The new multidimensional and user-driven higher education ranking concept of the European Union

Higher education rankings constitute a important but controversial topic due to the methodologies applied in existing rankings and to the use being done of these interpreting their results for purposes which they were not designed for. At present there is no international ranking can responds to the needs of all users and that is methodologically sound by considering the various missions of higher education institutions, mainly due to a narrow focus on research giving less importance to other missions in which higher education institutions can excel beyond research such as teaching quality, knowledge transfer, international orientation, regional engagement etc. The European Commission is currently involved in the implementation of a new higher education ranking methodology, characterised by taking into account a diversity of missions and the diversity of existing higher education institutions. The final aim is to create a tool allowing users to choose the performance indicators of their interest and providing them with a personalised ranking according to their interests. This paper describes the motivation for designing such a tool, the principles of the methodology proposed, as well as the steps foreseen to have it ready for end users by 2014.     

A study of Mind Image Drawings

This report dealt with a newly introduced method of drawing named, “Mind Image Drawings.” First, the subjects depicted images in their mind freely. Second, the subjects described their own pictures using three epithets. Third, the subjects added “I am” to these words, and read them aloud. Through these techniques, the subjects not only projected the unconscious side of their mind in the drawings, but also could obtain insight into their mind on the cognitive level. Last, the subjects judged their drawings using 17 semantic differential scales. The “originality factor,” the “evaluation factor,” and several types of “expressiveness factors” were extracted in the factor analyses of the scales.     

Culturally Competent Assessment: More Than Nonbiased Tests

The persistent and unresolved issue of minority disproportionality in special education provides a strong rationale for ensuring that assessment is culturally appropriate and sensitive. An extensive literature on test bias has failed to find evidence of bias sufficient to fully explain disproportional representation of minorities in special education. Yet minorities in this nation, most especially African Americans, have been exposed to a long history of unequal opportunity and oppression, and these inequities continue to be played out in educational settings. In the face of inadequate cultural and educational opportunity, unbiased tests provide an accurate estimate not only of individual capability, but also of the inhospitable conditions that depress that capability. A failure to take differential educational opportunity into account when considering minority test performance may lead to serious errors of test score interpretation. In the face of unequal educational opportunity, culturally competent assessment thus means more than manipulating the content of tests. Rather, it represents a comprehensive process that uses the results of assessment to identify and remedy educational conditions that systematically disadvantage students of color.     

Evaluation, Uncertainty and Motivation

Evaluative judgements have both belief-like and desire-like features. While cognitivists think that they can easily explain the belief-like features, and have trouble explaining the desire-like features, non-cognitivists think the reverse. I argue that the belief-like features of evaluative judgement are quite complex, and that these complexities crucially affect the way in which an agent's values explain her actions, and hence the desire-like features. While one form of cognitivism can, it turns out that non-cognitivism cannot, accommodate all of these complexities. The upshot is that that form of cognitivism can explain both features of evaluative judgements, and that non-cognitivism can explain neither.     

Individual differences in children's understanding of social evaluation concerns

Recent research suggests that children's understanding of self‐presentational behaviour—behaviour designed to shape social evaluation—is a function of both cognitive and motivational variables. Furthermore, the motivational factors involved are likely to reflect individual differences in the salience of concerns about social evaluation. The present research represents a first effort to determine whether measures of such differences are indeed associated with the understanding of self‐presentational behaviour. In a first experiment, a teacher rating measure of self‐monitoring was found to be positively associated with the understanding of self‐presentational motives. In a second experiment, a more narrowly specified self‐report measure of public self‐consciousness was found to have a similar association with the understanding of self‐presentation, with no such association found for private self‐consciousness. These preliminary results make it clear that our formulations of development in social cognition must indeed include a consideration of individual differences in motivational orientations. Copyright © 2002 John Wiley & Sons, Ltd.     

Prospective and retrospective evaluations of experiences: how you evaluate an experience depends on when you evaluate it

Prior research (cf. Soman & Shi, 2001 ) has shown that obstacles and periods of low progress in an experience reduce the evaluation of that experience. In this research, we propose that the temporal distance between the obstacle and the time of making the evaluation moderates the effect of the obstacle. Consequently, an early (late) obstacle reduces prospective (retrospective) evaluation more significantly than a late (early) obstacle. In two experiments, we find support for this temporal proximity hypothesis. Further, differences between prospective and retrospective evaluations disappeared when the data were analyzed in terms of temporal distance, suggesting that the judgment policies underlying prospective and retrospective evaluations were the same. We also show that it is possible to create pairs of paths such that one of the two paths would be preferred when viewed in prospect, but the other path might be preferred in retrospect. Copyright © 2002 John Wiley & Sons, Ltd.     

Failures to induce implicit evaluations by means of approach–avoid training

Woud, Becker, and Rinck (2008) asked participants to repeatedly push pictures of certain faces away and to pull pictures of other faces towards them using a joystick. Performance in a subsequent affective priming task showed that previously pulled faces evoked more positive implicit evaluations then previously pushed faces. We report five studies in which we failed to find consistent evidence for the effect of approach–avoid training on implicit evaluations. We also failed to reproduce the effect reported by Woud et al. when reanalysing their data. An overall analysis that included our data, the data of Woud et al. and additional data provided by Woud and colleagues also did not reveal a significant effect of approach–avoid training on implicit evaluations. We conclude that the impact of approach–avoid training on implicit evaluations is subject to subtle boundary conditions.     

浅析生命质量在药物评价中的作用

随着医学模式的转变及心身医学的发展,近年来,生命质量的评定已成为一些药物评价的重要指标。由于生命质量的评定较好地反映了药物对患者身体、情感、社会心理等方面的影响,从而能够较为全面地评价药物疗效,有助于有效地指导临床选择用药。本文阐述了生命质量的定义,在药物评价中应考虑其对生命质量的影响以及通过实例说明如何进行生命质量的评定