~(194—195)Pt,~(194—195)Hg的超对称性

本文就~(194-195)Pt,~(194—195)Hg核,在原子核的u(12/12)超对称性群下进行了能谱计算并与实验作了比较。结果表明,这些核可能是N=7超多重态成员的“候选者”     

Studying parental involvement and university access and choice: An ‘interacting multiple capitals’ model

Capital‐embedded parental involvement in education is essential in enhancing university enrolment and maximising the educational potentials for equality and excellence. Previous studies in this field have mainly utilised Perna's ( 2000 , 2006 ) model, which defines parental involvement as social capital and identifies the additive influences of different types of capital (including social, economic and cultural capital) on university access and choice. Yet, little research to date theorises and disaggregates the interplay among various types of capital as well as the multiplicative capital effects on enrolment. This study addressed this gap. We proposed an ‘interacting multiple capitals’ (IMC) model and hypothesised that parental social capital could moderate the effects of cultural and economic capital on entry to university. To validate the model, a pilot survey was administered to 216 university students of Korean ethnicity in China and investigated the models of involvement adopted by Korean parents in the context of the increasing labour mobility of the Korean adult population. Moderated multiple regression analysis was employed and the results confirmed the hypothesis that capital effects upon university access and choice were multiplicative in nature, with social capital moderating the cultural capital influence on students’ educational aspirations. The study findings show that the interaction of various types of capital variables is sufficiently statistically significant to warrant future research and policy and practical discussion of how to promote parental involvement in university preparation and planning.     

基于生态购买的西部经济与生态良性互动发展模式研究

在西部发展中,应建立经济发展与生态重建互动发展模式,通过实行“生态购买”的利益驱动机制,建立起生态补偿机制和生态购买的市场激励机制、投资融资机制、组织管理机制、保障制裁机制,实现区域制度与政策、组织管理和技术创新,走市场化的生态建设产业化道路,实现生态建设企业化、金融化等政策;通过实施生态购买工程,“以土地换环境”,使生态环境自然恢复,实现生态系统的良性循环;通过生态购买和生态补偿机制的结合,实现两者优势互补、相互促进,走生态经济化和经济生态化道路;通过生态建设致富,最终实现生态建设与经济发展“双赢”的良性互动发展。     

高职办学的技术特色与互动模式

高职教育作为特殊类型的高等教育,应着眼于人才类型特征、职业岗位需求、教育功能发展三大要素,确立技术特色的主体定位,并着力构建集团化、国际化、个性化三大互动平台,探寻特色办学的多元实现模式,拓展广阔的教育市场和发展空间。     

创作主体与编辑主体互动共生

科技论文的创作是一种极复杂、精细的创造活动,创作主体的能动性,对于这一创造活动具有最终决定意义。但一篇文稿能否面向社会,还需要编辑根据出版规范要求对文稿进行再创作,对于学术论文而言,在创作过程中作者是主体,在编辑过程中编辑是文稿的主体,只有这两种主体的互动共生才能保证高质量的文稿面对社会,为社会服务。     

基于二维分析的企业知识创造模式

由于任何一个知识创造的成功都与所有过程及长期知识创造能力相联系,因而采用二维分析法来探讨企业知识创造的模式。其中一个维度是企业知识创造的基本过程,主要研究企业知识创造的运行规律;另一个维度是企业知识创造的演化阶段。基于二维分析,企业知识创造模式由知识引进、模仿性创造、企业内自主创造及内外互动式创造这四个阶段构成,且各阶段层层递进,最终实现企业创新能力的提升。     

Continuing the tradition… advancing the boundaries

This study investigated the influence that social and emotional support have on attributional confidence in the brother‐brother relationship. Two‐hundred thirteen males reported on the relationship with their brother. Social support dimensions of relational support, interpersonal depth, relational conflict and emotional support were examined as a function of attributional confidence. Results indicated positive relationships between social support dimensions of relational support and interpersonal depth with attributional confidence. Relational conflict was negatively related to attributional confidence. No significant relationship between emotional support and attributional confidence was observed.     

从职业教育特点探讨职业教育课程的教学模式

面对职教毕业生严峻的就业形势,必须加快推进职业教育的改革和创新.结合职业教育特点、职业课程的特点对职业教育互动式教学模式进行探讨和改进,更是当前进行职业教育改革和创新的重点.     

试论后现代课程观语境下我国中小学教师角色的转变

后现代课程观强调在开放的、互动的、共同的对话中重建师生关系,开放性和互动性、多元性和差异性、反对权威和去中心化是后现代课程观的基本理念。后现代课程观催化传统教师角色由“权威者”转变为“平等中的首席”,由知识的“传递者”转变为学生学习的“促进者”,由课程“执行者”转变为课程的“研究者”、“开发者”。后现代课程观拓展了我国中小学教师角色研究的视野。     

走近学生生活与内心——一个高职师生关系构建的叙事案例

良好师生关系的构建,一直以来是令众多教师困扰却又不懈探索的问题。良好的师生关系对教师教学和学生学习都发挥着不可忽视的重要作用。文章通过叙事研究方法,呈现了一位高职英语教师的相关教学经历与反思,探讨了贴近学生生活、关注学生内心对于构建高职院校良好师生关系的积极意义。