论刑法中的因果关系

刑法中的因果关系尤其对刑法中因果关系的界定具有十分重要的作用,本文通过对刑法中因果关系问题的分析,指出要研究刑法中的因果关系必须对因果关系问题有一个准确的把握和明确研究因果关系的目的,在对因果关系的界定过程中应考察相关的主客观情况以及根据刑法的原则。     

中国固定资产投资与经济波动关系的实证研究

文章通过实证分析的方法，以J981-2002年国内生产总值与固定资产投资值为样本，揭示中国固定资产投资与经济波动之间的相互关系。分别说明了在此期间GDP及固定资产投资波动周期的波长、峰／谷位值、振幅等周期波动特征。然后用计量经济学方法对GDP及固定资产投资两个时间序列作了稳定性分析、因果检验以及协整关系检验，从中得出了一些作者的观点及建议。     

Preschool Children's Explanations of Plant Growth and Rain Formation: A Comparative Analysis

This paper explores the different types and characteristics of preschool children's explanations of plant growth and rain formation. The children's explanations were categorized as naturalistic, non-naturalistic, or synthetic, i.e., explanations containing both naturalistic and non-naturalistic parts. In regards to plant growth the children tended to rely on synthetic or on naturalistic explanations, which involved direct and indirect agents (such as water, a person, fertilizers, roots) enabling the plant to grow. Non-naturalistic explanations of plant growth, or the non-naturalistic parts of synthetic explanations, were mainly animistic (anthropomorphic). In the case of rain formation the children most frequently used non-naturalistic explanations, which were mainly teleological or metaphysical. The naturalistic explanations recorded on rain formation, as well as the naturalistic parts of synthetic explanations tended to have a non-agentive character, i.e., children considered rainwater as preexisting in containers such as the clouds. Overall, the explanations recorded about plant growth tended to be more complex than the ones for rain formation. It is suggested that science activities designed for preschool children should take into account the types and characteristics of their explanations in order to select which phenomena are appropriate for this age group, and aim at fostering the children's ability at formulating naturalistic explanations.     

基于未来教室的英语批判性思维训练研究

现代英语教学要反映先进的教育思想和理念,关注信息环境下的教学改革,着力发展学生的核心素养。文章以一节课的具体设计思路,结合理论来展示英语教学如何与批判性思维的培养相结合,如何培养学生“确立问题,评价信息,检验信息,接受相反观点,批判自我,完善自我认知”的思维素养。     

Propensity Score Analysis of Complex Survey Data with Structural Equation Modeling: A Tutorial with Mplus

Propensity score (PS) analysis aims to reduce bias in treatment effect estimates obtained from observational studies, which may occur due to non-random differences between treated and untreated groups with respect to covariates related to the outcome. We demonstrate how to use structural equation modeling (SEM) for PS analysis to remove selection bias due to latent covariates and estimate treatment effects on latent outcomes. Following the discussion of the design and analysis stages of PS analysis with SEM, an example is presented which uses the Mplus software to analyze data from the 1999 School and Staffing Survey (SASS) and 2000 Teacher Follow-up Survey (TFS) to estimate the effects teacher’s participation in a network of teachers on the teacher’s perception of workload manageability.     

试论休谟哲学思想的源流及价值（下）

作为启蒙时代产物的休谟哲学通过对人类知识起源的考察,提出不可知论的观点,休谟把因果关系看作心理习惯的产物,否定了因果关系的客观性和必然性.对宗教的起源和各种证明进行了批判性的考察.坚持情感主义道德观,他以批判的精神开创了西方哲学史上第一个不可知论的哲学体系,对康德哲学和现代西方哲学产生了深刻的影响,其思想中的怀疑思维和批判精神具有一定的现实意义和当代价值.     

法律视野中的《蝴蝶梦》

《蝴蝶梦》中涉及到通奸和谋杀两项罪行,吕蓓卡所犯的通奸罪是否属实,是迈克西姆的恶意中伤还是诽谤?因吕蓓卡私生活不检点,遭迈克西姆枪杀,证据不确凿,陪审团又是如何审案和结案的?最后吕蓓卡被判定为自杀,凶手逍遥法外,这不能不说是法律的悲哀。     

海峡两岸华文教材“因为”因果句探析——与张熙昌、张亚茹先生探讨

张熙昌、张亚茹先生在《＂因为＂因果句探析》指出在教学中因果倒序应与因果正序一样列为语法教学内容,而在教学顺序上应晚于因果正序,而且其内部各种形式应按照难易顺序进行教学。[1]本文通过对大陆《汉语》系列教材和台湾《华文（泰北版）》为例进行量化分析,得出与张熙昌、张亚茹先生相似的结论,与之呼应。     

Players' Perceptions of Accountability Factors in Secondary School Sports Settings

Abstract

The purpose of this study was to gauge the extent to which students believed that the accountability strategies employed by their coaches had significant effects on their involvement in sports training sessions. Questionnaire data from 235 secondary school athletes were analyzed using linear structural relations to test a model of accountability hypothesized as operating in these coaching settings. The accountability strategy of active instruction was found to be a variable that significantly affected the students' valuing of their coaches as well as their task involvement. However, the rewards/consequences variable was not found to be a predictor of valuing or task involvement, suggesting that these athletes seemed more task oriented than reliant on external sanctions. The results of this study can only be generalized to team sport settings. Detailed examination needs to be made of the processes through which accountability factors operate for other contexts, including individual sports and competitive levels. Further research could also be undertaken into gender differences, especially in relation to the gender of coaches.     

The Implications of Teacher Selection and the Teacher Effect in Individually Randomized Group Treatment Trials

Abstract

In some experimental evaluations of classroom-level interventions it is not practically feasible to randomly assign teachers to experimental conditions. Given such restrictions, researchers may randomly assign students to experimental conditions and consider the teacher to be a part of the intervention. However, in an individually randomized evaluation of a classroom-level intervention, unless teachers are randomized to experimental conditions, it will not be clear whether differences in outcomes between program and control group students are a result of the core components of the intervention or the teachers (i.e., teacher effects). This article clarifies the correct interpretation of “program impacts” when this study design is used. In addition, using the magnitude of estimated teacher effects from past research, this article demonstrates that, if teachers are not randomly assigned to experimental conditions, it is difficult to establish whether the program works or whether the types of teachers selected to teach in program classrooms are simply more or less effective than their control group counterparts. The significant implications of the correct causal interpretation are discussed, and the limitations of this research design are explored.