企业个体行为与企业创新复杂性探析   总被引：2，自引：0，他引：2  

曹庆仁  宋学锋 《软科学》2004,18(3):80-82

企业创新是企业中各种行为个体以及市场上各种因素相互作用突现的结果,企业创新从创新思想的产生、创新过程的实施到创新结果的实现都十分复杂。  相似文献   

A contribution to the discussion on participant readiness for action learning     

Catherine Breathnach  Frances Stephenson 《Action Learning: Research and Practice》2011,8(3):261-266

The authors explore their experience of a course for long-term unemployed people and reflect as to whether the traits identified by Tom Bourner on readiness for action learning actually relate to their experience. They conclude that based on the obvious development by the members of the group over the course, they observed, in some small way, the kind of evolutionary process of becoming ready for action learning that Bourner seems to imply.  相似文献   

The effects of classroom physical activity breaks on the behavioural and emotional self-regulation of students with behavioural difficulties     

Nolwenn Chesnais  Geneviève Cabagno  Claudia Verret 《Journal of Research in Special Educational Needs》2023,23(2):147-157

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Exploring the contribution of professional staff to student outcomes: a comparative study of Australian and UK case studies     

Carroll Graham  Julie-Anne Regan 《Journal of Higher Education Policy & Management》2016,38(6):595-609

This paper reports on the second stage of a comparative study between two higher education institutions: one in Australia and the other in the United Kingdom, which explored the contributions of professional staff to student outcomes. The first stage acted as a scoping exercise to ascertain how the contributions of professional staff to student outcomes could be investigated. The second stage of the study aimed to undertake a more in-depth exploration of self-reported behaviours in a range of professional staff roles, within the two case studies. The main finding of the comparative study is the broad similarities between the case studies, in self-reported behaviours that contribute to successful student outcomes. Four key factors were identified, which enable or inhibit the contributions of professional staff to successful outcomes. Three of the four factors were found to be the same in both case studies, whereas technology was more important in the Australian case study.  相似文献   

Reduce,manage or cope: a review of strategies for training school staff to address challenging behaviours displayed by students with intellectual/developmental disabilities     

Brenda M. Stoesz  Shahin Shooshtari  Janine Montgomery  Toby Martin  Dustin J. Heinrichs  Joyce Douglas 《Journal of Research in Special Educational Needs》2016,16(3):199-214

Members of a knowledge translation and exchange (KTE) research team assessed the training needs of the teaching staff at a school for individuals with intellectual/developmental disabilities (IDD). In response to this need, KTE researchers retrieved peer‐reviewed articles for training staff working with individuals with IDD who exhibit challenging behaviours. These articles were categorised according to the following training content: (1) interventions designed to reduce the frequency of challenging behaviours; (2) appropriate ways to manage challenging behaviours in the moment to promote safety for all parties and/or to terminate the ongoing behaviour; and/or (3) procedures or perspectives relevant to coping with or ameliorating the negative impacts of challenging behaviours on staff. We then examined the training methods (teaching strategies, training duration) involved in teaching the content and assessed the effectiveness of these programmes. Overall, we found that effective training programmes consisted of workshops, practica and feedback on specific skill performance. Some forms of brief training were effective for increasing staffs' knowledge/skills and reducing the frequency of challenging behaviour.  相似文献   

浅析衡平居次原则的适用要件     

祝廷彦 《湖南广播电视大学学报》2007,(1):83-85

衡平居次原则是指在公司处于破产、重整、和解情形时,将因不公正行为取得的债权居次于其它一般债权之后受偿,以保证公司财产在债权人之间进行公平分配。本文将从该原则的主体要件、行为要件、因果要件、结果要件、主观要件入手来分析我国公司法对衡平居次原则的适用。  相似文献   

First Step to Success – a school/home intervention program for preventing problem behaviors in young children: examining the effectiveness and social validity in Turkey     

Ibrahim H. Diken  Atilla Cavkaytar  E. Sema Batu  Funda Bozkurt  Yildiz Kurtyilmaz 《Emotional and Behavioural Difficulties》2013,18(3):207-221

This study examined the effectiveness of the First Step to Success (FSS) early intervention program for preventing antisocial behavior in Turkey. Participants included 24 students, their teachers and parents from four K–8 elementary schools. The experimental group included 12 targeted students (four kindergarten, four first-grade and four second-grade students) who received the intervention. Both quantitative and qualitative methods were carried out by using a pre-posttest experimental design. Results indicated that there were significant decreases in problem behaviors and significant increases in social skills and academic competence of targeted students. In addition, teachers and parents reported significant positive changes in problem behaviors and social skills of their children. Most teachers and parents were highly satisfied with the program. Limitations of the study and directions for future research are discussed.  相似文献   

How Russian teachers,mothers and school psychologists perceive internalising and externalising behaviours in children     

Elena Savina  Ludmila Moskovtseva  Oksana Naumenko  Anna Zilberberg 《Emotional and Behavioural Difficulties》2013,18(4):371-385

This study examined the perception of children’s internalising and externalising behaviours by Russian teachers, mothers and school psychologists. The participants rated their agreement about the causes, seriousness and recommended interventions for the problem behaviour of a fictitious girl/boy described in two vignettes. Mixed ANOVAs indicated that all the respondents attributed externalising behaviours to social causes to a greater degree than internalising behaviours. Compared to mothers and psychologists, teachers perceived both types of behaviours as more serious; however, they downplayed their own role in the child’s problems. Psychological help was more popular among school psychologists than among mothers. Correlational analyses demonstrated problem- and respondent-specific associations between casual attributions and recommended interventions. Implications for educational practice are discussed.  相似文献   

An experimental investigation of the determinants and consequences of self-handicapping strategies across motivational climates     

《European Journal of Sport Science》2013,13(4):219-227

Abstract

The aim of the present study was to determine whether the use of claimed and behavioural self-handicaps and their correlates differed across experimentally manipulated motivational climates. Fifty-six competitive basketball players participated in the study. A crossover design was used, such that all participants completed the experimental task (i.e. a test of basketball skill) in both mastery and performance climates. Analyses of variance showed that claimed self-handicaps were used more in the performance than the mastery condition but only for the men. In addition, greater behavioural self-handicapping occurred in the performance than the mastery climate. Contrary to expectation, neither type of self-handicap was related to performance on the basketball task in either climate. These findings reinforce the conceptual distinction between claimed and behavioural self-handicaps and suggest that individual and environmental factors may differentially influence each type of handicap.  相似文献   

Gene-talk and sport-talk: A view from the radical middle ground     

《European Journal of Sport Science》2013,13(4):223-230

Abstract

In this paper, we explore and reflect critically on what elite sport may expect or fear from genetic technologies. In particular, we explore the language in which we (where ‘‘we’’ denotes scientists, sports scientists, the media, sports coaches, academics) tend to speak about genetics, elite sport, and the human body – we call this language ‘‘gene-talk’’ – which imagines the world of elite sport as one in which genes were always dominant in athletic performance. The dominant question here seems to be whether what is thought to be possible ought to be, and can be realized. We unpack the question by asking whether the practices needed for genetics to intervene so powerfully in elite sport exist in the straightforward and uncomplicated manner that the ‘‘gene-talk’’ literature seems to suggest. We argue that there is a lack of relevant studies to support and analyse the notion of sports performance as an immensely rich and complex practice.We conclude that elite sport may be more complex and heterogeneous than ‘‘gene-talk’’ has imagined to date.  相似文献