实践教学环节是培养学生创新能力的沃土

本文以本科教学计划中的重要实践教学环节－－毕业设计为例，结合对毕业设计指导模式的改进和探索以及采用功能图法指导毕业设计的经验，体会，论述了实践教学环节对培养学生机械创新设计能力的重要性。     

次贷危机是美国霸权危机

本文从分析美国维护全球霸权的四大支柱入手,阐述了次贷危机不仅重创美国的金融服务业,而且必然严重损伤实体经济,严重挫伤投资者与消费者的信心以及投资与消费能力,必然伤害美国的经济活力的道理。推断因此必然导致美国的硬实力与软实力均遭受重挫,最后提出,次贷危机是美国霸权的危机,并认为面对历史上惯于过河拆桥、落井下石的美国,明智之举是保持距离。     

Human gene therapy: ensuring progress in the next millennium

The year 2000 will mark the tenth anniversary of the first human gene therapy experiment. This first year of the new millennium is also the twenty-fifth anniversary of the National Academy of Sciences conference known as "Asilomar." In the early 1970s, the importance of recombinant DNA technologies to the development of a host of new therapeutics to treat many of humanity's most devastating diseases was widely recognized. At the same time, public anxiety increased about the possible generation of hazardous biological agents and unknown public health risks that might arise as a result of this new technology.     

Nonnormative discounting: There is more to cue interaction effects than controlling for alternative causes

Several experiments on human causal reasoning have demonstrated “discounting”-that the presence of a strong alternative cause may decrease the perceived efficacy of a moderate target cause. Some, but not all, of these effects have been shown to be attributable to subjects’ use of conditional rather than unconditional contingencies (i.e., subjects control for alternative causes). We review experimental results that do not conform to the conditionalizing contingency account of causal judgment. In four experiments, we demonstrate that there is “nonnormative discounting” above what is accounted for by conditionalization, that discounting may depend on the nature of the question put to the subjects, and that discounting can be affected by motivation. We conclude that because nonnormative discounting occurs for summary presentations as well as trial-by-trial presentations of information and because nonnormative discounting depends on motivation, it is not a necessary result of cue competition during the contingency learning process.     

"院校研究"是什么,不是什么--解读美国"院校研究"

"院校研究"是流行于欧美高等教育领域的一个专门术语.就美国的经验而言,"院校研究"可以理解为"是研究者基于本校情境、针对院校运行中的实际问题所作的应用性研究,是高等学校为改进管理决策、促进院校发展而设定的一个专门的实践领域".作为一种独特的研究形式,"院校研究"有别于传统意义上的"高等教育研究".它是高等教育研究的一种新的范式,是现代高等学校实施科学化管理的重要手段.     

Bending the rules: when deaf writers leave college

On-the-job writing of deaf college graduates at all degree levels was investigated. Institutional databases and questionnaires to alumni and employers were the sources for information. Respondents were asked about editing assistance, sources and types of assistance, and perceptions of such assistance by employers and employees. Results of the study confirmed that deaf employees did considerable writing regardless of degree or type of job. Their self-reports indicated grammar as the major weakness. Additionally, employers stated that clarity, organization, and spelling were serious writing problems. The study also showed that deaf employees asked for and received editing assistance and that employers were willing to support the improvement of writing skills. Because error-free texts are expected in the workplace and editing assistance is sought and received, postsecondary institutions should mimic these practices by providing copyediting services and instruction in the ethics and practices of working with editors.     

第三次国际数学与科学研究:美国的回应及其启示

第三次国际数学与科学研究(简称TIMSS),是国际上迄今为止规模最大、最为严密、最具综合性的国际教育比较研究。在41个TIMSS参与国中,美国的回应最为积极而强烈,其对TIMSS信息的分析最为精细,开发与传递的策略也最为巧妙。透过美国的回应方式与策略,我们至少可以得到三点启示:鉴别国际基准,需要对研究信息作精细的分析;中小学数学与科学课程改革需要审慎的态度和基于研究的决策;教育行政部门应在改革中行使“领导”和“服务”双重职能。     

Solving problems: young children exploring the rules of the game

This article is not a review of the problem-solving literature but instead explores the idea of children developing problem-solving tactics as learning to applying the ‘rules of the game’, based on Wittgenstein's concept of ‘language games’. The kind of learning under discussion here is not learning of facts. I will not be discussing how we learn to recite the two times table but, rather, the dawning of understanding of what those facts mean: when a child realizes that the two times table divides up the whole universe into sets of either odds or evens. The necessity of accepting the rules of the game in order to perceive relevancy in determining problem-solutions was illustrated by Donaldson's (1992) work with small children. The existence of general rules, and hence generic problem-solving skills, is discussed and a model for problem-solving is suggested. The article concludes with some observations on the role of rule-breaking in discovery and invention. Examples are taken from the author's observations of young children in English classrooms.     

美国高校教师发展:多维的演进

高校教师发展运动肇始于美国,历经了四十多年的发展与演进,进程中呈现诸多的多元化特征:即"多因素"——美国高校教师发展的动因、"多向度"——美国高校教师发展的目标、"多类型"——美国高校教师发展的对象、"多形式"——美国高校教师发展的模式、"多渠道"——美国高校教师发展的资助。上述诸"多"赋予了美国高校教师发展持续的、异彩纷呈的强劲生命力。     

RNA干扰技术在卵巢癌基因治疗中的应用

RNA干扰(RNAi)是双链RNA(dsRNA)介导的,由特异性引起的转录后基因沉默现象.RNA干扰技术作为基因沉默的有效手段,在肿瘤治疗方面显示出良好的前景.本文就RNAi的作用机制,作用特点及目前在女性卵巢癌治疗中的应用作一简单综述.     

The formalization of the university: rules, roots, and routes

This article examines changes in the formal organization of two universities and two schools within these universities, the University of Oslo and Stanford University. We focus on role differentiation, rule formation, and resource seeking structures and describe organizational developments along these dimensions. We find that both these universities travel similar routes involving greater role differentiation, rule formation, and resource seeking activities. Both universities more explicitly function as organizational actors influenced by a global environment that favors the more socially embedded and the more managed university. However, we also find persistent differences in how these universities respond to the global environment, differences that reflect the different historical roots of different universities. A tradition of professorial self-governance at the University of Oslo, for example, fosters greater resistance to the managed university ideal. The latter emerges earlier and develops to a greater degree at Stanford University. We conclude that university routes are influenced both by common (now globalized) rules of the game and by their different organizational roots. We use ideas from the neo-institutional and path dependency perspectives to make sense of both growing commonalities and persistent differences.