无线传感器网络综述

无线传感器网络因其明显的性能优势和巨大的应用前景而受到学术界和工业界越来越广泛的重视。本文首先介绍了无线传感器网络的基本概念、特点,然后着重介绍无线传感器的研究现状,最后介绍它的研究热点和需要解决的问题。     

“连”字在焦点结构中的作用——谈焦点结构分析中的几个基本问题

在焦点结构分析中，由于对一些基本问题缺乏统一的认识，常常在分析一些具体结构时会产生分歧。本文以分析“连”字句中“连”字在焦点结构中的作用为题，讨论几个与焦点结构分析有关的基本问题。     

分布式领导视域中的大学科研团队领导力探究

领导力是影响高校科研团队绩效的重要因素。本研究以“分布式领导”为分析框架,以3 个科研团队为案例,呈现了我国高校科研团队中的领导实践现状,探讨了领导力得以分布的条件与问题。研究发现：我国大学科研团队对“跨界”（学科边界、范式边界、代际边界）与“创新”的追求是领导力分布的内在动机,领导力分布主要通过形成共同目标、责任与表现监控、资源支持与分配3个环节进行。高绩效团队中领导力在3 个环节均实现了分布,中低绩效团队中领导力仅在部分环节实现分布或未实现分布。我国大学科研团队领导力分布的困境在于大学逻辑和市场逻辑的冲突,以及中西管理文化的差异或融合。     

What action learning is not in the twenty-first century

This article is about what action learning is in the twenty-first century. In 1983 Reg Revans explained how action learning differed from seven phenomena with which it had been confused. This article explores how action learning differs from seven further phenomena with which it is currently confused. The article details similarities and differences between action learning and self-directed teams, coaching, focus groups, action research, seminars, problem-based learning and experiential learning.     

坚持以人为本,构建和谐社会

和谐社会的构建最为本质的是要坚持以人为本。关键又在于从普通公民和弱势群体的视角把握以人为本。构建和谐社会。     

论城市弱势群体的社会支持及其建构

社会支持的主体是社会网络,由个体、群体、国家三者之间的关系组成,其内容可以分为个人支持、群体支持和国家支持三种类型。这三种类型的社会支持从宏观、中观、微观三个层面来对弱势群体进行扶持。宏观层面主要是从政府的角度出发,通过立法、政策和营造社会氛围来进行;中观层面主要是从社区平台出发来进行;微观层面主要关注弱势群体的个人素质,通过实现教育机会公平等措施来进行。因此如何从这三个层面来扶持城市弱势群体是本文探讨的重点。     

"边缘群体"的社会心理与社会歧视探析

本文所谓的"边缘群体"是指生活于城市社会底层各角落的农民工群体.他们为城市的繁荣与发展做出了巨大的贡献和牺牲,但却没有得到相应的回报.相反,在二元结构体制的特殊社会背景下,农民工在城市中受到了诸多的不公正的待遇,无法真正融入城市,并遭遇着市民的偏见与歧视.他们已成为一种独特的"弱势群体".要正确解决"边缘群体"的弱势地位问题,就必须对其现状和和社会心理有深刻的了解.本文拟就对"边缘群体"的现状及其社会心理问题与社会歧视现象做一番探析.     

网络条件下公共图书馆应重视为信息弱势群体服务

网络深刻改变了公共图书馆读者服务的对象、方式和任务。在网络条件下公共图书馆应重视为信息弱势群体服务。公共图书馆人要进一步培养为信息弱势群体服务的意识和转化信息弱势群体为信息强势群体的工作理念,力求始终贴近最大多数、贴近实际需求、贴近个性化服务。     

面镜和透镜的成像规律

本文总结了凹面镜、凸面镜、凸透镜、凹透镜的成像规律,指出了它们之间的联系和区别。     

Teachers’ reflections of professional change during a literacy-reform initiative

Policymakers recently have targeted teacher quality, and school systems have increased their attention to instructional reform through professional development. The purpose of this study was to examine teachers’ views about the change process and professional development that supports change. Semi-structured focus-group data were gathered from 41 primary-grades teachers (students ages 5–9) across five schools in a high-poverty urban district that participated in a 2-year literacy-reform initiative. Results indicated that teachers viewed the change process from two stances: as learners and as change agents. Three conditions supported their professional growth: professional development embedded in school and classroom contexts, professional development focused on limited and clearly defined learning goals, and on-demand access to time and resources. Changes that occurred did so in three phases: movement from curriculum-centered to student-centered practices, increased collaboration, and requests for policy changes via teacher autonomy and advocacy for students.