浅论高校思想政治教育者终身学习的法制建设

从高校思想政治教育工作及其管理育人的层面来建立高校思想政治教育者终身学习的法律和制度，树立终身学习的理念，提高教育者自身素质，培养终身学习的意识和能力。通过教育者的思想教育和管理，最终达到学生自我管理、终身学习。     

模糊矩阵的分解定理

从模糊矩阵的定义与λ-截矩阵的定义出发,提出一种数与模糊矩阵的乘积运算,通过这个运算建立了模糊矩阵的分解定理,得到了模糊矩阵与截矩阵之间的转化关系和一类经典集合矩阵与模糊矩阵之间的转化关系,并讨论了数与模糊矩阵的乘积运算的性质.     

管理伦理,不仅是社会责任

管理伦理在西方已经备受理论界和企业界的重视 ,但在国内尚未引起各方的关注。本文着重探讨了管理伦理在企业管理中的积极作用 ,指出企业在管理活动中重视伦理问题并不仅是企业的社会责任 ,也是企业自身管理的需要 ,并且有助于提高全社会信用水平 ,提高全社会经济运作效率和效益。     

The Multiple Faces of Visual Arts Education

This article identifies recent, mainly Nordic, research approaches to visual arts education. A concept map was developed as a heuristic tool in order to highlight salient traits and blind spots. Contemporary research typically has its origin either in education or in the art world, with an emphasis either on art as language or on art as text. These two dimensions were used to organise the studies and to select representative exemplars in different domains. The framework helped to chart the knowledge base of, and research approaches to, visual arts education. However, the result of blending subject matter and pedagogy tended to be a ‘mixture’ of viewpoints rather than emerging domains of subject‐specific pedagogical knowledge (Lee Shulman: an ‘amalgam’).     

Correction to: The influence of SES,cognitive, and non-cognitive abilities on grades: cross-sectional and longitudinal evidence from two Swedish cohorts

It is well established that socioeconomic status, cognitive ability, and non-cognitive abilities such as self-efficacy are substantially associated with academic achievement. However, the specific relationships of these variables remain a relatively unexplored topic in regard to more recent and representative samples. The current study examined such relations by taking advantage of two cohorts (total N = 12,315) of Swedish students at the elementary (Grade 6) and lower-secondary school levels (Grade 8) in the compulsory school. The regression models showed that all three variables explained a substantial portion of grade variance, with cognitive ability having the strongest relationship, followed by non-cognitive abilities, and SES. Longitudinal associations, which accounted for previous academic achievement, showed that the three variables did still explain a substantial amount of grade variance.

     

论转型期农民政治冷漠现象成因与乡村治理分析

当前,农民的政治参与存在着一种较普遍的政治冷漠现象,这种状况将成为村民自治进程的障碍和困境。分析了农民政治冷漠成因,对于改善村庄治理,推进村民自治,构建农村和谐社会提出了一些建议性措施,希望能为促进中国农民更广泛和更真实的政治参与提供启示。     

Variation among schools on classroom practices in science based on TIMSS‐1999 in Turkey

The purpose of this study was to investigate the differences among schools using student responses in the Trends in Mathematics and Science Study–1999 (TIMSS‐99) data. Schools were classified into two groups based on eighth grade students' overall achievement in science. Two different discriminant function analyses were performed to distinguish high‐ and low‐performing schools, based both on classroom practices and factor structures (student‐centered activities, teacher‐centered activities, attitudes toward technology use, socioeconomic status [SES], and doing well in science). The results indicate that there were significant differences between the two classifications of schools on ten variables regarding classroom practices and activities, and 29 variables regarding classroom practices, attitudes toward science, use of the computer and overhead projector (OHP), parental background characteristics, and need to do well in science. Contrary to general expectations, technology use (computer, OHP, etc.) was found to be negatively related to science achievement. Teachers should be trained on how to use technology in their classrooms. Turkey recently revised its curriculum to a student‐centered approach and this might increase students' ability to transfer knowledge into real life. Teachers and schools should pay more attention to SES effects. Teachers should also work toward building students' confidence in science. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1417–1435, 2007     

Academic self-efficacy and academic self-concept: Reconsidering structural relationships

The current study investigates (1) whether academic (e.g. math) self-efficacy and academic self-concept represent two conceptually and empirically distinct psychological constructs when studied within the same domain, (2) the nature of the relationship existing between both self-constructs, (3) their antecedents, and (4) their mediating and predictive qualities for background variables such as gender and prior knowledge and outcome variables such as math performance, math interest, and math anxiety. Results indicate that (1) math self-efficacy and math self-concept do indeed represent conceptually and empirically different constructs, even when studied within the same domain, (2) students' academic self-concept strongly influences their academic self-efficacy beliefs, (3) academic self-concept is a better predictor (and mediator) for affective–motivational variables, while academic self-efficacy is the better predictor (and mediator) for academic achievement. These findings underpin the conceptual and empirical differences between both self-constructs as suggested by Bong and Skaalvik [Bong, M., &; Skaalvik, E.M. (2003). Academic self-concept and self-efficacy: How different are they really?. Educational Psychology Review, 15, 1–40.].     

Effects of muscle-tendon length on joint moment and power during sprint starts

The aim of this study was to examine the effects of muscle-tendon length on joint moment and power during maximal sprint starts. Nine male sprinters performed maximal sprint starts from the blocks that were adjusted either to 40 degrees or 65 degrees to the horizontal. Ground reaction forces were recorded at 833 Hz using a force platform and kinematic data were recorded at 200 Hz with a film camera. Joint moments and powers were analysed using kinematic and kinetic data. Muscle - tendon lengths of the medial gastrocnemius, soleus, vastus medialis, rectus femoris and biceps femoris were calculated from the set position to the end of the first single leg contact. The results indicated that block velocity (the horizontal velocity of centre of mass at the end of the block phase) was greater (P < 0.01) in the 40 degrees than in the 65 degrees block angle condition (3.39 +/- 0.23 vs. 3.30 +/- 0.21 m . s(-1)). Similarly, the initial lengths of the gastrocnemius and soleus of the front leg in the block at the beginning of force production until half way through the block phase were longer (P < 0.001) in the 40 degrees than in the 65 degrees block angle condition. The initial length and the length in the middle of the block phase were also longer in the 40 degrees than in the 65 degrees block angle condition both for both the gastrocnemius (P < 0.01) and soleus (P < 0.01-0.05) of the rear leg. In contrast, the initial lengths of the rectus femoris and vastus medialis of the front leg were longer (P < 0.05) in the 65 degrees than in the 40 degrees block angle condition. All differences gradually disappeared during the later block phase. The peak ankle joint moment (P < 0.01) and power (P < 0.05) during the block phase were greater in the 40 degrees than in the 65 degrees block angle condition for the rear leg. The peak ankle joint moment during the block phase was greater (P < 0.05) in the 40 degrees block angle for the front leg, whereas the peak knee joint moment of the rear leg was greater (P < 0.01) in the 65 degrees block angle condition. The results suggest that the longer initial muscle-tendon lengths of the gastrocnemius and soleus in the block phase at the beginning of force production contribute to the greater peak ankle joint moment and power and consequently the greater block velocity during the sprint start.     

Motorische Leistungsfähigkeit von Kindern und Jugendlichen in Deutschland

Motor performance is an important health resource. Review articles revealed a decline of motor performance of approximately 10?% between 1975 and 2006. In the past most of the data available for such comparisons came from ad hoc studies with non-standardized methods. Within the framework of the ”Motorik-Modul“ (MoMo) study as part of the German Health Interview and Examination Survey for Children and Adolescents (KiGGS), it is possible for the first time to directly compare two cohorts in the ages of 4–17 years in a nationally representative database for Germany. The aim of this article is to report changes in motor performance of children and adolescents in the time period 2003–2006 (cohort baseline n = 4528) compared to 2009–2012 (cohort wave 1, n = 2820). Overall, it is clearly shown that the motor performance of children and adolescents in Germany did not decrease within the observational period of 6 years. The comparison of mean values of the baseline cohort compared to those of wave 1 showed that 28 out of 52 mean values of the two cohorts with a high probability did not differ based on 95?% confidence intervals (CI). In 24 out of the 52 mean values positive changes could be noted based on the individual 95?% CI values. There were more positive changes in primary school aged children than in other age groups. Within these positive changes, most effect sizes were small to medium. The results indicate that recent activities aiming at elevating motor performance levels may have started to make an impact and should be expanded, also in secondary schools. The comparative cohort study presented in this article is currently being checked by the ongoing MoMo wave 2 survey of 2014–2017.