论老字号的认定和分类标准(下)

老字号是长寿的企业和企业名称品牌,是体现中国文化特质的企业形态。以北京西城老字号为研究对象,在认真总结近年来各级政府相关政策制定及实施情况的基础上,科学确定老字号的分级认定条件和分级标准体系,对于确立和提升老字号的社会地位,更好地发挥老字号在提供行业示范、优化产业结构、完善地区形象、充实城市精神、推动中华民族优秀文化传承方面的作用,扩大老字号的社会影响,以及探索新的研究思路和方法,都具有十分重要的意义。     

唐朝在教育规划中存在的问题研究

许多学者认为在中国教育史上唐朝的教育非常繁荣,但实际上唐朝教育的＂繁荣＂只是统治者规划出来的繁荣,是纸面上的设想,而非生活中的实情。唐朝的教育规划不切实际,且没有稳定的经费保障机制;各种专科教育发展规模由于硬性的法律规定而受到限制;等级教育、教育特权阻碍着唐朝教育下移和发展;在唐朝教育的规模中,对地方教育重视不够。这些问题,造成唐朝教育＂繁荣＂的名不副实。     

论土地性质与土地征收

土地价值不是来自其绝对价值,而是来自经济发展、城市扩张、制度安排.土地制度安排尤其是征地制度安排的根本问题是中国经济发展所产生剩余的分配问题.当前土地征收制度安排的一个特点是以土地财政的形式,将经济发展剩余主要用于城市基础设施建设和向中西部地区农民转移支付.当前的征地制度是推动中国经济快速发展的一个重要的基础制度.总体来讲,当前中国土地征收制度是合理的.     

Seeing red: Quality of an essay,color of the grading pen,and student reactions to the grading process

Undergraduates read one of the four vignettes depicting a student essay on social stratification, comments by the instructor, and a grade. In a 2 × 2 factorial design we manipulate independent variables of quality of the essay and color of the grading pen. We test hypotheses that a higher quality essay and an aqua grading pen results in higher teaching evaluations. MANOVA show no statistically significant differences on two instrumental evaluation items: instructor is knowledgeable and organized. Statistically significant differences are observed for quality of the essay and color of the grading pen on three expressive items of instructor is nice, enthusiastic, and has rapport with students. Results suggest that instructors should use a grading pen of a neutral color.     

大学英语分级教学的尝试

基于“因材施教”的教育理论和大学新生英语水平存有差异的实际,对大学英语分级教学进行了改革尝试,分析探讨了教学过程中存在的实际问题,并提出了相应的对策。     

高校学生思想品德行为量化测评浅探

在高校 ,如何提高大学生的思想政治素质 ,是值得深入探讨的重要问题。人们思想和行为的活动规律告诉我们 ,在加强马列主义、毛泽东思想、邓小平理论正面教育的同时 ,必须加强对大学生思想品德行为的规范、引导和测评。行为不仅能具体地从不同侧面反映、表现人们的思想 ,而且能对原有的思想产生影响和作用 ,促使产生新的思想和新的行为。     

沃尔评分体系在对企业财务风险评估中的应用

许多财务管理人员对于沃尔评分体系存在误解,认为沃尔评分系统得出的结论不可靠。沃尔评分系统其实是对企业＂信用＂进行正确评估的最佳体系。在实际工作中应注重应用沃尔评分体系,在行业对比的同时,加强对企业自身历年评分值纵向比对、分析,以通过正确分析来评估、防范企业财务风险。     

Putting practice at the heart of social work education: can practice skills be reliably graded by different markers in child and family social work contexts?

The Frontline programme is a social work qualification route, in England, which began in 2014. Students are based in statutory child and family contexts supported by an academic staff member and practice educator. The assessment strategy on the programme includes seven graded observations of students engaging in social work, marked by both staff. This paper investigates reliability of grading of direct practice between different markers on the programme. It reports findings for 30 recordings of direct observations of practice that were graded during the first cohort. These included observations graded by an academic and by a practice educator. Each was independently then graded by an academic, blind to the original score or who marked it. An acceptable level of reliability was found between the independent grader and the first mark (r = .621). In general the level of agreement was higher between the independent grader (a social work academic) and academics. In comparison, practice educators tended to give higher grades to students. Nonetheless, overall the reliability of marking suggests it is possible to agree on marks for students, which points to the potential for grading of practice to be more widely used in social work education.     

大学英语分级教学下学习者情绪探析

在大学英语分级教学过程中,了解学习者的心理对提高教学质量,达到预期目标至关重要.     

Students’ preference for grading rules: The role of ratio bias

Ratio bias exists if people perceive the likelihood of an event to be greater when it is presented as a ratio with large numbers (e.g., 10 in 100) than when it is presented as a ratio with small numbers (e.g., 1 in 10). This study shows the prevalence of ratio bias by examining students’ preference for grading rules at a college that uses a relative grading system. The study was conducted in an institution allowing instructors who teach multiple classes of the same course to grade students as if they are enrolled in a single class by pooling students of different classes (pooled grading, or PG). The other (default) alternative was to grade students separately based on each class (separate grading, or SG). We find that students strongly prefer PG to SG, which indicates that students’ preferences are affected by ratio bias. We also find that preference for PG is not affected by gender, but older students are less likely to choose PG than younger ones. Lastly, by conducting an additional experiment, we confirmed that students’ preference for grading rules in the original survey is not likely to be affected by overconfidence or social bias, nor could it be affected by the type of questionnaires.