论小额贷款公司的法律规制

我国金融资金错配,导致中小微型企业出现融资难题,解决途径在于依靠设立小额贷款公司疏通民间融资渠道.小额贷款公司是从事金融业务的特殊公司,也是我国本次金融改革创新中的重要内容,当前我国小额贷款公司法律制度存在的问题需要对其进行规制.     

论实用文体的翻译

随着对外经济和贸易的发展,实用文体的翻译正在变得越来越重要了。其中,广告、新闻和法律尤为常见。针对这三种文体,以我们国内的相关研究为基础,撷取几个有代表性的观点进行概述并对其总体特点加以总结,以期对此类文体的翻译实践起到一定的指导作用。     

让专业发展走进中小学教师的生活

教育是"立国之本,强国之道",而发展教育必须把培养教师专业发展放在重要的位置,教师专业发展是未来中国基础教育发展的核心问题。本文作者立足教育现状,阐述中小学教师专业发展的需求,及国家应采取的积极政策,携手共进,促进教育水平的提高。     

经济发展对高技能人才需求规律及趋势研究

探讨了高技能人才获资格证书人数随自然年时间的变化规律,得到了高技能人才获资格证书人数随着自然年时间的变化呈抛物线型增长的发展趋势。进一步研究了经济发展对高技能人才的需求规律与趋势,结果表明,随着国内生产总值、固定资产投资、就业人数的持续快速增长,对高技能人才的需求呈线性关系增长。若GDP增长1%可为我国创造100万个就业岗位,其中需要高技能人才9-10万人。随着经济发展,对高技能人才的需求将明显增强。     

江泽民军队信息化建设思想探析

江泽民军队信息化建设思想,深刻揭示了军队信息化建设的新规律,精心谋划了我军信息化建设的新战略,系统提出了我军信息化建设的新举措,实现了马克思主义军事科学的新突破,为积极推进中国特色军事变革提供了重要理论支撑,是新时期我军建设的强大思想武器和科学指南.     

我国高新技术及其产业化发展回顾与分析

新中国成立以来，我国高技术发展及其产业化经历了国防高科技阶段，经济导向化过渡阶段、迅速发展阶段和市场导向化科技创新阶段，形成了行政管理、专家管理、经济管理、综合管理等不同的科技研究管理模式，以及“政府导向型”向“市场志向型”过渡的产业化进程，制定了关于鼓励高科技产业发展、推进科技产业促进谪新技术园区发展的一系列切实可行政策法规，总结和分析我国高技术及其产业化的发展过程模式、政策等具有一定的理论和现实意义。     

日本义务教育发展评析

日本不仅是一个经济发达国家,也是一个教育强国。从其重视义务教育发展的措施中,可以看出政府对基础教育的重视,在财政上一直加大对义务教育的投入,并以教育法律法规的完善作为义务教育发展的支柱。     

基于块边缘模式的闭合边界提取算法

提出了一个从DCT域提取的闭合边界的算法。本算法有两个新颖的地方:第一,使用局部凸性作为提取闭合边界的标准之一;第二,在DCT域提取出来的块边缘上进行最佳优先的搜索。利用局部凸性不仅可以提取凸闭合边界,也可以提取非凸闭合边界;在DCT压缩域中进行块边缘提取,不需要解压缩,从而降低了计算复杂度。最后,我们给出了该算法在实际图像上提取闭合边界的试验结果。     

The role of constructivist educational software on students’ learning regarding mechanical interaction

This paper mainly describes the role of the multimedia software package ‘Interactions between Objects’ on students’ learning of mechanical interaction forces and Newton’s laws. We designed and developed this software within social constructivism on the basis of 226 students’ initial conceptions (categorized in six categories), in order to help students construct appropriate knowledge about the subject. Teaching with the software was conducted in 13 primary, lower secondary and upper secondary school classes. In the software’s evaluation research 226 students (aged 11–16) and 13 teachers of the classes participated. Data analysis showed students’ substantial learning gains with respect to their initial alternative conceptions of the six conceptual categories. Particularly, the students’ incorrect answers to the post-test questionnaire have perceptibly decreased (a mean of 65%). In contrast, their correct answers to the questions reached high percentages, from 60% to 90% depending on the question and the students’ age. Also the teachers’ opinions and comments enhanced software’s evaluation. The contribution of the software’s specific characteristics on students’ learning is discussed along with implications for designing constructivist science learning tools.     

The Force Concept Inventory as a Measure of Students Conceptual Coherence

The Force Concept Inventory (FCI) is a multiple choice test designed to monitor students’ understanding of the conceptual domain of force and related kinematics (Hestenes et al. Physics Teacher 30:141–158 1992; Halloun et al., 1995, Online at http://modeling.asu.edu/R&E/Research.html). It has gained wide popularity among both researchers and physics instructors in the United States and elsewhere. The FCI has also been criticized, and its validity as a measure of the coherence of a student’s understanding of the force concept has been questioned. In this paper we provide a characterization of students’ conceptual coherence and a way to evaluate it using the FCI. We divide students’ conceptual coherence into three aspects: representational coherence (the ability to use multiple representations and move between them), contextual coherence (the ability to apply a concept across a variety of contexts), and conceptual framework coherence (the ability to fit related concepts together, i.e. to integrate and differentiate between them). Postinstruction FCI results and interview data from two Finnish high school groups (n=49 total) are discussed; the data provide evidence that the FCI can be used to evaluate students’ conceptual coherence—especially contextual coherence—of the force concept.