“送礼”的烦恼

回避与“绕弯儿”不失为教育的一种手法,可是在回避之后,避无可避了呢？     

“能者多劳”的烦恼

因为职业和爱好,我经常与文字打交道,加上自身秉性平易随和,所以平素里,张三说“帮忙写点东西。我请吃饭”,李四说“我那儿有几瓶好酒没人喝,你来拿去,顺便帮忙将我的述职报告润润色”……我时常烦恼于这些生活中免不掉的琐事。这时候．儿子就嬉笑着来了：“谁叫老爸是个作家文人呢!谁叫老爸那么好说话呢!能者多劳,是这个时代的定律啊。给你说,你儿子也被传染了……”     

暑假的“烦恼”

能过暑假对大人们来说非常快乐，可对我这个小学生来说真是苦不堪言呀!为什么呢？原因如下： 暑假的第一天——好不容易熬到了暑假，当然要多睡一会儿了。谁知，刚七点，一阵河东狮吼在我耳边响起：“起床了!”我张开双眼，“才七点，再睡一会儿也不迟嘛!”     

少年“卓铭”的烦恼

“小小少年,很少烦恼……”每当听到这首歌,我总是愤愤不平。谁说小孩没烦恼,就比如我,烦恼就常来串门。     

当“芝麻官”的烦恼

这个学期，大概是表现好的缘故吧!在改选干部时，同学们一致选我为班上的干部。于是，本人在班上当了一个不大不小的“芝麻官”，专管“文明玩耍”。     

“朱”与“猪”的烦恼

还在妈妈的肚子里时,我就注定了要随爸爸姓“朱”了。妈妈属猪,爸爸姓朱,我呢？二者兼而有之——既属“猪”,又姓“朱”。     

“痘”蔻年华的烦恼

豫欣的脸上痘痘比较多，结果刚走进大学，同学就给她起了一个绰号“小魔女”，刚开始，豫欣以为是自己长得可爱，同学们才给她起这个绰号，可一次周末放学后，豫欣在宿舍的公用洗衣房里无意中听到了事情的真相。     

“洪粗心”的烦恼

俗话说“江山易改,本性难移”,这话放在我身上一点儿不错!因为我粗心的毛病改到现在,它还是黏着我不放。同学们都开玩笑地喊我“洪粗心”呢!你说烦不烦？     

粤港澳大湾区的构建与制度创新: 理论基础与实施机制

横琴粤澳深度合作区是“一国两制”下跨境治理的新实践,具有“两制”的刚性约束,决定了国外理论和经验难以拿来就用,但上莱茵、奥瑞桑德、柏林—勃兰登堡三个典型跨境合作区在跨区域协同治理制度建构方面对横琴粤澳深度合作区有重要的启示意义。在制度分析与发展(IAD)框架理论的基础上,总结三个国际典型跨境合作区与横琴粤澳深度合作区跨境治理的共性,并进行横向比较分析其差异。三个国际典型跨境合作区在组织协同、制度协同、利益协同等方面对横琴粤澳深度合作区具有借鉴价值,即：建立健全法律协调机制;明确治理主体权责关系,充分吸收社会力量广泛参与;加强资源整合,促进社会民生共融衔接;以产业合作为导向,构建制度化沟通协调机制;加快落实合作区建立常态化评估机制政策,推进合作区决策程序科学化、合理化。     

利玛窦的中国路

论述了意大利传授士利玛窦来华 2 8年奇迹般的文化交流活动 ,探讨了其成功的原因     

A journey towards sustainable feedback

Meeting students’ expectations associated with the provision of feedback is a perennial challenge for tertiary education. Efforts to provide comprehensive, timely feedback within our own first year undergraduate public health courses have not always met students’ expectations. In response, we sought to develop peer feedback activities to support the development of ‘self-evaluative strategies’ that would acknowledge the centrality of students in the feedback process. We describe these activities, their staged development and the qualitative and quantitative data gathered from students and the teaching teams to evaluate this. Our first steps towards embedding peer feedback with first year students indicated they are willing to engage in the process and appreciated the opportunity to provide and receive feedback, but the quality and extent of the peer feedback was largely superficial. Students’ reflections on the feedback received were also shallow. Supporting students to develop self-evaluative skills cannot be achieved in the short term, but must be embedded in courses and consistently reinforced, with greater emphasis placed on the development of a dialogue around feedback that connects students with peers and educators.     

Learning action learning: a journey

The action learning set (ALS) is an often-used tool in practice development to facilitate group reflection. As such, its use evolves in the hands of the participants as they become more comfortable with the process and as trust develops amongst group members. This paper aims to discuss the journey of one ALS over a 2-year period. It seeks to highlight the process of learning through an ALS and the complexity of making the process meaningful for the participants. The role of trust within an ALS cannot be overstated. This was an imperative factor in the overall effectiveness of the set.     

A journey along some well-known curves

In mathematics, we encounter various types of curves. Some of these curves possess very interesting backgrounds. In this article, the historical backgrounds of some well-known curves have been discussed along with some other interesting features.     

汽车空调制冷系统常见故障及诊断方法

介绍了汽车空调制冷系统的组成、制冷原理及空调制冷系统常见的故障及诊断,通过案例分析了汽车空调不制冷的故障诊断方法．