Single-machine scheduling with general sum-of-processing-time-based and position-based learning effects

In this paper, we propose a new learning effect model in which the actual job processing time is a general function of the normal processing time of jobs already processed and its scheduled position. This model has the advantage that different learning curves can be constructed easily, such as the plateau function. It is found that most of the models in the literature are special cases of our proposed model. The optimal sequences for some single-machine problems are then provided.     

浅析网络环境下非智力因素培养与学习创新

网络环境下非智力因素在学习创新中具有不容忽视的地位和作用。在简要讨论了非智力因素的概念与内涵的基础上,分析了网络环境下非智力因素对学习创新的影响,阐述了网络环境下非智力因素的培养与提高学习者学习创新能力的辩证关系,提出了促进两者协调发展的若干具体措施和手段。     

以视听说促进词汇附带习得

词汇附带习得有区别于传统显性教学的特点,是习得词汇的有效途径之一。国内学者通过研究阅读对附带习得词汇的影响,已证实阅读目的和学习者词汇量对词汇附带习得有显著影响。事实上,词汇习得的方式是影响词汇习得的重要因素之一,即单词的初始输入是通过听觉渠道还是通过视觉渠道。基于剖析词汇附带习得的两个重要理论,深层次加工理论和投入量假设,可以发现在英语学习中结合听觉和视觉两种输入方式,学习者的词汇习得效果将更佳。     

高校推进学习型党组织建设的若干思考

高校学习型党组织建设是知识经济时代发展的必然要求,是高等教育自身改革与发展的需要,是提升广大党员领导干部理论素养的需要,是教育理念与教育方法创新的需要。高校必须树立终身学习的理念,保持自身发展目标与党组织建设目标的一致性;必须深化教育教学改革,建立符合师生特点和需要的学习机制。     

浅析朱熹《大学章句》

朱熹的《大学章句》将大学之道落实为"明明德"的内修外推过程,以"明明德"为根本,贯穿三纲领的始终。八条目与三纲领相对应,明明德也就是修身的内在表现。在实现止于至善的过程中,要按照八条目的近道顺序进行,即达到"明明德于天下"需要按照格物、致知、诚意、正心、修身、齐家、治国、平天下的顺序。     

英国冷却期制度的立法探究及启示

冷却期制度是一项侧重保护消费者权益的重要的法律制度。冷却期是在合同订立后的一段特殊的期间,消费者可以在该期限内无需说明理由地解除合同,而无需承担任何费用和违约责任。英国主要将冷却期制度适用于上门推销领域、分时度假领域、消费信用领域等四个领域,并对该制度进行了规则细化。本文在对英国冷却期制度立法的分析基础上对中国构建冷却期制度提出一点建议,以期抛砖引玉,促进该制度在中国更好地发展。     

《易传》“性命”思想论

《易传》继承和发扬了孔孟和《中庸》的性命思想,构建起了一套较为完备的道德形而上学理论体系.一方面,《易传》把乾道上升到宇宙本体论的高度,以阴阳论的方式来说明乾道如何下贯于人的生命中,成为人生命主体之本性;另一方面,《易传》又强调人要凭借此本性积极努力地做道德修养工夫,以把人之德性生命向上提升,进而参赞天地之化育,并使人与天地三才鼎立,达到“天人合德”的理想境界.     

Learning-project structures in different work types: an empirical analysis

This study demonstrates that work-related learning projects can be organized using different structural arrangements. Sixteen learning projects conducted by ninety-six participants in three different work types were analysed and compared both qualitatively and quantitatively. No evidence was found for the claim that learning-project structures necessarily depend on the type of work in which they are carried out. However, two distinct combinations of learning project structure and work type did not emerge. It is concluded that actors have organizational choice in organizing learning projects, but their options are less likely to be realized if the learning-project type is very different from the worktype.     

The impact of emotion on organizational learning

This paper addresses an aspect of organizational learning that has not been extensively developed - the impact of emotion on organizational learning. The study of emotion in organizations is seen as an important part of the development of organizational learning. The paper argues that attention to the emotional dynamics of organizing, and to the links between emotion and organizational politics, will increase the possibilities for understanding organizational learning. Awareness of the impact of emotion on organizational learning can be developed through an investigation of two areas. First, organizational learning is more than a product of organizational responses to individual learning. Emotion contributes to a broader understanding of systemic learning. Second, emotion is important to strategic aspects of organizational learning. There is a link between the emotional and the political within organizations. The paper contains a discussion of these themes using brief case examples to illustrate and develop the issues.