先秦儒家美学之“美”的边界

“美”在先秦儒家美学中是一个重要概念。先秦儒家美学对这个概念的界定是从两个大的方面入手的：否定的方法,强调审美意义上的“美”不是“善”;肯定的方法,一方面强调美与“情”有关,这种情不是生理快感,另一方面强调“美”是一种特殊的形式,是一种有特定意义的“文”。先秦儒家美学之“美”可以界定为能传达情感或引起情感反应的“文”。     

改进的基于逆模型的旅游信息资源索引算法

在云计算构建下实现对旅游信息的优化调度,提高旅游资源数据的开发和利用效率。传统的旅游信息资源采用经验模态分解的调度算法,通过人工分区实现信息资源的调度模型具有随机性和无组织性,资源分配效率不高。提出一种基于逆模型参数预失真估计的云计算架构下旅游信息资源优化调度模型。设计旅游资源信息调度网络,云计算构架的逆模型网络结构采用BP网络的输出结构,训练包括前向传播信息,反向传播误差两个过程。设计循环堆栈的约束指向矢量,使旅游资源信息调度网络的路由节点的资源分配输出误差最小。采用三亚的5个旅游景点作为研究对象,以2003~2014年度的游客数据作为模型参量,仿真结果表明,模型对旅游资源的融合性能较好,有效剔除簇内非相干数据,提高数据融合效率,分层调度融合度能达到90%以上,优化调度性能优越。     

The influence of formal and informal formative pre‐service experiences on teacher self‐efficacy

Formal pre‐service training has been shown to be effective in building teacher self‐efficacy beliefs. However, the impact of other, less formal, ‘teacher‐like’ pre‐service experiences on the formation of efficacy beliefs has not previously been investigated. This study examines the associations between both formal and informal formative pre‐service experiences and teacher self‐efficacy. In addition, the effect of years of teaching experience on these associations was investigated. Three hundred fifteen teachers of general and Judaic studies in Jewish day schools in the USA responded to a survey about their formal pre‐service experiences; informal experiences as youth advisors, camp counsellors and childcare supervisors; and two measures of teacher self‐efficacy. Formal pre‐service training and positive student‐teaching experiences, as well as each of the three informal experiences, were found to be associated with positive teacher self‐efficacy. Interestingly, formal and informal pre‐service experiences appear to be associated with different aspects of teacher self‐efficacy. Formal teacher training was most strongly associated with efficacy for instructional practices, while the positive informal experiences were most strongly associated with efficacy for student engagement. The potential impact of both formal and informal experiences did not appear to fade over time. On the contrary, for those variables where an interaction with years of teaching was detected, it was the efficacy beliefs of the most senior teachers that were most related to their pre‐service experiences. These findings have important implications for the practice of both teacher trainers and those charged with recruiting and supporting teachers.     

社区矫正中对成年人审前社会调查报告的运用

社区矫正中审前社会调查是对拟适用社区矫正的被告人或犯罪人进行基本情况、家庭状况、一贯表现、社区评价等方面的调查,预测其再犯可能性,为准确适用社区矫正,保证矫正效果提供重要依据。目前审前社会调查报告在法律上没有明确的性质,在诉讼程序中没有合理的运用机制,并没有普遍适用于适合社区矫正的成年被告人。文章通过借鉴美国\"量刑前调查报告\"的运用模式及我国未成年人审前社会调查报告的运用,明确社会调查员的诉讼地位和调查报告的证据属性,并为社会调查报告的法庭采纳程序提供意见,建议完善质证和证人出庭程序,保障社会调查报告的有效运用。     

Pre‐school Verbo‐sensory Motor Status as a Predictor of Educational Life‐courses and Self‐perceptions of Young Adults

During a 15‐year longitudinal study, 31 Finnish students (risk group) who had been identified as having deficiencies in reading and writing readiness at pre‐school through the German Breuer–Weuffen Differentiation Test were compared with their peers (n = 62) in order to study long‐term differences that emerged at the starting point of the study. In 1999, the students in the risk group were found to achieve significantly lower final school grades and they also had lower perceptions of their own scholastic competence. In 2005, students in the risk group perceived themselves as less competent than their peers in social acceptance, sense of global self‐worth areas and in the strength‐perceptions related to mathematical thinking, learning skills, and self‐regulation. Path analyses showed that verbo‐sensory motor status measured at pre‐school age had long‐term effects on participants’ educational life‐course and global self‐worth. Possible explanations of the findings and implications for early identification are discussed.     

怎样由遍历序列确定二叉树

在文 [1 ]至文 [4]中都介绍了遍历一棵二叉树的三种方法 :先序遍历、中序遍历和后序遍历 .每棵二叉树的先序遍历序列、中序遍历序列和后序遍历序列都是唯一的 .但是不同的二叉树的先序遍历序列或中序遍历序列或后序遍历序列有可能是相同的 .就如我们已知一个关系要求能求出它的关系矩阵 ,已知一个关系的关系矩阵也能求出关系矩阵所表示的关系一样 ,要求我们不但能从二叉树求它的遍序序列 ,而且能从二叉树的遍历序列求出它们所表示的二叉树 .在文 [1 ]中只指出 :给定结点的先序序列和中序序列可唯一确定一棵二叉树 .但文 [1 ]没有给出证明 .本文指出了由后序遍历序列和中序遍历序列也可唯一确定一棵二叉树 ,并给出了相应的证明     

高水平散手运动员赛前训练探讨

散手大赛前的训练阶段通常由6－8个训练小周期组成，分为技战术强化，比赛性适应和能量重新动员3个小阶段，赛前训练内容的安排需处理好全面技术与个人特长的关系。素质与技术训练的关系，体力训练与恢复的关系，负荷强度需达到或超过比赛强度，负荷量应超过比赛的2－4倍以上，同时做好预防和治疗伤病，加强营养和恢复措施等医务监督工作。     

Conditions affecting the usefulness of pre- and post-tests for assessment purposes

Interest in measuring and evaluating student learning in higher education is growing. There are many tools available to assess student learning. However, the use of such tools may be more or less appropriate under various conditions. This study provides some evidence related to the appropriate use of pre/post‐tests. The question of whether graded tests elicit a higher level of performance (better representation of actual learning gains) than ungraded post‐tests is examined. We examine whether the difficulty level of the questions asked (knowledge/comprehension vs. analysis/application) affects this difference. We test whether the student’s level in the degree programme affects this difference. Results indicate that post‐tests may not demonstrate the full level of student mastery of learning objectives and that both the difficulty level of the questions asked and the level of students in their degree programme affect the difference between graded and ungraded assessments. Some of these differences may be due to causes other than grades on the assessments. Students may have benefited from the post‐test, as a review of the material, or from additional studying between the post‐test and the final examination. Results also indicate that pre‐tests can be useful in identifying appropriate changes in course materials over time.