The African Evaluation Guidelines: 2002. A checklist to assist in planning evaluations, negotiating clear contracts, reviewing progress and ensuring adequate completion of an evaluation

A review of the US ‘program evaluation standards’ (PES), undertaken in a series of workshops and meetings of networks of evaluators in Africa, resulted in modifications to those standards. The result was presented to a plenary session of the Inaugural Conference of the African Evaluation Association in September 1999, attended by over 300 evaluators from 35 countries. The AfrEA Conference decided that a systematic effort should be made to produce a list of African evaluation guidelines, similar to the PES, and that this checklist should be reviewed by national evaluation associations and networks in Africa and field tested in several countries. Ten national and regional networks and associations suggested modifications to the text and endorsed the final version of the guidelines.     

Social Competence with Peers in Third Grade: Associations with Earlier Peer Experiences in Childcare1

The early developmental antecedents of individual differences in children's social functioning with peers in third grade were examined using longitudinal data from the large‐scale National Institute of Child Health and Human Development (NICHD) study of early child care. In a sample of 1,364 children, with family and child factors controlled, the frequency of positive and negative peer interactions in childcare between 24 and 54 months and the number of hours spent in childcare peer groups of different sizes (alone, dyad, small, medium, large) predicted third graders' peer competence at three levels of analysis: individual social skills, dyadic friendships, and peer‐group acceptance. Children who had more positive experiences with peers in childcare had better social and communicative skills with peers in third grade, were more sociable and co‐operative and less aggressive, had more close friends, and were more accepted and popular. Children with more frequent negative experiences with peers in childcare were more aggressive in third grade, had lower social and communicative skills, and reported having fewer friends. When children spent more time in small‐sized peer groups in childcare (four or fewer children at 24 months of age up to seven or fewer at 54 months), they were more sociable and co‐operative in third grade, but their teachers rated them as more aggressive, suggesting that such children may be more socially outgoing and active both positively and negatively. Like those who spent more time in small peer groups, children who spent more hours in medium‐sized groups received higher ratings for peer aggression by their third‐grade teachers. Children who spent more time with one other child in childcare or in small peer groups had fewer classroom friends in third grade as reported by the teacher but not according to maternal report or self‐report. There were no significant associations between the amount of time children spent in large childcare‐based peer groups and third‐grade peer social competence.     

Relational Aggression in Middle Childhood: Predictors and Adolescent Outcomes

This study examined gender differences in the level and developmental course of relational aggression in middle childhood, as well as early predictors and outcomes of relational aggression, after controlling for concurrent physical aggression. Relational (RAgg) and Physical aggression (PAgg) scores for 558 boys and 545 girls at the ages of eight to 11 in the NICHD Study of Early Child Care and Youth Development (SECCYD) were created by combining the highest rating for each item across mother and teacher reports. Longitudinal analyses were conducted using latent curve models of RAgg with PAgg as a time‐varying covariate, with all parameters allowed to vary by gender. Boys and girls had different growth parameters of RAgg. Girls' RAgg intercept was higher, and the slope was not different from zero; boys' RAgg intercept was lower, and the slope declined. Mother–child conflict in early childhood predicted RAgg intercept for both boys and girls, but maternal harsh control and sensitivity were also uniquely predictive for girls whereas center care was uniquely predictive for boys. RAgg intercept predicted adolescent self‐reports of depression for girls and delinquency and risk‐taking for both boys and girls; the magnitude of the association with risk taking was significantly greater for boys.     

中国信息化水平评价研究报告

提出了信息化水平评价指标体系和调查表设计,并对全国信息化水平及政府部门,事业单位,企业和家庭四个方面信息化应用水平进行了分析并提出政策建议.     

科技进步评价、预测指标体系的建立

一、建立北京市科技进步评价和预测指标体系的思路和方法 在现代社会生活中,科学技术已成为影响和制约经济与社会发展的举足轻重的因素,经济与社会的发展由科学技术寻求出路已形成世界潮流。十一届三中全会以来,在实现我国经济与社会发展战略目标的过程中,科学技术的作用愈益引起人们的重视。在此势态下,如何定量化的描述和揭示北京市科技进步的状态,评价科技进步的速度和效果,是统计工作者应     

基于平衡记分卡的城市政府职能部门绩效评价指标体系设计

绩效评价指标体系是政府绩效评价系统的核心构成要素,针对目前我国城市职能部门在绩效评价指标方面存在的问题,结合青岛市政府职能部门绩效评价的实践,建议运用平衡记分卡,从受众服务、业绩结果、内部管理、学习成长四个方面构建城市职能部门绩效评价模型和评价指标体系。     

Family–Peer Linkages: The Mediational Role of Attentional Processes

The goal of this study was to examine the role of attention regulation as a mediator between parent–child relationships and peer social skills. Using the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development data set, mother–child and father–child relationships measured at 54 months and grade 1 predicted peer social skills at first and third grades. Attentional control processes, especially ability to sustain attention and ratings of attention problems, served as mediators between parent–child relationships and peer outcomes. The implications of these processes for theories of family-peer relationships are noted.     

基于《政府工作报告》的地区营商环境评估研究

以各地公开发布的《政府工作报告》为依据，从执行能力和效率、发展信心和潜力等视角出发，运用统计学、区域经济、管理学、大数据分析等理论和技术手段，开发设计包含综合执行效率指数、指标执行能力指数、发展潜力指数等系列指数在内的指标体系，旨在以第三方的视角深入挖掘《政府工作报告》文本中蕴含的丰富信息，反映区域执行能力和效率、未来发展信心和潜力等状态，为综合评估地区营商环境状况提供新依据。     

面对信息技术挑战的新的教育模式

信息技术的飞速发展已成为促进教育模式变革的直接动力 ,这必将对教育改革产生深远影响 ,从而孕育出一种新的教育模式。这种新的教育模式会将计算机和其他信息技术融于教育之中 ,并体现出教育的本质和教育的多元性。建立新的教育模式必须借助先进的信息技术 ,但更重要的取决于教师、管理者观念的变革和更新