基于生态足迹的我国居民间接能源消费研究

本文基于生态足迹这种可持续性地研究理念,利用生活方式分析法和净初级生产力法测算了2000-2010年城乡居民间接能源消费,然后运用改进的根据STIRPAT模型进行偏最小二乘回归。结果表明:对于城镇居民而言,间接能源生态足迹呈上升趋势,主要受消费结构和第三产业占比的影响;而对于农村居民来说,间接能源生态足迹逐年下降,主要受人均收入、消费结构和能源强度的影响。我国正处于工业化和城镇化的快速时期,随着居民生活水平的提高,消费方式的转变已经成为间接能源消费上升的重要拉动因素。     

直接融资、间接融资与中国融结构目标模式的探讨

分析了以直接融资为主的美国证券型融资模式和以间接融资为主的日本主银行型融资模式各自的优缺点，然后结合中国实际，对中国应建立的融资结构目标模式提出了自己的见解，即建立市场经济体制下多元化融资方式的企业融资结构。     

春秋笔法与讽语耦合之修辞滥觞

自虞舜而至西周,古诗作为讽语的载体存续千余年。春秋时期,周王权衰落而至礼崩乐坏,孔子笔削鲁国旧史作《春秋》,创建春秋笔法寓存微言大义而成为教化新文本,将弦歌讽喻之声的古诗讽语功能,演化为"属辞比事"之文章修辞。"属辞"强调以辞意统领事件记述的视角、情节与详略的取舍;"比事"重在事件类情之比,以及连类生情之比。在聘问歌咏衰亡之后,春秋笔法成为讽语的载体,开启文章修辞学之滥觞。     

英汉写作中主题句的对比分析

文章对比研究了英汉议论文段落中主题句的运用。通过分析和讨论，笔者认为英汉议论文在主题句运用方面有以下不同之处和相似之点。不同之处是英语段落发展有两种模式：演绎型段落(段首主题句段落)和无主题句段落，而汉语则有多种模式：段首，段尾，段中及无主题句段落；相似之处是占一半以上的英汉段落都是演绎型段落。因此，既不能认为英汉语篇中的主题句运用没有差异，也不能简单地以直接、间接来区分。     

论伊莎贝尔·阿切尔的人物刻画

运用里蒙·凯南的叙事理论分析了詹姆斯小说《一位女士的画像》中女主人公伊莎贝尔·阿切尔的形象 ,用散落于文本中的人物标记推测出的人物特征网络使其独立于文本。     

从荒谬的事件中探求真实的本质--试论卡夫卡小说的叙述手法

奥地利作家卡夫卡，以其故事情节的怪诞离奇，艺术手法的标新立异和独辟蹊径。成为本世纪最杰出的作家之一。本文从小说《诉讼》入手，详细地分析了他通过荒谬的手法对人物内心感觉所作的细微、复杂的描绘。正是这种典型的叙述风格和奇特的主题暗示，对理解他的作品的神秘起了重大的作用。     

采用间接法将净利润调整为现金流量净额的探讨--现金流量表补充资料第二部分

现金流量表补充资料主要采用间接法编制。论述了编制现金流量表补充资料的原因,编制表的重要性及编制方法,揭示不涉及现金收支的投资和筹资数额,从而验证现金的净增减数额。     

《看不见的人》的主人公思想表达方式

《看不见的人》主要采用自由直接思想、自由间接思想和思想行为的叙述体三种思想表达方式展现了主人公的内心活动,展现了其思想不断成熟,＂从黑暗到光明,从无知到对‘看不见性’的觉悟＂的发展过程。     

Pedagogical features of interactive apps for effective learning of foundational skills

Interactive apps are commonly used to support the acquisition of foundational skills. Yet little is known about how pedagogical features of such apps affect learning outcomes, attainment and motivation—particularly when deployed in lower-income contexts, where educational gains are most needed. In this study, we analyse which app features are most effective in supporting the acquisition of foundational literacy and numeracy skills. We compare five apps developed for the Global Learning XPRIZE and deployed to 2041 out-of-school children in 172 remote Tanzanian villages. A total of 41 non-expert participants each provided 165 comparative judgements of the five apps from the competition, across 15 pedagogical features. Analysis and modelling of these 6765 comparisons indicate that the apps created by the joint winners of the XPRIZE, who produced the greatest learning outcomes over the 15-month field trial, shared six pedagogical features—autonomous learning, motor skills, task structure, engagement, language demand and personalisation. Results demonstrate that this combination of features is effective at supporting learning of foundational skills and has a positive impact on educational outcomes. To maximise learning potential in environments with both limited resources and deployment opportunities, developers should focus attention on this combination of features, especially for out-of-school children in low- and middle-income countries.

Practitioner notes

What is already known about this topic

• Interactive apps are becoming common to support foundational learning for children both in and out of school settings.
• The Global Learning XPRIZE competition demonstrates that learning apps can facilitate learning improvements in out-of-school children living in sub-Saharan Africa.
• To understand which app features are most important in supporting learning in these contexts, we need to establish which pedagogical features were shared by the winning apps.

What this paper adds

• Effective learning of foundational skills can be achieved with a range of pedagogical features.
• To maximise learning, apps should focus on combining elements of autonomous learning, motor skills, task structure, engagement, language demand and personalisation.
• Free Play is not a key pedagogical feature to facilitate learning within this context.

Implications for practice and/or policy

• When developing learning apps with primary-aged, out-of-school children in low-income contexts, app developers should try to incorporate the six key features associated with improving learning outcomes.
• Governments, school leaders and parents should use these findings to inform their decisions when choosing an appropriate learning app for children.