在人性与神性之间挣扎——对《牛虻》中蒙太尼里形象的原型阐释

从蒙太尼里神父"杀子"的悲剧入手,探讨了其行为上的特点,并对决定其心理、行为的三个原型:原罪原型、救赎原型、审判原型进行了分析,论证了他悲剧的根源在于其身上"人性"与"神性"不可调和的矛盾。     

银行业如何构建案件防控的长效机制

银行业案件防控工作自去年开展以来,取得了阶段性成效,但仍存在法人治理机构不完善、缺乏监督制约机制,轮岗制度和强制休假制度执行不彻底,稽核机制不健全等许多问题,如不很好的解决,将严重影响银行业的安全,因此需要构建案件防控长效机制。     

试论直接言词原则在民事诉讼中的地位与作用

直接言词原则是民事诉讼法的基本原则,它决定了民事诉讼“对抗与判定”的基本结构,在民事诉讼基本原则体系中居于重要地位,是其他几项基本原则的基础、前提与保障。直接言词原则的作用主要表现在四方面：充实庭审的功能,使判决更具活力;符合程序公正的内在要求,有助于程序公正的实现;有利于发现案件真相,促进诉讼的实体公正;有利于判决的承认和执行。     

基于GIS的中国酸雨控制区酸雨空间分布特征研究

利用全国74个酸雨监测站点2004-2006年降水-pH数据,通过ArcGIS空间插值,模拟酸雨pH空间分布,根据酸雨"两控区"方案,提取酸雨控制区的酸雨pH空间分布,进行GIS空间分析.结果表明:中国的酸雨严重区主要分布在四川盆地、长江以南广大地区,酸雨强度沿长江向西北和东部有扩大趋势,四川盆地酸雨区已与华南酸雨区连成一片;3年间,pH<5.6的酸雨范围相对研究区面积比值由56.73%扩大到73.11%,pH<4.5的严重酸雨区由2.15%扩大到10.41%,2006年增幅最大;不同等级酸雨范围扩大趋势明显,酸雨污染趋于严重.     

Teaching the Use of Library of Congress Subject Headings as a Research Strategy for Undergraduate Students

Library of Congress subject headings (LCSH) are such a powerful tool that ACRL recognized them in the Information Literacy Competency Standards. The Standards state that the information-literate student should be able to select discipline-specific controlled vocabulary and construct a search strategy. The authors, recognizing this often-forgotten Standard, surveyed instruction librarians to determine if LCSH are still taught in the library instruction classroom, and, if so, which strategies are used for identifying relevant subject headings. Survey results were mixed. While teaching the use of controlled vocabulary has clearly fallen from popularity, it is still recognized as a valuable tool.     

Mediatization,Legal Logic and the Coverage of Israeli Politicians on Trial

This paper investigates the characteristics that point to the mediatization of legal coverage in Israel, and the adoption of media rather than legal logic in the coverage of five trials of key political figures between 1961 and 2012 in two leading Israeli newspapers. Using insights from the literature on the mediatization of political coverage, our analysis focused on the changes over time in the type of dramatization of trial news; in the nature of criticism expressed in the press; in the forms of journalists' interventions and judgments; in the context of the meta-coverage of media advisors and media initiatives by legal actors; and the media's own reflections about these interventions. We found that the mediatization of the legal sphere resulted in a “trial by media” where journalists pass judgments on defendants and present media alternatives to legal procedures. Moreover, meta-coverage of the media strategies of legal actors was accompanied by “counter-interventionism”, i.e., journalistic criticism of their own role in cooperating with the media interventions of legal actors. We suggest that this “counter-interventionism” is tied to the defense of the legal sphere by legal journalists.     

冶金全流程工艺模拟系统实践

本文介绍了一个先进的冶金全流程工艺模拟生产系统,重点介绍了该系统上的主要试验设备以及典型钢种在该系统上的试制过程。该模拟生产系统以先进的试验设备为基础,通过工艺技术开发研究,形成了冶炼、轧制、硅钢和冷轧汽车板等多个试验研究平台,可以完全模拟中厚板现场生产,基本实现了硅钢及型材的模拟生产试验,并可进行相关工艺技术研究,从而满足新产品研发和新工艺技术研究的需要。     

Knowledge Organization from an Indigenous Perspective: The Mashantucket Pequot Thesaurus of American Indian Terminology Project

Native Americans create, preserve, and organize knowledge within the context of community, thereby ensuring the inclusion of Native American philosophies. Historically, mainstream cataloging and classification systems have not adequately represented this knowledge. The Mashantucket Pequot Thesaurus of American Indian Terminology was designed to incorporate an Indigenous perspective into mainstream controlled vocabularies. Using story as pedagogy, this article examines the conceptual foundations, theoretical framework, and application of the Thesaurus to a museum setting.     

浅谈小学数学作业反馈的有效策略

“作业”是学生学习过程中的重要环节,作业反馈是实现作业目的的有效手段。目前小学数学作业反馈中存在许多问题,怎样通过完善作业反馈的功能来促进学生有效学习呢？本文紧扣“作业反馈的有效策略”这一主题,结合自身的教学经验,从“前瞻性作业反馈、及时性作业反馈、小结性作业反馈”三方面展开论述。     

Best practice in conducting RCTs: Lessons learnt from an independent evaluation of the Response-to-Intervention programme

This paper presents the findings of the first independent UK evaluation of a large-scale randomised controlled trial of Response-to-Intervention, used as a catch-up literacy intervention. A total of 385 pupils in their final year of primary school (Year 6) were involved in the study (181 treatment and 204 control). These were identified as those at-risk of not achieving the threshold Level 4 in English at Key Stage 2. The pupils came from 49 schools across England. Twenty-seven schools were randomised to receive treatment immediately and 22 schools, which formed the control, were randomised to receive the intervention later. RTI was delivered in the summer term in preparation for pupil transfer to secondary school. The overall impact based on the standardised New Group Reading Test (NGRT) showed an ‘effect’ size of +0.19, and of +0.48 when considering only free school meal eligible pupils. However, these results must be viewed with considerable caution given the high attrition (over 25%) especially from the control group, and unclear identification of pupils eligible for the intervention. The fact that the evaluators did not have direct contact with schools when trying to identify eligible pupils, and that the developers wanted to use the pre-test to identify eligible pupils, led to this being a weak trial. The significance of the work therefore lies at least as much in the lessons learnt as in the headline figures. We learnt that ideally no more than two parties should be involved in communicating with schools, so that relevant instructions are passed quickly and acted upon promptly. This helps minimise the risk of misunderstanding and dropout post-allocation. Prior training on the technicalities of trials and research in general is necessary for both developers and any staff delivering the intervention so that all parties involved understand their commitment and the need to provide accurate and complete data. In future trials of RTI, it would be better for individual eligible pupils to be randomised rather than schools. RTI should ideally be given a whole year to allow the full cycle to be implemented, and it should be delivered daily for at least 30 minutes.