利益衡量下的网络言论自由规制

随着我国互联网业的迅速发展,网络已经深入到人们生活的方方面面,成为人们行使言论自由权的新平台,对于社会意识道德的影响不可低估。随着近年来一系列网络事件的传播,引发了社会道德论战,使身处多元社会下的人们的思想意识更为混乱。对于网络言论自由的保护和限制,平衡各种利益冲突,促进良性有序的网络社会的形成已经迫在眉睫。     

文献传递服务及其用户的网络行为优化

随着文献传递服务的迅速发展,进一步优化用户的网络行为日益重要。文章在阐述文献传递服务定义及其对科研重要性的基础上,结合文献传递服务模式,分析用户——知识型员工的网络行为优化对文献传递服务系统发展的重要性,最后指出网络行为优化的途径。     

极限中的一个特殊定理

在本文中,将证明一个特殊的极限定理．设limx→ax^n=a^n,其中a为实数,n为正整数．若ε〉0为已知,则δ≤n√ε＋｜a｜^n-｜a｜.     

Multi‐disciplinary approaches to pupil behaviour in school – the role of evaluation in service delivery

This study evaluates the work of a multi‐disciplinary Behaviour Support Team developed to support schools in managing problematic behaviour. An evidence base to inform future service delivery is developed, using a model of evaluation which incorporates both quantitative, outcome data and more explanatory qualitative data, incorporating the views of service users.

Focusing on the first year of service delivery, interventions are evaluated as effective by client schools and positive changes in pupil behaviour are demonstrated. The mechanisms contributing to successful interventions are analysed, including the importance of maintaining a collaborative and systemic approach to problem resolution. The evaluation suggests ways in which educational psychologists working in multi‐disciplinary teams can enhance schools’ capacity to manage challenging behaviour.     

关于我国高等教育评价的几点思考

高等教育的中心任务归根结底是提高教育的质量。要解决高等教育评价与实际效果的背离问题,必须克服教育实践中诸多不适应社会主义现代化建设的弊端。应该遵循教育的客观规律和学生成长规律,处理好教育质量与教育评价的关系。教师只有为愿景而驱动,才能产生出创造性张力。     

Principals' confidence in managing disruptive student behaviour. Exploring geographical context in NSW primary schools

This article discusses the results from an initial quantitative analysis of survey data collected from the Principals and Behaviour Survey (PABS) conducted in New South Wales, Australia. PABS was built upon a foundation of existing validated studies measuring principals' attitudes to the inclusion of students with disabilities in mainstream schools. Principal component analysis as an exploratory procedure indicated that whilst many similarities exist, the geographical context of the school impacts on a principal's skills and confidence, how they use their skills, and their attitudes towards the resources and supports required to support students with disruptive behaviour. Implications for the wide-scale implementation of approaches to managing disruptive behaviour across contexts are discussed alongside continuing dichotomies between the pragmatics of school practice and benefits of inclusive practice.     

Helpful and unhelpful practices in meeting the needs of pupils with emotional and behavioural difficulties: a pilot survey of staff views in one local authority

The emotional and behavioural problems experienced by pupils continue to be a key concern for educationalists. In this article, Peter Lloyd Bennett, an educational psychologist, reports on his research into the views of staff about this important area of work. Questionnaires on meeting the needs of pupils with emotional and behavioural difficulties were circulated among professionals in one local authority as part of the development of the authority's behaviour support plan. Respondents were asked to identify the practices and forms of additional support which, in their view, resulted in successful and less successful outcomes for pupils. Peter Lloyd Bennett analysed these responses and presents here ideas about staffing, strategies, training, multi-agency work, provision and the role of parents. Interestingly, staff working with primary-aged pupils frequently referred to whole-school behaviour policies as contributing to successful outcomes. Professionals involved with both primary- and secondary-aged pupils suggested that the constraints of the National Curriculum can contribute to pupils' emotional and behavioural difficulties. The results of this survey were used to inform developments in Peter Lloyd Bennett's local authority and will be directly relevant to colleagues grappling with similar issues in other contexts.     

APOS理论对ε-δ(N)语言教学的两点启示

POS理论提出了学生学习数学概念要经过"活动"、"过程"、"对象"和"概型"4个阶段.根据该理论,特定层次的学生只有在对"极限ε-δ(N)语言"的认识层次有了充分掌握,并从中经历了亲身体验和完整的学习过程后,才能突破极限概念这个教学难点.     

论老年体育文化建设

老年阶段的体育锻炼是为了保持身体功能和提高生活质量，参加体育锻炼的过程能够享受体育化带来的益处。老年体育化的建设和发展不仅要普及体育知识和技能，还要增强老年人的体育意识，加大体育物质化投入，继承和发扬传统体育化。