音乐特长儿童的智力结构特点及其与学业成绩的关系

作者对音乐特长儿童和普通儿童的智力测验结果进行了比较,分析了音乐特长儿童在智力和智力结构上的特点,并考察了这种特点与学业成绩之间的关系。结果发现,音乐特长儿童的总体智力位于中等智力水平。他们的智力结构表现为,词汇、常识方面的发展较为突出。他们学业成绩与普通学生相比,语文、英语成绩要明显在优于普通生,而数学成绩则与普通儿童之间没有显著差异。进一步分析表明,这种学业成绩的表现与其智力结构的特点是相一致的。     

牢牢把握先进文化的前进方向推进贵州民族文化的发展

本文全面论述贵州民族文化的发展,必须以党的十六大报告为指导,以"三个代表"重要思想为指导.     

牢固树立和认真落实科学发展观

党的十六届三中全会明确提出的科学发展观,对要不要发展、为谁发展、发展什么、怎样发展、往哪里发展等问题作出了科学解答。科学发展观注重发展的人文本质、整体协调、持久永续和发展的多样性。牢固树立和认真落实科学发展观,一要正确看待发展与增长的关系,正确看待GDP;二要进一步转变经济增长方式;三要发展清洁生产和循环经济;四要树立正确的政绩观;五要进一步转变政府职能。     

The trade‐offs in developing public affairs metrics

This paper examines the place of metrics in the assessment of a corporation's public affairs practice. It describes how public affairs metrics are situated in the larger context of organisational performance assessment, examines the range of metrics available to the CPA practitioner, and identifies the critical trade‐offs associated with why public affairs metrics utilisation has not achieved the level of application that some experts have encouraged. Copyright © 2003 Henry Stewart Publications     

Best Practice Environmental Impact Assessment: A Model Framework for Australia

Environmental impact assessment (EIA) is a process that involves the identification, prediction, evaluation and mitigation of the environmental and other impacts associated with development proposals and policies, plans and programs. Australian governments were amongst the first in the world to introduce EIA in the 1970s. Since then, the federal, state and territory EIA regimes have undergone multiple changes. In recent times, the push for EIA reform has intensified as governments have sought ways to improve the cost‐effectiveness of regulatory processes. In light of the impetus for change, this article outlines principles and a framework for best practice EIA in Australia. The intention is to inform the policy development processes at the federal, state and local levels.     

Explaining the content of impact assessment in the United Kingdom: Learning across time,sectors, and departments

While several studies have documented how evidence‐based policy instruments affect public policy, less research has focused on what causes changes over time in the analyses mandated by the instruments, especially in Britain. Thus, we take the analytical content of a pivotal regulatory reform instrument (impact assessment) as a dependent variable, draw on learning as a conceptual framework, and explain the dynamics of learning processes across departments, policy sectors, and time. Empirically, our study draws on a sample of 517 impact assessments produced in Britain (2005–2011). Experience and capacity in different departments matter in learning processes. Guidelines also matter, but moderately so. Departments specialize in their core policy sectors when performing regulatory analysis, but some have greater analytical capacity overall. Peripheral departments invest more in impact assessment than core executive departments. The presence of a regulatory oversight body enhances the learning process. Elections have different effects, depending on the context in which they are contested. These findings contribute to the literature on regulation, policy learning, and policy instruments.     

Economic Interests and Threat Assessment in the US Congress, 1890–1914

Why do some domestic actors see the international environment as a threatening place populated by untrustworthy powers, when others find opportunities for peaceful cooperation in the same conditions? Because these actors confront the same international environment, the reasons for their divergent evaluations must rest on differences in their own beliefs and interests. In this article, we consider the impact of societal interests in trade and trade protection on elite assessments of the international environment. We examine evaluations of the international environment in speeches given in the US Congress during naval appropriations debates between 1890 and 1914. The manufacturing sector’s interest in trade protection led political leaders who represented manufacturing regions to offer more negative assessments of the international environment, while those representing export-oriented agricultural areas of the country gave more positive evaluations. These effects were roughly comparable to those associated with party, as well as individual-level characteristics, such as having served as a military officer.     

Competency-based Curriculum Mapping as a Tool for Continuous Improvement for Master of Public Administration (MPA) Programs

Curriculum mapping (CM) is an assessment tool used to articulate and revise an academic curriculum. Network of Schools of Public Policy, Affairs and Administration (NASPAA) accredited graduate programs in public policy, public affairs, and public administration are required to demonstrate a competency-based curriculum development and assessment methods. This article provides the rationale and approach used to generate a competency-based Master of Public Administration (MPA) curriculum and describes a systematic approach to incorporating program learning objectives, stakeholder engagement, competency development or revisions by faculty, into competency-based CM. The competency-based curriculum is relatively new for MPA programs. While there are many potential benefits and challenges, this article focuses on the utility of flexible mission-oriented curriculum design and its ability to link competencies to assessment strategies for MPA programs.     

Assessing Cognitive Bias in Forensic Decisions: A Review and Outlook

In recent years, a number of studies have demonstrated that forensic examiners can be biased by task-irrelevant contextual information. However, concerns relating to methodological flaws and ecological validity attenuate how much the current body of knowledge can be applied to real-life operational settings. The current review takes a narrative approach to synthesizing the literature across forensic science. Further, the review considers three main issues: (i) primary research on contextual bias within forensic science; (ii) methodological criticisms of this research; (iii) an alternative perspective that task-irrelevant contextual information does not always lead to error. One suggestion for future research is outlined, which is that studies on contextual bias in forensic decisions should be conducted in collaboration between forensic scientists and cognitive psychologists. Only then can rigorous and ecological valid experiments be created that will be able to assess how task-irrelevant contextual information influences forensic analysis and judgments in operationally valid settings.     

A Roadmap for CANS Validation

In nearly every jurisdiction, juvenile or family courts will be using the Child and Adolescent Needs and Strengths (CANS) tool to assess whether children can safely be treated in family-like settings to meet federal Family First Prevention Services Act (FFPSA) requirements. Yet, a number of peer-reviewed publications have raised serious concerns regarding the lack of CANS validation research. Rather than reject CANS, this article provides a roadmap for validating the tool with data that jurisdictions have already collected. Courts should require these three simple analyses before relying on the assessment.