跨文化格局中的美学比较

跨文化格局中的美学比较所以能够发生 ,根本原因在于古典意义上那种普遍有效的理论话语的失效和多元、相对观念的确立。要摆脱中西方美学比较中长期存在的滞缓不前、缺少突破的局面 ,有必要特别强调中西方文化精神对中西方美学比较的功能性制约和参照系的科学选择问题     

Japanese and American Children's Reasoning about Accepting Credit for Prosocial Behavior

Children's reasoning about the appropriateness of accepting credit for one's own prosocial behavior was examined. Participants aged 7–11 years old in Japan and the USA (total N = 206) were presented with a series of stories in which a protagonist performs a good deed and is asked about it by another character. Across stories, the protagonist either truthfully acknowledges the deed or falsely denies it, in a statement that is made either in public or in private, and is addressed to either a teacher or to a peer. As predicted, Japanese children judged protagonists less favorably when they acknowledged the good deed in public rather than in private. Further, Japanese children tended to view modest lies more favorably overall than did children in the USA. These results point to the importance of modesty in Japan and to the ways in which Japanese children take into account the social context of communication when deciding whether it is appropriate for individuals to convey information about themselves.     

Cross-Validated Assessments of Test Scoring Models

On a multiple choice test in which each item has r alternative options, a given number c of which are correct, various scoring models have been proposed. In one case the test-taker is allowed to choose any size solution subset and he/she is graded according to whether the subset is small and according to how many correct answers the subset contains. In a second case the test-taker is allowed to select only solution subsets of a prespecified maximum size and is graded as above. The first case is analogous to the situation where the test-taker is given a set of r options with each question; each question calls for a solution which consists of selecting that subset of the r responses which he/she believes to be correct. In the second case, when the prespecified solution subset is restricted to be of size at most one, the resulting scoring model corresponds to the usual model, referred to below as standard. The number c of correct options per item is usually known to the test-taker in this case.

Scoring models are evaluated according to how well they correctly identify the total scores of the individuals in the class of test-takers. Loss functions are constructed which penalize scoring models resulting in student scores which are not associated with the students true (or average) total score on the exam. Scoring models are compared on the basis of cross-validated assessments of the loss incurred by using each of the given models. It is shown that in many cases the assessment of the loss for scoring models which allow students the opportunity to choose more than one option for each question are smaller than the assessment of the loss for the standard scoring model.     

Graphical contributions to the χ2statistic for two-way contingency tables

A graphical procedure for studying the cell contributions to the chi-square statistic for R×C contingency tables is presented. Several examples are included to illustrate how one might use this graphical procedure on large tables.     

It Takes a Village (Perhaps a Nation): Families,States, and Educational Achievement

Research in the United States has shown that children growing up in 2‐parent households do better in school than children from single‐parent households. We used the Trends in International Mathematics and Science Study (TIMSS) data to test whether this finding applied to other countries as well (N = 100,307). We found that it did, but that the educational gap was greater in the United States than in the other 13 countries considered. Results from 2‐level hierarchical linear models demonstrated that international differences in the educational gap were associated with several indicators of national policy and demographic contexts. No single policy appeared to have a large effect, but several policy combinations were associated with substantially reduced educational gaps between children from different family structures.     

变截面压杆的临界荷载计算

变截面杆件的临界载荷问题，其平衡方程为变系数微分方程，只有少部分的情况可以得到其解析解，采用改进的WBK法,计算了若干变截面压杆的临界荷载，并与有限差分法进行了对比，证实了其可靠性。     

交叉科学时代的交叉教育

随着交叉科学时代的来临,作为当代教育改革重要内容的交叉教育自70年代崛起以来,正在对教育、科技、经济和社会文化发展产生重大影响。文章较系统地探讨交叉教育的由来和发展,对交叉教育的含义进行辨析,对中国交叉教育面临的基本问题进行分析,对中国交叉教育发展的途径进行探讨。     

跨国公司跨文化伦理能力研究

全球复杂的社会文化差异环境给跨国公司的经营管理带来了巨大的挑战,正是跨文化伦理能力的不足导致了许多跨国公司海外经营的失败.然而,跨国公司跨文化伦理行为的过程本身非常复杂,长期以来管理理论界关于跨国公司如何获得和保持其跨文化伦理能力的研究却极为少见.跨文化伦理能力作为跨国公司核心竞争优势的潜在源泉一直没有得到应有的重视.在探讨目前跨国公司常用的几种解决跨文化伦理问题的方法基础上,对如何通过领导变革、组织学习以及人力资源管理的整合来获得、强化和保持跨国公司全球背景下的跨文化伦理能力进行了研究.     

Managing Money in Marriage: Multilevel and Cross‐National Effects of the Breadwinner Role

We examine whether institutionalized practices and beliefs regarding breadwinning roles are associated with the choice of more or less equal money management strategies in marriage. Using cross‐national data from 21 country contexts in the International Social Survey Programme and multilevel modeling, we find that in contexts of shared breadwinning, there is a greater likelihood of shared management of money, controlling for the relative income contribution of each spouse. We also find some evidence that the effect of spouses’ relative income contributions diminishes in contexts of shared breadwinning. Our analysis comparing women’s and men’s money management is consistent with previous research indicating that women’s management may be more work than power.