我国民办高校的发展现状与思考

目前 ,民办高校正处在一个新的发展时期 ,它的现状如何 ,存在哪些问题 ,面临哪些挑战 ,前景又如何 ,这些都值得我们思考 ,以有利其健康发展     

Risk,trust and knowledge networks in farmers’ learning

This study reports on New Zealand dairy farmers’ access to and use of information as mediated through conditions of risk and trust within the context of their interpersonal social networks. We located participants’ reports of their information use within their perceived environments of trust and risk, following Giddens's [1990. The consequences of modernity. Polity Press, Stanford, CA] typology of trust and risk in pre-modernity and modernity. The research participants were constant users of interpersonal and print information from numerous sources, and monitored their incoming data in the light of strategic needs, reflecting their roles as both farming practitioners and business owners. Socio-spatial knowledge networks (SSKNs) combine individuals’ explanatory cognitive models of information acquisition and use with a micro-geographical analysis of their interpersonal networks. The participants showed characteristics of pre-modern, modern and even post-modern society in respect of their use of complex interactional forms, as well as a blending of individualistic and communitarian practices and concerns in their professional and personal lives.     

《金属材料与热处理》教法探究

对如何在《金属材料与热处理》课堂教学中培养提高学生的学习能力,从动力、基础及主要环节与关键问题等方面作了粗浅的研究与探讨。     

国外研究生教育模式对我国西部创新型人才培养的启示

从创新、创新型人才和人才培养模式的视角,通过对欧美及日本一些发达国家研究生培养模式的研究,探讨国外研究生教育模式的特点,并与我国西部高校研究生创新型人才培养现状相结合,得出一些启示。     

电子技术课的教学再探索

传统的电子技术课教学模式基本上是教师上课讲解,课下实验,学生课后做练习。这样的教学模式已不适应现代的大学生,电子技术课教学需要进一步实行改革。     

俄语学习过程中的干扰问题研究

干扰是俄语学习及进一步提高俄语水平的重要制约因素。俄语学习者已获得的知识、技能、学习方法和态度会对学习俄语产生消极影响。干扰产生的原因主要有语间干扰、语内干扰和文化干扰,学习者要区别对待,有针对性地采取有效措施消除干扰。     

论信息技术条件下学习文化的再造

信息技术条件下学生的学习,实质是学生在与技术与生活相接触的过程中,创造和建构着个人意义的理解,即学生在与不同层次的文化进行互动。信息技术条件下学习文化的再造应以建构主义理论、人的主体性理论、活动理论、学习环境理论为基础,注重学习情境、学习活动、学习资源的设计。     

More (new) products,more problems? A systems perspective on increased capability deployment and organizational errors

The capabilities-based view postulates that organizational capabilities are a key driver of competitive advantage. However, while increasing the pace of deploying organizational capabilities, such as new product development (NPD), may enable alignment with changing environments, it may also have unintended consequences. In this study, we advance theory on these unintended consequences by investigating how the increased deployment of NPD capability leads to organizational errors. Borrowing from organizational research employing systems theory, we argue that an increase in NPD deployment may increase the likelihood of routine discoordination and, thus, the incidence of intra-firm and interfirm errors. However, we also proffer that firms can mitigate errors from increases in NPD capability deployment by engaging in distinct internal and external activities that enable the accumulation of knowledge on how to coordinate systemic change. We distinguish between internal and external errors, demonstrating that in the context of increased NPD deployments, internal voluntary investigations ameliorate internal manufacturing errors, while supplier alliances mitigate outsourced component errors. We find support for our predictions using data from new product introductions and recalls in the U.S. automotive industry. This study sheds light on the tension inherent to accelerating the deployment of patterned organizational activities and suggests that the outcomes of deploying an organizational capability are best viewed holistically within the milieu of organizational systems the capability spans.     

基于SRFML-Lift的流程制造产品质量状态监测

对流程制造型企业而言,产品质量状态的监测精度直接影响了企业的生产与运营成本。面对流程工业的多变量监测要求和数据不均衡性,以往研究主要采取局部建模策略或多输出模型,存在特征选择偏差和分类精度不高的问题。对此,本文设计了一种结合SRFML特征选择和Lift学习策略的质量状态监测模型,通过共享不同目标之间的信息以期提升模型的监测效果。首先,根据ReliefF过滤机制,引入重采样赋权思想对工业特征的选择过程进行优化(SRFML);然后,将选择结果作为Lift学习框架的输入,通过类属属性学习方式重塑各待监测特性的特有关联属性;最后采用多个SVM分类器进行训练,得到各目标的质量状态结果。结果表明,本文构建的SRFML-Lift充分学习了原始特征的关键信息,与其他组合策略相比,对质量状态的监测效果更佳,可应用于流程工业的生产管理实践。     

基于“学习领导”理念的幼教名师工作室建设现状与对策

：强调以学习为核心的学习领导为理解与支持幼儿园教师学习与专业发展提供了一种全新的、系统的视角。在学习领导 理念下,幼教名师工作室应积极构建发展愿景;坚持持续对话,产生共识行动;引导建立安全、鼓励尝试的氛围;发挥行政力量 构建和完善幼教名师工作室运行机制。