编辑道德失范及成因分析

编辑道德失范,是指在从事图书编辑出版过程中,编辑思想行为违背或偏离了所应遵循的道德规范和道德准则以及与之相应的道德观念、道德情操和道德品质的非道德现象。它体现在两个层面的道德规范性：一是本职业内部交往中对编辑道德关系的违背,二是本职业与社会外界交往关系中对编辑道德关系的违背。编辑道德失范影响和制约着出版事业的发展,因此,应加强对编辑道德的培养。     

一个逼近方程解的迭代法

利用泰勒展开理论,给出一个逼近方程f(x)=0的解的迭代方法,并证明了迭代收敛,且收敛速度比牛顿迭代法快得多。     

一个逼近方程解的迭代法

利用泰勒展开理论,给出一个逼近方程f(x)=0的解的迭代方法,并证明了迭代收敛,且收敛速度比牛顿迭代法快得多.     

EVALUATING AN INNOVATION

Investigations into EATE's particular style of development, and its effectiveness of approach in introducing and sustaining innovations, were thought to be important aspects in the identification of noteworthy strategies for bringing about change in issues relating to enterprise, economic and industrial awareness in institutions of initial teacher education. This article describes the composite thinking and support underpinning the eclectic evaluations of EATE‐funded initiatives. It discusses two essential, and sequential, steps — initial thinking about issues which need to be clarified before embarking on an evaluation, and the strategies for action, i.e. the practical activities which can then be carried out. The article is written with reference to the EATE initiative but ideas and considerations could, with ease, be applied to other innovations.     

一场莫须有的战争

严格意义上来说,所谓智能手表,是一种人性智能化的科技终端。像手表,却并不属于“手表”。对于设计研制这类事物的人来说,产品所拥有的手表功能,只不过是其偷换概念、赢得用户眼球的筹码,而真正赢得市场回报的,是智能终端所涵盖的各种功能,从而试图在分类市场空缺争夺战上赢得头筹。     

AN UNFORGETTABLE DAY

With the help of English Journal For Middle School Students, we went to the Sea World. It＇s a good place to have fun. In it we can learn something about sea animals and watch some animals＇ daily life, for example, eating, playing with their friends and so on.     

参加活动

目标：提高英语阅读和听力水平。想一想：你上次参加婚礼或会议是什么时候,当时发生了什么有趣、奇怪或恼人的事情吗？你喜欢／不喜欢什么场合,为什么？考试：本文有助于你备考FCE、IELTS和TOEFL等。     

AN INTRODUCTORY STATEMENT

Those who believe that under God all men have equal worth and “inalienable rights” have in common ethical concepts that are basic to the welfare of our interdependent democratic society.

Interreligious cooperation (cooperation between religious groups) means cooperation in such common concerns as campus social or civic welfare. It does not, however, imply an effort to resolve faith to the lowest common denominator. Rather than encouraging assimilationism, a sound cooperative program will allow each group to maintain its identity and complete integrity and make its distinctive contribution. .

Cooperation will be salutary, first if it reckons with and respects the most delicate demands of conscience, and secondly if it becomes an effective instrument for the common good. The common effort is in the civic and social order — that is its field; the grounds of cooperation are the common membership in the race of men, the one family of the one Father. The highest kind of cooperation will be that which yields parallel action in the religious sphere, and joint action in the social and international field. ^{1 1}Allyn P. Robinson, Editor, And Crown Thy Good, A Manual on Interreligious Cooperation on the College Campus, New York; National Conference of Christians and Jews, 1953. p. 13.

     

AN INTEGRATION PROGRAM

This is an account of a teacher education program's attempt to connect with a neighboring community in order to better prepare faculty to teach about the urban context in which their preservice teacher education students practice. Taking a feminist perspective, the two authors discuss their goals—the processes of using a community organization to lead the discussion and obstacles inherent to university settings. Knowledge about urban communities is an area that is often neglected in teacher preparation and one that needs to be more fully considered.     

STRUCTURAL ANALYSIS AS AN AID IN DESIGNING AN INSTRUCTIONAL SYSTEM

The usefulness of a structural analysis of pretest items in designing an instructional system is illustrated by the application of this technique to 100 addition computation problems. 10 structural characteristics of the problems were derived from the more general objectives of the instructional system (micro-objectives) and used as predictors of problem (mini-objectives) difficulty level in a stepwise regression analysis, in a manner similar to that of traditional studies of readability. The authors point out that regression equations derived in this way can be used to plan lessons in which all problems would be of approximately equal difficulty, and thus could have maximally reliable entrance or pretests, and might also be concerned with only one factor or topic. Lessons could be arranged from easiest to most difficult by using the regression equation to predict lesson difficulty. It is thought that the size of the multiple correlation between difficulty level and the structural variables may be an indication of how well the micro- and mini-objectives of the instructional system have been formulated.     

一次不可思议的经历

It was a busy scene in the street when the Spring Festival was drawing near. I was helping my wife sell the goods at her stand when there were too many buyers around. One old woman, with her both hands occupied, was picking out trousers all by herself. She was wandering which one to take. She spent so long in choosing that I lost patience. So I just left her alone and turned to greet another guest. At the same time I saw a group of guys walking towards our stand. I was glad that we could make a little more today before my wife whispered into my ear "WATCH OUT!". "WHY?" I asked loudly. "Shoo-." my wife held her finger up to stop me and rolled her eyes at me when she quickly covered the moneybag tightly. "What?" I still wanted to find out the reason when the guys stood around the old woman. The guest I served left without buying anything though he liked the item very much.     

憨豆先生

他很丑,但他很可爱。他很古怪,但他很聪明。他很幼稚,但他穿得像个老人。他的个人习惯令人反感．但喜欢东西干净整洁。他是一个穿粗花呢外套的扫把星。他就是憨豆先生。只希望他不在你的附近!     

HISTORY MATTERS: AN INVITATION TO REFLECT ON AN ORGANIZATION'S STORY

The Centennial Anniversary of the Religious Education Association is a historic event that situates us at the crossroads between a past and a future. At this juncture, we are rightly called to recount the unfolding story of a movement begun in 1903 which first drew focused attention to the inextricable connection between education and religion. This history matters! And, the process of historical reflection on it is an essential one. Most especially, our reflection on the story of the REA- on the organization's story- is important because it can make possible the formation of a picture of the life course of the organization. For some this is occasion for recalling and re-experiencing our ardent participation in and contributions to the organization. For others this may provide a new or renewed awareness of a neglected past. As we read this volume, we are invited to discover what is revealed to us about the REA.