应用Rasch模型测试和分析儿童入学准备状态

本研究的目的在于应用Rasch模型编制和分析数学入学准备测验,从而分析Rasch模型的有效性和优势。自编数学入学准备测试,对150名平均年龄为6.6岁的儿童进行测查,应用Rasch模型对题目和评分等级做出修正并分析结果。结果表明修正后的测试具有较好的信效度,较好地拟合了Rasch模型,评分等级设置合理,测试的整体难度相对较低。儿童的Rasch分数和性别无关,但受到年龄、家庭社会经济地位的影响。相对于经典测量理论而言,应用Rasch模型进行入学准备测试的编制和分析具有优势。     

Enterprise credit risk evaluation based on neural network algorithm

To explore the enterprise credit risk evaluation, the application effect of several common neural network models in Chinese small and medium-sized enterprise data sets was compared and the optimal parameters for each model were determined. In addition, the classification accuracy and the applicability of the model were compared, and finally the common problem of optimization neural network algorithm based on population was solved: need to determine the dimensions in advance. The experimental results showed that the probabilistic neural network (PNN) had the minimum error rate and second types of errors, while the PNN model had the highest AUC value and was robust. To sum up, the algorithm makes some contributions to solve the financing problem of small and medium-sized enterprises in China.     

Two problems of easy credit

This paper defends the theory that knowledge is credit-worthy true belief against a family of objections, two instances of which were leveled against it in a recent paper by Jennifer Lackey. Lackey argues that both innate knowledge (if there is any) and testimonial knowledge are too easily come by for it to be plausible that the knower deserves credit for it. If this is correct, then knowledge would appear not to be a matter of credit for true belief. I will attempt to neutralize these objections by drawing a distinction between credit as praiseworthiness and credit as attributability.     

信用危机与信用重构

本文从商业伦理学的视角详细地检视了导致我国信用危机的各种商业欺诈行为,指出信用危机对我国社会经济发展的各种危害,在剖析信用缺失的社会历史原因基础上提出了建立现代信用制度的各种具体措施。     

Behavioral control or income? An analysis of saving attitudes and behavior,credit card use and buying on installment

Introduction

The Turkish economy has gone through multiple economic crises, marked on the one hand by a volatile trend in the national financial system, and on the other, by the introduction of credit cards and payment facilities for consumer goods that are extremely easy to obtain.

Increasing Low-Responding Students’ Participation in Class Discussion

Students in six sections of a large undergraduate class were asked to record their class comments on notecards in all course units. Additionally, in some units, they received points toward their course grade based on their reported comments in class discussion. The study was conducted over a two-semester period, with slight variation in both the recording and crediting procedures across the two semesters. The primary goal of the study was to determine the effects of two credit and self-recording arrangements on initially low-responding students’ subsequent participation in class discussion (first semester n = 49, second semester n = 45). A higher percentage of low-responding students reported participating in class discussion when credit was given for participation than when no credit was awarded. Nonetheless, 39% of the initially low-responding students the first semester and 38% of the initially low-responding students the second semester did not participate in class discussion in any phase of the study.     

Why we don’t deserve credit for everything we know

A view of knowledge—what I call the Deserving Credit View of Knowledge(DCVK)—found in much of the recent epistemological literature, particularly among so-called virtue epistemologists, centres around the thesis that knowledge is something for which a subject deserves credit. Indeed, this is said to be the central difference between those true beliefs that qualify as knowledge and those that are true merely by luck—the former, unlike the latter, are achievements of the subject and are thereby creditable to her. Moreover, it is often further noted that deserving credit is what explains the additional value that knowledge has over merely lucky true belief. In this paper, I argue that the general conception of knowledge found in the DCVK is fundamentally incorrect. In particular, I show that deserving credit cannot be what distinguishes knowledge from merely lucky true belief since knowledge is not something for which a subject always deserves credit.