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961.
962.
周云帆 《四川师范大学学报(社会科学版)》2002,29(3):30-33
行政裁量权的不断扩张和对行政裁量权控制的不断加强 ,构成了现代行政法发展的一个重要脉络。合理原则和比例原则就是两大法系各自发展起来的、实现对行政裁量权的有效控制的基本原则 ,它们使行政法从形式法治走向了实质法治 相似文献
963.
谈化学创造性思维训练作业 总被引:1,自引:0,他引:1
杨运智 《洛阳师范学院学报》2002,21(5):114-116
布置作业是对学生实施创造性思维训练的一个重要组成部分 .本文从 4个方面阐述了化学创造性思维训练作业的设计特点 :趣味性和启发性、统觉性和挑战性、适应性和主动性、完整性和科学性 . 相似文献
964.
965.
966.
棘腹蛙与棘侧蛙的外形区别及食物分析 总被引:1,自引:0,他引:1
王云 《黔南民族师范学院学报》2003,23(6):64-67
于2000—2001年间,对榕江县计划乡的棘腹蛙和棘侧蛙进行了观察和研究,初步了解了二者之间的外形区别及其食物种类,食物对象主要以昆虫为主,涉及到昆虫纲的10个目、22个科,除此之外,部分节肢动物、环节动物、也是其食物对象。 相似文献
967.
利用完备分配格L上的t-模T,引入格区间集合[L]上的t-模,在此基础上定义■型格区间值模糊子群等概念,研究它们的性质,给出了■型格区间值模糊子群和■型格区间值模糊正规子群的刻画。 相似文献
968.
Since 2001, the Chinese government had passed a series of policies known as ‘the two primary responsibilities’ to allow the rural migrant children to attend urban public schools. However, what the migrant children actually experienced in and after negotiating access to these schools deserves serious attention from educators, scholars and policymakers. Based on prolonged ethnographic fieldwork in a Beijing public school, this study demonstrated three key aspects of exclusions in migrant children’s schooling experiences, namely, (1) access to school, (2) in-class participations and (3) peer interactions, and examined the ‘hidden curriculum’ in the existing school practices that prevented migrant children from integrating successfully in the urban school settings. We found that academic performance lay at the root of social exclusions, but the local educators’ perceptions of migrant children as outsiders, the urban-oriented school curricular and urban children’s involvement (vis-à-vis migrant children’s little involvement) in the extracurricular activities at school as well as the paid supplementary trainings outside school together formed the ‘hidden curriculum’ that led to the marginalization of migrant students in the urban school system. 相似文献
969.
A glass ceiling for women still exists in academia after two decades of equal employment opportunity (EEO) legislation in Australia. There are complex factors that when combined make gender inequity in the higher education sector highly resistant to change. Using personal histories as a reflexive device, the paper makes explicit the embedded male patterns of behaviour in academia that operate beneath the façade of policies and rules put into place to counter inequity. In particular, the paper focuses on the cognitive dissonance individuals experience due to the disparity between formal organizational policies promoting equity, such as workload allocations, and perceptions of the unequal opportunities for women and men. Using social identity theory and the leader member exchange (LMX) framework, the daily experiences of three academic women are interpreted, the impediments to equality identified, and suggestions made for more fundamental change to gendered organizational structures within academia. The analysis of such behaviours shows that the traditional emphasis of EEO legislation on formal policies and procedures to bring about gender equity in academia needs to be accompanied by cultural change programs that make explicit and challenge behaviours that reproduce and reinforce male hegemony in academia. 相似文献
970.
Marilyn Cochran‐Smith 《Asia-Pacific Journal of Teacher Education》2004,32(3):193-212
In the context of escalating criticism of university‐based teacher education across the world, a clear need exists for informed defence of the field and the profession as well as critical evaluation of both teacher education and schooling. This paper takes up the issue of the ‘outcomes question’ in this regard, arguing the case for a strong focus on social justice as the necessary complement to an ongoing concern with academic excellence and rigor. It argues the need for teacher educators and others to look closely at the different ways that educational outcomes are currently being defined and for these differences to be made more openly and widely available for criticism and discussion. The paper seeks to contribute to debate regarding the role and renewal of teacher education, in specific relation to widespread standards movements and the public good, and the conduct and governance of education more generally. 相似文献