确立善意取得制度的立法探讨

善意取得制度是财产所有权制度中的一项重要制度,是物权法不可缺少的一项重要内容,我国民法通则对该制度未加以明确规定。本文分析探讨了善意取得制度的涵义、历史沿革、效力和作用,详细阐述了在我国建立善意取得制度的必要性和我国未来物权法在确立善意取得制度时应规定的条件．     

论科技期刊作者、作品的合法权利

本文按照《著作权法》的法律条文 ,结合科技期刊作者、作品的合法权利进行分析论述 ,对作者和编者在创作和编辑活动中均具有现实意义。     

对篮球意识的理论分析

本文采用文献研究法,从篮球意识的概念、内容、影响因素、评价及如何培养等方面,对篮球意识进行了分析探讨。     

农地使用权流转的若干法律问题

农地使用权流转是不动产物权制度的重要问题 ,许多国家对此都作出明确的法律规定。我国现已具备了建立农地使用权流转法律机制的可行性 ,但无基本法予以规范。应坚持国家干预原则、合法原则、登记原则、有偿原则 ,建立和完善与农地使用权流转有关的法律制度     

高校法人治理结构的构建

我国高等教育改革正在不断深化,高校应以法人治理结构的构建作为进一步深化改革的切入点,借鉴公司法中的法人治理结构理论,结合高等教育实际,构建科学合理的高校法人治理结构。高校法人治理结构的构建应贯彻以下原则:遵循教育规律,保障学术自由,教育法人人格独立,教育民事主体地位平等,教育非行政化,教育权利义务一致、他律与自律相结合。     

A cross-linguistic comparison of phonological awareness and word recognition

Phonological awareness is one of the critical skills in the acquisition of reading in an alphabetic orthography. The development of phonological awareness was compared across Turkish and English-speaking kindergarten and first-grade children (n = 138). The Turkish-speakers were more proficient in both handling of the syllables and deleting final phonemes of words. These patterns were related to the characteristics of the respective spoken languages (such as the saliency of the syllable, familiarity of the nonword patterns, importance of onset or final phoneme deletion, importance of vowel harmony) and the development of phonological awareness was discussed as a function of the characteristics of spoken language, orthography and literacy instruction.     

Developing phonological awareness and word recognition skills: A two-year intervention with low-income,inner-city children

Low-income, inner-city children were involved in a two-year intervention delivered in the regular classroom by regular classroom teachers to develop phonological awareness and word recognition skills. For the treatment children, an 11-week phoneme awareness program in kindergarten was followed by a first grade reading program (extended to grade 2 for some children) that emphasized explicit, systematic instruction in the alphabetic code. Control children participated in the school district's regular basal reading program. Both groups participated in a phonetically-based spelling program mandated by the district. At the end of grade 1, treatment children (n = 66) significantly outperformed control children (n = 62) on measures of phonological awareness, letter name and letter sound knowledge, and three measures of word recognition, and reached marginal significance (0.056) on a fourth. They also significantly outperformed the control children on two measures of spelling. One year later, at the end of grade 2, the treatment children (n = 58) significantly outperformed the control children (n = 48) on all four measures of word recognition. For the groups as a whole, there were no differences on the one measure of spelling readministered at the end of grade 2. However, there were significant differences in spelling between the treatment (n = 16) and control children (n = 13) who remained in the bottom quartile of spellers at the end of grade 2 when partial credit was given for phonetically correct spelling, and significant differences in reading favoring these treatment children on all four measures of word recognition.     

Evidence and its consequences in educational research

We begin by arguing that the continuing dominance of ‘evidence-based’ thinking in educational policymaking does serious harm to the notion of evidence itself; also that it brings a loss of coherence to education as a practice that might wish to be regarded as a coherent and research-informed one. The second section of the article suggests that the invidious consequences of ‘evidence-based’ thinking are likely to continue unless energetically challenged by a vibrant and robust understanding of education as a practice in its own right. In elucidating such an understanding, we investigate closely the notions of practice and practitioner, and their intrinsic connections, drawing on landmark researches on practice by authors like Alasdair MacIntyre and Joseph Dunne. Building on the understanding of education as a practice in its own right, the third section argues that the Dewey-inspired notion of justified warrant, rather than proof or replicability, is more appropriate to research claims made in education. Here we focus in particular on action research, which has experienced recurring difficulties in having its research credentials recognised.     

Does spatial awareness training affect anatomy learning in medical students?

Spatial ability (SA) is the cognitive capacity to understand and mentally manipulate concepts of objects, remembering relationships among their parts and those of their surroundings. Spatial ability provides a learning advantage in science and may be useful in anatomy and technical skills in health care. This study aimed to assess the relationship between SA and anatomy scores in first- and second-year medical students. The training sessions focused on the analysis of the spatial component of objects' structure and their interaction as applied to medicine; SA was tested using the Visualization of Rotation (ROT) test. The intervention group (n = 29) received training and their pre- and post-training scores for the SA tests were compared to a control group (n = 75). Both groups improved their mean scores in the follow-up SA test (P < 0.010). There was no significant difference in SA scores between the groups for either SA test (P = 0.31, P = 0.90). The SA scores for female students were significantly lower than for male students, both at baseline and follow-up (P < 0.010). Anatomy training and assessment were administered by the anatomy department of the medical school, and examination scores were not significantly different between the two groups post-intervention (P = 0.33). However, participants with scores in the bottom quartile for SA performed worse in the anatomy questions (P < 0.001). Spatial awareness training did not improve SA or anatomy scores; however, SA may identify students who may benefit from additional academic support.