The interactive effects of rules on teaching timetable flexibility and resource utilization

This paper explores issues involved in scheduling teaching in a higher education institution. The goal is to provide a theoretical framework in which to understand why problems occur while generating teaching timetables. The paper proposes three likely effects of rules: One, that rules interact with other rules to produce greater rigidity than individual rules would appear to do alone. Two, that changes to the timetable cause greater disruption the more rigid the timetable has become. Three, there is a threshold point at which the rules set will prohibit the creation of any workable timetable for the required teaching using the available room and staff resource. The recommendation of this paper is for institutes of higher education to articulate and study their existing rules, as well as their expectations that guide the creation of their yearly timetables.     

Long-term effects of a token economy on target and off-task behaviors

The present study examined the effects of a token economy on off-task (nontarget) behavior occurring concurrently with the reinforcement of target behavior. The ability of a token economy to maintain its effectiveness for a long time period when utilized in a class for emotionally disturbed and learning disabled children was also investigated. Results indicated that while the token economy maintained its effectiveness in terms of increasing the frequency of target behaviors, the frequency of offtask or inappropriate behaviors also increased as the year progressed. Implications for using token economies with a special population are discussed.     

Memory span, IQ, and memory aids effects on learning of logico-conceptual rules

A set of forward and backward digit, letter, and color-form span and IQ scores were obtained from 144 10th-grade students. Subsequently, each student learned a bi- or triconditional rule with zero, three, or six memory aids. Forward-letter, forward-digit, backward-letter-digit, and color-form span memory factors emerged from the factor analysis of the span scores. Only the color-form (coding) span memory factor and IQ substantially predicted rule-learning proficiency. The predictive power was traced to the similar combinatory coding process shared by both (a) rule-learning and (b) color-form span tests and also to certain information-free operations shared by both (a) and intelligence tests. The observed facilitative effect of memory aids was interpreted as resulting from their availability as a dependable base for rehearsing coded information while inducing a conceptual rule. The external memory aids appeared to be more effectively utilized by students with long rather than short color-form spans.     

Long-term effects of child abuse and neglect on emotion processing in adulthood

To determine whether child maltreatment has a long-term impact on emotion processing abilities in adulthood and whether IQ, psychopathology, or psychopathy mediate the relationship between childhood maltreatment and emotion processing in adulthood. Using a prospective cohort design, children (ages 0–11) with documented cases of abuse and neglect during 1967–1971 were matched with non-maltreated children and followed up into adulthood. Potential mediators (IQ, Post-Traumatic Stress [PTSD], Generalized Anxiety [GAD], Dysthymia, and Major Depressive [MDD] Disorders, and psychopathy) were assessed in young adulthood with standardized assessment techniques. In middle adulthood (M_age = 47), the International Affective Picture System was used to measure emotion processing. Structural equation modeling was used to test mediation models. Individuals with a history of childhood maltreatment were less accurate in emotion processing overall and in processing positive and neutral pictures than matched controls. Childhood physical abuse predicted less accuracy in neutral pictures and childhood sexual abuse and neglect predicted less accuracy in recognizing positive pictures. MDD, GAD, and IQ predicted overall picture recognition accuracy. However, of the mediators examined, only IQ acted to mediate the relationship between child maltreatment and emotion processing deficits. Although research has focused on emotion processing in maltreated children, these new findings show an impact child abuse and neglect on emotion processing in middle adulthood. Research and interventions aimed at improving emotional processing deficiencies in abused and neglected children should consider the role of IQ.     

Long-term effects of child punishment on Mexican women: a structural model

OBJECTIVE: The aim of this study was to investigate long-term effects of parental use of physical and verbal punishment on Mexican women. To study both direct and indirect effects of these phenomena, a structural model was developed and tested. METHOD: One hundred and fifty Mexican women were interviewed with regard to their history of child abuse, their level of depression, alcohol use, antisocial behavior, and punishment of their own children. Factors representing such constructs were specified within a structural equation model and their inter-relations were estimated. Women's history of abuse was considered as an exogenous latent variable directly affecting three other factors: mothers' antisocial behavior, their alcohol consumption, and their levels of depression or anxiety. These factors, in turn, were specified as influencing mothers' harsh discipline of their own children. RESULTS: Data supported this model, indicating that a history of abuse has long-term effects on women's behavior and psychological functioning, which in turn cause women's punitive behavior against their children. CONCLUSIONS: These results are discussed in terms of the theoretical framework of intergenerational transmission of violence. The direct consequences (depression, anxiety, alcohol consumption, and antisocial behavior) of child punishment act as risk factors for the next generation of child abuse.     

网络语体风格的软规范与硬规范

语言规划研究是一种战略研究。网络语体风格的规范问题是语言规划必不可少的部分，但却是一个很少有人触及的领域。网络语体风格的表现是进行网络语体风格规范的基础，在此基础上，主要讨论网络语体风格软规范和硬规范的基础、理据和基本策略问题。并认为，语言的规范都应该分成两个部分，即软规范和硬规范。     

Long-term effects of primary schools on non-cognitive outcomes of students at age 17

Educational effectiveness research has always displayed an interest in long-term effects of schools. However, over the past decades only few studies examined such effects. Moreover, investigating non-cognitive outcomes as an effectiveness indicator has been ignored for a long time in the research field. This study addresses both gaps in the research literature by investigating long-term effects of primary schools on non-cognitive outcomes of students at age 17. Moreover, it is investigated which primary school characteristics play a role in this process. The study uses data of the SiBO project, in which a cohort of 6000 Flemish pupils were intensively followed from kindergarten until Grade 7. In 2014, at the age of 17, 65% of the cohort participated in a follow-up study. Cross-classified multilevel models showed significant, but small long-term effects of primary schools on some of the non-cognitive outcomes. Also, some small long-term effects of primary school characteristics were found.     

Long-term effects of leisure education on leisure needs and stress in older adults

We examined whether a 12-week leisure education program could promote leisure autonomy and leisure competence and reduce stress in older adults. Forty subjects were randomly assigned to either an experimental group or a control group. Before the experiment, pretest data were collected using leisure autonomy, leisure competence, and stress scales. After the experiment, posttest data were collected using the same scales; follow-up test data were collected a year later. These data were evaluated through an analysis of covariance. The results indicated that the average posttest and follow-up test scores of leisure autonomy and leisure competence in the experimental group were significantly higher than the corresponding scores in the control group and that the average posttest and follow-up test scores of stress in the experimental group were significantly lower than the corresponding scores in the control group. In the experimental group, the average posttest and follow-up test scores of leisure autonomy and leisure competence were significantly higher than the average pretest scores of leisure autonomy and leisure competence, whereas the average posttest and follow-up test scores of stress were significantly lower than the average pretest scores of stress. Therefore, health care practitioners should adopt the provision of leisure education as a priority to promote leisure autonomy and leisure competence and reduce stress in older adults.     

A categorisation of school rules

The aim of this paper is to investigate and describe the content in school rules by developing a category system of school rules, and thus making the logic behind different types of rules in school explicit. Data were derived from an ethnographic study conducted in two primary schools in Sweden. In order to analyse the data, grounded theory methodology was adapted. The analysis resulted in a category system of school rules, containing the following main categories: (a) relational rules, (b) structuring rules, (c), protecting rules, (d), personal rules and (e) etiquette rules. In the light of this categorisation, more consciously pedagogical and professional work with rules can be conducted. The category system can counteract vagueness and unreasonableness, as well as highlighting the content, logic and functions of different school rules.     

论竞技运动的规律

竞技运动规律具有客观性和隐蔽性,它隐藏在竞技运动内部是在竞技运动中形成制胜理念的关键,因此探索竞技运动规律对于在竞技中取得优异成绩具有推进作用。本片文章先介绍了竞技运动在发展过程中的平衡性规律,从系统和动态两个方面介绍分析其平衡性;然后介绍比赛过程中的非平衡性规律,从人员参与和攻守变化两方面进行分析;再介绍取得竞技胜利的制胜规律;最后从对抗、心理、战术等方面介绍竞技赛场上的无序规律,为以后对竞技运动规律的研究提供参考。     

The rules of the game

This response to Rachel Muehrer, Jennifer Jenson, Jeremy Friedberg and Nicole Husain??s paper, Challenges and opportunities: Using a science-based video game in secondary school settings, explores the issues encountered while a science-based video game is introduced in secondary school settings. It highlights the importance of the context, the availability of technologies, the skilfulness of the teachers and readiness of the students for a more successful use of games in schools. In addition, the definition of student engagement is also further discussed.     

关联规则的相关性研究

指出了支持--可信度框架理论存在的不足:有些规则即使支持度、可信度都很高,但仍然没有实际意义;关联规则X Y本身没有给用户提供X对Y是起积极作用还是起抑制作用等信息.引入关联规则的相关度及相关规则概念来克服这种不足,同时指出,相关规则不仅给用户提供了更多信息,而且避免了一些无意义规则的产生.     

欧盟反倾销规则与对策思考

在国际经济竞争日趋激烈的今天,反倾销已成为各国惯用的贸易保护手段.面对欧盟的反倾销指控,我们的对策是:深入研究欧盟反倾销法律体系,为保护合法利益而积极应诉,在应诉过程中总结经验、教训,取长补短,逐步完善我国反倾销法律体系.     

模糊关联规则的挖掘算法

关联规则的挖掘是数据挖掘中的重要内容之一,关联规则包含了一组对象之间的特定关系.目前对关联规则的研究,仅限于用确定和精确的概念表示的确定关联规则.而现实生活中,数据之间的关系通常表现为模糊关系,用确定的关联规则不能表示数据之间的这种关系.为了拓广关联规则的表示和应用范围,本文讨论了模糊关联规则的概念,并提出了一种基于集合枚举树的模糊关联规则的挖掘算法FAAR.     

Long-term effects of Individual Development Accounts on postsecondary education: Follow-up evidence from a randomized experiment

This paper presents evidence from a randomized field experiment testing the impact of a 3-year matched savings program on educational outcomes 10 years after the start of the experiment. We examine the effect of an Individual Development Account (IDA) program on (1) educational enrollment, (2) degree completion, and (3) increased education level. The IDA program, which ran from 1998 to 2003 in Tulsa, Oklahoma, provided low-income households with financial education and matching funds for qualified savings withdrawals, including a 1:1 match for educational uses. We find a significant impact on education enrollment and positive (but nonsignificant) impacts on degree completion and increase in level of education. We also examine the interaction between gender and treatment assignment, finding that the IDA had a strong positive effect on increased educational attainment for men but not for women.     

Cognitive conflict and intuitive rules

This paper is a part of an extensive project on the role of intuitive rules in science and mathematics education. First, we described the effects of two intuitive rules ‐‐ ‘Everything comes to an end’ and ‘Everything can be divided’ ‐‐ on seventh to twelfth grade students’ responses to successive division tasks related to mathematical and physical objects. Then, we studied the effect of an intervention, which provided students with two contradictory statements, one in line with students’ intuitive response, the other contradicting it, on their responses to various successive division tasks. It was found that this conflict‐based intervention did not improve students’ ability to differentiate between successive division processes related to mathematical objects and those related to material ones. These results reconfirmed that intuitive rules are stable and resistant to change. Finally, this paper raised the need for additional research related to the relationship between intuitive rules and formal knowledge.