Gender Inequality in Leadership Positions of Teachers

By integrating individual and contextual approaches, the present study examines gender differences in appointment to leadership positions in schools in three different educational sectors in Israel. Based on a sample of 10,733 Israeli high school teachers in two Jewish educational sectors and one Arab educational sector, we performed a set of multinomial logistic regressions. The main findings indicate that gender has an independent influence on the probability of entering various leadership positions in schools, even after controlling for personal characteristics and teaching fields. However, the patterns and the extent of gender inequality differ between the three sectors. The findings are interpreted in accordance with the glass ceiling and the queuing model approaches. We conclude that gender inequality is context bound and should be analyzed from this point of view.     

Relations of power and knowledge: university–industry relations in business studies in Finland

In the globalized neoliberal economy, business schools and business science has become a dominant societal institution and discourse. However, this has not directly strengthened the position of business schools in the societal networks of power. This paper examines this paradox by depicting who are the actors in the field and how these actors seek to influence what passes as legitimate knowledge in the discipline of business studies. Informed by actor network theory (Latour in Reassembling the social: an introduction to actor-network theory. Oxford University Press, Oxford, 2005) and drawing on the antenarrative analysis (Boje in Narrative methods for organizational and communication research. Sage Publications, London, 2001), the paper considers the understated dynamics of negotiation over the form and content of academic knowledge in a local context (cf. Alferoff and Knights in Br J Manag 20(1):125–142, 2009). The paper depicts the change that has occurred from the early 1990s till today. First, the potentially influential actors will be identified. Second, two maps of networks in different points of time will be traced. In the contemporary network, the gatekeeper role of business schools is undermined by new prominent actors. The paper shows how business schools, instead of gaining a high power position, are now more dependent on a variety of other actors, who increasingly define what passes as relevant and valid knowledge in business studies.     

一种基于核岭回归与卡尔曼滤波的定位算法

传感器定位技术作为无线传感器网络的重要课题之一,为实现目标实时定位,提出一种基于核岭回归与卡尔曼滤波的定位算法。该算法在离线阶段使用核岭回归算法（KRR）对无线位置指纹数据库进行训练,从而得到一个可反映信号强度指标（RSSI）与位置坐标之间映射关系的函数|在线阶段先利用离线阶段得到的函数对目标进行粗定位,再结合卡尔曼滤波（KF）方法对目标进行精确定位。实验结果表明,在真实室内办公环境下,相比 KNN 算法与核函数（Kernel）算法,该算法能实现更好的定位精度,平均定位误差为 1.898 3m。     

关于三次Diophantine方程的求解问题

设a是大于1的正数整数,证明了方程(ax3-1)/(ax-1)=yn,x>1,y>1,n>1无正整数解(x,y,n)。     

The Role of Family Characteristics for Students’ Academic Outcomes: A Person‐Centered Approach

Using data from 1,571 ninth‐grade students (M_age = 14.62) from 82 academic track schools in Germany and their predominantly Caucasian middle‐class parents, configurations of different family characteristics reported by parents were investigated. Latent profile analyses considering academic involvement, family interest, parents’ self‐concept, child's need for support, and parents’ time and energy identified average, indifferent, motivated and engaged, motivated and disengaged, and involved families. Cross‐sectional and longitudinal associations with students’ motivational (self‐concept, effort, and interest) and achievement outcomes (achievement test and grades) in math were analyzed. Students from families classified as motivated and disengaged showed higher initial levels motivation and achievement. Over 5 months, these students also showed an increase in self‐concept and higher achievement than students from other family types.     

论综合实践活动课程框架下的劳动与技术教育

劳动与技术教育是综合实践活动课程的四大领域之一,是以学生获得积极劳动体验、形成良好技术素养为主的多方面发展为目标,以操作性学习为特征的学习领域.综合实践活动框架下的劳动与技术教育,彰显了自主探究、小组合作、主题研究和多元评价.     

The effects of headlines and summaries on news comprehension and recall

In two experiments, we attempted to analyze the effects of newspaper article headlines and summaries on final comprehension and recall. During the first experiment, the participants consisted of 117 high school students from the 9th grade, 68 from the 11th grade, 79 first year Psychology students from the Autonoma University of Madrid and 66 fifth year Journalism students from the Complutense University of Madrid. The subjects were randomly required to read a news report in one of the following experimental conditions: (1) the whole news article (headline, summary and text), (2) the headline and text, (3) the summary and text, and (4), the text only. The data from immediate and delayed free recall tasks were recorded. The results showed that the structure of the news article did not influence the recall and that there were differences among groups in the amount and quality of recall. The headline and the summary modified by the use of macrostructural criteria constituted additional elements introduced into the second experiment to provide a contrast with the original headline and summary. The results showed that an improvement in article recall did occur with the modified version in comparison with the original version. These two experiments have confirmed that the aims and criteria of journalists differ from those held by the authors of scientific texts and question whether the reading strategies applied are the same in both cases.     

Scientific Perspectivism in Secondary-School Chemistry Education

Science & Education - The importance of learning chemical ways of thinking is widely recognized. Various frameworks have been developed to address the essence of chemistry and chemical...     

关于最大公因数和最小公倍数的一个方程

证明了：方程gcd（a1,a2,…，an）＋lcm（a1,a2,…，an）=a1,a2,…，an。仅当n=2时有正整数解（a1,a2）=（2，2）．