开心竞技场

纤纤:嗨!开心竞技场又和同学们见面了,来来来,想开心就一起来做题吧!聪明的你、可爱的你一定会通吃所有小兵小虾,最后会收到我们送给你的精美礼品哦!好了,心动不如行动,赶快开始吧!(2004年第6期)课内八才1.“周瑜打黄盖”的故事流传千古,其中周瑜是吴国人,那么黄盖是哪一国人呢?()A.魏国B.吴国C.蜀国2.请找出与“确信”意义相同或最相近的词:()。A.正确B.明确C.信心D.肯定E.真实3.火车守车(车尾)长6.4米;机车的长度等于守车的长加上半节车厢的长。车厢长度等于守车长加上机车长。火车的机车、车厢、守车共长多少米?()A.25.6米B.36米C.5…     

我的韩国母亲

我很爱我的母亲,哪怕她会在我热泪汪汪时,强迫我给远亲们打电话,拨出号码并把听筒按在我的脸颊上,在这个时候,我仍然爱着她。她总是爱发威。有一次在杂货店里,她竟然一把将我丢到地上,以此警告我别没大没小。她是我的最爱,也让我抓狂。她真的有点"奇葩"。你会觉得让她吃商店里买的点心就像要了她的命似的。她在韩国长大,周围都是韩国人,后来嫁了个韩国人,接着在35岁左右搬到了香     

Understanding and Changing Older Adults' Perceptions and Learning of Social Media

An exploratory study was conducted to answer the following questions: What are older adults' perceptions of social media? What educational strategies can facilitate their learning of social media? A thematic map was developed to illustrate changing perceptions from the initial unanimous, strong negative to the more positive but cautious and to the eventual willingness to actually contribute content. Privacy was the primary concern and key perceptual barrier to adoption. Effective educational strategies were developed to overcome privacy concerns, including: 1) introducing the concepts before introducing the functions; 2) responding to privacy concerns; and 3) making social media personally relevant.     

Identification of strategy parameters for particle swarm optimizer through Taguchi method

INTRODUCTION The particle swarm optimization (PSO) method is a member of the broad category of swarm intelli- gence techniques for finding optimized solutions. The PSO algorithm is based on the social behavior of animals such as flocking of birds and schooling of fish, etc. PSO has its origin in simulation for visual- izing the synchronized choreography of bird flock by incorporating concepts such as nearest-neighbor ve- locity matching and acceleration by distance (Par- sopoulos and V…     

自学单元程序教材介绍:化学键(二)

伸展在晶格内的离子键很强,因此从晶格中移走离子是困难的。由于这个原因,离子型化合物具有较高的熔点和沸点。存在于共价型固体或液体中的分子间的作用力没有这样强(除1～2例外),使分子聚集在一起的作用力布遍于固体中也是不强的。考虑下列的气化热:     

教师专业化与教师应对教育改革的能力

本文论述的是中国教育改革发展变化过程中的教师专业化问题,所以提出这一问题的背景,是联合国教科文组织讨论了“全民教育”的各项活动和中国教育改革.当前教育改革的目的,在于提高个体和全民发展的能力.因此,教育质量成为人们日益关注的重要问题.教师的工作职能是要推动教育改革的各项措施得到实施.本文认为,“信息时代”的要求和“知识经济”的兴起,使人们对人才的特点有了新的理解,也证实了在教育儿童和青少年成为未来工作者和公民方面存在的不足.综观中国教育改革,它是一个被迫出现的过程,导致学校对教育改革的反应不灵敏.教师作为专业人员,应该支持改革,但是他们的效能还是存在一定的问题.本文进一步认为,中国教师当前面临的主要问题是不具备应对改革的能力.有关研究表明,教师工作的本质及其关注的问题与教育改革的预期大相径庭.这一问题即使通过行政命令、在职培训、或者投入更多的教育资源也难以解决.本文认为,进行全面改革的同时,要改革学生评价和选拔制度,从文化和社会层面上来思考教师职业,树立新的教师专业发展理念.     

Mental health professionals' experiences reporting suspected child abuse and maltreatment

OBJECTIVE: The purpose of this study was to provide systematic data on the experiences of mental health professionals (e.g., psychiatrists, psychologists, and social workers) who reported cases of suspected child abuse and maltreatment concerning their clients. METHOD: Mail surveys were completed by 258 mental health professionals known to have reported a case of suspected child abuse and maltreatment to the New York State Central Register (NYSCR) in 1993. Subjects were asked to complete a survey describing their experience with making reports, referring to a specific case they reported. RESULTS: About 40% did not inform the client about the limits of confidentiality until reportable material came up. Most clinicians reported that informing clients about the limits of confidentiality did not deter them from entering treatment. Many clinicians learned about abuse/maltreatment after approximately 3 months into therapy. Even very experienced clinicians usually consulted with others before making the report. Clinicians most typically informed the client about the report directly and before it was made, but did not call the NYSCR in the presence of the client. Following the report, most clinicians performed additional activities such as calling clients and scheduling additional sessions. When clients evidenced resistance to continuing therapy, it usually dissipated after a brief period of time. In over 72% of the cases, making the report did not disrupt the relationship and in many instances it was helpful in the therapeutic process; about 27% were continuously resistant or terminated therapy shortly after the report was made. CONCLUSIONS: Implications for practice, training, program development, and research are discussed.     

等效交互原理

本文审视了Anderson(2003a)提出的正式学习中由教师、学生和内容间三种交互组成的等效交互原理中的几个核心问题。首先,笔者审视了该原理中的几个核心概念,指出价值和数量(或质量和数量)能够明确地表述该原理的两个不同维度。然后,通过评述在远程教育和混合式学习中该原理及相关概念的有效性的相关研究,发现现有的研究都能支持第一个论点,而对第二个论点的确证则需要开展进一步的研究。最后,笔者强调了进一步深入探究该原理的研究方案应该关注的关键问题。