母子公司财务控制框架设计

有效的母子公司财务控制框架是由战略控制、组织控制、人员控制、制度控制、资金控制、资产控制、预算控制、信息控制、审计控制和文化控制等方面构成的有机整体。企业集团进行母子公司财务控制设计时应依此框架进行,以保持企业集团的可持续发展,实现集团价值最大化。     

体育课堂教学管理与控制因素初探

本文依据控制论、管理学、心理学等基本原理,在总结体育课堂教学经验的基础上,对体育课堂教学的管理与控制因素概括为:定性控制、定量控制、定序控制、定度控制、定势控制及环境控制。     

土木工程结构减震控制技术的研究动态

对土木工程结构减震控制方法进行了综述.阐述了结构控制发展历程、结构控制原理、结构控制方法(被动控制、主动控制、半主动控制、混合控制和智能控制)与应用研究概况,指出结构控制中存在的问题及解决办法,介绍了结构控制研究的热点benchmark问题.     

浅论历史课堂教学的管理与控制

历史课堂教学是提高学生人文素质的主战场。要利用好这个主战场 ,对历史课堂教学应加强定性控制、定量控制、定点控制、定序控制、定势控制和创新控制。     

浅谈对建设工程监理的控制

工程建设监理的控制管理主要包括质量控制、进度控制、投资控制三大内容,其中投资控制是基础,进度控制是条件,质量控制是核心.监理在保证工程质量、进度、资金等方面发挥了重要的作用,建设工程监理的控制目的在于保证工程项目能够按照工程合同规定的要求达到业主的建设意图.     

论我国高校内部控制建设———基于江苏高校的调查简

以COSO内部控制框架为主要依据,围绕控制环境、风险管理、控制活动、信息与沟通、监督5个方面设计调查问卷。高校内部控制体系应首先建立良好的内部控制环境,然后在优越的内部控制环境的基础上,对资金、采购、项目和资产等经济活动进行控制,并将经济合同管理与预算控制贯穿于上述经济活动控制中。内部控制系统的建立要以信息技术作为依托,将各项控制内化到高校的信息系统,促进内部控制流程与信息系统的有机结合。     

CRTSⅡ型轨道板施工过程控制标准化建设

按照标准化建设基本思想对轨道板施工过程控制要点进行分析,并建立控制体系,针对原材料及配件质量控制、工序质量控制、岗位控制等主要控制要点提出控制方法,按照制定流程、完善标准、落实责任的要求,通过制定原材料及配件检验制度、工序质量控制标准、工序岗位控制标准来实现过程控制标准化。     

控制修辞学浅探

修辞就是对自然语言实行控制。言语的可能性空间是广阔的，言语控制包括对表达方法和语言材料的控制。言语控制的目标为“满意”。言语控制的主要方式有：言语的内反馈控制、负反馈控制、随机控制和正反馈表达。研究言语控制的模型有修辞实例、修辞格、语体三体，分别为微观研究、功能模拟和宏观研究。     

试论计算机会计信息系统的内部控制

计算机会计信息系统是应用企业财务会计原理、成本与管理会计方法以及计算机技术,对传统手工会计的处理方法、流程及对会计数据的收集、存储、处理、传输和报告方式进行改造后而建立起的电算化会计信息系统.其内部控制分为一般控制和应用控制两类,具有控制的重点转向系统职能部门、控制的范围扩大、人工控制和程序控制相结合等特点.计算机会计信息系统内部控制具有预防性控制、监测性控制、校正性控制等功能.     

高校财务内部控制现状及其对策

由于高校财务内部控制体系不够完善,导致高校内部管理出现诸多问题。因此,实行财务预算控制、货币资金控制、授权审批制、资产控制、筹资控制、审计监督与评价等措施,有利于加强高校财务内部控制,提高财务管理工作水平。     

实践的自由与美的范畴

人，作为个体的生存，从实践（以物质生产为中心）出发才逐步生成，而在实足走向创造的过程中，人们才不断达到一定的自由境界。正是人的实践－创造的自由使自然人化，人也人化，从而产生出人对现实的审美关系；这种审美关系体现对象之上就是美，而体现在人本身之上则是美感。人类的实践－创造的自由同样是一个历时性的过程和一个共时性的结构，因此，它不仅有不同的自由程度和不同的自由境界，而且还有自由，反自由，不自由，准自由等几个维度；与这些不同的自由给度相关便形成了美，丑，柔美，刚美，悲剧性，喜剧性，滑稽，幽默的相应的美的范畴，并形成各个美的范畴之间的过渡，转化，对应等关系，从而形成一个完整的美的范畴体系。     

Practices and opinions reported by coordinators of graduate programs

Information is presented about the organization of graduate studies, based on questionnaire responses of 582 coordinators of Canadian graduate programs. These coordinators, who were representative of disciplines and geographic regions, provided information about a wide range of matters, including enrolments, staff, admissions, supervision, research, publications, financial support, teaching experience, and completion rates and times. Many substantial differences were noted among the percentage frequencies of responses for departments classified by discipline and size. For example, students were perceived to choose their doctoral theses topics themselves much more frequently in education, social sciences, and humanities than in engineering, medical sciences, physical sciences, and biological sciences. Also, departments with smaller numbers of full-time graduate students tended to provide all doctoral students, with some teaching experience to a greater extent than did larger departments.     

论罗蒂协同性实用主义的反哲学本性

理查德·罗蒂立足后现代主义、解构主义、文化自由主义、相对主义和后哲学文化论,建立的协同性实用主义,批判分析哲学、现象学、传统的认识论、反映论、符合论和真理观,肯定解释学的功能与教化作用,否定客观性、绝对性、永恒性和不变性,反对理性主义、科学主义和实在论,主张解构形而上学,创立无冕哲学,提倡工具主义、约定主义、实用主义、多元主义,以及心灵与社会的协同性作用。     

劳伦斯与非理性主义

以叔本华、尼采、弗洛伊德为代表的非理性主义是劳伦斯小说创作的思想基础。受叔本华影响,劳伦斯把生存意志作为人物行动的基本动力,这主要表现为向性力和精神占有欲。受尼采影响,劳伦斯赞美躯体,重视生命的内在能量和自我超越性,并与基督教决裂,成为西方基督教道德观的激烈批判者。劳伦斯在性与无意识这两个领域,对弗洛伊德精神分析理论有接受,也有超越。弗洛伊德与劳伦斯都把性、无意识与文明对立起来,但弗洛伊德进行的是否定性研究,强调对其疏导和控制,劳伦斯则认为性与无意识是原初的创造性力量,是生活的源泉,是对抗人之社会化和理性化的正面力量。非理性主义丰富和深化了劳伦斯对现代人心理世界的理解,加强了他的小说的社会批判力量。     

湘东南栖霞组底部史塔夫(Staffela)类动物群的发现

着重描述湖南邵东保和堂柳东早二叠世早期栖霞组底部首次发现的史塔夫 (Staffella)类动物群 ,共 5属 2 0种 ,这五属分别是史塔夫亚科的 Staffella,Pseudoendothyra,Nankinella和卡勒亚科的 Sphaerulina,Pisolina.该类动物群笔者曾命名为 Pseudoendothyra jazvensis带 .这一发现不仅填补了湘东南栖霞组生物地层学研究的空白 ,而且对我国南方石炭、二叠纪的生物地层划分提供了新的依据     

论教法设计的七要素——兼答美国人校长拉塞尔·S·比彻

作为教法中的教学模式系统,是由要素构成的。已有的成功的教学模式,其所构成的共同要素是:目、趣、序、思、练、诊、结七者。     

Opening Possibilities in Experimental Science and its History: Critical Explorations with Pendulums and Singing Tubes

A teacher and a college student explore experimental science and its history by reading historical texts, and responding with replications and experiments of their own. A curriculum of ever-widening possibilities evolves in their ongoing interactions with each other, history, and such materials as pendulums, flame, and resonant singing tubes. Narratives illustrate how questions, observations, and developments emerge in class interactions, along with the pair’s reflections on history and research. This study applies the research pedagogy of critical exploration, developed by Eleanor Duckworth from the interviewing of Piaget and Inhelder and exploratory activities of the 1960s Elementary Science Study. Complexity as the subject matter opens up possibilities which foster curiosity among participants. Like Galileo, Tyndall, Xu Shou, and others, this student recurrently came upon new physical behaviors. His responses to these phenomena enabled him to learn from yet other unexpected happenings. These explorations have implications for opening up classrooms to unforeseen possibilities for learning.

Teaching . . . is more about a conscientious participation in expanding the space of the possible by creating the conditions for the emergence of the not-yet-imaginable. . . . Teaching, like learning, is not about convergence onto a pre-established truth, but about divergence - about broadening what can be known and done. In other words, the emphasis is not on what is, but what might be brought forth. Teaching thus comes to be a participation in a recursively elaborative process of opening up new spaces of possibility while exploring current spaces. (Davis & Sumara, 2007, p. 64)

     

A view of Newton as a mathematician

In this article, we present certain topics such as quadrature of planar regions, introduced prior to the invention of calculus by Newton, and consider his other mathematical contributions, to binomial theorem and infinite series, cubics, theory of equations and imaginary roots. As the development of calculus and its enormous applications are well known, we will not discuss much about it. Earlier, he was in TIFR, Bangalore. His research interests include partial differential equations, homogenization, controllability and control problems, analysis, etc.     

基于ICM理论的隐性衔接语篇连贯解读

隐性衔接语篇连贯指的是不含显性衔接手段,如替代,省略,重复等,实现语义连贯的语篇。作为一种特殊的语言现象,隐性衔接语篇也是一种心理上的表征,是人类对认识世界的经验总结从语言上的反应。理想化认识模型（ICM）是人们在特定的文化背景中对某领域中的经验和知识所作出的抽象的、统一的、理想化的理解,它具有关联性、选择性、典型性,体验性等特征。正是因为人类对认知世界的体验,形成各种认知模型（CM）,而认知模型（CM）稳定而有规律,具有典型性特征。在认知过程中,各种认知模型（CM）之间的互相关联与相互选择,正好为人们解读隐性衔接语篇提供了认知上的新视角。     

Nanotechnology and Nanoscale Science: Educational challenges

Nanotechnology has been touted as the next ‘industrial revolution’ of our modern age. In order for successful research, development, and social discourses to take place in this field, education research is needed to inform the development of standards, course development, and workforce preparation. In addition, there is a growing need to educate citizens and students about risks, benefits, and social and ethical issues related to nanotechnology. This position paper describes the advancements that have been made in nanoscale science and nanotechnology, and the challenges that exist to educate students and the public about critical nanoscience concepts. This paper reviews the current research on nanotechnology education including curricula, educational programs, informal education, and teacher education. Furthermore, the unique risks, benefits and ethics of these unusual technological applications are described in relation to nanoeducation goals. Finally, we outline needed future research in the areas of nanoscience content, standards and curricula, nanoscience pedagogy, teacher education, and the risks, benefits, and social and ethical dimensions for education in this emerging field.