大学英语评估系统的现状及改革建议

当前的大学英语教学评估系统包括三个子系统:基础阶段结束时的四、六级英语考试;各学期期末的学业考试;社会对大学生英语综合能力的需求和评价。但是,由于许多学校和用人单位都把四、六级考试作为考核的终极标准,导致现在的大学英语教学整个只是围绕四、六级考试进行,而四、六级考试本身又存在许多问题,造成了一种恶性循环;各学期期末的学业考试失去了其本身的意义,只是一种四、六级考试的模拟;学生也缺乏适当的途径去了解社会对英语运用能力的实际需求。这三个子系统对大学英语的教学产生了严重的负面反拨效应,要想对大学英语进行改革,首先就要从评估系统着手。     

“填精益智”针刺法治疗轻度脑卒中后认知功能障碍的疗效及对血清同型半胱氨酸的影响

目的 探讨“填精益智”针刺法对轻度脑卒中后认知功能障碍(post-stroke cognitive impairment, PSCI)患者认知功能和血清同型半胱氨酸(homocysteine, Hcy)的影响。方法 将116例轻度PSCI患者随机分为对照组(n=58,实际纳入研究55例)、针刺组(n=58,实际纳入研究54例)。两组患者均给予基础干预、康复训练,对照组另口服多奈哌齐5 mg,每晚1次,每周7次,连续治疗8周;针刺组在对照组治疗基础上予以“填精益智”针刺法治疗,每次治疗30 min,每日治疗1次,每周治疗6次,疗程为8周。观察和比较两组患者治疗前后蒙特利尔认知评估(Montreal cognitive assessment, MoCA)量表评分、简易精神状态检查(mini-mental state examination, MMSE)量表评分、Barthel指数(Barthel index, BI)、血清同型半胱氨酸(homocysteine, Hcy)水平,并基于MMSE量表评分进行疗效评价。结果 治疗后两组患者MoCA量表评分、MMSE量表评分、BI均显著增加(P&l...     

The use and non-use of policy appraisal tools in public policy making: an analysis of three European countries and the European Union

The increasing complexity of policy problems, coupled with the political desire to base new policies on the foundation of firm evidence, has accelerated the development of policy assessment tools. These range from complex computer models and cost benefit analysis through simple checklists and decision trees. In the last decade, many governments have established formal policy assessment systems to harness these tools in order to facilitate more evidence-based policy making. These tools are potentially widely available, but to what extent are they used by policy makers and what becomes of the evidence that they generate? This paper addresses these questions by studying the empirical patterns of tool use across 37 cases in three European countries and the European Commission. It uses a simple classification of tools into advanced, formal and simple types. It finds that even when tools are embedded in policy assessment systems, their use is differentiated and on the whole very limited, in particular when it comes to more advanced tools. It then explores these patterns from contrasting theoretical perspectives to shed light on why, when and how different policy assessment tools are used in the policy process.     

Psychologists as ‘the quiet ones with the power’: understanding indeterminate sentenced prisoners’ experiences of psychological risk assessment in the United Kingdom

ABSTRACT

Prisoners serving indeterminate sentences in the United Kingdom do not know when or if they will be released from prison. Release and progression decisions are determined by the risk the ISP presents of reoffending. This makes the assessment of risk a high stakes business for ISPs. Whilst there is a large body of literature focused on prisoners’ general experiences of prison, there is an absence of specific empirical exploration of prisoners’ experiences of risk assessment. This paper aims to address this gap by reporting the results of a qualitative exploration of ISPs’ experiences of psychological risk assessment. Interviews with 10 ISPs were conducted and analysed using Grounded Theory methods. Analysis indicated that prisoners experienced the prison environment as characterised by violence, volatility and suffering. Psychological risk assessment is embedded within this emotionally and physically challenging context but also contributes to the experience of suffering. Within this context, prisoners felt stuck, powerless and out of control in relation to risk assessment, and experienced psychologists as untrustworthy yet powerful. Understanding prisoners’ experiences is the first step in resolving some of the long-reported difficulties in working relationships between psychologists and prisoners as well as making the process more procedurally just.     

The Statecraft Effect: Assessment,Attitudes, and Academic Honesty

Abstract

This article uses a multimethod research design to compare Statecraft to non-Statecraft assignments and courses along three dimensions: student engagement, political attitudes, and academic honesty. The results indicate that Statecraft increased student engagement and academic honesty. In terms of political attitudes, students generally remained on the left side of the political spectrum, but shifted toward the right and became more hawkish by the end of a semester. Changes in attitude are more strongly associated not with playing Statecraft, but taking a political science class by the coauthor, or some other external variable. Statecraft, however, did reduce support for pacifism.     

脑震荡后综合征伤残评定研究进展

由于症状表现的主观性以及当前客观检查方法所能提供证据的匮乏,加之赔偿伴生的症状伪装和夸大等问题,脑震荡后综合征患者的伤残评定鉴定意见一致性不高.在人体损伤赔偿纠纷中,脑震荡后综合征患者的伤残评定成为法医精神病鉴定的争议点和难题.通过对脑震荡及相关术语变化、脑震荡后综合征的发生率、症状表现及诊断标准、脑震荡后综合征客观评...     

Does Reacting to the Past Increase Student Engagement? An Empirical Evaluation of the Use of Historical Simulations in Teaching Political Theory

Within the teaching of political theory, an assumption is emerging that Reacting to the Past simulations are an effective tool because they encourage greater student engagement with ideas and history. While previous studies have assessed the advantages of simulations in other political science subfields or offered anecdotal evidence of their effectiveness in political theory courses, less attention has been paid to the empirical assessment of simulations in political theory. This study uses data — in the form of presimulation and postsimulation surveys, as well as focus groups — collected from two political theory courses in order to gauge levels of student engagement inside and outside of the classroom. We ask if students’ levels of engagement increase during the simulation in their political theory courses. We also explore the mechanisms involved in driving higher levels of student engagement during the simulation. We conclude by arguing that it is the liminal nature of the Reacting to the Past simulations that most likely explains increased levels of student engagement.     

Are integrated impact assessments the way forward for mainstreaming in the European Union?

This article assesses the utility of impact assessments (IAs) as an effective tool for mainstreaming. Specifically, it analyses whether the European Union's (EU's) system of integrated impact assessments (IIAs) contributes to the realization of six mainstreaming objectives defined in the EU treaties. The article first studies whether the legal framework for the EU's system of IIAs makes it a viable tool for mainstreaming. It then proceeds with an empirical analysis of 35 IAs to assess the extent to which mainstreaming objectives are taken into account in practice. The analysis shows that all six mainstreaming objectives have a place within the IIA system, but the system does not ensure systematic consideration of them. There is considerable variation across mainstreaming agendas, as well as across Directorates‐General. The article concludes that the IIA system is no panacea for mainstreaming, and proposes changes to the institutional framework to improve its mainstreaming potential.