我国文化金融研究领域文献分析——来自2002-2016年CSSCI来源数据库的证据

随着文化产业的快速发展,文化金融成为新兴的研究领域。本文选择2002-2016年CSSCI数据库收录的文化金融相关研究文献,运用词频统计法、可视化知识图谱法、内容分析法等多种文献计量研究方法全面分析国内有关金融支持文化产业发展的研究现状。研究发现:现阶段有关金融支持文化产业发展的研究文献逐年增加,分布期刊和研究机构众多,研究范围较广,研究内容包含国际经验比较、经验分析和实证分析;但目前该领域的研究主题相对分散,研究不够深入,缺乏微观数据支撑和模型研究,缺乏构建金融支持体系操作层面的分析,缺乏对具象产业的差异化分析,这些是未来进一步研究的方向。     

Altmetrics工具的起源、质疑、改进与发展

对Altmetrics的发展过程及现状进行了较为系统的总结,主要包括Altmetrics工具的起源、危机和转型三方面,厘清Altmetrics工具的产生背景,系统阐释了其面对来自科学共同体内、外的质疑和挑战,采取的积极应答、改进和发展的具体策略。     

基于频度演化的领域知识关联关系涌现

领域知识的生长演化问题一直是图书情报学界重点关注的主题。以网络科学思维探索知识生长过程中的关联关系涌现问题,能够对知识关联的生长模式与机制进行揭示。本研究提取知识关联关系累计44万余对,关联频度87万余次,共划分为11个时间窗口。在对时间序列领域知识网络结构属性初步判识的基础上,对关联频度分布进行时间序列分析。并从领域知识生长过程中的关联频度数量、关联频度占比、邻近窗口状态等方面,对知识关联关系及其频度进行跟踪与分析。研究结果表明,知识关联关系生长过程中,关联关系频度的分布符合幂律分布,且在领域知识发展的成熟期表现得更好。知识关联关系的生长过程具有频度层面的“富者更富”的属性,且主要遵循“择优强化”机制。尽管研究所使用的基于社会化标注系统的知识网络尚不足以囊括所有类型的知识网络,但是基于频度演化的知识关联关系涌现模式与机制,有助于促进知识网络、知识生长等领域的研究工作,对于社交网络、传播网络、交通网络等研究不无裨益。图5。表4。参考文献30。     

Teaching skills of student teachers: Calibration of an evaluation instrument and its value in predicting student academic engagement

Student teachers are expected to develop their teaching skills sooner and more rapidly. However, a sound evaluation instrument that can be used to diagnose and monitor the skilfulness level to aid formative assessment of student teachers is still limited. This article is aimed to calibrate and validate a teaching skill evaluation instrument for use in secondary education. A total of 264 student teachers in the Netherlands participated in the study. Rasch and multilevel analyses were used. Results suggest that the evaluation instrument meets the restrictive assumptions of the Rasch model and has predictive value for academic engagement. This adds validation evidence and justifies the calibration of the evaluation instrument to be used for monitoring the development of teacher's teaching skills.     

Reactivity without legitimacy? Online consumer reviews in the restaurant industry

In recent years, web sites where individual consumers can rate and review goods and services have mushroomed all over the Internet. Restaurants are particularly affected by online reviewing. If the impact of online consumer reviews (OCRs) on the demand side of markets is now well understood and measured, few studies examine the reception of this new evaluation method by those who are assessed. Based on interviews with French restaurant managers, our research shows that OCRs systems reconfigure relations of accountability in the restaurant industry. We use the notion of reactivity to describe the mechanisms through which the new evaluation system transforms the activity of restaurants. We also examine the affects surrounding the reception of ratings and reviews by restaurant managers and the moral criteria that accompany their discourses on online reviews. Many restaurants consider online reviews as a brutal and hypocritical mode of judgment. The judgment produced by online ratings and reviews is not easily borne by restaurant managers, because it challenges the conventions of quality they had previously internalized as legitimate, that is, those produced by professional experts. We interpret this ambivalent reception as the unfinished movement of transforming a performative reputation device into a legitimate evaluation institution.     

Increasing engagement of students with learning disabilities in mathematical problem‐solving and discussion

Engagement in problem‐solving and mathematical discussion is critical for learning mathematics. This research review describes a gap in the literature surrounding engagement of students with Learning Disabilities in standards‐based mathematical classrooms. Taking a sociocultural view of engagement as participation in mathematical practices, this review found that students with LD were supported towards equal engagement in standards‐based mathematics through multi‐modal curriculum, consistent routines for problem‐solving, and teachers trained in Mathematical Knowledge for Teaching. Using this small set of studies (7), we identify the need to deepen the engagement of students with LD in mathematical problem‐solving and discussion. This review concludes with implications for teaching and learning.     

The effects of school-based physical activity interventions on students' health-related fitness knowledge: A systematic review

This systematic review includes 34 studies examining the effects of school-based physical activity interventions on students' health-related fitness knowledge. The study design, methodological quality, and effectiveness of interventions on students' health-related fitness knowledge were analysed. The majority of the studies (79.4%) revealed significant positive intervention effects on students' health-related fitness knowledge. Studies examining adolescents were more frequently in a position to influence students' health-related fitness knowledge (87.5%) than studies examining children (75%), and studies with low methodological quality (88.8%) had more frequent positive effects than studies with moderate quality (75%). The effects on students' health-related fitness knowledge were independent of moderator variables such as the intervention content, duration and frequency. Only few studies were able to simultaneously positively influence students' health-related fitness knowledge and students' physical activity and/or fitness levels. These programmes can positively influence students' health-related fitness knowledge, but it remains unclear what the practical significance of these changes is. Further research is needed to clarify the influence of students' health-related fitness knowledge on reflection, understanding, physical activity behaviour, and overall physical literacy levels.     

Community implementation outcomes of Attachment and Biobehavioral Catch-up

Bringing evidence-based treatments to community practice is a critical challenge for the field. When implemented in the community, evidence-based treatments often fail to provide the benefits shown in laboratory settings. Therefore, when evidence-based treatments are transported to the community, it is essential to investigate implementation process and outcomes. The present study assessed whether Attachment and Biobehavioral Catch-up (ABC), an intervention for high-risk parents that has been shown to be efficacious in randomized clinical trials (RCTs), changed parent behavior in a community-based setting. This study examined data collected from 78 cases by 9 parent coaches in a diverse community setting in Hawaii, and compared data to benchmarks from RCTs. Parent coach fidelity was coded from intervention session video clips, and was also compared with benchmarks. Caregivers participating in ABC were primarily birth parents, and most were referred through Child Protective Services involvement or for reasons of harsh parenting or neglect. Parental behavior was assessed before and after intervention using a semi-structured play task. Increases in parental following the lead and delight, and decreases in parental intrusiveness, were observed; these changes were comparable to effect sizes observed in RCTs. Intent to treat analyses were conducted using behavioral data from videotaped sessions, and suggested that ABC also improved following the lead in parents who subsequently dropped out of treatment. These results support the viability of ABC for enhancing parenting behavior among parents at high risk for maltreatment, and demonstrate that parent coaches in community agencies can successfully implement ABC.     

基于VC++的教学评价体系权重的实现研究

在教学质量评价系统中,评价权数是整个评价的核心问题,正确确定评价指标的权值,对评价结果影响巨大。本文在使用AHP(层次分析法)进行权值评价模型研究的基础上,使用VisualC++可视化编程语言,进行权重指标研究实现。进行实现过程流程设计、函数设计、矩阵运算,最后得出适合一般学校使用的权重指标值,同时也可以根据各评价学校的实际情况,重新进行权值评价计算,为科学评价教学效果提供依据。