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.     

网络怨恨的价值位移——基于舍勒现象学的分析

当前网络表达中到处弥漫的怨恨情绪,使技术理性的价值产生位移或曰颠覆,正价值如正义、公平、为承认而斗争等,在怨恨的情绪及其网络表达中导向负价值：网络暴政、人的主体性的消解,使人陷入＂单向度的人＂的危险。当下网络表达的无序和失序,正是怨恨的现象学呈现。因而,透过现象学观察的怨恨及其网络表达,或许可为我们反思批判当下和建构新的网络伦理提供一个新的思路。     

Predicting Whistle Blowing: A Theory of Reasoned Action Approach

Fishbein and Ajzen's Reasoned Action model was used to predict intention to blow the whistle. Accounting students attending an Israeli university and accountant practitioners were used as the subjects for the study. It was hypothesized that attitudes and social norms would directly explain intention, while professional obligation, locus of control and professional socialization would modify the criterion variable through attitudes and social norms. Findings showed that social norms directly influenced intent to blow the whistle among both samples, as hypothesized. However, locus of control and professional socialization also directly influenced intent, rather than modifying the criterion variable. Suggestions for further research are included.     

基于CDIO模式的GIS专业教学改革研究

结合CDIO创新模式,探索多学科渗透交叉融合的GIS高科技复合型创新应用人才的培养。通过对人才培养目标的确立、教学计划和教学大纲的修改以及师资力量的培养和教学方法的改革的研究确立了新时代GIS创新型人才的培养模式。提出了培养"3S"创新应用的知识结构、能力结构,探索了培养GIS高科技创新型人才的道路。     

Impact of an Overt Response System on Staff Performance and Maintenance of Computer-Based Instruction

Interactive Computer Based Instruction (CBI) systems involve teaching strategies to facilitate greater response opportunities during training in an effort to improve learner performance. The current study investigated the effect of online staff training videos with and without overt response requirements on posttest and maintenance test scores across six block-randomized instructional modules for four employees of a university located in the southeastern region of the United States. The overt response consisted of multiple-choice questions administered throughout select teaching modules using an alternating treatment design. Findings suggest that learning occurred as a result of the CBI training; however, the effectiveness of the overt response system varied across individuals, with no discernible differentiation between learning gains associated with response requirements. Other areas of research for expanding the efficacy of CBI and overt response systems are highlighted.     

论大学生创新能力的培养

从培养对象、培养者以及政府行为等 3个方面 ,分析培养大学生创新能力的艰巨性。依据教育的本质提出 :培养大学生的创新能力 ,应以知识为载体、传授知识为手段、将其渗透融合在教学的全过程 ;以环境建设、机会与空间、教学环节作为培养大学生创新能力的三大要素 ,系统地论述如何做好此项工作。并结合工作实践 ,介绍了在教学过程中相机培养大学生创新能力的尝试     

西部开发与民族文物干部的培养

在西部开发过程中 ,要保护民族文物 ,离不开民族文物干部。举办民族文物培训班 ,是培养民族文物干部的捷径。     

《格萨尔》伦理思想探微

本文拟从伦理学角度入手,探究史诗《格萨尔》中蕴涵的伦理思想。这些古代部落社会意识形态领域的种种观念、原则的积淀,就形成藏民族传统社会道德的主要内涵。从这种意识形态的探究中,我们还可以窥见古代藏族部落社会从血缘向地缘关系的转化。     

Moving On From Supportive Housing (MOSH): Development and evaluation of a transitional skill-building curriculum for providers helping residents exit homeless services

This article describes the development and evaluation of MOSH (Moving On From Supportive Housing), a transitional skill-building curriculum for providers helping residents exit homeless services to mainstream housing without embedded supports. In this evaluation, we assess the feasibility, acceptability, fit, and potential efficacy of the MOSH curriculum to improve proximal provider-level outcomes, including self-efficacy to provide MOSH-related independent living skills and supports. Homeless-services providers (N = 49) from a range of programs and settings participated in the training. Findings from focus groups and pre- and posttest surveys indicate high levels of overall satisfaction with the training. The majority of trainees perceived the training to be useful to their work and potentially useful for service recipients, felt the training would fit well within their existing day-to-day work, and said they were very likely to use MOSH skills in such work. Statistically significant improvements in self-efficacy regarding all skills but one were also found. MOSH holds promise as an intervention that can enhance provider practice and promotion of independent living skills in homeless services. Although these initial findings on MOSH are encouraging, further research will be needed to evaluate provider knowledge gains and effective use of these skills in practice.