反生产行为研究亟待解决的几个问题

反生产行为是员工绩效行为研究的重要组成部分。文章首先回顾了反生产行为的研究历程,通过对现有研究成果进行分析后发现,在反生产行为的概念界定、测量工具的编制与使用、统计处理及其与组织公民行为间的关系等问题上存在很大争议,并在总结这些争议的基础上提出了进一步研究的方向。     

是“天下第一词”吗？——评《滚滚长江东逝水》

《临江仙》的主题可以归纳为一句话：历史上没有是非成败。这样的思想,对于今天的中国特色社会主义事业,对于今天的广大青少年,不会有积极意义和正面效果。杨慎的《临江仙》只是对自己过去坚持原则坚持正义行为的一种忏悔乃至背叛,绝对不是什么＂天下第一词＂!更不要说今天用马克思主义的观点去对它进行评论了!因此,请不要再对《滚滚长江东逝水》这首歌词大唱赞歌。     

中国传统文化中的心理测评思想研究

中国古代虽然没有严格科学意义的心理测量,却有丰富的心理测量思想,不但历史悠久,应用广泛,而且对西方心理测评思想发展也产生过影响。因此,研究中国传统文化中的心理测评思想对我们今天开展心理测评有积极地指导意义。     

高校财务人员绩效考核体系探究

随着事业单位人事分配制度改革的深入与绩效工资的实施,绩效考核的重要性日益凸显,其绩效考核尚未得到系统和深入的研究。分析高校财务工作的实际,探讨构建适合于高校财务人员绩效考核的指标体系,运用层次分析法确定各层次指标的权重,并对该考核模型进行了应用。     

基于极化分解组合的SAR图像视觉优化和建筑物损毁评估

建筑物损毁评估对灾害应急监测具有重要意义。极化SAR图像蕴含丰富的地物信息,并且记录有目标地物的极化散射矩阵,可用于建筑物的损毁评估。针对完好和损毁建筑物两类目标的散射特征,利用Touzi分解散射角α_s1、去定向后Yamaguchi分解二次散射分量和Touzi分解散射对称度|τ₂|进行RGB彩色合成,对极化SAR图像进行视觉优化,进而利用单一时相SAR图像快速识别出不同损毁程度的建筑物区域。以2011年3月11日发生在日本东北部海域的地震为例,利用灾后的ALOS PALSAR全极化数据开展实验分析,并利用汶川地震RADARSAT-2图像对提出的方法进行验证。结果表明,通过对极化参量的组合不仅可以优化建筑物目标的视觉显示效果,同时可提高不同损毁程度建筑物区域识别度,从而大大降低灾害评估对于数据源的限制和要求。     

美术教育让民族文化由"遗产"转向"资源"

在全球化的今天,要实现中华民族文化的繁荣,首先应客观了解我国民族文化形成过程中出现的多样性文化特点,实现文化自觉,坚定文化自信,才能真正激活民族性格中的文化基因。美术学科涉及中华民族物质文化与非物质文化的形态,从多样性文化的角度出发,通过引入图像学、艺术人类学等相关学科的专业知识与观察方法,将丰富的民族文化遗产实现当代文化资源的转变,在传承优秀民族文化的基础上拓展学生解决实际问题的创新能力,为美术学科实现社会价值提供更多样的思考。     

河北天生桥国家地质公园蜘蛛群落及多样性

2018年8月运用随机扫网、陷阱法和样方相结合的采集方法对河北天生桥国家地质公园蜘蛛种类和群落结构进行了调查,共获得1112头蜘蛛标本,隶属22科54属77种。采用群落多样性指数分析其多样性,结果阐明:天生桥国家地质公园蜘蛛具有丰富的物种多样性,不同植被环境中蜘蛛群落的组成结构有明显差别。灌木丛生境中蜘蛛物种丰富度、个体密度和多样性指数最高,具有稳定的群落结构;阔叶林中蜘蛛均匀度最高;针叶林和草甸中的物种丰富度和个体密度较低,优势度明显。植被保护对保护蜘蛛多样性具有重要意义。     

What do people know about key environmental issues? A review of environmental knowledge surveys

This paper presents results from 15 little publicized state and national environmental surveys in the US that used similar questions. Our analysis reveals trends in adult understanding of environmental issues. These trends indicate that many may have difficulty making informed decisions about environmental policy as citizens, voters, and consumers. Some environmental myths are still prevalent in the US public’s understanding of environmental issues. The authors compare data from the National Environmental Education Foundation survey in the US and data from state surveys using the same questions to examine how public knowledge has changed from 1995 to 2008. Environmental myths and how they may affect the public’s perception of environmental topics are discussed. The authors suggest the need for greater consistency in the surveys of environmental knowledge to allow comparison among different studies.     

Conceptualizing climate change in the context of a climate system: implications for climate and environmental education

Today there is much interest in teaching secondary students about climate change. Much of this effort has focused directly on students’ understanding of climate change. We hypothesize, however, that in order for students to understand climate change they must first understand climate as a system and how changes to this system due to both natural and human influences result in climatic and environmental changes and feedbacks. The purpose of this article is to articulate a climate system framework for teaching about climate change and to stimulate discussion about what secondary students should know and understand about a climate system. We first provide an overview of the research on secondary students’ conceptions of climate and climate change. We then present a climate system framework for teaching about climate and climate change that builds on students’ conceptions and scientific perspectives. We conclude by articulating a draft conceptual progression based on students’ conceptions and our climate system framework as a means to inform curriculum development, instructional design, and future research in climate and environmental education.     

Assessing students’ learning about fundamental concepts of climate change under two different conditions

Students from three different British Columbia grade six classes were followed through two weeks of instruction on climate change. Pre, post, and follow-up surveys were used to determine the differences in knowledge gained and retained by students that received direct instruction from their science teacher, and by those who received equivalent content instruction from outside presenters. The teacher participant also completed a survey on her experience with the researcher-designed lesson plans. Students’ results on the surveys were compared to results from a control group with no intervention. The teacher-based setting resulted in significantly higher knowledge gain, although no difference was found between the groups’ rate of knowledge decline thereafter. Highest gains in knowledge were for the carbon cycle and the human impacts topic, followed by understanding the difference between climate and weather. The students and teacher alike appeared to struggle with the topic of global warming and the greenhouse effect. The research suggests that with the appropriate background information the classroom teacher is likely to be more effective at conveying the science of climate change, particularly when it is taught through an understanding of the carbon cycle and its human impacts. It also suggests that those non-governmental organizations engaged in climate change education might be better served by investing their limited resources in the development of learning materials and subsequent professional development for teachers rather than focusing on in-school presentations.