烷酯的合成与相变储能性能研究

通过羧基酰氯酯化法合成了硬脂酸十六烷酯固—液相变材料,并使用傅立叶红外光谱仪（FT-IR）、广角X-射线衍射仪（WAXD）、示差扫描量热仪（DSC）、热重分析仪（TG）等测试手段研究了材料的结构、结晶性能以及热性能（相变焓、相变温度和热稳定性）,发现所得材料具有较高的焓变,同时其热稳定性相比硬脂酸和十六醇得到了较大的提高,是一种具有较好相变性能的新型固—液相变储能材料.     

Reproducing or Challenging Power in the Questions We Ask and the Methods We Use: A Framework for Activist Research in Urban Education

Many have argued that educational research does little to change (and may actually reproduce) the social-structural inequalities shaping the quality of high-poverty urban schools. Building from this premise, this paper asks: How can university-based scholars of urban education do research that encourages, produces, or informs change in urban schools and the conditions that shape them? I examine two broad aspects of urban educational research: the questions we ask and the methods we use. In both cases, I critique the dominant paradigm of technical rationality—one in which school failure is approached as a localized technical problem unveiled through neutral, objective, and experimental research methods. In contrast, I propose a paradigm of “political rationality” (Klees, Rizzini, & Dewees, 2000, Children on the streets of the Americas: homelessness, education and globalization in the United States, Brazil and Cuba. New York: Routledge) that approaches school failure and research practice as political issues situated within and shaped by social relations of power. Innovations in urban education research that reflect the logic of political rationality include: more contextualized and politicized analyses of urban schools, and the expanded use of engaged, collaborative, and participatory research methods. Drawing on this work and my experience implementing a participatory research project, I propose a framework for activist research in urban education, and critically evaluate the limits and possibilities of such work to effect change in urban schools.Kysa Nygreen is a UC President's Postdoctoral Fellow in the Community Studies Department, University of California, Santa Cruz, CA 95064, USA.     

我国教育史学科研究范式的反思与转换

我国教育史学科的传统研究范式具有遵循直线式进步教育史观、注重宏观的编年体研究、采用思想—制度模式划分研究内容、学术语言追求客观中立等特征。这些特征规范下的教育史研究已经无法满足现实教育改革的需求,时代要求教育史学科应体现研究的现实性、生动性、全面性和生成性,这就需要从以上几方面入手,实现研究范式与时俱进的转换。当前,研究范式的转换尚在史料建设、研究主体的素质及学科独立性等方面面临着严峻的挑战。     

对董事长的失败惩罚促进了企业创新吗？

本文以2010-2016年中国沪深两市A股上市公司为样本,运用普通最小二乘法和固定效应估计法,探讨全样本和不同技术环境下的企业,失败惩罚和企业创新之间的关系。实证结果表明：对董事长的失败惩罚会提升企业创新的技术水平;失败惩罚和创新绩效之间正相关关系的结论在不同技术环境下具有一般性;进一步比较了失败惩罚与高、低科技企业的交互项系数之后发现,失败惩罚对企业创新的影响在低技术企业样本中显著于高技术企业。     

“第一印象”的信息机制及其激励效应分析

本文应用声誉机制模型分析"第一印象"效应的信息机制和激励效果。结果表明,在能力不变的条件下,越是初期表现越具有持久的影响,所以"第一印象"对代理人激励存在衰减效应,而在能力服从自回归序列变化的条件下,代理人的长期劳动供给得以改善,从而证明了"第一印象"长期激励效果不佳,以及增加工作挑战性、将第一印象与近因效应结合起来可以减少激励衰减效应的结论,对管理实践有重要的启示。     

气候变化对黄河首曲地区草地生态退化的影响

黄河在甘肃玛曲县境内形成了一个长433km“U”字形的第一弯，这里拥有大面积亚高山草甸类草场和沼泽湿地，被誉为亚洲最好的牧场之一，但是，近50年来黄河首曲草地生态逆向演替，草场退化、沙化，水土流失，生物多样性减少，生态功能弱化。利用黄河首曲玛曲县草地与湿地气候资料和生态观测资料及统计资料，分析研究表明：造成生态环境退化的主要原因是气候变化和环境蠕变。玛曲县降水量年际变化呈下降趋势，气温年际变化趋势呈上升趋势，增温速度均大于全国增温速度。草地年干燥指数呈显著上升趋势，20世纪80年代末至2004年明显趋于干旱化，气候变化是草地生态退化的自然诱发因素，而超载过牧，滥采乱挖，人为破坏，生物链失衡等环境蠕变是造成生态退化的人为因素,二者共同作用导致黄河首曲草地生态环境退化。为此，提出了适应高原草地生态环境演替规律的生态环境保护对策。     

Problem-based learning used in the context of cardiac rehabilitation: different scenes and different roles

Several studies show that how patients have difficulties in changing lifestyle even though such changes are essential because they are suffering from a life-threatening disease. Coronary artery disease (CAD) patients met 13 times during a year and used problem-based learning (PBL) to improve their empowerment and self-efficacy in making lifestyle changes. District nurses functioned as tutors, helping patients to formulate issues and to state self-care goals. To identify and describe the enactment of PBL, an ethnographic approach was used, including, for example, participant observations and interviews, all derived from six sessions of the education programme. Five different enactments were found, metaphorically expressed as: ‘The study circle’, ‘The classroom’, ‘The expert consultation’, ‘The therapy session’ and ‘The coffee party’. The education programme did not always function as it was supposed to according to the model, but perhaps this should not be seen as a failure of the pedagogical intervention since these enactments as a whole seem to be a way for the patients to be able to make healthy lifestyle changes. The metaphors can broaden the understanding of what can happen when implementing problem-based learning in health care practice.