Editorial

In earlier papers, we considered some of the pedagogy and assessment practices enacted by physical education (PE) teachers, when attempting to translate a centrally prescribed rationale into meaningful performance-led teaching within an integrated curriculum—Higher Still Physical Education (HSPE) in Scotland. One recurring theme from the data collected was anecdotal assertions from teachers that students were disadvantaged from achieving high levels of authentic attainment by written assessment instruments. Accordingly, students completed oral assessments, which were subsequently transcribed and marked to the same criteria as their written examination answers. However, results indicated that students were not disadvantaged as claimed. On the contrary, results highlighted that to various extents weaknesses in content knowledge were partially concealed through holistic written assessment. More optimistically, findings indicated that oral interviews could provide a constructive atmosphere for ongoing assessment, as well as providing informative feedback for teachers to utilize as part of their reflections on practice. Evidence from Senior Level Physical Education (SLPE) in Australia highlights the importance of language in dialogue and discussion within integrated teaching, learning and assessment environments. Consequently, a wider review of the functions such awards might play in students' school experiences prior to higher education appears merited.     

Autistic Syndromes and Diet: a follow‐up study

In May 1990 new groups of examinees participated in the Swedish Scholastic Aptitude Test (SweSA T). Generally these new groups were younger and had higher education than the examinees at earlier test administrations. The purpose of the study reported was to examine whether the gender differences in test results had changed with the changed composition of examinees. The groups of men and women were successively matched according to age and education and comparisons were made of gender differences in test results between different age and education groups. The results, however, showed that even though age as well as education had influence on the test results, no real difference was found between younger and older examinees regarding gender differences in the test results.     

Building a framework for determining the authenticity of instructional tasks within teacher education programs

We propose a framework for evaluating the degree of authenticity of instructional tasks used within a teacher education program. First, we provide a defense for authenticity as an exemplary aspect of education. Second, we synthesize the theoretical literature on authenticity into conceptual codes. Using these codes, we build our authenticity framework around five criteria: the instructional task (1) is routinely performed by teachers, (2) involves students in a classroom, (3) promotes knowledge of practice, (4) involves self-reflection, and (5) serves formative purposes. We then discuss potential applications of our framework for the individual teacher educator and for program evaluation.     

《夜郎君法规》的历史内容及其真实性探讨

《夜郎君法规》是彝文献《夜郎史传》中记述下来的一部由武益纳时代制作的法典,"法规"中的20条内容有着鲜明的奴隶制法的特点,体现出武益纳时代战时法的特征,包含了秦汉以前中原法典中罕见的民法内容,是一部值得深入研究和探讨的古代少数民族方国的法典。通过对其历史内容、古彝文字的产生、夜郎国统治民族有立法的传统以及同水西土司法规的比较等方面的论述,认为《夜郎君法规》作为夜郎国的一部法典,其历史真实性是值得肯定的。     

A meta-framework for conducting mixed methods impact evaluations: Implications for altering practice and the teaching of evaluation

Educational interventions are becoming increasingly more complex, far-reaching, and high-stakes. Thus, there is a need for an evaluation meta-framework that is comprehensive, flexible, and meets enhanced complexity. Therefore, we provide a new and comprehensive definition of impact evaluations—what we call a comprehensive impact evaluation—that draws out the importance of collecting and analyzing both quantitative and qualitative data, thereby resulting in a rigorous approach that can allow for strong inferences. Further, we provide an overview of impact evaluation designs that can be used in comprehensive impact evaluations along with a rationale for using both quantitative and qualitative research techniques. This leads to the central purpose of the article: to provide a meta-framework for conducting what we call a Mixed Methods Theory-Based Impact Evaluations, wherein mixed methods techniques are used at every phase of the process. Building on White’s (2009) work, we outline an 8-phase Mixed Methods Theory-Based Impact Evaluation.     

亦史亦诗 史诗兼融——试论影视传记片的美学特征

影视传记片作为传记文学中的一个特殊的门类，其美学特征包括三个方面的内容：传记的真实性；影视的艺术性；审美主体的个性。影视传记片应该呈现出史诗的境界、史诗的风格，应该亦史亦诗，史诗兼融，方可与历史上那些显赫的传主辉煌的生命存在相称。     

提高隐式非线性微分方程的数值解算速度

非线性反馈控制系统的数学模式常常表现为隐式非线性微分方程,用通用数值积分法求解该系统的动态响应时,每步都要进行费时的矩阵求逆运算,使得解算速度大大下降.文中第一部分提出先求出隐式微分方程中时变矩阵A(x)逆的符号表达式,再用通用数值积分法求解该类系统时,每步积分不再求矩阵逆运算,从而可以大大提高解算速度.第二部分讨论了在MATLAB/Simulink新版本的各种环境下加速仿真速度的真实有效性.     

审计视角下的会计信息失真与对策

近年来,我国经济建设的步伐在不断加快,经济犯罪也层出不穷。做假账,会计信息失真的现象普遍存在,带来严重危害。从审计角度看,这就要求审计人员不断提高自身业务素质,严格按照独立审计准则有关规定执行审计业务,以确保满足国家、企业内部经营管理和企业外部相关决策需要。     

Role of authenticity and perceived benefits of online courses on technology based career choice in India: A modified technology adoption model based on career theory

In this digital era, it is important to make a wise course choice since the building blocks of a career starts from choosing the career-specific course. With the number of online courses available, it is tough to differentiate a relevant career-focused course from a mediocre one. Hence, the authenticity and validity of a particular course influence the career choice of individuals. The other important factor is perceived benefits. Additionally, an increasing number of educational businesses has already integrated or plans to integrate social media applications into their marketing plans to reach and attract future students, thus showing a shift from traditional ways of marketing. As the nature of this study is both purposive as well as probabilistic, a mixed method approach has been chosen. The study consists of two phases: the exploratory research process consisting of the literature review, the semi-structured interviews with information technology professionals to form the questionnaire and hypotheses. The researchers found that through personal inputs strongly influence the learning experiences, authenticity and perceived benefits of a course plays the most important role in the individual’s decision to adopt a technical course. The practical and research implications have also been discussed.