Clustering in dividends: Do managers rely on cognitive reference points?

Prior studies (see e.g. [Rosch, E. (1975). Cognitive reference points. Cognitive Psychology, 7, 532–547]) indicate that multiples of ten serve as cognitive reference points with a view to perceiving and evaluating numbers. In order to explore whether managers set dividends per share (henceforth DPS) at or just above a cognitive reference point, we perform a digital analysis on US firms’ DPS for the period 1995–2004. That is, based on the theory of cognitive reference points, DPS of $2.00 will be viewed as being abnormally larger than DPS of $1.99, whereas the actual difference only amounts to a marginal $0.01. Results presented in this paper indicate that managers fall back on cognitive reference points when they set DPS, which shows in significantly more (fewer) zeroes (large digits) in the second-from-the-left position of DPS than would normally be expected. Overall, results presented in this paper tally with prior findings on odd-ending prices and price clustering documented in related disciplines.     

Ethnicity as skill: immigrant employment hierarchies in Norwegian low-wage labour markets

Immigrants are often concentrated in particular, often low-waged, segments of the labour market and employers tend to assume that immigrants posit (soft) skills which make them particularly suited for specific tasks. Less scholarly attention has been given to the real and perceived content of these skills and how employers may shift their view over time. We contribute to the literature by examining changing ethnic employment hierarchies in two immigrant-intensive labour markets in Norway. Drawing on qualitative data from the hotel and fish processing industries, we describe, first, how different ethnic groups are allocated into specific jobs forming a clear hierarchy in the eyes of employers, and, second, how employers’ preferences for particular groups change as new immigrants enter the labour market. Theoretically, we develop the concept of ‘ethnicity as skill’, which points to the tendency among employers to equate ethnic group membership with a set of informal qualifications.     

注重提高中学生英语听力理解能力

本文对提高中学生英语听力理解能力的相关问题加以论述。     

明代商人职业素养与技能论略

明代中期以降,社会商品经济空前繁荣,商业资本空前活跃。此时,很多商人能够充分发扬自我激励与开拓进取的精神,注重职业道德、文化修养、职业技能和人际关系的全面完善,从而在事业上取得了长期成功。明代商人所具备的,成功商业管理者所应具有的诸种职业素养与技能需要进一步探讨和总结。     

思想政治理论课生存教学模式初探

思想政治理论课生存教学模式要求：在教学目的上由培养“政治理论家”转到生成“有较高政治素质的生存实践者”;在教学重点上从理论的系统接受转到现实生存问题的理论解决;在教学方式上从政治理论的课堂讲授转到通过实际的生存;在师生关系上强调主体间的对话。     

“以理”还是“入情”? 创业者政治技能与资源获取

面对新创企业的资源匮乏和制度不完善,如何利用创业者政治技能来开发人际关系中 所隐藏的潜在资源能力,逐渐受到当前创业理论研究的关注． 在中国情境下,创业者政治技能 对资源获取过程起到关键作用,通过“以理服人”和“以情动人”行为策略,创业者运用政治技 能不仅在日常创业实践中获取有价值性的关键资源,还依靠关系交往的情感连接调用潜在的组织能力． 采用混合研究方法( mixed methods research) ,先在关系结构层面以定量数据建立理论模型,再从日常行为层面以定性方法进一步解释与拓展模型． 研究发现,作为社会能力的组 成部分,创业者政治技能在关系情境下,通过“以理服人”和“以情动人”行为策略作用于资源 获取过程; 其中,在角色关系下,创业者政治技能在弱连接状态中通过“以理服人”获取现有资 源,在强连接关系中通过“以情动人”能获得潜在资源; 而在人情关系下,通过“以情动人”,创业者政治技能有利于调用私交关系并获得潜在资源帮助．     

专业化知识搜寻、管理创新与企业绩效：认知评价的调节作用

本研究基于探索/利用双元分析框架,将管理创新划分为利用式管理创新和探索式管理创新两个维度,并将知识搜寻和认知评价的理论观点整合到现有管理创新采纳与实施过程理论模型中,构建了一个研究模型,以考察双元管理创新的采纳过程及其实施对企业绩效的影响。本文以我国华南地区468家制造型企业为问卷调查对象,对上述研究模型进行实证检验,结果表明:(1)科学型知识搜寻主要促进探索式管理创新;市场型知识搜寻对利用式和探索式管理创新均有正向影响;供应链型知识搜寻主要促进利用式管理创新;(2)科学型知识搜寻与探索式管理创新间的关系同时受到风险性认知(负向)、匹配性认知(正向)和复杂性认知(负向)的调节效应影响;市场型知识搜寻与利用式管理创新间的关系仅受到复杂性认知的负向调节效应影响;供应链型知识搜寻与利用式管理创新间的关系同时受到风险性认知(负向)、匹配性认知(正向)和复杂性认知(正向)的调节效应影响,但其与探索式管理创新间的关系仅受到匹配性认知的负向调节效应影响;(3)利用式管理创新与企业绩效呈倒U型关系;探索式管理创新与企业绩效呈正U型关系。研究结论对于厘清管理创新的复杂采纳过程及其实施机理有一定的理论贡献,同时对企业顺利开展管理创新具有一定的实践启示意义。     

师范生教学技能训练体系的构建与实施模式

完备的训练体系是师范生教学技能养成的重要环节。基于《中国学生发展核心素养》《教师教育课程标准》《普通高中课程方案和语文等学科课程标准（2017年版）》《高等师范学校学生的教师职业技能训练大纲（试行）》等文件精神，研究将师范生教学技能厘定为四个要素，即教学设计、教学实施、教学评价、教学反思与研究。根据这四个要素，重构了师范生教学技能训练体系，即由教学理念、教学知识、教学行为所构成的"交互式"体系。相应地，教学技能训练实施模式调整为"复式"训练模式、"衍射型"教学实践模式和"反复-发展型"教学反思模式。     

A longitudinal evaluation of government-sponsored job skills training and basic employment services among U.S. baby boomers with economic disadvantages

Job skills training is a cost-effective strategy for improving employment among individuals who have low income and employment barriers, but few U.S. government-sponsored employment program participants have received such training. To better understand long-term gains from job skills training, this study compared employment and earnings trajectories between program participants who received job skills training and those who received basic services only. Using data from the National Longitudinal Survey of Youth 1979, we estimated 33-year employment and earnings trajectories among U.S. baby-boomer cohorts while accounting for baseline group heterogeneity using inverse propensity score weighting. We found increases in employment rates over the life course, especially among Black women. Job skills training also increased earnings by up to 69.6 % compared to basic services only. Despite the long-term gains in employment and earnings, job skills training participation is not sufficient to address gender as well as racial and ethnic gaps in full-time employment. Findings reinforce the importance of incorporating job skills training as an essential service element of government-sponsored employment programs to improve long-term labor market outcomes among Americans with economic disadvantages.     

Interpersonal skills scale: Development and validation in urbanized sample of adolescents

Interpersonal skills play a vital role in the growth and development of adolescents. The current study explored the experience and manifestation of interpersonal skills in Pakistani adolescents. In phase I, using open‐ended phenomenological approach, key components of interpersonal skills were elicited from 32 adolescents (boys = 16; girls = 16) aged 11–19 years (M = 14.48; SD = 1.06). In phase II, Content Validity Index for items (I‐CVIs) and scale (S‐CVI) was established. In phase III, pilot testing was carried out on 21 adolescents (boys = 11; girls = 10). In Phase IV, a sample of 674 adolescents (boys = 47%; girls = 53%) aged 11–19 years (M = 14.88; SD = 1.33) were tested for psychometric properties of Interpersonal Skills Scale along with Social Intelligence Scale for Adolescents and Self‐Esteem Scale for Children. Exploratory Factor Analysis (n = 221) generated three factors of the Interpersonal Skills Scale social engagement, sociability, and social etiquettes. Confirmatory Factor Analysis (n = 453) also supported the three‐factor structure of the Interpersonal Skills Scale. Furthermore, the scale found to have high internal consistency, construct validity, discriminant validity, split‐half reliability, and test–retest reliability. The results are discussed in the light of factorial structure in the Pakistani cultural context.