利用新技术建立模拟实习基地

介绍水泥厂预分解窑模拟系统的组成、功能和特点。该系统由计算机模拟和仪表模拟两个系统组成,能完成水泥厂中央控制室的模拟操作训练。     

出路就在于敢落实

出路就在于敢落实真言生出以上这个题目，是王义堂现象给我的启示。近几年的建材行业不是很景气。河南泌阳县国有水泥厂连换１２任厂长都没得救，照样亏损１２３万元，可谓之难。可是，同样的水泥厂，同样的职工，同样的机器设备，在水泥厂所在地的一位叫王义堂的农民手中...     

试论发电站施工过程中存在的问题及解决策略

余热发电站的建设不仅解决了水泥生产行业的燃眉之急,降低了生产成本,还降低了水泥厂排除的粉尘和二氧化碳等的排放量,有效缓解水泥厂对大气的污染。本文围绕余热发电站在施工过程中的问题进行深入探讨并提出相应解决方法。     

水泥厂接地系统与抗干扰问题刍议

由于工程环境的多样性和复杂性,水泥厂的信号干扰问题长期困扰着大家,为了减少对信号的干扰、保证控制系统的稳定运行和生产用电安全,电气设备接地的重要性益突出.本文对水泥厂接地系统以及抗干扰问题进行了初步探讨.     

提高素质 走出校门 关注社会——关于硅酸盐工业中水泥厂的污染调查

新课程标准对学生在高中阶段的素质训练提出了更高的要求，充分利用社会资源，走出校门是提高学生素质的很好手段。确山县位于伏牛山脉，东临107国道和京广铁路线，矿石资源和交通十分便利，因此我县的水泥工业成了县里的支柱产业。全县共有包括省建水泥厂、龙山水泥厂、秀山水泥厂、确山县水泥集团公司等四家水泥厂。     

作文教学如何创新

一、作文教学要向社会开放陶行知先生曾说过 :“作文是生活的一部分 ,它离不开活动。”为此 ,教师要引导学生走出狭小的课堂空间 ,走向社会 ,深入社区 ,参观工厂 ,采访人物 ,让学生在直接的生活体验中捕捉新印象。我曾经带领学生参观金华尖峰水泥厂 ,回校后要求学生写《参观水泥厂的感想》一文。学生有的写生产过程 ,有的写如何防止水泥厂对环境的污染 ,有的写水泥厂生产发展和对国家作出的贡献 ,也有的写工人的忘我精神 ,多数学生的文章比以前生动活泼 ,言之有物。二、作文题材要有生活气息我作过一个调查 ,发现学生对一些常见的作文题材 ,…     

艰苦创业 奋力拼搏

艰苦创业奋力拼搏湖南韶峰水泥集团有限公司王玉林同志,１９５８年从北京琉璃河建材学校毕业分配到湘乡水泥厂,先后担任过技术员、车间主任、调度室主任、副厂长、厂长等职。１９９４年５月出任湖南省建筑材料工业集团总公司总经理、党组书记兼湘乡水泥厂厂长。１９９６...     

一种水泥厂除尘技术工作原理与实践：湿法高压静电组合式除尘器

介绍了一种水泥厂除尘的有效技术-湿法高压静电组合式除尘器，包括其构造、原理与应用实践，也包括该方法的优点和要求，以供同类企业的应用参考。对解决水泥厂粉尘污染问题有现实意义。     

实施人才工程 促进企业发展

实施人才工程促进企业发展新绛县水泥厂我们新绛县水泥厂原是年产７０００吨水泥的土立窑水泥企业,由于当时设备陈旧、技术落后,加之不重视抓职工培训工作,致使职工素质差,产品积压,连年亏损,企业徘徊不前。１９９０年新班子上任后,总结经验,更新观念,在抓紧新技...     

辽宁交通水泥厂建筑设备基础沉降观测变形分析

文章对辽宁交通水泥厂建厂的基础进行沉降观测。观测目的是监测建筑物基础在施工期间受地质条件影响,设备荷载等影响是否产生沉降,是否影响设备生产和运营。同时对变形监测网的布网方案,布网精度,使用观测仪器,测量方法,精度要求,数据处理进行分析和论证。为保证辽宁交通水泥厂的正常基础施工建设起到安全监测作用。     

论罗蒂协同性实用主义的反哲学本性

理查德·罗蒂立足后现代主义、解构主义、文化自由主义、相对主义和后哲学文化论,建立的协同性实用主义,批判分析哲学、现象学、传统的认识论、反映论、符合论和真理观,肯定解释学的功能与教化作用,否定客观性、绝对性、永恒性和不变性,反对理性主义、科学主义和实在论,主张解构形而上学,创立无冕哲学,提倡工具主义、约定主义、实用主义、多元主义,以及心灵与社会的协同性作用。     

Reviews

Buckingham, David Moving Images: Understanding Children's Emotional Responses to Television
Aldrich, Richard (ed) In History and in Education: Essays presented to Peter Gordon
Kohli, Wendy (ed) Critical Conversations in Philosophy of Education
Griffiths, Morwenna Feminisms and the Self: the web of identity
Fryer, Marilyn Creative Teaching and Learning
Atkinson, Paul; Davies, Brian and Delamont, Sara (eds) Discourse and Reproduction: Essays in Honour of Basil Bernstein
Slee, Roger Changing Theories and Practices of Discipline
Woods, Peter and Jeffrey, Bob Teachable Moments: The Art of Teaching in Primary Schools
Best, Ron (ed) Education, Spirituality and the Whole Child
Bassey, Michael Creating Education Through Research
Higham, Jeremy; Sharp, Paul and Yeomans, David The Emerging 16–19 Curriculum: Policy and Provision
Bruner, Jerome The Culture of Education
Halsall, Rob and Cockett, Mike (eds) Education and Training: Chaos or Coherence
McBride, Rob (ed) Teacher Education Policy
Wideen, Marvin F. and Grimmett, Peter P. (eds) Changing Times in Teacher Education
Nixon, Jon; Martin, Jane; McKeown, Penny and Ranson, Stewart Encouraging Learning: towards a theory of the learning school
Gewirtz, Sharon; Ball, Stephen, J. and Bowe, Richard Markets, Choice and Equity in Education     

Nanotechnology and Nanoscale Science: Educational challenges

Nanotechnology has been touted as the next ‘industrial revolution’ of our modern age. In order for successful research, development, and social discourses to take place in this field, education research is needed to inform the development of standards, course development, and workforce preparation. In addition, there is a growing need to educate citizens and students about risks, benefits, and social and ethical issues related to nanotechnology. This position paper describes the advancements that have been made in nanoscale science and nanotechnology, and the challenges that exist to educate students and the public about critical nanoscience concepts. This paper reviews the current research on nanotechnology education including curricula, educational programs, informal education, and teacher education. Furthermore, the unique risks, benefits and ethics of these unusual technological applications are described in relation to nanoeducation goals. Finally, we outline needed future research in the areas of nanoscience content, standards and curricula, nanoscience pedagogy, teacher education, and the risks, benefits, and social and ethical dimensions for education in this emerging field.     

哈萨克民族图案纹样解析

哈萨克人的日常生活用品地毯、衣饰、家具、器皿、乐器、马饰等物品上都绘有不同的图案纹样。图案纹样艺术在本质上是一种人的意志和精神的物化。古老的哈萨克民族图案纹样艺术的审美心理结构和纹样形式的形成有赖于历史的生成与积淀,印记、装潢、文字、宗教以及生活方式等成为形成哈萨克图案纹样艺术样式的主要因素。     

Empowering Dialogues in Humanistic Education

Abstract

In this article I propose a conception of empowering educational dialogue within the framework of humanistic education. It is based on the notions of Humanistic Education and Empowerment, and draws on a large and diverse repertoire of dialogues—from the classical Socratic, Confucian and Talmudic dialogues, to the modern ones associated with the works of Nietzsche, Buber, Korczak, Rogers, Gadamer, Habermas, Freire, Noddings and Levinas. These forms of dialogue—differing in their treatment of and emphasis on the cognitive, affective, moral and existentialist elements—have become more dominant in recent educational discourse and practice—an intellectual phenomenon that calls for a more analytic and reflective elaboration of the essential elements that constitute educational dialogues. Hence it is the purpose of this article to elucidate the distinguishing marks of true dialogues, to set them within the normative discourse of humanistic education and empowerment, and to offer a normative and stipulative conception of empowering educational dialogue that can be utilized in the various intellectual and practical spheres of humanistic education—a paradigm,working definition, and outline for contemporary teachers in their quest to develop their students’ sensibilities and sensitivities, and empower their ability to live complete, autonomous, authentic, moral and dignified human lives.     

Remembering Smithells: Past,Present, Future

In this article, I analyze a set of narratives about, and memorials to, Philip Ashton Smithells, the founder of physical education in New Zealand and a pantheon figure within the discipline. Rather than analyzing these narratives and memorials as stories and artifacts that accurately reconstruct Smithells and his ideas and practices, I conceptualize them as choices that create representations or interpretations that are independent of the truth. I also conceptualize the memorials to Smithells, which include a building, painting, photograph, lecture, and scholarship, as triggers for personal and collective memories. But neither narratives nor memorials can guarantee what individuals or communities remember and, in this sense, history, as representations of the past, is always fluid. Notions of choice and representation may unsettle those who regard history as synonymous with facts and truths and who seek the clarity of a definitive past. However, conceptualizing history as representations reminds us that our understanding of physical education, its origins and its founders, will continually shift with new reflections and as fresh ideas emerge, material conditions change, and events unfold.     

Pathways to reading,mathematics, and science: Examining domain-general correlates in young Chinese children

Early competencies in reading, mathematics, and science are associated with later school achievement and adulthood socioeconomic status. This cross-sectional study examined how fundamental domain-general capacities, including language, spatial, and self-regulatory skills, together relate to competencies in reading, mathematics, and science in young Chinese children. A total of 584 Chinese children aged approximately six years were tested individually on their language (receptive vocabulary), spatial (spatial perception, spatial visualization, and mental rotation), and self-regulation (behavioral regulation and working memory) skills, as well as their academic competencies in reading, mathematics, and science. The results showed that vocabulary, spatial, and self-regulatory skills were all associated with Chinese reading, mathematics, and life sciences, whereas only vocabulary was related to earth and physical sciences. The relation between vocabulary and formal mathematics and that between mental rotation and life sciences were found to be stronger in boys than in girls. The findings suggest that foundational domain-general skills may provide the building blocks for children’s academic competencies.     

论关涉人生幸福的教育

幸福是人所追求的生存状态与存在方式,现代意义上的幸福就是一种生活得更好的能力。教育作为一种特殊的生活方式,既要使生活于其中的人感受到幸福,亦要使人获得一种活得更好的能力。因而,幸福是教育的应然追求,关涉人生幸福的教育应超越知识而面对生活与意义,应超越设计而面对境遇与传统,应超越塑造而走向对话式生成,应超越实体而让师生在交往关系中共享幸福,应超越裁定而面向学生的发展。     

文学的当下境遇与未来命运

当下文学的贫血突出表现为它的包装化与炒作化、表演化与矫情化、泛美化与生活化。这在很大程度上反映了当下文学内部存在的历史理性与价值理性的矛盾、科技理性与价值理性的矛盾、世俗生存与精神承担的矛盾。欲拯救当下文学 ,须张扬生命精神 ,保持思的张力 ,怀有一颗童心。     

劳伦斯与非理性主义

以叔本华、尼采、弗洛伊德为代表的非理性主义是劳伦斯小说创作的思想基础。受叔本华影响,劳伦斯把生存意志作为人物行动的基本动力,这主要表现为向性力和精神占有欲。受尼采影响,劳伦斯赞美躯体,重视生命的内在能量和自我超越性,并与基督教决裂,成为西方基督教道德观的激烈批判者。劳伦斯在性与无意识这两个领域,对弗洛伊德精神分析理论有接受,也有超越。弗洛伊德与劳伦斯都把性、无意识与文明对立起来,但弗洛伊德进行的是否定性研究,强调对其疏导和控制,劳伦斯则认为性与无意识是原初的创造性力量,是生活的源泉,是对抗人之社会化和理性化的正面力量。非理性主义丰富和深化了劳伦斯对现代人心理世界的理解,加强了他的小说的社会批判力量。