基于大系统理论的高校科研创新团队知识创新过程管理

将大系统论应用于高校科研创新团队知识创新过程管理,阐述了高校科研创新团队内涵、结构及大系统特征,分析了高校科研创新团队知识创新管理的现状及存在的问题;建立了高校科研创新团队知识创新过程管理的大系统理论模型,并结合神经网络方法进行了实例分析.结果表明:基于大系统理论的高校科研创新团队知识创新过程管理模型能从高校科研创新团队知识创新的全局出发,定量地分析高校科研创新团队知识创新过程,提高了科研创新团队对信息的掌握、利用和分析能力,从而提高了领军人物对团队的预测、控制和决策能力.     

高校教师从教行为激励的博弈分析

高校是以提升综合实力为根本利益诉求的整体利益主体，高校教师则是追求其个体利益诉求最大化的个体利益主体，二者之间存在合作与冲突并存的利益博弈——委托-代理关系。文章分析了二者之间的这种博弈关系，这对于消除高校教师“棘轮效应”，提升高校教育、教学、科研质量。促进优良校风、教风养成，最终实现高校整体利益诉求和教师个体利益诉求的“双赢”有重要作用。     

校企合作氛围对高校科研人员科研绩效的影响——技术能力的中介作用

在跨层次视角下,基于哈尔滨工业大学987位科研人员的相关数据,采用多层线性模型（HLM）方法和软件,研究了中国高校组织层次的校企合作氛围对高校科研人员科研绩效的直接影响及科研人员技术能力的中介作用。研究发现：高校组织层次的校企合作氛围对科研人员科研绩效的影响呈倒U型;科研人员的技术能力与科研绩效之间显著正相关;跨层次视角下,高校组织层次的校企合作氛围对科研人员的技术能力呈倒U型影响;高校科研人员的技术能力在校企合作氛围与科研人员科研绩效之间存在跨层次的部分中介作用。研究揭示了高校组织层次的校企合作氛围影响科研人员科研绩效的具体机制,丰富了校企合作与高校科研绩效关系的研究成果,为国家政府部门和高校管理部门制定科学合理的科技管理政策提供了理论依据和实践参考。     

关于教育程度的"就业挤出效应"研究

在近几年我国高校连续扩招、劳动力市场供大于求的背景下,用人单位的人才高消费产生了高学历工人对低学历工人的挤出效应。通过一个搜寻者与岗位空缺的匹配模型来分析挤出效应的发生机理及其变动趋势。从模型的仿真结果我们可以预计到,随着劳动力市场中高学历工人比例的逐渐提高,高学历工人和低学历工人的失业率均有提高的趋势。但在给定条件不变的情况下,挤出效应有逐渐减小的趋势。     

基于微分动力学模型的高校科研创新团队内部隐性知识传播研究

隐性知识作为高校科研创新团队的战略核心资源,对提升团队的科研创新能力具有重要意义。本文根据隐性知识的特征及其传播方式,建立了高校科研创新团队内部隐性知识传播的微分动力学模型,分析了影响高校科研创新团队内部隐性知识传播的主要因素,提出了促进和控制隐性知识传播效率的策略。     

用Flash仿真排队论机器修理问题

Flash除具备强大的动画制作功能外,实现了较完整的面向对象编程模型,已具备开发大型应用程序的能力。介绍了运筹学排队论问题的基本模型与Flash开发程序的主要特点,通过排队论机器修理问题仿真实例详细分析了用Flash实现排队论仿真的要点、程序流程结构与时间仿真模块等关键技术的解决方法,并对仿真模型进行了验证,结果表明模型基本具有比较高的仿真精度,在科研、辅助教学工作中具有一定的实用价值。     

基于可拓云耦合模型的本科生科研创新能力系统研究——以矿业高校为例

为分析评价我国矿业类高校本科生科研创新能力,以具有代表性的四所矿业高校为例,综合分析影响科研创新能力的因素,选取学习兴趣、专业实习经历、科研经费投入等18个指标构建指标体系;为了克服评价系统不相容性和指标分级模糊性对结果的影响,构建可拓云耦合评价模型,通过单指标云关联度与改进AHP权重计算综合云关联度,结合等级云图分析确定本科生科研创新能力所属等级。结果表明:四所高校本科生的科研创新能力整体上处于中等偏上水平,但在论文、专利、实习经历等方面相对薄弱,与我国高校实际情况相吻合,为高校本科生科研创新能力评价提供了一种新方法。     

“一流学科”建设背景下农林类高校科研效率的动态变化及差异比较——基于EBM和Metafrontier-Malmquist模型的分析

"双一流"建设对我国发展教育强国具有重要意义。本文观察2008~2016年38所农林类院校科研的投入和产出数据,使用EBM、Global-Malmquist和Metafrontier-Malmquist模型测算和比较了科研技术效率、全要素生产率及组间差异。研究发现:农林类高校科研资源的配置和管理水平整体在改善,平均技术效率逐步提高到0.902,其中"一流学科"高校提高幅度更大;整体科研全要素生产率累积提高了48.7%,且"一流学科"高校高于普通高校37.26%,整体上技术效率提高的贡献大于科技进步的贡献,两类高校比较来看,技术效率改善的差异较小、科技进步的差距较大;技术落差改变率方面,"一流学科"建设院校在追赶前沿科研绩效上占全面优势,而其它高校与前沿的差距则还在扩大。     

地地战术导弹对抗反导导弹突防模型

地地战术导弹对抗反导导弹的威胁实现突防，是地地战术导弹作战运用的一个重要研究课题，是地地战术导弹发扬火力、实现有效打击的关键。本文运用系统工程理论、概率论和可靠性理论对这一问题进行了研究，提出了确定地地战术导弹突防能力的主要因素，建立了地地战术导弹射后生存的突防模型。通过模型的定量分析，得出了提高地地战术导弹突防能力的几条重要措施。最后，就地地战术导弹突防对策的系统建设，提出了建议。本文论点与模型对地地战术导弹的研制和作战运用有重大的指导意义，且同样适用于空军、海军空空、空地、海空、海地战术导弹突防对策的有效性分析。     

虚拟组织中面向共享的信息统一描述模型研究

虚拟组织中高质量的信息共享对于提高组织决策质量和效率起着至关重要的作用．从实现虚拟组织中高质量的信息共享出发，深入探讨了虚拟组织中面向共享的信息统一建模描述，提出了一种兼顾信息结构、信息语义、信息关联和信息能力的增强型对象信息描述模型——EODIDM，并在EODIDM信息描述模型中提出了信息能力建模的概念和方法，基于EODIDM信息描述模型深入研究了虚拟组织中面向共享的信息统一建模描述，进行了详细的实例分析和应用研究，最后，将EODIDM信息描述模型与现有信息描述模型进行了对比分析，结果表明EODIDM的通用性更强、可扩展性更好，基于该模型可以实现虚拟组织中高质量的信息共享。     

城市大气环境极限承载力及调控方法研究

为了解决大气环境极限承载力的计算问题,提出了大气环境极限承载力计算公式,并根据城市能源规划构建以"污染指标-能源"达标为约束的系统动力学模型,即PI-E-SD(Pollution Indicator-Energy-System Dynamics)模型。采用线性回归方法确定了污染指标,解决了指标不统一的问题;采用SD(System Dynamics)建模方法,构建了"能源-经济-环境"模拟系统,量化政府措施使得预测结果较为准确;通过改变控制因素调控极限承载力,便于快速寻找环境优化方案。结果表明,该模型具有良好的适应性可为不同城市在制定节能环保政策时提供参考。     

Networked Based Evaluation: ArtsSmarts Inquiry Model

There are many handbooks on research and evaluation that are useful to read but difficult to implement in complex networked situations. This paper describes the ArtsSmarts Inquiry Model (AIM), which is founded on action research principles, and allows for networks of partners to conduct program evaluations. The AIM emerged from a special research project funded by the Canadian Council on Learning as a method of increasing research capacity within ArtsSmarts, a non-profit organization that facilitates relationships between artists and teachers in the classroom. Because ArtsSmarts is based on partnerships with distributed capacity, the research framework had to be flexible, while providing a structure with a universal core to facilitate the sharing of stories. This paper outlines the development process, the design of the framework, and some of the reflections from participating partners.     

Governing a Collective Bad: Social Learning in the Management of Crop Diseases

Systemic Practice and Action Research - There has been strong research interest in designing and testing learning approaches for enhancing and sustaining the capacity of communities to manage...     

决策结构设计中的通信网络问题研究

为了适应从“平台中心战”到“网络中心战”的转变,研究了决策网结构设计中的网络容量分配和网络代价问题,全面提升了决策过程和决策质量,在自适应决策结构的构造过程中,根据决策员实时通信结构,建立节点间的信息传输时间模型。在满足平均网络延迟时间最小的基础上,通过计算可获得优化的通信网络容量和网络代价。该研究结果为设计优化的决策网络结构提供了保障,对于提高网络利用率、减少网络构造成本等具有较大的应用价值。     

阜康市绿洲耕地变化与人口关系研究

以新疆干旱区中等城市——阜康市为研究区,采用1949～2005年的统计资料,运用Statistica 6．0统计软件,对其绿洲耕地的时空变化以及人口变化进行定量分析,得出50多年来人口对阜康市绿洲耕地数量和质量的影响。鉴于该绿洲的发展现状,提出了解决人地矛盾的对策和建议：控制人口总量、有效地保护耕地、提高耕地的利用效益、努力保护和节约使用水资源、提高土地的开发整理潜力等措施来减轻人口因子给耕地变化带来的影响。充分体现严格保护耕地、增加农业投入、促进农业科技进步、增强农业综合生产能力。图2,表1,参13。     

You are Seldom Born with a Drum Kit in Your Hands: Music Teachers’ Conceptualizations of Knowledge and Learning Within Music Education as an Assessment Practice

Due to an increased demand for evaluation and accountability, the focus on assessment in public education has become stronger. Already leading to teachers’ deprofessionalization, another risk is assessment leading to criteria compliance and becoming a tool for measuring teaching quality. Those whose learning is affected are thereby not only students, but also teachers. One major factor to restore professionalism and focus assessment on learning is to change practitioners’ ways of thinking and not only their behaviour. Therefore, a group of seven music teachers and a researcher in music education have carried out a research and development project using participatory action research as approach as well as method. This article explores and presents these upper secondary school music teachers’ conceptualizations of musical knowledge, learning and educational communication working with peers. Using Deweyan pragmatism as a lens to interpret the qualitative data, the results show that while a professional language does exist, the music teachers’ conceptualizations of musical knowledge and learning and educational approaches differ. A key aspect for the teachers to develop their professional language, concepts and assessment practices is the teachers’ opportunities to communicate—both factual as well as perceived.     

Paradigmatic Road Blocks in Elementary School Science “Reform”: Reconsidering Nature-of-Science Teaching Within a Rational-Realist Milieu

Although governments espouse development in students of comprehensive science literacy, excessive teaching of achievements of science tends to compromise students' development of realistic conceptions about science and expertise for doing science. For most students, school science is like being chained inside Plato's cave, only able to experience and interpret the world of science from flickering, shadowy images. This can be particularly problematic for students in elementary schools, who may not be developmentally ready for abstract topics inherent to nature of science discussions and whose teachers tend to have low science self-efficacy beliefs. In the mainly qualitative ethnographic study of a 3-year, large-scale collaborative action research project reported here, a significant additional factor limiting students' access to more contemporary views about and realistic experiences with science, however, was government curriculum policy—which promotes highly idealized portrayals of and regulated experiences with science. Data and arguments for these claims are provided.     

Systemic Evaluation of a Comprehensive Community Initiative Based on Boundary Critique in Mhakwe Ward in Zimbabwe

Comprehensive Community Initiatives (CCIs) are designed as purposeful systems to empower communities for self development. There is a dearth on the number of empirical evaluative studies that interrogate the design of such systems; rather, focus has been on evaluating programmatic impacts. Understanding and enhancing the design of such systems is fundamental in enhancing their empowerment and emancipatory objectives. This study addresses three questions; firstly, what are the critical design factors for CCIs? Secondly, what are the potential distributive, ethical and social consequences of CCI designs? And thirdly what are the fundamental components of a framework for evaluating CCI designs? The Mhakwe CCI in Zimbabwe is used as a case study. The paper identified the critical design factors to include; enhancing interconnectivity of institutions, development actors and community; incorporating mechanisms for capacity development; enhancing collective purpose; developing measures for community empowerment; addressing power imbalances and incorporating perceived risks. Social consequences of the design impinged on the willingness to share knowledge and participation in dialogue by the affected. The paper recommends key components of a framework for evaluating CCI design to; incorporate perceptions of both the affected and the involved; view CCIs as purposeful systems; be based on boundary critique and apply multi methodological approaches. The paper ends by suggesting important factors in ensuring sustainability of CCIs and recommends the integration of sustainability factors in designing CCIs.     

An Approach to the Notion of Reflective Teacher and Its Exemplification on Mathematics Education

Within research into the teaching profession, there are two main areas of interest, which have been thoroughly defined and consolidated: teacher’s knowledge and teacher’s professional development. This paper considers the latter area, and specifically sets out to define the concept of the reflective teacher and to show how we have applied this concept in our research. It aims at defining a more precise notion of teachers’ professional development linked to the concept of a reflective teacher, drawing on information from different interdisciplinary sources so as to frame the concept clearly. We discuss the conditions which determine the reflective teacher, and report on how these were put to use in a training course for practising teachers in which participants reflected on challenging episodes from their professional experience. We hope that clarifying this term will enable different educational agents (school teachers, teacher trainers or researchers) to have an informed view that can be interpreted and critiqued, and that it will also be of value to initial teacher training and to in-service courses.     

基于储备容量的交通网络潜在瓶颈路段识别

交通网络潜在瓶颈路段是随着需求变化将来可能会成为瓶颈的路段.准确识别出潜在瓶颈路段并进行优化管理,可以更好地适应未来交通需求的变化.基于交通网络储备容量模型,提出了交通网络潜在瓶颈路段识别方法,并设计了储备容量模型的求解算法.算例分析比较了现状需求和路网可容纳最大需求下的交通均衡流量模式.结果表明,不能简单地根据现状需求去推断潜在瓶颈路段,而论文提出的方法可以识别出路网达到最大需求时的潜在瓶颈路段.此外,利用交通网络储备容量模型设计了一种次要潜在瓶颈路段识别方法,次要潜在瓶颈路段是在优化潜在瓶颈路段之后随需求增长新出现的瓶颈路段.算例表明该识别方法具有一定的适用性.