论能动司法下法院调解的程序规制     

孟海燕  陈莎  王朝 《怀化师专学报》2013,(1):42-44

随着我国经济的迅速发展,法院以更加积极的姿态探索纠纷解决方式,在运用多元化手段解决纠纷的同时注重自身能动性,作为中国土生土长的诉讼调解制度在汲取了传统纠纷的解决理念基础上,顺应时代的召唤积极探索,一时引起了广泛关注和研讨。调解本身的特性决定了调解活动无法如审判活动般规范,但既是程序就一定有度,发现法院调解中的程序问题、论证调解程序化的必要性并进一步提出程序化措施,在司法能动提出的背景下显得非常必要。  相似文献   

融合局部和全局信息的两相脑图分割模型     

王海军  张圣燕 《滨州师专学报》2013,(6):88-92

为了解决脑核磁共振图像中的灰度不均匀现象,提出了一个基于两相的脑图像分割模型．该模型在图像局部熵基础上融合局部高斯信息和全局信息的两相水平集来拟合图像信息,同时采用一种新的简单有效的初始化方法,进行脑灰质、脑白质、脑髓液分割．实验结果表明,该模型能有效地对脑灰质、脑白质、脑髓液进行分割,同时提供准确光滑的目标边界,解决了CV模型等对灰度不均匀图像分割失败的问题．  相似文献   

中药雌激素活性成分研究进展     

尚明  丁晶鑫 《滨州师专学报》2013,(6):106-109

基于化学成分的传统分类方法,对中药雌激素的活性成分及其药理作用进行了总结和分析,为后续揭示中药雌激素活性成分奠定基础,为含有雌激素活性成分的中药的临床用药及防治提供参考．  相似文献   

新课程中建构学生主动质疑学习模式的指导策略     

王小红  赵承跃 《新疆教育学院学报》2013,(3):51-55

在高中语文新课程教学中,教师要积极研究教学策略,引导学生主动质疑,在课堂教学中逐步建构起主动质疑、主动探究的学习模式。  相似文献   

积极构建有利于创新的学习型大学图书馆   总被引：4，自引：0，他引：4  

石建  董晓建  李芸梅 《大学图书情报学刊》2004,22(1):15-17

“学习型图书馆”是根据“学习型组织”理论提出的一个新概念。在网络环境下大学图书馆的发展依靠的是全馆员工及读者的学习及技术操作能力、速度和意愿。只有不断地学习才能抓住机遇、才能适应社会发展的新环境、才能向高层次发展。文章就如何创建学习型大学图书馆提出了四个方面的问题。  相似文献   

数字图书馆环境下的高校用户教育   总被引：1，自引：0，他引：1  

吴建平 《常熟理工学院学报》2004,18(3):94-95

在数字图书馆的建设过程中,为读者提供的数字化信息资源越来越丰富.针对当前数字化信息资源利用率普遍偏低的现状,提出要在完善传统图书馆用户教育的基础上,推行新的用户教育,以提高对现代化信息资源的利用.  相似文献   

基于移动终端日志的微信老年用户使用行为画像研究     

李嘉兴  王晰巍  常颖  张长亮 《图书情报工作》2019,63(22):31-40

[目的/意义] 随着中国逐步进入老龄化社会，越来越多的老年人使用移动社交网络来丰富自己的生活，调查数据显示微信已成为拥有老年用户数量最多的移动社交网络，构建微信老年用户群体画像对促进老年人提升移动互联网时代的社交能力，提升老年人生活幸福感具有重要意义。[方法/过程] 通过移动终端日志追踪软件获取微信老年用户使用日志数据，并构建实验环境、布置实验内容获取老年用户使用能力数据，利用k-means算法对数据结果进行聚类分析，并对老年用户属性及使用行为数据进行讨论分析。[结果/结论] 基于老年用户画像体系中的用户属性及行为数据聚类结果深入分析微信老年用户行为特征，发现微信老年用户与其他用户群体相比使用强度、交互强度、使用能力偏低；而且微信老年用户群体具有显著差异性，学历越高的老年用户使用能力、交互强度、使用强度越高，即微信活跃老年用户多为高学历用户。根据微信老年用户行为特征制定中国老龄化社会发展中针对老年人的相关社会引导政策具有理论和实践意义。  相似文献   

Traffic Light Cards: a Cross and Modification Between the Minute Paper and Muddiest Point     

Yunteng He 《College Teaching》2019,67(1):70-72

Muddiest point and minute paper have been popular techniques to obtain feedback from students. However, focusing on the muddiest point too often can be discouraging for both students and instructors; in minute paper, students may often have off-topic comments. Here a cross and modified technique, the ‘traffic light’ card is introduced, to overcome the drawbacks in muddiest point and minute paper. About 2?minutes before the end of lecture, students “traffic light” the given topics on a notecard, in which their understanding is high (green), partial (yellow), or low (red). The results are used by the instructors to give appropriate review in the next lecture and help students gain better understanding in the content.  相似文献   

Adapting Active Support Interactive Training to a special school context to upskill classroom staff and increase engagement in pupils     

Ceridwen Evans  Sandy Toogood  Stephanie Owen-Leeds  Leusa Dwyfor  Shabreen Jorammanawar  Nour Issa  J. Carl Hughes 《British Journal of Special Education》2021,48(3):369-392

Research indicates that engagement acts as an important precursor for learning, yet sustaining the engagement of pupils with special educational needs can be a challenge for classroom staff. An Active Support staff training package, Interactive Training, has been demonstrated as an effective way of increasing engagement in adults accessing learning disability services. In theory the logic of Active Support Interactive Training could extend to a school environment, with the aim of achieving similar outcomes. The current study evaluated a special school-adapted version of Active Support Interactive Training with the aim of increasing engagement in pupils during group-based learning. Findings showed an increase in engagement in pupils for all three settings (classrooms) immediately after intervention, which continued to either increase or stabilise at three-month follow-up. Further research could test the engagement behaviour of staff pre- and post- training intervention and explore practice leadership within the school leadership team to address maintenance.  相似文献   

Three suggested teaching strategies for students who are deaf or hard of hearing     

Tina J. Herring  M. Lynn Woolsey 《Support for Learning》2020,35(3):346-358

This paper addresses current issues in deaf education including poor academic progress and employment outcomes of individuals who are deaf and hard of hearing (D/HH) as well as provides suggestions for improving overall academic achievement of this population. Specifically, three instructional strategies are recommended for teachers: choral responding, response cards, and peer tutoring. These three strategies have been shown to increase active student responding in classrooms for children who are typically developing and children who have disabilities. For international deaf students in countries that may rely on volunteers who lack basic requisite skills these general education teaching strategies are easy to use even by novice teachers. Recommendations are tendered for how teachers can include these simple teaching strategies in classrooms serving students who are D/HH.  相似文献