二自由度振动的实验研究

给出了一种研究二自由度振动的方法,求出了该振动系统的简振动模式,并且在实验中验证了结论的正确性.     

语义的认知与替换

Labov做的关于一组“cup”图形的认同程度实验不但对原型理论进行了印证,而且指出个范畴边界的模糊性．但是“cup”语义的认知程度及边界的模糊性如何?通过对词典中一系列的“cup”的语义进行讨论和分析,发现语义的层次性．同时对与“bowl”的替换程度分析,找出影响替换的因素．     

Understanding the degrees of freedom of sample variance by using Microsoft Excel

In this article, the degrees of freedom of the sample variance are simulated by using the Visual Basic for Applications of Microsoft Excel 2010. The simulation file dynamically displays why the sample variance should be calculated by dividing the sum of squared deviations by n‐1 rather than n, which is helpful for students to grasp the meaning of degrees of freedom.     

浅析平面机构自由度数的求法

通过对平面连杆机构、凸轮机构和齿轮机构等机构自由度数的求解分析,提出了准确求解平面机构自由度数的方法。     

基于迭代控制的两自由度移动小车路径跟踪控制

基于迭代控制的两自由度移动小车路径跟踪控制主要是研究小车在两自由度情况下的路径跟踪情况.利用迭代学习控制算法使小车的跟踪误差以最快的速度达到零,从而达到理想的跟踪效果.仿真结果表明,迭代学习控制具有很好的跟踪效果.     

Assumptions are Important

The relationship between the test statistics for the paired and pooled t tests, when applied to the same data set, is obtained. This assists us to understand why each is preferred over the other in appropriate circumstances.     

状态形容词的量级等级

通常情况下,状态形容词各小类的量级有一个相对的高低等级序列,即:BA、AA>AABB>ABB>AAde。这一等级序列可以通过各小类自身量的表现、各小类量的相互比较以及各小类受程度副词修饰的情况体现出来。     

论教育自由

自由与控制是对立统一的关系,学生的发展需要自由也需要控制,无论是自由还是控制,其合理性的标准是促进学生的发展和幸福。教育自由的实现需要具备一些条件,教育者自身要具有自由,培养学生自由能力,提高自律水平,通过建立公正的制度保障自由。     

A conversation about pedagogical responses to increased diversity in university classrooms

This paper presents a dialogue between an academic economist and an educational developer. It asks whether it is possible to teach in a way that works well for all students. The economist contends that teaching entails making a choice as to which students should benefit most—the more academically capable or the lower‐achieving students. He sees this as a question of social choice. The educational developer suggests that teaching can be organized such that all students can benefit optimally. The dialogue seeks to resolve this difference. It draws on the work of John Biggs, using his diagrammatic representation of the relation between student orientation, teaching method and level of engagement. Biggs debriefs the dialogue. He rejects the focus on particular students andargues rather that teaching should incorporate optimal degrees of freedom in learning activities and assessment, thus enabling levels of engagement for all students to be maximized.     

西方近代哲学中的自由观念

运用历史与逻辑相统一的研究方法，在分析西方近代哲学中的自由观念的历史进程的基础上，勾勒出这个历史进程背后的逻辑进程。这个逻辑进程的出发点是常识自由观念，中介是理性自由观念，归宿是德国古其哲学中的本体论自由观念。西方近代哲学中的各种自由观念都有不可克服的局限性，只有在实践的基础上我们才能正确地理解自由概念。     

人格智慧与价值自由

价值自由表明了人作为主体改造与建造活动及其成果所达到的程度和状态；人格智慧就在于推进这一状态使其扩展；价值自由的获得反过来加强和提升了人格智慧。     

自由的哲学意义及自由教育

自由，既是人发展的前提，又是人发展的结果；既是人发展的目标，又是人发展的手段。自由教育思想的灵魂，是自由、理性与民主，这既符合人的本性和教育本质，又契合现代文明社会里人与社会可持续发展的本质要求。自由教育的本质在于生命的哲学关注，在于从尊重生命和培养人的创造性出发来培养“自由的人”。     

思想、言论、出版自由与监督政府——以《新民丛报》为考察对象

在近代社会,西方国家逐渐以法律的形式确定了人们的思想自由、言论自由和出版自由等人权。中国社会长期实行大一统的自上而下的管制体制,儒家思想占有统治地位,思想、言论、出版自由受到很大的限制。《新民丛报》学人积极地将西方的思想、言论、出版自由传入中国,并用中国文化进行解释,认为思想自由乃进世界文明之具,言论、出版自由要以监督政府为天职。这在一定程度上推动了中国社会的思想解放。     

马克思的新闻自由观

马克思的新闻自由观在当时的隐喻不仅仅是新闻自由,而是争取整个的自由。     

Responding to Academic Freedom

W. Richard Bond's “Zero Tolerance: A New Enemy of Academic Freedom?,” Michael Kubara's “Academic Freedom,” and Fred Wilson's “In Defence of Speech Codes” included in the Symposium published in Interchange, Volume 27, #2, 1996, deal with the role and importance of academic freedom in Canadian universities and the pressures both within and without the academy for its attenuation. Although the Bond paper begins with the recent controversy in Ontario universities over the attempted introduction of a policy of zero tolerance of harassment and discrimination, it quickly moves to a summary of the traditional position regarding academic freedom in which that right is balanced by a corresponding responsibility. As insistent as Bond on the importance of academic freedom, Kubara and Wilson both approach the topic in a more argumentative fashion. Kubara and Wilson differ, however, in the kinds of arguments they propound. Kubara defends the traditional liberal conception of the university and attacks what he regards as the trendy feminist attack on academic freedom. Wilson recognizes that along with the rights bestowed by the acceptance of the principle of academic freedom is an obligation to engage in rational debate. The mechanism in Wilson's view for ensuring such debate is a well-crafted speech code in which professionally unacceptable speech acts are unambiguously defined. The fundamental difference between these two positions is that, whereas Kubara advocates an academic discourse that is as unfettered as is permissible within the law, Wilson proposes stricter limitations. I will discuss the Bond, Kubara, and Wilson papers in turn, commenting briefly on their positions. I will then present my own position on academic freedom and speech codes.     

"法律沉默下"的自由--霍布斯对自由的理解

作为近代早期的思想家,霍布斯对自由作了新的阐释。他认为自由是指在自己行动能力的范围内看不到任何阻碍。在社会状态下,对公民的自由而言,自由则意味着依赖于"法律的沉默"。这就是指,如果法律没有禁止你的行动,你就完全可以按照自己的意愿去行动。因此,自由与政治体制没有直接联系,它只是与法律的多少密切相关,无论在民主制还是君主制下,自由都是一样的。正是这个意义上,霍布斯被认为是"消极自由"的代表。     

论马克思自由观的二重性

人们从未停止对自由这一终极价值的讨论。马克思在继承前人的基础上,批判地发展了自己的自由观。通过对其自由观生存论、实践观和美学角度的解读,发现了马克思的自由观的二重性,马克思的自由观给我们带来现实和思维的启示。     

教育自由及其原则：政治哲学的视角

自由是主体免于干涉或强制的一种积极主动的自我实现,是消极自由和积极自由的统一。儿童的教育自由表现为教育选择的自由、社会自由、学习自由、思想表达自由和个性自由。这些自由体现了自由主义的个人中心、权利至上、价值多元等理念。教育自由要遵循平等、限度、宽容和引导的原则。     

解构"自由美学",建立"自我美学"

"人本质"不是"自由",故而"自由美学"不足为训,应予解构。"人本质"是"自我",从"自我"出发解释"美本质", 建立"自我美学",也许正构成21世纪中国美学发展的正确方向、必然选择和真正希望所在。     

个人化现实与现实的自由

市场化年代的文学远离了人的生命自由，并以种种伪装的自由形式来标榜自我，突出的表现是一种伪个人化的形式。市场叙事以个人化和多元化的名义来表明自己的生命自由和文学自我，将个人化写作放置于至高无上的地位，在文学叙事的多元自由和复调叙事生态中暗藏了个人化写作的唯一性，于是这种个人化在很大程度上开始变得可疑：它可能仅仅是一种招摇过市的旗号，一种伪个人化。人们拥有了更多的写作自由，但个人化写作是否真正给人们提供了更多的想象自由、生命自由、历史自由和人性自由，却难下断语。写作姿态也许已经获得了自由，但姿态的自由并不意味着创造了文学风格的自由和现实的自由。人们可以用各种方式去写作，不一定只能以个人化写作或者身体写作（身体写作是个人化写作的延伸）的方式去写作．也不一定只能表现个人化的现实．