高校课堂教学现状与教学效果提高研究

重点分析了当今高校课堂教学存在的问题,对于目前高校教学课时大幅减少的情况下如何提高课堂教学效果进行了对策研究.强调教师要注重差异性教学,提高课堂教学的互动性;注重启发式教学,以学生为主体,调动学生在课堂上积极思考,主动参与到课堂教学中来,进而达到素质教育的目的.     

Effect of a semi electro-mechanical engine valve on performance and emissions in a single cylinder spark ignited engine

In this study, an electro-mechanical valve （EMV） system for the intake valve ofa fottr stroke, single cylinder, overhead valve and spark ignition （SI） engine was designed and constructed. An engine with the EMV system and a standard engine were tested to observe the effects of the EMV on engine performance and emissions at different speeds under full load. The EMV engine showed improved engine power, engine torque and break specific fuel consumption （BSFC）. A 66% decrease in CO emissions was also obtained with the EMV system, but hydrocarbons （HC） and NOx emissions increased by 12% and 13% respectively.     

发展心理学视野下的弗洛伊德理论对思想政治教育学的启示

发展心理学视野下的弗洛伊德理论包括弗洛伊德的人格发展理论、弗洛伊德的心理发展阶段说。发展心理学视野下的弗洛伊德理论,启示教师在进行思想政治教育时,要注重潜意识的潜移默化作用,要从自我和谐的角度进行自我教育以实现自我的分化和统合。结合发展心理学视野下的弗洛伊德理论来看待思想政治教育学,有利于将心理学的有关成果应用到思想政治教育工作中,有利于作为交叉学科的思想政治教育心理学向着纵深方向发展,有利于个体进行自我教育并逐步成长为一个全面发展的人。     

坚持科学发展观 促进高校和谐图书馆建设——“以人为本”服务模式创新的视角

强调高校图书馆建设以人为本的价值取向,分析了高校和谐图书馆建设的基本内涵与特征,指出要从管理理念创新、资源布局创新、服务模式创新三个方面入手,转变服务观念,营造优良环境,提供优质服务,健全规章制度,优化设施配置,树立服务品牌,创新读者关系,努力构建高校和谐图书馆。     

Raman mapping analysis of pigments from Proas Iluminadas by Quinquela Martín

The painting Proas Iluminadas (Illuminated Bows) by Benito Quinquela Martín is studied by Raman spectroscopy in order to analyse the technique and the pigments employed by the artist: ultramarine blue, carbon black, cadmium-sulphure based compounds for the hue of yellow, orange and red; also zinc white, barium yellow, massicot yellow and viridian were observed. The importance of using different excitation laser lines in the analysis of mixtures of pigments is highlighted. The Raman mapping analysis of cross section samples shows the way the artist composed the ground layer: a lead white stratum over a calcite one. It also allows distinguishing between a mixture of components and strata superposition, both presenting the same appearance under an optical microscope. This paper provides information about the materials and techniques used in a period of Argentine art not studied before from this point of view.     

An analytical investigation of the painting technique of Italian Renaissance master Lorenzo Lotto

This paper presents the first extensive investigation of the composition of both the organic and inorganic media used by Lorenzo Lotto, one of the outstanding artists of the Italian Renaissance in the early 16th century. By investigating four paintings from The State Hermitage Museum collection (Saint-Petersburg, Russia), new insights into the artist's painting techniques were obtained, which contribute to our understanding of the transition from egg tempera to oil painting techniques that took place in Italian paintings between the 15th to the mid 16th century. Inorganic materials were determined using SEM-EDX and PLM, revealing information on the artist's palette. Of particular note was the powdered colourless glass found in the priming layer of the Madonna delle Grazie, which was most likely used as dryer. Organic materials were analysed in individual paint layers using GC-MS, and revealed a mature use of drying oils as paint binders, skilfully mixed with other organic materials and inorganic driers, to obtain the desired aesthetical and technical qualities of the paint. The study revealed that Lotto used the tempera grassa technique through most of his creative life.     

Social information processing and coping strategies of shy/withdrawn and aggressive children: does friendship matter?

The primary objectives of this investigation were to examine the attributions, emotional reactions, and coping strategies of shy/withdrawn and aggressive girls and boys and to examine whether such social cognitions differ within the relationship context of friendship. Drawn from a sample of fifth and sixth graders (M age = 10.79 years; SD = .77), 78 shy/withdrawn, 76 aggressive, and 85 control children were presented with hypothetical social situations that first involved unfamiliar peers, and then a mutual good friend. Results revealed group and gender differences and similarities, depending on the relationship context. From our findings emerges a central message: friends' involvement during interpersonal challenges or stressors mitigates children's attributions, emotions, and coping responses.     

Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children

This study investigates associations between social skills (aggression and prosocial behavior) and literacy achievement in a sample of low-income children (between 4 and 6 years old when the study began) during elementary school. Results revealed consistent associations between social skills and literacy achievement in the first, third, and fifth grades, but the patterns of the associations were different for aggression and prosocial behavior. While the strength of the association between aggression and literacy achievement increased over the elementary grades, the association between prosocial behavior and literacy achievement decreased. In addition, path analyses revealed that poor literacy achievement in the first and third grades predicted relatively high aggressive behavior in the third and fifth grades, respectively.     

Becoming a social partner with peers: cooperation and social understanding in one- and two-year-olds

One- and two-year-old peer dyads were presented with a simple cooperative task. Age differences were found in amount of coordinated activity, monitoring the peer's activity and location in relation to the goal, and attempting to achieve the goal when the peer was (or was not) available as a partner. One-year-olds' coordinated actions appeared more coincidental than cooperative whereas older children appeared to be more actively cooperating toward a shared goal. Differences in coordinated activity with peers were associated with differences in attention sharing with an adult and with language about self and other. The ability to cooperate with peers, becoming a true social partner, develops over the 2nd and 3rd years of life in concert with growing social understanding.