谈哲学课章节起始教学方法及效果

马克思主义哲学课程,知识深奥,思维抽象,道理难懂不好学。针对这一客观现实,笔者就哲学课从章节起始阶段入手,对运用复习、提问、寓言、故事和比喻等一些生动直观的教学方法进行了有益的尝试和探讨,收到了很好的教育教学效果。     

The Mitigating Effects of Social and Financial Capital Resources on Hardships

Social and financial capital resources contribute significantly to socioeconomic outcomes. However, insufficient attention has been given to how these resources may mitigate potential socioeconomic setbacks and differ for gender and class groups. In our study, most of the interviewees with hardships had access to social and financial capital resources. The few with insufficient access were working class. Women accessed financial capital resources to overcome hardships more than men, whereas men were more likely to use social capital resources. Access to the resources helped ensure that almost all of the individuals in this study did not suffer the full consequences of their hardships. The hardship itself was of less importance than having access to social and financial capital resources.     

多级离散模糊神经网络稳定性的优化算法

针对模糊集理论在建模中对变化的外部环境适应能力差,以及基本神经网络模型不容易获得模糊集之间关系等问题,提出了一个具有基本模糊推理系统“IF-THEN”规则的多级离散模糊神经网络模型。分析了该模型的基本稳定性条件,并使用硬C均值聚类方法获得数据集之间的关系,采用遗传算法优化了该模型。最后通过计算机仿真验证了该模型的有效性。     

Sources of differences between Chinese,Indian, and Caucasian scientists and engineers: Evaluations of managerial potential

This article proposes intrapersonal, interpersonal, and acculturation factors to help explain differences in evaluations of the managerial potential of Chinese, Indians, and U.S. Caucasians. Using data from 1658 scientists and engineers and their managers in 24 U.S. companies, we find that managers evaluate Indians (but not Chinese) to have less managerial potential and to be less effective at working with others than Caucasians. The absence of insecurity in Indians’ self-reported English fluency appears to be detrimental to the evaluation of their managerial potential. In contrast, Indians who report high managerial aspirations receive less harsh evaluations of their managerial potential. We discuss the implications of our findings for future research and practice.     

Why the tolerance of potential harms? Research ethics in Alzheimer disease

This article summarizes the history of presentations to the National Bioethics Advisory Commission (NBAC) by representatives of the Alzheimer's Disease and Related Disorders Association, Inc., on the topic of human subjects research ethics. The interactions between these two bodies presents a useful profile of a public commission and a voluntary association working to clarify issues of great importance to the association's constituency. The context of epidemiology and ongoing research is also briefly presented. The author is a member of the Alzheimer's Disease and Related Disorders Association, Inc., National Ethics Advisory Panel, and in that role presented the Association position before NBAC and at the Friends Research Institute conference.     

THE SOCIAL CAPITAL RESOURCES OF GENDER AND CLASS GROUPS

ABSTRACT

Social capital resources affect careers. Yet, insufficient attention has been given to how access to social capital resources differs for social groups and, therefore, differentially affects careers. This study consists of in-depth interviews with 246 white interviewees from three parts of the U.S.: New Jersey, Tennessee, and Ohio. The interviews provide extensive details about how social capital resources affected the respondents' educational and employment endeavors. We found that men had greater access to social capital resources than women. Thus, career advantages accumulated for men, while career disadvantages accumulated for women. There were few class differences in access to social capital resources, but the middle/upper middle class had better career returns than the working class. Unlike many other studies of social capital resources and careers, our study examines the processes by which the resources were derived, how they were used, and how they affected careers. As such, we detail a primary mechanism of career disparities and, ultimately, socioeconomic inequalities.     

Building Career PATHS (Postschool Achievement Through Higher Skills) for Young Women With Disabilities

The PATHS (Postschool Achievement Through Higher Skills) curriculum is designed to address the career development needs of young women with disabilities and other barriers. Participants (N = 110) in a pilot test of the curriculum showed increases in vocational self‐efficacy, social efficacy, and awareness of disability/gender issues related to career planning, whereas those in the comparison group did not make similar gains. Qualitative findings from focus groups (N = 68) revealed that PATHS participants improved in self‐confidence, self‐awareness, ability to identify strengths, knowledge of multiple career options, and the capacity to set goals and plan for future careers.