Three measures of returns to education: An illustration for the case of Spain

In this article, in a context of wage equations with sample selection, we propose a novel interpretation of the partial effects linked to education as additional measures of returns to education that complement the traditional one, which is directly obtained from the estimation of the wage offer equation. Using European Household Panel data for Spain these partial effects were calculated. The results show that there are incentives in Spain for investing in education not only because it means an increase in wages but also because it raises the probability of obtaining any wage at all.     

Efficiency,technology and productivity change in Australian universities, 1998–2003

In this study, productivity growth in 35 Australian universities is investigated using non-parametric frontier techniques over the period 1998–2003. The five inputs included in the analysis are full-time equivalent academic and non-academic staff, non-labour expenditure and undergraduate and postgraduate student load while the six outputs are undergraduate, postgraduate and Ph.D. completions, national competitive and industry grants and publications. Using Malmquist indices, productivity growth is decomposed into technical efficiency and technological change. The results indicate that annual productivity growth averaged 3.3% across all universities, with a range from −1.8% to 13.0%, and was largely attributable to technological progress. However, separate analyses of research-only and teaching-only productivity indicate that most of this gain was attributable to improvements in research-only productivity associated with pure technical and some scale efficiency improvements. While teaching-only productivity also contributed, the largest source of gain in that instance was technological progress offset by a slight fall in technical efficiency.     

Double your major,double your return?

We use the 2003 National Survey of College Graduates to provide the first estimates of the effect on earnings of having a double major. Overall, double majoring increases earnings by 2.3% relative to having a single major among college graduates without graduate degrees. Most of the gains from having a double major come from choosing fields across two different major categories. Graduates who combine an arts, humanities or social science major with a major in business, engineering, science or math have returns 7–50% higher than graduates with a single major in arts, humanities or social science. But such double major combinations have returns no higher than single majors in business, engineering, science or math. Majors combining business and science or math have returns more than 50% greater than the returns to having a single major in these fields.     

论埃德蒙·金的比较教育分析模式

埃德蒙·金比较教育分析模式的形成有非常坚实的理论基础和特定的时代背景。在经过一场比较教育研究方法论争后,金积极倡导弘扬人文思想的人文主义方法论。他的比较教育分析模式是一个从背景分析为出发点,经过概念、机构、操作三个层次的比较分析而最终为本国的教育决策服务的完整模式。反思金的这套分析模式,对当前比较教育研究具有重要的现实意义。     

汉学界的愚公——解读白乐桑其书其人

白乐桑（J．Bellassen）为法国专职汉语总督学、世界汉语教育协会副主席。其用中文写作的《再见了,中国——我的七零印迹》以“一个外国留学生眼中的那个中国特别年代”解答着“我为什么学中文”这个无解而又有着无尽答案的问题,同时又是在用自己从事海外华文教学30多年的实践经历印证着那段难忘岁月中的心灵历程。     

网上主成分分析可视化设计

利Microsoft Visual J＋＋6．0作为实验开发平台,采用Java语言及Applet嵌入网页技术,实现基于互联网上主成分分析过程的可视化,用户可通过实例演示该实验设计的各功能：用户对相关原理的学习,数据的录入、修改,显示主成分个数及相应的累计贡献率.     

非稳态蠕变二维裂纹尖端场强近似分析

从幂律蠕变材料静态裂纹体在时间相关比例加载条件下的应力应变场分析出发，建立了弹性—幂律蠕变材料裂纹体在时间相关比例加载条件下的瞬态Ｊ（ｔ）积分和Ｃ（ｔ）积分的估算公式，并给出了载荷恒定和加载点位移恒定这两种特殊情况下的Ｊ（ｔ）积分和Ｃ（ｔ）积分的解析表达式．作为实例，计算分析了紧凑拉伸试样等几种典型裂纹构形在加载点位移恒定情况下的Ｊ（ｔ）积分和Ｃ（ｔ）积分，并与有限元解进行了比较．     

利用J2EE模式构建教学辅助网站

本文探讨了在使用J2EE技术构建一个基于教师的教学辅助网站系统过程中，一些java pattem(设计模式)的使用思路，并且给出了简略的功能代码样板。     

试述教会学校在绥远地区的演变历程

19世纪末20世纪初,教会学校在绥远地区的兴起和扩张,并非是一种偶然的历史现象,而是西方势力试图以基督教文化征服、改造绥远的历史产物。然其作为西方近代社会的教育模式,传播着西方近代科学文化,不仅造就出大量基督教信徒,也培养出掌握近代科学知识的新型知识分子,因而它在绥远地区近代教育发展史上具有十分特殊的地位和作用。     

基于分布式体系的J2EE及应用

该文以分布式体系结构为核心,介绍其基本原理,着重介绍J2EE架构及相关技术.并描述一个基于J2EE应用系统的模型.对该模型的设计模式和其中业务逻辑的封装和实现进行详细论述.