《礼记》所见“大学之道”

本文对《大学》所说的“大学之道”、《中庸》所说的“致中和”、《学记》所说的“小成”和“大成”作了现代诠释。认为克明明德、自新新民、文质彬彬、从容中道、止于至善的真君子仍然是现代大学教育的目标；这样的目标是经由离经辨志、敬业乐群、博习亲师、论学取友、知类通达五个具体的阶段性目标逐步达到的。     

基于时间集分割的蒸汽流量预测模型

由于制造业生产数据具有较强时段性,相关工艺蒸汽流量预测方法精确度不高,无法有效节能降耗。针对该问题,提出基于时间集分割的蒸汽流量预测模型。基于工艺生产情况及原始数据的时段性,将日生产工艺流量时间集划分为工单稳定生产时段、工单启动后/结束前时段、非工单时段,采用逐点回归模型预测工单稳定生产时段,利用曲线补全模型预测工单启动后/结束前时段。非工单时段无生产,因此无需进行预测。综合逐点回归—曲线补全预测结果,得出日工艺用蒸汽流量。实例研究表明,相较于传统未分割时间集的单一预测模型,基于时间集分割的逐点回归—曲线补全组合预测方法精确度达 94%以上。基于时间集分割的组合模型不仅预测精度高且较稳定,可为蒸汽生产与实时调度提供决策依据。     

Influence of concrete differential aging time on the construction phases analysis of the Fenghua River Bridge

IntroductionTheFenghuaRiverBridgeisamajorprojectonthehighwaybetweenHengzhangandGuojiachi.ItstretchesacrosstheFenghuaRiverwithatotallengthof750m.Intheworkingdrawings[1],themiddlemainsupportingbasementisnamedK2+416inthewholeproject.Thetotalspanofthebridgeis(11×20+55+2×100+55+11×20)mwhilethemainfourspansaresequentially(55,two100,and55)m,whichareconstructedbysymmetricalcantilevercastingwithdifferentbeamsections.Totheendingsection,asinglebeamsingleroomstructureisapplied.Thefivesteel-concrete…     

史铁生:寻找救赎与走向"过程"

在当代中国作家中，作为“思想型作家”史铁生的意义显然是别的作家担当不了的。他从沉重的残疾肉身开始，在宗教神性光芒的照耀下，勘悟人生真相，追问生命终极意义，寻找灵魂救赎之路，视“过程”为“圆满”。在世纪转型时期，史铁生的存在促使我们返观：我们的生存方式中究竟缺少了什么？为什么会缺少？怎样才能解决这个问题？     

Combating low completion rates in Nordic welfare states: policy design in Norway and Sweden

ABSTRACT

Low completion rate in upper secondary education is seen as a big problem in the Nordic countries. School failure has shown to dramatically increase the risks for unemployment and labour market exclusion with severe consequences for both society and the young person. This paper analyses national policy measures to combat low upper secondary education completion rates in Norway and Sweden, often regarded as representing a social democratic welfare model and a universalistic transition regime. The analysis demonstrates that although this issue has received extensive political attention, the two countries display somewhat different policy designs. The Norwegian approach is proactive and targeted while the Swedish policy is more general and directed towards reforming organisational structures in upper-secondary education. In sum, our analysis demonstrates that national governance structures shape and influence policy design in the context of an increasingly diversified Nordic social democratic welfare state regime.     

Reaching Year 12 in Victoria,Australia: student and school influences

This paper examines student and school influences on reaching Year 12, the final year of schooling in Victoria, Australia. It analyses data from the population of students who were in Year 9 in 2008. Male, English-speaking background, government school, and especially Indigenous students were less likely to reach Year 12 than comparison groups. Performance in the Year 9 in national standardized tests was the strongest influence. There were only limited school effects in reaching Year 12, when taking into account individual student characteristics. Less than a quarter of schools had significant net effects on reaching Year 12. School differences are sizable only when comparing schools towards each end of the school effects continuum.     

加法范畴的推出范畴的幂等完备化

考虑加法范畴的推出范畴的幂等完备化与加法范畴幂等完备化的推出范畴的关系,进一步证明了Abel范畴的推出范畴的幂等完备化与Abel范畴幂等完备化的推出范畴等价。     

《柳毅传》成书补证

就小说的整体叙事看,《柳毅传》的成书更集中、更直接地受到了南朝宋刘义庆《幽明录·河伯婿》的影响。从故事性质和情节结构、故事地点和人物设置、故事缘起和结局及某些细节方面,对《柳毅传》成书问题进行补充阐述,重新认识该小说的创作过程并加深对唐传奇源于魏晋志怪小说观点的理解。     

Rethinking the role of open and distance teaching institutions

This investigation compared outcomes in disabled and non‐disabled students taking courses by distance learning with the Open University UK in 2003. Students with mental health difficulties showed poorer course completion than non‐disabled students. Students with restricted mobility and students with other disabilities showed lower pass rates than non‐disabled students. Students with dyslexia or other specific learning difficulties showed lower pass rates and poorer grades than non‐disabled students. Finally, students with multiple disabilities showed poorer course completion, lower pass rates and poorer grades than non‐disabled students. Accommodations to support disabled students in distance education need to be focused on different groups of students with particular disabilities.     

Motivation and degree completion in a university-based teacher education programme

This study investigated which factors determine degree completion in a Dutch university-based teacher education programme. We assumed that both student characteristics and characteristics of the learning environment affected degree completion. We included the following factors in our study: motivation for becoming a teacher, teaching self-efficacy, professional commitment, perceptions of time management and perceptions of quality of instruction in the teacher education programme. Data were collected from 135 preservice teachers using a digital questionnaire. The student administration of the teacher education department provided data on degree completion. Analyses showed that teaching ability was the most important motive for becoming a teacher; it was also found to be a negative predictor of degree completion. We found that social utility values, professional commitment, perceptions of quality of instruction and time management contributed to the prediction of degree completion. The findings and implications for teacher education and policy are discussed.