浅谈语法隐喻及其实际意义

在语言的实际应用中，人们可以把动词、形容词转化为名词，句子转化为词组。这种变化被称作语法隐喻。Halliday（1985）指出，名词化（nominalization）是语法隐喻的主要来源。结果表明：语法隐喻方式有助于意义的有效识解，有利于认知效果的获得，它增强了语篇的语义联系和关联度。     

关于费马解的一个同余方程

设p为奇素数,a为整数,若ap-1≡(1mod p2),则a名为费马解。根据华罗庚给出的几个特殊的费马解,可以探求费马解的一般方法。利用初等方法及原根的性质研究同余方程xp-1≡(1modpl),l≥1的可解性,可以得到该同余方程的一切正整数解和费马解。     

t重n阶同余数的性质与应用

本文对t重n阶同余数的性质进行了初步探讨并应用这些性质给出了任意数同余初阶的简易求法,并提出一类循环小数的循环节等长问题供讨论。     

一致性沟通模式、团体辅导与青少年人际沟通能力培养

萨提亚倡导的“一致性沟通”模式是关注“自我、他人与情境”三方面和谐互动的模式。青少年问题大多源自困扰的人际关系,要建立满意的人际关系,拥有一个和谐共融的情感位置,需要有一个表里如一的沟通姿态和高自我价值感,而这需要在人际沟通能力的培养中获得。以积极心理学为导向的团体辅导,注重人际互动的演练情境,着眼于人性中的积极方面,寻求“一致性沟通”学习,为构建和谐人际关系提供有效帮助和指导。     

关于反对称矩阵

给出了反对称矩阵的概念,讨论了它的行列式、特征值、合同标准形以及秩等方面的性质和一些重要结果.     

语法隐喻视角下的名词化隐喻分析

Halliday于1985年提出语法隐喻（grammar metaphor）的概念,他认为名物化隐喻（nominalizafion）是产生语法隐喻的一项重要来源。名物化的意义在于通过参与者和环境成分的变化、小句层次和词组结构的变化,重新组合,使之表达的概念意义浓缩为一个词。在正式的语体中,因为名物化具有囊括和浓缩的功能,可以使得意思在语篇组织严密,达到语言表达简练、客观、信息量大等行文要求。     

The Sweet Spot? Writing for a Reading Age of 12

Writing for a reading age of 12 (or Reading Grade Level of 6 to 7) has long been considered a benchmark for accessible writing, the ‘sweet spot’ we should aim for to ensure our texts are accessible to a broad public audience. But what does a reading age of 12 actually mean and is it still useful as a guiding principle? This paper turns to emerging research in the field of academic literacies to review the concept of a reading age of 12 and consider what accessibility means in terms of language. It shows that while the idea of a 12‐year‐old as a benchmark has value, the basis on which it is typically determined is unhelpful if not misleading, and argues for an alternative approach based on meaning. It uses this approach to propose some practical strategies for understanding the key differences between everyday and academic language so that as authors, curators, educators, editors and publishers we can reach our audiences with greater inclusiveness and effectiveness.     

混合同余法产生随机噪声技术分析

在工程实践中,经常需要产生服从一定分布的随机噪声,本文依据混合同余法和中心极限定理,利用matlab软件产生了一组服从正态分布的伪随机数。分析了该组数据的统计特性,得出了结论,对工程应用中有一定的借鉴意义。     

一般线性同余方程组有解的判定条件

讨论了一般的线性同余方程组解的存在性问题，给出了一般线性同余方程组是否有解的判别条件。从而推广了引理2的结论．使求解线性同余方程组问题更为方便有效．     

Differentiated instruction in teacher education: A case study of congruent teaching

Teachers are supposed to use forms of differentiated instruction to anticipate the differences among their students. However, the adaptation of teaching to the diversity of the group often takes place with difficulty. Teacher education is blamed for not preparing student teachers adequately for differentiated instruction. Several authors suggest that congruent teaching in teacher education might be an adequate solution to this problem. This case study aims to investigate the (congruent) realization of differentiated instruction in teacher education using ethnographic tools. The results indicate that the observed teacher educator demonstrated limited forms of differentiation, largely without providing meta-commentary. Therefore, she is not a role model on the subject of differentiated instruction in the view of student teachers. These results are discussed in depth, and form a basis for further research and suggestions for practice in teacher education.