法律关系客体析疑

法律关系主、客体范畴是哲学上主、客体范畴在法律关系上的延伸和具体化.法律关系作为社会关系的一种,必然是人与人之间的关系.法律关系客体是在法律关系内部、法律关系的主体--人进行认知和实现权利、义务的客观实在,具体而言是指人的行为.行为是人与权利的中介,是法律调整的对象,是人与法律打交道的唯一领域.物、智力成果、人身利益等是行为的对象或标的,而非法律关系的客体.     

Promises and pitfalls of learning objects

Learning objects (LOs), generally understood as digital learning resources shared through the Internet and reused in multiple learning contexts, have aroused worldwide enthusiasm in the field of educational technology during the last years. Although LOs and LO systems offer tremendous possibilities to improve educational practices, there are many theoretical problems and practical shortcomings which are usually neglected. In this article we introduce the promises of cost‐effectiveness, reusability, modifiability and adaptability associated with LOs. Then we critically look at the problems underlying the LO approach, and provide our own alternative interpretation of LOs as useful elements of meaningful learning environments. Because of their flexible nature, LOs and LO systems can be used to support a variety of learning theories and instructional strategies—both sophisticated and reductionist ones (Parrish, 2004 Parrish, P. E. 2004. The trouble with learning objects. Educational Technology, Research & Development, 52(1): 49–67. [Crossref], [Web of Science ®] [Google Scholar]). LOs per se are not necessarily pedagogically functional or non‐functional, but their pedagogical value is determined through their context of use. The implementation of LOs requires a sound pedagogical grounding, and we argue that only by using LOs according to the principles of contemporary learning theories can their promises be fulfilled.     

Putting objects of reference in context

ABSTRACT

The use of objects of reference as part of the development of communication‐has become established practice in the education of deafblind and multi‐sensory impaired children and young people. Unfortunately, there is comparatively little written material available for those who wish to develop this approach in their own practice with learners who have severe or profound and multiple difficulties. The result of this has been that many of the ‘second wave’ of interested practitioners have overemphasized the objects themselves with little or no appreciation of their use within a supporting context. The paper considers the philosophies and theories that underpin the methodological framework in deafblind education, and suggests how these could be applied to develop practice with a wider group of learners     

The trouble with learning objects

Object-oriented instructional design (OOID) offers the promise of universal access to online instructional materials, increased productivity among trainers and educators, and solutions for individualizing learning. However, it is unclear whether it can fulfill these promises to the degree many envision. As with every new instructional technology, it is easy to become overoptimistic about learning objects, but problems of education are always more complex than technology alone can solve. In this article, I take a critical look at the proposed benefits of learning objects described in the published literature, particularly scalability andadaptability. I also look at both the difficulties in defining the term learningobject and the limitations of metaphors used to describe the concept, and concludes with propositions for learning object usage. The title of this article is a reference to the popular Star Trek episode, “The Trouble with Tribbles” (Gerrold, 1967). In that episode, one of the crew of theEnterprise adopts a cute, furry, and apparently harmless alien creature for a pet, only to find that it reproduces with a fury. Soon the population of tribbles outstrips the resources of the ship, floods its compartments, and threatens the crew's mission, as well as their lives. This was chosen to suggest that while object-oriented instructional design holds tremendous promise on many levels, it also has potential dangers. Instructional designers need to carefully study these creatures called, learning objects before adopting them so readily, lest they find themselves up to their ears in ineffective education and training endeavors. and a doctoral student in Educational Leadership and Innovation at the University of Colorado at Denver.     

Bodies as objects of pedagogic power relations

This paper is based on a study titled ‘Enacting Feminisms in Academia’, which engaged five feminist lecturers teaching English at five different multilingual universities in Southern Africa. The study explored: (1) the complexity of sociolinguistic and feminist identity construction in multilingual seascapes, and by extension (2) how feminist educators' interpretation and enactment of their personal world-view informs their language teaching in terms of what they teach, how they teach, and why they teach what they do. The participants who hail from a diverse range of ideological landscapes were identified either by themselves or others as feminist teachers. Through a suite of data sources which comprised autobiographical essays, interviews and lecture observations, this paper explores how the female teacher's educative and pedagogic expertise and interactions are framed in relation to her race, gender, and age. Accepting the fluidity and complexity of identity positionalities, the paper explores the identity constructions of the feminist teachers in their communities of practice.     

Towards a useful classification of learning objects

The learning object remains an ill-defined concept, despite numerous and extensive discussion in the literature. This paper attempts to address this problem by providing a classification that potentially brings together various perspectives of what a learning object may be. Six unique types of learning objects are proposed and discussed: presentation, practice, simulation, conceptual models, information and contextual representation objects. The common characteristics of each are synthesized in a proposal that a learning object is best described as a representation designed to afford uses in different educational contexts. The classification of learning objects proposed could be useful as a framework for designers of digital resources and for those engaged in use of these resources in educational contexts. Examples of learning objects are available for preview at http://www.learnactivity.com/lo/     

试析抢劫罪的客体和对象

抢劫罪是一种严重侵犯人身权利、财产权利的犯罪。然而法律上对这种现实生活中常见且情形复杂的犯罪存在漏洞，需要进一步研究。本文就抢劫罪的客体和对象做初步的探讨，以期促进法律教学中更多的研究。     

Lifelong learning and second-order learning objects

Current cultural, social, and economic trends challenge traditional concepts of learning and lifelong learning. This paper draws on the twofold nature of learning in a knowledge society and explores options for technological support. The concept of Second‐Order Learning Objects is introduced as a potential means to foster generative learning. Generative learning goes beyond that what is already known and extends or transforms the socially shared knowledge including its artefacts and practices. According to the notion of individual and social learning as a process of reflective action, the role of strategies and media for reflection and inquiry is stressed. This paper outlines the use of schematically represented strategies for learning and reflection and sketches important features of a pursuant modelling approach.     

Effectiveness of learning objects in various instructional settings

Learning objects (LOs), generally understood as digital learning resources shared and accessed through the Internet and reused in multiple learning contexts, have aroused enthusiasm in the field of educational technology. Although LOs offer many possibilities to change educational practices, there is a lack of empirical evidence on the effectiveness and usefulness of LOs. This paper reports results from three studies on effectiveness of LOs in various instructional settings. According to the results, there exists interaction between the effectiveness of LOs and various instructional arrangements. In order to be effective LOs require carefully designed learning environments and instructional arrangements. LOs themselves do not guarantee high‐quality learning performance and meaningful learning activities. It is the context of use together with instructional arrangements that defines the pedagogical value of LOs.     

自由落体偏离问题的一种精确计算

地球自转影响自由落体的偏离．本文以北半球为例给出了求自由落体偏离问题的一种精确解法．     

论日常事物命名的隐喻基础

汉语中有许多日常事物的命名是借助于隐喻而完成的。文章首先考察了它的表现和类型,然后从认知角度就构成原理以及结构方式等进行了分析。     

An evaluation of European learning objects in use

Most studies on reusable digital learning materials, learning objects (LOs), relate to their use in universities. Few empirical studies exist to explore the impact of LOs on pedagogy, especially in schools. This paper provides evidence from an evaluation of the use of LOs in schools. The evidence is from a European Union‐funded project, Context eLearning with Broadband Technologies (CELEBRATE), involving 500 schools in six countries across Europe, in a pilot to examine the impact of LOs on pedagogy. It brought together producers and users to try out technically and pedagogically sound ways of producing, making available through a portal, and using LOs. This paper reports data from both quantitative and qualitative studies conducted during 2004, including: online surveys (of all the teachers involved), routine data from the portal and semi‐structured interviews in 40 schools in all six countries.