最密切联系原则的法哲学思考     

邓翊平 《广东广播电视大学学报》2004,13(3):62-67

最密切联系原则作为源于英美国家司法判例的一项国际私法制度，其产生、存在和发展有其深刻的政治、经济文化和思想根源。本文从分析最密切联系原则的产生入手，对最密切联系原则在各国的具体运用进行了初步探讨，并在此基础上对两大法系对自由裁量权的限制进行了对比分析，指出在适用最密切联系原则时必须正确认识和处理几类问题。  相似文献   

大学生英语文化学习现状调查     

常文梅 《新乡师范高等专科学校学报》2007,21(4):130-133

在王振亚的社会文化试题的基础上,根据实际需要重新设计了一套文化试卷。通过对90位不同年级、不同专业以及不同性别的大学生进行综合考察,并借助社会科学统计软件包SPSS(11.5版)对原始数据进行相关检验、差异性分析,笔者发现学生的语言能力与社会文化能力之间不存在显著性相关关系,同时发现他们的文化能力发展不平衡,性别和专业并未对学习效果造成明显影响。最后结合调查结果,笔者提出了一些切实可行的建议。  相似文献   

The effects of phonological and morphological training on speech perception scores and grammatical judgments in deaf and hard-of-hearing children     

Bow CP  Blamey PJ  Paatsch LE  Sarant JZ 《Journal of deaf studies and deaf education》2004,9(3):305-314

Seventeen primary school deaf and hard-of-hearing children were given two types of training for 9 weeks each. Phonological training involved practice of /s, z, t, d/ in word final position in monomorphemic words. Morphological training involved learning and practicing the rules for forming third-person singular, present tense, past tense, and plurals. The words used in the two training types were different (monomorphemic or polymorphemic) but both involved word final /s, z, t, d/. Grammatical judgments were tested before and after training using short sentences that were read aloud by the child (or by the presenter if the child was unable to read them). Perception was tested with 150 key words in sentences using the trained morphemes and phonemes in word final position. Grammatical judgments for sentences involving the trained morphemes improved significantly after each type of training. Both types of training needed to be completed before a significant improvement was found for speech perception scores. The results suggest that both phonological and morphological training are beneficial in improving speech perception and grammatical performance of deaf and hard-of-hearing children and that both types of training were required to obtain the maximum benefit.  相似文献   

论思维创新社会活动发展的基本阶段     

刘卫平 《北京师范大学学报(社会科学版)》2008,(5)

人类思维创新的社会活动可分为三个基本阶段即潜思维、趋显思维和显思维。潜思维阶段本质上属于个体的思维创新活动,它具有个体思维的探索性、局部的分散性、隐潜性及其成果的幼稚性。趋显思维阶段则表明个体的思维创新已摆脱了隐潜形态而转向为群体化、社会化状态,同时也是其社会思维场相结构由旧的稳定态走向非稳定态的嬗变生成状态,各种思维主体相互作用、相互抗争、互补交融,它展示了思维创新的无序性、社会化的公开性和竞争激烈性等特征。显思维体现着对前两个阶段思维创新活动的总结、建构与整合的完善化过程,形成了新的社会思维范式及其功能化运动,它展示了新思维的社会有序性、显态性和自觉性等特征。这三个阶段是相互依赖、依次过渡而辩证统一的,是一个不断由低级向高级、由简单向复杂的否定之否定的演化发展过程。  相似文献   

会计法制建设的新阶段－学习新《会计法》的几点体会     

刘宏善 《沈阳教育学院学报》2001,3(1):89-91

2000年7月1日颁布实施的《会计法》以崭新的会计立法格局出现在我们面前，它使人们清楚地看到，我国会计方面的法制建设已与社会主义市场经济的发展相适应，它以多方面的突破性进展，标志着我国会计立法已进入新的历史阶段。  相似文献   

干散货运价指数与钢材价格的联动关系     

张永锋  赵刚  陈继红 《上海海事大学学报》2016,37(2):53-58

为探究干散货运费市场的波动规律，以研究干散货运价指数与钢材价格联动为基础，探究大宗原材料的海运成本与产品价格之间的联动关系和联动机制.以2003—2013年波罗的海海岬型指数（Baltic Capesize Index，BCI）与国际钢材价格指数（由Commodity Research Unit研发，记为CRU指数）的周度数据作为基础，用ADF和Johansen检验法验证数据的平稳性与协整特征；在符合平稳性要求基础上，引入Granger因果检验方法，探索BCI与CRU指数之间的因果关系.通过GARCH模型，评估运输成本与产品价格之间的溢出效应及其相关性影响程度.最后，结合数据分析结果，构建大宗原材料的运输成本与原材料价格之间的联动机制.研究表明：钢材价格对铁矿石海运运费有非常重要且直接的影响，而铁矿石海运运费对钢材价格并无直接的影响;BCI与CRU指数存在显著的自相关，但是BCI更容易受到其他因素变化的干扰；BCI和CRU指数都具有显著的ARCH效应，且BCI波动本身对未来的影响是逐步衰弱的；CRU指数对BCI的影响较小且综合影响为正相关，而BCI对CRU指数的影响较大且综合影响为负相关.  相似文献   

食指和无名指指长比率(2D∶4D)与跑步经济性的相关性研究*     

任占兵  杜兴兰  韩格格  王琼清  刘承宜 《广州体育学院学报》2016,(1):97-101

研究目的是为了探索食指与无名指指长比率(2D:4D)与跑步经济性(running economy,RE)的相关性.选择12名中长跑二级运动员作为研究对象,其中,男性6名,平均年龄20岁、身高(1.76 3.85)m、体重(67.07 4.02) kg、BMI(21.50 1.18)kg/m2;女性6名,平均年龄20岁;身高(1.68 0.ll)m、体重(57.61 7.ll)kg、BMI(20.50 1.74) kg/m2.研究方法采用MAX-Ⅱ运动心肺功能测试系统测量RE,采用Image J软件测量食指与无名指指长,通过皮尔森相关分析RE与2D:4D之间的关系.研究结果发现,男子受试者RE与左手2D和4D比率之间的相关性呈现出高度显著性(p＜0.01),而RE与男性的右手、女性的左手和右手2D和4D比率之间的相关性不具有显著性(p＞0.05),但均表现出正相关的趋势.研究结论表明,2D:4D比值越小,受试者的RE值存在越好的趋势.  相似文献   

The Effects of Three Variables on the Discrimination of Letters     

《The Journal of educational research》2012,105(5):269-276

Abstract

The authors examined the perceptions of preadolescent boys and girls regarding the characteristics of their significant teachers. Israeli elementary school students (N = 408; approximately 48% girls and 52% boys) studying in 5th and 6th grades, participated in this study. The findings showed that significant teachers were characterized as being, in descending order, learning facilitators, reliable, supporters, challengers, and antagonist individuals. They resembled, in descending order, an individual who will be missed in the future, a friend, a policeman or policewoman, and a mother. Significant differences were found between boys and girls: Boys more often characterized their significant teachers as being antagonist. Nevertheless, the size effects were modest. Our findings allude to the large potential influence that teachers may have on their preadolescent students.  相似文献   

“万物皆数”思想蕴含的重认知扬理性的哲学特征     

吴维煊 《太原大学教育学院学报》2012,(4):87-92

西方哲学传统主要是在"知"的真理性和逻辑性的基础上肯定"理"的必然性。毕达哥拉斯学派从"数"的角度感知世界,把非物质的、抽象的数夸大为宇宙的本原,认为万物皆数,用数来解释一切,宣称数是宇宙万物的本原,而整个宇宙是数及其关系的和谐的体系,是普遍的始原,是自然界中对立性和否定性的原则。毕达哥拉斯学派通过"数"认知世界,又通过对"数"的性质的阐述与研究,将数的理论(算术)、几何学、音乐、球面学(天文学)一起,构建该学派的哲学思想体系。  相似文献   

How do doctoral students experience supervision?     

Gabriela González-Ocampo  Montserrat Castelló 《Studies in Continuing Education》2013,35(3):293-307

Supervision has been shown to have a high impact on doctoral students' development. However, little is known about how students perceive not only negative but also positive doctoral experiences, as well as their strategies for dealing with perceived problematic situations. The aim of this study is to analyse and relate doctoral students' significant supervision experiences to the strategies they use to cope with these experiences when they perceive them as challenging or negative. A total of 1173 doctoral students from different research-intensive Spanish universities responded to four open-ended questions about their most significant experiences in their doctoral journey, associated feelings and strategies to deal with them. We identified a total of 223 experiences related to supervision that were distributed into five categories: 1) central prerequisites for supervision, 2) supervisor choice, 3) supervision of the research process, 4) coaching and 5) project management. The results showed three distinct ways, as reported by the students, of handling the perceived negative supervision experiences: 1) no strategy, 2) local strategy and 3) regulatory strategy. The results suggest that analysing both positive and negative experiences may better capture variability in students' supervision experiences. A relation between experiences with supervision and students' satisfaction was also detected.  相似文献