我国产业集群升级的政府行为研究综述及展望

从产业集群升级的内部和外部途径两个方面,分析了近年来时于产业集群升级中政府的政策响应、不同产业集群类型、产业集群不同升级阶段的政府行为的研究状况,认为在我国产业集群升级不同阶段的政府行为研究上不够深入,内部升级的宏观政策方面研究过多,不具体,可操作性不强.不同类型产业集群升级的不同阶段研究缺乏系统性,而且理论性不强.提出今后应加大不同文化背景下,多类型、多途径产业集群升级的政府行为实证研究和基于全球价值链的不同类型的产业集群,不同升级方式的政府行为研究.     

基于读者调查的电子版学术文献阅读情况分析

互联网的普及、学术出版的电子化和电子资源的海量化以及搜索引擎的“无所不能”,学术文献以纸张和磁盘两种载体并行传播,我们处在纸质文献和电子文献并行的时代。这导致了读者阅读学术文献的行为和习惯发生了改变。文章试图通过比对相关调查所提供的数据,分析目前纸质文献和电子文献并行的时代里科研人员在阅读电子版学术文献时的一些行为方式,并且分析这种阅读行为方式的改变对科学研究以及对学术图书馆的影响。该文为2009年第四期“数字时代的阅读专题”文章之一。     

等规聚丙烯/炭黑等温结晶过程中流变与导电行为的关联与同步测试

采用流变-导电行为同步测试方法,研究了等规聚丙烯(iPP)/炭黑(CB)复合体系的等温结晶行为,发现当CB体积含量φCB远高于渗流转变上限时,其体系的流变行为与导电性能均在某一特征时间处发生突变,电阻突变的特征时间短于动态储能模量(G′)或法向应力(FN)突变的特征时间,表明结晶诱导期存在CB粒子运动,促使CB粒子在晶粒尺寸增长期形成渗流网络;另一方面,与静态方法相比较,动态方法所测特征时间较短,表明动态方法对体系结晶结构变化的响应较静态方法更为灵敏.     

特殊教育中常见的危机行为矫正初探

残疾儿童教育训练中,教师经常会遇到特别严重的攻击、暴力或伤害行为等危机情境。应用先行控制策略预防问题行为发生,运用行为控制策略及时中断问题行为链,运用同伴调解技术转变问题行为等是残疾儿童教育训练中危机行为干预的有效策略。集合充足的人力成立协商小组,运用权威人士来阻止不良行为的发生,及时记录危机处理的过程和结果等措施将有助于增强危机行为矫正的效果。     

校长领导行为对中学教师职业承诺的影响探析

校长领导行为是指校长在教学活动和教育管理过程中,指引和影响教职工活动所表现的一种特定行为。教师职业承诺是教师对其所从事职业的认同及从事教学、研究的意愿。本研究以教师职业承诺为切人点,通过实证研究分析了校长领导行为方式与教师职业承诺之间的关系,并提出了供教育行政管理部门和学校管理者参考的可行性建议。     

The relationship between university students’ environmental identity,decision-making process,and behavior

Environmental education scholars have argued for the need to focus on identity as a more predictive factor than attitude of individuals’ environmental behavior. We examine individuals’ decision-making as a mediating process between identity and behavior. University undergraduates (N = 299) were surveyed, with a select sub-sample interviewed. As expected, environmental identity was correlated with pro-environment behavior (recycling). However, students with lower pro-environmental identity also recycled regularly. Similarly, analysis of decision-making revealed most students, regardless of their environmental identity, do not think much when recycling. Environmental structures such as presence of recycling bins surfaced as a powerful influence on pro-environment behavior.     

不同锻炼阶段高知人员体育消费的比较

为了考察体育消费与锻炼行为阶段变化的关系,了解高知人员的体育消费特征,采用锻炼行为阶段量表等工具对587名高知人员进行问卷调查,通过单因素方差分析比较高知人员处于不同锻炼行为阶段的体育消费差异。结果为不同锻炼行为阶段的体育消费金额的差异显著(P0.05),不同锻炼行为阶段拥有的体育产品数量的差异显著(P0.05)。结论:1)高知人员体育消费水平较高,有追求高质量高档次的特点,消费结构比较合理;2)体育消费水平伴随锻炼行为的发展(前意向→意向→行动→坚持)大幅度增长;3)处于锻炼行为高级阶段的消费者更愿意在体育活动中投入资金,倾向于消费高质量高档次的体育产品;4)体育器材和运动服装消费增长幅度最大的是在"行动→坚持"变化阶段,体育资料消费和近期其他体育消费增长幅度最大是在"意向→行动"变化阶段,在这些变化阶段加强对应的体育产品和服务有利于体育锻炼行为向高级阶段发展。     

Tool for Assessing Responsibility-Based Education (TARE): Instrument Development,Content Validity,and Inter-Rater Reliability

Numerous scholars have stressed the importance of personal and social responsibility in physical activity settings; however, there is a lack of instrumentation to study the implementation of responsibility-based teaching strategies. The development, content validity, and initial inter-rater reliability testing of the Tool for Assessing Responsibility-Based Education (TARE) are described here. Inter-rater agreement was calculated for paired observations focused on 2 different teachers delivering a total of 18 separate physical education lessons for students in grades 1 through 6. Findings indicate that the Tool for Assessing Responsibility-Based Education provides scores with adequate inter-rater reliability. The procedures employed in this study proved feasible and enable observers to characterize the implementation of responsibility-based teaching in physical education. The Tool for Assessing Responsibility-Based Education has numerous research and training applications relative to the Teaching Personal and Social Responsibility model (Hellison, 2003 Hellison, D. 2003. Teaching responsibility through physical activity, 2nd, 15–38. Champaign, IL: Human Kinetics.  [Google Scholar]) and the national content standards for K–12 physical education, specifically Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings (National Association for Sport and Physical Education, 2004 National Association for Sport and Physical Education (NASPE). 2004. Moving into the future. National standards for physical education, 2nd, 39–43. Reston, VA: Author.  [Google Scholar]).     

课堂教学中防御性非言语行为的运用

课堂教学中防御性非言语行为所传递的是在教学交往过程中有类似抗拒、排斥、掩饰等具有防御性的心理。依据是否凭借实物或空间，可分为徒体防御性非言语行为和凭物防御性非言语行为。运用防御性非言语行为要遵循相应的原则，即尊重信任原则、恰当自然原则、收放结合原则和增减有序原则。在以上原则的指导下，可以采用如下技术：教学前实施观念冲击技术和公式协调技术；教学中实施面具转换技术和距离调控技术。     

The interrupted learner: How distractions during live and video lectures influence learning outcomes

New instructional technologies have been increasingly incorporated into the medical school learning environment, including lecture video recordings as a substitute for live lecture attendance. The literature presents varying conclusions regarding how this alternative experience impacts students' academic success. Previously, a multi‐year study of the first‐year medical histology component at the University of Michigan found that live lecture attendance was positively correlated with learning success, while lecture video use was negatively correlated. Here, three cohorts of first‐year medical students (N = 439 respondents, 86.6% response rate) were surveyed in greater detail regarding lecture attendance and video usage, focusing on study behaviors that may influence histology learning outcomes. Students who reported always attending lectures or viewing lecture videos had higher average histology scores than students who employed an inconsistent strategy (i.e., mixing live attendance and video lectures). Several behaviors were negatively associated with histology performance. Students who engaged in “non‐lecture activities” (e.g., social media use), students who reported being interrupted while watching the lecture video, or feeling sleepy/losing focus had lower scores than their counterparts not engaging in these behaviors. This study suggests that interruptions and distractions during medical learning activities—whether live or recorded—can have an important impact on learning outcomes. Anat Sci Educ 11: 366–376. © 2017 American Association of Anatomists.