辽太祖封长子倍为人皇王之意探析

辽太祖东征渤海后，从现实出发将精通汉唐文化，拥有文治武功的皇太子耶律倍改封人皇王，建立东丹国，因宜为势治理渤海的同时，以期消除大举南下辟地的分歧，实现思想统一，最终酬其中国之志。这种变化同时也取决于耶律倍的个人素质。     

对我国社会转型时期体育消费目标市场选择的思考

根据我国转型时期收入分配的特点,结合人的需要层次理论,提出对体育消费进行目标市场选择,以便于有针对性地开发不同收入群体的体育消费,促进我国体育消费结构的升级。     

The Integration of Common Core and Response to Intervention: Supporting Vulnerable Readers in a Time of Sophisticated Standards

The Common Core State Standards and Response to Intervention are significant contemporary educational initiatives that have emerged largely in isolation from one another. We argue that an integration of these initiatives is beneficial. We trace the independent development of these two initiatives and offer suggestions for how they might fruitfully transact, fully supporting vulnerable readers in their efforts to master sophisticated standards. Results from a school implementing these initiatives as an integrated whole are discussed.     

“Gymnasts Are Like Wine,They Get Better With Age”: Becoming and Developing Adult Women’s Artistic Gymnasts

Women’s artistic gymnastics is commonly understood to require early entrance and intense training during childhood. Most gymnasts retire before reaching adulthood. In recent years, the gymnast population at the highest level has “aged.” In this article, we adopt a socio-pedagogical perspective to explore the training contexts, pubertal development, and associated learning 10 older elite gymnasts reported. We develop a cultural perspective of gymnast development and show that transitioning through puberty allowed the gymnasts to extend their careers. Support from their coaches and parents, self-reflective time, and genetic predispositions facilitated the transitioning. Through this, gymnasts gained control over self, body, relationships, and performance. In conclusion, we provide implications for gymnast development practice.     

The challenges of undergraduate online learning experienced by older workers in career transition

This paper presents the findings of a research project on older workers transitioning into work as vocational educators through online undergraduate university study. The study involved interpretive phenomenological analysis of the experiences of 10 older learners. Their experience of online learning was found to be shaped by diverse influences and to comprise three distinct but interrelated elements: their use of technology, their use of hypermedia and their independent learning. Challenges raised by each of these elements called for a distinctive response from the university, respectively: short-term, readily available technical advice and support; tutoring to develop Web navigation and exploration skills, or the provision of selected readings; and opportunities for online or face-to-face dialogical engagement with others. Recommendations for the online provision of higher education for such learners, then, pointed to the need for an appropriately distinctive response to challenges in each of the three elements: the use of technology calling for individualised and immediate responsiveness to learner issues; the use of hypermedia calling for aggregated advice and resources prepared in advance; and independent learning calling for the prior structuring of opportunities for interactive engagement. Further research is suggested focusing on the relative cost and effectiveness of different approaches to addressing those needs.     

‘But that wasn't enough’: exploring affective assemblages within a professional relationship

This paper engages with the early childhood–school relationship. The relationship has a long-standing history of being defined by a series of divisions and separations. Research has identified the divisions and separations to be largely determined by differences around concepts of learning and pedagogy. Discursive analyses of these differences often result in a series of impasses. The aim of this paper is to move beyond these discursively determined impasses. I draw on data from a small pilot study where a group of early childhood teachers come together to talk about their use of Transition Statements. I bring to the analysis of the data the concept of affective assemblages. This allows me to look beyond that which has been discursively produced in order to ask new questions, and to offer new ways of being in relationship.     

Students’ writing ‘in transition’ from A-levels to university: how assessment drives students’ understandings,practices and discourses

The lament that ‘students can’t write’ remains loud and defiant, even after years of research pointing to the myriad factors that make students’ writing challenging, particularly when they move into university. This paper reports on a longitudinal, ethnographic study which explored students’ writing ‘in transition’, from A-levels to university in the UK, through the critical lens offered by the academic literacies conceptual framing. This paper offers critical analysis of the ways that students, teachers and institutions position writing at A-level and university, exploring the assumptions and beliefs that underpin their understandings and practices using Ivani?’s framework of discourses of writing. The analysis proposes that the centrality of assessment in the treatment of language at both levels creates an ‘assessment discourse of writing’, which originates in school, and becomes a defining and restrictive frame for students’ writing as they move into higher education. The analysis further suggests that assessment is the principal cause for the students’ challenges with adapting to the writing requirements of university. Moreover, assessment is used as a metalanguage for discussing writing at A-levels, and can become an unhelpful ‘anchor of continuance’ for students as they move into university.     

协同创新能力评价指标体系构建——基于国家重点实验室的实证研究

解析了国家重点实验室协同创新能力的内涵与要素,梳理出协同创新能力的测量指标。通过德尔菲法、隶属度分析、相关分析和信度效度检验对指标进行甄别筛选,构建了国家重点实验室协同创新能力评价指标体系,采用模糊层次分析法确定了各级指标权重。选取化学领域的26个国家重点实验室作为协同创新能力评价的实证对象,对其协同创新能力进行模糊综合评价,对评价指标体系进行了验证。     

三类集群的转化关系分析及其对我国集群发展的启示

在借鉴中外集群模式演化研究成果的基础上，着重探讨了马歇尔集群、卫星式集群及轮轴式集群之间的正向和逆向转化关系，结合我国产业集群发展现状，阐述了这两种转化的实际意义。     

具有中断算子进程的语义动作精化的操作语义

以SOS规则的方式定义了含中断和精化算子的进程代数LOTOS的操作语义 ,使得这一操作语义与指称语义相对应 ,即 :由指称语义导出的传输系统和操作语义定义的传输系统双模拟 .操作语义的基本思想是 :重新命名被精化的动作并且使所有与之相关的选择都被激发 .