中国传统文艺鉴赏理论范畴研究论评

近年来学术界关于中国传统文艺鉴赏理论的研究,从总体上看,带有仓促应对的色彩,存在不少弊端。要深化这一研究,最好是选择范畴体系的梳理作为突破口。这既由范畴本身在学科中的地位所决定的,也是由中国传统文艺鉴赏理论的独特表现形式所决定的。但是,在当前情况下,对中国传统文艺鉴赏理论进行范畴体系的梳理确实还存在不少困难。为此,研究者必须树立整体观念、历史观念、核心观念与现代观念。     

《今年的选举》中的毛泽东民主选举思想探析

在《今年的选举》这篇报告中,毛泽东详细论述了他有关民主选举的深刻思考,其中主要包括民主选举的重大意义、民主选举的保障条件以及民主选举的重要问题三个方面,集中体现了毛泽东民主选举思想的全过程性、阶级性、人民性以及程序性,这不仅在当时具有重大的指导意义,而且在新时代也能为发展和完善民主选举提供深刻的启示,即必须坚持党的领导、坚持人民当家作主、完善相关法律法规、发展全过程人民民主以及动员群众监督政府。     

基于EIB总线协议的双值输出设备的设计开发

随着计算机、通讯和网络技术的巨大发展,家庭自动化逐渐走入人们的生活。欧洲安装总线是家庭自动化领域一个非常重要的协议。本文在分析EIB总线协议在智能楼宇家居领域应用状况的基础上．给出了在EIB总线系统中应用非常广泛的一个执行器设备——双值输出模块的解决方案。     

Whiteboards,Blanket Forts,and Autonomy: Using Self-Determination Theory to Improve Library De-Stress Programming

In recent years, librarians at Valparaiso University have adopted a user-centered programming model, allowing students to choose their own library de-stress programs during finals. After several semesters of using this approach, the authors sought to examine whether students felt a sense of agency in suggesting and voting on programs and whether this agency affected students’ motivation to attend de-stress programs. The authors conducted two focus groups with undergraduate students. Results suggest that most students are more interested in attending programs that they personally suggested or voted for, deriving intrinsic rewards from the autonomy of having their voices heard.     

科技资源共享支撑体系的系统论探析

作为战略性资源的科技资源日益成为提高自主创新能力的基础条件和有力支撑,而优化科技资源配置的重要途径之一是实现科技资源共享,构建科技资源共享的支撑体系更是科技资源共享这一复杂系统工程的重要内容。本文从系统论的角度对科技资源进行了界定,构建了科技资源共享的政府、网络、资金和人才支撑体系框架,并以国家科技基础条件平台建设为例对科技资源共享支撑体系所具有的整体性、层次性、目的性和开放性系统特征进行分析。     

北美情报学理论近20年研究进展

采用系统综述方法对获取的69篇北美情报学理论文献进行开放式编码和进一步的逻辑分析,系统地概括北美情报学理论近20年的研究现状和最新进展。研究表明：①北美情报学理论的研究由相互关联的7个维度构成,这些维度是情报学的基本概念、跨学科理论的引入、情报学哲学理论、情报学研究领域、情报学理论框架、情报学发展、情报学学科特征。②北美情报学理论的优点是理论体系完善、多元性哲学理论共存和研究方法存在思辨与实证相结合。③北美情报学理论的局限性在于多元哲学理论间缺乏整体性分析、持续性研究欠缺和理论框架主题成果不多。     

Two decades of suspect evidence for adaptive molecular evolution—negative selection confounding positive-selection signals

There has been a large literature in the last two decades affirming adaptive DNA sequence evolution between species. The main lines of evidence are from (i) the McDonald-Kreitman (MK) test, which compares divergence and polymorphism data, and (ii) the phylogenetic analysis by maximum likelihood (PAML) test, which analyzes multispecies divergence data. Here, we apply these two tests concurrently to genomic data of Drosophila and Arabidopsis. To our surprise, the >100 genes identified by the two tests do not overlap beyond random expectation. Because the non-concordance could be due to low powers leading to high false negatives, we merge every 20–30 genes into a ‘supergene’. At the supergene level, the power of detection is large but the calls still do not overlap. We rule out methodological reasons for the non-concordance. In particular, extensive simulations fail to find scenarios whereby positive selection can only be detected by either MK or PAML, but not both. Since molecular evolution is governed by positive and negative selection concurrently, a fundamental assumption for estimating one of these (say, positive selection) is that the other is constant. However, in a broad survey of primates, birds, Drosophila and Arabidopsis, we found that negative selection rarely stays constant for long in evolution. As a consequence, the variation in negative selection is often misconstrued as a signal of positive selection. In conclusion, MK, PAML and any method that examines genomic sequence evolution has to explicitly address the variation in negative selection before estimating positive selection. In a companion study, we propose a possible path forward in two stages—first, by mapping out the changes in negative selection and then using this map to estimate positive selection. For now, the large literature on positive selection between species has to await reassessment.     

论教育语境中的正义

本文旨在探讨教育语境中的正义具有什么内涵,以及是否存在一种被证实的关于正义的教育概念。本文并不主张建立一种积极的教育正义概念,而是主张避免把教育当做服务于教育之外的正义规范的工具。因此,本文重点分析了教育中的不正义,并将其在教育系统的不同层面上进行了归类,从而形成了一种有关教育语境中的不正义的教育现象学,这也就是教育现实得以改善的起点。文章最后指出了克服这些不正义的途径。     

建构主义学习理论对我国高校荣辱观教育的启示

在建构主义者看来,学习是在教育者的指导下在特定的教育环境下,学习者通过活动与交往进行的知识建构活动,因此建构主义者特别关注学习者主体作用的发挥,强调要加强学生学习内容和他们周围实际的联系,引导他们在活动与交往中运用原有的知识经验探究学习,使他们在主动探究学习的过程中形成主动求知的技能、态度和习惯。建构主义学习理论将促使我国高等学校的教育工作者尽早转变教育教学观念,真正掌握荣辱观教育的真谛,树立社会主义科学的荣辱观。     

操纵翻译理论介绍及其对中国文学翻译的启示

操纵理论虽然产生于上世纪六、七十年代的西方,但有关其内容的介绍在我国却始于上世纪末。它的问世给文学翻译带来了研究问题的新思想和方法,对中国文学翻译研究活动无论是在理论上还是在实践上都有不小的启示。