加强高校情报系统外情报的利用

该文对高校情报系统外情报的价值、特征进行了阐述 ,对利用高校情报系统外情报存在的认识误区与对策做了初步探讨。     

Note About Possible Bias Resulting When Under-Statisticized Studies are Excluded from Meta-Analyses

Reviews and meta-analyses of research on a given topic may exclude' a sizable percentage of reports because they do not lend themselves to the type of summarizing procedures used. If the excluded articles contain relevant information, this may bias the conclusions of the analysis. It seems likely that, when computing statistics from their data, researchers will need to consider this aspect. A simple illustration of how that can sometimes be done readily is presented. A robust correlation coefficient easily computable from published data is shown to indicate a sizable relationship that is contrary to the main conclusion of a meta-analysis.     

王实甫不入"元曲四大家"原因管窥

王实甫以剧作《西厢记》成就了在中国戏剧史上的地位,但在从明代以来形成的“元曲四大家”的称谓中,却没有王的位置。这主要是《西厢记》的剧作的形式、其故事情节来源、历史上对《西厢记》作者的争议、明人对王实甫贬语等原因造成的。而“元曲六大家”似乎更能给古人一个交待。     

How Many Pupils are being Excluded?

The rising number of pupils being excluded from school is causing alarm. Neither the Department for Education nor anyone else knows the extent of the problem. Statistics are unreliable. Margaret Stirling, who is researching exclusions for a higher degree at Warwick University, looks at unofficial exclusions in particular and at possible trends.     

Alienation from school

Two studies aimed at understanding the time course of alienation from school and school factors that may influence alienation from school during early adolescence. In Study 1, 434 students from grade 5–8 participated (cross-sectional design). In Study 2, we followed 356 students from grade 6–7 (longitudinal design). The results confirm the prevalence of alienation for boys and low achievers, the gradual progression of alienation during adolescence, and the predictive value of instructional quality, positive teacher–student integration and positive student–student integration in determining academic alienation during early adolescence.     

柳永为何被排斥在主流社会之外

柳永仕途坎坷曲折。他与当时士大夫文人交游甚少，甚至被当时的士大夫文人联手摈斥。究其原因主要有：柳永狂傲的性格不见容于社会；他的价值观、审美观与社会主流的对立。     

Literacy and Access to the Written Culture by Youth and Adults Excluded from the School System

LITERACY AND ACCESS TO THE WRITTEN CULTURE BY YOUTH AND ADULTS EXCLUDED FROM THE SCHOOL SYSTEM – The title of this article refers to a field study carried out in 2006–2007 in nine countries in Latin America and the Caribbean. The article summarizes the basic concepts, aims, methodology and findings of the study. In conclusion, the author points out a number of important policy changes that are called for in this domain. While the study itself was carried out in a particular region, the findings have implications for a wider international audience.     

对排中律的辩证理解

排中律是思维的基本规律之一,它构成古典逻辑中所有证明的基础。随着多值逻辑和分析哲学的发展,经典的排中律面临着一些难题,我们应该对排中律有新的理解。     

也论排中律的适用范围

多数教科书上对排中律适用范围的表述是有缺陷的，部分作者对“排中律适用于下反对关系的命题”提出的质疑和责难也是错误的。错误地理解了排中律的基本内容和逻辑要求，就会导致“排中律不适用于下反对关系的命题”的错误结论。如果在正确理解排中律基本内容的前提下，把二律统一起来考察，不犯“推广”二律使用范围的错误，则自然会得出“排中律适用于下反对关系的命题”的正确结论。     

聚合物链三级相互作用排斥体积计算方法

基于三级相互作用的旋转异构态模型,建立了在金刚石格点上计算排斥体积的蒙特卡洛方法。然后按此方法计算了聚甲撑链的排斥体积效应。     

An examination of school accountability from the perspective of Singapore school leaders

School accountability is such a familiar concept in many education systems that questions about what it actually means and entails are rather uncommon, especially to busy practitioners on the ground. This paper reports a research that examines each of the questions of what and to whom Singapore schools are accountable, from the point of practitioners holding leadership positions in Singapore schools. This research was a qualitative study with a sample of 36 vice-principals. This analysis was enriched and interpreted with a literature-based discussion, which pointed out the implications of the research findings. According to the findings, the participants felt that Singapore schools were accountable for students’ holistic development; site, funding and staff management; national survival and nation building; and humanity and the future. Singapore schools were accountable to students, parents, country and citizens, and themselves. Interestingly, for a system that was reputed for its academic achievement, none of the participants mentioned examination results directly but referred to the importance of holistic education. The findings also suggested an inseparability of the concepts ‘accountability’ and ‘responsibility’ in the participants’ minds.     

Excluded girls: interpersonal,institutional and structural violence in schooling

School exclusion and violence are defined with boys as the reference point and relatively little attention is given to the various forms of exclusion—disciplinary exclusion, self‐exclusion and withdrawal from learning—to which girls are subject. Girls in difficulty at school receive less attention than their male peers from policy‐makers, teachers and researchers. They find it more difficult to access resources. The concept of exclusion needs to be expanded to encompass girls’ experiences. This paper explores the policy context in which girls’ exclusion occurs and examines contributory factors, arguing that together they constitute systemic violence. Forms of violence include verbal abuse, psychological violence and the everyday “incivilities” which often go unchallenged in school cultures. The paper draws on research which privileged student voices and considered them alongside those of service providers, to analyse girls’ school experiences, examining violence and exclusion at interpersonal, institutional and structural levels. Issues such as bullying, self‐exclusion, learning difficulties, peer relationships, teacher–student relationships and student pregnancies are considered.     

《全宋文》未著录作者佚文六篇

地方志中保存了大量的两宋诗文,其中一部分作家未被《全宋文》著录,可据以辑补佘登元《射虎流杯桥记》、胡彦嘉《上高宗皇帝遗表》、徐若讷《跋孝顺木图》、陆升之《梦归堂记》、林淘《置小学记》、刘汉英《巩公增修学廪记》六篇。     

Pedagogies of performative care and school belonging: lessons from an Australian school

With schools coming under pressure to perform and produce outcomes, the caring practices of the institution have been increasingly framed around issues of achievement, excellence and outcomes. In this article, we examine how the performativity-driven practices of care impact on the possibilities of social inclusion for marginalised students. Drawing on case study data from two 14-year-old students in a government secondary school located in a low socio-economic suburb of Melbourne, Australia, we argue that the performative ethic of care fails to cater for the more complex needs of these students. Lacking the qualities of ‘good student’ as independent and successful learners, these students are positioned and treated differently in their schools, leading to their weak sense of belonging to the institution. We maintain that a plural social justice framework focusing on the politics of redistribution and recognition can provide the basis of a socially just education for marginalised students.     

矛盾律与排中律关系辨析

普通逻辑的基本规律是人们在长期实践的基础上对思维活动规律的概括和总结,是人们进行正确思维所必须遵守的起码准则,人们的正常思维活动必须遵循逻辑规律的要求,否则就不能认识真理和准确地表达思想.而在逻辑规律中矛盾律和排中律是最容易混淆的,通过重点分析这两种规律的异同,为进一步规范人们的思维奠定良好的基础.     

Exclusion from school and recognition of difference

ABSTRACT

There has been an overall decrease in exclusion rates and numbers in recent years across the UK. This change has often been heralded as evidence that national inclusion policies are ‘working’ and that schools themselves are becoming increasingly inclusive. This article examines findings from a recent study on school exclusion in Wales, noting that exclusion is falling here in line with UK wide trends. However, exclusion rates of children with special needs and others who face multiple disadvantages remain stubbornly high. Given these findings, and the evidence that this is the case across the UK, an important question arises about the broader relationship between school exclusion and inequality. This article seeks to address this question, and asks whether and to what extent the politics of recognition of difference, in Nancy Fraser's terms, can help explain the continuing over-representation of some groups of marginalised and vulnerable children in exclusion figures, despite this overall downward trend.