教育本体论的嬗变与素质 教育本体论命题的创化

本文在教育本体论层面上考辩了教育思想史上关于教育起源的生命本能说、心理模仿说、劳动说、社会交往说等教育原生态的论争,论证了素质教育本体论关于“人体潜能素质的发现、破译和开发”命题假说革新现代教育理论的创化功能     

对高校学生公共体育兴趣的心理初探

本文从心理学的角度出发,对高校学生体育兴趣的产生、特点及变化原因作了初步探究,并提出了情感教学对体育兴趣形成的重要作用。     

要重视马克思主义信仰建设

社会主义精神文明建设是一项综合性的系统工程,马克思主义信仰建设是其核心内容。信仰是民族凝聚力的源泉,一个国家、一个民族或一个地区,都需要通过共同信仰所产生的凝聚力量去维系社会心理、社会意识和社会精神,使人们既有身心的自由却又不使行为失范,也就是协同尽量多的人自觉地为共同的社会目标而奋斗     

国际互联网上环境科学与环境教育分类信息资源

分类介绍了国际互联网上与环境科学和环境教育有关的33个网点的主页、网址、主要信息类型和内容提要等情况。     

21世纪粤澳高等教育交流与合作初探

本文在简要概述粤澳高等教育发展现状以及回顾粤澳高等教育交流与合作概况的基础上,展现了21世纪粤澳高等教育交流与合作的前景,结合粤澳各自的发展特点,就如何促进新世纪两地高等教育交流与合作提出自己的看法。     

广东普通工科高等教育的办学效益分析研究

对广东普通工科高等教育的办学效益问题,从结构布局效益、层次与规模效益进行了讨论,提出了提高办学效益的基本对策。     

中国高等教育与经济发展的区域协调性

 本文应用因子分析法对我国分地区高等教育与经济发展水平的协调性进行了实证分析。利用31个省区市2006年横截面数据计算了各地高等教育与经济发展的因子得分,进行排序、等级差和相关性分析。研究表明：31个省区市中,高等教育与经济发展协调程度为好和较好的有12个,差和较差的有13个,协调程度一般的有6个,总体协调程度较差。在分析个案原因的基础上,提出高等教育发展规划要更多考虑地方经济发展状况和潜力;鼓励高等教育发展滞后地区的地方政府加大对高等教育投资,支持社会资本进入高等教育领域;适当控制发展过度地区的高等教育规模,并加大中央财政对西部欠发达地区的财政支持。     

A course in constructing effective displays of data for pharmaceutical research personnel

Interpreting data and communicating effectively through graphs and tables are requisite skills for statisticians and non‐statisticians in the pharmaceutical industry. However, the quality of visual displays of data in the medical and pharmaceutical literature and at scientific conferences is severely lacking. We describe an interactive, workshop‐driven, 2‐day short course that we constructed for pharmaceutical research personnel to learn these skills. The examples in the course and the workshop datasets source from our professional experiences, the scientific literature, and the mass media. During the course, the participants are exposed to and gain hands‐on experience with the principles of visual and graphical perception, design, and construction of both graphic and tabular displays of quantitative and qualitative information. After completing the course, with a critical eye, the participants are able to construct, revise, critique, and interpret graphic and tabular displays according to an extensive set of guidelines. Copyright © 2013 John Wiley & Sons, Ltd.     

The Mean is within One Standard Deviation of Any Median

Statistics education is often restricted to teaching the mathematical equations and theories that form the foundation of statistical analysis. It can be argued, however, that the interpretation of the analysis and the communication of the results are equally important. The interdisciplinary role of statisticians requires us to examine real-life problems critically and communicate analytical results to nonstatisticians in a clear and concise manner. This article discusses the importance of including writing assignments as a routine part of statistics courses and presents benefits of the increased use of writing.     

LogXact 4.1 for Windows

Box's paper helicopter has been used to teach experimental design for more than a decade. It is simple, inexpensive, and provides real data for an involved, multifactor experiment. Unfortunately it can also further an all-too-common practice that Professor Box himself has repeatedly cautioned against, namely ignoring the fundamental science while rushing to solve problems that may not be sufficiently understood. Often this slighting of the science so as to get on with the statistics is justified by referring to Box's oft-quoted maxim that “All models are wrong, however some are useful.” Nevertheless, what is equally true, to paraphrase both Professor Box and George Orwell, is that “All models are wrong, but some are more wrong than others.” To experiment effectively it is necessary to understand the relevant science so as to distinguish between what is usefully wrong, and what is dangerously wrong.

This article presents an improved analysis of Box's helicopter problem relying on statistical and engineering knowledge and shows that this leads to an enhanced paper helicopter, requiring fewer experimental trails and achieving superior performance. In fact, of the 20 experimental trials run for validation—10 each of the proposed aerodynamic design and the conventional full factorial optimum—the longest 10 flight times all belong to the aerodynamic optimum, while the shortest 10 all belong to the conventional full factorial optimum. I further discuss how ancillary engineering knowledge can be incorporated into thinking about—and teaching—experimental design.