创新的思想政治工作是矿山发展不可缺少的内在动力

主要阐述了企业在新的形势下如何紧密联系工作实际,积极开拓创新,努力探索思想政治工作的新特点、新规律和新方法,不断提高思想政治工作的效果。详细介绍了四川久大制盐有限责任公司长山盐矿在创新思想政治工作方面的探索实践。     

Why is a computational framework for motivational and metacognitive control needed?

This paper discusses, in the context of computational modelling and simulation of cognition, the relevance of deeper structures in the control of behaviour. Such deeper structures include motivational control of behaviour, which provides underlying causes for actions, and also metacognitive control, which provides higher-order processes for monitoring and regulation. It is argued that such deeper structures are important and thus cannot be ignored in computational cognitive architectures. A general framework based on the Clarion cognitive architecture is outlined that emphasises the interaction amongst action selection, motivation, and metacognition. The upshot is that it is necessary to incorporate all essential processes; short of that, the understanding of cognition can only be incomplete.     

Motivational,emotional, and behavioral correlates of fear of missing out

Social media utilities have made it easier than ever to know about the range of online or offline social activities one could be engaging. On the upside, these social resources provide a multitude of opportunities for interaction; on the downside, they often broadcast more options than can be pursued, given practical restrictions and limited time. This dual nature of social media has driven popular interest in the concept of Fear of Missing Out – popularly referred to as FoMO. Defined as a pervasive apprehension that others might be having rewarding experiences from which one is absent, FoMO is characterized by the desire to stay continually connected with what others are doing. The present research presents three studies conducted to advance an empirically based understanding of the fear of missing out phenomenon. The first study collected a diverse international sample of participants in order to create a robust individual differences measure of FoMO, the Fear of Missing Out scale (FoMOs); this study is the first to operationalize the construct. Study 2 recruited a nationally representative cohort to investigate how demographic, motivational and well-being factors relate to FoMO. Study 3 examined the behavioral and emotional correlates of fear of missing out in a sample of young adults. Implications of the FoMOs measure and for the future study of FoMO are discussed.     

On the malleability of ideology: Motivated construals of color blindness.

The authors propose that the content of certain sociopolitical ideologies can be shaped by individuals in ways that satisfy their social motivations. This notion was tested in the context of color-blind ideology. Color blindness, when construed as a principle of distributive justice, is an egalitarian stance concerned with reducing discrepancies between groups' outcomes; as a principle of procedural justice, however, color blindness can function as a legitimizing ideology that entrenches existing inequalities. In Study 1, White people high in antiegalitarian sentiment were found to shift their construal of color blindness from a distributive to a procedural principle when exposed to intergroup threat. In Studies 2, 3A, and 3B, the authors used manipulations and a measure of threat to show that antiegalitarian White people endorse color blindness to legitimize the racial status quo. In Study 3B, participants' endorsement of color-blind ideology was mediated by increases in their preference for equal treatment (i.e., procedural justice) as a response to threat. In the Discussion section, the authors examine implications of the present perspective for understanding the manner in which individuals compete over the meaning of crucial ideologies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The construction site as a multicultural workplace: a perspective of minority migrant workers in Brunei

Construction projects have become progressively multicultural, especially for countries with limited labour force where there is need to depend on migrant workers. This multicultural environment can easily create problems related to unfair treatment or discrimination. Focus group discussions were conducted with migrant workers from Indonesia and Thailand to examine factors directly and indirectly related to construction activities that need to be considered in a diverse nationality construction site, with a focus on the minority group. The study suggested that communication, wage segmentation, task assignment and trust, scapegoatism, and belief and religion are the important aspects needing to be carefully taken into account to have a constructive working and living environment in a multicultural project. Management should not overlook the above factors to avoid disenfranchizing minority workers.     

Assessing the impact of augmented reality application on students’ learning motivation in chemical engineering

Application of augmented reality (AR) in education has recently grown in interest due to distant, online, and self-directed learning. In this study, the impact of implementing an AR application on chemical engineering students’ learning motivation and performance was assessed. Two interactive AR lessons on common industrial equipment (i.e., centrifugal pump and shell-and-tube heat exchanger) were developed on the EON-XR platform. A cohort of 50 undergraduate chemical engineering students participated in the AR lessons and evaluated its impact on students’ learning motivation and usefulness as a learning resource. The level of students’ learning motivation was assessed with a 16-item questionnaire based on the Instructional Materials Motivation Survey (IMMS) from Keller’s ARCS model, and qualitative questions related to the future of AR technology in chemical engineering education. Results show that 82% of respondents found AR lessons helpful compared to conventional lesson delivery modes, while 92% were supportive for AR lessons to be an additional resource to existing learning materials. These findings demonstrated that AR technology impacted students’ learning motivation positively across multiple constructs, namely ‘Attention’, ‘Relevance’, ‘Confidence’ and ‘Satisfaction’ and showed great potential as an innovative pedagogical advancement in chemical engineering education.     

创新驱动——我国煤化工产业发展的新动力

分析了目前我国煤化工产业发展中存在的问题:创新思维不足,管理、技术、产业结构等方面的创新与产业发展不相匹配;详细阐述了创新驱动包括的多个方面:思维、管理、技术、产业等,指出推进煤化工产业的创新驱动是发展我国煤化工产业最根本、最关键的新动力。     

小花楼织机织造技艺数字化教育设计研究

目的 为了缓解小花楼织机织造技艺面临失传的问题,根据ARCS动机理论展开织造技艺数字化教育的设计研究,提升学习者在体验过程中的注意力和理解力,增强其掌握织造技艺的自信和满足感。方法 结合ARCS动机理论和小花楼织机的织造技艺知识点,将数字化教育划分为三个教育单元,即小花楼织机的交互及展示设计、小花楼织机结构的模块化设计、实物模型控制及模拟设计,并在Unity平台中展开Arduino开发板以集成设计,由浅入深地构建数字化教育场景。结论 对照实验结果表明,基于ARCS动机理论的数字化教育方式具有可行性和实践性,小花楼织机织造技艺的知识可达性和教育互动性有了显著提高,为蜀锦织造技艺的传承和发展提供了一定的参考价值和实践意义。     

内在激励强化学习及其在Robocup仿真中的应用

针对以往的强化学习对单步动作学习的效率较低,从心理学角度引入内在激励的概念,并将其作为强化学习的激励信号,与外部激励信号一同作用于强化学习的整个过程。改变了传统意义上的强化学习的框架模式。在学习的过程中,不但要学习单步的动作值,同时还学连续动作的技巧值,通过构建各种“技巧”,来提高解决新问题的能力,使学习的效率得到很大的提高。最后将内在激励的强化学习运用于Robocup仿真组足球比赛当中。     

Promoting CM Student Success: Establishing an Academic Performance Benchmark Given Construction-Education Self-Efficacy,Motivation and Planned Behavior

High levels of self-efficacy, motivation and intentions to perform well are necessary to achieve high grade point averages (GPA) in demanding academic programs including engineering, mathematics and the sciences. However, scant research has investigated these constructs within the domain of construction management (CM) education. The Construction Training Attitudes and Intentions Scale (CTAIS), which adapts self-efficacy, motivation and planned behavior constructs to the construction-education domain, was administered among CM and Non-CM students (n = 633) enrolled in courses required for a bachelor degree at three American Council for Construction Education accredited programs. Significant differences (p < .001) in construction-education domain-level constructs were observed for CM and Non-CM majors providing evidence of face validity. CM majors (n = 587) were separated for ANOVA. Significant differences in self-efficacy (p = .014) and planned behavior (p = .001) were observed by GPA. Post-hoc analysis revealed differences in these constructs based on GPA above, or below, 3.0. CM majors (n = 587) were aggregated using the 3.0 GPA benchmark (GPA > 3.0, n = 328; GPA< 3.0, n = 239). T-test results revealed significantly higher levels of self-efficacy (p = .001) and planned behavior (p < .001) among students with GPAs above 3.0. This study provides CM educators with a domain-specific measure to target students for interventions that promote success. Limitations and opportunities for further research are discussed.