动态语法教学资源的开发和运用

动态语法教学对提高学生理解语言和运用语言能力具有重要作用.为此,从动态语法教学资源的开发和利用着手,探讨动态语法教学的理论和实践,对走出语法教学的误区,开辟语法教学新路具有重要意义.     

基于动态对等理论的戏剧翻译中文化专有项的处理

戏剧翻译的服务对象不仅包括目的语读者,还包括在剧院观看舞台演出的目的语观众,这便是戏剧翻译的双重性。而剧本中极其丰富有特色的且与目的语文化有极大差异的文化专有项的处理的好坏,在很大程度上影响了译本的可表演性与目的语观众的接受程度。因此,要使目的语观众也获得类似原语观众的感受,译者往往应该从剧本的可表演性出发根据译入语的文化规范和传统做出相应调整。本文基于奈达的动态对等原则和读者反映论,分析了戏剧翻译中文化专有项的处理方式。     

Gray-Scott模型的动态分歧分析

该文以Gray-Scott模型为研究对象,用数学的方法研究该系统的动态分歧.主要是运用线性全连续场普理论,中心流形约化方法及跃迁理论,得到了模型在一定条件下的跃迁类型的判别数,并判断了跃迁类型,给出了分歧解的表达式.     

新型农民教育培训动力机制的构建

建设新农村,关键是要调动广大农民的积极性、主动性和创造性。因此,培养新型农民是新农村建设不可或缺的条件和基础。为了促进新型农民教育培训活动的顺利开展,有必要构建一种能够推动农民和相关培训机构积极参与的动力机制,即促进新型农民教育培训的导向机制、激励机制和倒逼机制。通过这些行之有效的机制,形成良好的新型农民教育培训舆论环境和完备的法律政策环境,从而有助于社会主义新农村建设,促使和谐社会真正得以实现。     

一种基于HTML5的安全跨文档消息传递方案

全面分析现有基于HTML5的跨文档消息机制的安全性,指出其中存在的安全风险,并在此基础上设计和实现了跨文档消息传递方案SafePM.SafePM引入消息安全规则白名单,通过双向检测机制实现对消息收发的完全控制,通过消息内容安全控制机制消除内容中的安全隐患.同时加入自动安全检测以及安全规则隐藏等机制,从而防止消息泄露和篡改,减少跨站脚本执行的风险,实现安全的跨文档消息传递.     

Assessing intellectual potential in Tanzanian children in poor areas of Dar es Salaam

The research set out in this paper attempts to identify whether one of three conventional IQ tests is more capable of identifying intellectual potential amongst poor children in Dar es Salaam. To this end 1857 children from 17 government schools in poor districts of Dar es Salaam were asked to complete a questionnaire and undertake a range of tests. The study included teacher, peer and self-nomination. It has been noted that static testing may not fully elicit the abilities of African children. It has been suggested that dynamic testing might provide a more fair and equitable means of assessment. Therefore 101 students took part in a control and intervention group in order to investigate. The findings show a significant correlation between IQ test scores and other test outcomes. Those with larger families and older children perform less well on IQ tests. Peer ability and self-confidence positively influence test scores.     

Dynamics of student interactions: an empirical study of orienteering lessons in physical education

Introduction: Many studies in physical education (PE) have sought to identify and categorize the modes of student interaction in order to gain greater insight into the nature of cooperative activity. More others recent studies have examined how modes of interaction evolve on the basis of the modes of collective activity that they generate. These studies have shown to describe and explain the interactions among individuals and the processes they generate, which then lead to the construction, deconstruction or reconstruction of different interaction modes. Although some studies have sought to describe the dynamics of student interactions, very few have quantified these dynamics. By doing so, however, researchers might gain a new perspective on student interaction modes that inspires new designs for teaching in PE, thereby having professional impact. The present study extends this research by investigating the dynamics of student interaction, with a focus on the emergence of interaction modes during orienteering lessons. For this purpose, the study was conducted within the methodological framework of course of action theory, which is an effective approach for examining activity in natural situations to provide insight into the experience of activity from the actors perspective.

Method: The study was conducted in two classes of seventh-grade students (about 12 years old) in which 16 students volunteered and were available for post-action interviews immediately after the lessons under study. These volunteers were placed in eight affinity-based dyads. The teachers planned orienteering lessons at similar levels of difficulty and duration but modified the lessons across a range of contextual features. Two categories of data were collected: (1) data from audiovisual recordings as the students searched for the checkpoints and (2) verbalization data during the post-action interviews with the students. The data were processed in two steps: one qualitative, the other quantitative. The qualitative step consisted of processing the data of the student experiences to characterize their interactions in the three different contexts. In the quantitative step, the data from the first step were graphically represented to depict the interaction dynamics within the student dyads.

Results and discussion: The qualitative analysis showed the emergence of three modes of student interaction shared across each learning context: co-construction, confrontation and delegation. The quantitative analysis revealed the percentages of the different modes of interaction and therefore characterized the interaction dynamics. Our results showed that the interaction dynamics within the dyads were both unique and similar in the task contexts in terms of both ratios of change and distribution. Results are discussed across two major points of interest: (1) the observation of the same interaction modes whatever the context yet with quite different dynamics and (2) proposals for PE teacher interventions.     

科技代工企业转型升级的自我更新与资源整合:以S集团为例

基于动态能力范式视角,采用案例研究法分析S集团从代工(OEM)向自主品牌生产(OBM)成功转型升级中资源基础的转变过程,总结提出针对科技代工企业转型升级的相关建议。     

新能源产业发展的技术开发动因

基于能源替代动态博弈视阀,建立双寡头厂商博弈模型,采用数值模拟,探究新能源产业发展的技术开发动因。结果发现:(1)新能源产业发展的能源总产出增长率主要取决技术积累效应和市场博弈效应的大小,而能源折旧率抑制新能源产业发展,能源替代率则相反;(2)在能源市场中,总存有稳态路径让知识资本和RD投入促使新能源产业发展趋向鞍点均衡;(3)技术开发是知识资本和RD投入增长的动力,正向调节新能源产业发展,促使新能源产量较高于传统化石能源剩余储量和价格较低于传统化石能源价格。因此,为发力新能源产业发展,应加快技术开发的开发创新,提高知识资本和RD投入支持。     

我国居民消费与收入关系的实证分析

文章首先建立模型,然后利用现代计量经济学中的动态分布回归与误差修正模型,基于1996-2007年的年度数据,对我国消费与收入的关系进行实证分析,结果发现,长期来看人均收入每增加1个百分点,消费将增加0.8991个百分点,短期来看人均收入每增加1个百分点,消费将同增加0.2886个百分点,这一数值与长期关系的数值相比较而言显然较小,究其原因有预算约束,收入偏低,未来收支不确定,消费观念保守,消费环境较差,收入分配不公以及社会保障制度不健全等,因此,为了提高居民消费水平,应采取措施加以解决.