战略环境评价的发展趋势及在中国实施的管理程序和技术路线研究

本文总结、概述了战略环境影响评价(SEA)在国际上的推广及应用情况,包括SEA的成型和具体化两个发展阶段、SEA的三种类型及选例、SEA的执行标准的讨论以及SEA在国外的发展趋势等。在此基础上,讨论了在中国开展战略环境评价所涉及的各个部门的职责,提出了在中国开展战略环境评价的管理程序和技术路线。     

The Personality Assessment Inventory (PAI): Treatment Scales and Interpersonal Characteristics in a Sample of Men Charged with or Convicted of a Sexual Offense*

An individual's interpersonal features are pertinent to treatment within clinical populations. The Personality Assessment Inventory (PAI) contains two scales that assess the interpersonal features of warmth (WRM) and dominance (DOM), as well as two additional measures to assess to treatment prediction, process, and rejection (RXR; TPI). The current study examined associations between these PAI scales in a sample of 92 men who underwent comprehensive evaluations of sexual behavior after being charged with or convicted of a sexual offense. Analyses indicated that RXR was positively associated with WRM and DOM, TPI was negatively associated with WRM, and the two interpersonal scales of WRM and DOM were positively correlated with each other. A significant inverse relationship was found between the two treatment scales RXR and TPI indicating that motivation for treatment may have a limited relationship with the treatment process. WRM significantly predicted scores on the TPI, and both WRM and DOM predicted individual scores on RXR. Higher scores on positive impression management (PIM) were predictive of lower TPI and higher RXR, as individuals with higher stakes cases may score higher on PIM and underreport obstacles within treatment or be unwilling to accept the need for treatment. Overall, findings suggest that interpersonal characteristics identified by the PAI scales may be advantageous in approaching treatment within this population.     

The Purpose and Perception of Learning Objectives

Much of existing assessment and instructional design strategies revolve around the use of learning objectives. Learning objectives are used by faculty, by instructional designers, by accreditors, by assessment offices, and by students. But even as the use of learning objectives becomes more widespread, the definition and purpose have remained unclear. Instructional designers argue that learning objectives exist to provide a focused mindset for students engaging in the content, while faculty often view learning objectives as an administrative requirement that has little impact on teaching or student performance. Existing research on the subject is primarily normative and/or qualitative in nature (Harden 2002 Harden, Ronald M. 2002. “Learning Outcomes and Instructional Objectives: Is There a Difference?” Medical Teacher 24 (2):151–155.[Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]; Torrance 2007 Torrance, Harry. 2007. “Assessment as Learning? How the Use of Explicit Learning Objectives, Assessment Criteria and Feedback in Post-Secondary Education and Training Can Come to Dominate Learning.” Assessment in Education 14 (3):281–94. doi:10.1080/09695940701591867.[Taylor &; Francis Online] , [Google Scholar]). In this article, the researchers seek to use empirical evidence to examine the definitions, purpose, and impact of learning objectives on student performance. We find that there is no shared understanding of definitions and purpose, and using an experimental design, we find that learning objective wording and use in the classroom does not affect student performance.     

Assessing Knowledge Retention,With and Without Simulations

This study examines the effectiveness of teaching with simulations, compared to active learning without simulations. It utilizes an anonymous extra-credit pop quiz on four topics, each taught with a different method: (1) simulation and in-class debriefing; (2) simulation only; (3) in-class discussions with an accompanying research essay; and (4) in-class discussions only. The study presents a range of assessment techniques used in simulation literature, and suggests the use of the anonymous extra-credit pop quiz as a simple and familiar teaching practice, but an overlooked assessment tool for simulations. The study presents the “Iranian Plane” simulation developed to teach decision making in crisis situations to political science undergraduates. It analyzes empirical evidence on knowledge retention with and without simulations based on students’ performance on the pop quiz 3 months after the simulation. The analysis shows that learning with simulation and debriefing together attains teaching goals set in advance. Simulation with debriefing was the most effective teaching mode for knowledge retention in terms of students’ performance in the quiz, simulation only was almost as successful, but learning without simulation was less efficient.     

大型活动安保风险评估概论

风险评估是大型活动安全保卫的核心和关键。它是运用各类数学原理、模型、方法和风险数据库，通过全方位、多渠道的广泛收集可能导致各类大型活动突发事件发生的危险有害因素，预先识别潜在的各类威胁、弱点，评估险种类等级、可能造成的影响，对危机灾害后果进行准备和预警，制定应对的安全策略建议和安全解决方案，为规避与调整风险、管理决策提供科学依据的过程。大型活动风险评估的方法主要分为定性和定量两种。大型活动风险评估的过程包括风险识别、风险评价和风险控制三个组成部分。     

中美战略环境影响评价制度的比较研究

《中华人民共和国环境影响评价法》的颁布实施是我国环保工作的积极成果。进一步研究战略环境影响评价是完全必要的。在阐明战略环境影响评价的含义、基本特点和比较中美两国战略环境影响评价制度的基础上为建立完善我国战略环境影响评价制度提出有益的建议。     

Development and Properties of the Adolescent Friendship Attachment Scale

Two studies are reported presenting the development of the Adolescent Friendship Attachment Scale (AFAS), a 30 item self-report measure of adolescent close friendship conceptualized as an attachment relationship. Study One reports the results of exploratory and confirmatory factor analyses with a sample of 490 adolescents aged 13 to 19 years. A second-order factor model was supported with a single friendship attachment factor underlying three first order factors (Secure, Anxious/Ambivalent, Avoidant) similar to those reported in the broader attachment literature. The AFAS subscales were found to be appropriately reliable and demonstrated appropriate convergent and discriminant validity when compared to measures of attachment styles (the Relationship Questionnaire) and parental and peer group attachment (the Inventory of Parent and Peer Attachment). Study Two reports a successful replication of the factor structure with an independent sample of 787 adolescents. Further research evaluating the predictive utility of the AFAS is recommended. Ross. B. Wilkinson is a Senior Lecturer in Clinical Psychology at the Australian National University. He received his Ph.D. in Clinical Psychology from the Australian National University in 1997. His major research interests include adolescent relationships and adjustment, adjustment to major life transitions, and attachment across the lifespan.     

澳门公务员绩效评核指标体系分析及其借鉴

有效的绩效考核有赖于一套科学可行的绩效考核指标体系.指标体系的构建一直是公务员绩效考核中的难点与重点.主要采取实地调查法与文献研究法对澳门公务员绩效评核指标体系的构建与完善进行了系统的研究,侧重考察了新评核指标体系的指标设定、指标权重的设计、衡量等级标准的规定以及评核结果等次的设置,希望为我国内地公务员绩效考核指标体系的构建、绩效考核制度的改革与完善提供经验借鉴.主要得出以下结论:一是职务分析是科学合理地进行绩效考核系统设计的前提,必须把绩效考核建立在规范的职务分析的基础上,根据不同岗位的绩效目标和绩效标准来进行有针对性的绩效考核.二是在进行指标体系设计时,要动态地制定绩效考核目标;要对绩效考核目标进行逐层分解,在分解的基础上形成二级或二级以上的考核指标;指标权重的设计要具体考察不同岗位的工作性质和职务要求,尽可能地使权重的分布吻合岗位的特征和绩效目标;绩效考核标准的设计要具体明晰,具有可操作性.     

Social and emotional detachment in Dutch children

Characteristics associated with psychopathy were, along with the symptoms of aggressive and antisocial behaviour, rated by parents in a community sample of 2535 four-to-eighteen-year-old Dutch children in 2003. An analysis of principal components suggested two dimensions of psychopathic characteristics. The first dimension comprised egocentric characteristics and the second unemotional characteristics. Regression analyses further showed that antisocial behaviour could be predicted by egocentric characteristics, while aggressive behaviour could be predicted by the interaction of egocentric and unemotional characteristics. To avoid unnecessary stigmatisation of youngsters, it is proposed to label the egocentric dimension as the 'social detachment' factor and the unemotional dimension as the 'emotional detachment' factor.