基于大数据的旅游市场研究综述

互联网技术的兴起及大数据概念应运而生使得旅游信息的传播不再受时空的限制,本文分析了用户对旅游的网络关注度和实际旅游市场需求的关系的研究现状,梳理了其研究内容、思路及发展趋势,期望整合有利因素,为旅游部门做出科学、合理的决策提供有力借鉴。     

基于尺度耦合特性分析的侦听网络流量扩张模型

在能量受限的侦听网络中,需要大量的信息交换,由于瓶颈节点的能量消耗无法满足侦听网络的流量需求,需要进行流量扩张模型构建。传统方法采用对偶子梯度法实现对侦听网络的流量扩张,方法只能考虑一种流量和节点的组合,适应性能不好。提出一种基于小波变换尺度耦合特性分析的侦听网络流量扩张模型,对侦听网络流量时间序列进行采集与分析,通过小波尺度耦合分析,对路由接收的调度任务指令数量做出有效预测,从而为调度模型的建立提供准确的数据基础。分析流量序列的瞬时频率线性变化规律,得到带宽频间谐振模型,通过小波尺度耦合特性约束,提高了流量的流通量,实现流量扩张。仿真结果表明,算法能有效提高侦听网络的数据流吞吐量,网络流量通道得到有效扩张,提高了侦听网络的安全性和通信效率,展示了较好的应用性能。     

本土市场规模对技术创新能力的影响及其地区差异

本文用2003—2012年中国制造业省级面板数据,研究本土市场规模对技术创新能力的影响及其地区差异。结果显示,在控制了科技人员投入、科技经费投入和制度创新等条件下,本土市场规模显著促进技术创新,这为我国借助巨大的本土市场规模来推动技术创新,进而促进创新驱动发展战略的实施提供了理论支持;分地区比较分析表明,本土市场规模对技术创新能力的影响存在地区差异:本土市场规模越大,其对技术创新能力的促进作用也越大。结合当前东部地区本土市场规模和技术创新能力明显高于中西部地区的事实,推导出地区间技术创新能力的差异将进一步扩大。     

“ESP”理论视角下的大型国际赛事体育英语翻译现状分析

在国际赛事大力发展的今天,在国内举办的大型国际体育赛事也得到了长足的发展,与此同时国内体育英语翻译人才匮乏也逐渐凸显。基于此背景,文章以国内开展大型国际体育赛事为例,运用 ESP理论（English for Specific Purpose 专门用途英语）对体育英语的自身特点进行研究,分析大型体育赛事中体育英语翻译面临的主要问题,并提出相应的发展对策,以期为培养大型体育赛事体育英语翻译人才提供一个全新的视角。     

马克思社会进步评价尺度及其实践要求

社会发展进步评价尺度思想是马克思社会发展理论的重要内容,它包括两个基本的尺度,生产力发展尺度和人的发展尺度。两种社会进步既有一致性,又有不一致的地方,这要求我国在社会发展实践及其评价中,要把握生产力尺度和人的尺度之间的辩证统一,凸显人的发展尺度的重要价值,建立社会进步的综合评价尺度,用来指导和评价我国的社会发展实践。     

中国商业银行保持适度规模发展的研究——基于银行业饱和度与系统性风险的分析

近年来,中国商业银行规模急聚扩大,在促进经济快速发展的同时也积聚了相当的风险。对中国商业银行饱和度、系统性风险及风险控制能力的客观评估都涉及到中国金融发展的战略问题。作者认为,当前中国商业银行规模存在局部过度饱和以及较大系统性风险,保持中国商业银行规模适度、协调发展,不断优化中国的商业银行结构,推进利率市场化进程等是保持中国金融健康发展的有效保证。     

Development and validation of the short use of creative cognition scale in studying

This paper reports the development and validation of a short Use of Creative Cognition Scale in Studying (UCCS) that was inspired by the Cognitive Processes Associated with Creativity (CPAC) scale. In Study 1, items from two of the six subscales of the CPAC were excluded due to conceptual and psychometric issues to create a 21-item CPAC scale, which was administered to 517 university students. Exploratory factor analysis revealed that the 21-item CPAC scale is unidimensional. Five items were selected to create the new unidimensional UCCS. In Study 2, 696 students completed the UCCS and a set of scales measuring related constructs. Confirmatory factor analysis corroborated the unidimensional structure of the scale. The scale correlated positively with measures of flow, trait intrinsic motivation, adaptive metacognitive traits and positive affect, it correlated negatively with negative affect, and it did not correlate with core maladaptive metacognitive traits. The findings indicate that the scale is a valid and reliable tool for research and monitoring.     

Student engagement scale: development,reliability and validity

In this study, the purpose was to develop a student engagement scale for higher education. The participants were 805 students. In the process of developing the item pool regarding the scale, related literature was examined in detail and interviews were held. Six factors – valuing, sense of belonging, cognitive engagement, peer relationships (emotional engagement-I), relationships with faculty members (emotional engagement-II) and behavioural engagement within the scope of the components of campus engagement and class engagement – made up of 41 items were identified. The total variance explained was 59%. A higher student engagement score was regarded as an indicator that the student had a high level of engagement with the university, campus and class, while a lower score demonstrated that the student’s engagement with the campus and class was weak or that disengagement could occur.     

Revisiting Zhang’s scale of transactional distance: refinement and validation using structural equation modeling

Transactional distance has been defined as barriers to students’ engagement with learning in the online environment. This research updates Zhang’s (2003) scale of transactional distance, which quantified the extent of the barriers, in light of the massive changes in today’s web-based learning environment. The resulting revised scale of transactional distance (RSTD) is a parsimonious version with 12 elements (compared to 31 original) that measure the transactional distance between student and teacher, student and student, and student and content. The RSTD has excellent factorial validity and reliability, yields better fit statistics, and is easier and less time-consuming to apply. The transactional distance values are unique predictors of student satisfaction, which is correlated to learning and persistence (a major concern with massive open online courses). This information can form the basis for a systematic approach to improving the design of today’s contemporary open, flexible, distance education courses and thus serve as a valuable tool for researchers and educators alike.