论侦查专案的项目属性

专案侦查是公安机关侦办重大、复杂案件常用的组织形式。但在实践中,专案侦查却常常因为科学管理的缺失,难以发挥其破案优势。如何提高专案组人员的相互配合,提高专案侦查的效率是专案侦查不得不解决的问题。本文主要探讨专案组案件与项目管理中项目的属性,希望可以从项目管理中得到对专案侦查管理的启发。     

Beyond genre theory: The genesis of rhetorical action

In this essay, I contend that traditional genre theory has an important inherent limitation: It assumes that a single controlling characteristic (often, but not exclusively, situation) is responsible for (and explains) the production of a genre of rhetoric. In contrast, the theory of the Genesis of Rhetorical Action holds that four Burkean ratios—scene‐act, purpose‐act, rhetor‐act, and agency‐act—can be employed to explain how rhetorical discourse occurs (invention). After arguing that the theory of the Genesis of Rhetorical Action is a potentially powerful extension of genre theory on conceptual grounds (and noting that published genre studies reveal the limitations of this theory), I provide empirical evidence from the analysis of rhetorical discourse (research on the Functional Theory of Political Campaign Discourse) to reinforce this argument. A new conception of genre theory is then advocated.     

二阶非线性泛函微分方程的振动准则

讨论了一类广泛研究的泛函微分方程的振动性和渐近性,所得结果推广了最近文献的某些结论．     

Understanding the Influence of Learners’ Forethought on Their Use of Science Study Strategies in Postsecondary Science Learning

Understanding self-regulation in science learning is important for theorists and practitioners alike. However, very little has been done to explore and understand students’ self-regulatory processes in postsecondary science courses. In this study, the influence of science efficacy, learning value, and goal orientation on the perceived use of science study strategies was explored using structural equation modeling. In addition, the study served to validate the first two stages of Zimmerman's cyclical model of self-regulation and to address the common methodological weakness in self-regulation research in which data are all collected at one point after the learning cycle is complete. Thus, data were collected across the learning cycle rather than asking students to reflect upon each construct after the learning cycle was complete. The findings supported the hypothesized model in which it was predicted that self-efficacy would significantly and positively influence students’ perceived science strategy use, and the influence of students’ valuation of science learning on science study strategies would be mediated by their learning goal orientation. The findings of the study are discussed and implications for undergraduate science instructors are proposed.     

Perceived conversational ability of task-based chatbots – Which conversational elements influence the success of text-based dialogues?

The use of text-based chatbots offering individual support to customers has increased steadily in recent years. However, thus far, research has focused on comparing text-based chatbots with either each other or with humans, whilst the investigation of task-based dialogues has been scarce. This paper aims to identify the characteristics of dialogues – that is, conversational elements – that lead to a successful task-based conversation. For this purpose, the chatbot, KIM, by MAGGI Kochstudio was used. It was designed to help customers find a recipe tailored to their individual needs. In order to investigate which conversational elements contribute to successful communication between the user and the chatbot KIM, a usability study collecting 123 unstructured dialogues and a scenario-based experiment using four dialogues with 627 respondents was conducted. The quantitative analysis demonstrates that task completion is characterized by a higher perception of the chatbot’s conversational ability and user satisfaction. The chatbot should propose correct recipe suggestions following a short dialogue, without the user needing to provide too much input. Based on these findings, we recommended equipping the skillset of task-based chatbots with elements that will complement their assistive qualities – for example, improved use of standard phrases, and reactions to similar domains and non-requests. Gender-specific differences in task completion should be considered.