二00四年的一封家书

妈: 　　妈,我想说,儿子很对不起你. 　　我又抽烟了. 　　得到高二最后一次测试成绩后,我跑到学校门口对面的烟摊买了一包红河. 　　……     

回家

In 1994 I moved from Muswell Hill in the north ofLondon to Wimbledon in the south-west.It was inWimbledon that I finally came of age.It was therethat I bought my first home,in a place calledSouthfields,beside Wimbledon Park on one side,and on the other,Wimbledon Common,a large area of woodlands and meadows and wild bog heather where you could walk or cycle to your hearts content.     

实践美学和实践唯物主义

把马克思主义哲学机械分割为辩证唯物主义和历史唯物主义,并说后者是前者的推广应用;把实践观点和唯物史观割裂开来从而使两者产生蜕变,把历史规律客观主义地讲成凌驾于人类历史活动之上的预成公式,把１８４４年《手稿》指为唯心主义,都属于误读和误解     

我家就是四道菜

我家就是四道菜,四道各具特色的风味小吃。妈妈是苦瓜,初嚼是苦,细品却甜。爸爸是我家的顶梁柱,是营养价值极高的肉片。爸爸妈妈珠联璧合,便成了一道"苦瓜炒肉"。"苦瓜"也好,"炒肉"也罢,总而言之,他们对我们三个孩子的要求极为严格。这种严格可不是一般的苦哦!但只要一想起爸爸起早贪黑地工     

一种实用的二值图象压缩编码方法

本文根据微机显示和工程图纸的特点，提出一种实用的二值图象压缩编码方法，文中所述算法均采用ＴｕｒｂｏＣ语言予以实现     

CURRICULUM REFORM AND A SCIENCE DEPARTMENT: A BOURDIEUIAN ANALYSIS

This article will describe the dispositions of science teachers in the context of a curriculum reform. Using Bourdieu’s notions of ‘habitus’ and ‘the field,’ the analysis of the data highlights the necessity for curriculum reformers to view the field of the science department as a contested space. From this understanding flow several subsidiary issues: the need to promote disequilibrium and critical conversations around the meanings and practices of science education within the department, and the need to value and capitalise on the symbolic capital of teacher credibility. The article concludes by briefly critiquing recent curriculum reforms in Australia.     

SUSTAINING FEATURES DEPARTMENT

On November 16, 1972, U. S. District Judge John H. Pratt ruled in Adams v. Richardson. Following is the complete text of the decision.     

爱·回家

韩国影片《爱·回家》讲述的是七岁男孩成佑从城市来到一个贫痟的山村,与苍老驼背的外婆共同生活的故事。     

THE PLACE OF A SINGLE CAMERA VIDEO SYSTEM IN A CHEMISTRY DEPARTMENT

In recent years there has been an upsurge in the number of academic departments which possess their own video equipment. The Department of Chemistry at Queen Elizabeth College is one such example: it has its own VCR and camera. Details are given of the use to which this equipment is put, including the different types of programmes which are generated within the department and the production techniques employed therein. The educational benefits, advantages and disadvantages of video as a teaching and learning aid for both staff and students, are discussed.

Observations and experience indicate that frequently there is an underlying dissatisfaction with programmes produced by central ETV units and that this stems from the poor relationship which often exists between the academic and the producer. A re‐examination of this relationship is included, along with some suggestions as to how it might be improved.