When regional development becomes an institutional responsibility for universities: The need for a discussion about knowledge construction in relation to universities’ third role

The paper considers the role of universities as actors in regional development, and the implications for approaches to knowledge, including knowledge construction. The new role for universities requires the production of knowledge, which relates to the needs of the region. Particular attention was given to the Agder region of Norway, and Agder University College.

浅谈工业经济效益评价指标体系

如何正确评价工业经济效益,我国理论界、经济界和统计部门进行了长期的探索.工业经济效益评价指标,随着实践的发展经过了几度变迁.“九五“期间,国家统计局修订颁发了新的工业经济效益评价指标体系,并在全国推行.新的工业经济效益评价指标体系由六项指标和一个综合指数组成,较好地体现了工业经济效益的实际运行情况,正确认识并运用这套指标体系,对加强企业管理,提高企业的经济效益必将产生积极的导向作用.     

论大学科学课程人文性开发的观念前提

针对当前我国大学人文教育不能深化的现状，在批判科学主义的教学观念基础上，运用“生活认识论”、心理学的潜意识理论等研究成果，结合大学教学活动的实际，提出并论证了对大学科学课程进行人文性开发的三个观念性前提，即：在教学认识观上，要实现“科学认识观”向“生活认识观”转型：在知识观上，要注重“显性知识”与“隐性知识”并重；在课堂教学观上，要促进“逻辑叙述”与“暗示体验”结合．     

Obsessive-Compulsive Disorder as a Disturbance of Security Motivation.

The authors hypothesize that the symptoms of obsessive-compulsive disorder (OCD), despite their apparent nonrationality, have what might be termed an epistemic origin-that is, they stem from an inability to generate the normal "feeling of knowing" that would otherwise signal task completion and terminate the expression of a security motivational system. The authors compare their satiety-signal construct, which they term yedasentience, to various other senses of the feeling of knowing and indicate why OCD-like symptoms would stem from the abnormal absence of such a terminator emotion. In addition, they advance a tentative neuropsychological model to explain its underpinnings. The proposed model integrates many previous disparate observations and concepts about OCD and embeds it within the broader understanding of normal motivation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Research on Engineering Student Knowing: Trends and Opportunities

What could we know about engineering student knowing? The answer to this question represents a form of scholarship of discovery in engineering education and a valuable complement to scholarship of teaching work in the field. To illustrate the state of this scholarship, we present twelve studies and analyze these studies across aspects of knowledge, level of experience, and research approach. We then use these analyses to identify trends in the existing research and opportunities for future research.     

Towards an understanding of the role of business intelligence systems in organisational knowing

Recent advances in information technology (IT), such as the advent of business intelligence (BI) systems, have increased the ability of organisations to collect and analyse data to support decisions. There is little focus to date, however, on how BI systems might play a role in organisational knowledge creation – in organisational knowing. We develop a conceptual framework of organisational knowing based on a synthesis of the literature, and use this as a framework to investigate how BI systems facilitate knowing in a case organisation. We identify two practices triggered by BI systems that distinguish them from prior applications of IT: the ability to initiate problem articulation and dialogue, and that of data selection (e.g. to address information needs of organisational decision makers at different managerial levels). This study provides empirical evidence of the performative outcome of BI systems in relation to organisational knowing through the practices of articulation and data selection. It provides a practice perspective on BI and focuses on the role of BI systems in organisational knowing thereby opening up a new departure for BI research that considers the implications of BI systems in organisations with actual practice in mind.     

大学生学习的"占有性"倾向分析

针对我国大学生学习中普遍存在的“占有性”学习倾向，总结了“占有性”学习的重外在轻内化、重功利轻发展的基本特征和主要危害，结合现状分析了其主要原因，即社会上功利意识的影响、知识观的逻辑客观化、忽视隐性知识和意会认知；最后从教学的角度提出了克服“占有性”学习倾向的基本途径．     

校地社区共建培养高素质技能型人才的探索与实践

高职大学生思想政治工作既要发挥＂两课＂的主渠道、主阵地的作用,又要坚持理论与实践相结合,达到知行合一,全面提高学生素质。校地共建和谐社区为高职大学生培养自身素质提供了社区实践平台。在分析高职大学生社区实践重要性和育人作用的基础上,探索了社区实践的形式和内容,总结沙洲职业工学院大学生进社区的实践成果,提出高职大学生进社区实践是培养高素质技能型人才的内在需求。     

山水城市知行合一浅论

现今,我国各部和总局对城市建设各行其是,带来了繁多的城市名目,如绿城、森林城市、园林城市、生态园林城市、花园城市等.针对我国建设具有中国特色社会主义的总建设目标,从山水城市的魅力、历史成就和远大目标3个方面入手,提出以城市的自然山水为地形骨架来规划城市,城市建设的终极方向是建设山水城市.     

Recollection-based prospective metamemory judgments are more accurate than those based on confidence: Judgments of remembering and knowing (JORKS).

Five experiments were conducted to examine whether the nature of the information that is monitored during prospective metamemory judgments affected the relative accuracy of those judgments. We compared item-by-item judgments of learning (JOLs), which involved participants determining how confident they were that they would remember studied items, with judgments of remembering and knowing (JORKs), which involved participants determining whether studied items would later be accompanied by contextual details (i.e., remembering) or would not (i.e., knowing). JORKs were more accurate than JOLs when remember–know or confidence judgments were made at test and when cued recall was the outcome measure, but not for yes–no recognition. We conclude that the accuracy of metamemory judgments depends on the nature of the information monitored during study and test and that metamemory monitoring can be improved if participants are asked to base their judgments on contextual details rather than on confidence. These data support the contention that metamemory decisions can be based on qualitatively distinct cues, rather than an overall memory strength signal. (PsycINFO Database Record (c) 2011 APA, all rights reserved)