Kernel density estimators for random fields satisfying an interlaced mixing condition

For a sequence of strictly stationary random fields that are uniformly ρ′-mixing$\rho \prime \mathrm{-}\mathrm{mixing}$ and satisfy a Lindeberg condition, a central limit theorem is obtained for sequences of “rectangular” sums from the given random fields. The “Lindeberg CLT” is then used to prove a CLT for some kernel estimators of probability density for some strictly stationary random fields satisfying ρ′-mixing$\rho \prime \mathrm{-}\mathrm{mixing}$, and whose probability density and joint densities are absolutely continuous.     

对高校科研机构领导人的评估初探

针对高校科研机构的特点,从定性与定量相结合的角度,选择适用的数学模型和评估项目对担任领导职务的学术带头人的业务能力进行评价,试图引导评估对象的工作朝健康正常的方向发展,并逐步建立起科学化的评估体系。     

Fostering educational prosperity: A randomized controlled trial of home tutoring in foster care

The educational gap between children in out-of-home care and their non-placed peers is well-documented. However, tutoring stands out as a promising intervention to raise children's educational attainment in out-of-home care. This study randomized 105 children in foster care (62% girls, aged 7–15 years [M = 10.3, SD = 2.0]) to the home tutoring program Foster Caregivers as Tutors (FCT) or regular public school services (treatment as usual [TAU]). In the FCT group, the foster caregivers tutored the children for 2.5 h/week for 40 weeks. The program effect is measured in learning and developmental outcomes, including reading and math ability, learning skills, IQ, executive function, and psychosocial function. Follow-up was 17.5 months after baseline. The results show a significant effect over time in both groups on IQ (effect size [ES] = 0.40, P < 0.001), verbal comprehension (ES = 0.29 P = 0.02) and perceptual reasoning (ES = 0.60, P < 0.001) measured by WISC IV. Neither the FCT nor TAU provided any significant academic recovery in reading and math nor progression in executive function, learning skills or psychosocial function. These findings, implications for practice and future efforts to support the schooling of children in out-of-home care are discussed.