技术成熟度评价方法在省级重大科技专项管理体系中的定位研究------基于广东实践的思考

本文结合广东省重大科技专项中期评估的实际工作,研究了技术成熟度（TRL）在省级科技项目评估中的应用方法,建立基于TRL方法的一般评价规则,并针对不同的科技项目类型,给出了评价标准与实施方案。该方法将项目关键技术的当前状态、较立项状态提升的程度,以及与项目目标预期状态的距离,有助于及时掌握项目关键技术的实施进展情况,发现潜在的技术风险。广东省重大科技项目中期评估首次尝试采用TRL方法,作为一般省级科技项目的应用参考。     

Learning for an unknown context: a comparative case study on some Swedish and Polish Political Science students' experiences of the transition from university to working life

This comparative small‐scale (Swedish and Polish sample) longitudinal qualitative study investigates political science students' conceptions of their studies, their future profession and their workplace learning. The students (10 in Sweden and 11 in Poland) were interviewed twice, first when they were at the end of their studies and a second time when they had worked for approximately one year. The questions asked were designed to try to understand the transition from higher education to work life. The results indicate that they bring with them a set of academic generic skills from their education when they enter working life. Furthermore, the students in the two countries have very different perceptions of the subject Political Science, and the expectations they have regarding their studies and future working life also differ considerably.     

Pre‐school Verbo‐sensory Motor Status as a Predictor of Educational Life‐courses and Self‐perceptions of Young Adults

During a 15‐year longitudinal study, 31 Finnish students (risk group) who had been identified as having deficiencies in reading and writing readiness at pre‐school through the German Breuer–Weuffen Differentiation Test were compared with their peers (n = 62) in order to study long‐term differences that emerged at the starting point of the study. In 1999, the students in the risk group were found to achieve significantly lower final school grades and they also had lower perceptions of their own scholastic competence. In 2005, students in the risk group perceived themselves as less competent than their peers in social acceptance, sense of global self‐worth areas and in the strength‐perceptions related to mathematical thinking, learning skills, and self‐regulation. Path analyses showed that verbo‐sensory motor status measured at pre‐school age had long‐term effects on participants’ educational life‐course and global self‐worth. Possible explanations of the findings and implications for early identification are discussed.     

助人一定为乐吗？知识型员工帮助行为对工作场所偏离的影响机制研究

在工作场所中,获得他人知识、技能和人际等方面的帮助是实现创新的重要途径。现有关于帮助行为的研究强调帮助他人能够提高施助者的社会地位和情感体验,忽视了帮助行为可能对施助者带来的消极作用。本研究从自我损耗理论视角出发,建立一个被调节的中介模型,考察帮助行为与施助者工作场所偏离的关系,重点分析了自控资源损耗的中介作用以及团队成员交换如何改善施助者资源损耗的过程。对来自64个团队313名员工的多时点追踪上下级配对数据的分析显示,员工助人行为会引起施助者的工作场所偏离,而施助者的自控资源损耗中介了该过程;团队成员交换在帮助行为的消极作用结果中起到了调节作用,即低质量的团队成员交换关系增强了帮助行为对自控资源损耗的影响,且自控资源损耗的中介作用更为显著;而当团队成员交换表现为高质量时,帮助行为对自控资源损耗的影响和自控资源损耗的中介作用均不显著。最后,讨论了贡献和局限,并提出了未来研究方向。     

提高科技期刊编辑与作者沟通效率的研究

科技期刊编辑与作者沟通的效果决定了稿件的下一环节是否顺利以及作者对期刊的好感度.在与作者沟通的前后,如果可以在主观上有意识地去了解作者,分析作者的准备度类型,并因人制宜地换位思考,将有助于沟通效率的提高及日常编辑工作的正常化.     

Interpersonal Skills in the Reference Workplace

SUMMARY

Reference librarians are expected to interact effectively with a variety of clientele and are taught skills such as approachability, showing interest, and verbal and non-verbal cues. Librarians who have a knack for interpersonal skills do very well both at the reference desk and interacting with their co-workers. An area that is rarely addressed in the literature (or in library school) is that of educating librarians about how to establish professional, collegial relationships with one another. It is assumed that if a reference librarian can interact well with patrons, in a professional manner, he or she will be able to successfully “fit into” almost any reference department. This article discusses the importance of interpersonal skills within the Reference Department and ideas for improving these skills to enhance co-worker relations.     

入学准备问题视点探析

近十多年来,入学准备问题已经成为国内外研究者和教育实践工作者关注的热点领域,但人们的视角和观点不同。文章试从入学准备的价值、内容、途径入手对其进行探析,以更科学地认识入学准备问题。认为入学准备具有促进儿童适应和发展的本体价值,并具有衍生的社会政治经济价值;入学准备要从儿童的身体、社会性、学习态度、语言、认知与知识学习几方面进行;通过幼儿园、小学、家庭和社区的共同努力使儿童成为＂准备好的儿童＂。     

职场排斥对知识型员工工作行为的影响:一个中介-调节的模型

通过实证研究了职场排斥、组织支持感和自我效能感对我国知识型员工角色内、外行为的影响机理。结论表明:职场排斥对员工角色内和角色外行为都具有直接负向的显著影响;组织支持感在职场排斥与员工角色内行为和角色外行为间关系起到部分中介作用;自我效能感调节在职场排斥与员工角色内行为和角色外行为间关系起到调节作用。     

The WIL to learn: students’ perspectives on the impact of work-integrated learning placements on their professional readiness

ABSTRACT

Work-integrated learning (WIL) has assumed life as a central feature of higher education curriculum design in a wide range of disciplines with the ultimate goal of producing work-ready graduates. Under recent Australian government initiatives affecting teacher education, placement forms of WIL have been touted as the panacea for perceived problems with graduate teacher quality; resulting in the national regulation of placement design and length in this discipline. This article reports the findings of a qualitative study into the perspectives of fifteen teacher education students from one regional Australian university. The study investigated these students’ placement experiences and the impact of these experiences on their perceptions of readiness for a career in the teaching profession. Thematic analysis is the method used to identify two key themes in the data collected through semi-structured interviews. Despite recognising the benefits of real-world opportunities for skill development and practice inherent in WIL placement experiences, the study highlights important limitations of these forms of WIL on the development of professional readiness arising from the contextual features of particular placement sites; relationships with workplace supervisors and performance pressure associated with assessment during placements. These findings not only confirm the importance of social processes in the preparation of work-ready graduates but question reliance on placement forms of WIL learning for nurturing graduates’ readiness for professional work.     

Improving High School–College Alignment: A Sociological Reform and New Challenges

This paper analyzes teacher responses to a distinctive reform that sought to ­implement alignment between high schools and colleges. A survey of 225 teachers is used to examine teachers’ perceptions of the reform’s effectiveness, further resources needed, and how perceptions changed over time. The reform was perceived as effective for college-bound students, but not for non-college-bound students, magnifying the discrepant needs of these groups. Steps to improve the program are suggested.