我国新疆维吾尔族学生汉语造句偏误分析

对于以汉语为第二语言并有一定的汉语听说读写基础的我国维吾尔族学生来说,在汉语书面语运用中出现造句偏误仍然常见。这些偏误覆盖词汇、语法、语义和语用等语言的各个要素和层面。解析偏误的成因,能加深对语言组织奥秘的认识,减少造句偏误,但是理性的认识绝不能替代语感能力的培养,后者对于学习者更加重要。     

正丁醇着火延迟特性的数值模拟

在对正丁醇物化性能研究的基础上,利用Chemkin程序模拟计算了正丁醇着火延迟特性,研究了不同边界条件对正丁醇着火延迟时间的影响,同时与乙醇着火延迟时间进行了比较分析。对应计算结果,从反应机理的角度分析了影响正丁醇着火延迟的主要原因。研究结果表明,正丁醇混合气的着火延迟随温度、压力、当量比增加而缩短,正丁醇着火延迟时间明显长于乙醇;着火延迟时间受温度影响较大,主要原因是低温下正丁醇链引发反应中脱氢反应占主导地位,较难快速形成着火自由基,而随着温度升高,正丁醇的C—C断裂反应加快活性自由基数量的增长使得着火延迟缩短。     

韩国选择性教育的现状及展望

选择性教育是与目前的传统教育有所不同的新的教育模式,这种教育模式直面现存教育中的不足,并努力去克服或改变这些不足之处。韩国的选择性教育初始于20世纪90年代中期,在短短的十余年时间里迅速发展,目前提供选择性教育的机构已近100所。虽然韩国的选择性教育面临着办学条件恶劣、专业性不足等问题,但其足以给目前的传统教育以警示和启发。     

宝鸡方言的“给”字句

宝鸡方言的“给”字及“给“字句的使用有不少值得关注的语法现象,文章从介词“给”、动词“给”、助词“给”以及“给给”等方面探讨宝鸡方言“给”字句的用法及特点。     

功能对等理论指导下的科技英语长句翻译

本文从功能对等角度出发,分析了科技英语的句法特点,比较了中英句式的主要差异,对科技英语长句的有效汉译策略进行探讨．     

‘They won’t let me back.’ Comparing student perceptions across primary and secondary Pupil Referral Units (PRUs)

Concerns have been expressed about the long term inclusion of students with social, emotional and mental health difficulties in mainstream education. Often, this results in continuous referrals with alternative provision. Whilst student views have been explored, there has been a lack of research focusing on perspectives within Primary education. The study aimed to examine whether student views change across Primary and Secondary education. A qualitative design and phenomenological investigation were followed. Through purposive sampling, a total of 13 semi-structured interviews were conducted with students aged 7–16 years from 3 Pupil Referral Units. Using phenomenological data analysis, findings reflect stability in external attributions and supportive factors. However, views about reintegration contrasted with Secondary students expressing low self-worth. Findings highlight mutual perspectives, with conclusions indicating that alternative provision may exacerbate mental health difficulties. Implications include the use of cognitive behavioural frameworks as well as improving shared responsibility between education providers.     

个人征信中的概念解构与场景化规范研究

作为下位法的《征信业务管理办法》,在落实《个人信息保护法》要求的告知义务上,存在义务主体"信用信息提供者"和义务客体"信用信息"界定过于泛化的问题。它对信用信息采用了"用于识别判断企业和个人信用状况"的限定和"其他相关信息"的兜底,在规范层面导致法律概念限定与开放的自我矛盾。而信用信息范畴的扩张是征信理论体系本身扩张的一个缩影。替代数据的使用、经济征信向公共领域的扩张、信用信息透明与个人信息强保护理念的冲突,在理论层面构成征信体系的自我矛盾。由于《征信业务管理办法》所涵摄的征信属于经济领域,所以落实征信的经济性与政策性的目的可以破解规范矛盾,而理论矛盾则要求重新识别征信体系的场景化应用。     

Engaging with animal-assisted interventions (AAIs): exploring the experiences of young people with ASD/ADHD diagnoses

Animal-assisted Interventions (AAIs) have been used as therapeutic interventions aimed at improving psychological well-being, often for young people with mental health and educational difficulties. This qualitative study explored how three students (male and female), aged 12–15 and with ASD and/or ADHD diagnoses experienced AAI at an alternative education provision. Semi-structured interviews with each participant were conducted and analysed using constructivist thematic analysis. Three themes and four sub-themes were identified. The themes were: (1) Self-esteem, with sub-themes motivation and reward, and self-awareness, (2) Emotional benefits with strategy building, and support and (3) Identification. Participants valued AAI as a positive intervention which aided their psychological well-being. Findings emphasise the effectiveness of AAIs for young people with neurodevelopmental disorders in both a therapeutic and an educational context.