体育冠名权合同性质的研究

体育冠名权已经作为一种特殊的商品走进市场,但是体育冠名权合同的性质却不甚明了.采用文献资料法和逻辑分析法,区分体育冠名权合同与买卖合同、赠与合同、附义务的赠与合同和广告合同的性质,认为体育冠名权合同是具有物权效力的名称许可使用合同.     

清末民国间保定育婴堂承领婴孩的管理与程序

育婴堂是清代最为普遍的善堂,主要收养遗弃男女婴孩。保定育婴堂作为直隶省城最重要的婴孩救济机构,对于承领婴孩有着严格的管理规定,在执行过程中有一套行之有效的运作程序。民国时期,随着传统慈善救济向近代慈善事业的转变,新的慈善理念———“教养兼济”在保定育婴堂得以实践,使保定育婴堂成为近代中国育婴事业的典型。     

Schematic pedagogy: supporting one child's learning at home and in a group

In this paper, we identify ways in which the learning of very young children can be supported by practitioners developing a schematic pedagogy which focuses on structures of children's thinking. First, we provide a critical overview of relevant literature on schemas and schematic approaches to pedagogy. We then outline an original study undertaken to identify and support the learning of seven young children. Taking one child, whom we call Annie, we illustrate how her attention to the fine detail of elements of her home and group environments as she played offered strong clues to her pedagogues about her persistent interests (schemas). We show how careful observation by practitioners can be used to understand and support future learning encounters through a schematic pedagogy, and we consider implications of such an approach for practice in toddlers’ early learning.     

论"80后"文学

近几年来,“80后”写作越来越成为学术界关注的现象。表面上看来,“80后”写作率先走上了市场而没有走向文坛,“80后”的文学追求似乎被它的商业运作掩盖了。面对“80后”,也许外界更需要对他们进行文学上的发现,帮助他们面对当前各种复杂的形势,为他们提供更为宽松和健康的成长环境。     

Comparing the phonological and double deficit hypotheses for developmental dyslexia

This study tested the predictions of thephonological and double deficit hypotheses byexperimentally examining speech perception,phoneme awareness, lexical retrieval (serialand discrete), articulatory speed, and verbalSTM in school age child (N = 35) and adolescent(N = 36) dyslexics, and both chronological age(CA) and reading age (RA) controls. Theresults confirmed the findings of previousstudies of a deficit in phoneme awareness indevelopmental dyslexia. At both age levels,dyslexics performed significantly more poorlythan both their CA and RA controls. Althoughdeficits in the other processes investigated,particularly in rapid serial naming, were alsoapparent, they were not as clear-cut as thedeficit in phoneme awareness. In general,definite evidence of a deficit in rapid serialnaming was limited to the more severelyimpaired dyslexics. Furthermore, although rapidserial naming contributed independent variationto various literacy skills, its contributionwas modest relative to the contribution ofphoneme awareness, regardless of whether theliteracy skill relied more or less heavily onphonological or orthographic coding skills. Further analyses suggested that variation inrapid serial skill is particularly importantfor fluent reading of text, whereas phonemeawareness is particularly important for thedevelopment of the ability to read byphonologically recoding letters or groups ofletters in words into their phonological codes.This explains the relatively strongcontribution of phoneme awareness to readingand spelling ability in general. In sum, thephonological hypothesis offers a moreparsimonious account of the present resultsthan the double deficit hypothesis.     

How psychology helps us to understand word reading

ABSTRACT

This paper presents an overview of evidence from psychological research, which enables us to understand the processes involved in word reading, how children develop word reading skills and how to teach them to read words successfully. Psychological models of reading in alphabetic orthographies propose two routes to word reading: an indirect route requiring mapping of letters and sounds using phonological processes and a direct route, mapping visual identities of words onto meaning using visual processes and memory. The dual route paves the way to an understanding of what children need to achieve to be able to read words. Evidence about how people read words successfully has led to the development of effective teaching programmes and of tests to identify deficits when word reading does not develop optimally.     

Tracing symbol naming speed's unique contributions to reading disabilities over time

The contributions of naming speed measured on both serial-list and various discrete-trial formats to several reading subskills were examined longitudinally to determine their impact independent of other reading-related skills on reading disabilities. Tests of symbol naming speed, phonological awareness, vocabulary, memory span and coding speed were given to 38 poor and average readers when they were in Grades 2, 3 and 4. Grade 4 poor readers were discriminated from moderately poor or good readers on serial-list and discrete-trial naming speed tests in all grades. In addition, phonological awareness and vocabulary, but not memory span or coding speed, discriminated groups. These variables in Grade 2 contributed unique variance to reading scores in Grade 4 in differing patterns. Hypotheses about the nature of the reading — naming speed relationship are discussed.     

高等学校分类及其命名的逻辑——兼谈高等教育的分类及其与职业教育和基础教育的逻辑关系

高等教育的分类及其与职业教育和基础教育的逻辑关系决定了高等学校的分类及其命名的逻辑。在高等教育趋于普及化的今天,基于人才培养规格的侧重点不同,高等学校大致上形成了学术研究型和技术应用型两大类:前者侧重研究,后者侧重应用。具体到毕业生初次就业的职业岗位而言,前者的毕业生更多的是面向研究型岗位,后者的毕业生更多的是面向应用型岗位。高等学校分类及其命名的逻辑决定了高等学校命名的规范。     

Developmental changes in the contributions of phonological processing skills to Chinese character reading and arithmetic

This study examined the associations of phonological processing skills with reading and arithmetic ability in Chinese kindergartners (Mage = 5.56 years), third graders (Mage = 9.72 years), and fifth graders (Mage = 11.75 years) (N = 413) of Han descent. The results showed that phonological awareness and rapid automatized naming (RAN) showed stronger relations than phonological memory with reading and arithmetic across grades. Furthermore, the associations of phonological awareness and RAN with reading were much stronger in kindergartners than in primary school children, whereas their relationships with arithmetic remained stable across grades. Among phonological skills, phonological awareness has a unique influence on arithmetic that is independent of Chinese character reading in third-graders and kindergartners. In contrast, RAN uniquely explained the variation in arithmetic skills in fifth graders when reading was statistically controlled for. These findings have important implications for understanding the co-development of reading and arithmetic across grades and raise the possibility of training in phonological awareness and/or RAN to help children at risk for learning disabilities.     

咸阳市城区新建道路命名初探

咸阳是国家级历史文化名城和全国魅力城市之一。面对近年城市道路建设的快速发展,在对新建道路命名中,应该注意处理好共性与个性、遗存与文献、史实与现实、自然与人文以及局部与整体等各种相互关系。