加强档案编研 为企业创新发展服务

从档案编研工作的特点、意义及工作内容入手 ,以亲身的工作实践 ,分析总结了档案编研工作的成绩和存在的问题 ,并提出了相应的对策措施     

2001年俄罗斯能源工业的总结和启示

在总结2001年俄罗斯能源工业的主要成绩、存在问题和今后工作方向的基础上，联系我国能源工业的实际，提出几点启示。     

DES加密技术及VC++的程序实现

介绍了数据加密的基本技术,并对DES加密技术进行了较详细的阐述。结合VC 编程环境,介绍了DES加密程序实现的具体方法和编程思想。     

在竞争中发展的中国石化工业

介绍了中国石化工业“八五”期间所取得的成就；阐述了今后依托老企业走内涵发展和发挥联合优势与国外大公司比高低的战略方针。     

开拓创新 扎实工作 推进技术进步 实现产业升级

总结了中国石化集团公司 1 999年科技工作取得的新成绩 ;阐述了集团公司科技工作面临的压力和挑战 ;提出了 2 0 0 0年科技进步工作的目标和四大任务。     

创建学习型组织促进企业持续发展

指出21世纪是一个新知识经济的时代,企业在市场中的竞争力,是企业政治力、经济力、文化力3个力的综合反映.其中,文化力是核心竞争力,而其关键要素已不是单纯的成本与效率,而是指创新能力.企业的创新,是一个整体性的活动,这就提出了要创建一个学习型的组织,来达到创新的目的.本文概述了创建学习型组织的重要意义,探讨了学习型企业的创建途径,旨在起到抛砖引玉的作用.     

中国机械工程学会铸造分会创建40周年回顾

对中国机械工程学会铸造分会成立40年来的各种工作进行了回顾和总结，将学会的工作分为3个阶段，即初创阶段、恢复阶段和成长阶段，对各阶段铸造分会理事会的组成，组织的学术年会、国际会议、编辑出版工作、展览（展示）活动、国际交流等进行了回顾。     

Within-school social comparison: How students perceive the standing of their class predicts academic self-concept.

Results from prior research indicate that a student’s academic self-concept is negatively influenced by the achievement of others in his or her school (a frame of reference effect) and that this negative frame of reference effect is not or only slightly reduced by the quality, standing, or prestige of the track or school attended (a “reflected glory” effect). Going beyond prior studies, the present research used both between-school and within-school approaches to investigate frame of reference and reflected glory effects in education, incorporating students’ own perceptions of the standing of their school and class. Multilevel analyses were performed with data from 3 large-scale assessments with 4,810, 1,502, and 4,247 students, respectively. Findings from all 3 studies showed that, given comparable individual achievement, placement in high-achieving learning groups was associated with comparatively low academic self-concepts. However, students’ academic self-concept was not merely a reflection of their relative position within the class but also substantively associated with their individual and shared perceptions of the class’s standing. Moreover, the negative effects of being placed in high-achieving learning groups were weaker for high-achieving students. Overall, the studies support both educational and social psychology theorizing on social comparison. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Longitudinal impact of two universal preventive interventions in first grade on educational outcomes in high school.

This study examined the longitudinal effects of 2 first-grade universal preventive interventions on academic outcomes (e.g., achievement, special education service use, graduation, postsecondary education) through age 19 in a sample of 678 urban, primarily African American children. The classroom-centered intervention combined the Good Behavior Game (H. H. Barrish, Saunders, & Wolfe, 1969) with an enhanced academic curriculum, whereas a second intervention, the Family–School Partnership, focused on promoting parental involvement in educational activities and bolstering parents’ behavior management strategies. Both programs aimed to address the proximal targets of aggressive behavior and poor academic achievement. Although the effects varied by gender, the classroom-centered intervention was associated with higher scores on standardized achievement tests, greater odds of high school graduation and college attendance, and reduced odds of special education service use. The intervention effects of the Family–School Partnership were in the expected direction; however, only 1 effect reached statistical significance. The findings of this randomized controlled trial illustrate the long-term educational impact of preventive interventions in early elementary school. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of chronic achievement motivation and achievement primes on the activation of achievement and fun goals.

This research examined the hypothesis that situational achievement cues can elicit achievement or fun goals depending on chronic differences in achievement motivation. In 4 studies, chronic differences in achievement motivation were measured, and achievement-denoting words were used to influence behavior. The effects of these variables were assessed on self-report inventories, task performance, task resumption following an interruption, and the pursuit of means relevant to achieving or having fun. Findings indicated that achievement priming (vs. control priming) activated a goal to achieve and inhibited a goal to have fun in individuals with chronically high-achievement motivation but activated a goal to have fun and inhibited a goal to achieve in individuals with chronically low-achievement motivation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)