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81.
李娟 《淮阴师范学院学报(哲学社会科学版)》2007,29(2):238-242
从女性主义的视角来看,古希腊神话和传说是站在男性中心的立场上书写出来的。因此,女性作家往往故意偏离宏大叙事主题,大胆地对神话加以重构,重新赋予古老的神话鲜明的现实意义。加拿大作家玛格丽特.阿特伍德的近作《珀涅罗珀记》通过对叙事方式和叙事视角进行颠覆和置换,体现了在当代社会语境下,女性作家是如何策略性地解构男权社会的神话传统,颠覆男权思想,重构女性神话的。 相似文献
82.
In this paper we study the scaling behavior of nucleotide cluster in 11 chromosomes of Encephalitozoon cuniculi Genome. The statistical distribution of nucleotide clusters for 11 chromosomes is characterized by the scaling behavior of P(S) ∝ e^-αs' where S represents nucleotide cluster size. The cluster-size distribution P(S1+S2) with the total size of sequential C-G cluster and A-T cluster S1+S2 were also studied. P(S1+S2) follows exponential decay. There does not exist the case of large C-G cluster following large A-T cluster or large A-T cluster following large C-G cluster. We also discuss the relatively random walk length function L(n) and the local compositional complexity of nucleotide sequences based on a new model. These investigations may provide some insight into nucleotide cluster of DNA sequence. 相似文献
83.
Novel high torque bearingless two-sided rotary ultrasonic motor 总被引:3,自引:0,他引:3
LI Xia CHEN Wei-shan XIE Tao LIU Jun-kao 《浙江大学学报(A卷英文版)》2007,8(5):786-792
Applications are limited at present because the currently available ultrasonic motors (USMs) do not provide suffi-ciently high torque and power. The conventional travelling-wave USM needs the bearing to support, which required lubricant. To solve the above problem, a bearingless travelling-wave USM is designed. First, a novel structure of the two-sided USM consisting of a two-sided teeth stator and two disk-type rotors is designed. And the excitation principle of the two-sided travelling-wave USM is analyzed. Then, using ANSYS software, we set up the model of the stator to predict the excitation frequency and modal response of the stator. The shape of the vibration mode was obtained. Last, the load characteristics of the USM are measured using ex-perimental method. The maximum stall torque and the no-load speed were obtained. The results showed that the characteristics of the two-sided USM are better than those of the conventional one-sided USM. 相似文献
84.
You Guo Jiang 《Frontiers of Education in China》2013,8(2):326-329
Contemporary international higher education scholarship tends to focus on the global financial crisis,on massification,privatization,cross-border education,university ranking,and student mobility.However,few studies deal with the development of liberal arts programs around the world and they are often related to Western systems of higher education or that of the US,where liberal arts education has long been seen as a fundamental issue.Comparative studies,however,could help scholars to become aware of critical trends and reforms,also the impact they might have on a global society. 相似文献
85.
Anthony A. Wright Robert G. Cook Jacquelyne J. Rivera Stephen F. Sands Juan D. Delius 《Learning & behavior》1988,16(4):436-444
Pigeons were trained to match-to-sample with several new methodologies: a large number of stimuli, computer-drawn color picture stimuli, responses monitored by a computer touch screen, stimuli presented horizontally from the floor, and grain reinforcement delivered onto the picture stimuli. Following acquisition, matching-to-sample concept learning was assessed by transfer to novel stimuli on the first exposure to pairs of novel stimuli. One group (trial-unique), trained with 152 different pictures presented once daily, showed excellent transfer (80% correct). Transfer and baseline performances were equivalent, indicating that the matching-to-sample concept had been learned. A second group (2-stimulus), trained with only two different pictures, showed no evidence of transfer. These results are discussed in terms of the effect of numbers of exemplars on previous failures to find concept learning in pigeons, and the implications of the positive finding from this experiment on abstract concept learning and evolutionary cognitive development. 相似文献
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Teachers' written reflections on their work, which report on a change in their practice, were the object of this research. Taking teachers' articulation of their plans and actions in teacher journals as our source, this study's aim is twofold: (1) to describe how teacher reflect in a self‐initiated and non‐framed way on their own practice, and (2) to review teacher self generated reflections in reference to models of reflection. In this way, we tried to disclose what precisely teachers write (said) when reflecting on their work (did) in order to appreciate their way of describing what matters in their work; and position this in reference to models that conceptualise (“talk”) on how to actualise (‘walk’) reflection. This ‘double’ articulation of reflection is gauged in two ways, i.e., on: a) completeness, that is, whether it includes relevant components of reflection (models) to be found in the literature, and on b) recursiveness, that is, whether the written account gives evidence of an integrated cyclical, i.e., recursive process of re‐view, which appraises and looks back on what has been accomplished. The results show that teachers do not work along the lines identified in current reflection models (i.e. providing clear problem definition, searching for evidence, planning for change, and reviewing plans). Instead, many teachers use a narrative and valuing appraisal of their accomplishments; not so much cautiously reviewing their actions but prospectively commenting on plans and solutions for future action. The data lead us to be cautious about the prominence of reflection models as advocated in the literature to be applied to teachers' written accounts of their practice. 相似文献
88.
Abstract Within education, some teachers’ interpretation of professionalism emphasizes conformity to the perceived norms of collective associations. Unprofessional behaviour, often equated with ‘unethical’ behaviour, is seen by many to be that which threatens solidarity and loyalty to colleagues. Informal norms typified by casual collegial relations as well as more formal attachments to organized unions or teachers’ federations exert a significant influence on individuals’ behaviour within the group. Professional ethics, in this sense, become concerned primarily with how one relates to colleagues rather than how one fulfils moral responsibilities to students. Qualitative findings from interviews with elementary and secondary school teachers suggest that, as a result of an ethic of collegial loyalty, some teachers experience personal moral and ethical dilemmas that they find difficult to resolve. Some respondents acknowledged that this can enable serious situations to be ignored or ‘covered up’. This paper examines some of the tensions and dilemmas experienced by teachers and raises questions about the ethical adequacy of defining professionalism in terms of inter‐colleague behaviour. 相似文献
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