高校工会主席胜任力模型研究

胜任力是工作表现背后所蕴含的个人能力和行为总和,它能够有效反映出个体对于某一岗位的适应性及耦合度.运用行为事件访谈技术、质性研究及问卷调查方法构建了高校工会主席胜任力模型,研究结果显示个人特质、领导能力、协调变通能力、战略管理能力、服务关怀意识、学习创新能力是高校工会主席的核心胜任力.     

大学知识工作者个体工作胜任力研究

本文在个体能力五个维度方面采用探测性调研法确定大学知识工作者个体工作胜任能力元素，并对各能力元素对科研类工作和教学类工作的重要性进行描述性比较统计，用以判断这些要素在工作中的作用和不同性质工作之间的差异。     

Knowledge transfer in virtual settings: the role of individual virtual competency

Economic forces, competitive pressures and technological advances have created an environment within which firms have developed new ways of organizing (e.g. virtual work settings) and managing their resources (e.g. knowledge management) in order to maintain and improve firm performance. Extant research has highlighted the challenges associated with managing knowledge in virtual settings. However, researchers are still struggling to provide effective guidance to practitioners in this field. We believe that a better understanding of individual virtual competency is a potential avenue for managing the complexity of knowledge transfer in virtual settings. In particular, we suggest that optimal knowledge transfers can be achieved by individuals armed with the right personal capabilities and skills for virtual work, particularly when those knowledge transfers are emergent, bottom-up and cannot be specified a priori. The virtual competency exhibited by individuals can be the key to overcoming the constraints of knowledge transfers with such characteristics because underlying competency can facilitate effective action in unfamiliar and novel situations. In this conceptual research, we develop a theoretical model of individual virtual competence and describe its role in the communication process, which underpins effective knowledge transfer in virtual settings. Additionally, we consider the antecedent role that prior experience in virtual activity plays in aiding workers to develop virtual competence, which in turn engenders effective knowledge transfer. We conclude with implications for future research and for practicing managers.     

基于多模态图像融合的早期蕈样肉芽肿识别

早期蕈样肉芽肿（Mycosis fungoid, MF）可表现为红斑鳞屑性皮损,很难从银屑病及慢性湿疹等良性炎症性皮肤病中鉴别出来。本文提出了一种基于多模态图像融合的早期蕈样肉芽肿识别方法。该方法基于皮肤镜图像和临床图像,采用ResNet18网络提取单模态图像的特征;设计跨模态的注意力模块,实现两种模态图像的特征融合;并且设计自注意力模块提取融合特征中的关键信息,改善信息冗余,从而提高蕈样肉芽肿智能识别的准确度。实验结果表明,本文所提出的智能诊断模型优于对比算法。将本文模型应用于皮肤科医生的实际临床诊断,通过实验组医生和对照组医生平均诊断准确率的变化证实了本文模型能够有效提升临床诊断水平。     

工程项目经理关键能力识别模型研究

项目经理对实现项目成功和组织战略具有基础性作用。随着工程项目规模和复杂性的日益增长,组织对优秀项目经理的需求越来越大。本文旨在构建模型,识别工程项目经理待改进的关键能力要素,支持工程项目经理个人发展与组织人力资源管理实践。基于已有文献能力指标体系,通过问卷调研方法获取各指标的重要性及个人水平现状数据。采用重要性-绩效分析（IPA）方法识别急需改进的要素,进一步计算要素优先级指标,据此确定改进各要素的优先顺序。案例分析说明本文建立的模型可以有效应用于工程项目经理能力要素的识别和排序,便于实践应用。工程项目管理从业人员可以应用本模型锁定有待改进的关键能力要素,形成能力建设策略;研究人员可以借鉴本文对IPA方法的修正,应用于其他类似研究。     

Boundary Spanning and Engineering: A Qualitative Systematic Review

Background

Engineers are often expected to span organizational, cultural, stakeholder, geographic, temporal, and other boundaries. Yet, few studies on boundary spanning have appeared in the engineering education literature, suggesting the need for improved theoretical and conceptual foundations to guide empirical studies of boundary spanning in engineering.

Purpose

To develop a more comprehensive understanding of boundary spanning, this study addresses five research questions: (a) What types of boundaries have been identified as topics of interest? (b) How are boundary spanners and boundary spanning defined? (c) What types of activities and behaviors comprise or have been linked to boundary spanning? (d) What individual competencies and characteristics have been proposed or studied as important for boundary spanning? and (e) What boundary spanning themes are most prominent in studies of engineers and other technical professionals?

Scope/Method

Using a qualitative systematic review process, we identified and analyzed 72 scholarly papers from multiple disciplines. Multiple reviewers coded each paper using a hybrid deductive‐inductive content analysis process to identify key themes related to boundary spanning.

Conclusions

The analysis resulted in a framework consisting of six boundary types, three types of roles and definitions, and five types of activities. Discussion of boundary spanning competencies was limited in the collected works, and only seven papers exclusively focused on engineers. We conclude by proposing boundary spanning as an important meta‐attribute for engineers and a promising lens for investigating engineering practice. We also relate our findings to the engineering education literature and suggest directions for future research.     

Gas formation and biological effects of biodegradable magnesium in a preclinical and clinical observation

Magnesium alloys are biodegradable metals receiving increasing attention, but the clinical applications of these materials are delayed by concerns over the rapid corrosion rate and gas formation. Unlike corrosion, which weakens mechanical properties, the gas formation issue has received little attention. Therefore, we evaluated the gas formation and biological effects for Mg implants through preclinical (immersed in Earle’s balanced salt solution and in vivo) and clinical studies. The immersion test examined the gas volume and composition. The in vivo study also examined gas volume and histological analysis. The clinical study examined the gas volume and safety after Mg screw metatarsal fixation. Gas was mainly composed of H₂, CO and CO₂. Maximum volumes of gas formed after 5 days for in vivo and 7 days in clinical study. Within the clinical examination, two superficial wound complications healed with local wound care. Osteolytic lesions in the surrounding metaphysis of the Mg screw insertion developed in all cases and union occurred at 3 months. Mg implants released gas with variable volumes and composition (H₂, CO, and CO₂), with no long-term toxic effects on the surrounding tissue. The implants enabled bone healing, although complications of wound breakdown and osteolytic lesions developed.     

Exploring the social competence of students with autism spectrum conditions in a collaborative virtual learning environment – The pilot study

Social reciprocity deficits are a core feature of the autism spectrum conditions (ASCs). Many individual with ASCs have difficulty with social interaction due to a frequent lack of social competence. This study focuses on using a virtual learning environment to help the deficiencies of social competence for people with ASCs, and to increase their social interaction. Specifically, it primitively explores social competence in collaborative virtual learning environment (CVLE) systems, and behavioral performance in social and cognitive interactions. Thus, this CVLE-social interaction system involves a 3D expressive avatar, an animated social situation, and verbal as well as text-communication. A preliminary empirical study involved CVLE-social interaction systems. Three participants who had been diagnosed with ASCs were conducted using a multiple baseline research for evidence of improved social competence through usage of the system. The experimental study consisted of 17 days; and the results showed that using the CVLE-social interaction system had significant positive effects on participants’ performance, both within the CVLE-social interaction system and in terms of reciprocal social interaction learning.     

Evaluating online solutions for experiential support of distance learning by teachers in China

This paper describes and assesses the development of an online solution for the experiential support of distance learning by teachers. Three hundred and forty-eight randomly selected K-12 teachers participated in this pilot study using the online learning environment designed in this research. Teachers' products, surveys, and interviews were collected and analysed. Results showed that the teacher-learners could learn as well as in face-to-face learning in an earlier implementation of the course. The learning support system as designed fits teacher-learners' needs. They benefited from learning communities formed online as well as face-to-face. More support for online discussion and example cases are needed to support experiential learning. Suggestions are made to improve the design of the learning support system and the pedagogy for experiential teacher learning.     

CASE-BASED REASONING FOR MANAGING NONCOMPLIANCE WITH CLINICAL GUIDELINES

Despite the recognized advantages that can be obtained in clinical practice when following clinical guidelines (GL), situations of noncompliance with them may emerge. Keeping track of such deviations from the default GL execution, and documenting the physician's motivations, would clearly be an added value. Moreover, repeated alterations of GL actions (or flow) may highlight the need for an adaptation of the GL itself to the local reality, or may even indicate an improper or weak initial GL definition.
In this article, we propose an approach for managing noncompliance with GL, based on the case-based reasoning methodology. In front of a new noncompliance case, our tool allows the physician to retrieve past situations similar to the current one, and to decide whether to reapply the same GL modifications adopted in them. Moreover, the tool is able to learn indications from the ground noncompliance cases that can be deployed for local adaptation, and possibly, for suggesting more formal GL revisions to be carried out by a committee of expert physicians.