一个Bocs的表示范畴—M(x)=J_1;mJq;m的情形

该文证明了对于一般的 M∈ R(Γ ) ,M( x) =J1;m Jq;m在 R(Γ )中存在始于 (终于 ) M的左 (右 )几乎可裂序列     

开（闭）映射的点态特征

本文用点态来定义开（闭）映射,并应用此定义来证明开（闭）映射的一些性质。     

How Can Released State Test Items Support Interim Assessment Purposes in an Educational Crisis?

State testing programs regularly release previously administered test items to the public. We provide an open-source recipe for state, district, and school assessment coordinators to combine these items flexibly to produce scores linked to established state score scales. These would enable estimation of student score distributions and achievement levels. We discuss how educators can use resulting scores to estimate achievement distributions at the classroom and school level. We emphasize that any use of such tests should be tertiary, with no stakes for students, educators, and schools, particularly in the context of a crisis like the COVID-19 pandemic. These tests and their results should also be lower in priority than assessments of physical, mental, and social–emotional health, and lower in priority than classroom and district assessments that may already be in place. We encourage state testing programs to release all the ingredients for this recipe to support low-stakes, aggregate-level assessments. This is particularly urgent during a crisis where scores may be declining and gaps increasing at unknown rates.     

数据驱动下的高校图书馆课程地图构建

文章探索数据驱动下高校图书馆课程地图构建的变革及实现:建立图书馆多维数据与课程地图各核心要素之间的逻辑关系,利用数据库技术、文献计量法、问卷调查等方式收集数据,综合运用统计学原理、词频分析工具、比较分析方法、学习热度公式来分析数据,以更贴近学生需求的方式生成课程计划,构建基于多维数据的课程地图。实践结果显示:文章提出的课程地图构建新路径简单清晰、易于分享和推广、具有可用性和可扩展性,可为课程地图的构建提供新的思路--由"以经验描述为主要依据和以静态标准为单一导向"转向"基于数据全面分析"。     

承载、遮蔽与呈现: 论“气”在阳明心学中的效用与价值简

阳明心学的核心是融合知行与格致的多向性心本体论,而“气”在其中的效用与价值尚未阐明.经梳理,“气”分“意气”、“气质”与“气象”三个层面,其中,“意气”是多向性心本体界的现实性承载;“气质”的差异性与阶次性割断了多向性心本体界的连续性与一体性,“气质”的波动性则打乱了此心本体界在道德层面的原初状态;“气象”对此心本体界以客观具象与主观体认的方式进行整体呈现.     

What is the effect of country-specific characteristics on the research performance of scientific institutions? Using multi-level statistical models to rank and map universities and research-focused institutions worldwide

Bornmann, Stefaner, de Moya Anegón, and Mutz (2014) have introduced a web application (www.excellencemapping.net) which is linked to both academic ranking lists published hitherto (e.g. the Academic Ranking of World Universities) as well as spatial visualization approaches. The web application visualizes institutional performance within specific subject areas as ranking lists and on custom tile-based maps. The new, substantially enhanced version of the web application and the generalized linear mixed model for binomial data on which it is based are described in this paper. Scopus data are used which have been collected for the SCImago Institutions Ranking. Only those universities and research-focused institutions are considered that have published at least 500 articles, reviews and conference papers in the period 2006–2010 in a certain Scopus subject area. In the enhanced version, the effect of single covariates (such as the per capita GDP of a country in which an institution is located) on two performance metrics (best paper rate and best journal rate) is examined and visualized. A covariate-adjusted ranking and mapping of the institutions is produced in which the single covariates are held constant. The results on the performance of institutions can then be interpreted as if the institutions all had the same value (reference point) for the covariate in question. For example, those institutions can be identified worldwide showing a very good performance despite a bad financial situation in the corresponding country.     

试论窝藏、包庇罪的主体范围——以亲亲相隐的价值内涵为视角

根据我国现行刑法第310务的规定,窝藏、包庇罪的主体包括犯罪人的近亲属在内的所有具有刑事责任能力的人。这使犯罪人的近亲属陷入情理与法理的两难境地,是强人所难的体现,不符合刑法人道性的要求,有悖于刑法谦抑性和期待可能性理论,同时也背离了宽严相济的刑事政策。因此,有必要尊重我国古代“亲亲相隐”的现代价值内涵,在其价值指引下完善我国有关窝藏、包庇罪的主体立法规定,有限制地排除犯罪人的近亲属为窝藏、包庇罪的主体。     

局部强序列连通空间

讨论了保聚映射的一些性质,证明了保聚映射保持强序列连通性;并定义了局部强序列连通空间,证明了商映射保持局部强序列连通空间以及局部强序列连通性具有开遗传性和有限可积性;还给出了一些相关的刻画及其性质。     

Y上连续的连通集值映射的周期轨道

文章定义了Y空间上连续的连通集值映射及其周期轨道,探索了Y空间上连续的连通集值映射与y上的连续自映射之间的关系,得到了关于Y上连续的连通集值映射的两个定理。     

Beyond the tools: analysing personal and group learning environments in a university course / Más allá de la tecnología: análisis de los entornos de aprendizaje personales y grupales de estudiantes en una asignatura universitaria

Abstract

In this paper we present the results of a naturalistic study carried out with higher education students which describes their learning environments when working on academic tasks in groups and individually. In this study we want to analyse how they organize their learning activities and knowledge processes (reading, reflecting and sharing) and how these learning processes are integrated into their Personal Learning Environments (PLE). In order to achieve that, students had to reflect about the basic ‘components’ that make up their learning process: reading (using not only by text but also multimedia), doing/reflecting (creating cognitive artefacts) and sharing (discussing, showing, and offering and receiving feedback from and to a community of reference). Students formed relationships between those components and any technological tools they used and created mind maps to represent their PLEs. The main objective is to try to understand how PLEs are organized and how they are perceived by learners, not from a technological perspective but from a learning perspective. The main results confirm the strong nature of PLEs as a pedagogical approach with a strong technological base. In addition, those results suggest a close relationship between students’ beliefs and expectations regarding academic tasks as well as the importance they give to each component in their learning process.