对范德瓦尔斯方程和内能公式的探讨

该文对范德瓦尔斯气体模型提出修改意见,并导出更符合实际气体特点的状态方程和内能公式。     

分子间作用力对有机物物理性质的影响

该文通过实例,从理论上说明分子间作用力对有机物的熔点、沸点和溶解度等物理性质的影响。     

范梅南"教育机智"思想述评

范梅南认为教育机智是教育的一种特殊品质，教育机智是教师对学生的深切关注，以教师对学生的爱为基础，教育机智促进儿童独特个性的形成。     

Mario Van Peebles's Panther and Popular Memories of the Black Panther Party

The 1995 movie Panther depicted the Black Panther Party for Self-Defense as a vibrant but ultimately doomed social movement for racial and economic justice during the late 1960s. Panther's narrative indicted the white-operated police for perpetuating violence against African-Americans and for undermining movements for black empowerment. As such, this film represented a rare source of filmic counter-memory that challenged hegemonic memories of U.S. race relations. Newspaper reports and reviews of Panther, however, questioned the film's veracity as a source of historical information. An analysis of these reviews and reports indicates the challenges counter-memories confront in popular culture.     

范德华气体的理想化压力

本文提出了范德华气体的理想化压力概念,在此压力下,范德华气体服从理想气体状态方程,另外,本文还讨论了理想化压力的取值情况。     

借鉴伦勃朗画风探求陈列艺术采光

明暗是绘画艺术的重要语言，荷兰17世纪画坛巨匠伦勃朗更是将其发挥到了极至。同属造型艺术范畴的陈列展览，借鉴其独特的创作技巧，对采光予以科学和艺术的运用，必将营造出生动感人的艺术氛围。     

迈向智慧教育学——范梅南教育学思想探微

文章以范梅南《教学机智——教育智慧的意蕴》一书为主要理论资源，探索了其智慧教育学思想。主要涉及如下方面：智慧教育学及其以儿童为中心的基本教育理念；建构智慧教育学的现象学方法；智慧教育学对中国教育学研究的启示。     

基于NPR的梵高油画特效方法综述

梵高油画上强烈的情感完全融化在色彩与笔触的交响乐中,震撼观者的心灵,使他成为后印象派的巨匠之一。近年来的非真实感绘制(NPR),使计算机模拟艺术作品成为可能。本文分类介绍了目前各种流体风格特效方法的原理,以及不同方法的优缺点,并在此基础上讨论了流体风格化绘制存在的难点和未来可能的研究方向。     

Dame Van Winkle形象辨析

华盛顿.欧文创作的短篇小说RipVan Winkle曾被誉为美国早期文学的精品。作者在刻画与主人公Rip相对的女性人物Dame Van Winkle的形象时,则使用消极的、侮辱性的、极端偏见的言辞,把她列入不足挂齿的"妇道人家",甚至贬低为"泼妇"、"悍妇"、"妖妇"。如今重读这篇经典我们发现:小说的男主人公Rip是个十足的懒汉懦夫、现实生活的逃避者和时代的落伍者,而他的妻子Dame Van Winkle则是一个含辛茹苦的善良母亲、一个兢兢业业的持家能手、一个敢于向男权社会怒吼和呐喊的伟大女性,同时也是父权社会的牺牲品和受害者。她的唠叨和抱怨,实际上是对女性艰难生活和不公命运的合理申诉,也是对性别歧视的严正宣战,更是对妇女自由、平等、尊严、幸福的正义呐喊,应该引起男人的理解、女人的同情以及社会的重视和关注。     

Putting objects of reference in context

ABSTRACT

The use of objects of reference as part of the development of communication‐has become established practice in the education of deafblind and multi‐sensory impaired children and young people. Unfortunately, there is comparatively little written material available for those who wish to develop this approach in their own practice with learners who have severe or profound and multiple difficulties. The result of this has been that many of the ‘second wave’ of interested practitioners have overemphasized the objects themselves with little or no appreciation of their use within a supporting context. The paper considers the philosophies and theories that underpin the methodological framework in deafblind education, and suggests how these could be applied to develop practice with a wider group of learners