Funny Definitions

Consciousness： the time between naps.Accountant： someone you hire to explain that you didn＇t make the money you did. Wedding： a funeral where you smell your own flowers.Justice： a decision in your favor.     

数控机床回参考点故障排除

数控机床回参考点常见故障有3种：一是参考点发生整螺距偏移;二是机床回不了参考点;三是参考点位置出现随机偏差．结合数控机床返回参考点工作原理,对返回参考点过程中出现的故障进行了系统分析,针对不同的故障原因。提出了相应的诊断与维修方法．     

语言的定义

语言观的问题是语言研究的首要问题,是关系到语言研究的理论、目标、范围、途径、方法、重点、结果,乃至语言政策的制定等的关键问题。但语言学家在语言观上的分歧之大出人意料。本文搜集了自十九世纪初迄今六十多种关于语言的定义,分析了语言学家对这种分歧采取的四种态度,据此而认为“语言是人类认知世界及进行表述的方式和过程”。     

与顺序有关的几个概念及命题

希尔伯特的顺序公理刻划了共线点的基本顺序关系——介于关系,在此基础上本文集中讨论了一些与顺序有关的概念、性质及其命题。     

狄拉克函数的定义和性质的研究

从各种不同角度给出了狄拉克函数四种以上的定义,同时还研究了狄拉克函数的各种性质。     

Differential Testlet Functioning: Definitions and Detection

It is sometimes sensible to think of the fundamental unit of test construction as being larger than an individual item. This unit, dubbed the testlet, must pass muster in the same way that items do. One criterion of a good item is the absence of DIF–the item must function in the same way in all important subpopulations of examinees. In this article, we define what we mean by testlet DIF and provide a statistical methodology to detect it. This methodology parallels the IRT-based likelihood ratio procedures explored previously by Thissen, Steinberg, and Wainer (1988, in press). We illustrate this methodology with analyses of data from a testlet-based experimental version of the Scholastic Aptitude Test (SAT).     

大学管理中的几个基本概念

大学经营中有许多概念与管理有关,如管理活动的环节中的计划、组织、引导、调控,管理人员的能力中的沟通能力、自我管理能力,领导者的领导技巧和态度等。探讨大学管理活动中管理人员应尽的职责以及成为领导者所需要的基本技能和领导者应有的领导技巧与正确态度,时间管理与沟通在大学管理过程中的地位和重要性,对于你成为一名出色的管理人员具有重要作用。     

高校学生事务管理概念的界定—中美两国高校学生工作术语之比较

从跨文化研究的角度比较中美两国高校学生工作术语,并充分考虑我国当今学生工作的特征,可以将学生事务管理、学生工作以及广义上的学生管理这一组概念定义为：高等学校通过非学术性事务和课外活动对学生施加教育影响,以规范、指导和服务学生,丰富学生校园生活,促进学生成长成才的组织活动。     

关于原生质和原生质体的定义

各类生物学词典、辞海及有关教科书中，关于原生质和原生质体的定义较为模糊．笔者认为原生质和原生质体是对细胞生命活动的物质基础从不同水平结构上给予的定义．原生质是从组成成分及特性上定义，原生质体则是从原生质分化成的各种细胞结构上的定义．     

教育理论的三重内涵——兼谈教育理论的重要性

人们常常认为:生活之树常青,而理论则是"灰色"的.的确,相对于鲜活的、发展的教育生活而言,教育理论确实是"灰色"的,因为教育理论既不像教育生活本身那样生动形象,也不像教育生活那样变动不居.然而,教育理论相对于教育生活的"灰色",却仅仅是在上述两层意思中.超出这两层意思,就会发现,教育理论不仅不是"灰色"的,而且正是教育理论才把教育者的意识、从而也把教育生活辉耀得色彩缤纷.     

What is "high"? The development of reference points for "high" and "low"

Young children have been characterized as interpreting relative adjectives as if they were nominal or categorical terms. The categorical interpretation of relative terms, however, may be quite complex. Indeed, the mature understanding of relative terms would seem to include a complex system of reference points for the terms' categorical usages. In 5 experiments we examined the complexity of 3-5-year-old children's and adults' categorical interpretations. We specifically examined how reference points for the categorical interpretation of high and low are defined. The definition of reference points relative to the object judged, the vertical position of the observer, and the extent of vertical variation were assessed. 3 major developmental trends were observed: a trend from the application of the terms to only extreme values to their application to broader categories; a trend from nominal-like categories to ones defined flexibly relative to context (e.g., nature of object judged, and extent of vertical variation); and a trend from reference points functioning as focal points to their operating as directional category boundaries. In brief, the results suggest that the categorical usage of relative terms involves a rich and intricate knowledge system and that it takes children considerable time to acquire and organize the relevant pieces of knowledge.     

释"可"

从历代戏曲作品中取例，得“可”字词义30解，前16解已见诸辞书，但有所缺失，是为补缺；后14解为作者归纳，是为补遗。     

Operational Definitions and Assessment of Higher-Order Cognitive Constructs

The educational psychology literature is replete with references to higher-order cognitive constructs, such as critical thinking and creativity. Presumably, these constructs represent the primary processes and outcomes that educators should promote in students. For these constructs to be maximally useful, they must be transformed into specific operational definitions that lead to reliable and valid assessment strategies. Minimizing overlap in the definitions and assessment of different concepts would contribute to an orderly accumulation of knowledge about the constructs in question. The ideal would be for each construct to have a definition that is distinct from the definitions of other cognitive constructs. Although higher-order cognitive constructs have much surface appeal, their utility is tied to the clarity and fidelity of their definitions and assessment procedures.     

Gender equality in education: Definitions and measurements

International consensus on education priorities accords an important place to achieving gender justice in the educational sphere. Both the Dakar ‘Education for All’ goals and the Millennium Development goals emphasise two goals, in this regard. These two goals are distinguished as gender parity goals [achieving equal participation of girls and boys in all forms of education based on their proportion in the relevant age-groups in the population] and gender equality goals [ensuring educational equality between boys and girls]. In turn these have been characterised as quantitative/numerical and qualitative goals respectively. In order to consider progress towards both types of goal, both quantitative and qualitative assessments need to be made of the nature of progress towards gender equality. Achieving gender parity is just one step towards gender equality in and through education. An education system with equal numbers of boys and girls participating, who may progress evenly through the system, may not in fact be based on gender equality. Following Wilson (Human Rights: Promoting gender equality in and through education. Background paper for EFA GMR 2003/4, 2003) a consideration of gender equality in education therefore needs to be understood as the right to education [access and participation], as well as rights within education [gender-aware educational environments, processes, and outcomes], and rights through education [meaningful education outcomes that link education equality with wider processes of gender justice].     

简论工具书在释义和举证中的缺憾

字词典的使用频率很高 ,但它所在释义和举证方面存在着思想性不够鲜明、缺乏科学性等问题 ,应引起注意 ,以免以讹传讹。     

数值域的端点和角点

设T是作用在希耳伯特空间H上的有界线形算子，W（T）是T的数值域．文中讨论了数值域W（T）的端点和角点的一些性质，并推广了文献[1]中的一个结果．     

关于诉讼法上证据定义方式的反思

不同的证据方法有着不同的证明机制。诉讼法上的证据原本就是二元的,其既可以是物的客观存在,也可以是人对案件事实的主观认知,在定义证据之时必须顾及到这一点。要么认为物证是证据,要么认为勘验(检查)笔录、现场笔录与鉴定结论是证据,但不能将二者同时均认为是证据,因为勘验(检查)笔录、现场笔录与鉴定结论都是由物证派生出来的。现有的主要几种定义证据的方式值得反思。