汉乐府诗《长歌行·青青园中葵》出处新证

汉乐府诗《长歌行·青青园中葵》是一首传诵千古的名篇,但从古到今无人知晓其出处。本文根据族谱等地方史料,证之以“史记”等信史,经过认真的考辨,将此诗的出处,揭出了千年之秘。     

关于共同危险行为法律制度的几点思考——兼评《关于审理人身损害赔偿案件适用法律若干问题的解释》之第4条

2003年12月4日最高人民法院审判委员会第1299次会议通过的《关于审理人身损害赔偿案件适用法律若干问题的解释》之第4条,在新中国民法中首次确立了共同危险行为法律制度。但是,由于人们对其比较陌生,经常将它与其他侵权行为相混淆。深入研究其起源和发展状况,有利于揭示该法律制度的创设意义和发展规律;对其构成要件做深入分析,有利于把握其实质,并最终将其与其他侵权行为区分开来,对于澄清理论误解,引导司法实践,都具重要意义。     

巧用数组求解N!

在计算机高级语言编程中,由于计算机内存空间有限,对于超出一定范围的整数不能识别和处理。为了解决计算机处理长整数的不足,提出了一种巧用C 中的数组加以解决的算法,并给出了相应的C 程序予以实现。     

Congestion control for ATM multiplexers using neural networks:multiple sources/single buffer scenario

A new neural network based method for solving the problem of congestion control arising at the user network interface (UNI) of ATM networks is proposed in this paper. Unlike the previous methods where the coding rate for all traffic sources as controller output signals is tuned in a body, the proposed method adjusts the coding rate for only a part of the traffic sources while the remainder sources send the cells in the previous coding rate in case of occurrence of congestion. The controller output signals include the source coding rate and the percentage of the sources that send cells at the corresponding coding rate. The control methods not only minimize the cell loss rate but also guarantee the quality of information (such as voice sources) fed into the multiplexer buffer. Simulations with 150 ADPCM voice sources fed into the multiplexer buffer showed that the proposed methods have advantage over the previous methods in the aspect of the performance indices such as cell loss rate (CLR) and voice quali     

从数学和音乐的关系看中西方思维模式的差别

数学与音乐之间有一种奇妙的关系，在早期数学发展的历程中，音乐起到了极为重要的作用。这在西方的毕达哥拉斯学派和中国的律数学里体现得最为明显。本文将就数学和音乐的关系问题展开一些讨论，并指出中西方思维模式的一些差别。     

中外比较视域下的我国IC建设思考

论文对信息共享空间(Inforamation Commons,IC)的概念、特征、构成进行了阐释,并从教育方式、资金来源、空间设计、信息资源、软硬件设施、人员素质、服务内容、管理体制等方面对中外IC进行了比较和思考,认为基于我国当下的国情还不宜广泛开展IC建设。     

An experimental study of the relative identification thresholds of nine American vowels

As a result of the controversy over the dimensionality of the ethos/source credibility construct and the associated plethora of empirical studies in the 1960s and 1970s, Aristotle's dimension of “goodwill” has been dismissed by many contemporary theorists and researchers. It is argued that this occurred as a result of errors made in the earlier empirical research and that “goodwill” can be measured, contrary to earlier claims, and should be restored to its former status in rhetorical communication theory. Empirical research is reported indicating the existence of the goodwill dimension as part of the structure of the ethos/source credibility construct and a measure of that dimension is provided with evidence for its reliability and validity.     

一类Pythagoras问题的推广

设x,y,z是正整数.若x2+y2=z2,则称(x,y,z)是一组Pythagoras数.本文运用初等方法证明了:(1)恰有12组Pythagoras数(x,y,z)满足2p(x,y,z)=xy,其中p为奇素数;(2)恰有36组Pythagoras数(x,y,z)满足2pq(x+y+z)=xy,其中p,q均为奇素数,且p相似文献   

论翻译中目的语文化对源语文化的抵制

在翻译的过程中,源语文本通过翻译进入另一文化语境时必然会受到来自目的语文化各方面的因素的制约。学界对这一问题的探究各具特色。深入分析不同学者的观点并挖掘出导致各种制约产生的深层次原因有助于深刻认识这一问题。通过分析可以得出:在翻译过程中产生大量的文化抵制其实归根结底是源于不同文化背景和出于不同语言系统的人在通过翻译交流时必然会按照自己语言系统的独特方式去解读文本。两种文化间语言系统差别越大,最终产生的文化抵制也会越强烈。     

Promoting secondary school students’ evaluation of source features of multiple documents

The current research examined whether instructional activities centering on contrasting cases promoted secondary school students’ evaluations of source features present in a multiple-documents inquiry context. Two hypothetical students’ document evaluation strategy protocols were designed: One featured more sophisticated strategies commonly enacted by experts and better college students and a second featured less sophisticated strategies commonly enacted by secondary school students. A series of classroom-based activities required that students compare/contrast the two protocols to decide which were the best strategies when analyzing multiple scientific documents and why. The findings demonstrated that students who previously participated in the intervention activities included more scientific concepts from more useful documents when generating essay responses from memory, displayed better rankings of the usefulness of the set of multiple documents, and offered more principled justifications based on source feature evaluations of trustworthiness compared to students who instead received typical classroom instruction. We discuss the instructional implications of a contrasting-cases approach in facilitating secondary school students’ usage of source features within multiple-documents inquiry contexts.