欧洲人权法院视野中的“当场击毙”及其启示

《欧洲人权公约》中有关生命权的规定包含有＂当场击毙＂的内容,即依照＂绝对必需＂标准,在法定情形下,执法人员有权使用武力乃至剥夺他人的生命。欧洲人权法院在一系列案件裁判中认为：使用武力要综合考虑所有情况;各缔约国的国内立法的替代性规定要切实有效;对＂绝对必需＂标准的审查要严格贯彻比例性要求;对相关案件要设立足够的调查程序并且要形成机制。欧洲人权法院的裁判体现了平等适用法律的原则,原则性与灵活性相结合的原则以及公正与效率相结合的原则。这些有益经验对我国的＂当场击毙＂法律规制具有借鉴意义。     

不言放弃

不要忘记,在人生的路上,要想做成什么事,我们必须持之以恒。如果我们在学校里想要学好功课,就必须得勤奋,任何时候遇到难题都不要放弃。     

我对孔子学说中一些辩证思想因素的认识

孔子对中国几千年的文化、历史有很大的影响。他的学说中有相当多的辩证思想因素。如认识事物与改变事物不要“过分” ,也不要“不及” ,强调人要努力学习 ,主观要随客观的变化而变化 ;要掌握事物的共性与个性 ;学会以发展变化的观点看待事物等     

Putting counting to work: preschoolers’ understanding of cardinal extension

Preschool children are often good at counting things but seem slow to learn that there is more to counting than simply finding out how many are in a single set. Counting is useful when comparing sets and when creating new sets to match existing ones. This is part of the numerical understanding that educators wish to foster in schools. In two experiments we found that although counting proficiency was necessary to solve these types of arithmetical problems, the best predictor of success was the ability to detect and reason about someone else's miscounts. We argue that these data suggest that a breakthrough in connecting counting with arithmetical problem solving is associated with an explicit representation of the rules governing cardinality and how they are applied correctly or incorrectly. We propose that teaching 4-year-olds to compare sets should include tasks where they judge another's counting proficiency, giving them the opportunity to conceptualise miscounts.     

PREFACE

Abstract

Critical thinking about moral decisions considers the consequences of options for the achievement of people's goals. Attempts to think critically lead to error and bias, so intuitive rules are needed to guard against these errors and to save time. Intuitive rules, however, lead to errors and biases of their own. I propose that students be taught to approximate critical thinking itself and that they learn rules of thumb to guard against its pitfalls. In particular, students need to learn certain powerful devices of consequentialist reasoning, such as consideration of precedent setting and of the possibility of error in thinking itself. They also need to learn about the common biases of thinking, especially the bias to favour what one already believes, or what is nearby in time and space.     

宰相论

任命宰相统管一切日常政务，是中国封建君主的一大发明。中国的宰相为数众多，可分如下几类：开国宰相；太平宰相；出将入相的宰相；权相；贤相；奸相；贪相；无所作为相；傀儡相等等。举凡良相，都善于抓大事。劣相们也有一些共同特点。中国君主制下的宰相制，既有成功的经验，也有深刻的教训，都值得我们借鉴、总结。     

The challenges of leadership in a connected education environment

Abstract

Deans and directors of education in the United States are being asked to position their schools, colleges and departments of education (SCDE) for teaching and learning in the twenty-first century. A key question related to this effort is ‘How is the unit going to utilize current and emerging technologies as an integral part of their planning for instructional and managerial problems? ’ If deans and directors are to answer this question in an innovative way, at least two things must happen. First, they must understand their role as institutional technology leaders. Second, they must engage faculty, staff, and students in the careful exploration of three critical questions: 1. How does the SCDE create and maintain a technology infrastructure to support innovative instruction and program delivery? 2. How can the SCDE prepare faculty, staff, and students to teach and learn in a connected learning environment? And, 3. How best can the SCDE deliver programs in this new environment? This article describes why deans and directors must be leaders if technology is to be a part of the renewal process, discusses the issues related to each of the three questions, and provides a series of questions for deans and directors to stimulate discussion and planning efforts     

The Restructuring of China's Higher Education: an experience for market economy and knowledge economy

Although we all learn differently, we all need to be able to engage certain fundamental reasoning skills if we are to manoeuvre successfully through life—however we define success. Peirce's philosophy provides us with a framework for helping students (and ourselves) develop and hone the ability for making deliberate and well‐considered choices. For, embedded within Peirce's complete body of work is a design for thinking that provides a sturdy foundation for the development of three important learning capabilities. These capabilities are 1) the ability to identify, compare, and contrast qualities, 2) the ability to perform analyses, and 3) the ability to interpret the meaning of signs. Although these capabilities may seem like the sort of skills that only older and academically inclined students can master, even young children and the intellectually challenged can learn to use them as well. Once teachers learn to develop their own intellectual potential by expanding these capabilities within themselves, they will be able to begin bringing about the development of these capabilities in their students. Once identified, developed, and applied to the mastery of educational skills and subject matter, these three fundamental learning capabilities (qualification, analysis, and interpretation), can form the foundation of a common‐sense approach to educational reform. Peirce asserts that good reasoning must be informed by ethical considerations, which in turn has been informed by the highest of aesthetic impulses. From this, we can extrapolate the importance that an educational model based upon Peirce's philosophy must place upon aesthetic and ethical considerations, as well as logical ones. Once fully understood, the philosophy of education embedded within Peirce's epistemology can revolutionize educational practices at all levels of learning.     

解读新闻与大学生素质的培养

解读新闻能使大学生在接受信息的同时,塑造他们的世界观和人生观,培养他们的科学和人文精神,培养他们理性地、全方位地、独特地看问题,养成透过现象看本质的思维能力和思维方式。还可以从中学习新闻工作者的敬业精神。     

“我今仅守诗书业,汝勿轻捐少壮时”——论陆游的家庭诗教

陆游家族的诗教传承,在中国文学史和中国教育史上,都是一道靓丽的风景。对我们后人具有很深刻、很强烈的启发意义。陆游对子孙的诗教是非常严格、非常系统的。其主要经验：一是＂务重其身而养其气＂;二是＂传家但古书＂;三是＂汝果欲学诗,工夫在诗外＂;四是＂文章本天成,妙手偶得之＂。     

A Longitudinal Investigation of Chimpanzees' Understanding of Visual Perception

Seven chimpanzees were tested for their understanding of the intentional aspect of visual perception at 5 – 6 years of age and again at 7 years of age. They appeared not to understand that they should use a species-typical, visually based begging gesture in front of someone who could see them, as opposed to someone who could not. Four experiments that were conducted when these same subjects were adolescents are reported here. The results suggest that there was no development between 5 and 9 years of age in the animals' understanding of visual perception as an internal state of attention. The subjects appeared to learn procedural, stimulus-based rules related to the frontal orientation, the face, and the eyes of the experimenters. Even subjects most adept at these tasks appeared to rely on stimulus-based rule structures, not an attribution of "seeing."     

现代汉语无基式AABB词语研究

AABB是汉语中一种常见的重叠形式,通常分为有基式和无基式两种类型。现代汉语中的无基式AABB词语因一定的表达需要而产生,它们中大多为形容词,因而主要表示事物的性质或状态;还有一些无基式AABB词语具有言语词的特点,其内部要素的组合具有很强的临时性。这类词语在内部结构和语义表达效果方面．既具有一般重叠词语的共同特征,又具有其自身独特的一面。     

大学生学习指导中应正确处理的几个关系

加强大学生学习指导很有必要，当前指导重点是让学生会学，自主学和创新性学习。但影响学习质量的因素很多，指导大学生学习应坚持唯物辩证法，正确处理好学会与会学，主导学与自主学，创新性学习与继承性学习等关系，全面提高学生的学习素质。     

Adolescents with Learning Disabilities as Writers: Are We Selling Them Short?

This article chronicles the evolution of a programmatic line of research on strategic writing instruction for adolescents with learning disabilities (LD) conducted by staff and affiliates of the University of Kansas Center for Research on Learning. The goal associated with this research is that students with LD learn the writing skills that they need to succeed in high school and beyond and that their skills are comparable to the skills of their peers. Individual studies have shown that adolescents with LD can master a given writing strategy and can apply that strategy to novel prompts and in general education classes. Moreover, they can learn simple writing strategies from computerized programs. They can also maintain use of a writing strategy over time. When students learn several writing strategies, their scores on standardized tests improve, and their writing competency is comparable to that of peers. Studies have also shown that teachers can teach the writing strategies and achieve successful results. Care must be taken, however, to ensure that students with LD receive the instruction under conditions where they have multiple opportunities to reach mastery on each skill and receive individualized feedback on practice attempts. Overall, the research has shown that adolescents with LD can learn complex writing skills such as planning, writing, and editing multiparagraph themes; can apply these skills to tasks that are assigned in required general education courses; and can be successful in those courses.     

生命只有一次

生活中，有时强烈的思念使我们恨不得一把将所爱的人从梦中带走，实实在在地拥抱他们。做自己想做的梦吧，去自己想去的地方吧。做自己想做的人吧。生命只有一次，机会只有一回。     

Looking Beyond ‘Skills’ and ‘Processes’: Literacy as Social and Cultural Practices in Classrooms

This article explores the thinking and research that has led to a view of literacy as social and cultural practices. Literacy is described not as an internal cognitive state or a universal set of skills and processes that individuals must learn, but as social and cultural ways of doing things through the use of text. This view adds to our understanding of literacy by switching the focus to the ways in which individuals, groups, communities and societies put literate practices to work. For teachers, this means thinking about the sorts of literacies they are trying to produce through their programmes. This implies studying classrooms and preschools as social and cultural settings where particular practices count as good work – asking which kinds of texts, ways of talking, reading, writing and behaving are preferred and why.     

论大学英语分级教学模式对学生自主学习习惯的影响

随着教学改革的进展,许多高校都进行了新的教学改革以期达到相应的教学目的.分级教学模式的运用也是高校教学改革的结果.分级教学是因材施教的体现,同时也是学生个性自主学习习惯培养的需要:教师力求通过这种教学模式,使学生学会学习,达到愿学、乐学、会学、善学的目的.通过对独立学院分级教学实施的情况及其对学生个性化自主学习习惯的影响的调查分析发现,分级教学是一种提高学生个性自主学习能力的有效的教学模式,值得推广.     

Making the Case for a Conceptually Based Curriculum in Early Childhood Education

The purpose of this paper is to make the case for organising teaching and learning in early childhood education around concepts and generalisations rather than inert facts. It is now widely accepted that facts alone are not enough to help children discern patterns and relationships, group things together, see big ideas and solve problems. Facts need to be placed in a conceptual framework to be understood and remembered. Teachers can facilitate concept development by putting concepts and generalisations (rather than facts) at the centre of activities, providing children with a wide variety of tangible experiences, helping them learn how to observe and represent what they see and hear and providing them with multiple examples of the concepts being taught.     

Algebraic Generalization Strategies Used by Kuwaiti Pre-service Teachers

This study reports on the algebraic generalization strategies used by elementary and middle/high school pre-service mathematics teachers in Kuwait. They were presented with 9 tasks that involved linear, exponential, and quadratic situations. The results showed that these pre-service teachers had difficulty in generalizing algebraic rules in all 3 types of tasks. The most difficult problems were those involving exponents; they seemed to confuse exponential growth with the multiplication of n. Although they used several strategies such as explicit, recursive, and chunking, they tended to rely on explicit reasoning. They saw the explicit rule as a quick and easy rule to be used. In order to improve students’ understanding of algebraic reasoning, we must improve the understating of generalization. Teachers’ programs should put more emphasis on the type of content that teachers need to learn rather than on how much mathematics credits teachers need.     

试论我国埋藏物发现制度的完善

埋藏物的发现是指发现埋藏物而予以占有的一种法律事实。埋藏物的发现是传统民法中的制度,是用以规范动产所有权原始取得的制度之一;它可以引发许多人之间的纠纷和诉讼,甚至会牵涉公民个人与国家之间利益衡量和价值取舍的问题,值得我们认真思考和探讨。