建设项目水资源论证中的技术难点探讨及建议

针对水资源论证工作中的重点、难点阐述了自己的观点,涉及到了取用水合理性分析,生态环境用水量,多行业的水资源论证等.提出了加强建设项目的宏观管理,重视河道生态用水量,保护生态环境,做好外业调查勘察工作等建议,使水资源论证更加合理、可行,为取水许可审批提供可靠的依据.     

基于能量价值分析的给水泵驱动方式的技术经济论证

通过对发电厂各种能量的价值分析,提出了“能量价值分析”原理,按此原理推导出了“综合成本煤耗率”的计算公式,此方法克服了传统热力学分析方法的局限性,把热力学和经济学有机地结合在一起,成为在市场经济条件下发电厂技术经济分析的科学方法,找到了市场经济条件下发电厂降低成本的有效途径和节能分析准则,并成功地应用于给水泵驱动方式的技术经济论证。     

关于提高言论文章质量的思考

言论文章的主旨决定了言论文章本身的“地位”：它是报纸的旗帜,报纸的灵魂。论述了重视言论文章对提高校报质量的重要性以及如何提高校报言论文章的水平。重点论述了把握好言论文章写作中的几个“关节点”。     

分级论辩系统的逻辑研究

近年来,形式论证已逐渐成为人工智能领域的研究热点之一。自Dung于1995年提出抽象辩论框架起,学术界普遍认为论辩的核心任务是在各种基于外延的语义下对论点集进行评估,以确定其辩护状态。分级论辩系统(Graded Argumentation System,GAS)是对经典Dung型论辩系统(Dung-style Argumentation System,DAS)的推广,通过一般化DAS语义的两个核心性质,即无冲突性和可接受性,来提供更细化的论点状态概念。当前的论辩系统语义等效性研究主要集中在框架和论点层次上,可为其结构约简提供有力的保证。针对两个不同分级论辩系统中论点的语义等效问题,首先运用分级模态逻辑(Graded Modal Logic,GML)形式化分级论辩系统的片段,然后建立并证明了分级论辩系统基于外延的语义和GML公式之间的一一对应关系,最后定义分级互模拟关系并证明其蕴含分级论辩系统的4个重要的语义等价性。     

Studying the effectiveness of an online argumentation model for improving undergraduate students' argumentation ability

This research develops a web-based model, entitled the “intuitive claim, peer-assessment, discussion, and elaborate claim argumentation training” (IPadE) model, and embeds with a Web-based Interactive Argumentation System to enhance undergraduate students' socioscientific argumentation abilities. This research adopts a quasi-experimental research design; the sample comprised 131 undergraduate students from two classes (69 in the experimental group and 62 in the control group). The socioscientific issue discussed were related to global health. This study collected and analysed quantitative and qualitative data, including the pretest and posttest of students' knowledge test scores and argumentation abilities questionnaire. The results generally confirmed the effectiveness of the IPadE model. First, in a comparison of the content knowledge and argumentation skills, the experimental group have statistically significantly improved than the control group. Second, regarding the number of reasoning modes proposed, the experimental group could propose multiple reasoning modes and reasoning levels on rebuttals increased after training.     

大学化学公共基础课程研究性教学模式的探索与实践

我们以培养学生知识构建的主动性以及创新力和探究力为教学目标,在大学化学教学中建构了课堂教学-课堂讨论-专题报告-专题讲座相结合的新型研究性教学模式,建立了课堂讨论、专题文献查阅报告、小组评价等为主体的形成性考核和终结性考核相结合的考核体系,这对提高学生的学习效率,改善学生的自主学习能力、创新能力有重要的意义。     

The Effects of Goal Instructions and Text on the Generation of Counterarguments During Writing.

The authors investigated ways of encouraging students to consider more counterarguments when writing argumentative texts. One hundred eighty-four undergraduates wrote essays on TV violence. In Experiment 1, students given specific goals generated more counterarguments and rebuttals than controls. In Experiment 2, some participants were provided with a text outlining arguments/counterarguments; some were also asked to write a persuasive letter. Prior attitudes toward the topic were also measured. Persuasion instructions negatively affected and text (without persuasion instructions) positively affected counterargumentation and the overall quality of arguments. Text was only effective, however, for students with less extreme prior attitudes. The danger of using persuasion goals and the advantages of using more specific goals (with text) are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Using argument notation to engineer biological simulations with increased confidence

The application of computational and mathematical modelling to explore the mechanics of biological systems is becoming prevalent. To significantly impact biological research, notably in developing novel therapeutics, it is critical that the model adequately represents the captured system. Confidence in adopting in silico approaches can be improved by applying a structured argumentation approach, alongside model development and results analysis. We propose an approach based on argumentation from safety-critical systems engineering, where a system is subjected to a stringent analysis of compliance against identified criteria. We show its use in examining the biological information upon which a model is based, identifying model strengths, highlighting areas requiring additional biological experimentation and providing documentation to support model publication. We demonstrate our use of structured argumentation in the development of a model of lymphoid tissue formation, specifically Peyer''s Patches. The argumentation structure is captured using Artoo (www.york.ac.uk/ycil/software/artoo), our Web-based tool for constructing fitness-for-purpose arguments, using a notation based on the safety-critical goal structuring notation. We show how argumentation helps in making the design and structured analysis of a model transparent, capturing the reasoning behind the inclusion or exclusion of each biological feature and recording assumptions, as well as pointing to evidence supporting model-derived conclusions.     

紧缺专业“电机学”课程教学建设探讨

本文探讨了紧缺专业的设置和建设,对于＂电机学＂课程学习提出的新要求：理论教学课时减少,实践环节课时增加,课堂教学增加了讨论课等。结合教学改革的进行,探讨了如何调动学生积极性,理论联系实际,改革教学方法,合理使用多媒体教学,增加实践教学,建立模型室,对习题讨论课进行改进,引入工程计算软件等内容,对教学实践起到了促进效果。     

The effects of monological and dialogical argumentation on concept learning in evolutionary theory.

In this study, the effects of argumentation-eliciting interventions on conceptual understanding in evolution were investigated. Two experiments were conducted: In the 1st, 76 undergraduates were randomly assigned to dyads to collaboratively solve and answer items on evolution; half of them were instructed to conduct an argumentative discussion, whereas control dyads were only asked to collaborate. In the 2nd experiment, 42 singletons participated in 1 of 2 conditions: Experimental students engaged in monological argumentation on their own solution and a confederate's solution in response to prompts read by the confederate, whereas in the control condition they merely shared their solutions. Conceptual gains were assessed on immediate and delayed posttests. In both experiments, students in the argumentative conditions showed larger learning gains on the delayed posttest than control students. Students in argumentative conditions were able to preserve gains that were obtained immediately following the intervention, whereas control participants either lost immediate gains (dialogical condition) or did not improve their conceptual understanding at any time (monological condition). (PsycINFO Database Record (c) 2010 APA, all rights reserved)