略论城市"门景"的审美主题

分析了城市"门景"的概念,运用审美心理学剖析了对城市"门景"审美苛求的误区,论述了城市"门景"的审美主题--记忆和识别及其强化路经.     

合院的格局与弹性--生命的变常与建筑之弹性格局

希望透过对主体的重新开显,阐述合院弹性格局与生命变常间的密切关联,并重现建筑设计反归主体性的应然正道,气势磅礴,令人动容,可谓是对当前建筑专业不重视人类主体,忽视使用者生命历程,而将设计物化为纯粹形式操弄的当头棒喝。希冀可收对资本主义社会文化其庸俗化、功利化与现实化的反省之功效①。     

提高教育质量,培养高层次人才

结合南京大学建筑学院办学体会,就研究生培养教育问题阐述了四个基本观点:培养优秀的高层次人才是高校教育者的光荣使命;学科建设是研究生教育发展的基础;质量是研究生教育的根本;优秀的导师队伍是提高研究生教育质量的根本保障。强调在研究生教育适度发展的同时,务必把注意力集中到优化结构、提高质量上来。     

桩基施工引起的振动影响分析

主体结构与桩基同时施工时起的振动会对正在施工的高层住宅主体结构是否有影响.文章结合一具体实例,采用定量与定性相结合的析方法对所关注的振动影响程度作分析.     

Periodic autoregressive conditional duration

We propose an autoregressive conditional duration (ACD) model with periodic time-varying parameters and multiplicative error form. We name this model periodic autoregressive conditional duration (PACD). First, we study the stability properties and the moment structures of it. Second, we estimate the model parameters, using (profile and two-stage) Gamma quasi-maximum likelihood estimates (QMLEs), the asymptotic properties of which are examined under general regularity conditions. Our estimation method encompasses the exponential QMLE, as a particular case. The proposed methodology is illustrated with simulated data and two empirical applications on forecasting Bitcoin trading volume and realized volatility. We found that the PACD produces better in-sample and out-of-sample forecasts than the standard ACD.     

高职院校《电路分析》课程开放式考核方式的探索

传统的电路分析课程考核模式主要存在考核内容缺乏实践性、考核模式较为单一、成绩评价欠公平、缺少对考核结果的信息反馈等弊端。高职院校的学生普遍文化基础薄弱,学习动力不足,缺少有效的学习方法,自主学习意识和能力不强。针对高职学生的特点,建立“理论与技能相结合,过程与结果相结合”的多元化开放式考核评价体系,能更好地体现评价主体与评价内容、方式的“多元化”,突出考核内容与资源的“开放性”,以评促学,全面锻炼、提高和考察学生的综合素质。     

大学生创新思维与高校学科知识结构构建

人才培养是高等教育的本质要求和根本使命,建设创新型国家,全面实施创新驱动战略,需要学生具备与培养目标相适应的学科知识和构建技能。综述高校学科知识结构相关概念,讨论高校学科知识体系,研究高校学科知识结构的创新思维与构建思维,阐述四阶段学科知识结构构建过程。     

大学生信守社会主义核心价值观“三自”理性演进论——基于主体能动价值的实现

依据马克思主义哲学观对人的主体能动价值实现的条件，联系高校对大学生社会主义核心价值观培育的实践，尊重、培育、强化大学生信守社会主义核心价值观的主体性就应当基于其主体能动价值的实现，应当尊重、培育、强化自为、自觉、自由的“三自”理性的能动性，使之信守社会主义核心价值观的“三自”理性能动性向着由高校引领的方向演进。     

Homeowner investor subjects as providers of family care and assistance

Abstract

This article asks: What becomes of the idealized asset-accumulating investor subject rallied in asset-based welfare policy and discourse in the context of mounting social risks facing families? It brings into dialogue two disconnected literatures: one on financialized subjectivities, drawing on post-structuralist and Foucauldian analysis, the other on welfare states drawing more heavily on comparative political economy. Drawing on homeowner interviews in Melbourne (Australia), it identifies how parent homeowners’ devise housing strategies to manage their children’s housing welfare risks. Their housing investment and landlordism strategies align with financialized subjectivities, but other strategies subvert or reject these subject positions. Its first contribution is to specify how an Australian refamilization of welfare responsibilities, including for housing, is unfolding as processes of financialization erode the efficacy of growing state social spending. Its second contribution is to challenge the individual subject of asset-based welfare (ABW) and introduce intergenerational assistance as an under-explored contingency for ABW projects, and further driver for welfare inequalities between and within generations.     

The effects of geography lessons with geospatial technologies on the development of high school students' relational thinking

Geospatial technologies offer access to geospatial information via digital representations, such as digital maps, and tools for interaction with those representations. The question is whether geography lessons with geospatial technologies really contribute to the development of students' geospatial thinking, in particular geospatial relational thinking, as is suggested in the literature about geospatial technologies in secondary education. This paper reports about the outcomes of a quasi-experimental research project, in which a geography lesson series with geospatial technologies was compared with a conventional geography lesson series that had the same content. Although the lesson series covered only three lessons, the data showed that the lesson series with geospatial technologies contributed significantly more to the development of students' geospatial relational thinking than the conventional lesson series. The effect size was ‘medium large’.