用ASP.NET实现安全身份验证

本文介绍了通过ASP.NET的配置和程序实现安全身份验证及如何进一步保护Cookie身份验证的方法，从而实现ASP.NET所创建的动态Web页的进一步安全。     

逻辑规律与准逻辑悖论探讨

同一律、不矛盾律和排中律是传统形式逻辑中的基本规律,在正统数理逻辑中体现为重言式。同一律、不矛盾律和排中律作为逻辑基本规律在传统形式逻辑中普遍有效,可是,它们一经引入正统数理逻辑,便会引起不符合人的普通逻辑思考实际的准逻辑悖论。故而,传统形式逻辑三大基本规律在正统数理逻辑中均不能成立。     

The Virtual Game: Objects, Groups, and Games in the Works of Pierre Levy

This article critically engages the theme of the game as a model for identity, community, and the meaning and function of objects in a recent work by Pierre Levy. Two of Levy's books have recently appeared in English translation, making this a timely moment to return to this theme that resonates throughout cultural modernity, especially in the areas of business, the military, sports, and, of course today, in digital software and network design.     

Reflection through assessment: A systematic narrative review of teacher feedback and student self-perception

Beginning with two important meta-analyses by Hattie and Timperley (2007) and Shute (2008), the relationship between teacher feedback and student self-perception has received more attention. One way students enact a self-perception is by reflectively writing about their participation within a particular field of study. The current review analyzes how teacher feedback facilitates and supports the formation of self-perception made visible in students’ reflective writing. The following electronic databases were searched up to February 2018: CINAHL, Academic Search Complete, PsycINFO, ERIC, ProQuest Dissertations and Theses, and Google Scholar. Five themes in total were constructed. These themes indicate contexts when feedback might lead to students reflecting through writing on a self-perception. Features of feedback that most likely promote this kind of reflection can be described as: content situated, dialogic, and empathic. As a secondary category of themes, feedback should position students as: fluid and/or vulnerable.     

中国CO_2排放量变化的影响因素分解研究——基于改进的Kaya等式与LMDI分解法

基于改进的Kaya等式和LMDI分解法,对1990～2008年间中国CO2排放量变动的影响因素进行效应测算与贡献率分析,研究表明:CO2排放量变动的影响因素可以分解为排放强度效应、能源强度效应、经济效应和人口效应;经济效应和人口效应刺激CO2排放量增长,排放强度效应和能源强度效应抑制CO2排放量增长,但这种抑制作用难以抵销由经济效应拉动的CO2排放量的增长。最后,结合实证研究结果,提出相应的政策性建议。     

Discourses about race in the United States: A thematic analysis of short essays

Conversations around race have come to the forefront of public discourses in the United States with incidents of police brutality leading to movements such as Black Lives Matter and its opposition, All Lives Matter. Although there is substantial psychological literature focusing on racial attitudes and intergroup relations, much of this research is experimental, failing to capture diverse and evolving viewpoints of people in the United States. In the present study, our aim was to understand folk definitions and diverse perspectives about the role of race in the United States in participants’ own words. We thematically analyzed submissions to The Race Card Project (n = 913), a publicly available platform, and responses from a sample of college students describing perspectives on race (n = 1092). A total of 27 identified themes were organized in four domains: opinions about race, race-based interactions, race and identity, and emotions. Opinions about race ranged from color-blind ideology to racial equality, race as divisive or providing community, and excessive focus on race. References were made to historic and current race relations, assumptions based on skin color, prejudice and discrimination, White privilege, and “reverse racism.” These findings contribute to evolving scholarly understanding of race in the United States, with implications for informing initiatives to promote race relations and reduce experiences of discrimination for individuals of color.     

论华美文学中散居者的身份寻求——以任璧莲《典型的美国佬》为例

运用散居批评理论分析华美文学中散居者的身份寻求,可以发现,部分散居者选择了一条在"存在"与"生成"的并置和平衡间建构散居身份的跨文化途径.他们在中国和美国文化间架起桥梁,使其身份跨越种族的、文化的篱笆,承载中美结合,坐拥文化杂糅,笑纳身份流变.     

Authentic science experiences as a vehicle for assessing orientation towards science and science careers relative to identity and agency: a response to “learning from the path followed by Brad”

This response draws from the literature on adaptive learning, traditional ecological knowledge, and social–ecological systems to show that Brad’s choice is not a simple decision between traditional ecological knowledge and authentic science. This perspective recognizes knowledge systems as dynamic, cultural and historical activities characterized by diverse worldviews and ways of constructing and legitimizing knowledge. Brad’s decision is seen as an example of adaptive learning, identity development and personal/collective agency oriented to increasing tribal influence in resource management decisions and policies. I will conclude that science literacy for all is not served by a transcendent, universal, Western modern view of science.

Negotiating identity and science teaching in a high-stakes testing environment: an elementary teacher’s perceptions

This study draws upon a qualitative case study to investigate the impact of the high-stakes test environment on an elementary teacher’s identities and the influence of identity maintenance on science teaching. Drawing from social identity theory, I argue that we can gain deep insight into how and why urban elementary science teachers engage in defining and negotiating their identities in practice. In addition, we can further understand how and why science teachers of poor urban students engage in teaching decisions that accommodate school demands and students’ needs to succeed in high-stakes tests. This paper presents in-depth experiences of one elementary teacher as she negotiates her identities and teaching science in school settings that emphasize high-stakes testing. I found that a teacher’s identities generate tensions while teaching science when: (a) schools prioritize high-stakes tests as the benchmark of teacher success and student success; (b) activity-based and participatory science teaching is deemphasized; (c) science teacher of minority students identity is threatened or questioned; and (d) a teacher perceives a threat to one’s identities in the context of high stakes testing. Further, the results suggest that stronger links to identities generate more positive values in teachers, and greater possibilities for positive actions in science classrooms that support minority students’ success in science.