Psychological Perspectives on Hate Crime Laws.

Hate crimes are those in which the victim is selected because of his or her actual or perceived race, color, religion, disability, sexual orientation, or national origin. Hate crime laws have frequently been met with objections. Whereas some objections are based in constitutional law, other objections invoke a variety of psychological constructs, including attitude, motivation, behavior, emotion, and intergroup relations. These objections can be illuminated by relevant psychological theory and research. Topics addressed include the measurement of motivation and intent, and distinctions among attitudes, emotions, and behavior. Hate crimes and other crimes are compared in terms of perpetrators, type and degree of violence, psychological and physical trauma suffered by victims, and community impact. Psychologically based defense strategies used by perpetrators of hate crimes are critiqued. Hate crime laws are also discussed in terms of the political and social values they reflect. Finally, research and policy implications are outlined, including implications for prevention and intervention at the individual, community, and law enforcement levels. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Employment Discrimination: The Role of Implicit Attitudes, Motivation, and a Climate for Racial Bias.

This study is an attempt to replicate and extend research on employment discrimination by A. P. Brief and colleagues (A. P. Brief, J. Dietz, R. R. Cohen, S. D. Pugh, & J. B. Vaslow, 2000). More specifically, the authors attempted (a) to constructively replicate the prior finding that an explicit measure of modern racism would interact with a corporate climate for racial bias to predict discrimination in a hiring context and (b) to extend this finding through the measurement of implicit racist attitudes and motivation to control prejudice. Although the authors were unable to replicate the earlier interaction, they did illustrate that implicit racist attitudes interacted with a climate for racial bias to predict discrimination. Further, results partially illustrate that motivation to control prejudice moderates the relationship between explicit and implicit attitudes. Taken together, the findings illustrate the differences between implicit and explicit racial attitudes in predicting discriminatory behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

一种基于情感智能的机器人自主趋光行为研究

针对移动机器人的自主趋光行为问题,提出了一种基于情感智能的内发动机仿生学习机制。该学习机制以生物体感觉运动系统的学习机制为基础,包括评价环节、行为选择环节和取向环节,采用模糊神经网络构建情感模型,情感模型的输出作为评价环节的内部奖赏信号。该学习机制能够使机器人在未知环境下通过自主的学习和训练逐渐形成、发展和完善趋光行为技能,通过情感智能的作用可以增加试探成功次数和减小学习步数,仿真实验证明了该方法的有效性。     

激励机制在水电工程施工管理中的应用

为了调动员工工作积极性、主动性和创造力,激励员工努力完成任务,实现组织的愿景和目标,浅述激励的内涵及其重要性,探讨激励机制设定的原则,以及工程施工管理过程中如何建立有效的激励机制,结合桥巩水电站工程实际,论述激励机制在水电工程施工管理中的应用.     

内部动机驱动的机器人未知环境在线自主学习

针对目前智能移动机器人在未知环境中学习遇到的如学习主动性、实时性差,无法在线积累学习的知识和经验等问题,受心理学中内部动机的启发,提出一种内部动机驱动的移动机器人未知环境在线自主学习方法,在一定程度上弥补目前该领域存在的一些问题。该方法通过在移动机器人Q学习的框架下,将奖励机制用基于心理学启发的内部动机取代,提高其对于未知环境的学习主动性,同时,采用增量自组织神经网络代替经典Q学习中的查找表,实现输入输出空间的映射,使得机器人能够在线增量地学习未知环境。实验结果表明,通过内部动机驱动的方法,移动机器人对于未知环境的学习主动性得到了提高,智能程度有了明显改进。     

高职学生英语学习动机调查分析及对策

通过问卷调查的方式,研究了高职学生英语学习的动机状况,分析了产生这些动机的原因,并在此基础上提出了相应的对策,以期为改进高职英语教学提供一些借鉴.     

利用项目界面动力促进项目进展又好又快

在项目生命周期中, 各种事物的运动形成了许多的项目管理界面。正是项目界面的运动和变化改变着项目的发展过程。项目界面蕴含着影响力、系统动力、创造力, 更有着可拓性质, 是促进项目进展又好又快的动力源泉。     

单体高端酒店员工激励对策探析

结合实践,文章探析综合使用人力资源管理诸多管理职能,全方位激励员工,以期为单体高端酒店人力资源管理提供指导。     

人力资源管理中的激励机制

人力资源作为现代组织的一种战略性资源,已经成为组织发展的最关键因素。激励问题是重要内容之一。激励的科学与否,直接关系到人力资源运用的好坏,组织目标的实现。有鉴于此,本文有选择地探讨并对我国现行的人力资源管理中激励机制的概念及其重要性、激励机制中的一些弊端及其成因、激励机制中弊端的解决途径等方面进行论述。     

Technological adaptation of the student to the educational density of the course. A case study: 3D architectural visualization

The main objective of this study was to assess the degree of students’ adaptation to two types of courses on applications of architectural spatial representation. With the same semester lengths, the first proposal involved lectures on 4–5 applications, whereas the second covered approximately 20 applications, all of which were focused on the three-dimensional (3D) representation of the architectural project. Both proposals were based on applications and technological innovations that allow better use of active learning, which is the basis of architectural education. After an initial study of the students’ profiles and motivations, both courses were implemented (throughout the 2014–2015 academic year), and quantitative and qualitative data were collected. This mixed approach provided us with a better understanding of the results of students’ motivation and satisfaction. It also allowed us to evaluate the extent to which they adapted to the designed proposals and how our proposal affected the pace and number of the applications presented throughout the two courses.