高校体育教学改革与学生创造能力的培养

培养学生的创造力是高等教育的重要任务之一.在高校体育教学中加强素质教育是培养学生创造力的关键;转变观念、增强创造意识、体现课程的创新观念、积级接受创造教育是培养学生创造力的主要途径.     

四川省可持续发展中智力支持系统的能力分析

可持续发展指标体系是可持续发展理论向定量化发展的必然结果和迫切需要.中国科学院可持续发展战略研究组提出的可持续发展指标体系具有独创性和实用性的特点,其中的智力支持系统由区域教育能力、区域科研能力、区域管理能力三部分构成,反映了一个区域在教育、科研和相应管理方面的可持续发展水平.对四川省1997-2001年五年中的智力支持系统的定量分析认为:四川省在教育、科研及其管理方面的可持续发展水平处于不稳定的、下降的趋势.要扭转这种局面,需要增大教育投入、扩大教育规模、提高科技产出率和科技贡献率,更重要的还在于增强区域的管理能力.     

论学科建设的内涵、策略与措施

学科建设的内涵主要包括学科方向的选择与确立,师资队伍建设,基地建设,科学研究,人才培养,国际合作与交流,人文环境建设等.师资队伍建设是学科建设的关键问题.分步实施,走特色化发展道路是学科建设的重要策略之一.加强学术梯队和科研团队建设是学科建设的重要措施之一.     

借贷能力、风险收益与新型农业经营主体经营效率

通过构建一个新型农业经营主体与金融组织讨价还价的理论模型,在纳什议价均衡的基础上分析新型经营主体最优产出水平与其借贷能力、风险收益的关系。基于中国12省的微观调查数据,采用双边随机边界检验,对理论模型进行了实证研究,结果表明：借贷能力不足是新型经营主体经营无效率的主导因素,最终使平均净效率下降了8.13%;正规金融机构和民间借贷均对新型经营主体的经营效率有显著影响,并且民间借贷对经营效率的影响更强;新型经营主体的负责人能力、盈利能力、组织化程度等,与其经营效率呈正相关关系。提出应通过金融体系创新、完善民间借贷法规等途径,降低新型农业经营主体的融资约束,提高其负责人的经营水平,加强新型经营主体的组织化程度。     

Covariate classification by post–stratification

The plug–in Anderson's covariate classification statistic is constructed on the basis of an initially unclassified training sample by means of posty–stratification. The asymptotic efficiency relative to the discriminant based on an initially classified training sample is evaluated for the case where a covariate is present. Effect of post–stratification is examined.     

Comment

We propose a sequential test for predictive ability for recursively assessing whether some economic variables have explanatory content for another variable. In the forecasting literature it is common to assess predictive ability by using “one-shot” tests at each estimation period. We show that this practice leads to size distortions, selects overfitted models and provides spurious evidence of in-sample predictive ability, and may lower the forecast accuracy of the model selected by the test. The usefulness of the proposed test is shown in well-known empirical applications to the real-time predictive content of money for output and the selection between linear and nonlinear models.     

注意性告知与元认知策略对培训效果的影响研究

计算机审计培训是培养高素质审计人才的有效途径。注意性告知和元认知策略是影响计算机审计培训效果的重要因素。实证研究了注意性告知与元认知策略对培训效果的影响,研究发现:注意性告知与元认知策略都会对培训效果产生正向影响;注意性告知还会对元认知策略产生正向影响。此外,注意性告知通过元认知策略部分中介作用于培训效果。     

Testing the gender similarities hypothesis: differences in subjective task value and motivation to transfer training

ABSTRACT

Are female and male trainees similar or different in their reaction to training programmes, specifically regarding their subjective task value and motivation to transfer? According to the gender similarities hypothesis, women and men are alike on most psychological variables. However, according to research in organizational behaviour, female and male employees differ on certain aspects, such as their job satisfaction and work identity. To test these two views on gender similarities and differences in the context of human resource development and training evaluation, the present study examined the extent to which gender moderated reactions to training. Based on the expectancy-value theory of motivation and self-determination theory, a web-based questionnaire was used to measure six training reactions: intrinsic value, attainment value, utility value, perceived relative cost, autonomous motivation to transfer, and controlled motivation to transfer. The results indicated that women and men differed in their ratings of attainment value but were similar for the remaining five reaction measures. These outcomes support the gender similarities hypothesis. The findings are discussed in terms of their theoretical implications for modelling gender effects in HRD research and their practical significance for promoting training effectiveness and transfer of training.     

(Un)expected exception: validating acquiescent response style factor in the Czech Republic

ABSTRACT

This study explores the acquiescent response style (ARS) among respondents in the Czech Republic. To analyse ARS, confirmatory factor analysis (CFA) was employed and the response style (RS) was modelled as a latent variable. The RS factor in the CFA model must be validated by its relationship to education and age, i.e. proxies of cognitive ability. The two studies presented in this article use large amount of data as all available balanced batteries of items were analysed. In Study 1, the RS factor showed no correlation with age/education in most of the models. Study 2 employed additional measures of cognitive ability and education and confirmed the overall absence of the relationship. Author concludes that the modelled RS factor then cannot be considered the ARS and deduces that the most likely explanation of the identified systematic error variance is the respondents’ carelessness manifested by automatically choosing the extreme agreement, or choosing the first presented answer as a result of memory effect.     

Using the Therapist's Inner Conversation in Teamwork with Novice Therapists

Peter Rober's work (2005a) on the therapist’s inner conversation (TIC) has been a significant contribution to understanding the therapist's 'here and now' experience that focuses on the emergence of different voices responding to what is said in the therapy session. Frediani and Rober (2016) conducted an investigation into the experience and TIC of novice therapists concerning emotions aroused and how they deal with them during family therapy. Their research prompted us to ask how this methodology could work with recent graduates and those in the last year of their undergraduate training. This was addressed in the adolescent psychotherapy team that is part of the Equipo de Trabajo y Asesoría Sistémica (Systemic Counselling and Teamwork) (eQtasis) of the Psychology Department of the University of Chile. An important characteristic has been developing an ethics for clinical practice and generating a collaborative reflexive approach as a central aspect of the clinical training. The paper aims to promote the legitimacy of the experience of novice therapists who despite limited professional experience have many stories that connect with what is said in therapy.