田径理论考试质量分析与评价

采用教育测量的综合研究方法对天津体院９２级本科学生，第一学期田径理论考试的试卷、试题及成绩进行了分析与评价。结果表明：学生考试分数分布呈正态；试题难度和区分度偏低；试卷信度较高，内部一致性效度偏低。     

The meaning of boredom in school lessons. Participant observation in the seventh and eighth form

Talent and the development of talent have become increasingly dominant topics in the public sphere. Topics of talent also figure as important objectives for the education policies in Denmark, where various initiatives, including science centres for talents, annual talent camps and competitions, and not least resources and funding, are provided as part of this ‘new’ priority in education. This article examines, through an ethnographic approach of a talent class in a Danish secondary school, how the purpose of current educational policies focusing on talent are perceived and experienced. In addition to this analysis, the phenomena of establishing such classes as an integrated activity of ordinary schooling and of the labelling attached to being talented is discussed. The conclusion is that the use of the talent classes is a form of socially constructed differentiation with the cohort mainly constituted to those with cultural capital.     

文化创意产业基本概念辨析

国内外文化创意产业的发展促进了理论界对文化产业、创意产业与文化创意产业等相关领域的研究。文章主要从文化创意产业涉及到主要的基本概念进行梳理,进而为理论的进一步研究与讨论提供学理性与基础性帮助。     

区域科技资源配置能力综合评价研究

从配置规模、配置强度、配置结构和配置效果4 个方面,建立区域科技资源配置能力评价的指标体系,运 用因子分析的方法,对中国30 个省（自治区、直辖市）的科技资源配置能力进行评价,分析区域之间的差异,并提出相 应的发展建议。     

Conceptualizing curriculum differentiation in higher education: a sociology of knowledge point of view

Sociologists of education rooted in social realism have for more than a decade argued that knowledge matters in education, there are different kinds of knowledge, not all forms of knowledge are equal and that these differentiations have significant implications for curriculum. While this argument has made an important contribution to both theoretical and policy debate, the implications for curriculum have not been sufficiently addressed. In other words, a theory of differentiated knowledge has not translated into an adequate theory of differentiated curriculum. Drawing on Basil Bernstein’s work on knowledge differentiation and Karl Maton’s Legitimation Code Theory, this paper offers an empirically derived emerging framework for conceptualizing differentiated higher education curricula with a particular interest in occupationally and professionally oriented curricula. The framework illuminates the principles underlying curriculum differentiation, thus enabling a richer conversation about epistemological access and progression.     

下游产品存在纵向差异的上下游厂商价格决策研究

基于下游产品存在纵向差异,研究了上下游厂商的价格决策问题,主要包括三种渠道权力对下游产品质量和产量、上下游产品价格、消费者剩余和社会福利的影响。研究表明：（1）上游厂商实行了价格歧视,对下游高质量厂商的批发价格大于对下游低质量厂商的批发价格。（2）无论上下游厂商哪一方处于领导地位,都会导致下游厂商提高产品质量和价格,降低产品产量。（3）对上游厂商而言,处于领导地位时利润最高,处于跟随地位时利润最低。对下游厂商也有类似的结论。此外,三种权力结构下都存在高质量优势。（4）无论消费者购买哪种质量的产品,在纵向纳什权力结构下剩余最多,在另两种权力结构下剩余相等。（5）纵向纳什权力结构下社会福利最大,另两种权力结构下社会福利相等。     

城市更新中就近安置的居民满意度评价——以上海河间路保障房项目为例

多元化安置模式和居民满意度是因地制宜推动城市更新的关键因素.通过对中华人民共和国成立以来上海市城市更新中安置模式的历史梳理,说明就近安置模式是多元安置的有效补充.以上海市河间路保障房项目为例,分析就近安置模式的操作过程和规划设计策略,并以居民满意度的调查方法获取居民对就近安置模式的接受度、评价与优化意见.指出大城市的城...     

几何光学、波动光学和量子光学的区别与联系

通过对几何光学、波动光学和量子光学三个光学分支的各自特点来讨论它们的区别与联系,并指出这三个光学分支的相互转换规律.     

卡那霉素抑制普通烟草分化的浓度测定

系统比较了不同浓度的卡那霉素对普通烟草分化的影响,并测出了抑制普通烟草分化的卡那霉素的最低浓度。     

What can spelling errors tell us about the causes and treatment of dyslexia?

Until recently the majority of research undertaken into dyslexia focused on English‐speaking dyslexics, who tend to make significantly more phonological than visual errors. This led to a major assumption about the possible cause of dyslexia being a lack of phonological awareness. According to the phonological deficit theory, the level of phonological consistency of a language determines not only the reading speed but also the amount and types of reading and spelling errors made by dyslexic people. This theory has been seriously challenged by the results of a number of studies in more phonologically consistent languages, such as Greek, Italian and Japanese, where morphology seemed to play a more crucial role than the phonological structure of a language per se. The 116 dyslexic people who took part in this experiment were matched on age, sex, IQ and psycho‐educational performance. A total of 58 US English‐speaking dyslexic people were compared to 58 Greek dyslexic people. Both groups met the diagnostic criteria. Results demonstrated that Greek dyslexics were found to make significantly fewer phonological errors (11.0%) than the US dyslexics (85.5%, p < .000), but comparatively more visual (66.8% to US 14.0%, P < .000) and grammatical errors (22.2% to US 0.1%, p < .000) than their English‐speaking counterparts. These data showed highly significant quantitative and qualitative spelling differences. Greek dyslexics could be accurately differentiated from the US English dyslexics based on the three types of spelling errors.