文化边缘人的困境印第安身份的回归——浅析莱斯利·马蒙·希尔科的《典仪》

印第安裔作家莱斯利·马蒙·希尔科的小说《典仪》描述了混血印第安人被边缘化的困境。本文通过分析为治愈小说主人公塔尤而举行的一系列的典仪,来证实印第安传统典仪是与病魔及死神斗争的必要武器,是治疗疾病的有效途径,是回归印第安文化身份、摆脱文化边缘人困境的关键。依靠典仪,印第安人能够对抗西方文明的侵蚀、治疗肉体折磨和精神创伤,恢复宇宙的和谐。     

论我国教育惩戒权的两极化运行与理性化回归

当前公众和学界对教育惩戒的关注度日益提升,而研究表明,教育惩戒权的运行呈现出的“惧用”与“滥用”两极化趋势愈发凸显。其原因在于我国教育惩戒制度的缺陷,即教育惩戒边界模糊、主体范围不明、自由裁量空间宽泛以及救济途径不足。此外,家庭结构和舆论环境等外部因素也加剧了两极化现状。因此,为实现教育惩戒权运行的理性回归,教育惩戒内在制度有待完善,外部环境因素也有待改进。     

联合预测在中国人口总量预测中的应用

人口问题是制约中国经济发展的重大问题之一,实行计划生育以来,我国的人口增长水平虽然放缓,但由于人口基数庞大,人口的增长数量仍然相当的可观,因此,准确的预测未来总人口数量对于制定相应的政策法规以保证经济的快速发展具有重大意义。基于过去年份的人口数据,利用ARIMA模型和回归模型来预测未来中国的人口数量,并利用联合预测将两种预测结果进行加权平均,以达到更高的预测精度,为人口预测提供了一种简单高效的预测模型。     

The Causal Effects of Grade Retention on Behavioral Outcomes

This study examines the impact of grade retention on behavioral outcomes under a comprehensive assessment-based student promotion policy in New York City. To isolate the causal effect of grade retention, we implement a fuzzy regression discontinuity (RD) design that exploits the fact that grade retention is largely determined by whether a student scores below a cutoff on a standardized test score. We use data on students subject to the policy over a nine-year span to examine impacts on attendance and disciplinary event outcomes. We do not find evidence of systematic effects of retention on behavioral outcomes in either direction. We do find sporadic nonsustained significant effects of retention on behavioral outcomes. When present, these isolated nonpersistent effects tend to be beneficial when found for retained elementary school students and mixed for retained middle school students.     

Statistical analyses in the physiology of exercise and kinanthropometry

Research into the physiology of exercise and kinanthropometry is intended to improve our understanding of how the body responds and adapts to exercise. If such studies are to be meaningful, they have to be well designed and analysed. Advances in personal computing have made available statistical analyses that were previously the preserve of elaborate mainframe systems and have increased opportunities for investigation. However, the ease with which analyses can be performed can mask underlying philosophical and epistemological shortcomings. The aim of this review is to examine the use of four techniques that are especially relevant to physiological studies: (1) bivariate correlation and linear and non-linear regression, (2) multiple regression, (3) repeated-measures analysis of variance and (4) multi-level modelling. The importance of adhering to underlying statistical assumptions is emphasized and ways to accommodate violations of these assumptions are identified.     

基于游客感知的节事旅游形象影响因素实证分析——以开封菊花花会为例

为了得知节事旅游形象各影响因素之间的逻辑层次关系以及各影响因素的重要程度,本文以河南省开封菊花花会为研究对象进行实证,运用SPSS17.0因子法对各影响因素进行定量评价。因子分析得出影响节事旅游形象的四个公因子,并通过回归分析,按照重要程度排列依次是:游览价值、社会环境、设施环境和旅游环境。     

Does promoting school attendance reduce child labor? Evidence from Burkina Faso's BRIGHT project

Using data from BRIGHT, an integrated program that aims to improve school participation in rural communities in Burkina Faso, we investigate the impact of school subsidies and increased access to education on child work. Regression discontinuity estimates demonstrate that, while BRIGHT substantially improved school participation, it did not reduce – in fact may have increased – children's participation in economic activities and household chores. This combination of increased school participation and work can be explained by the introduction of a simple non-convexity in the standard model of altruistic utility maximizing households. If education programs are implemented to achieve a combination of increased school participation and a reduction in child work they may either have to be combined with different interventions that effectively reduce child work or they may have to be tuned more carefully to the incentives and constraints the child laborer faces.     

Evaluating Paraeducator-led Reading Interventions in Elementary School: A Multi-Cutoff Regression-Discontinuity Analysis

Abstract

A two-cutoff regression discontinuity design (RDD) was used to assign 321 students in grades 1 through 6 at a Title I elementary school to two types of Tier 2 reading interventions administered by paraeducators: (a) direct instruction (DI) and (b) computer-assisted instruction (CAI). Students scoring at or below a lower cutoff pretest score were assigned to the DI reading intervention. Students scoring between the lower cutoff score and an upper cutoff score on the pretest were assigned to a CAI reading intervention. Student reading ability was reassessed in January and May. Results indicated that the DI intervention was significantly more effective than the CAI interventions at the lower cutoff (p < .01). No significant treatment effect was detected at the upper cutoff, but the estimation power of the design at this cutoff was limited to medium-to-large effect size. Findings suggest that the DI intervention was superior to the CAI interventions for at-risk readers. Implications for practice, including fidelity of paraeducator implementation, are discussed.     

Where words collide: social class,schools and linguistic discontinuity

The prestige accorded to standard language varieties, particularly within the field of education, together with language management role of schools with respect to the variety and the extent to which linguistic differences construct discontinuous relationships between the school and specific social groups provide the rationale for this paper. This qualitative study, based on a friendship focus group design, was conducted with two groups of 12-year-old children from contrasting ‘ideal type’, socio-economic groups over the period of one school year. Findings outline specific practices where the linguistic expectations and demands within school-space create different implications and outcomes for middle-class and working-class children as a result of their linguistic experiences in non-school space. The implications of these linguistic interactions on patterns of engagement with the school among the children in the sample are also considered.     

流动儿童教育的不连续性与治理

流动儿童跟随父母从农村来到城市里上学,容易发生无学可上、不能按照正常时间入学、中途转学、辍学、升学困难和教学内容不衔接、教学方法不适应等教育不连续性的问题。流动儿童教育的不连续性严重影响了他们正常学习及其教育质量,这已经成为这个群体受教育过程中遇到的突出问题,需要尽快提供治理措施,以提高教育的连续性。