Lambert W函数性质及其应用

介绍了Lambert W函数的代数及图像性质,如该函数的级数展开式、微分及函数在复平面的图像等。总结了其在数学、物理、化学和生物等领域的应用情况。     

行人最大速度对行人流影响的研究

应用改进的格子气模型(即将行人的最大速度扩展到大于1)研究行人的最大速度对过道中单向和双向行人流的影响。模拟结果显示:最大速度为5时所对应基本图的临界密度跟实验值比较符合,说明该扩展是必要的;在一定范围内随着行人最大速度的增大道路的整体通行能力增强同时临界密度减小;双向行人流的时空斑图显示行人最大速度的增大加快了拥堵的形成过程(即缩短了行人从局部拥堵演化为完全拥堵的时间)。     

22例汗孔角化症的临床研究

通过对22例汗孔角化症患者的发病特点、临床表现、并发症、临床治疗以及转归等进行回顾性分析和研究,全面认识汗孔角化症。在我院从2007年12月至2013年07月期间治疗的汗孔角化症患者中,详细询问家族史、病史、发病情况及提供伴发病诊断依据和治疗情况,体格检查及实验室检查,辨别特征性皮损,对其进行病理活检确诊,并进行相应治疗。有22例皮损形态、组织病理改变均具有特征性,确诊为汗孔角化症,19例患者为青年人,其中16例有家族遗传史,19例无系统性疾病史;3例老年患者,无家族遗传史,其中2例患糖尿病和高血压多年,常年服药;另外1例有骨髓移植史。汗孔角化症是显性遗传病,特征性皮损为棕褐色斑块,中心萎缩,境界清楚的角化性边缘,一般经临床表现及病理检查确诊。一直以来认为家族遗传史、光照、外伤、感染因素最易诱发此病,但近年来随着器官移植、免疫抑制剂的应用、机体免疫力下降等免疫机制紊乱因素成为汗孔角化症的发病又一重要原因。     

大学英语教学中批判性思维的培养模式研究

作为大学生综合素质不可或缺的组成要素,批判性思维的培养理应成为大学英语课堂教学的重要目标和任务之一。本文先探讨了批判性思维的概念,又详细分析了大学英语教学中培养批判性思维的重要性,并以大学英语课堂使用的《新视野大学英语精读》第二册第七单元为例,对大学英语教学中培养批判性思维的教学模式进行了探讨。     

特殊职业技术教育对赫哲鱼皮文化传承的研究

在特教学校结合职业技术教育,探讨了赫哲鱼皮文化的学习和传承。通过特教学校设为校本课程,进行了赫哲鱼皮画技艺的理论教学和实践教学,研究了传承赫哲鱼皮文化的"1+2+3"模式,论述了在文化知识、制作工艺、操作技术、艺术品质方面的传承内涵,总结了几年来的教学经验和特教职教启示,展望了赫哲鱼皮文化发展远景。     

流行小说中的亚文化对青少年阅读及写作的影响——以韩寒的《三重门》为例

近年来,随着人们精神文化生活的日益丰富,流行小说空前繁荣。流行小说在校园中更是广泛地流行,其中所表现的亚文化思潮必然会对青少年产生不可估量的影响。论文以《三重门》为例,分析其文本中的批判性亚文化在学校管理、当今的许多出书现象、以及藏书现象的主要表现,并阐述其中的亚文化思潮对青少年阅读习惯及写作方面的影响。     

The stark reality of the ‘White Saviour’ complex and the need for critical consciousness: a document analysis of the early journals of a Freirean educator

While the anglophone academic literature has long engaged in analysis of the role of privilege in the work of educators in the Global North, this article represents an initial foray into such analysis in non-formal educational settings in the Global South. Through a cultural-textual document analysis of 12?months of personal journal entries written by the author while working as a Freirean adult educator in Mozambique, this article documents a lack of recognition of social privilege exhibited by the author in these entries, which is here referred to as the ‘White Saviour’ complex. This article also documents how the pursuit of what Freire calls ‘critical consciousness’ can effectively problematise this privileged mindset.     

Developing,expressing and contesting opinions of science: encouraging the student voice

In a typical science degree, little emphasis is placed on the need for scientists to make judgements about evidence and little value is placed on the development of students' opinions about science, with the focus largely on assessment of declarative knowledge. Yet it is the ability to evaluate evidence that is crucial to the development of the student as a scientist. This study assesses the impact on students' conceptions of science of a course that aims to engage students in discussion and reflection on what scientists do and on their own learning about science. Analysis of written reflective assignments from the three years the course has been run shows that participants become more confident in their expression of opinions about science and also develop a more mature view of science and its inherent uncertainty. It appears that a critical factor enabling this development is the way the course activities are designed to explicitly value students' opinions and to provide a supportive environment in which they can be expressed and contested.     

A corpus-based discourse analysis of the vision and mission statements of universities in Turkey

This article presents findings from a corpus-assisted discourse analysis of mission and vision statements of 105 state and 66 private/foundation universities in Turkey. The paper combines a corpus-based approach with critical discourse analysis to interpret the data in relation to its institutional as well as socio-political context. It argues that the mission and vision statements are marked by a need for reassuring their legitimacy and the demands of a growing tertiary market. The historical and cultural backgrounds of the development of universities in Turkey, as well as political and economic conditions, are also decisive in the shaping of mission and vision statement of universities.     

A critical cultural inquiry into insider issues in South Korean art education

Over the past decades, many art advocates have argued for the intrinsic value of learning in the arts. Nevertheless, the arts continue to struggle to find a secure place within the school curriculum. Concerned about the arts’ impact on classroom practice, this paper aims to cast light on diverse realities constructed by art teachers as insiders in marginal contexts. This will be done by reviewing a critical cultural inquiry into art education practice in South Korea. Two interpretive analyses of individual teachers’ life stories have disclosed the practitioners’ relationships to established power dynamics between the dominant practice and a developing alternative practice network within the system. The discussion focuses on the inherent contradictions and opportunities identified within the context of Korean education. This paper provides cultural resources for conscious professional transformation of practitioners and contributes to broader discussions on the socio-educational status of art in education.