均值—方差准则的矩阵分析

本文以矩阵理论为工具 ,对作为现代资产组合理论基础的均值—方差准则解的结构进行分析 ,将任一有效投资组合表示为两个特定投资组合的线性组合 ,对两个特定投资组合的直观经济意义进行解释 ,讨论了它们在理性投资市场中的作用。     

Voters’ online information behaviour and response to campaign content during the Scottish referendum on independence

Research into the public’s motivations for, and barriers to, the use of referendum campaign sites was carried out in the final weeks before the 2014 vote on Scottish independence. As a qualitative study, drawing on 54 interactive, electronically-assisted interviews, where participants were observed and questioned as they searched for and used information on the websites and social media sites of the campaign groups, the results enable more precise causal inferences to be drawn about voters’ exposure to campaign sites. Results indicate participants value ‘facts’, what they perceive as authoritative voices, the capacity to compare campaign messages directly, infographics and concise, direct information. They are sceptical, particularly about celebrity contributions, preferring expert messages, and uncertain about their personal capacity to evaluate information they will use to make decisions. The authors set out a new model of levels of user engagement with political discourse during campaigns. Results have relevance for governments, as well as researchers in the fields of politics, communications and information management.     

Between urgent and lifelong matters: overweight children’s voices on health promotion pedagogies

ABSTRACT

This article addresses the learner perspective on being overweight by listening to 39 Danish overweight children aged 8–13 years. In accordance with the existing critique of the ‘obesity epidemic’ and medico-scientific discourses around food and exercise, this article explores how new health imperatives shape overweight children’s self-narratives. Health pedagogical activities in Denmark are between urgent and lifelong approaches to achieving health, and the article presents overweight children’s voices on having to learn new health behaviour in between these two schisms. From a social constructionist and post-structuralist perspective, the analysis demonstrates how the children both subscribe to discourses of discipline and control over health actions, as well as legitimate narratives of having to adjust, accommodate and negotiate health challenges to everyday life practices. The article addresses what can be learnt from listening to overweight children’s voices in the context of performing meaningful health pedagogies.     

我国举证时限制度的价值分析及完善

举证时限制度作为民事证据的一项基本制度,有利于诉讼证明任务的完成和举证责任的落实,有利于程序公正的实现,有利于诉讼效率和效益的提高及程序的安定.综观中外举证时限制度的有关规定,其既有共同之处,也存在明显差异.我们需要在总结司法实践经验的基础上,借鉴两大法系的有效做法,进一步完善我国的举证时限制度.     

Exploring the Relations between In-service Training,Prior Contacts and Teachers’ Attitudes towards Persons with Intellectual Disability

This study investigates the relations between teachers’ attitudes towards persons with intellectual disability (ID), in-service training on ID, and prior contacts with persons with ID. A sample of Canadian elementary school teachers (N?=?118) completed the Attitudes Toward Intellectual Disability Questionnaire, which measures cognitive, affective and behavioural components of attitudes towards persons with ID. Correlational and multivariate regression analyses were performed. Frequent contacts with persons with ID and experience of including a child with ID increased the likelihood of reporting prior positive contacts with persons with ID. In turn, this was associated with less discomfort towards persons with ID and more willingness towards interactions. In-service training on ID was related to better knowledge of rights and capabilities of persons with ID. Experience of including a child with ID in general education classrooms increased the likelihood to report feeling competent in teaching children with ID, which predicted more willingness to include children with ID.     

Towards a broader understanding of authority in student–teacher relationships

In this paper we problematise the notion of authority as it appears in discourse relating to school discipline. The account of authority that dominates is narrow and restricted, and the term is sometimes used as a synonym for control. This prohibits full consideration of the range of relationships in which authority manifests itself. We draw on sociological and philosophical literature, and argue that a multi-dimensional concept of authority may offer a more nuanced framework for theorising student–teacher relationships in schools. We consider how each of the forms of authority outlined by Wrong (2002 Wrong, D. H. 2002. Power: its forms bases and uses, 3rd edn., London: Transaction Publishers.  [Google Scholar])—coercive, legitimate, competent, personal and authority by inducement—may have some application to the classroom setting. In particular we explore the concept of ‘personal authority' and its potential to enhance understanding of the contested and under-theorised concept of authority. We begin by exploring ways in which the current policy context presents challenges to particular forms of authority.