对天津市经济增长方式和结构的分析

文章对天津市经济发展的时序数据建立了计量经济模型,对经济结构和经济增长中投入要素之间的内在比例关系做出了积极的评价,根据分析结果提出了优化经济结构、以发展技术和资本密集型产业实现经济的集约式增长的对策建议。     

An interpretive profile for the slosson intelligence test

The Slosson Intelligence Test (SIT) is an age scale of intelligence with demonstrated reliability and high validity coefficients correlated to the Stanford-Binet. The items of the SIT were classified according to a scheme resembling Valett's classification of Stanford-Bmet test, items. A comparison of the classifications was made and an explanation given of how the interpretive profile can be used to enhance the value of the SIT.     

伤乱久嫌文字狱,偷安新学武陵渔——郁达夫与禅宗文化关系论之三

1930年国内形势和郁达夫的个人生活都出现了巨大的变化，一方面是人到中年后心境逐渐沉潜平和；另一方面，由于历经变故，磨难，世事无常之感也更甚于常人。在禅宗的清空之气和超然态度的影响下，他向往自然，平淡，闲适的生活境界，作品中流露出明显的隐逸之气。不过，对时事的敏感和放不下的责任心却使他难以在禅宗里获得真正的解剖，正因此，抗战爆发后，他挺身出而出，捐躯赴国。     

逃禅易，逃世难－论二十年代作家的两种不同的逃禅倾向

在现代文学史上，20年代作家中具有“逃禅”倾向的不在少数，但由于个性气质，生活经历，精神禀赋，人生追求以及学识修养的不同，又表现出两种不同的类型，其中，以夏丐尊，许地山等为代表对佛教禅宗有精深理解的作家，大都接受了佛家的苦空观，追求有限中的自由，以郁达夫，庐隐为代表的热情浪漫而又苦闷焦灼的青年作家则寻求在“爱”中涅pan，但都没有获得真正的解脱。     

高职高专英语教学改革的实践与前景

突飞猛进的社会发展向高职高专英语教学发出了挑战,为了适应新形势的要求,提出新的教学目标,培养学生英语应用能力.当务之急是进行英语教学改革,在此基础上本文探讨了英语教学改革的实践,以及在教学改革中需要处理好的几个关系.     

A Father’s Interactions with His Toddler: Personal and Professional Lessons for Early Childhood Educators

In this article a university professor, former student, and father describe the father’s interactions with his toddler-age son within a parent–child playgroup. The authors discuss the important role of fathers, what they learned from observing the father interact with his son, and implications for teachers and other professionals.     

乌鲁木齐市职业教育存在的问题及对策研究

乌鲁木齐市职业教育发展现状尚不能适应新型工业化、城市现代化建设对高素质技能型人才的需求。在对乌鲁木齐市属职业教育资源进行调研的基础上,就乌鲁木齐市职业教育发展现状和存在的问题加以科学分析,从而提出解决思路和建议。     

PROJECTIVE AGING: AN ENGAGING TECHNIQUE FOR TEACHING ISSUES IN GROWING OLDER

This article presents a teaching technique to help students think about what it means to grow old. In this directed experiential learning situation, students evaluate issues and myths associated with the aging process by imagining their own aging, describing themselves as “old” people, sharing these images, and discussing the realities of aging. Through this process, students are actively involved in their own learning. Reactions to this classroom experience are also presented.