浅谈工程项目管理过程中变更索赔及管理成效

针对大型工程项目合同执行过程中经常涉及的工程变更和索赔问题，分析了工程变更索赔的类别和起因，论述了预防索赔风险的途径和措施，提出了变更索赔的对策和做好防范索赔管理为增加企业的经济效益具有非常重要的意义。     

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)     

35/6kV变电所无功自动补偿及谐波治理装置改造

该本文介绍了对35/6kV变电所原有电容器进行改造,增加滤波电抗器和滤波电容器等设备,抑制和消除高次谐波,提高供电品质,实现无功自动补偿功能。     

科技成果价值的模糊评判

通过模糊数学方法在科技成果价值模糊综合评判上的运用，解决了因素打分法，投票表决法等方法之不足。通过示例，展示科技成果价值的模糊综合评判，既反映人们认识上的差异性，又反映出事物的本质属性，并为科技成果的商品化、产业化提供科学依据。     

市场经济下科技成果管理的研究与探讨

本文就目前市场经济条件下科技成果仍然出现＂重鉴定成果，轻专利成果＂现象作了较为详细的分析，从不同角度讨论了新形势下专利保护意识不强的原因；并对如何进一步统一和完善科技成果管理制度，强化知识产仅保护意识作了简要的探讨。     

Paying attention to adult learners online: The pedagogy and politics of community

Our article profiles the evolution of a fully online writing course designed for adult learners in our university's Prior Learning Assessment Program. Based on our own observations and experiences teaching adult learners online, we question if the virtual learning environment presents different challenges and prospects for the adult learner versus the traditional student learner, along with an extension and complication of the more social metaphors of “virtual community.” Moreover, because of the changing demographic from traditional to adult students, we argue that this change also fosters a change in the relationship between teachers and students. In chronicling this relationship, we note problems when the labor of adult education becomes invisible to those supervising online instructors. Because of these “invisible” labor issues, we argue that successful online instruction must include a range of interactions between students and instructors that extend the more public concept of community to better acknowledge the importance of personal, private interaction. Thus, we conclude with a call to rethink our online writing pedagogies to be more flexible to adult learner needs and learning styles, simultaneously recognizing the impact of adult online education on faculty workload.     

Effects of mothers' perceptions of children's competence: The moderating role of mothers' theories of competence.

There is much evidence that parents' perceptions of children's competence affect the development of children's academic functioning. In the current research, the possibility that this is moderated by parents' theories about the stability of competence was examined. In a 2-wave, 1-year study of 126 children (9 to 12 years old) and their mothers, children's academic functioning (i.e., grades, perceptions of competence, attributions for performance, and mastery orientation) and affective functioning (i.e., self-esteem and depressive symptoms) were examined. Among mothers with relatively high entity theories, their perceptions acted as self-fulfilling prophecies foreshadowing children's academic and affective functioning over time. However, among mothers with relatively low entity theories, mothers' perceptions did not predict children's academic and affective functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading achievement gaps, correlates, and moderators of early reading achievement: Evidence from the Early Childhood Longitudinal Study (ECLS) kindergarten to first grade sample.

This study estimated reading achievement gaps in different ethnic, gender, and socioeconomic groups of 1st graders in the U.S. compared with specific reference groups and identified statistically significant correlates and moderators of early reading achievement. A subset of 2,296 students nested in 184 schools from the Early Childhood Longitudinal Study (ECLS) kindergarten to 1st-grade cohort were analyzed with hierarchical linear models. With child-level background differences controlled, significant 1st-grade reading differentials were found in African American children (-0.51 SD units below Whites), boys (-0.31 SD units below girls), and children from high-poverty households (-0.61 to -1.0 SD units below well-to-do children). In all 3 comparisons, the size of the reading gaps increased from kindergarten entry to 1st grade. Reading level at kindergarten entry was a significant child-level correlate, related to poverty status. At the school level, class size and elementary teacher certification rate were significant reading correlates in 1st grade. Cross-level interactions indicated reading achievement in African American children was moderated by the schools students attended, with attendance rates and reading time at home explaining the variance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

WISC-III and CAS: Which Correlates Higher with Achievement for a Clinical Sample?

The relationships between Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and the Cognitive Assessment System (CAS) with the Woodcock-Johnson Tests of Achievement (WJ-III) were examined for a sample of 119 children (87 males and 32 females) ages 6 to 16. The sample was comprised of children who were referred to a specialty clinic for evaluation. Participants were administered the WISC-III, the CAS, and the WJ-III, in that order. Results indicated that CAS/WJ-III correlations were consistently significantly higher than those found for the WISC-III/WJ-III. The four separate CAS scales added more variance above and beyond the four separate WISC-III scales than the WISC-III added above and beyond the CAS. In addition, the CAS Full Scale accounted for more unique variance and was a stronger predictor of WJ-III Academic Skills Cluster than the WISC-III Full Scale IQ. These results support the validity of the Planning, Attention, Simultaneous, and Successive theory as measured by the CAS in relation to the general intelligence model measured using the WISC-III for explaining variance in achievement for this clinical sample. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

社会科学成果评价模型评析

从社会科学成果及其特点出发，对国内外现有的社会科学成果评价理论模型及其优缺点进行了评析，指出社会科学成果评价应采用定性与定量相结合的多指标综合评价模型．