基于熵理论的企业组织创新分析

企业组织在发展过程中，随着规模的扩大，其轨迹呈现出从有序到无序的内在演变过程，因而通过组织创新。引导企业不断创造效能，吸收负熵流、减少正熵流，促进管理耗散结构的形成，对推动企业可持续发展尤为重要。我们从管理熵和管理耗散这一视角出发，对组织创新规律进行全新的霖索，并以此为基点，研究组织创新的内涵与特点，对组织创新的稳定性进行定量分析，最后提出导入管理负熵和建立耗散结构的措施。     

旋转推铅球教与学的要素

旋转推铅是推铅球的方法之一.要学会这种方法,在教与学的过程中必须掌握:扭转推球、控制转动惯量给人体平衡造成的干扰、射体重心向圆心移动、旋转与投掷之间的衔接等技术要素.     

企业组织创新的生态学透视

以信息技术为基础的知识经济的蓬勃发展使企业原有的组织形态越来越难以适应技术环境、社会环境的剧烈变化,从而使新一轮的组织创新研究和实践逐渐成为理论界和企业界的焦点。以生态世界观和方法论考察了组织创新的生态特征,解读了组织创新的生态规律,以期能为组织创新理论的研究提供启示。     

Problem-solving in teaching/learning packages for Technology

In the project Technology in Secondary Education: Problem-solving in Teaching/learning Packages, two experiments regarding a construction problem and an explanation problem were conducted, in which two variants of a teching/learning package (strongly structuredvs. weakly structured) were compared. Only with the strongly structured instructional variant of the package for the explanation problem did the pupils come to a quick solution of the problem. In both experiments, the factors that influenced the problem-solving processes of the pupils were investigated. The results are of importance for curriculum developers and the authors of teaching/learning packages for Technology but further research into the factors influencing the problem solving process of pupils is necessary.     

Informational Networks, Entrepreneurial Action and Performance

This paper develops a model that incorporates personal and business networks, firm action, and performance based on the existing literature. It explores the links between information and entrepreneurial-type action, and action and performance. Survey data was collected from a sample of 100 manufacturing firms in Thailand. Results show that entrepreneurs value the information they receive from their networks. However, there is little statistical support for tangible links between personal or business networks and entrepreneurial action and performance, or between action and performance.     

Organizational resources enabling service responsiveness: Evidence from Greece

This article examines the implementation of relationship marketing strategy based on a sample of business-to-business firms operating in Greece. Organizational resources, including a focus on learning and flexibility/adaptation in strategic planning, are demonstrated to be antecedents of effective relationship marketing strategies. The possession of these resources lead to superior customer performance (as measured by customer satisfaction and loyalty) and, ultimately, superior financial performance (as measured by profit levels, profit margin, and ROI). Our results provide support for the development of organizational resources that foster and enable relationship marketing in business-to-business environments since such resources are linked with improved firm performance.     

构建电网经营企业的特色企业文化

阐述了企业文化的建立要切切实实地以人为本,要让企业员工真正参与到文化建设中来,开发和利用企业的知识资源,继承和发扬原有企业丈化中优秀的部分,剔除企业文化中不适应市场环境和对企业发展不利部分,树立新型的、健康的、有别于其他企业的经营理念,实现组织的高效率,只有这样,才能真正构建电网经营企业的特色企业文化。     

浅谈标杆管理在供电企业中的运用

介绍了标杆管理的概念及在供电企业中运用的几种主要类别,分析了标杆管理对于供电企业的重要作用,探讨了标杆管理在供电企业中的具体实施步骤和运用中应注意的几个问题.     

Developing Technological Stance: Children's Learning in Technology Education

Following a review of current research in children's learning in technology education, and an examination of the kinds of knowledge demanded in contemporary technology education programs in elementary schools, I argue that what is needed in early technology education programs is the scaffolding of what I am calling technological stance. This construct acknowledges the socio-cultural character of technology as a human endeavor. In contrast to programs which are oriented to application of conceptual and procedural knowledge or to programs in which knowledge is generated through interpretation of interactions with materials and tools, programs which support technological stance position learners as critical inquirers into both tool-related and discursive practices of technology.     

Enhancing Practicing Primary School Teachers' Pedagogical Content Knowledge in Technology

This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers' pedagogical content knowledge in primary school technology education. The frameworks evolved from our research that firstly examined existing teaching practices, secondly enhanced formative interactions and thirdly enhanced summative assessment strategies. The evidence gained over the three years demonstrated how the effective use of frameworks could be utilised to enhance teacher pedagogical content knowledge (PCK). How we see learning is of prime importance in examining the development of teacher pedagogical content knowledge. A sociocultural view of learning is taken where human mental processes are situated within their historical, cultural and institutional setting. In the research project we strongly emphasised the need for teachers to build a knowledge base for teaching technology. Critical aspects identified as enhancing PCK included: negotiated intervention, planning frameworks, reflection on case studies, workshops and support in classrooms, appropriate resources, teacher agreement meetings, portfolios of student work and summative profiles. The increased PCK resulted in: enhanced teacher knowledge about technology including the nature of technology, areas of technology and specific technological knowledge, changed pedagogical approaches, enhanced teacher student interaction, refinement of appropriate learning outcomes, critical decision making, improved teacher confidence, and enhanced student learning. Seven characteristics or features of pedagogical content knowledge that we believe are important for effective teaching and learning in technology are presented. This revised version was published online in July 2006 with corrections to the Cover Date.