Quasi stable outcomes in the assignment game

There is a great deal of literature on matching, theoretical, and empirical, concerning stable assignments and mechanisms that achieve them. The starting point of this study is an interesting question about assignment procedures: given a situation where some agents (the senior workers) on one side have a priority status, which changes the classical theory. The core of game may not be stable. We prove the existence of a quasi stable constrained core. This constrained core may not be a lattice but it is a finite and disjoint union of complete lattices that check the properties of the core’s classical assignment game. We study the manipulability questions that derive.     

Asymptotic Normality of a Kernel Conditional Quantile Estimator Under Strong Mixing Hypothesis and Left-Truncation

We consider the estimation of the conditional quantile when the interest variable is subject to left truncation. Under regularity conditions, it is shown that the kernel estimate of the conditional quantile is asymptotically normally distributed, when the data exhibit some kind of dependence. We use asymptotic normality to construct confidence bands for predictors based on the kernel estimate of the conditional median.     

生防枯草芽孢杆菌研究进展

枯草芽孢杆菌作为一种生防细菌越来越引起人们的关注,本文主要综述了生防枯草芽孢杆菌的生防机制(包括:竞争作用,拮抗作用,诱导植物抗性和促进植物生长作用)以及生防枯草芽孢杆菌的应用情况和实际应用中存在的问题及展望。     

Solving endogeneity problems in multilevel estimation: an example using education production functions

This paper explores endogeneity problems in multilevel estimation of education production functions. The focus is on level 2 endogeneity which arises from correlations between student characteristics and omitted school variables. Theses correlations are mainly the result of student stratification between schools. From an econometric point of view, the correlations between student and school characteristics imply that the omission of some variables may generate endogeneity bias. Therefore, an estimation approach based on the Mundlak [20 Mundlak, Y. 1978. On the pooling of time series and cross-sectional data. Econometrica, 46: 69–86. [Crossref], [Web of Science ®] , [Google Scholar]] technique is developed in order to tackle bias and to generate consistent estimates. Note that our analysis can be extended to any multilevel-structured data (students nested within schools, employees within firms, firms within regions, etc). The entire analysis is undertaken in a comparative context between three countries: Germany, Finland and the UK. Each one of them represents a particular system. For instance, Finland is known for its extreme comprehensiveness, Germany for early selection and the UK for its liberalism. These countries are used to illustrate the theory and to prove that the level of bias arising from omitted variables varies according to the characteristics of education systems.     

基于协同创新的复合型人才培养研究

将协同创新概念引入复合型人才培养,论述协同创新和复合型人才培养的关系,分析国内现有复合型人才培养模式和在协同创新背景下的不足,提出一种基于协同创新的复合型人才培养方式。在此基础上提出搭建包括课堂培养、教师指导、创新竞赛、工程实践为一体的复合型人才的培养体系和构建基于协同创新的复合型人才的五种培养模式,对高校探索适应时代需求的创新型、复合型人才培养方式具有借鉴意义。     

Lifetime of Prevalence and Risk Factors of Problem and Pathologic Gambling in North Cyprus

In this article, the results of the national survey of adult gambling behavior in North Cyprus (NC) in 2012 are presented. The aim of this study is to investigate the characteristics of adults’ participation in gambling, and to determine the prevalence of ‘problem and pathological gambling’ in NC. The population of this study was formed from all the people living permanently in NC, speaking Turkish, and within the age group 18–65. Household interviews were conducted with 966 people. To obtain data, a 30 item questionnaire prepared by the researchers and a Turkish version of the Revised South Oaks Gambling Screen were used. Prevalence rates are compared with the results of the study conducted in 2007 using the same methodology and survey form. The lifetime prevalence of participating at least once in any of the 17 gambling activities investigated in the survey was 66.4 %. 3.5 % of the respondents scored as lifetime probable pathological gamblers and 9.2 % as probable problem gamblers. Risk factors for becoming probable problem and pathological gamblers include being male, being in the 19–28 age group, having a high education level, having a job and being born in Cyprus. This study shows that the prevalence of problem gambling is high in NC and increasing gradually. NC has socio-cultural features such as a history of colonization, socioeconomic problems and high unemployment, similar to other high prevalence gambling regions, which is suggestive of the importance of socio-cultural factors on gambling behavior.     

A Heart to Learn and Care? Teachers' responses toward special needs children in mainstream schools in Hong Kong

This article examines the problems associated with introducing integrated education into Hong Kong's mainstream schooling system. The research objectives were to examine the experience of teachers in teaching children with special needs in mainstream schools; to examine the attitude of mainstream teachers towards integrated education, and explore whether the differences in perception of difficulties and attitudes are attributable to types of disability and availability of resources. This was achieved through a research strategy utilising a questionnaire survey combined with individual and group interviews. The results demonstrate that there is a clear hierarchy of preference amongst teachers in relation to special needs children. Students with a learning disability and/or behavioural problems pose more challenges to teachers than those with a physical difficulty. Teachers that had both types of special needs children in a class experience more problems in maintaining classroom discipline, have a greater workload and struggle to manage the disparate academic standards amongst students. Teachers in schools with extra funding provisions, teachers trained to teach special needs children, additional counselling resources and specialist support expressed more accepting attitudes towards children with special needs and their admission into mainstream schools. Resource classes did not exert a positive effect on acceptance. More than 70% of questionnaire respondents were supportive of two positive value statements 'realisation of equal opportunities' and 'a good chance for students to interact'. At the same time teachers tended to agree with the statements 'integration was a burden to the schools and teachers' (over 60%) and 'a painful struggle for special students' (48%). Although there is a general normative acceptance of inclusion, the statistical pattern suggests that teachers' attitudes are not static or based solely on ideology.