试论明代前期中国与东南亚的丝绸贸易

中国与东南亚的丝绸贸易源远流长 ,明前期 ,在“海禁”政策和统治者“薄来厚往”思想的影响下 ,朝贡贸易成为两地丝贸的主流形式。私人贸易虽有所发展 ,但其重要性却远不如前代。随着两地贸易的发展 ,中国丝绸在东南亚的行销范围进一步扩大 ,并一直保持着出口优势     

福建省南平市科技特派员制度的实践与思考

南平市实施的科技特派员制度,是福建省农村工作的一项制度创新,在近年来的社会主义新农村建设中发挥了重要作用。本文主要通过对南平市科技特派员制度的调研,考察其实践发展和成效,分析存在的问题和困难,提出了促进科技特派员制度发展的建议与对策。     

高师体育课程的整体改革与建设

伴随着新世纪的到来 ,高师体育课程建设必须突破固有的旧观念 ,摒弃传统的以运动技术教学为主的旧的课程体系 ,建立以发展学生身心健康为中心的新的课程体系 .同时 ,运用系统分析的方法将师资培训、课程设计、大纲和教材、体育方法及体育考核等五项基本要素进行整体改革     

对机械设计基础课教学难点的探讨

依据多年的教学经验,简明扼要地提出了机械设计基础课教学的难点在于知识的抽象和错综复杂,与此相适应,应采取不同的教学方法.     

浅谈商业活动中公共关系学的应用

在商业活动中正确运用公共关系学进行宣传、服务以及利用公众心理和语言艺术树立自身的形象 ,扩大产品的知名度 ,达到提高经济效益的目的 ,以推动公共关系学知识在商业活动中的广泛应用     

The no-slip boundary condition in fluid mechanics

A moving fluid in contact with a solid body cannot have velocity relative to the body. Even though the question whether there is slip has been satisfactorily resolved now, it was a difficult and controversial problem. In the first part of this article several basic ideas and details related to this problem are discussed. The concluding part of the article will trace the development of ideas leading to the resolution of this important question. Extreme cases where fluid does slip will also be discussed.     

A Layered Approach to Critical Friendship as a Means to Support Pedagogical Innovation in Pre-service Teacher Education

In this article we describe and interpret how two distinct layers of critical friendship were used to support a pedagogical innovation in pre-service teacher education. The innovation, Learning about Meaningful Physical Education (LAMPE), focuses on ways to teach future teachers to foster meaningful experiences for learners in physical education. Critical friendship was applied in two ways: (1) the first two authors served as critical friends to each other as they taught their respective teacher education courses using LAMPE, and (2) the third author acted as a meta-critical friend, providing support for and critique of the first two authors’ development and enactment of the innovation. Over two years, data were gathered from reflective journal entries, emails, recorded Skype calls, and teaching observations. The two layers of critical friendship held significant benefits in advancing and supporting the development of the innovation while also contributing to the professional learning of all participants. Analysis of the first year’s data showed that we entered the critical friendship without thoroughly considering what we each hoped to give and take from the relationship or acknowledging the potential problems that might unfold. In the second year, guided by suggestions from our meta-critical friend, we took a more rigorous inquiry stance as critical friends, contributing contentious feedback and pushing each other beyond our personal and pedagogical comfort zones. This led to a noticeable improvement in our professional learning about teacher education practices and advanced the development of the LAMPE innovation.     

Research abstracts

Abstracts are compiled by Nancy R. Preston, ERIC Clearinghouse on Information Resources, Syracuse University, Syracuse, NY 13244-2340. Telephone: 315-443-3640. Internet: ERIC@SUVM.SYR.EDU.