关于计划生育干部培训形式的几点思考

目前我国人口与计划生育工作已进入稳定低生育水平、综合治理人口问题的新阶段 ,要求全面提高计划生育干部素质 ,教育培训工作越来越显示出其重要性。本文探讨了原有培训形式存在的问题和今后计划生育干部培训形式的多元化发展     

Some Cautions on the Measurement of User Information Satisfaction*

User information satisfaction (UIS) is important because of its potential effects on MIS department goals, quality of user work life, and extent of voluntary usage of systems. Reliable measurement of UIS is important for providing evaluative information for both researchers and practitioners. This study used 92 managers and executives as subjects to compare the test/retest reliability of a widely used, 13-scale UIS instrument together with four summary questions under experimental and control conditions. The summary questions behaved more reliably than the detailed questions for all groups, perhaps because of problems with scale units and origins and with item heterogeneity. This suggests that researchers need more reliable measures of UIS and that practitioners need to exercise caution when collecting and interpreting UIS scores.     

Ambiguous Criteria Weights in AHP: Consequences and Solutions*

Two related streams of criticism of the analytic hierarchy process (AHP) have not yet been satisfactorily resolved, although both date from the early 1980s. The first relates to ambiguity in the meaning of the relative importance of one criterion as compared to another. The second is concerned with reversals of rank alleged to be possible when new options are introduced in an AHP problem. Both proponents and critics of AHP agree that rank reversals occur, but disagree on the legitimacy of such reversals. This paper shows that there is a necessary correspondence between the manner in which criteria importances are interpreted and computed and the manner in which the weights of the options under each criterion are normalized. In general, if this relationship is ignored, incorrect weights are generated for options under consideration regardless of whether new options are added or deleted. A rank reversal on the addition of an option is merely symptomatic of this fact, and such reversals do not occur when the correspondence condition is met.     

Integrating Analysis and Communication Skills into the Decision Science Curriculum*

The teaching of decision sciences presupposes that careful attention is directed toward improving students' critical thinking and analytical skills. This paper presents an approach to teaching quantitative methods classes that focuses on developing student skills in the areas of analytical and critical thinking through written and oral communication. The approach requires very little additional instructor preparation time and does not require the instructor to make major changes in either the content or organization of the course. While the instructor's investment is minimal, the benefits to the students appear to be substantial.     

INSTRUCTING OPERATIONS DESIGN: AN EXPERIENTIAL APPROACH

Teaching an operations design course has major pedagogical challenges. (1) The design topics—output, process, facility, and work design—are necessarily taught sequentially, yet the decisions are integrative. (2) Instruction must be generic to service or product producers. (3) Discussing output design is difficult since students typically have had no exposure to the “product language” of engineering graphics. (4) No text is available which examines in sufficient depth all the operations design decisions. (5) Cases necessarily depict historical situations—process technologies and economic data—while operations managers must plan future directions for their productive systems. (6) While the commercial world contains fresh information and data, students are inexperienced in obtaining knowledge from the real world. (7) While the course presents an operations management perspective, students must recognize the information, data, and cooperation necessary from the other functional areas to successfully complete the operations design. To help overcome these seven pedagogical challenges, the students in the undergraduate and graduate operation design courses complete a comprehensive feasibility study for a new product or service and the entire productive system.     

Local influence diagnostics for generalized linear mixed models with overdispersion

Since the seminal paper by Cook and Weisberg [9 R.D. Cook and S. Weisberg, Residuals and Influence in Regression, Chapman &; Hall, London, 1982. [Google Scholar]], local influence, next to case deletion, has gained popularity as a tool to detect influential subjects and measurements for a variety of statistical models. For the linear mixed model the approach leads to easily interpretable and computationally convenient expressions, not only highlighting influential subjects, but also which aspect of their profile leads to undue influence on the model's fit [17 E. Lesaffre and G. Verbeke, Local influence in linear mixed models, Biometrics 54 (1998), pp. 570–582. doi: 10.2307/3109764[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]]. Ouwens et al. [24 M.J.N.M. Ouwens, F.E.S. Tan, and M.P.F. Berger, Local influence to detect influential data structures for generalized linear mixed models, Biometrics 57 (2001), pp. 1166–1172. doi: 10.1111/j.0006-341X.2001.01166.x[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]] applied the method to the Poisson-normal generalized linear mixed model (GLMM). Given the model's nonlinear structure, these authors did not derive interpretable components but rather focused on a graphical depiction of influence. In this paper, we consider GLMMs for binary, count, and time-to-event data, with the additional feature of accommodating overdispersion whenever necessary. For each situation, three approaches are considered, based on: (1) purely numerical derivations; (2) using a closed-form expression of the marginal likelihood function; and (3) using an integral representation of this likelihood. Unlike when case deletion is used, this leads to interpretable components, allowing not only to identify influential subjects, but also to study the cause thereof. The methodology is illustrated in case studies that range over the three data types mentioned.     

Becoming a Race-Conscious Social Studies Teacher: The Influence of Personal and Professional Experiences

In this interpretive case study the researchers examined the beliefs of 13 self-identifying race-conscious secondary social studies teachers from diverse racial or ethnic, gender, and school-context backgrounds. The researchers found that the teachers' beliefs and views of practice were generally aligned with the main assertions of critical race theory. The teachers described their personal and professional experiences as a major influence on their race-conscious beliefs and views of practice. Moreover, teachers in diverse contexts described having to learn how to navigate the different racial experiences of the students in their classrooms, while teachers in racially segregated contexts (predominately White, Black, or Latino) emphasized the importance of teaching their students about others. Finally, despite the teachers' regular integration of race-related issues into their required and elective courses, they expressed a desire to have more opportunities to teach about race.     

Implementing Rigorous Survey Methodology within Contexts of Social Work Education,Training and Practice: A Case Study in Substance Use

With the integration of evidence-based practice central to all areas of social work education and training across the globe, it is crucial that we continue to engage with the methodological challenges inherent in gathering this evidence, particularly when it is related to the nature of social work education itself. As a result, this paper addresses some of the methodological challenges involved in examining the education available to social workers on engaging with substance use, both within the social work academy and local authorities in England. Drawing on experiences of implementing large scale online surveys from three substantial research projects completed by the authors, this paper highlights four methodological themes: (1) Constructing a representative sampling frame; (2) Identifying participants within organisations with many departments; (3) Response rates; and (4) Questionnaire design. While these are familiar methodological considerations, this article draws attention to the specific complexities of gathering ‘representative’ knowledge to inform educational strategies on substance use within social work education and employment contexts. Finally this paper offers lessons learned and guidance for social work academics, students and practitioners who are minded to build, or draw from, an evidence-base using representative samples from and within these environments.     

Participation for children exposed to domestic violence? Social workers' approaches and children's strategies

This article explores social workers' approaches to children exposed to domestic violence and children's strategies in encounters with these professionals in the context of family law proceedings. Investigator approaches as well as child strategies are reconstructed from children's narratives. Furthermore, possible links between the social worker's approach described by a particular child, and the child's own strategies are outlined. Participation can offer children validation of their experiences and support their recovery after exposure to violence. However, it is suggested that it seems to be a challenging task for social workers to both validate children's experiences of violence and simultaneously offer them participation in the investigation process.