个人U盘系统的构建与U盘病毒防治方法

随着USB接口的普及和闪存芯片价格的急剧下滑,U盘以其读写速度快、存储容量大、保存时间长、可重复擦写、耐高低温、不怕潮、不怕摔、体积小、便于携带等诸多特点,成为计算机用户对文件进行移动存储的首选设备.U盘作为一种输入输出设备,也难以避免病毒的入侵和潜伏.文中主要介绍如何利用便携式的U盘构建U盘系统以及U盘病毒的防治方法.     

现场教学教师培训模式的实践与思考

教师的专业发展培训必须强调理论与实践的整合,基于高中教师专业发展实践培训的实践与反思,探索基于教育教学实践的中小学教师专业发展培训规律,为教师的专业发展培训找到切实可行的出发点。     

女性之觉醒的力量——解读《美国在心中》(英文)

该文通过文本细读的方法,解读了菲裔美国作家卡洛斯.布洛桑的自传体小说《美国在心中》中形形色色的白人女性形象。这些女性角色不仅作为典型形象展现了各种矛盾深刻对立的美国社会的方方面面,更作为激励人觉醒的力量对主人公Allos的成长和成熟产生了巨大的影响。正是白人女性象征了布罗桑和其他菲律宾移民们心中理想的美国,象征了美国友善美好的一面;也正是白人女性作为一种治愈力量,治疗主人公遭遇不公和残酷对待后的创伤。而白人知识女性启蒙和引导Allos接受教育,实现了他心灵的觉醒,逆转了美国教育的功能,使之从一种美国的文化适应策略变成菲裔移民们颠覆与重建的利器。这些白人女性也增强了主人公颠覆旧世界、建立一个现代主义新世界的决心和勇气。     

泰州市4174例艾滋病自愿咨询检测情况分析

目的了解泰州市艾滋病自愿咨询检测（VCT）人群的分布特征,为针对各类求询人员采取有效的防治措施提供信息和依据。方法对2011年全市VCT门诊求询者的基本信息及艾滋病病毒检测情况进行统计分析。结果2011年泰州1市各级VCT门诊的求询者共4174人,HIV感染率为0．29％（12／4135）。求询者以18—49岁青壮年为主,男女检测比例为1．73：1,男性HIV感染率显著高于女性。求询者类型主要以有商业异性性行为史者为主,有男男性行为史求询者的HIV感染率最高。结论泰州市艾滋病传播途径以性传播为主,高龄化HIV感染人群有增多化趋势;应进一步合理利用咨询点资源,将VCT服务与重点人群的高危行为干预工作结合起来,尽早发现HIV感染者,减少二代传播。     

河北省红色旅游景区公示语翻译质量及其评价

目前我省红色旅游景区公示语外文标注情况已经比较普遍,但却存在着拼写、语法错误等语言信息失真、用意错位以及版本不一等问题。政府及媒体对公示语翻译的关注度不够,语言文化差异导致的行文结构和遣词造句的习惯差别,公示语翻译标准缺失和翻译术语不统一及翻译人员专业素质欠缺,是造成我省公示语翻译质量不高的主要原因。而政府支持、技术规范、人才培养则是提升我省红色旅游景区公示语翻译质量的主要手段。     

Critical race theory in education,Marxism and abstract racial domination

In the context of the ongoing debate between critical race theory (CRT) and Marxism, I begin in this paper by examining the origins of CRT in Critical Legal Studies (CLS) in the United States. I go on to describe CRT's entry into education, first in that country, and then in the United Kingdom. I move on to a discussion of current debates between critical race theorists and Marxists, focusing on an analysis of arguments for the existence of abstract racial domination.     

肺内重度感染病毒抗药性分析

目的:对肺内重度感染病毒的抗药性进行分析。方法:选择呼吸内科患者入院后12小时内的痰标本共100例,将采集到的受试病毒和标准对照病毒在培养皿中进行活化及培养,静置至干燥后采用标准药敏纸片对其进行检测,依据测量的抑菌圈宽度对受试肺炎链球菌、冠状病毒、埃可病毒以及巨细胞病毒的抗药性进行判断。结果:肺炎链球菌对相关药物较为敏感,对一些药物有较低的抗药率。结论:一些肺内重度感染病毒对药物的抗药性很高,治疗时应谨慎用药,尽量不采用病毒抗药性较高的药物。     

Life at university with Asperger syndrome: a comparison of student and staff perspectives

Although increasing numbers of students with disabilities are accessing higher education, there is relatively little information about the needs of students with Asperger syndrome (AS). Crucially, students themselves have rarely been included in research examining their needs or the supports they might find helpful. Three focus groups, one with students with AS and two with staff were conducted to explore the challenges, barriers and supports to students' successful progress through one university in the UK. Thematic analysis revealed some key differences between staff and student perspectives, particularly with regard to impact of sensory sensitivities and daily life difficulties on academic progress. Students and staff also held differing views about what is helpful, relating to disclosure of diagnosis and the value of formal social supports. The study highlights the importance of developing services beyond traditional academic supports that students with AS themselves feel are valuable.     

Learning mathematics in mainstream secondary schools: experiences of students with Down’s syndrome

The key questions are: is it true that persons with Down’s syndrome can study mathematics only at a very elementary level? Might it be possible that their difficulties are mainly restricted to some fields, such as numeracy and mental computation, but do not encompass the entire domain of mathematics? Is the use of a calculator recommended? Is non-elementary mathematics accessible at most for the brightest students with Down’s syndrome? Our experience with about 30 students with Down’s syndrome, attending Italian mainstream secondary schools, is that these students can solve mathematical problems, using simple algebraic equations, though they may have very poor numeracy skills and need to use the calculator even with the simplest computations. Moreover, a familiarity with more advanced topics, as algebraic computation and analytic geometry, can help to raise their self-esteem and improve their numeracy too. Surprisingly, these students can learn and apply mathematical procedures in a variety of other different contexts. For instance, Francesca, an Italian student attending a secondary mainstream school, with a mild impairment in numeracy and relatively good linguistic skills, started with algebra and then learned to solve problems in the areas of nutritional science and of business administration. In the same way, Martina, a student in a mainstream secondary school with severe linguistic and numerical impairments, learned to work with Cartesian coordinates and formulas in analytic geometry. She began connecting points on a Cartesian plane, given their coordinates, and colouring in the shapes, such as flowers and animals, that they define. Applying the two points distance formula and verifying the result, she learned to measure the distance of two points with a ruler and to understand the concept of ‘millimetres’. The role of the inclusion in mainstream Italian schools of every disabled student, regardless the severity of the disability, has been crucial for these results.     

Educating children and young people with fetal alcohol spectrum disorders: constructing personalised pathways to learning

This paper reports findings from a study about young people’s preferences for social interaction with similar and different others, in terms of a tension between social inclusion and homophily – the concept that similarity breeds connection. The issue was explored empirically using moral dilemmas scenarios to conduct in-depth semi-structured interviews with young people with Asperger syndrome, visual impairment and without disabilities. The data indicates that homophily and inclusion can come into a tension with an ethical dimension, since they represent, respectively, a personal preference to be among similar others and the moral imperative of including all people. The paper argues that this tension is constructive as it can challenge our understanding of what the ethical obligation to inclusion entails, and what treating the students respectfully means. Respect is often seen as an attempt to avoid the humiliation that any kind of recognition of difference can bring, and has tended to be translated into a demand for inclusion for all. However, the recognition of difference is an acknowledgement of young people’s right to make their own decisions, and can be reflected in provision and translated into educational and life opportunities; as such, it is also an expression of respect. Negotiating a way between the two understandings through dialogue can ensure that inclusion would be a shared value.