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| 1 | 谣言实现的社会机制及对信息的治理显示文摘Rumors are a type of false information, a consequence of an asymmetrical informational structure. This paper focuses on the social mechanisms of rumor fulfilling. Rumors with important contents related to people’s personal interests win acceptance through changing people’s expected payoffs, misleading people to the belief that acceptance of the rumor would beneficially outperform rejection of it. Nevertheless, it is risky to believe rumors; therefore, people make their decision whether to believe a rumor or not by referring to other people’s choices. An analysis was performed first within a game model that incorporated the variables of an individual’s expectancy and other people’s impact to predict whether the individual would accept or reject a rumor. Another analysis followed to further examine the functions of some dynamic mechanisms in rumor fulfilling when group pressure and network effects were introduced. Finally, an exploratory discussion on how to prevent rumors and erase their effects via information management strategies was presented. | 李国武 | 2005 | 社会2005，25，4： | 31 |
| 2 | 德国历史学派与19世纪经济学方法论之争的启示显示文摘In the mid-19th century, out of their dissatisfaction with the neglect of the economic theories about other countries’ experiences in the British classic economics, the economists in the German Historical School worked hard to construct an economic theory that was congruent to the developmental stage in their own country’s culture and history. Their deeply-cherished concern about the reality in a transitional era when Germany was approaching modernization drove them to propose that the living condition of the working class be improved by the power of the state. In the late 80’s of the same century, the Methodenstreit of German Historical School versus the Austrian School broke out, after which the mainstream economics was well on its way in terms of theoretical refinement and scrutiny, whereas the influence from the Historical School gradually subsided. Even so, the lessons from the Historical School are still enlightening to research in contemporary social sciences. This paper describes the unique basics in the theory building of the Historical School; explains the background and meaning of its academic origin, research methodology, and the Methodenstreit; and from there, discusses implications for contemporary social sciences. | 何蓉 | 2005 | 社会2005，25，3： | 15 |
| 3 | 社会工作质性评估研究的回顾(1990-2003)对中国社会工作的启示显示文摘Objective: This paper reviewed and examined the quality of all the qualitative evaluation studies indexed by two key search terms of “qualitative” and “evaluation” in the Social Work Abstracts database from 1990 to 2003 against a number of criteria typically adopted in the field of qualitative research. The review led to a dissatisfactory finding of the low quality of many qualitative evaluation studies due to their insensitivity to the following issues: philosophical basis of the study, auditability (detailed documentation of the participants and data collecting procedure), biases (acknowledgement of biases and preoccupation, and steps to deal with them), credibility or trustworthiness (triangulation, peer checking and participant verification of the findings), consistency (reliability consciousness and audit trails), and critical interpretation of the data (alternative explanations, disconfirming evidence, and limitations of the study). It was recommended that researchers be cautious when utilizing findings from the published qualitative evaluation studies; that social workers be sensitive to the issue of quality when conducting qualitative evaluation studies; that researchers be critical when judging the qualitative evaluation studies in social work; that researchers develop a clear set of guidelines for qualitative studies; that social work training institutes design qualified qualitative research courses; that a database of social work in China be established; that researchers be engaged in more qualitative studies that demonstrate high quality; that myths in qualitative research be debunked; and that adequate training for social workers on qualitative evaluation studies be provided. | 石丹理 韩晓燕 邓敏如 | 2005 | 社会2005，25，3： | 8 |
| 4 | 高中英语教学中提高学生英语口语交际能力的探索显示文摘交流是语言实践的目的,也是语言学习的手段。语言学家Jackc.Richard指出:Language is best learned when used for meaningful communication.真是一语中的。同时高中英语课标中也提出:应特别注重提高学生用英语进行思维和表达的能力。 | 文秀红 | 2014 | 学周刊(下旬)2014，，2： | 5 |
| 5 | Recurrent anal fistulas: When, why, and how to manage?显示文摘Anal fistula is a commonly encountered anal condition in the surgical practice.Despite being a benign condition,anal fistula remains to represent a surgical challenge,particularly the complex type of fistulas.One of the common complications of anal fistula surgery is the persistence or recurrence of the pathology,both defined as failure of surgery.Recurrent anal fistulas after previous surgery represent an even more challenging problem since they are usually associated with a higher risk of re-recurrence and continence disturbance.The present review aimed to shed light on various aspects of recurrent anal fistulas,including the different definitions of failure after surgery,risk factors of recurrence,problems associated with management of recurrent fistulas,and assessment and treatment of recurrent anal fistulas. | Sameh Hany Emile | 2020 | World Journal of Clinical Cases2020，8，9： | 4 |
| 6 | 中外开放档案历史概述——对中外开放档案历史的四个W的解读显示文摘我将中外开放档案历史概述概括为四个"W",即What:什么是、Why:为什么、Who:谁是、When:什么时间。 | 王德俊 | 2010 | 机电兵船档案2010，26，4： | 3 |
| 7 | 音乐评论中被“遗忘”的角落——以钢琴音乐会的类型与曲目设计为例显示文摘一场钢琴音乐会究竟在哪些方面吸引公众来聆听呢?最直接的因素不外乎这么几个方面:“Who”——谁来弹奏?“What”——弹奏什么?“When&Where”——弹奏时间和地点?尽管钢琴家的声望和地位在一定程度上是吸引观众的因素,但这并不排除观众在对钢琴家所取得的成就不甚了解的情况下选择去听音乐会,那么演奏曲目就成为最吸引眼球的焦点。 | 李晶 | 2017 | 人民音乐2017，，5： | 3 |
| 8 | 农村中学英语教师在职研训的多维构想显示文摘刚读过一篇题为“Busy”的英语短文,大致意思为:一个非常健壮的伐木工带着一把斧子去伐树。第一天砍18棵,第二天伐15棵,第三天降到了10棵树。老板问,“When was the Last time you sharpened your axe?”这个壮小伙很吃惊,“Sharpen?I had not imetosharpen my axe.I have been very busy trying to cuttrees…”。 | 赵鹤 | 2011 | 中小学英语教学与研究2011，，11： | 3 |
| 9 | The hydrothermal wave of large-Prandtl-number fluid in a shallow cavity显示文摘The hydrothermal wave was investigated numerically for large-Prandtl-number fluid (Pr = 105.6) in a shallow cavity with different heated sidewalls. The traveling wave appears and propagates in the direction opposite to the surface flow (upstream) in the case of zero gravity when the applied temperature difference grows and over the critical value. The phase relationships of the disturbed velocity,temperature and pressure demonstrate that the traveling wave is driven by the disturbed tem-perature,which is named hydrothermal wave. The hydrothermal wave is so weak that the oscillatory flow field and temperature distribution can hardly be observed in the liquid layer. The exciting mechanism of hydrothermal wave is analyzed and discussed in the present paper. | TANG ZeMei & HU WenRui National Microgravity Laboratory,Institute of Mechanics,Chinese Academy of Sciences,Beijing 100080,China | 2007 | Science China(Physics,Mechanics & Astronomy)2007，50，6： | 2 |
| 10 | 英语教学中德育渗透的途径显示文摘 | 江梅 | 2005 | 广西教育2005，，10B： | 2 |
| 11 | “三美论”视域下英文诗歌When You Are Old汉译的评析显示文摘When You are Old,20世纪爱尔兰诗人叶芝(W.B.Yeats,1865—1939)为他挚爱的女神茅德.冈写的爱情绝唱。该诗见证了叶芝对茅德.冈坚如磐石、历久弥新的爱情,也向世人展示了一曲矢志不渝的爱情神话。结合许渊冲先生'音美'、'形美'、'意美'三美论角度对英文诗歌When You are Old汉译进行对比研究和评析,解读诗人感人至深的爱情,体味诗歌的独特魅力以及异域文字的非凡震撼力。 | 叶菊芳 范佳慧 | 2012 | 黑龙江教育学院学报2012，31，9： | 2 |
| 12 | 小学英语阅读素养中思维品质的培养——田湘军执教“When Harry and Holly were younger”观后感显示文摘阅读其实是基于文本和读者已有的知识和经验建构新意义的过程(王蔷,2016)。英语学科阅读素养主要包括四方面:语言能力、学习能力、思维品质和文化品格,其中思维品质是指辨析语言和文化表现的各种现象,推断信息的逻辑关系,评判各种思想观点,从而建构新的概念理性表达自己的观点。 | 程帼芳 | 2016 | 小学教学设计(英语)2016，0，10： | 2 |
| 13 | 基于“W理论”的章首课教学——“一元二次方程”章首课实录与点评显示文摘1“w理论”简述
“w理论”中“w”是指以下几个常见含字母“w”的英文单词.如“what,why,how,who,which,when,where”等.由于这几个单词的含义包含了一般事件进程的必备要素,因此,根据不同工作的特性逐渐形成了针对不同行业工作的“w理论”. | 徐小建(执教) 李庾南(点评) | 2011 | 中学数学杂志(初中版)2011，，6： | 2 |
| 14 | 勿忘“五个W”和“一个H”——浅谈期刊编辑如何树立和强化读者意识显示文摘期刊编辑要自觉树立和不断强化“读者意识”,这就需要解决好“五个W”和“一个H”的问题。其中,“五个W”即:why(为什么)、who(谁)、where(在哪儿)、when(何时)、what(是什么);“一个H”即:how(怎么样)。 | 陈乐孺 | 2007 | 中国编辑2007，，5： | 2 |
| 15 | 含fish的英语谚语显示文摘1.The best fish smell when they are three days old.好鱼难得三日鲜。
2.Give a man a fish and you feed him for a day;teach him how to fish and you feed him for a life time.授人以鱼,只饱一天;授人以渔,终生受益。 | 文洪炳 | 2007 | 英语知识2007，，8： | 1 |
| 16 | when的用法及译法显示文摘when是英语中常用单词之一,它可用作疑问副词、关系副词、连词、代词或名词等。特别是在用作连词时,由于旬中时态和出现的上下文不一样,when的用法也就有所不同。所以,每当看到when时,都要注意它的相邻词句和所用时态,特别是在作文字翻译时,更要斟酌词句,反复推敲,力求准确,忠实于原作。 | 朱汉亮 | 2007 | 英语知识2007，，8： | 1 |
| 17 | 高考英语听力八大考点显示文摘【考题实例】
When will the plane probably take off7.(湖南卷) | 何素秀 | 2011 | 第二课堂(A)2011，，2： | 1 |
| 18 | 从高考题看when的用法显示文摘 | 钱玉湘 | 2008 | 山东师范大学外国语学院学报(基础英语教育)2008，10，1： | 1 |
| 19 | 国际税讯显示文摘OECD发布跨境销售增值税征收指南 经济合作勺发展组织(OECD)发布题为《跨境销信增值税有效征收机制》 ( Mechanisms for theEffective Collection of VAT/GST When the Supplier Is Not Located In the Jurisdiction of Taxation )的增值税/货物劳务税实施指南。该指南确认跨境交易优先使用目的地原则(destination principle). | 高仲芳 | 2017 | 国际税收2017，，12： | 1 |
| 20 | 从系统论角度完整把握历史事件显示文摘对于历史事件的学习,人们往往借助于记叙文的六要素,即时间、地点、人物、起因、经过、结果来把握,有人甚至总集为五“W”学习法,即When(何时)、Where(何地)、Who(何人)、What(何事)、Why(为什么)。这些方法对于记忆历史事件确实具有一定的实际效果。但是,这种学习方法有一重大的缺失,就是对历史事件性质的忽视。 | 唐慧平 | 2009 | 内蒙古教育2009，，2： | 1 |
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