学习型组织--培育企业核心竞争力     

万奇 《科技广场》2004,22(9):101-102

本文通过对当今竞争环境的分析，认为打造学习型组织，可以提高企业适应环境的能力，从而培养企业核竞争力，最终获得持久竞争优势。  相似文献   

图像的增强与分割方法研究   总被引：3，自引：0，他引：3  

唐明  马颂德 《中国科学院研究生院学报》2004,21(1):140-143

以图像增强与分割这两个计算机视觉中最具基础性质的研究方向为内容,深入研究了红外序列图像的增强,以及一般图像的分割问题.在图像增强方面,提出了一种基于模型的远红外序列图像自适应增强算法(ASTHF).该算法保持了原有算法的良好效果和计算效率,从而达到了视觉效果和运算速度的良好统一.在图像分割方面,提出了一种综合利用边缘和区域信息的图像分割方法--基于尺度空间的区域竞争一般框架(GSRC).通过将被误标记可能性小的像素作为种子,GSRC首先自动确定初始分割(粗分割),然后以能量泛函为工具,通过综合运用轮廊平滑、概率模型和区域竞争来确定最终的分割(精细分割).GSRC不仅能有效地利用图像特征,还为特征的知觉组织提供了一条简单的计算途径.  相似文献   

民营企业集群恶性竞争及集群升级研究——恩平麦克风及电声集群案例   总被引：2，自引：0，他引：2  

林健  范佳凤 《软科学》2007,21(5):131-135

分析了民营企业集群恶性竞争的原因和这些原因存在的根源,并提出了实现民营企业集群升级的构想。  相似文献   

市场竞争与创新:熊彼特假说及其实证检验   总被引：3，自引：0，他引：3  

白明  李国璋 《中国软科学》2006,(11):15-21

熊彼特认为垄断有助于创新的实现，这一假说对经济学家和政策制定者产生了巨大的影响。本文对该假说的涵义进行梳理，介绍已有的实证检验结果，并结合我国工业实际情况对熊彼特的观点进行实证检验。研究表明，竞争，而不是垄断，更有助于创新。  相似文献   

“个人-集体”创新及其效率改进:一个实验研究     

秦永恒  万迪昉  姜帆 《软科学》2011,25(1):75-79

组织中总是存在着由于个体理性与集体理性的矛盾造成的困境。首先分析了"个人-集体"创新模式可能产生的问题,然后验证了这种困境的存在,并发现效率的降低是一个动态的过程。进一步证明,组间竞争可以以较低成本显著改善以上困境。  相似文献   

英汉表达差异--英语写作中的阻碍因素     

史晓慧 《安阳工学院学报》2005,(2):124-126

中国人与西方人看问题的方法在许多方面存在着差异,这种差异在外语学习中束缚着中国学生.了解英汉表达差异可以帮助英语学习者掌握地道的英语,排除英语学习特别是英语写作中的阻碍因素.  相似文献   

From divergent evolution to witting cross-fertilisation: the need for more awareness of potential inter-discursive communication regarding students' extended historical writing     

James Edward Carroll 《Curriculum Journal》2017,28(4):504-523

History education stakeholders in England have consistently judged that some students find formal historical writing prohibitively difficult due to the demands of constructing an extended argument. While policy makers have agreed students need support in their historical writing, recurring themes in centralised resourcing have been wastage, incoordination and replication. Furthermore, two concurrent but largely disconnected discourses have developed and promulgated initiatives relevant to students’ extended historical writing: ‘genre theorists’ and the ‘history teachers’ extended writing movement’. Despite certain goals held in common participants in the two discourses have tended to talk past one another with concomitant issues in resourcing. Unsystematic, cross-fertilisation between the discourses has led to cycles of genre theory being collectively discovered, forgotten, and rediscovered by history teachers with knowledge not being built cumulatively. Furthermore both discourses have independently developed similar initiatives in a form of convergent evolution resulting in duplication of labour. Finally, divergent evolution has occurred where genre theorists have advocated approaches that are increasingly redundant for history teachers’ requirements. A more activist stance is therefore required to ensure meaningful inter-discursive communication between genre theorists and the history teachers’ ‘extended writing movement’ to ensure efficacy in developing approaches to improving students’ extended historical writing.  相似文献   

Preschool writing and premathematics predict Grade 3 achievement for low-income,ethnically diverse children     

Louis Manfra  Christina Squires  Laura H. B. Dinehart  Charles Bleiker  Suzanne C. Hartman  Adam Winsler 《The Journal of educational research》2017,110(5):528-537

The present study was designed to explore the association between preschool academic skills and Grade 3 achievement among a sample of ethnically diverse children from low-income families. Data were collected from a sample of 1,442 low-income, ethnically diverse children in preschool and associated with Grade 3 achievement in reading and mathematics 4 years later. Mixed-effects modeling indicated that preschool skills significantly predicted Grade 3 achievement measures while controlling for various child-level factors and random school effects. While several preschool factors were predictive of Grade 3 achievement, writing/copying and counting/premathematics skills were consistently strong predictors of Grade 3 achievement across all measures and domains suggesting these are important foundational skills for academic success in midelementary school among low-income, ethnically diverse children. Findings also replicate studies demonstrating that writing plays an important role in learning and achievement. Findings have implications for early education policy and practice intended to support academic development among low-income, ethnically diverse children.  相似文献   

What lies beneath: exploring the deeper purposes of feedback on student writing through considering disciplinary knowledge and knowers     

Martina van Heerden  Sharita Bharuthram 《Assessment & Evaluation in Higher Education》2017,42(6):967-977

Feedback plays an integral role in students’ learning and development, as it is often the only personal communication that students have with tutors or lecturers about their own work. Yet, in spite of its integral role in student learning, there is disagreement between how students and tutors or lecturers perceive the pedagogic purpose of feedback. Central to this disagreement is the role that feedback has to play in ensuring that students produce the ‘right’ kinds of knowledge, and become the ‘right’ kinds of knowers within their disciplines. This paper argues that, in order to find common ground between students and tutors or lecturers on what feedback is for, and how to both give and use it effectively, we need to conceptualise disciplinary knowledge and knowers anew. We offer, as a useful starting point, the Specialisation dimension of Legitimation Code Theory as both practical theory and methodological tool for exploring knowledge and knowers in English Studies and Law as two illustrative cases. The paper concludes that this analysis offers lecturers and tutors a fresh understanding of the disciplinary knowledge and knower structures they work within and, relatedly, a clearer view of the work their feedback needs to do within these.  相似文献   

Students’ writing ‘in transition’ from A-levels to university: how assessment drives students’ understandings,practices and discourses     

Sally Baker 《Assessment & Evaluation in Higher Education》2017,42(1):18-36

The lament that ‘students can’t write’ remains loud and defiant, even after years of research pointing to the myriad factors that make students’ writing challenging, particularly when they move into university. This paper reports on a longitudinal, ethnographic study which explored students’ writing ‘in transition’, from A-levels to university in the UK, through the critical lens offered by the academic literacies conceptual framing. This paper offers critical analysis of the ways that students, teachers and institutions position writing at A-level and university, exploring the assumptions and beliefs that underpin their understandings and practices using Ivani?’s framework of discourses of writing. The analysis proposes that the centrality of assessment in the treatment of language at both levels creates an ‘assessment discourse of writing’, which originates in school, and becomes a defining and restrictive frame for students’ writing as they move into higher education. The analysis further suggests that assessment is the principal cause for the students’ challenges with adapting to the writing requirements of university. Moreover, assessment is used as a metalanguage for discussing writing at A-levels, and can become an unhelpful ‘anchor of continuance’ for students as they move into university.  相似文献