Carbon steel slag as cementitious material for self-consolidating concrete

This study deals with the recycling of carbon steel slag （CSS） to produce self-consolidating concrete （SCC）. Since the chemical composition of CSS is similar to that of Portland cement or blast furnace slag （BFS）, it is expected to behave similarly. In the current study, the pozzolanic activity index of CSS is examined. Furthermore, the use of CSS as a pozzolanic material to partially replace Portland cement in the production of SCC is tested. We designed concrete mixtures with different water-to- cementitious material ratios （w/cm） keeping water and superplasticizer （SP） contents constant. Results showed that the design and performance of all the concrete mixtures used in this investigation were comparable to those of SCC and high performance con- crete （HPC）. However, compared to ordinary plain concrete （OPC）, the additional CSS content increases the setting time. In the CSS mixtures set for 90 d, compressive strengths of 86%, 134% and 121% were attained as compared to the control concrete; the corresponding w/cm ratios were 0.28, 0.32 and 0.40, respectively. Verifying the soundness of the SCC for meeting the criteria for HPC, the ultrasonic pulse velocity （UPV） of CSS was found to be comparable to that of ordinary concrete. In conclusion, the recycling of CSS can be advantageously employed in the production of SCC.     

电子信息工程专业教学改革探索

文章从电子信息工程专业学科特点和实际情况阐述了教改的必要性和可行性及具体实施。阐明了本专业教改的指导思想,宽口径厚基础和加强实践环节是两个重要方面。     

简述张之洞的军事思想及其实践

简要论述了张之洞的军事思想及其在此思想指导下从军事制度层面对清军进行系统的改造，师法西方、改革军制、创办新军的具体实践活动。     

港台“三创”教育模式对大陆创新创业教育的启示

我国创新创业教育已进入攻坚阶段,高等学校迫切需要实现大学生创新创业模式的新突破。作为一种实用性的人才培养模式,其推动本身就是一种创新的行为和活动,就是一种自主创业的意识和表现,必然会对高校原有的教学体系及体制带来深刻影响和冲击。在这方面,港台"三创"教育模式对我们具有重要的启示作用。学习借鉴这些具体的经验与做法,有助于为解决当前大陆创新创业教育发展的瓶颈问题拓展思路,推动我国大学生创新创业教育模式进一步深化。     

江西省农村教育服务新农村建设问题调研报告

普及和巩固农村义务教育,促进农村义务教育持续发展是建设社会主义新农村的重要内容.为此,调研组对分宜、乐安和崇仁三个县进行了专题调研,了解农村义务教育现状和义务教育服务新农村建设的具体做法以及存在的问题,并提出了对策.     

地理研究性学习“一般模式”的探讨

地理研究性学习的模式是研究性学习的理论和实践的接合点,是地理研究性学习付诸于实践必不可少的桥梁,决定着地理研究性学习能否在中学地理教学中顺利、有效地开展和实施。而地理研究性学习的“一般模式”是各种具体的研究性学习模式的抽象和参照,地理研究性学习的具体实践可以根据这个“一般模式”演绎出适合自身特点的具体模式。     

以教育管理理念方式的转变促进我国国际影响力的提高

当前我国在世界许多地方通过诸如开设孔子学院等多种方式致力于传播中华文化,提升国际影响力。但实际上具体思路和路径却存在着许多方面的问题,因而必须根据人与人之间如何最大限度达成共识的原理去进行理念和具体操作方式的革新。     

论加强和改进社会转型期的道德教育

在社会转型期,加强和改进道德教育应以改革开放、现代化、全球化的现实背景为立足点,以对传统道德教育的反思为基础,以具体的道德实践为手段,以完善和发展道德人格、培养自觉的道德主体为目标,并注重道德教育的层次性、生活性和时代性。     

论人权保障视野下的程序性辩护

程序性辩护是刑事辩护的一个方面,它不仅有利于制约公安司法机关的非法诉讼行为,更重要的是它对保护被追诉人的人身权利和诉讼权利具有十分重要的理论意义和现实意义。但程序性辩护不仅在我国立法中规定不尽完善,而且在司法中几乎没有被真正适用,亟需进行相关的制度性建设和具体的实践。     

The only honest thing: autoethnography,reflexivity and small crises in fieldwork

There has been a rising acceptance of autoethnography in the past 15 years. Instead of studying social phenomena, in an appropriately reflexive way, some scholars have taken to researching themselves. Drawing on concrete examples from an ongoing ethnographic project, the paper contrasts the beneficial, even essential, practices of autobiographical and reflexive thinking about fieldwork with the narcissistic substitution of autoethnography for research.     

Auditory processing disorder: School psychologist beware?

An increasing number of students are being diagnosed with auditory processing disorder (APD), but the school psychology literature has largely neglected this controversial condition. This article reviews research on APD, revealing substantial concerns with assessment tools and diagnostic practices, as well as insufficient research regarding many claims about APD, including claims about popular interventions for the condition. Also discussed are the relationships between APD and other high‐incidence disability conditions that school psychologists work with frequently. The article concludes with concrete recommendations for school psychologists when faced with students who are referred for symptoms of APD, as well as strategies for determining services for students who present with an APD diagnosis. © 2011 Wiley Periodicals, Inc.     

人本心理学体验研究方案评析

人本心理学体验研究方案是人本心理学家所发展的具体研究方法,有着自己独特的内涵、特征、研究过程与意义.它关注研究者自身体验的因素分析,并以此获得对某种体验的认识.体验研究方案与其他人本心理学研究方案一道使人本心理学方法论不再流于理论倡导,而是融入到个人经验研究的具体实践,丰富、增进了心理学的质化研究方法.在未来,它尚需在进一步澄清自己认识论上所存在的矛盾之处,并需以辩证唯物主义实践观看待人的本质,确立心理学的整合视野.     

Governing through guidance: an analysis of educational guidance practices in an Italian lower secondary school

ABSTRACT

Current social policy discourse defines educational and career guidance as a key tool to enhance individual self-realisation while pursuing collective social objectives (economic growth, reduction of drop-out rate, social inclusion). Relying on Foucault’s concept of governmentality, critical research has long destabilised this mainstream narrative by stressing that guidance polices constitute a technology of government through which the political ambition to govern is realised by shaping citizens’ desires and ambitions. This article aims to provide an in-depth empirical analysis of how governing practices unfold within a concrete guidance setting. Based on ethnographic data, the essay focuses on guidance practices addressing 13–14-year-old students in Italy moving from comprehensive education to a tracked educational level. Particular emphasis is given to the role played by guidance forms, questionnaires and exercises. These materials, it is argued, enable particular technologies of the self that are key to involving individual in practices of self-government.     

奥苏伯尔和罗杰斯意义学习理论之比较

奥苏伯尔和罗杰斯关于意义学习的理论具有丰富的内涵,并对我国当代教育产生重要的启示。但两者之间既存在着重要的区别,也有各自的优势与局限。比较和区别它们有助于我们更好地理解和吸取各自的精华,并运用在具体的教学实践中,提高教学效果。     

A closer look at bilingual students’ use of multimodality in the context of an area comparison problem from a large-scale assessment

In this article, we use multimodality to examine how bilingual students interact with an area task from the National Assessment of Educational Progress in task-based interviews. Using vignettes, we demonstrate how some of these students manipulate the concrete materials, and use gestures, as a primary form of structuring their explanations and making mathematical meaning. We use our results as a basis to challenge the possible deficit perspective of bilingual students’ mathematical knowledge in current assessment practices. Choosing tasks that afford multiple modes of engagement and recognizing multimodal explanations in assessment practices has the potential to move us towards a better understanding of what bilingual students know and can do mathematically.     

企业文化测量研究述评

20世纪末,组织文化测评理论开始兴起。基于文化测量能够将抽象的文字转化为具体的规范,并有助于企业文化的比较、建设和变革,已成为管理学的热点。根据相关研究侧重点的不同,从价值观、价值观和实践、组织有效性、组织文化类型和其他五个层面对文献进行了综述和评价,并提出中国企业文化测评建议。     

对NGO工作人员职务型经济犯罪传统刑法规制之评判

NGO是一种非赢利性、非政府、自愿自治的正规化民间公益组织，在现代社会具有广阔发展前景。但是，对于NGO工作人员利用职权进行经济犯罪该如何加以规制的问题，刑法理论界和实践中都有着诸多不同意见和具体法律规制方法。全文通过一种交叉学科的研究方法，认为国内外传统刑法学理论与具体法律文本总共存在着NGO话语缺失、方法陈旧和传统研究的前见性三大缺陷．提出将来应当建立起独立的NGO工作人员职务型经济犯罪刑法规制体系，、     

主体间性视阈中大学生的自我发展——兼议"导生制"

自我的构成与非个体意义上的主体间性处于一种同构的关系.师师、师生和生生等三个类别主体间关系,尤其是生生间的充分交互关系,构成大学生自我发展的平台.导生制是主体间性思想在高校德育实践中的具体运用,是引领大学生自我发展的新模式,同时提供了高校德育改革的一种新思路.     

混凝土裂缝的预防与处理

混凝土裂缝的控制是一个综合性的问题。通过加强混凝土生产、施工的质量控制,可以预防混凝土裂缝的产生。对己产生的混凝土裂缝,可采用填充法、灌浆法、表面处理法等进行处理。     

The promise of experiential education in teacher education: transforming teacher beliefs and practices

Building from the theories of Dewey and Kolb and Fry, we sought to examine the impact of experiential education in teacher education on teacher beliefs and practices. The teacher education model described in this article sets out to challenge the seduction of the apprenticeship of observation and create an opportunity for in-service teachers to re-imagine their teaching in concrete and transformative ways. Immersed in a weeklong experiential residency in either the mountains or at a local environmental education farm, the teachers in the study were challenged physically, intellectually, socially, and emotionally in and through the experience. The experiential work ultimately led to changes in teacher participants’ beliefs and practices related to teacher and student roles and potentialities. Although challenges exist for this type of practice in K-12 classrooms and in teacher education, experiential education has a significant potential to change the way teachers think about and act in their practice.