Does working during higher education affect students’ academic progression?     

《Economics of Education Review》2014

This paper examines the effect of working during higher education on academic progression, in terms of number of credits acquired by first-year university students in Italy. We discuss different contrasting hypotheses on the role of employment during university on academic outcomes: the zero-sum perspective, the reconciliation thesis, the positive and the negative selection to work hypotheses. In the empirical part we analyze data from the Eurostudent survey, which collected data on a representative sample of university students who were enrolled in the academic year 2002/03, after the implementation of the ‘Bologna Process’. We use a negative binomial regression model considering work experience as an endogenous multinomial treatment. Results indicate that, conditional on observed covariates (socio-demographic variables, school-related and university-related variables), there is a positive self-selection into employment, especially for low-intensity work. Traditional multivariate regressions show a penalty in academic progression only for high-intensity workers, but once accounted for unobserved heterogeneity also the low-intensity work experience appears to negatively affect academic progression.  相似文献   

Childhood adversity and the risk of substance use and delinquency: The role of protective adult relationships     

《Child abuse & neglect》2017

Youth involved in the child welfare system experience multiple early adversities that can contribute to increased risk of substance use and delinquency. Although adverse childhood experiences (ACEs) have been associated with poorer behavioral outcomes among youth, less is known about the possible protective factors that may influence the relationship between early adversity and risk-taking behavior. This study examined whether protective adult relationships moderated the link between cumulative ACEs and substance use and delinquency after controlling for demographic characteristics in child welfare-involved youth. The sample included 1054 youth, ages 11–17, from the National Survey of Child and Adolescent Well-Being II who were in the first wave of data collection. Results showed that protective adult relationships moderated the relationship between ACEs and substance use, but not for delinquency. Specifically, under lower levels of protective adult relationships, cumulative ACEs related to increased substance use among youth. Implications for child welfare practices to target youths' support systems are discussed.  相似文献   

VTS模拟器情景对话智能评估系统     

冀宝仙  王胜正  施朝健  孙振 《上海海事大学学报》2017,38(4):16-20

为实现VTS值班人员适任能力培训和评估的自动化、智能化,确保评估结果客观、公正和合理,构建VTS模拟器情景对话的智能评估系统。该系统通过建立标准航海通信用语语料库提高在线语音识别系统的精确性。引入基于语法规则的匹配分析模型对由语音识别系统得到的文本字符串进行匹配分析。详细介绍基于加权的实操评估准则制定方法。该系统利用智能技术能实现部分VTS情景对话的自动化评估,减轻评估人员的负担,且能避免人工评估的主观性和不公平性。  相似文献   

四大制度变革：中国加快城市化进程的制度安排     

余中东 《未来与发展》2010,31(1):16-19

工业化和城市化是互相促进、协调发展的。中国过去30年的城市化已严重滞后于工业化．中国过去对城市化投资存在着巨大欠账。新形势下，中国迅速推进城市化的一系列制度变革是继农村家庭联产承包责任制和市场体制的建立两大革命之后的第三大革命。  相似文献   

高校信息管理系统的开发与实现   总被引：4，自引：0，他引：4  

张建军 《甘肃高师学报》2004,9(2):100-102

对高校学籍管理系统的设计目的、总体结构以及应用模块的设计开发技术进行探讨 ,简单介绍了系统的开发环境及系统的安全性问题等。  相似文献   

Managing physical education lessons: an interactional approach     

Dean Barker  Claes Annerstedt 《Sport, Education and Society》2016,21(6):924-944

Physical education (PE) lessons involve complex and dynamic interactive sequences between students, equipment and teacher. The potential for unexpected and/or unintended events is relatively large, a point reflected in an increasing amount of scholarship dealing with classroom management (CM). This scholarship further suggests that unexpected and disruptive events negatively impact on learning and can have deleterious effects on teacher health. Despite considerable potential for these kinds of events, many PE lessons occur in structured, organized ways. The broad purpose of this paper is to consider how classroom action becomes ordered in PE contexts. To this end, an interactional approach is put forward including the specific analytic concepts of directives, epistemic authority and deontic authority. To exemplify the approach, the micro-dynamics of a situation in which a group of students are building a human pyramid is examined. The examination draws attention to: how the teacher engages in a series of interactions with the students to move the sequence forward; how the students themselves achieve order through their interactions with one another; and how the characteristics of the activity help to organize the students' behaviors and limit possibilities for action. The discussion is located against a backdrop of current CM scholarship. Reference is also made to two aspects of social context: the increasing prominence of managerial discourse in educational arenas and the significance of student-centeredness in pedagogical theory. Both aspects appear to influence how order can be achieved in PE today. The analysis raises issues related to pedagogy, management and authority which are addressed in the final two sections of the paper.  相似文献   

Comparison of three web-scale discovery services for health sciences research     

Rosie Hanneke  Kelly K. O'Brien 《Journal of the Medical Library Association》2016,104(2):109-117

Objective

The purpose of this study was to investigate the relative effectiveness of three web-scale discovery (WSD) tools in answering health sciences search queries.

Methods

Simple keyword searches, based on topics from six health sciences disciplines, were run at multiple real-world implementations of EBSCO Discovery Service (EDS), Ex Libris''s Primo, and ProQuest''s Summon. Each WSD tool was evaluated in its ability to retrieve relevant results and in its coverage of MEDLINE content.

Results

All WSD tools returned between 50%–60% relevant results. Primo returned a higher number of duplicate results than the other 2 WSD products. Summon results were more relevant when search terms were automatically mapped to controlled vocabulary. EDS indexed the largest number of MEDLINE citations, followed closely by Summon. Additionally, keyword searches in all 3 WSD tools retrieved relevant material that was not found with precision (Medical Subject Headings) searches in MEDLINE.

Conclusions

None of the 3 WSD products studied was overwhelmingly more effective in returning relevant results. While difficult to place the figure of 50%–60% relevance in context, it implies a strong likelihood that the average user would be able to find satisfactory sources on the first page of search results using a rudimentary keyword search. The discovery of additional relevant material beyond that retrieved from MEDLINE indicates WSD tools'' value as a supplement to traditional resources for health sciences researchers.  相似文献   

高校招生中“加分降线投档”政策之分析     

王娟 《湖北招生考试》2006,(16)

“享受加分考生名单、录取结果要公示”,是高校招生要实现公开、公平与公正政策的表现之一。从公共政策和理性的视角审视,“加分降线投档”政策是政府为了解决招生过程中出现的特殊群体问题而制定的具体政策,具有公共政策的特质,对教育行动具有导向作用；该政策也是人们充分运用理性的结果,既能体现工具理性,也虑及价值平衡问题,给价值理性留有一定空间。  相似文献   

Reflectors as online extraverts?     

Kevin Downing 《Educational studies》2004,30(3):265-276

Increasingly, online learning is perceived as an effective method of instruction. Much recent educational research has focused on examining the purposes and situations for which online education is best suited. In this paper, students enrolled in two online courses are compared with their peers enrolled in equivalent classroom‐based courses to investigate aspects of the relationship between learning style and mode of delivery. Student satisfaction measures are taken from participants in both modes of delivery and compared with student learning style. Feedback from the ‘Reflector’ learning style demonstrates higher satisfaction levels with the online mode of delivery compared with their matched counterparts following equivalent classroom‐based courses. Therefore, whilst ‘Reflectors’ might be regarded as Introverts in the traditional classroom setting, the additional time for reflection offered by online delivery makes this group more likely to contribute to online discussion, report higher satisfaction levels and generally behave more like online Extraverts.  相似文献   

美国《高等教育法》的历史演变分析   总被引：7，自引：0，他引：7  

杨克瑞 《比较教育研究》2005,26(4):21-25

美国自1965年颁布<高等教育法>以来,历经多次重大修改,各具特色.修改总趋势为,从确立联邦政府的教育责任,到完善联邦政府的教育投资.但是,后来的发展在一定程度上也背离了资助贫困,维护高等教育机会公平的立法宗旨.  相似文献