集合“门诊部”

分析错在忽视代表元素的属性,A、B的代表元素分别是x,y,     

集合中的“关系学”

集合中的关系复杂,厘清集合中的"关系",可以帮助学生突破集合难点.     

“集合”防止站错“队”

集合中常会出现的错误问题： 1．集合元素的三个特性，解题时忽视集合元素的互异性，不注意检验是常见的错误。     

数词,集合!

一、基数词1)基数词写法和读法院345 three hundred and forty-five;2)基数词一般是单数形式袁但下列情况袁常用复数院a.与of短语连用袁表示概数;如scores of people指许多人;b.在表示"一排"或"一组"的词组     

把普遍概念“工厂”“学校”“森林”当集合概念一议

本文通过对一些三段论的中项是不是集合概念与非集合概念相混淆进行讨论，指出如果承认某些错误三段论的中项是集合概念与非集合概念相混淆，就不应该把普遍概念“工厂”“学校”“森林”当集合概念；如果把普遍概念“工厂”“学校”“森林”当集合概念，就不能说这些错误三段论是集合概念与非集合概念相混淆，而只能说是普遍集合概念与单独集合概念相混淆；并认为前者较妥。     

学习集合要“八项注意”

1．注意区分数集与点集 描述法表示集合的一般形式为{x｜p）,其中x称为“代表元素”,P称为“公共属性”．要确定一个集合中的元素,首先要看代表元素．     

“集合”帮你学逻辑

本文从“集合”角度理解命题;“集合”角度理解命题的“充分”和“必要”条件;“集合”角度处理问题“三个方面对“集合”进行了探讨,指出恰到好处地利用“集合”,能真正实现把抽象问题具体化,体现出“集合”的形象性与工具性。     

巧用知识迁移，促进“集合”教学

“数学广角——集合”是学生学习集合思想的重要一课。文章从跨学科的视角探寻和利用有利于集合教学的前概念知识,以促进课程间的融合,引导学生有效学习,同时提出提高“集合”教学效率的建议。     

“数学广角——集合问题”教学设计

打破传统教学的局限,为学生创造动手实践、自主探究的平台,充分体现学生学习的主体地位,让学生通过小组讨论、动手作图、计算,参与到学习中,使每一个学生经历知识的产生过程。     

集合复习“三大纪律八项注意”

集合是中学数学中最基本的概念,其重要性不言而喻．内容不多,理解不难,高考不可少,且大多放在第一小题．在复习这块内容时如果一些细节不注意,在特定时间特定背景下往往容易阴沟翻船．因此,下面简要介绍集合复习时需要注意的地方,我把它归结为：“三大纪律八项注意”,希望能帮助同学们加深对集合有关概念的理解,少走弯路,提高复习效率。     

报告首长，请您检阅！

今年国庆,祖国迎来了60岁华诞,sixty-year old,这没错！但如果你说sexagenary,就会让人眼前一亮,并不是每个人都有机会亲临现场观看这场parade——“建国60周年大阅兵”,但,我们可以电视转播,报刊图片等方式关注那气壮山河的阅兵队伍分列式（march past）表演,届时威来的军姿和整齐划一的步伐一定会深深震撼全世界。     

All Fall Down!

This article reports on a practical activity which provides a realistic context for collecting and analysing data.     

重新追寻剥蚀的美感

经济意识和思想独立意识觉醒，竞争、实利和信仰的选择自由被普遍认同，但随之而来的是道德价值体系的坍塌，中国美术如何发展?在迷茫和彷徨之间，我们不妨回眸一下中国美术的起源和发展进程，我们发现传统文化和民间美术是中国艺术追求永恒不变的基础，在跨入现代化的今天，我们应重新追求这一剥蚀的美感，不要让后代只在美术史中看到记载这些精粹的只言片语。     

Capping them off! Exploring and explaining the patterns in undergraduate capstone subjects in Australian business schools

Universities are increasingly offering capstone subjects as part of curricula to prepare final-year undergraduates for employment through consolidating and integrating their knowledge and skills while bridging the gap between academic learning and professional work. This study investigates capstone subjects offered by Australian business schools, drawing on national survey data collected in 2010 and 2011, complemented by interviews with associate deans teaching and learning instrumental in curricula design. Findings indicate the sector-wide use of capstone subjects in business disciplines, diversity in the patterns of offerings, and instances where subjects labelled as capstones do not meet the definition of capstones. We argue that these features are explained by a range of historic and strategic factors, such as the ad hoc development of subjects and a lack of understanding of the features of capstones. The findings of this paper inform the debate on the design, development, value and the use of capstone subjects identifying the implications for staff development and knowledge management in higher education.     

Look At That! Video Chat and Joint Visual Attention Development Among Babies and Toddlers

Although many relatives use video chat to keep in touch with toddlers, key features of adult–toddler interaction like joint visual attention (JVA) may be compromised in this context. In this study, 25 families with a child between 6 and 24 months were observed using video chat at home with geographically separated grandparents. We define two types of screen‐mediated JVA (across‐ and within‐screen) and report age‐related increases in the babies’ across‐screen JVA initiations, and that family JVA usage was positively related to babies’ overall attention during video calls. Babies today are immersed in a digital world where formative relationships are often mediated by a screen. Implications for both infant social development and developmental research are discussed.