Testing the gender similarities hypothesis: differences in subjective task value and motivation to transfer training

ABSTRACT

Are female and male trainees similar or different in their reaction to training programmes, specifically regarding their subjective task value and motivation to transfer? According to the gender similarities hypothesis, women and men are alike on most psychological variables. However, according to research in organizational behaviour, female and male employees differ on certain aspects, such as their job satisfaction and work identity. To test these two views on gender similarities and differences in the context of human resource development and training evaluation, the present study examined the extent to which gender moderated reactions to training. Based on the expectancy-value theory of motivation and self-determination theory, a web-based questionnaire was used to measure six training reactions: intrinsic value, attainment value, utility value, perceived relative cost, autonomous motivation to transfer, and controlled motivation to transfer. The results indicated that women and men differed in their ratings of attainment value but were similar for the remaining five reaction measures. These outcomes support the gender similarities hypothesis. The findings are discussed in terms of their theoretical implications for modelling gender effects in HRD research and their practical significance for promoting training effectiveness and transfer of training.     

从偏见视角解读医患关系

偏见是个体以不正确或不充分的信息为依据,并对其他人形成先入为主的负性判断,泛化至群体中则会表现为人们对某群体产生片面或错误的认知。文章从消极刻板印象、期望差异与归因偏差这三个角度解释了医患群体产生偏见的心理机制,在此基础上讨论偏见对医患关系造成的消极影响,并结合社会现实提出减少医患双方偏见的方法。     

人化自然背景下自然的目的性新论

自然有没有目的性，如果有的话，是在什么意义上讲的，自然的目的性是否具有层次性，我们应该如何对待这些不同形态的自然及其目的性，等等。这个问题，不同的价值观和思维方式的回答是不同的。一般来说，机械论和传统唯物主义是否定自然的目的性的，西方传统中占主导地位的理性主义往往形成自然与社会、物质和精神、理性与非理性等等二元因素的对立。而儒家、马克思的实践哲学明确主张，或从现代现象学可以推断出，自然界不但存在着目的性、主体性，而且存在着它们的差异性，如马克思强调在实践活动的基础上自然与历史的一体化，而儒家的仁爱是有差等的爱，不是墨家所说的具有绝对主义倾向的“兼爱”。也就是说，自然界中的一切生命，按照从高到低的价值顺序，微生物、植物、普通动物、人，都是具有独立的意志和价值的生命体。在道德的理想性、超越性上，它们是平等的，都是爱和尊重的对象，而在现实性上，它们对人的价值是不同的，人们对待它们的态度也应该是不同的，即是有差等的。     

陆梁油田薄层底水油藏水平井井筒模拟研究

新疆陆梁油田呼图壁河组油藏发育一类特殊的薄层底水型油藏，其特点是油层厚度薄，构造幅度低，底水能量大，利用水平井开采，表现出无水采油期短、含水率上升速度快、产量递减大的特点。针对这些问题，采用水平井数值模拟方法，建立了考虑摩擦压力损失的水平井井筒模型，明确了摩擦压力损失对水平井的压力分布以及水平段产量的影响，在此基础上，分析研究了水平井底水锥进的水脊特征，判断了水平井出水位置，提出了封堵出水井段并结合油藏工程方法确定了水平井合理产液量，从而达到抑制底水快速锥进，减小压力损失，降低含水率上升速度的目的。     

水平井流入控制阀控底水原理及影响因素分析

随着钻完井技术的发展，采用流入控制阀（ICD）完井技术开发底水油藏成为提高产量、降低成本的有效途径。弄清水平井ICD 控底水原理及影响因素成为利用其实现延缓底水锥进、提高油藏最终采收率的关键。在分析ICD 控水限流原理基础上，通过模拟计算，具体分析了流动剖面、环空流动、含水率等3 个影响控水效果的主要因素。分析结果表明：对于不具有高含水段的油藏，可以利用ICD 增大高渗段阻力，从而在牺牲总产液量的基础上降低产水，实现控水；ICD 所产生附加压降有效地减少了环空流动，增强了控水的稳定性，为实现长期稳油控水提供了保障；对储层物性参数分布认识出现偏差将会较大地影响ICD 的控水效果；对于存在高含水段的水平井，需要增大高含水段的附加压降，降低高含水段的产液量，才能有效实现控水。对水平井ICD 控底水原理及影响因素的分析结果为优化水平井ICD完井设计，控制底水锥进提供了技术思路。     

Re‐framing the Analysis: A 3‐dimensional Perspective of Prisoners’ Children's Well‐being

This article highlights three dimensions to understanding children's well‐being during and after parental imprisonment which have not been fully explored in current research. A consideration of ‘time’ reveals the importance of children's past experiences and their anticipated futures. A focus on ‘space’ highlights the impact of new or altered environmental dynamics. A study of ‘agency’ illuminates how children cope within structural, material and social confines which intensify vulnerability and dependency. This integrated perspective reveals important differences in individual children's experiences and commonalities in broader systemic and social constraints on prisoners’ children. The paper analyses data from a prospective longitudinal study of 35 prisoners’ children during and after their (step) father's imprisonment to illustrate the arguments.     

卢梭主体性教育思想及启示

卢梭的主体性教育思想强调人的主体性，凸显了教育过程中受教育者的主体地位。反映在儿童教学中，就是教育应体现儿童的天性，要以儿童作为主体，根据儿童的特点，充分发挥主动性和创造性，引导进行自主、能动的学习。为了更好地了解卢梭的主体性教育思想，本文对其作了详细的整理和系统的阐释，在介绍理论与特征的基础上，重点论述该思想的内涵及目的，思考其对现代儿童教育的启示，以期望能丰富现有的教学理论，为儿童教育的发展提供理论和现实依据。     

Graduating Out of Poverty Across Generations: Unpacking Children’s Well‐being Trajectories in Burundi

Graduation model interventions represent a new wave of anti‐poverty programming that seeks to offer a sustainable pathway out of poverty. An expanding evidence base points towards positive economic outcomes at household level but little is known about impacts on child well‐being. This paper investigates children’s well‐being in Burundi during and after participation in a graduation model programme using a longitudinal mixed‐methods approach. The programme is found to improve child well‐being, particularly in relation to housing, food security and education. Covariate shocks undermine sustainability of effects but greater knowledge, experience and prioritisation of children’s needs contribute to harnessing improved outcomes.