基于信誉激励的银行与中小企业合作的博弈模型

我国中小企业在发展过程中普遍受到资金不足的制约。针对这一问题,在原有模型研究的基础之上引入惩戒机制,在重复博弈理论和惩戒机制基础之上建立一种银企信誉模型,以达到鼓励银行和中小企业合作的目的。通过分析银行与中小企业中的不合作均衡,阐述了这种有惩戒思想的信誉机制,并应用重复博弈理论解释了这种信誉机制下中小企业的重复信贷行为。提出并且证明了合作均衡定理,以此来衡量惩戒机制的作用以及中小企业合作的耐心程度。最后得出了一个合作条件,中小企业将慑于这种惩戒机制而采取合作策略。     

Functions of aggressive behavior and future functional impairment

The present study investigated relations between proactive and reactive functions of physical and relational aggression and functional impairment across early childhood. It was hypothesized that reactive functions of aggression would be associated with functional impairment. Hypotheses with regard to proactive functions of aggression were exploratory. Participants were 36 children (22 girls) from a longitudinal study. At Time 1 (M = 50.31 months old, SD = 10.97), observations of aggressive behavior were collected during preschool free-play. At Time 2 (M = 73.33 months old, SD = 10.88), parent-report of functional impairment was collected. Reactive physical aggression was a significant and unique predictor of future impairment when controlling for gender and all other types of aggression. Implications of these findings are discussed from a developmental perspective.     

Research issues in evaluating learning pattern development in higher education

This article concludes the special issue of Studies in Educational Evaluation concerned with “Evaluating learning pattern development in higher education” by discussing research issues that have emerged from the previous contributions. The article considers in turn: stability versus variability in learning patterns; old versus new analytic techniques; handling missing observations; measures of effect size; predispositions versus processes; and why it should be so hard to improve the quality of student learning in higher education.     

有重复观测时半线性EV模型参数估计的强相合性(英文)

研究了在一些试验点有重复观测时自变量非随机的半线性EV模型 .分别给出了线性参数和非线性部分的估计 ,并在适当的条件下证明了它们是强相合的 .     

有重复观测时二次EV模型参数的强相合性(英文)

给出了在一些实验点有重复观测时二次EV模型参数的估计 .在一般条件下证明了估计是强相合的     

Changes in mechanical properties of sprinting during repeated sprint in elite rugby sevens athletes

This study aimed to analyse fatigue-induced changes in mechanical sprinting properties during a specific repeated-sprint test in elite rugby sevens athletes. Twenty elite rugby sevens players performed ten 40?m sprints on a 30?s cycle with participant’s running back and forth in a marked lane. Radar was used to assess maximal overground sprint performance over each 40?m. Macroscopic mechanical properties (maximal horizontal force (F₀), maximal horizontal power (P_max), maximal ratio of horizontal force (RF_peak), decrease in the ratio of horizontal-to-total force (D_RF), total force and maximal sprinting velocity (v₀)) were drawn from horizontal force velocity relationships, using a validated method applied to the speed–time data. Fatigue-induced changes were analysed comparing the first sprint to an average of 2^nd-4^th, 5^th-7^th and 8^th-10^th. Repeated-sprint ability (RSA) testing induced substantial changes in the maximal velocity component, with a decrease (–15%) in v₀ (effect size (ES)?=?–2.46 to –4.98), and to a lower extent (–5.9%) in the maximal force component F₀ (ES?=?–0.59). D_RF moderately decreased (14%; ES=–0.76–1.11), and RF_peak largely decreased in the later sprints (ES?=?–0.32 to –1.27). Fatigue observed in this RSA test appeared to have a greater effect on the technical ability to produce horizontal force at high velocities, likely due to an alteration in the ability to maintain horizontally oriented force application when velocity increases rather than during the initial acceleration phase, but also the overall force production capacity. The ability to maintain forward-oriented force at high velocities is of central importance for identifying fatigue and monitoring load.     

Repeated Reading,Turn Taking,and Augmentative and Alternative Communication (AAC)

This single participant multiple baseline research design measured the effects of repeatedly reading narrative books to children who used voice output augmentative communication devices to communicate. The study sought to determine if there was a difference observed in the number of turns taken when reading stories repeatedly. Three girls ranging in age from seven to nine listened to a different illustrated narrative book during each baseline session. During the intervention phase, a single illustrated book was read repeatedly to each child for six sessions followed by an additional intervention of a second illustrated book for six more sessions. Two of the three participants took more turns during the repeated reading when comparing mean scores. Upon visual inspection it appears the increases were generally in the first couple of repeated readings and then a slope return was displayed toward the baseline level over the six repeated readings. Implications for practice are shared.     

Conceptualising the surveillance of teachers

Schools are risky places: the risk of a poor Ofsted report, the risk of sliding down league tables, the risk of teachers abusing children, the risk of teachers being falsely accused of abuse. As a result of risk anxiety and the ever-increasing sophistication of technology, the surveillance of teachers has proliferated, becoming a future-oriented pursuit to manage this risk. Drawing on the surveillance studies literature, this article attempts to theorise the surveillance of teachers. Firstly the article argues that there are three types of teacher surveillance: the vertical perpetuated by Ofsted and senior school leaders such as teaching observations and learning walks, but also students recording their teachers on mobile phones; horizontal surveillance enacted by peers in terms of concertive control, but also parental surveillance via online and offline networks; and, finally, intrapersonal surveillance embracing reflective practice, data reporting and self-policing proximity from children. The article then concludes by arguing that while surveillance in schools embraces the themes of modern surveillance in general, by doggedly retaining the proximal and the interpersonal, it should be considered a hybrid form between traditional and modern forms of surveillance.     

Kindergarten teachers adjust their teaching practices in accordance with children’s academic pre‐skills

This study examined the extent to which kindergarten children’s academic pre‐skills are associated with their teachers’ subsequent teaching practices. The pre‐skills in reading and math of 1268 children (655 boys, 613 girls) were measured in kindergarten in the fall. A pair of trained observers used the Classroom Assessment Scoring System instrument to observe 49 kindergarten teachers on their emotional support, classroom organisation and instructional support in kindergarten in the spring. The results of the multilevel modelling showed that low levels of academic pre‐skills in kindergarten classrooms in the fall predicted high classroom quality in the classrooms later on. The results suggest that the overall level of children’s academic pre‐skills in the classroom plays an important role in the ways in which teachers adapt their instructional practices to the needs of a particular classroom.     

Student teachers’ skills in the implementation of collaborative learning: A multilevel approach

This study explores the development of student teachers’ skills in implementing collaborative learning (CL) using a multilevel repeated measures design. Participants were 105 pre-service teachers that were trained in CL implementation. The results indicate that student teachers generally perform well in implementing CL. Further, it appears that these skills increase over time, although no linear growth can be found. Student teachers’ skills development appears to be positively connected with their general feeling of teaching efficacy. Surprisingly, training and students’ pedagogical knowledge have no significant impact.