Career education that works: an economic analysis using the British Cohort Study

There is significant policy interest in the issue of young people’s fractured transitions into the labour market. Many scholars and policy-makers believe that changes in the education system and labour market over recent decades have created a complex world for young people; and that this can partly be addressed by enhanced career education while individuals are at school. However, the literature lacks in-depth quantitative analysis making use of longitudinal data. This paper draws on the British Cohort Study 1970 to investigate the link between career talks by external speakers and employment outcomes, and finds some evidence that young people who participated in more career talks at age 14–16 enjoyed a wage premium 10 years later at age 26. The correlation is statistically significant on average across all students who receive talks at age 14–15; but remains the case for 15–16 year olds only if they also described the talks as very helpful.     

大型桥式抓斗卸船机晃动的试验研究

根据几年来对桥式起重机进行综合测试的结果和经验,分析了引起桥式起重机晃动的一些主要因素,对主要金属结构的某些位置用加速度传感器测出振动加速度信号,采用ＦＦＴ方法实现加速度、速度与位移的相互转换,得出主要结构测点晃动的位移值,根据选定的或模拟的各种测试工况,可确定引起结构晃动的因素,并采取相应措施消除或减少这些因素对结构晃动产生的不利影响。     

区域创业力理论及实证分析初探

目前创业力的研究主要集中在个体和企业上,而对区域上的研究缺少关注。区域创业力的研究在理论和实际应用中都具有重要意义。从创业供给的角度阐述了区域创业力的内涵,并依据创业全过程界定了区域创业力的影响要素:创业者、创业力资本、创业机会。在此基础上,从统计学的角度选取了各影响要素的关键指标,以安徽各地市为对象,利用主成分分析法对其17个地市的区域创业力进行了测度、排序,反映出不同区域的创业力对比竞争状态。结论指出,区域创业力的研究从理论上深化了创业力研究,在实际应用中,实证分析反应出不同地区区域创业力的对比竞争状况,因此可以为政策制定者和投资者的决策提供重要的科学参考。     

Teachers' perspectives on student problematic behavior and social skills

This study examined program outcomes of student problem behavior and social skills, based on teachers' perspectives, before and after early behavioral intervention services. The study targeted students in kindergarten through grade 5 who were identified by the school system as being at risk for emotional and behavioral disorders. Students identified received early intervention services based on individualized positive behavior supports (i.e. social skills training, functional behavioral assessment, and team collaboration). The results indicate that early intervention services that teach social skills and use functional behavioral assessments to deal with problem behaviors are beneficial to children displaying behavioral challenges.     

我国欠发达地区县级公共图书馆发展研究现状分析

我国欠发达地区县级公共图书馆发展过程中存在经费投入不足、公共服务能力和服务效益不高等问题,为缩小发达地区和欠发达地区县级公共图书馆的差距,保障我国公共图书馆事业持续健康发展,文章提出了建立公共图书馆基本服务经费保障机制;合理设置建设主体和总分馆服务体系;建立公共图书馆从业人员保障机制等建议。     

雇主转承责任论

雇佣关系的存在是转承责任生成的前提和基础。从英、美、德、日等国家及我国台湾省对转承责任的规定来分析，我国未来立法对转承责任的规定应采取无过错责任原则。并应包含不可抗力和受害人故意的免责条款。     

困惑与压力:大学新生的入学适应

进入大学是发生在青年期的重要转折。这种转折是一项积极的生活事件,对个体意味着新的发展契机,也蕴涵着压力甚至危机。大学新生面临的适应主要有:学习适应、人际关系适应、独立生活适应、环境适应、角色适应。大学生的压力感受会随时间延续而展开,个体进入大学的适应并非短期可以完成。大学可以对学生的入学适应进行尽早的干预,一方面学校要尽可能提供各种社会支持,也要设法提高大学生的心理适应能力。     

Implementing AAC with children with profound and multiple learning disabilities: a study in rationale underpinning intervention

There is a developing research base to support the rationale underpinning augmentative and alternative communication (AAC) for people with learning disabilities. However, there is a paucity of research examining the process involved in implementing AAC support for people who have profound disabilities. This paper seeks to explore the processes involved in planning and implementing AAC systems to support the communication of two 6 year olds with profound and multiple learning disabilities. Following assessment, a plan of intervention involving specific implementation of objects of reference, gestures and signs was implemented to enhance communication opportunities for both children. Both children improved their communication skills through use of specific AAC supports. Results suggest that important aspects to include when planning intervention are understanding the level of each child's cognition in relation to their receptive abilities and a consistent, collaborative approach where strategies are agreed between team members. Specific challenges are discussed.     

Students' Perceptions of the Technological Supports for Problem-based Learning

This paper reports students' perceptions of the technological supports that assist problem-based learning (PBL). There are a number of tasks in the PBL processes, which can be supported by technological advances. A Web-based system has been developed to support the problem-based learning strategy. The system provides facilities to both teacher and students to facilitate learning and teaching. These include on-line teaching materials retrieval, a discussion area for problem analysis and brainstorming, a facility for project planning and monitoring, a private group area for the purposes of discussion, a facility for the submission of development work and learning resources, and a posting area to display good work to motivate students. The progress of the students can be monitored and feedback can be given to them. This paper presents a pilot study of student views of and preferences for various technological supports used to enhance learning effectiveness.