评“社科期刊编排规范化”   总被引：4，自引：0，他引：4  

安拴虎  李剑欣 《河北师范大学学报(哲学社会科学版)》2004,27(4):151-158

《中国高等学校社会科学学报编排规范》是在《中国学术期刊(光盘版)检索与评价数据规范》基础上制作完成的,带有明显的光盘版特征和痕迹,而后者则是基于电子网络平台的电子版规范,它的作用和功能主要是用于对原创学术论文以及期刊源的检索与评价。《中国高等学校社会科学学报编排规范》不仅存在着"形式主义化"的问题,而且存在大量违背《著作权法》以及国家标准的条款,由于它不适合纸质期刊的编排规律和实际,因而遭到越来越多的批评。"新规范"的思想认识基础,不外乎两条:一是认为随着全球化的到来,"与国际接轨"是必然的,因此,在标准的制定上要国际化,甚至不惜与中国的传统全面"脱轨";二是认为随着信息化、数字化、网络化时代的到来,印刷型期刊"为文献检索与计量评价机构提供服务"是必然的要求。  相似文献   

Changes in the prevalence of child sexual abuse, its risk factors, and their associations as a function of age cohort in a Finnish population sample     

Laaksonen T  Sariola H  Johansson A  Jern P  Varjonen M  von der Pahlen B  Sandnabba NK  Santtila P 《Child abuse & neglect》2011,35(7):480-490

Objective

We examined (1) the prevalence of childhood sexual abuse (CSA) experiences as a function of cohort and gender, (2) the prevalence of factors associated with CSA as a function of cohort and whether the association of these factors with CSA remained the same irrespective of cohort, and (3) whether any cohort differences could be explainable by cohort differences in reporting bias.

Method

We used the responses of 4,561 men (M = 29, SD = 7 years) and 8,361 female (M = 29, SD = 7 years) Finnish participants who responded to the Childhood Trauma Questionnaire-Short Form as well as questions regarding family structure.

Results

The prevalence of CSA experiences varied between 0.7-4.6% for men and 1.8-7.5% for women depending on the item. Younger cohorts reported less CSA as well as less of the risk factors (physical neglect and abuse, emotional neglect and abuse, parental substances abuse, not growing up with both biological parents) that were positively associated with the likelihood of CSA. The effects of these risk factors did not vary as a function of the cohort. Also, the declining trend was not explainable by social desirability being higher in the younger cohorts.

Conclusions

The results suggest that there is a real decline in the prevalence of CSA and it is associated with a simultaneous decline in factors associated with CSA.  相似文献   

Can Computer Use Hurt Science Achievement? The USA Results from PISA     

Elena C. Papanastasiou  Michalinos Zembylas  Charalambos Vrasidas 《Journal of Science Education and Technology》2003,12(3):325-332

A surprising result of the Third International Mathematics and Science Study (TIMSS) is that computer use was negatively associated with high student achievement in some countries. More specifically, the students from all three countries who indicated that they use computers in the classroom most frequently were those with the lowest achievement on the TIMSS in 1995. For the purpose of this study, a similar comparison was made for 15-year-old U.S.A. students, based on the data from the Program for International Student Assessment (PISA). The results of this study show that it is not computer use itself that has a positive or negative effect on the science achievement of students, but the way in which computers are used. For example, after controlling for the student's socioeconomic status in the United States of America, the results indicated that the students who used computers frequently at home, including for the purpose of writing papers, tended to have higher science achievement. However, the results of this study also show that science achievement was negatively related to the use of certain types of educational software. This indicates a result similar to that found in the TIMSS data, which might reflect the fact that teachers assign the use of the computer and of educational software to the lower achieving students more frequently, so that these students can obtain more personal and direct feedback through educational software.  相似文献   

Evaluating fifth- and sixth-grade students’ expository writing: task development, scoring, and psychometric issues   总被引：1，自引：0，他引：1  

Jonna M. Kulikowich  Linda H. Mason  Scott W. Brown 《Reading and writing》2008,21(1-2):153-175

Drawing from multiple theoretical frameworks representing cognitive and educational psychology, we present a writing task and scoring system for measurement of students’ informative writing. Participants in this study were 72 fifth- and sixth-grade students who wrote compositions describing real-world problems and how mathematics, science, and social studies information could be used to solve those problems. Of the 72 students, 69 were able to craft a cohesive response that not only demonstrated planning in writing structure but also elaboration of relevant knowledge in one or more domains. Many-facet Rasch Modeling (MFRM) techniques were used to examine the reliability and validity of scores for the writing rating scale. Additionally, comparison of fifth- and sixth-grade responses supported the validity of scores, as did the results of a correlational analysis with scores from an overall interest measure. Recommendations for improving writing scoring systems based on the findings of this investigation are provided.  相似文献   

Developing a template for National Child Protection Index Reports     

Ager A  Stark L  Chu E  Dewan S  Boothby N 《Child abuse & neglect》2011,35(12):1002-1008

Objectives

What impact does the strengthening of child rights have on the experience and circumstances of children? CRC General Comment 13 emphasizes that defining measurable targets for improvements in child protection is a key element of efforts to strengthen child rights and well-being across the world. This paper describes an attempt to identify key domains relevant to such mapping of child protection indicators, and the feasibility of collecting data—from existing data sources or otherwise—to complete a “National Child Protection Index Report” summarizing achievements and concerns at a national level.

Methods

A process of inter-agency consultation was facilitated by the CPC Learning Network to establish a template for the Index Report. The template was modeled on that used for the “Countdown to 2015” maternal, neonatal and child health initiative, aiming to capture indices not only of key protection risks but also implementation and coverage of key protection measures. The work drew on indicator development and policy initiatives by a number of international child protection agencies. The template developed was used as a basis to pilot national data collection in Indonesia and, at a sub-national level, in northern Uganda.

Findings

The template provides a concise summary of protection issues of relevance to a broad range of constituencies, global and national. However, in the pilot settings, existing routine data collection was inadequate to effectively populate a large proportion of indicators. Mechanisms of collating findings from discrete assessments—another potential source of data for completion of the index report—were also generally underdeveloped.

Practice implications

In settings where state infrastructure allows the collection and analysis of routine data in such domains as health and economic activity, such efforts should be extended to the child protection sector. Discrete assessments by governmental or non-governmental agencies also provide significant potential for more effective sharing and collation of information. National Child Protection sub-clusters or equivalent structures can play an important role in facilitating both of these processes.  相似文献   

Assessment and student participation: ‘choice and voice’ in school principal accounts of schooling territories     

Jennifer Charteris  Dianne Smardon 《Teaching Education》2019,30(3):243-260

Schooling territories are bounded spaces where policies, bodies, practices, and discourses meet and collide. It is well documented in assessment literature that students who are active decision-makers understand their learning processes and have the necessary wherewithal to access support across schooling spaces. These spaces are co-produced through interrelationships, where youth participation is associated with power, voice, democratic citizenship, legal entitlement, empowerment, motivation and self-confidence. Recognising the growing pedagogical emphasis on locating students as responsible for their own learning, we consider how assessment practices constitute enabling and constraining schooling territories. Assessment for learning (AfL) can be linked with emancipatory practices in schooling territories where learner agency is co-produced through socio-material classroom relations. We use principal comments to map a range of interrelated schooling territories as a relational cartography of spatialised practices and student participation in AfL. Mostly, these territories are teacher imagined and defined, constructed through schooling and policy frameworks, and determined through the use of student achievement and student voice data. These conceptualised schooling spaces are interrogated to consider the positionality of students within AfL-related territories. While choice and participation may seem emancipatory, we reveal that AfL practices can serve a rarely acknowledged process of affirming territorial power.  相似文献   

浅议企业并购中的尽职调查     

阮梓坪  成京联 《湖南广播电视大学学报》2005,(3):60-62

在进行企业并购时，应重视尽职调查，通过尽职调查可以评估并购风险和收购成本，为构建交易结构和协商交易条件提供依据。尽职调查的内容应包括目标企业的治理结构与企业文化、主体资格、财产价值与产权、重大债权债务、适应的法律政策与相关生产经营要素以及人力资源等。  相似文献   

基于e-portfolio的学生评价策略的研究   总被引：1，自引：0，他引：1  

王丽 《现代教育技术》2008,18(4):49-55

课程评价既是学校教学活动的基本环节,也是保证学校教学沿着正确的方向向前发展的重要手段。文章立足于新课程评价改革的目标,介绍了档案袋(Portfolio)及电子档案袋(e-Portfolio)评价法,深入分析了利用e-Portfolio进行学生评价的必要性,并提出了一套基于e-portfolio的学生评价策略。  相似文献   

温州民营企业主风险偏爱研究     

毛华配 《温州大学学报(社会科学版)》2003,16(4):27-31

根据风险偏爱的组合理论的相关观点，采用问卷调查的方法，对温州民营企业主的风险偏爱进行研究分析，并探讨其对风险的态度。研究得出以下结论：(1)温州民营企业主的风险偏爱特征表现为不完全的单峰模式；(2)不同期望值对于温州民营企业主的风险偏爱没有影响，而不同风险来源在高期望下与其风险偏爱模式关联程度较高；(3)不同风险水平下，温州民营企业主对于实利的追求表现明显。  相似文献   

“We do investigate ourselves”: figurative assessment practices as meaning-making in English education     

Scott Jarvie  Alecia Beymer 《Changing English: An International Journal of English Teaching》2020,27(2):152-162

ABSTRACT

In this study of microteaching in a secondary English methods course, we intentionally stray from normative assessment practice, instead asking pre-service teachers to provide feedback on their peers’ microteaching using assessment practices designed to orient them figuratively. The term ‘figurative’ refers to ‘figurative language’: the bringing together of multiple, seemingly unrelated things, through associative configurations, and placing them side-by-side in order to reorient thought towards new or unexpected meanings. This study reframes assessment, not as a means of collecting data on what students have learned from a given lesson in order to evaluate and augment learning, but instead figuratively, as providing opportunities to expand and imagine ways of meaning-making through and with assessment. We examine in detail four modes of figurative assessment practices through which we sought to surprise and disorient students, producing new and different kinds of responses to microteaching that went beyond normative feedback practices.  相似文献