陶渊明的晚年心态与晋宋易革

通过对晚年陶渊明对晋宋易代这一政治事变的感触与反应、隐居不仕志节在易代前后所表现出的坚定程度、“固穷”思想在易代前后的发展变化等三条线索的追踪考察 ,认为晋宋易革这一重大政治事变对晚年陶渊明的政治态度、生存方式、人格理想都产生了程度不同的影响。陶渊明的晚年心态与这一政治事变都有着或直接或间接的联系。陶渊明“并非‘浑身是静穆’”。     

The Education and Care Divide: the role of the early childhood workforce in 15 European countries

International reports on early childhood education and care tend to attach increasing importance to workforce profiles. Yet a study of 15 European countries reveals that large numbers of (assistant) staff remain invisible in most international reports. As part of the CoRe project (Competence Requirements in Early Childhood Education and Care) we conducted a cross-national survey among experts in Belgium (Flemish- and French-speaking communities), Croatia, Denmark, France, Greece, Ireland, Italy, Lithuania, the Netherlands, Poland, Romania, Slovenia, Spain, Sweden and the UK (England and Wales). The survey explored professional and training profiles not only for formal ‘teaching’ staff, but also for the entire workforce, making visible the assistants who are often omitted from international reports. The proportion of assistant staff varies from a very small percentage in some European countries to half of the entire workforce in many others. Whereas job profiles for higher qualified staff often focus on ‘education’, profiles for assistants typically focus on ‘care’. Consequently a divide between care and education can be observed, both in split systems and in integrated systems. In these cases, the concept of ‘education’ may be narrowed down to schoolified learning and ‘care’ may be regarded as subordinate to education. In several cases, assistants also have less entitlement to ongoing professionalisation than educational staff. Consequences of the findings for practice as well as policy are discussed.     

清代诗人刘青藜诗心发微

清初河南襄城刘氏以忠孝、诗书传家,其中刘青藜尤有诗名。他年少多才,却遭遇坎坷,一生含悲探经史,以咏史古乐府名世。虽有食荠肠苦之意,终难掩沉郁奇崛豪情,为清初中州诗坛添上了独特的一笔。     

论17年历史剧创作中女性话语的形态与特征

建国后17年间的历史剧创作对女性意识的建构和女性话语的言说是由男性史剧家们代言并完成的,这其实就是来自中国古代文人的拟代女性写作传统.男性史剧家们通过历史女性形象曲折隐晦地表白自己在意识形态上的归属和对政治文化权威的臣服,并以之演绎各种流行的政治理念.历史剧呈现出一种双声话语的不协调状态,共同的"类"的特征遮蔽了女性的自然特征,使得对历史女性形象的刻划有明显的公式化与符号化倾向,包括对爱情题材的表现.只有少数史剧家尊重并赋予女性历史人物形象以自己的意识与声音,但较之20、30年代史剧中女性以叛逆姿态的隆重登场,17年间历史剧在女性意识与女性话语的建构上无疑构成了一种断裂.     

江苏沿海不同时期滩涂围垦区土壤剖面盐分特征分析——以江苏省如东县为例

通过引入聚集系数、变异系数和分形维数等参数揭示了不同围垦年限下的沿海滩涂土壤剖面盐分和粒径的分布特征,并且运用灰色关联度方法计算了土壤盐分与土壤粒径的相关联程度,结果发现:①随着围垦年限和人类活动强度的增加,沿海滩涂土壤中总体盐分含量逐渐下降,且表现出有农作物生长的田间的脱盐效果明显快于、好于无农作物生长的田边土壤.同时沿海滩涂土壤经历了“均匀型-表聚型-震荡型-底聚型-震荡型-均匀型”的变化趋势;②围垦20～60a的无盐土盐分处于临界轻度盐化土的状态,土壤次生盐碱化风险较高;③沿海滩涂土壤各层盐分表现出“临层相关-隔层相关-上层相关”的变化过程,各层与平均含盐量的相关性体现了土壤剖面合盐量向均匀型转变的特征;④土壤粒径逐渐变小,土壤肥力逐渐增加,并且有作物生长的田中央增加速度大于田边.土壤盐分与土壤粒径的关联度总体不强,粒径对土壤盐分的影响弱于人类活动.     

基于IPAT模型和情景分析法的山西省碳排放峰值年预测

山西省是中国重要的能源重化工基地,温室气体排放量位居中国前列,减排压力巨大,合理预测碳排放峰值年,有助于明晰减排目标,为有效设计减排路径提供帮助。本文采用IPAT模型,对山西省中长期能源碳排放量以及峰值年进行了预测。结果显示,在山西省当前能源与结构状态下,相较于可再生能源年替代率,年GDP增速和年节能率对山西省中长期碳排放影响更为显著,是2030年达到碳排放峰值年的关键控制指标。在GDP低速和中速发展情景下,山西省碳排放量均可在2030年前达到峰值,碳排放最大峰值量分别为6.6亿t和7.1亿t;在GDP高速发展情景下,预测结果显示,2015-2040年碳排放量一直增长,无法达到峰值年,上调年节能率或可再生能源年替代率0.60%及以上,方可确保山西省2030年达到碳排放峰值年。     

Understanding how educational maths apps can enhance learning: A content analysis and qualitative comparative analysis

Educational applications (apps) are ubiquitous within children's learning environments and emerging evidence has demonstrated their efficacy. However, it remains unclear what the active ingredients (ie, mechanisms), or combination of ingredients, of successful maths apps are. The current study developed a new, open-access, three-step framework for assessing the educational value of maths apps, comprised of type of app, mathematical content and app design features. When applied to a selection of available maths apps previously evaluated with children in the first 3 years of school (the final sample included 23 apps), results showed that practice-based apps were the most common app type tested (n = 15). Basic number skills, such as number representation and relationships, were the most common area of mathematics targeted by apps (n = 21). A follow-up qualitative comparative analysis showed observed learning outcomes with maths apps were enhanced when apps combined the following: a scaffolded and personalised learning journey (programmatic levelling) and explanations of why answers were right or wrong (explanatory feedback), as well as praise, such as ‘Great job!’ (motivational feedback). This novel evidence stresses the significance of feedback and levelling design features that teaching practitioners and other stakeholders should consider when deciding which apps to use with young children. Directions for future research are discussed.

Practitioner notes

What is already known about this topic

• Educational apps have been shown to support maths attainment in the first 3 years of school.
• Several existing frameworks have attempted to assess the educational value of some of these maths apps.
• Emerging experimental evidence also demonstrates the benefits of specific app design features, including feedback and levelling.

What this paper adds

• Practice-based maths apps are the most common type of app previously evaluated with young children.
• These evaluated maths apps have mostly focused on basic number skills.
• The combination of explanatory and motivational feedback, with programmatic levelling (either dynamic or static), was a necessary condition for enhancing learning outcomes with maths apps.

Implications for practice and policy

• The inclusion of feedback and levelling in maths apps should be considered by app developers when designing apps, and by educational practitioners and parents when deciding which apps to use with their children.
• Further consideration is also needed for the development of educational apps that include a broad range of maths skills.