ISOMERISM: IS THERE MISCONCEPTION?

Nine articles have been analyzed containing research results on misconceptions about isomerism. Analysis was conducted to examine the potential to causes emergence of the misconception. The analysis result are expected to be useful for teachers in learning for the same concepts. At least the teacher can avoid misconceptions that have happened before and innovate to find the right learning strategy. Isomerism can be categorized as a defined concept so that students are expected to be able to use rules for the purpose of classifying objects or events. The analysis showed 31 misconceptions experienced by grade 11 students to prospective chemistry teachers on isomerism concept. Thirty-one misconceptions are classified into three groups based on students' abilities needed to understand the concept of isomerism. The three groups are: (1) understanding the definition and application of rules; (2) spatial understanding; and (3) microscopic understanding. At this time only eleven misunderstandings were discussed, namely misunderstandings whose causes belong to the group (1). As an indicator caused misconception is inability of the sample to classify objects/events based on the attributes or characters indicated by the object/event. To teach a defined concept, it is recommended to use a strategy that contains detailed explanatory definitions and rules, examples and non-examples, and the elaboration process. In order to increase student reasoning, it is recommended to use a isomerism concept logic scheme

A Heterogeneous Battlefield Situation Information Sharing Method Based on Content

Various information systems adopt different information category standards and description methods even for the same battlefield space. This leads to the heterogeneity of information distributed in different systems, which hinders the information sharing among different systems. In this paper, we adopt the idea of schema mapping and design a framework of realizing heterogeneous information sharing based on content. We design a concept-logic tree model to organize the battlefield situation information and realize the mapping from local concept models in different systems to a global unified concept model. By constructing a unified information space, we realize the centralized organization, storage, and management of entity description information. Then, the information broadcasting mechanism and content based information query mechanism are designed to realize information sharing. Theoretical analysis and experiment results verify the effectiveness of the proposed framework.

IN REGARDS TO CONSTANT AND INTERPRETATIVE CRITERIA OF CONCEPT IN A LANGUAGE

The article is devoted to the research about the criteria for defining the "concept" in the modern linguistics. The existence of a number of concepts and terms doesn't allow the scientists to agree on its clear definition. The author points out that the base of concept emergence is founded on the processes of conceptualization, these processes are supported by the basic types of metaphorical judgment. In this article, the analysis of different approaches in order to define the structure of the concept indicates that the concept structure consists of a number of components, and for the most part they are permanent and the rest are interpretative. Until recently the linguistic development of "concept" was mainly limited by the framework of subject-thematic criteria. Along with this the scientists focused on and are still focusing on non-contradictory construction of concept logic in a language discourse. The author of the article states that the forming of the notions and perceptions about space, time, life is based on the conceptualization processes and reflected in the language and concepts. The understanding of concept is being achieved through the number of notions revealed during the speaking process, i.e. discursively, as well as through images, symbols, expression of feelings, and different emotional states. The evaluation of different occurrences, emerged within a certain situation is considered the beginning of the concept emergence. Thus, the author is inclining, that the concept is transsituational; its status is cognitive because the thinking process plays an important role in the cognition of the concept. It is particularly interesting to note the author's conclusion that it is incorrect to mix this important philosophical and linguistic notion with the notion/definition of "word". 'Word' is an objective side of conceptualization and it can not be considered a 'concept'. With all that the processes of conceptualization in the language can be considered in two ways: semasiologically and onomosemasiologically.

Research and Implementation of University Management Information System Based on the Network of Campus

This article has research and design a set of educational administration system in view of the actual situation and specific requirements of the educational administration management work in college.System has adopted the building model combined of B/S structure and C/S structure. It combined the advantages of them. The ASP.NET language is used and the SQL Server2000 as the database platform. Emphasis is placed on the teaching plan management module, course management module, teacher management module and the design of teaching quality evaluation module of the educational administration management system. And focus on setting up a model conforms on the concept logic structure of curriculum arrangement, and make a detailed implementation.

On Logic and Moral Voice

This paper explores some aspects of the concept 'logic' and its relation to moral voice, and argues that Menssen uses it too narrowly in her respone to Orr's "Just the Facts. Ma'am" and the work of Carol Gilligan. Grounded in the work of the later Wittgenstein, it is argued that formalized logic misses much of natural logic: the concept of 'moral talk' is developed to theorize Gilligan's ethic of care; it is argued that this form of moral deliberation is not argumentation in the formal sense; and the relationship between logic and epistemology is explored through the consideration of moral talk as a language-game which is woven into gendered forms of life. Finally, it is argued that the notion of a universal logic is the product of an oppressivc patriarchal culture and should not be defended by feminists.