卡塔兰数和卡塔兰常数的表示

介绍了卡塔兰数的来由,用解析方法证明了有关卡塔兰数的一个结论 ,给出了卡塔兰常数的积分表示形式,得到了包含卡塔兰常数的一种计算公式。     

浅析陈十四信仰的畲族民族化

陈十四信仰主要分布于闽浙粤台等地。这一信仰不仅在汉族社会广为流传,而且深入到畲族社会,并完美地与畲族文化融合,并在畲族人民的生活中展现出民族个性。通过对畲族民间文学、民俗生活和音乐舞蹈中陈十四信仰表现的论述,认为陈十四信仰的畲化主要源于畲汉共通的师祖关系、畲族自身的内部需求、民族生存的外部认同和强势文化的民族融合。     

苏格兰议会的选举制度

英国长期以来都实行的是简单多数选举制度,自1997年工党上台之后,进行了大刀阔斧的权力下放改革。苏格兰开始实行简单多数制与比例代表制并存的混合选举制度。新的选举制度对政党格局、政府决策等都产生了深刻的影响,也为威斯敏斯特议会的选举方式改革提供了新的思路。     

弗雷泽对社会正义的研究及其启示

针对全球化和文化多元化背景下当代资本主义纷繁复杂的歧视性现象,南茜.弗雷泽研究了正义的"什么"、"谁"和"怎样"三个问题。她用再分配、承认和代表权三个概念从三个维度阐释了正义即参与平等。同时,她认为,全球化使正义主体由领土国家基础上的"谁"转变成多种的、有差异的复数的"谁";决定正义的"谁"的程序,要用批判-民主路径取代规范-科学路径,实现正义的方式,要用改造性矫正方案取代肯定性矫正方案。弗雷泽对社会正义的研究,启发我们,要以强烈的问题意识将关注现实和学术研究有机结合起来,并全面综合地、改造性地进行社会治理以构建社会主义和谐社会。     

党的“四群教育”的政治学思考——基于政治合法性的分析

政治合法性是全体社会成员对于政治权威的承认,对政治统治行为的认可,它是执掌政权的前提和基础。进入社会主义现代化建设的新时期,中国共产党执政合法性的重塑成为一个值得重视、关乎大局的动态的时代课题。目前党内"四群教育"活动新形式,可以视为旨在政治合法性增益的重大举措;政治合法性是开展"四群教育"活动的逻辑起点和内在动因。以"四群教育"活动为视野,政治合法性增益问题涉及到宪政建设的整体推进和中国共产党利益代表机制的科学建构,因而是一个复杂的系统工程。     

Learners' eye movements during construction of mechanical kinematic representations from static diagrams

We investigated the influence of numbered arrows on construction of mechanical kinematic representations by using static diagrams. Undergraduate participants viewed a two-stage diagram depicting a flushing cistern (with or without numbered arrows) and answered questions about its function, step-by-step. The arrow group demonstrated greater overall accuracy and made fewer errors on the measure of continuous relations than did the non-arrow group. The arrow group also spent more time looking at components relevant to the operational sequence and had longer first-pass fixation times and shorter saccade lengths. The non-arrow group made more saccades between the two diagrams. Analysis of transition probabilities indicated that both groups viewed components according to their continuous relations. The arrow group followed the numbered arrows whereas the unique pathway of the non-arrow group was to compare the two diagrams. These findings indicate that numbered arrows provide perceptual information but also facilitate cognitive processing.     

A formal mentoring programme to align equity mandates with research outputs: A case study

Abstract

To sustain research outputs while progressively ensuring that staff profiles reflect demographic realities, the College of Human Sciences at the institution under study embarked on a formal mentoring programme in April 2009. The focus of the programme is to mentor newcomers to academe by productive academics who will be retiring from the system over the following decade. The aim of the research was to investigate the functioning of the formal mentoring programme and to determine the extent to which the programme provided for research output opportunities after one year of implementation. A qualitative intrinsic case study approach was followed, employing document study and in-depth individual interviewing. It was found that planning had been thoroughly done and the formal mentoring programme was professionally implemented. Concerns about an initially too formalised approach were counteracted by building flexibility into the reporting on mentoring initiatives. A cost to mentoring was found to arise from the fast-tracking of unrealistic research output expectations.     

Encoded Archival Description: Are Finding Aids Boundary Spanners or Barriers for Users?

ABSTRACT

The article reports the results of a usability study of an EAD interface. Findings indicate that subjects had trouble understanding archival terminology and how best to search for information in finding aids. Furthermore, they were not familiar with the structure or contents of finding aids. In addition to building interfaces that minimize archival jargon and rely heavily on users' prior understanding of hierarchical finding aids, this study indicates that users require new forms of virtual reference assistance in the online environment.     

Engaging students in learning science through promoting creative reasoning

ABSTRACT

Student engagement in learning science is both a desirable goal and a long-standing teacher challenge. Moving beyond engagement understood as transient topic interest, we argue that cognitive engagement entails sustained interaction in the processes of how knowledge claims are generated, judged, and shared in this subject. In this paper, we particularly focus on the initial claim-building aspect of this reasoning as a crucial phase in student engagement. In reviewing the literature on student reasoning and argumentation, we note that the well-established frameworks for claim-judging are not matched by accounts of creative reasoning in claim-building. We develop an exploratory framework to characterise and enact this reasoning to enhance engagement. We then apply this framework to interpret two lessons by two science teachers where they aimed to develop students’ reasoning capabilities to support learning.     

Students' Visualization of Metallic Bonding and the Malleability of Metals

This study investigated the mental representations of metallic bonding and the malleability of metals held by three male students aged 14–15 (Year 10) who were attending a Hong Kong school. One student was selected by their chemistry teacher as representing each of the highest, the medium, and the lowest level of attainment in chemistry in a school that admitted students of average general attainment. The students were interviewed and their understandings probed through their provision of drawings and their interpretation of the diagrams that had been previously used by their teacher. Dual coding theory was used to interpret the relative significance of visual and verbal input and the interaction between the two for their understanding. There was evidence that students relied on verbal recall in providing their initial understandings and showed an appreciation of the nature of the structural components of the electron-sea model of metallic bonding. However, they varied in terms of their appreciation of the electrostatic force which was responsible for the malleability of metals. The study suggests that a clearer understanding of the electrostatic force involved can be attained when students experience visual and verbal representations simultaneously, a conclusion supported by dual coding theory. Principles for good practice in using diagrams in teaching are discussed.