艾格的影子

艾格的影子呼啦啦想做一个快活的影子,这让艾格吃尽了苦头。在和影子一通斗争后,艾格竟然变了一个人。想知道这其中的奥秘吗?     

吹不散的青梅竹马

风吹过,雨打过,我依然是你的青梅,你依旧是我的竹马……青梅向右,竹马向左丁咚是第一个发现艾格和丁小川闹别扭的。早上艾格在丁小川的后面走进了教学楼,上楼阶的时候向右转了。丁咚就在艾格后面,她跟着艾格向右转的一刹终于知道为什么不对劲了,以往,他们肯     

艾格的影子

艾格戴着黑帽子,穿着黑西装,皮鞋也是黑漆漆的。他不爱笑,要不是刷牙,他都不肯露出来。他总是迈着像尺子量好的步子,不大也不小,从不会摔倒。艾格的这些派头让他的影子呼啦啦――这是影子给自己起的名字――感到很沉闷,跟着艾格困得都想睡觉。“不行,我得像别的影子那样,快快活活的。”呼啦啦打定了主意。艾格去上班的路上,呼啦啦又是甩胳膊又是扭腰,嘴巴还一张一合的。大街上的人都扭头看艾格。艾格从来没被人这么看过,他赶快检查自己是不是穿反了牙衣服,扣错了扣子,可自己穿戴整齐呀。难道是没戴帽子?可是摸摸头,帽子也好好地在嘛。人们到…     

勃朗特三姐妹代表作中的女性形象塑造探析

勃朗特三姐妹各自的代表作《简·爱》《呼啸山庄》以及《艾格尼斯·格雷》中所塑造的三位女主人公简·爱、凯瑟琳和艾格尼斯·格雷在成长环境、性格形成、爱情认识和女性独立意识等方面,反映了19世纪英国维多利亚时代女性生活的社会现实。她们追求自由平等、自食其力的精神,对当代女性的自我认知有现实指导意义。     

学会大隐含的条件中寻找突破口

曾看到这样一则数学小故事：两位俄罗斯数学家在飞机上相遇。“如果我没记错的话,你有三个儿子。”伊凡说,“他们现在多大了？”“他们年龄的乘积是36,”艾格说,“他们年龄的和恰是今天的日期,”     

自主·合作·创新——德国课堂教学的启示

在德国考察教育,感到有很多东西是我们可以借鉴的。在巴伐利亚州,我们听过一些学校的课,每听完一节课,我的心中总会想起我国的基础教育课程改革,想起国内正在大力倡导的教育新理念。在狄林根市的安洁丽娜——艾格小学,我们听了两节课。     

德国中小学的课堂教学

在狄林根市的安洁丽娜一艾格小学,我们听了两节课。第一节是三年级的自然课。女教师捧着一个漂亮的小房子模型问大家,我们能为小房子做点什么?孩子们纷纷发言,最后说小房子里没有电灯。于是共同议定这节课要解决的问题是“我们给小房子装电灯”。先是分小组画出线路图,各自把线     

几种新型防火材料在综放工作面防灭火中的应用

综放开采在实现高产高效的同时,由于增加了采空区丢煤量、工作面推进速度相对减慢及通风强度加大等因素,使综放工作面自然发火的危险性也大大增加,大雁二矿综放工作面应用罗克休泡沫、马丽散、艾格劳尼进行高冒充填、压注密闭漏风、封闭火区等,在综放工作面防灭火方面取得了显著的效果。     

两个美国人眼中的鲁迅

一位美国人是女作家艾格妮丝·史沫特莱。她30年代初在上海经过宋庆龄介绍而与鲁迅相识,从此时有交往,直到鲁迅逝世前夕她还带着一位德国医生去为鲁迅诊断。史沫特莱在回忆文章中说: “鲁迅是一把宝剑。“他有罕见的深入中国社会生     

未来的农作

从艾格鲍垂克的手指缝中流出的米粒,看上去并没有什么特殊的地方.但是当那灰暗的波纹状的外壳被剥掉的时候,里面却呈现出光润的亮泽.这些米粒的芯部,不是普通大米的珍珠白色,而是维生素A的组成元素——β胡萝卜素的淡黄色.     

天保房地产开发公司发展战略研究

天保房地产开发公司根植于天津滨海新区。依托控股公司带来的资源优势，基于滨海新区列入国家发展战略部署的背景，在近年来取得了迅速的发展。但是随着国家一系列政策的出台，中国的房地产行业面临着一次大的重新洗牌过程，同时企业内部仍然存在着制度缺陷、管理不规范、流程不清晰、人员激励不足等各方面的问题，所以，天保房地产公司在面临着滨海新区良好发展机遇的同时，也面临着很大的挑战。如何在机遇与挑战并存的环境中，认真分析和评估企业的外部环境及内部资源与能力的优劣势，对企业内部的资源与能力进行积累与培养，制定相应的竞争与发展战略，引导企业的健康长远发展具有一定的必要性与迫切性。 本文从竞争战略的角度，综合分析天保房地产开发公司所面临的外部环境和内部条件，研究探讨天保房地产开发公司的发展战略框架，包括战略的指导思想、战略定位、战略目标及相应的实施措施，以期实现天保房地产开发公司的发展愿景和核心价值。     

Burning a Candle in a Vessel, a Simple Experiment with a Long History

The experiment in which a candle is burned inside an inverted vessel partially immersed in water has a history of more than 2,200 years, but even nowadays it is common that students and teachers relate the change in volume of the enclosed air to its oxygen content. Contrary to what many people think, Lavoisier concluded that any change in volume in this experiment is negligible; moreover, the explanation relating oxygen consumption in the air with its change in volume is known to be wrong. In this work we briefly review the history behind the candle experiment and its relationship with some typical erroneous explanations. One of the key factors behind Lavoisier’s success was the use of experiments carefully designed to test different hypotheses. Following these steps, we performed several closed volume experiments where the candle wick was replaced by a capillary stainless steel cylinder supported and heated by a nichrome filament connected to an external power supply. Our recorded experiments are displayed as web pages, designed with the purpose that the reader can easily visualize and analyze modern versions of Lavoisier’s experiments. These experiments clearly show an initial phase of complete combustion, followed by a phase of incomplete combustion with elemental carbon or soot rising to the top of the vessel, and a final phase where the hot artificial wick only evaporates a white steam of wax that cannot ignite because no oxygen is left in the closed atmosphere. After either a complete or incomplete combustion of the oxygen, our experiments show that the final gas volume is nearly equal to the initial air volume.     

指鹿为马

秦二世时,丞相赵高野心勃勃,日夜盘算着要篡夺皇位。可朝中大臣有多少人能听他摆布,有多少人反对他,他心中没底。于是,他想了一个办法,准备试一试自己的威信,同时也可以摸清敢于反对他的人。     

Short a and Long a

Easy Phonics带你学习自然拼读,让你学会字母的发音规律,正确地拼读单词。本期让我们继续来看看、读读、写写重读音节中包含字母a的单词,区分它们读短音short a-/e/,还是长音long a-/ei/。     

Short a and Long a

Easy Phonics栏目带你轻松地学习自然拼读!在读读、听听、拼拼和玩游戏中,你将了解字母的发音规律,并正确地拼读单词。这一期,我们来学习元音字母a的短音(short a)和长音(long a).     

做校长·做学问·做人

从前,有一句话,叫做"吃得苦中苦,方为人上人".这句话被认为动机不纯,怎么可以做"人上人"呢?其实,对于"人上人"可以作不同的理解,一种理解是"骑在人民头上,作威作福",这种"人上人"当然不好;但也可以解释为比别人做更多的贡献,吃更多的苦,经过更多的挫折与困难而比一般人更成熟、更坚强,更知道怎么做人.实际上,对这句话应是作后一种理解的,因为这种"人上人"是与"苦中苦"联系在一起的.     

毕飞宇:一镜、一钟、一影、一胡琴而已

本文从毕飞宇小说中一再出现的镜、钟、影和胡琴的意向入手,考察毕飞宇小说的叙述人称、叙述速度、叙述结构和叙述意图。深入阐释＂我＂与＂他＂的分离与揉合,＂快＂与＂慢＂的交替与演变,＂是＂与＂非＂的分明与模糊,＂语言＂与＂沉默＂的相反而相成。     

Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component

The concept of metacognition refers to one’s knowledge and control of one’s own cognitive system. However, despite being widely used, this concept is confusing because of several reasons. First, sometimes it is not at all clear what is cognitive and what is metacognitive. Second, researchers often use the same term, namely, “metacognition” even when they refer to very different aspects of this complex concept. Alternatively, researchers may use different terms to indicate the same metacognitive elements. Another foggy matter is the interrelationships among the various components of metacognition discussed in the literature. This conceptual confusion regarding the concept of metacognition and its sub-components calls for in-depth theoretical and conceptual clarifications. The goal of this article is to portray a detailed example of a conceptual analysis of meta-strategic knowledge (MSK) which is one specific component of metacognition. This specific example is used to draw a general model for conceptual analyses of additional metacognitive components. The approach suggested here is to begin with a clear definition of the target sub component of metacognition, followed by a systematic examination of this sub component according to several dimensions that are relevant to metacognition in general and to that sub component in particular. The examination should include an analysis of how the details of the definition of the target sub-component refer to: (a) general theoretical metacognitive issues raised by prominent scholars; (b) definitions formulated and issues raised by other researchers who have investigated the same (or a similar) sub-component and, (c) empirical findings pertaining to that sub-component. Finally, it should be noted that since metacognition is a relational rather than a definite concept it is important to situate the context within which the conceptual analysis takes place.