具有多个偏差变元的Lienard型P—Laplacian泛函微分方程的周期解

利用重合度理论中的延拓定理和不等式分析技巧，获得了一类具有多个偏差变元的Lienard型P—Laplacian泛函微分方程的周期解存在性的新的充分条件，推广和改进了已有文献的相关结果．     

From divergent evolution to witting cross-fertilisation: the need for more awareness of potential inter-discursive communication regarding students' extended historical writing

History education stakeholders in England have consistently judged that some students find formal historical writing prohibitively difficult due to the demands of constructing an extended argument. While policy makers have agreed students need support in their historical writing, recurring themes in centralised resourcing have been wastage, incoordination and replication. Furthermore, two concurrent but largely disconnected discourses have developed and promulgated initiatives relevant to students’ extended historical writing: ‘genre theorists’ and the ‘history teachers’ extended writing movement’. Despite certain goals held in common participants in the two discourses have tended to talk past one another with concomitant issues in resourcing. Unsystematic, cross-fertilisation between the discourses has led to cycles of genre theory being collectively discovered, forgotten, and rediscovered by history teachers with knowledge not being built cumulatively. Furthermore both discourses have independently developed similar initiatives in a form of convergent evolution resulting in duplication of labour. Finally, divergent evolution has occurred where genre theorists have advocated approaches that are increasingly redundant for history teachers’ requirements. A more activist stance is therefore required to ensure meaningful inter-discursive communication between genre theorists and the history teachers’ ‘extended writing movement’ to ensure efficacy in developing approaches to improving students’ extended historical writing.     

Impact of the National Writing Project's College-Ready Writers Program in High-Need Rural Districts

By 2013, all 50 states and the District of Columbia had adopted college- and career-ready standards in English language arts and mathematics, placing a greater emphasis on argument writing to prepare students for life after high school. Solving the specific problem of how to help teachers teach to new standards for argument writing as well as the broader problem of improving teaching and learning requires continued efforts to understand how to support teachers in making substantial changes in instruction. This paper reports on a district-randomized controlled trial of the National Writing Project's College-Ready Writers Program (CRWP), implemented in high-need rural districts in 10 states, testing one instance of professional development paired with supporting curricular resources and a formative assessment tool designed to shift instruction to align with the new college- and career-ready standards in English language arts classes in Grades 7–10. Researchers randomly assigned 44 rural districts either to receive two years of CRWP or to be in a business-as-usual control group and found positive impacts on teacher practice and student source-based argument writing.     

从实现机制和及物类型看汉语的“借用动量词”

本文探讨汉语中的借用动量词及相关语言现象。首先对借用动量词的名实对应进行了考辨,指出借用动量词未必实现了量词的功能和身份,所谓名词借用为动量词其实是一种复现同指事件的表达策略;然后从动词的自反性类型着眼,厘清了语素离析和工具转喻两种实现机制的纠葛,并且结合事件的及物性特征分析了工具格名词表达动量的语义条件;最后探讨了借用动量短语和一般动量短语在语义指称、句法功能等方面的差异,进而论证借用动量短语可能具有的核心论元地位。     

科恩驳诺齐克的反社会主义论证

右翼自由主义学者诺齐克在其名著《无政府、国家和乌托邦》中提出了一个著名的反社会主义论证,认为要维持社会主义平等必须以牺牲自由为代价,所以是不正义的。当代分析马克思主义学派代表人物G.A.科恩意识到这种反社会主义论证的危险性,从政治哲学层面对此进行了有效反驳,从而在规范价值层面捍卫了社会主义的可希求性。     

清末修律始末及其评价——从法律移植的视角观察

清末修律是在外力因素的推动下,以收回领事裁判权和救亡图存为主要目的一个大规模的法律移植过程,标志着中国传统法律体系的解体。在沈家本的带领下,修订法律馆制定了大量的近代新式法律,但是遭到了礼教派的猛烈攻击,双方的争论焦点是如初处理法律与道德的关系等问题,是为"礼法之争"。法律是一种地方性知识,生长于一定的文化、经济土壤,它应当是社会中一种比较保守的力量,而不是一种变革的力量。贸然的法律移植因为缺乏风俗习惯的支持而难以实施,从这个角度看,清末修律的失败是必然。我国目前的法制建设应该吸取这一历史教训,立足本国实际,解决现实问题,在实践成熟的基础上循序渐进。     

闺怨词中意象组合的认知解读和翻译策略

意象是创造汉语古诗词诗意的重要手段,以＂哀怨＂＂愁思＂为主题的闺怨词常常使用意象静态并置和意象动态跳跃组合两种形式的搭配。从认知视角看,意象是语言符号激活的认知结构的空位,意象意义的获得是读者调用框架或脚本等认知结构的默认信息填补空位的过程。译者的任务是在译入语中选取恰当的语言符号,使得源语和译入语达到认知结构激活对等的效果,使译入语读者获得和源语读者同样的感受。     

数学解题过程中常见逻辑错误例析

逻辑错误是导致解题错误的主要原因,常见的逻辑错误的表现形式有:虚假理由、偷换概念、分类不当、循环论证等。本文主要从初等数学教学的角度,就数学习题求解的几个方面,例析了数学解题过程中常见的几种逻辑性错误,并举例说明。     

一类偏差变元偶数阶p-Laplacian中立型微分方程周期解的存在性

利用Mawhin连续性定理,研究一类含偏差变元偶数阶p-Laplacian中立型微分方程（）φp（）x（t）-cx（t-δ）（n）（n）=f （x（t））x＆#39;（t）＋g？＆#232;？？t,x（）t-τ（）t,｜x｜∞,｜x＆#39;｜∞＋e（t）.获得其周期解存在性新的充分条件．值得注意的是g（t,x）关于x的增长级允许超过p-1.     

浅论诬告陷害罪

在司法实践中,对于诬告陷害罪的认定,通常认为捏造的事实必须是犯罪事实,侵害的对象也仅限于个人。本文作者从犯罪构成各个方面来探讨诬告陷害罪的认定,认为该犯罪的对象上不仅限于个人,亦应包括单位;捏造的事实不仅局限于犯罪事实等方面来论述。