沥青混凝土路面设计风险预警阀值研究

基于风险管理思想,运用可靠度设计理论与方法 ,并结合具体工程实践,构建风险评价指标体系,确定沥青混凝土路面设计风险预警指标,应用蒙特卡洛模拟模型确定预警阀值,给出了相应的预警信号。     

论曹操的廉政思想

在中国封建正统历史学家眼里,曹操是一代枭雄。无论他作为政治家、军事家还是文学家,都为中国历史留下了不可湮抹的一笔。作为政治家,挟天子以令诸侯,不拘一格选拔人才,统一北方,恢复发展农业生产,安定了人民的生活。本文通过探寻曹操廉政思想的脉络,发掘出他在中国古代廉政文化史上的贡献。     

《高僧传》关于死亡哲学及美学描述

圆寂作为高僧之实践行为和佛教的核心概念,与中国本土的儒道生死观互通相融又有其独到之处。作为僧传文学代表作的《高僧传》,不仅详尽描述了高僧圆寂之诸多情状：或预知生死、坦然接受;或突现异象、天降神物;或以身布施、宣扬佛理。这些描述从心理、形式、内容诸多方面美化和神圣化了死亡这一必然现象,也为死亡这一命题的多样化研究提供了有益启示。     

政府补贴与资源循环利用企业生产率——基于中国上市公司面板门槛效应实证研究

当前,中国面临着严峻的资源环境问题,为解决日益严峻的资源环境双重约束,政府投入大量补贴资金促进资源循环利用产业发展,补贴效果备受关注。为了探究政府补贴对资源循环利用企业生产效率的影响,本文利用2012—2016年51家上市公司面板数据,使用固定效应模型和门槛面板模型从微观层面分析补贴对企业全要素生产率（TFP）的影响。结果表明：政府补贴对企业TFP呈现非线性影响;而且,补贴对企业TFP影响存在门槛效应,政府补贴对企业生产率的影响效果与企业获补贴强度密切相关：在（1.5%,1.6%]区间内补贴显著促进TFP增长,在（1.6%,2.7%]区间时补贴无效率,大于2.7%时补贴显示出抑制作用;进一步对门槛效应的内在机理进行分析,发现补贴在促进阶段刺激了企业研发投入,而在抑制阶段增加了企业的寻租成本。最后,本文提出相应政策建议,以期完善中国资源循环利用企业的补贴政策、促进产业可持续发展。     

Next generation crosscutting themes: Factors that contribute to students' understandings of size and scale

This study examined the degree to which individual differences in students' (N = 232) concepts of size and scale are explained by factors such as students' innate sense of number, out‐of‐school science experiences, exposure to size and scale instruction, gender identities, and racial/ethnic identities. There is increasing emphasis being placed on the use of crosscutting concepts to promote deep learning in science. A multiple linear regression indicated students' racial/ethnic identities, experiences with scale outside of school, and exposure to size and scale instruction significantly added to the prediction model. Results from this study can both inform the movement toward incorporating crosscutting concepts into pedagogy as well as inform educators, administrators, and other stakeholders of the factors that may shape students' understanding of the cross‐cutting concept of scale, proportion, and quantity.     

Quality Assurance and Evaluation through Brazilian lenses: an exploration into the validity of umbrella concepts

In our present research we address the question of whether it is valid to apply the Quality Assurance and Evaluation (QAE) umbrella concept, which was formulated to explain new phenomena in European educational governance, to similar developments in Brazilian basic education. This led us to reflect on the possible pitfalls and potential strengths of using umbrella concepts as analytical tools. This article presents this exploration and its operationalisation. We confronted in-built assumptions in QAE with the contested, consensual and creative use of the notion of quality in Brazilian basic education, and looked for relationships. Our analysis shows that the Brazilian developments reiterate the relationships concerning global interconnectivity, and challenges those pertaining to conformity. We argue that the main risks of using umbrella concepts seem to concern the re-production of understandings, which frequently leads to the disregarding of deviation.     

Threshold concepts in higher education: a synthesis of the literature relating to measurement of threshold crossing

In relation to teaching and learning approaches that improve student learning outcomes, threshold concepts have generated substantial interest in higher education. They have been described as ‘portals’ that lead to a transformed way of understanding or thinking, enabling learners to progress, and have been enthusiastically adopted to inform teaching approaches and curriculum design. A growing body of literature has critiqued the relevance and applicability of the threshold concept theory and identified threshold concepts relevant to specific disciplines. More recent research has identified how students cross these thresholds and provided measures of the successful acquisition of threshold concepts. This literature synthesis critiques existing evidence on threshold crossing and acquisition to provide a succinct and informative overview of the outcomes to date. Key questions relevant to educators and researchers investigating whether students acquire the threshold concepts associated with their teaching, arose from the literature synthesis. These were: whether or not threshold crossing can be measured; how variation in student learning can be addressed during measurement; tools that can be used for measuring threshold crossing; whether the way units or concepts are taught should alter prior to measurement, and the challenges and limitations of measuring threshold crossing.     

Prediction of performance by heart rate-derived parameters in recreational runners

We investigated whether heart rate (HR)-derived parameters are accurate performance predictors in endurance recreational runners. One hundred thirty recreational athletes completed an incremental running test (4´running + 1´rest). After each stage, we recorded HR, % of maximum HR (%HRmax), and blood lactate. We also assessed HR after each recovery period, and calculated lactate and HR recovery thresholds and HR deflection point. We tested these parameters for associations with running performance, as measured by peak treadmill speed (PTS) and personal best International Association of Athletics Federations (IAAF) score. The %HRmax at 14.5 km·h^?1 correlated with PTS (r = ?0.92), and IAAF score (rho = ?0.80). The magnitudes of the correlations of lactate-related parameters with PTS (|r| = 0.84 to 0.86) or IAAF score (|rho| = 0.70 to 0.77) in absolute values were slightly lower. The correlations detected between other HR-derived parameters and running performance were weaker (|r or rho| = 0.24 to 0.70). Regression models identified %HRmax at 14.5 km·h^?1 as the strongest predictor of both PTS (β = ?0.72) and IAAF score (β = ?0.72). Consequently, tests based on %HRmax may provide a non-invasive and inexpensive alternate method for predicting the performance of these athletes.     

Learning about assessment: the impact of two courses for higher education staff

This interview-based study investigated the impact of two academic development courses about assessment. Participants learnt concepts and terminology that enabled them to better understand and communicate about assessment. The courses also stimulated critical thinking about assessment practices and conceptual change, with ‘assessment for learning’ emerging as significant with the qualities of a threshold concept. Certain learning activities stood out as transformational as they supported the examination of assessment from different perspectives and the integration of implicit with explicit knowledge, but only if participants had sufficient workplace experience that they could link to the formal knowledge taught in the courses.     

面向产业创新升级的企业规模质量：概念界定、量表开发及检验

有利于产业创新升级的企业成长模式一直是研究热点问题。本文将我国产业创新升级普遍存在的低产业化、大而不强和传统产业升级抽象为企业规模阈值问题,并通过对三种规模阈值的突破引入和界定了企业规模质量的概念范畴。以此为基础并结合文献分析法,本文提出构成企业规模质量的R&D投入、非R&D投入和知识能量3个维度及11个能力要素,通过预测试、问卷调查等方式进一步实证检验了量表的可靠性和有效性,得出了有助于推动产业创新升级的企业规模质量量表工具。在量表工具下本文提出了针对技术创新和产业升级的对策建议。