Initiatives taken by a multi-sectoral Australian University to develop lifelong learning skills at each period of formation     

Ms Zena Burgess  Jan Hastings 《Tertiary Education and Management》1996,2(2):170-177

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Updating Latent Class Imputations with External Auxiliary Variables     

Laura Boeschoten  Daniel L. Oberski  Ton De Waal  Jeroen K. Vermunt 《Structural equation modeling》2018,25(5):750-761

Latent class models are often used to assign values to categorical variables that cannot be measured directly. This “imputed” latent variable is then used in further analyses with auxiliary variables. The relationship between the imputed latent variable and auxiliary variables can only be correctly estimated if these auxiliary variables are included in the latent class model. Otherwise, point estimates will be biased. We develop a method that correctly estimates the relationship between an imputed latent variable and external auxiliary variables, by updating the latent variable imputations to be conditional on the external auxiliary variables using a combination of multiple imputation of latent classes and the so-called three-step approach. In contrast with existing “one-step” and “three-step” approaches, our method allows the resulting imputations to be analyzed using the familiar methods favored by substantive researchers.  相似文献   

主语显著和话题显著--评<简*爱>的两个中译本     

张德让  龙云平 《安徽师范大学学报(人文社会科学版)》2001,29(3):407-410

赵元任、李纳和汤生等认为,英语是主语显著型语言,它突出主语;而汉语是话题显著型语言,它突出的是话题而非主语.这一划分对英译汉具有重要的指导意义,即要把英语的主语显著调整为汉语的话题显著,而不能照搬照译原文中的主谓结构,以求译文符合汉语的习惯.从这一角度来比较<简*爱>的两个中译本,通过具体数据和例句,论证译林版比上海版处理得恰当.  相似文献   

数学问题中的物理方法简介   总被引：1，自引：0，他引：1  

李得虎 《陕西教育学院学报》2002,18(3):60-63

本举例介绍了用物理学中的重心原理，力的平衡原理，光路最短原理，势能最小原理等简捷地求解一些数学疑难问题的方法。  相似文献   

临汾由来考     

周征松  乔德斌 《山西师大学报(社会科学版)》2000,27(4):96-98

汉代的临汾县是指原泰平县和正平县之一部分组成的县。北齐的临汾县指的是今汾西县。隋开皇三年（５８３年）改平阳县为临汾县,原因是隋统治者“恶其（平阳）名也”。  相似文献   

Career goal engagement following negative feedback: Influence of expectancy-value and perceived feedback accuracy     

Lot Fonteyne  Annick Eelbode  Isabelle Lanszweert  Elisabeth Roels  Stijn Schelfhout  Wouter Duyck  Filip De Fruyt 《International Journal for Educational and Vocational Guidance》2018,18(2):165-180

This study addresses the effects of negative attainability feedback on the shift from engagement to disengagement from a career goal. It was hypothesized that negative attainability feedback regarding study choice may lead to both goal engagement and goal disengagement and that this relation is mediated by self-efficacy, motivational beliefs, and by the perceived accuracy of feedback. Results confirmed that negative feedback led to goal disengagement and, to a lesser extent, to continued engagement. Perceived accuracy of feedback was an important mediator, as was motivation. Self-efficacy did not predict either goal management strategies.  相似文献   

Effects of cooperation and feedback by fellow-pupils on spelling-achievement     

Jan Pieter van Oudenhoven  Bert Wiersema  Nico van Yperen 《European Journal of Psychology of Education - EJPE》1987,2(1):83-91

In a field experiment among third grade pupils from 15 primary schools, three instruction methods were compared. At five schools (control condition) pupils did spelling exercises as usual, i. e. individually; at five other schools the pupils also worked individually, but checked each other’s work after which they had the opportunity to correct their own mistakes. At another five schools pupils worked in pairs. Each pupil had to check the other pupil’s work and discuss the mistakes. For the low achievers cooperation led to higher achievement than the individual working method. Pupils who checked each other’s work but did not cooperate did not show any more improvement than pupils who worked individually.  相似文献   

The engineering of engineering education: curriculum development from a designer's point of view     

Otto Rompelman  Erik De Graaff 《European Journal of Engineering Education》2006,31(2):215-226

Engineers have a set of powerful tools at their disposal for designing robust and reliable technical systems. In educational design these tools are seldom applied. This paper explores the application of concepts from the systems approach in an educational context. The paradigms of design methodology and systems engineering appear to be suitable for both analysing existing education and designing new curricula.  相似文献   

Effects of trial duration on overall and momentary rates of maintained autoshaped keypecking: Choice and single-stimulus trials     

Nancy S. Hemmes  Bruce L. Brown  Soledad Cabeza De Vaca 《Learning & behavior》1990,18(2):171-178

Pigeons were exposed to differentially cued autoshaping trials in which conditioned stimuli were followed by food after 6 or 14 sec. Average and momentary rates of keypecking were examined on two types of unreinforced test trials: single-stimulus probe trials and simultaneous choice trials, each 40 sec in duration. Rates averaged over the 40-sec test trials did not favor the cue associated with the shorter delay to food (the short-delay cue) on either type of test trial; however, average rates prior to the scheduled time of food delivery were reliably higher for the short-delay cue on choice trials. Momentary rates of keypecking during choice trials varied as a function of both cue and elapsed time from trial onset. At short elapsed trial times, rate of pecking was higher for the short-delay cue, with this difference reversing at longer times. A reversal of the programmed relation between key color and delay to food presentation for 5 birds confirmed the generality of these findings. Implications of these data for models of Pavlovian conditioning and for methods of assessing conditioned response strength are discussed.  相似文献   

Predicting persistence at university from information obtained at intake   总被引：1，自引：0，他引：1  

Elizabeth De Rome  Terry Lewin 《Higher Education》1984,13(1):49-66

This study is part of an ongoing project investigating the first stage of the process of student transition to university. The aim of this study was to determine whether information about student approaches to making their course choices could have been used to identify those who subsequently changed or withdrew from their courses. Retrospective studies of discontinuing students have frequently identified factors based on such information as being associated with withdrawal, however there have been few attempts to use such factors in predictive studies. Multivariate analysis indicated that combinations of the information obtained could discriminate between students who persisted and those who withdrew from their studies. As the proportions of variance accounted for by these combinations were small, it was concluded that the information had value in describing types of conditions under which students were likely to be at risk, rather than in making predictions about individual students. The methodology should be of interest to other researchers as it demonstrates ways in which multivariate strategies may be applied to survey data, in this instance to identify stereotypes of students likely to behave in particular ways with regard to their enrolment.The authors contributed equally to this paper.  相似文献