Windows98系统的注册表

本文简要介绍Windows98的注册表、注册表编辑器、注册表检查程序及手动备份和恢复注册表等相关内容。     

禁止Windows98自启动程序的几种方法

通过对Win.ini 文件、Startup 文件夹registry(注册表)、“系统信息”程序及Msconfjg.exe 等文件的分析,介绍了Windows98自启动程序的启动原理和禁止自启动程序的操作过程,从而实现合理使用系统资源的目的。     

Windows 98注册表的结构和作用

本文主要阐述Windows98注册表的结构和作用,并介绍注册表的备份与恢复的三种常用方法     

Win2000注册表的研究

探讨了Win2000注册表研究的现状,阐述了用注册表编辑器程序regedt32打开注册表的方法,分析了Win2000注册表的结构,对Windows2000注册表值的类型进行了说明,并通过实例说明了注册表在计算机优化管理中的作用。     

Windows98注册表的结构和作用

本文主要阐述Windows98注册表的结构和作用，并介绍注册表的备份与恢复的三种常用方法。     

解决因注册表坏不能启动计算机的几种方法

注册表(Regeistry)是保证Windows95/98/NT正常运行的配置数据库.一旦注册表出现问题,则系统将无法运行,甚至需重装系统.因此,注册表的维护管理就成为一个重要的问题.在本文中,笔者介绍几种因Windows95/98注册表出现问题而无法启动到图形界面的修复方法.注册表编辑器(Regedit.exe)是Windows95/98最适合的修复维护工具软件.它是一个双栖型的程序,既可在DOS下运行,也可在Windows95/98下运行.这里笔者介绍DOS下当启动Windows95/98系统时出现如图所示的对话框时,使用Regedit来恢复注册表的方法.　　　注册表问题　Windows在系统注册时遇到…     

给注册表买保险

很多情况下,我们会对注册表进行改动。为了在注册表损坏后能及时修复,应该在改动之前先对其进行备份。利用XP系统自带的备份工具,我们可以轻松备份/还原注册表。①单击菜单[开始]→[所有程序]→[附件]→[系统工具]→[备份];     

没有备份也能恢复注册表

Windows将其配置信息存储在注册表中。注册表包含计算机中每个用户的配置文件、有关系统硬件的信息、安装的程序及属性设置等。Windows在其运行中不断引用这些信息。由此可见，注册表损坏可能引发严重的系统故障。所以经常备份注册表的确是一个好习惯。不过，如果在没有备份的情况下注册表损坏，我们也还是有办法恢复注册表的。     

没有备份也能恢复注册表

Windows将其配置信息存储在注册表中。注册表包含计算机中每个用户的配置文件、有关系统硬件的信息、安装的程序及属性设置等。Windows在其运行中不断引用这些信息。由此可见，注册表损坏可能引发严重的系统故障。所以经常备份注册表的确是一个好习惯。不过，如果在没有备份的情况下注册表损坏，我们也还是有办法恢复注册表的。     

没有备份也能恢复注册表

Windows将其配置信息存储在注册表中。注册表包含计算机中每个用户的配置文件、有关系统硬件的信息、安装的程序及属性设置等。Windows在其运行中不断引用这些信息。由此可见,注册表损坏可能引发严重的系统故障。所以经常备份注册表的确是一个好习惯。不过,如果在没有备份的情况下注册表损坏,我们也还是有办法恢复注册表的。     

高校负债办学的财务风险及其防范

高校负债办学扩大了高校办学规模和提升了高校的发展速度,同时也给高校带来了巨大的财务风险。防范财务风险的策略是:做好负债的前期论证;正确把握负债的规模,保持合理的负债比率,提高偿债能力;优化负债结构,降低资金成本;加强财务负债管理,建立高校偿债基金制度。     

基于神经网络结构分解与FLAC~(3D)的初始地应力场反演

介绍了采用FLAC30内嵌功能较强的FISH语言对初始地应力场生成方法的改进,建立了三维非线性地应力反演分析数值模型.模拟了断层及裂隙密集带,并采用此方法构造神经网络样本,采用神经网络结构分析的方式,对不同深度的侧向系数进行反演.通过正分析的计算结果与现场实测值对比,满足精度要求,表明所获得的岩体地应力场是基本合理的.     

影响后排进攻扣球威力的若干因素分析

后排进攻扣球作为一个系统,其外显效果必然受其内部各构成因素的影响,其中某一因素产生变化,则必然引起整个系统外在表现的变化.本文拟通过对后排进攻扣球系统内部所包含的空间、时间、击球技术、身体素质和身体形态5种主要因素进行分析,以期能较深刻地认识后排进攻扣球威力的形成规律,为全面、客观地评价某一运动员乃至整个球队的后排进攻能力提供有意参考.     

Disciplinary regimes of ‘care’ and complementary alternative education

In schools, the notion of ‘care is often synonymous with welfare and disciplinary regimes. Drawing on Foucault, and a study of alternative education (AE) across the UK, and looking in depth at two cases of complementary AE, we identify three types of disciplinary regimes at work in schools: (1) dominant performative reward and punishment, (2) team-building and (3) therapeutic. We argue that while all three regimes aim to steer identified students back to the norm, the two complementary approaches that we saw avoided the narrow instrumental behaviourist approaches of the dominant pattern. In so doing, they also opened up wider horizons of possibility and ways to be and become.     

Self-Recognition in Young Children Using Delayed versus Live Feedback: Evidence of a Developmental Asynchrony

The ability of young children to recognize themselves in delayed videotapes and recent photographs was investigated using a delayed analog of the mirror mark test, as well as verbal reports. In Experiment 1, 42 2–4-year-old children were videotaped while playing an unusual game. During the game an experimenter covertly placed a large sticker on the child's head. The videotape was played back 3 min later to the children. Older, but not younger, children reached up to remove the sticker when the tape revealed it being placed on their heads. In Experiment 2, a similar procedure was used with 60 3- and 4-year-olds where Polaroid photographs were taken during and after the act of the sticker being placed on the child's head. When allowed to look at the photographs, young 3-year-olds did not reach up to search for the sticker, whereas older 3- and 4-year-olds did. Almost all of the children who did not appear to realize that there was a sticker on their head from the information provided by the photographs did provide a correct verbal label for the image, and reached up to remove the sticker when presented with a mirror. Experiment 3 compared the reaction of 48 21/2–31/2-year-olds to live versus delayed video feedback and indicated an effect of the temporal aspect of the stimulus. The results are discussed in the context of the different forms of self-conception that may underwrite the 2 manifestations of self-recognition.     

用建构主义思想指导数学概念教学

运用建构主义思想,结合数学教学讨论了创设情境,激活旧知;主动探求,勇于创新;协作学习,尝试表述;练习纠偏,巩固深化;反思小结,整理形成等教学环节上应掌握的原则。     

Understanding emancipatory forms of educational leadership through schooling justice work: an action research study into second chance schooling development

Concerned about the phenomena of early school leaving in our region, we are two teachers who initiated and developed a new school from the ‘ground up’ to re-engage young people disenfranchised with schooling back into formalised learning. Using critical action research methodology over a three and a half year developmental period, this endeavour involved us in exercising particular dimensions of leadership to engineer a sustainable second chance school. Twelve years after its development, the school continues with enrolments of over 100 senior secondary students in recent years. The schooling justice work we pursued during the developmental period drew us into ‘emancipatory’ leadership work that called us to be; (1) teacher activists embracing social entrepreneurial strategies imbued with (2) relational sensibilities, and (3) architects of socially just school design informed by (4) critical praxis within a university led professional learning community. The ‘second chance school’ has re-engaged over 1000 students back into formalised learning since its inception and has offered pathways into post-school tertiary study, apprenticeships and training for the majority of these students.     

英语语篇中第三人称代词回指的先行语状态变化的多视角考察

回指是话语分析中的一个重要课题。第三人称代词回指则是回指的一种。在第三人称代词回指中,有时会出现先行语状态变化的现象,即先行语的实质未发生变化,但其形态发生了变化。从语境中的经济原则、就近理解原则和认知语境等角度对此现象进行分析探讨,可以帮助人们更为正确地理解语篇。     

谈“任侠”——和余英时先生商榷

针对余英时先生《侠与中国文化》一文的不足与不确处,提出四点,加以补充与纠正：（1）追溯“任侠”的起源、“儒侠”的起源及“儒侠”的形成;（2）论析谭嗣同对“任侠”的理论阐述;（3）“任侠”之风并未在西汉中期后消失;（4）明、清时期对“任侠”认识的深化。     

新课程改革背景下教学有效性的几个条件

教学的有效性,即如何通过教学活动高效地实现预期的教学结果。教学是教与学的双边活动,完整地说,教学的预期结果不仅仅包括学生,还应该指向教师。文章从三个方面探讨了新课程改革背景下课堂教学的有效性:一、学生主体参与的有效性;二、教师民主调控的有效性;三、师生互动交往的有效性。