《会计法》修订的必要性及其主要变化探讨

随着社会经济的发展 ,原有《会计法》的缺陷日益显露 ,1999年 10月 ,我国再次对《会计法》进行修订。此次修订适时而为 ,在立法宗旨、适用范围、会计责任主体、会计核算规则、会计监督体系、会计人员的管理、法律责任等方面都有较明显变化。     

我国体育应用数学发展概况

本文对我国体育界应用数学的发展状况分两个学科──体育统计学与体育数学，作了综述与展望。并指出，新兴的体育计算数学的主要发展趋势是：微观上形成多学科分支，宏观上与其它学科一同归并成一个更为坚实的高层次学科──体育数学。     

求高次方程整数解的递推方法

以往求n次方程∑i=0^naix^i=0(ai∈Z)的整数解，是从常数次a0的因数(负因数)搜索而得。这种方法，在计算机上不容易实现。本文给出一种适于计算机求解的递推方法。     

Number sense and the calculating child: Measure,multiplicity and mathematical monsters

ABSTRACT

Children and animals of all kinds are said to develop some degree of number sense. The search for ‘number neurons’ and neural correlates of computational thinking aims to identify biological primitives to explain the emergence of number sense. This work typically looks for the sources of number sense in organisms, but one might extend this search and study the possibility of a calculating matter more generally. Such a speculative project explores the implications of the non-human turn within the posthumanities. In this paper, I draw primarily on the work of Vicky Kirby and Gilles Deleuze in order to focus on becoming-monster through calculation. I show how calculation, as a machinic and empirical act that both serves and troubles images of mathematical truth, has always played a unique role in the production of mathematical monsters. I then discuss calculating children who participate in abacus clubs and annual abacus competitions, calculating at inhuman rates with imaginary abacuses. I argue that a new materialist philosophy of immanence demands a radically new approach to number sense.     

求不定积分的计算过程中不能忽视“区间I”

通过讨论不定积分计算过程中的三种情况,说明不定积分计算过程中不能忽视“区间Ⅰ”。     

Resources for Science Learning: Tools,Tasks, and Environment

This article addresses the question of how science learning can be improved. It recognizes that, while learners themselves are responsible for their own learning, the quality of this learning is greatly influenced when appropriate resources are available to learners. These resources are provided through a partnership between teachers and learners. Three different types of resource are discussed. Tools, in the form of computer tools and conceptual tools, make tasks easier and allow learners to undertake tasks they would not otherwise be able to do. Tasks can facilitate effective learning by creating effective spaces for learners to work in, embodying key aspects of the disciplines of science, providing effective and authentic opportunities for learners to learn, and facilitating a dialogue between learners ideas and their experiences of the natural world. Environment – the ecology in which learning happens – provides three sources of information through the human, social, and conceptual worlds. When key aspects of these worlds are manifested in the environment, they scaffold the learning of science content, the nature of science, and the learning process itself, all of which are required for the deep understanding of science that constitutes improved science learning.     

高校学生辅助学习工具费用支出的现状调查与对策分析

辅助学习工具费用是学生在校期间,因学习需要而购买辅助性学习用品所支出的费用,是高校学生学习必不可少的开支。笔者对高校学生(以江西师范大学为例)的辅助学习工具费用支出现状进行了调查与分析,对大学生存在的消费误区提出了相应的解决策略:加强大学生思想道德教育;培养大学生正确的消费观,树立科学的节俭意识;在高校开设消费道德教育和消费心理教育课程;重视加强对大学生消费心理和行为的调查研究;指导大学生解决实际消费问题,提高大学生的理财能力;高校学生应学会合理消费,做到俭而有度;培养大学生良好的消费心理和行为要与校园文化建设紧密结合;积极营造健康的消费环境;父母应为子女的消费把关;社会舆论对大学生的消费行为应予以正面引导等。     

On Technology

The basic premise of this paper is that the problem of technology is not a technological one, but one of understanding and vision. The entire Western tradition, in its religious as well as its secular modes, has always admired technique. True, the modern age has increased the mechanization of technology, and more recent technological advances have extended our sensory modes of knowing, tempting us to fall in love with them much as Narcissus fell in love with his own reflection. However, there is nothing necessary in these developments or in the views spawned by them.Technology encompasses the instrumentalities with which we create the made world. The made world, not unlike the natural one manifests Being; it is the unconcealment of reality's potential to be made. It is up to us to understand technology in this way and not as the mere manufacture and use of tools.Education is the main means at our disposal to create a new vision of technology and a new yoga to yoke ourselves to Being. The goal is to learn to see technology as an aniconic symbol of Being.     

关于结构在荷载作用下位移的简便计算方法探讨

通过多年的教学实践，为方便、正确的求出结构在荷载作用下的位移，推导出一个对于不超过三次的任意弯矩图的图乘法的简便计算公式。不需要计算弯矩图的面积和图形的形心坐标，不需要对复杂弯矩图分解成简单图进行叠加运算，只根据杆段弯矩图端部纵标和杆段上分布荷载值，直接套用公式△=∑L/6EI[a(2c h1 d) b(2d h2 c)]，即可求出结构的位移量。     

Mind the gap: accountability,observation and special education

There is an absence of observation-based tools designed to evaluate teaching in special education classrooms. Evaluations derived from classroom observations are integral to the accountability process, adding value to understanding teaching and learning by providing a lens into the classroom that test scores cannot capture. The present paper systematically examined existing classroom observation tools, identifying constructs measured and noting elements unique to special education classrooms. Results demonstrate that most extant tools tap into three primary categories of teacher behaviours, but overlook the role paraprofessionals play as well as teacher professional behaviours. Taken together, results reflect the need for a tool designed specifically for special education classrooms. Limitations and implications for practice and policy are discussed.