查询词典 institution of higher learning

On the basis of formal chapters' analysis, learning from foreign countries' successful experience in circular economy's legislation, considering our own legislation practice in developing circular economy, the main framework of our country's circular economy's legal institutions' construction is put forward as follows, the guidance thought of the circular economy's legal institutions' construction is the concept of scientific development and the thought of sustainable development; the 3R principle, the principle of following the ecological rules, the principle of giving priority to precautions, the principle of the contaminator paying are the basic principles of the circular economy's legal institutions' construction; the field of the natural resources' exploitation and utilization, the field of manufacturing industry and service trades, the field of disposing waste and changing waste into resources, the field of the exploiting and utilizing energy, and the field of social consumption are the key fields of the circular economy's legal institution's construction; the circular economy's legal system is constructed from four levels, the basic laws, the principle laws, the comprehensive laws and the special laws; The following circular economy's legal institutions are made, the institution of circular economy's planning, the institution of green economy's accounting, the institution of scientific and technological information's titles, the institution of economic encouragement, the institution of market allowance, the institution of listing the names' who set good example in developing circular economy, the institution of forcing those enterprises with heavy pollution into developing circular economy, the institution of green consumption, the institution of the public's participation, the institution of sharing the responsibility, and the institution of evaluating the circular economy's results.

该部分以前面几章分析的循环经济立法理念为基础，借鉴国外循环经济立法的成功经验，结合我国的循环经济立法实际，提出了我国循环经济法制建设的基本框架是：以科学发展观和可持续发展思想为循环经济法制建设的指导思想；以"3R"原则、遵循生态规律原则、预防优先原则和污染者付费原则为循环经济法制建设的基本原则；以自然资源开发利用领域、加工制造产业与服务产业领域、废弃物处理与资源化领域、能源开发利用领域和社会消费领域为循环经济法制建设的重点领域；从根本法层面、基本法层面、综合法层面和专门法层面来构建循环经济法律体系；构建包括循环经济规划制度、绿色经济核算制度、科技信息支持制度、经济激励制度、市场准入制度、循环名录与循环示范制度、重点污染企业强制实施循环经济制度、绿色消费制度、公众参与制度、责任分担制度和循环经济绩效评价制度在内的循环经济法律制度。

The specifically used learning-theories are Thorndike"s, error-tried learning-theory Pavlov"s conditioning learning-theory, Watson"s learning-theory, Guthrie"s neighboring learning-theory, Estes"s sampling learning-theory, Skinner"s manipulating learning-theory, Wertheimer"s learning-theory, Wulf"s learning-theory, Lewin"s surroundings cognizing learning-theory, Piaget"s constructing learning-theory, Bruner"s cognizing structure learning-theory, Ausubel"s assimilating cognize learning-theory, processing information learning-theory, Tolman"s signal learning-theory, Grgne"s accumulating learning-theory, Bandura"s society learning-theory, Rogers"s learning-theory.

具体所应用的学习理论包括：桑代克试误学习理论；巴甫洛夫条件作用学习理论；华生学习理论；格思里邻近学习理论；埃斯蒂斯抽样学习理论；斯金纳操作学习理论；韦特墨学习理论；沃尔夫学习理论；勒温认知一场学习理论；皮亚杰建构学习理论；布鲁纳认知结构学习理论；奥苏贝尔认知同化学习理论；信息加工学习理论；托尔曼信号学习理论；加涅积累学习理论；班杜拉社会学习理论和罗杰斯学习理论。

In this paper, the relation between institution and urbanization is researched on the dimension of new institution economy: In the research of urbanization process, institution connotation, institution flux, institution function and classification are involved in, and then the mechanism how institution influences urbanization process and the flux and the institution system of urbanization process are put forward.

为此，本文从新制度经济学的维度，对制度和城市化的关系进行了研究，将制度的内涵、制度的变迁、制度的功能和制度的分类等制度理论引入城市化进程研究之中，提出了制度影响城市化进程的机制，城市化进程中制度的变迁、城市化进程中的制度体系等。

To sum up, in order to improve 'problem solving ability', blended Problem-Based Learning Model could be adopted, raising suitable learning models according to corresponding learning styles: Accommodator is suitable for team learning, in-group discussion platform and blog learning platform: Diverger is suitable for individual competition, guided online course, blog learning platform and Vodcast learning tool: Converger is suitable for competition, experts' forum, scenario guidance and in-group discussion platform: Assimilator is suitable for learning through Vodcast and Podcast learning tool.

最后，提出若要提升「问题解决能力」，可利用混成式问题导向学习模式；分别针对各学习风格提出适合的学习模式，适应者适合合作学习、群组讨论平台及Blog学习平台，发散者适合个别竞争、老师引导式线上课程、Blog学习平台及Vodcast学习工具，收敛者适合竞争、专家社群、情境式引导及群组讨论平台，同化者适合Vodcast及Podcast此两种学习工具来学习。

Learning-theory has an apparent improving effect on students" learning the basic skill of table-tennis. In the comparison between tested group and compared group, an obvious difference appears; it also has a positive effect on students" learning interest, for it can make students keep more interest in learning; using learning-theory is able to improve students learning method of table-tennis. Based on the similar initial learning level of tested group and compared group, and through a one-term teaching experiment, apparent difference of learning method between tested group and compared group arrears, and the learning method of tested group is better than that of compared group.

学习理论对学生学习乒乓球的基本技术有明显的促进作用，在实验组与对照组的比较中表现出显著性差异；对学生的乒乓球学习兴趣也存在积极的影响，可以使学生保持较高的学习兴趣；学习理论应用到乒乓球教学中还可以提高和改善学生的乒乓球学习方法，在实验组与对照组学习方法基线水平无显著性差异的基础上，通过一学期的教学实验发现，实验组与对照组在学习方法上出现显著性差异，实验组的学习方法好于对照组。

To build a Marxist learning party, it is necessary to overcome learning difficulties, enrich learning content, adopt a scientific learning method, establish an effective learning system, delayer the organizations, create a learning atmosphere, build an organization of learning party and cultivate leaders of a learning party.

建设马克思主义学习型政党，要努力克服学习智障，丰富拓展学习内容，坚持科学的学习方法，建立有效的学习制度，构建扁平化的组织结构，营造浓厚的学习氛围，建设学习型党组织，建设学习型领导干部队伍。

This article take the personality learning to combine with the virtual learning community,attempt to study the virtual learning community which is a new thing ideal condition that this new things to offers ideal fictitiously for the middle school student's personality learning,further more,this article put forward a strategy about structuring a virtual learning community which based on the personality learning for middle school student,at last,the article analyze the virtual learning community about the basic education founded by The Capital Normal University,it has a strong effective on the field virtual learning community.

本文将个性化学习与虚拟学习社区相结合，试图通过探索虚拟学习社区这一新生事物为中学生的个性化学习提供的理想条件，进而提出关于构建一个基于个性化学习的中学生虚拟学习社区的有效设计策略，最后深入分析当前比较有影响的首都师范大学关于基础教育方面的虚拟学习社区，提出其中的优点和不足。

Most of the e-learning research topics focus on metadata of learning object. These studies extract useful information from metadata, and use them to organize the LOs. However, to understand the metadata is not enough to organize the multimedia-style LO in meaningful manner. The comprehensive multimedia-style LO is especially useful for mobile learners to choose what they really demanded. In order to attack the problem, this project uses multi-agent technique to develop a personalized hyper-seamless learning environment for managing LOs comprehensibly. Following that, the proposed environment coordinates two agents: Content Reorganize Agent, and Zone Agent to provide mobile learners the efficient multimedia-style learning experience. The CRA is responsible for reorganizing the discovered critical multimedia content by analyzing learner』s behavior and the multimedia』s annotation. The ZA is designed for terminal devices to monitor the learning behavior, and it sends the collected behaviors to CRA for evaluating. Moreover, the ZAs can communicate with each other, and they can self-organize as a group for sharing learning resources. Due to the cooperation of the two agents, the learning environment can give the properly multimedia-style LO for learners without bandwidth squandering. Finally, we expect this project can construct a comprehensive multimedia-style LO map for efficient personalized seamless learning.

中文摘要大多数的数位学习研究著重於如何利用学习物件的Metadata来组织管理学习物件，然而只透过Metadata仍旧无法有效管理多媒体形态之学习物件，多媒体学习物件的内容若能被了解，则学习者能正确的选择所需的学习内容，尤其是行动学习，能正确选择行动内容不但能减少频宽的浪费，亦能有效利用行动装置有限的资源，有鉴於此，本研究计画拟利用多重代理人机制发展个人化超无缝学习环境来管理内容可被理解之多媒体形态学习物件，在超无缝学习环境中Content Reorganize Agent 与Zone Agent 这两支代理人程式负责协调作业以提供高品质之行动学习经验，其中CRA所负责的工作为分析学习行为与学习物件之注解找出多媒体关键内容来重组具备学习主题之多媒体学习内容，而ZA为安装於学习装置端的代理人程式，其负责监督学生在学习过程中产生的行为，并将该资讯传回CRA以供分析，此外ZA与ZA之间具备自我群聚组织的能力，同一群组下的ZA可彼此共享所需的学习资源，透过CRA与ZA的合作，个人化超无缝学习环境能在不浪费网路频宽的前提下，提供正确且合适的多媒体学习物件给行动学习者，最后我们预期透过本计画的执行能够建立具备内容理解能力之学习物件模型，并利用此模型提供有效率的个人化无缝学习。

On CHE programming, the higher coupling ratio of control-gate makes the higher electrical field across TOX in Si than Ge. Also because of the continuity of displacement vector, the higher permittivity of Ge would cause the lower electrical field at interface. We get the higher gate current in Si than Ge. On CFN programming, the higher CT in Ge would show the higher electrical field across TOX. However, the parameters of F-N tunneling are calculated and showing the gate current in Si is larger than Ge. On the same mechanism of F-N tunneling erasing, the parameters also show the higher electrical filed of Si would cause the higher erasing speed. The continuity of displacement vector also explains the higher electrical field at interface for F-N tunneling programming/erasing.

从通道热电子穿隧写入的模拟结果发现，由於控制闸极耦合电容的影响，加上电位移向量在半导体-氧化层界面连续的观念，拥有较高介电常数的锗反而得到较小的等效电场，决定了穿隧电流反倒是不如矽基板；在F-N穿隧写入的模拟中，即便锗基板拥有较大的总耦合电容，使得在浮闸的耦合电压大於矽基板，但仍旧是半导体-氧化层界面的电场扮演了穿隧电流的决定性因素，得到的结果仍旧是矽基板的写入速度高於锗基板；在F-N抹除的模拟中，运用与F-N写入相同的数学模型，仍旧看见在锗基板上未能得到速度上的改善，同时用数学的计算展示了合理的解释。

They are as follows:(1) the change of communication mode from off-line spoken language to on-line written language in the learning environment;(2) the change of process structure from passing on—compelling remember—getting information to choosing information—sharing information—regenerating information in the learning mode;(3) the change of institution pattern from concentrated, hierarchical, slaved to distributed, net, protocol in the learning institution;(4) the change of main connotation from independent-receive to share-reconstruct in the learning concept;(5) the change of the level for needing non-cognitive factor in the psychology.

本文还进一步追问了导致学习不适应的诸种因素的成因，得出（1）学习环境中由网下面对面语言交流转入网上文字交流的交往方式的变化；（2）学习方式中由传授→被动接受→强行记忆→获得信息转入选择信息→共享信息→再生信息的过程结构的变化；（3）学习机构中由集中层次隶属式到分布网状协议式的组织形态的变化；（4）学习观念中由独立-接受到共享-建构的学习内涵的变化；（5）学习心理中非认知因素需求程度的变化等导致学习不适应的5成因。

Cable dampener cannot be rolled up but must be hung over the cable.

缆帆不能被卷起，必须保证处于展开状态

"This skylark is a present from my master," he says.

"这只云雀是我主人献上的礼物。"他说。