Professional ethics professional ethics for technology

Conclusion Professional ethics express what a professional society is about. They are an emblem to focus on, to support, to identify with and to advocate for. Our Code expresses who we are, what we do, and shows how our profession functions for the good of all. Our areas of work are related specialties. Those who are unqualified have the potential to do harm. Although ethics is a word with multiple connotations, what professional ethics are about is sociological. Professional ethics are always a matter of work and who is qualified to perform what task for which clients. Professional ethics should ultimately be for the benefit of those who are served by those who labor in professional occupations. Our Code reflects our profession’s relationships with the larger society and, it is anticipated, the present update will be officially adopted by our affiliated professional organizations and state affiliates.     

对C语言中"无定义"代码的剖析

在C语言中,具有“副作用”的“无定义”代码会带来难以预料的后果,是编程人员必须避免的。但在许多C语言教材中,却存在把“无定义”代码当作正确例题讲解的问题,容易使学习者陷入C语言学习的“陷阱”。本文从实例入手,分析C语言中“无定义”代码存在的问题,并就如何避免该问题提出解决方法。     

Decoding a New Message

Katy Simmons continues the Code debate by considering the impact that the Code will have on schools, and questions how they will carry out their duties with inadequate resources. Katy is co-ordinator of the Independent Panel for Special Education Advice (IPSEA) and a Visiting Fellow at Oxford Brookes University.     

人肉搜索入罪宜缓行

人肉搜索词义的含混性与刑法明确性之间的紧张、人肉搜索行为法益侵害的阙如、人肉搜索行为犯罪化在犯罪论上的失据以及人肉搜索行为犯罪化在可操作性层面的失败都不可避免地决定了人肉搜索行为入罪宜缓行。     

School‐based interventions for students with substance abuse

Experimentation with substances is typical for many young people, but unfortunately some will go on to develop substance abuse problems that substantially affect their lives. Successfully intervening with students who use or abuse substances is a challenge for school mental health professionals across the nation. There is a need for evidence‐based practices that school professionals can use when working with students who have substance abuse problems. This article provides school professionals in secondary settings with current information on student substance use rates, evidence‐based individual and group interventions, and discussion of the 42 Code of Federal Regulations, Part 2 (42 CFR). © 2008 Wiley Periodicals, Inc.     

关于中国对沉默权不应再沉默的思考

笔者通过阐述当前在我国将沉默权制度予以立法的迫切性,期待着它能伴随下次刑事诉讼法修改的同时,就能真正得到实现,为最终完善我国的司法改革和实现司法公正的目的起到程序上的保障作用。     

《达·芬奇密码》——一部典型的后现代小说

《达.芬奇密码》作为一部雅俗共赏的小说深受读者欢迎。作者丹.布朗为这部小说注入了全新的创作理念,尤其融入了诸多晚期后现代主义特征。从后现代主义的视角来解读这部小说,并通过实例进行分析,从而得出结论：由于作者对后现代技巧的运用,使得《达.芬奇密码》成为了一部雅俗共赏的后现代主义小说。     

QRCode二维条码在火车票中的实现

QRCode二维条码具有超高速全方位识读、纠错能力强、能有效表示汉字等特点,具有良好的应用前景。该系统以QRCode二维条码为载体,利用第三方控件,使QRCode二维条码在火车票中得以实现。实验表明,该系统不使用专用的CCD二维条码设备就能够通过摄像头拍照识别信息,在时间和准确度上能满足要求,为二维条码在票务系统中的使用提供了一条有效的途径。     

心理学与非心理学专业大学生职业伦理意识比较

为了研究我国当前心理学与非心理学专业大学生的心理咨询职业伦理意识现状,研究采用钱铭怡等人根据美国咨询协会ACA伦理规范自编的职业伦理意识和态度问卷对新疆师范大学、石河子大学共639名心理学与非心理学专业大学生进行调查。结果发现:(1)心理学与非心理学专业大学生在22个条目评判上有显著差异,其中涉及咨询关系原则3条,保密性原则4条,职业责任原则7条,评估、测量和解释原则5条,督导、培训和教学原则1条,另外两条为询问被调查者是否认为有必要在中国制定此领域的职业伦理以及目前是否适宜在中国制定此领域的职业伦理;(2)不同性别的心理学与非心理学专业大学生在部分条目上存在显著差异。     

论教唆未遂之犯罪形态——刑法第29条第2款的检讨与完善

教唆未遂涉及到教唆犯和未遂犯两个刑法理论上有争议的问题。我国刑法学界一般认为刑法第29条第1款所规定的教唆犯存在未遂形态,而对第2款所规定的教唆犯属于何种犯罪形态则存有争议。本文拟就教唆未遂的犯罪形态略陈管见,探讨“被教唆的人没有犯被教唆的罪”的含义,指出刑法第29条第2款所存在的缺陷并对该款提出完善建议。     

Does the Code of Practice help secondary school SENCos to improve learning?

Tony Lingard is special educational needs co-ordinator (SENCo) in a large comprehensive secondary school. He believes that the requirements of the Code of Practice detract from his capacity to support pupils with special educational needs. Anticipating the introduction of a revised, but still significant, bureaucratic burden in the new Code, he reports his use of a questionnaire to gather the views of other secondary SENCos in his LEA. The results are challenging but compelling. Do individual education plans (IEPs) help subject teachers to address individual pupils' special educational needs? Do targets help pupils and parents to engage with priorities for learning? Would whole-school strategies for meeting special educational needs be more effective, efficient and inclusive than the current individualised system? Tony Lingard's article will prompt reflection in schools around the country as SENCos await the launch of the revised Code.     

非财产损害赔偿制度的一次历史性变革——论《德国民法典》抚慰金条款的新近调整及其意义

自《德国民法典》颁布实施一百余年以来,抚慰金的适用仅局限于侵权行为法范围内。然而,2002年《德国民法典》的修订改变了这种状况。抚慰金请求权不仅可基于侵权行为而产生,也可在一定条件下基于违约行为和危险责任而产生。这样的调整不仅结束了法律上不一致的状态,也体现了对受害人保护的加强。变革所产生的深远影响不容低估。     

Tradutore,traditore: Can the aect code of ethics “speak” across cultures?

Conclusion Although many questions remain unanswered, these early translations of the AECT Code of Ethics will be available at the AECT Web site to ensure that access to the principles is offered in languages other than English. As they become available, more translations will be added to the English, Farsi, French, Mandarin Chinese, Portuguese, and Spanish versions. The translations will be saved as PDF files to retain the unique characters of each language. Additional translators with expertise in both educational technology and the targeted languages will be identified. Exploration of ways to encourage debate regarding the viability of the translations within diverse cultures continues. The ultimate hope is that collaboration among members of the professional ethics committee of AECT, the translators, and interested educators will result in the development of a Code of Ethics that “speaks” across cultures and establishes a meaningful guide to professional conduct around the world. Authors’ Note: This article expands on earlier work published in the (2002) Proceedings of the Annual Meeting of the Association for Educational Communications and Technology, edited by M, Simonson.     

精神损害赔偿的理论与司法实践

精神损害是公民因人格受到侵害而产生的精神痉,也就是对公民精神权利的损害。精神损害和其他身体损害一样,依照我国法律,可以确认并依法进行起诉,进而要求赔偿。这种赔偿从目前的法律规定看,主要针对侵害人身权利中的名誉权、隐私权等较小的一个范围。在司法实践中,虽然这种赔偿制度已延伸至《道路交通事故处理办法》等法律中,但仍然不能解决目前司法实践中出现的新问题。我们还需要不断补充、完善和建立更加符合时代发展要求的精神损害赔偿制度。     

变革中的法国合同法的基本原则及其启示

法国合同法改革的三部草案表明,在修订《法国民法典》的工作中,合同法基本原则法典化的呼声颇高。受适当限制的合同自由原则、合同强制力原则、善意原则三项原则可以被认为是改革后的法国合同法的基本原则。其中,善意原则的内涵与适用,将在法国法上得到不断的壮大发展。基本原则的法典化将为法国法官更主动地对合同进行审查与评价提供规范依据,在比较法上具有重要价值。     

The Lambert Code: Can We Define Best Practice?

The article explores the proposals put forward in the Lambert Report for reforms in university governance. It compares the recommendation for a Code with the analogue Combined Code which regulates corporate governance in companies and draws a distinction between attempts, from the Cadbury Report in 1992 to the Higgs Review in 2003, to create board structures which will reduce the prospect of misgovernance, and the underlying aim of Lambert to improve university performance through governance change. It argues that analogies between university governing bodies and company boards are misleading and that university governing bodies, on their own, are almost by definition unable to fulfill the criteria of an ‘effective board’ laid down in the DTI Report on TransTec. It suggests that a Guide on Governance which encourages institutional self determination is a better basis for sustaining institutional autonomy, which is a key ingredient to encouraging high levels of performance, than a Government backed Code which risks reducing institutional diversity and cutting across existing legal instruments. It concludes that the proposed Code is a distraction from serious consideration of what factors encourage improved institutional performance.     

论古典诗词的用典手法

典故是古代诗词曲常出现的人物、历史故事和有来历出处的词语等。不了解典故的含义,就无从理解作品的主旨。从用典目的看,可以类比其人或其事,也可以对比其人或其事。用典类型有明典、暗典、反典等。     

Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school

Given that research has suggested that the successful implementation of any inclusive policy is largely dependent on educators being positive about it, a survey was undertaken into the attitudes of student teachers toward the inclusion of children with special needs in the ordinary school. The sample was comprised of 135 students who were completing their teacher training courses at a university School of Education. The analysis revealed that the respondents held positive attitudes toward the general concept of inclusion but their perceived competence dropped significantly according to the severity of children's needs as identified by the UK “Code of Practice for the Identification and Assessment of Special Educational Needs”. Moreover, children with emotional and behavioural difficulties were seen as potentially causing more concern and stress than those with other types of special needs. Finally, the survey raised issues about the breadth and quality of initial teacher training in the UK. Nevertheless, the recommendations provided at the end of this paper regarding teacher training are applicable beyond the UK context.     

If we can't contextualize it,should we teach it?

Constructivists often present their ideas as the solution to most ills in education. Sometimes explicitly, but often implicitly, instructional systems design (ISD) is blamed for these ills. There is some irony to this as ISD advocates often lament the dearth of ISD in education. Be that as it may, ISD does have limitations and there is much to be learned from constructivism. However, is a paradigm switch the answer? This paper will take a different approach as it will indicate how ISD can help those who want to develop constructivist instruction. The ISD procedures involved in task/learning analyses and formative evaluation are presented as particularly beneficial.     

二次曲线的定值

把二次曲线中的定值进行了系统分类、归纳整理,并给予证明,可供学习二次曲线的性质时参考。