共查询到20条相似文献，搜索用时 140 毫秒
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在对泉州市土地承载状况分析的基础上,设计出土地综合承载力评价的指标体系,包括人口压力、资源支撑、技术支撑、经济支撑以及区际交流支撑等系统指标.用均方差决策法求出各指标的权重和各县(市、区)土地综合承载力的评价值,最后根据评价值,对该市土地综合承载力进行等级划分,并指出土地承载状况差异的原因. 相似文献
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以2009年延安市宝塔区的土地利用数据为基础,以延安市宝塔区的20个乡镇为土地开发潜力评价单元,选用土地利用现状因素、自然因素、社会经济因素以及生态因素指标建立评价指标体系并且采用改进AHP以及熵权法确定评价的指标权重,最后运用模糊综合评价法对延安市宝塔区的土地开发潜力进行等级评价。评价结果表明,宝塔区的未利用地土地开发潜力大,但是由于地形的原因,开发难度大;土地开发Ⅰ级潜力区包括枣园镇和河庄坪镇,Ⅱ级潜力区包括李渠镇和甘谷驿镇,Ⅲ级潜力区分别为川口乡、冯庄乡、柳林镇、松树林乡、南泥湾镇、麻洞川乡、官庄乡、青化砭镇、元龙寺乡、蟠龙镇,Ⅳ级潜力区分别为姚店镇、万花山乡、桥沟镇和贯屯乡,Ⅴ级潜力区包括梁村乡和临镇;采用改进AHP、熵权法以及模糊综合评价方法对宝塔区土地开发潜力进行评价是切实可行和合理的,同时它也为土地开发潜力的评价指标体系提供了有益的方法参考。 相似文献
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基于综合指数法的太原市自然生态环境评价 总被引：1，自引：0，他引：1
《嘉应学院学报》2018,(2):62-67
通过自然生态环境评价,可以认知区域自然生态环境的优劣,并对区域可持续发展和合理开发提供一定的参考价值.利用太原市2016年遥感影像和DEM数据等,选取植被(植被覆盖度)、土壤(土壤指数)、地形(坡度指数)等3个指标进行计算,然后利用综合指数法对归一化后的环境因子进行加权叠加处理,计算出太原市自然生态环境等级并进行评价.结果显示,太原市自然生态环境的良及以上等级区域面积占全市的近七成,整体表现良好.但这并不等于该区生态环境水平高,因该区属于水土流失严重地区,所以只有增加城市绿地,合理开发和利用土地,持续修复生态退化区,不断涵养水土,才能实现区域可持续发展. 相似文献
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土地整理项目在各个阶段所涉及的影响因素较多,而土地整理综合效益评价是从效益方面对所实施的项目做出的评价,属于土地整理后期评价的核心部分,其对土地整理后期的土地关系的调整、土地有效利用面积的增加、土地质量以及土地利用率的提高都有着重要的社会实践意义.本文以西南丘陵地区的南充市嘉陵区六个村土地整理项目为例,运用层次分析法和模糊综合评价法,从经济、社会、生态三个方面构建土地整理综合效益评价的指标体系,同时建立完善的土地整理后效益管理体系,以保证达到项目实施后的预期效果,从而为土地整理项目的后期整理工作提供参考,为西南丘陵地区其他土地整理项目提供借鉴. 相似文献
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运用复合指标评价法、模糊综合评价法,讨论了宁波镇海区4个区域的单行线路段的特征,并从道路通畅性指标和评价等级2个方面对这4个区域的单行线设置方案进行了分析评价。 相似文献
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以海峡西岸经济区为研究对象,通过从投入强度、利用程度、经济效益、社会效益和生态效益5个方面来构建城市土地集约利用评价指标体系.运用信息熵法确定指标权重,再用综合分析法对海峡西岸经济区20个城市2010年的土地集约利用度进行综合评价.最后,提出海峡西岸经济区城市土地提高集约利用水平的建议. 相似文献
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刘梦 《绵阳师范学院学报》2014,33(11):104-112
以陕西省10个地级市的土地为研究对象,建立土地分等评价指标体系,运用极值标准法、均方差法、多指标综合评价法、聚类分析法对陕西省10个地级市的土地进行分等.结果表明,陕西省10个地级市土地分为四等即第一等:西安市;第二等:咸阳市、渭南市、宝鸡市;第三等:安康市、商洛市、榆林市;第四等:汉中市、铜川市、延安市. 相似文献
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李强 《河北北方学院学报(社会科学版)》2012,(2):57-59,64
综合运用德尔菲法、文献调研法和层次分析法构建由管理绩效等2个一级指标,项目立项等7个二级指标以及立项依据等20个主要观测点组成的环保专项资金绩效评价指标体系,确定指标权重,在此基础上构建基于模糊综合评判法的综合评价体系,并对某市2009年环保专项资金绩效评价进行了实证研究,研究结论验证了构建的综合评价体系是有效的,且具有可操作性。 相似文献
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福州市土地集约利用潜力评价 总被引：1，自引：0，他引：1
为恰当评价福州市土地集约利用潜力,文章参照北京、天津、上海以及中国沿海省会城市土地利用指标,建立福州市土地集约利用评价指标体系,运用层次分析法和多因素综合评价法对福州市土地集约利用潜力进行评价,结果表明：福州市土地利用水平中等偏上,尚有挖掘潜力．最后分别从4个方面提出政策建议． 相似文献
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A two-part opinionaire was used to identify teachers' perceptions of the SCIS-II elementary science program. Of particular interest were perceived barriers to effective implementation of the program. The first part of the opinionaire was administered to 685 individuals, or 96.8% of the elementary teachers in a metropolitan school district. The second part was completed by a group of teachers at each grade level in each of the 31 elementary schools, with completion rates ranging from 77%–97% for the 13 SCIS-II units. Results indicate that grades K-2 teachers rated the program more positively than grades 3–6 teachers; teachers who rated the program highly perceived fewer barriers to effectively utilizing the program; and teachers rated the program higher for developing social skills and positive attitudes than for teaching science content and processes. Data on problems with individual SCIS-II units indicated that the viability and performance of the living organisms are problematic in all life science units. Further, the small number of insightful evaluative comments received for the last one-third to one-half of some units suggests that a significant portion of teachers are quitting the units before reaching the end. 相似文献
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Alex Bertrams 《Learning and individual differences》2012,22(6):833-838
The present research examined the prediction of school students' grades in an upcoming math test via their minimal grade goals (i.e., the minimum grade in an upcoming test one would be satisfied with). Due to its significance for initiating and maintaining goal-directed behavior, self-control capacity was expected to moderate the relation between students' minimal grade goals and their actual grades. Self-control capacity was defined as the dispositional capacity to override or alter one's dominant response tendencies. Prior to a scheduled math test, 172 vocational track students indicated their minimal grade goal for the test and completed a measure of self-control capacity. The test grade was assessed at a second time of measurement. As expected, minimal grade goals more strongly predicted the actual test grades the higher the students' self-control capacity. Implications can be seen in terms of optimizing the prediction and advancement of academic performance. 相似文献
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A. D. Pellegrini 《教育心理学》1994,14(4):403-412
A cohort of children was followed across the first 2 years of their middle school experience. Utilising a multi‐method, longitudinal research design, children's school peer networks were described as they moved from sixth to seventh grades. Next, predictive relations between these school peer network variables in sixth grade and seventh grade adjustment was determined. Results indicated that social groupings became more gender integrated from sixth to seventh grades. Further, adjustment can be explained in terms of children adjusting to gender roles. 相似文献
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Cecilia Thorsen 《Scandinavian Journal of Educational Research》2014,58(2):127-146
Irrespective of the grading system, grades are the most valid instrument for predicting educational success. Previous studies have shown that criterion-referenced compulsory school grades are multidimensional, reflecting subject-specific dimensions and a common grade dimension, both of which contribute to the predictive validity of grades. This suggests that in addition to knowledge and skills, grades reflect other aspects which might have importance for the prediction of educational success. The purpose of this study was to investigate, using structured equation modeling, whether norm-referenced compulsory school grades display similar patterns of dimensionality and predictive validity to criterion-referenced grades. Possible differences due to gender and parents' education were considered. Participants were 3855 students born in 1972. The results showed that norm-referenced grades are multidimensional, and that both the subject-specific and common grade dimensions contribute to predicting educational success. In the common grade dimension, girls and students with higher educational backgrounds were favored. 相似文献
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This study investigated the development of visual chunking skills in the processing of Chinese characters among Hong Kong
pupils. One-hundred-seventy-nine primary school students from first, second and fourth grades were administered a character
copying task. Children as young as 6 years of age were aware of character units and were able to apply visual chunking strategies
when processing characters. Children in higher grades performed better than those in lower grades on every character type,
and the types of errors they made revealed that their chunking level was higher than that of younger children. Differences
between ability groups emerged in second grade and vanished in fourth grade, suggesting that children with a lower reading
ability are slower to develop advanced chunking skills. 相似文献
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《Educational Philosophy and Theory》2013,45(7):762-778
At some point the mechanics of schooling begin running of their own accord. Such has become the case with grades (A's, B's, C's, etc.). This article reconsiders the history of grades through the concepts of immanence and abstract machines from the oeuvre of Deleuze and Guattari. In the first section, the history of grades as presently written until now is laid out. In the second, the concepts of immanence and abstract machines are described, and in the third section, problems are raised by reconsidering grades as machines (grade‐machines). 相似文献
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Grade inflation over the past few decades has been a concern for many universities. Course evaluation scores are known to be positively correlated with students’ expected grades, and this paper tests whether or not there is an incentive for the instructor to “buy” higher evaluation scores by inflating grades. To test this hypothesis, I use unique data from the University of Washington's Office of Educational Assessment that includes a measure of each student's relative expected grade in the course. I find that there is an incentive for instructors to grade leniently after accounting for the potential endogeneity of the relative expected grade variable due to unobserved teacher productivity and unobserved heterogeneity of instructors and departments. Instructor fixed effects account for a significant part of the measured effect of relative expected grade on evaluations, and by not including them, the estimated impact of relative expected grade on evaluations is biased upwards. 相似文献
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Jana L. Higdem Jack W. Kostal Nathan R. Kuncel Paul R. Sackett Winny Shen Adam S. Beatty Thomas B. Kiger 《Educational Measurement》2016,35(1):21-28
Recent research has shown that admissions tests retain the vast majority of their predictive power after controlling for socioeconomic status (SES), and that SES provides only a slight increment over SAT and high school grades (high school grade point average [HSGPA]) in predicting academic performance. To address the possibility that these overall analyses obscure differences by race/ethnicity or gender, we examine the role of SES in the test‒grade relationship for men and women as well as for various racial/ethnic subgroups within the United States. For each subgroup, the test‒grade relationship is only slightly diminished when controlling for SES. Further, SES is a substantially less powerful predictor of academic performance than both SAT and HSGPA. Among the indicators of SES (i.e., father's education, mother's education, and parental income), father's education appears to be strongest predictor of freshman grades across subgroups, with the exception of the Asian subgroup. In general, SES appears to behave similarly across subgroups in the prediction of freshman grades with SAT scores and HSGPA. 相似文献