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以往对清朝诰命、敕命这类封赠文书的研究或较为抽象,且仅涉及相关制度在某一时间点的形态,或虽具体,却少见个案所处的历史脉络。因希望立体、生动地展示清朝的诰敕,故以世祖、圣祖、世宗三朝为时限,既研究诰敕制度的变迁,又呈现诰敕授予的趋势。由此发现,多民族的清朝有意以多种语言书写诰敕;在政局紧张时大量颁发以笼络人心,局势缓和后则修改制度、少量颁给以减少拥有者,以使诰敕珍贵;诰敕是清朝重要的政治工具。 相似文献
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William F. Pinar 《Critical Studies in Education》2014,55(1):8-17
One of Canada’s greatest public intellectuals, George Grant (1918–1988) studied history as an undergraduate, focusing on concepts and themes rather than minutiae. That same intellectual disposition surfaced later at Oxford, where he had gone on a Rhodes scholarship to study law. Returning to Oxford after the war, he left law to study theology, earning extra money by writing historical articles on Canada for Chambers’ Encyclopedia. Even after becoming the most prominent Canadian philosopher of his time, Grant maintained he always thought like an historian. Reactivating the historical thinking of George Grant can encourage ‘becoming historical’. 相似文献
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Recent increased interest in computational thinking poses an important question to researchers: What are the best ways to teach fundamental computing concepts to students? Visualization is suggested as one way of supporting student learning. This mixed-method study aimed to (i) examine the effect of instruction in which students constructed visualizations on students’ programming achievement and students’ attitudes toward computer programming, and (ii) explore how this kind of instruction supports students’ learning according to their self-reported experiences in the course. The study was conducted with 58 pre-service teachers who were enrolled in their second programming class. They expect to teach information technology and computing-related courses at the primary and secondary levels. An embedded experimental model was utilized as a research design. Students in the experimental group were given instruction that required students to construct visualizations related to sorting, whereas students in the control group viewed pre-made visualizations. After the instructional intervention, eight students from each group were selected for semi-structured interviews. The results showed that the intervention based on visualization construction resulted in significantly better acquisition of sorting concepts. However, there was no significant difference between the groups with respect to students’ attitudes toward computer programming. Qualitative data analysis indicated that students in the experimental group constructed necessary abstractions through their engagement in visualization construction activities. The authors of this study argue that the students’ active engagement in the visualization construction activities explains only one side of students’ success. The other side can be explained through the instructional approach, constructionism in this case, used to design instruction. The conclusions and implications of this study can be used by researchers and instructors dealing with computational thinking. 相似文献
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Kezban Dilek Onal Ye Zhang Ismail Sengor Altingovde Md Mustafizur Rahman Pinar Karagoz Alex Braylan Brandon Dang Heng-Lu Chang Henna Kim Quinten McNamara Aaron Angert Edward Banner Vivek Khetan Tyler McDonnell An Thanh Nguyen Dan Xu Byron C. Wallace Maarten de Rijke Matthew Lease 《Information Retrieval》2018,21(2-3):111-182
A recent “third wave” of neural network (NN) approaches now delivers state-of-the-art performance in many machine learning tasks, spanning speech recognition, computer vision, and natural language processing. Because these modern NNs often comprise multiple interconnected layers, work in this area is often referred to as deep learning. Recent years have witnessed an explosive growth of research into NN-based approaches to information retrieval (IR). A significant body of work has now been created. In this paper, we survey the current landscape of Neural IR research, paying special attention to the use of learned distributed representations of textual units. We highlight the successes of neural IR thus far, catalog obstacles to its wider adoption, and suggest potentially promising directions for future research. 相似文献
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Neurodegenerative molecules play an important role in maintaining a supply for synaptic vesicles; and they are also likely to help regulate the dopamine release which is the primary mechanism of action in pharmacological treatments for attention deficit hyperactivity disorder (ADHD). It is suggested that there could be interactions between α-synuclein and tau in cytoskeletal disorganization and synaptic dystrophy. Therefore, we aim to determine the serum levels of neurodegenerative molecules such as α-synuclein and tau in children with ADHD. The study group consisted of 25 children, aged 6–10, diagnosed with ADHD according to DSM-IV criteria and who appeared at Dicle University, Faculty of Medicine, and Department of Child Psychiatry in Diyarbak?r, Turkey. 25 children, having no psychiatric disorders and medical illnesses, were selected as healthy control group. Serum α-synuclein and tau concentrations were determined by Enzyme-Linked Immuno Sorbent Assay. The α-synuclein levels of ADHD were not significantly different than those of controls. The tau levels of ADHD were found to be statistically significantly higher than those of controls. Moreover, α-synuclein levels showed a statistically significantly positive correlation with tau levels in children with ADHD. The results of our preliminary study can suggest that ADHD might possibly share a common disease mechanism with other diseases in terms of tau pathology. Increased serum tau level may be an indication of disturbance of microtubule transportation in the brains of children with ADHD. 相似文献
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The UK's Research Excellence Framework (REF) is a system that is intended to evaluate the quality of the research produced by higher education institutes (HEIs) in the UK in three areas: quality of research outputs; impact of this research beyond academia; and research environment. For the next REF, the funding bodies have reviewed the importance of the three assessment elements and decided to increase the weight of ‘impact’ to 25% (from 20% in REF2014) and decrease the weight of ‘outputs’ to 60% (from 65% in REF2014). This article first examines the relevance of some factors for the quality of impact submissions in REF2014 and finds that larger submissions and institutes with higher external research income received better impact scores in the REF. The article then examines the units of assessment (UoAs) and HEIs that benefitted from the inclusion of the impact agenda as part of REF2014 by examining the distribution of the quality-related research (QR) funding in the 2017–2018 period and finds that the QR funding gap among different UoAs tends to decrease but the gap among HEIs in most of the UoAs increased. With the increased importance of the impact agenda as a criterion for funding bodies, it is expected that research income will be concentrated in fewer universities in the future, with the increased importance of non-academic impact. This article also discusses some of the gaming strategies and long-term investment priorities that HEIs may engage in based on the new submission rules of the next REF. 相似文献