高校教学管理中的几种不良倾向及矫正

进入新世纪新阶段,传统“行政式”的教学管理体制在实践中已经不能很好地适应高校管理工作的改革和发展,因此迫切需要进一步加强和改进高校教学管理体制及其队伍建设。本文从当前高校教学管理中的不良倾向人手,着重分析了机械主义的管理理念倾向、过程主义地管理实践倾向和集体主义地教育决策倾向。在此基础上,提出高校教学管理队伍建设的改革建议和在参与教学管理过程中的具体实施方案,并对当前新型的高校教学管理理念作了初步界定,以期探索以人为本理念中的知识一能力一素质三位一体的现代化教学管理的良性运行机制,确保高校教学管理工作的顺利开展。     

从2000-2001年度NBA季后赛看现代篮球的发展趋势

运用文献资料、观察统计及归纳推理等研究方法，对美国NBA篮球联赛2000-2001年度季后赛的比赛情况进行分析研究．认为现代篮球运动表现出以下发展趋势：球员身材继续高大化；高大队员是高度、力量、技巧相结合，小个队员更快、更准、更全面；进攻防守阶段节奏加快，攻守转换的速度也越来越快；强力防守在季后赛更加流行；球星的表现在比赛中起重要作用；斗智斗勇贯彻比赛始终；拼搏精神与团队精神对球队成绩有重要影响；NBA篮球联赛13益年轻化，体力化。     

幽闭空间恐惧倾向心理咨询案例报告

君易(化名)遭遇情感挫折、考试压力,加上自身个性因素,在一次偶然的狭小拥挤空间体验经历的作用下,出现幽闭空间恐惧倾向,在拥挤或狭小的空间,如电梯等会出现呼吸困难、心悸发慌等躯体反应。结合来访者实际情况,通过系统脱敏,结合放松疗法、认知疗法等使其症状得以缓解和减轻。     

基于一种新方法的封闭式基金投资价值分析 --行为均值半离差复合收益率方法

以证券收益率的方差作为投资风险测度的Markowitz模型存在不足：在不允许卖空的证券市场中,证券收益率的向上波动对投资者而言是惊喜而不是痛苦.正因为如此,本文依据行为金融学的有关理论,用半离差方法区分上方风险和下方风险,并结合证券收益率的均值,提出了一种新的封闭式基金投资价值分析方法：行为均值半离差复合收益率方法.     

Faculty research behaviour and career incentives: The case of Taiwan

This paper aims at exploring how faculty research behaviour changes before, during, and after promotion. Testing research hypotheses generated from behavioral reinforcement theory and an alternative claim on the learning effect of familiarity with publishing norms, the study collects career history data and longitudinal records on faculty research performance to fill literature gaps. The main findings include: (1) behavioral reinforcement theory receives support; (2) among different field groups, the research behaviour change curve of the natural sciences and engineering faculty best fits the theory; (3) different levels of anticipated promotion rewards have different effects for motivating subjects to publish.     

Factors related to attrition from trauma-focused cognitive behavioral therapy

Attrition from child trauma-focused treatments such as Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is common; yet, the factors of children who prematurely terminate are unknown. The aim of the current study was to identify risk factors for attrition from TF-CBT. One hundred and twenty-two children (ages 3–18; M = 9.97, SD = 3.56; 67.2% females; 50.8% Caucasian) who received TF-CBT were included in the study. Demographic and family variables, characteristics of the trauma, and caregiver- and child-reported pretreatment symptoms levels were assessed in relation to two operational definitions of attrition: 1) clinician-rated dropout, and 2) whether the child received an adequate dose of treatment (i.e., 12 or more sessions). Several demographic factors, number of traumatic events, and children’s caregiver-rated pretreatment symptoms were related to clinician-rated dropout. Fewer factors were associated with the adequate dose definition. Child Protective Services involvement, complex trauma exposure, and child-reported pretreatment trauma symptoms were unrelated to either attrition definition. Demographics, trauma characteristics, and level of caregiver-reported symptoms may help to identify clients at risk for premature termination from TF-CBT. Clinical and research implications for different operational definitions and suggestions for future work will be presented.     

“理性”与“合作”：行为经济视角下的人性假设

理性与合作是否相容是行为科学的根本问题,也构成了传统经济学和行为经济学的分野。许多研究表明,互惠与合作行为的发生不仅与行为的方式、环境有关,且具有内在的生理基础。但并不能因为不支持理性人假设的证据的出现而否定经济人假设在理论和实践中的价值,其内在的核心命题在于理解经济人假设的本质。因此,从行为经济学对传统经济学修正的意义上,经济人假设比理性人假设更好地回答了人类行为的最初动机,是解释理性与合作问题的一种可能的途径。     

How teacher emotional support motivates students: The mediating roles of perceived peer relatedness,autonomy support,and competence

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11–17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools.     

不确定条件下判断与决策的新框架--2002年诺奖得主丹尼尔·卡内曼思想介评

行为经济学家丹尼尔·卡内曼获得了 2 0 0 2年诺贝尔经济学奖。我国学者对卡内曼教授及其思想较为陌生。本文从不确定情况下的判断和决策两个方面介评了卡内曼教授的思想。     

试论汉语中的外来词

外来词的产生是语言接触的普遍现象。汉语在其历史发展过程中有过三次大规模的借词浪潮，外来词的引入大大地丰富了汉语词汇。改革开放以来，汉语外来词的引入呈现出了一些新的特征，同时也出现了一些不良倾向，因此必须对外来词进行规范。