为何进步、为何退步：重点大学城乡学生学业表现变化过程

对于学业表现变化过程的考察指向本科教育质量这个目前被广泛关注的议题。以大学生投入理论为指导,使用教育部直属X大学的学生学业记录和跟踪调研数据,考察学生学业表现进步和退步的过程。对学生大一、大二、大三学业表现进行了聚类分析,从而将学生分为五类——持续优秀、中上等进步、中上等退步、中下等进步、持续差等。学业进步的学生大二到大三持续投入,并没有避免挑战性课程;学业退步的学生从大二开始松懈,相对回避挑战性课程,深度学习相对不足。学生大学期间对作业的态度是影响学生学业表现变化的核心因素。农村学生虽然更可能持续差等,却也更可能取得学业进步;这些学生虽然面临家庭背景劣势和学习方法不当的压力,却依然实现了学业进步。研究结果不仅对重点大学进行过程性学业支持提供了实证依据,也对基于学业表现变化进行过程性评价,并以此激励弱势学生发展有着重要启示。     

How to cope with stress in special needs education? Stress-inducing dysfunctional cognitions of teacher students: the perspective of professionalisation

The goal of the present study is to identify prospective special education teachers (SETs) who may have difficulties in coping with occupational stresses and burdens. International comparative studies show that SETs have a higher level of stress than their colleagues who work in the general school system. Compared with teachers in regular schools, SETs leave their profession at a higher rate. For this reason, the study focuses on so-called dysfunctional cognitions, which might increase stress in strenuous occupational situations and which have long-term harmful effects on health. The construct of dysfunctional cognitions is supposed to be a basis for developing supportive measures for teacher students with low stress tolerance. In the framework of the present study located in the German educational system, teacher students (N = 333) from the special needs areas, including learning disability, mental disability, emotional/social disorders and sensory disabilities (hearing impairment, or speech or language disorders), are taken into account. A hierarchical cluster analysis and a discriminant analysis were used to identify four different clusters: Cluster 1 shows the lowest attitude level of equally all dysfunctional cognitions. Clusters 2 and 3 are characterised by higher degrees, especially of ‘dependency’, ‘internalisation of failure’ and ‘personal standards (perfectionism)’. The fourth profile indicates the highest degree of the dysfunctional cognitions. Lower levels of dysfunctional cognitions (with the exception of perfectionism) occur together with a higher expectation of self-efficacy. No cluster applies for all teacher students of one specific special needs area. Prospective teachers in the area of mental disability are overrepresented in cluster 3, with a high level of internalisation of failure and dependency. Teacher students in the area of emotional/social disorders belong, to a considerable degree, to the ‘risk’ cluster. The profiles are used to develop measures for those teacher students who may experience difficulties in stressful occupational situations. Therefore, these student teachers need to be closely supported through additional intensive training elements and balanced career counselling.     

美国威斯康星大学麦迪逊分校集群聘任模式剖析

为促进跨学科研究和教学的发展,威斯康星大学麦迪逊分校采用集群聘任构建校级跨学科合作网络:把教师聘任到集群,在相关院系为其安置行政归属,提供一定的资金支持。为保证集群教师的良好合作,学校创建集群专属网站,建立自上而下,自下而上的管理机制,实行诸如双管齐下,合二归一的评估方法等。     

食物营养学价值类型特征聚类分析

目的：探讨系统聚类分析方法在食物营养学价值评价中的意义。方法：选取北方常见的20种食物,根据其8种主要营养素含量进行分层聚类分析。结果：依据欧氏距离平方和的大小确定食物间的相似性,通过分析距离测度值的变化将20种食物大体分为4类。结论：聚类分析可用来综合评价食物营养学特征,并将其合理归类。     

产业集群:发展我国体育用品产业的战略选择——以福建晋江运动鞋产业集群为例

当前我国生产体育用品的企业大都是中小企业,与大企业比较,中小企业由于规模小、产品科技含量低、营销网络不完善等方面的原因往往缺乏竞争力。然而本文通过对福建晋江运动鞋产业集群的研究发现,如果中小企业通过形成产业集群,发挥产业集群的知识溢出效应、创新效应、追赶效应、吸聚效应和植根效应,就能够大大提高中小企业的竞争力。因而,在我国加入WTO,国外大型体育用品公司大规模涌入中国市场的情况下,产业集群无疑是发展我国体育用品产业的重要战略选择。     

R&D产业内涵探讨和耦合机制研究

本文通过追溯R&D产业化的演进过程,深入探讨了R&D产业的本质内涵,发现市场导向的R&D产品交易是R&D产业形成的重要标志.R&D产业是以R&D活动为基础,向市场提供具有创意性质的R&D产品作为交易品的经济活动和经济联系.在R&D市场化和产业化过程中,存在两种耦合机制:一是R&D产业价值链中的产品价值创造耦合,另一个是为实现R&D产品创造的产业组织集群创新耦合.我国研发产业发展的战略重点是构建以R&D产业化网络为基础的枢纽-网络结构,区域研发产业发展的政策要点是实施有效的区域知识管理.     

Linux集群服务

随着信息化的高速发展,很多网络服务因为访问次数爆炸式地增长而不堪重负,不能及时处理用户的请求,导致用户进行长时间的等待,大大降低了服务质量。为解决这一问题,集群服务应运而生。介绍了Linux操作系统集群服务的相关概念,并通过实例讲解了Linux操作系统集群服务的实际应用。     

新疆各地州市区域经济发展的多元统计分析

本文结合新疆实际,选取了9项适当的主要经济指标对新疆15个地州区域经济发展水平进行了聚类分析和主成份分析。先确立指标体系,用聚类分析法宏观地将新疆15个地州市进行分类,划分的两类具体为：乌鲁木齐、克拉玛依为一类;其余13个地州为一类。接着用主成份分析法微观地对新疆各地州经济发展水平进行排名,最后对结果进行分析。     

微博预置话题与突发话题的特征挖掘研究

[目的/意义]借鉴拉斯韦尔5W传播模型,探讨微博中预置话题与突发话题的特征。[方法/过程]基于因子分析的关键节点影响力评价方法来研究话题节点特征;利用Ward方法对话题博文量曲线进行聚类,并对曲线进行多项式拟合;对话题情感度曲线进行聚类,并对不同类型话题的峰度和整体情感加权平均高峰期进行研究。[结果/结论]话题首节点多是信息分享,其中突发话题的传播多是从事件的客观描述开始;话题微博按博文量可分为前热型、中热型、后热型、爆发型和持续型,其中突发话题比预置话题爆发得更早、持续时间更长;话题出现72小时后公众情感趋于中立,但突发话题情感曲线高峰期比预置话题更集中,整体情感加权平均高峰期更早出现,曲线趋势更复杂。