论我国孝道传统下老年人长期照护制度的构建

确立于儒家孝道思想下的以子女为义务主体的传统老年人照护模式,因日益严峻的人口情势而难以维系,亟待建立一整套完善的老年人长期照护体系。基于此,一方面要积极学习和借鉴西方发达国家业已形成的、成熟有效的相关制度,另一方面要继承在我国流传了两千多年的儒家孝道思想。在不动摇传统子女赡养模式的前提下,通过将子女和国家共同作为老年人长期照护的义务主体、积极推进国家出资保障长期照护底线、设立强制性的专门的长期照护保险金制度等制度构建,建立起富有中国特色的老年人长期照护制度。     

中日老龄产业问题比较研究

老龄化社会带来了老龄产业问题。老龄产业包括生产性产业和服务性产业,是解决人口老龄化问题的重要手段。老龄化社会的来临,在给社会发展带来了诸多不利因素的同时,也带来了巨大的挑战和机遇,孕育着潜力无穷的巨大的消费市场。中国社会的老龄产业可借鉴日本等国的一些成功经验,根据我国国情,合理调整产业结构,开发“银色消费市场”。     

噪声主动控制的进展及发展趋势

对噪声主动控制技术领域的进展及发展趋势进行综述.包括消声原理、消声器结构和算法等方面的研究成果,分析该技术存在的缺陷,对今后的主要发展方向作出预测.     

基于Web数据库技术的动态网页发布

本文论述了当前几种开发Web数据库的主要方案，简明介绍了他们的工作原理，重点介绍了基于ASP技术的Web数据库开发方案，并在此基础上，给出了两种开发动态网页的实例。     

Seeking big ideas in algebra: the evolution of a task

In this paper we describe a strand of activities for teachers of mathematics that we used with two cohorts of participants in a professional development program called Revitalizing Algebra (REAL). We first discuss our goals and describe the participants, and then we describe the construction and selection of the tasks followed by teacher responses. Finally, we reflect on different iterations of the tasks, their impact on the teachers’ thinking and practice, and the role of school and department culture in the process of change.     

Challenges of engineering education and curriculum development in the context of the Bologna process

The work of Activity 1 of the Thematic Network E4 “Employability through Innovative Curricula” on curriculum development issues has been guided by the intention to contribute to the establishment of a European Higher Education Area (EHEA) by addressing crucial aspects of harmonisation, compatibility and comparability. In due course the activities aspired to contribute to the enhancement of engineering education by encouraging diversity and innovative solutions to deal with a range of changing demands. Creative competitiveness and the strive for specific profiles of engineering qualifications on a high level of quality must be accompanied by the attempt to make diversity and quality transparent and comparable based on common terms. The article describes briefly various demands and discusses the challenges of the Bologna Process on the development of engineering education in Europe and how some of the meanwhile 45 signatory countries deal with it. Based on the published Outcomes of Activity 1 and referring to examples of good practice it focuses on components of innovative curricula which should guide curriculum development to satisfy various needs including those of the Bologna Process.     

悖立与整合--论报刊翻译中的积极翻译与消极翻译处理

文章探讨了报刊翻译中的积极和消极翻译的处理原因和方法，提出报刊翻译应实现两者的有机结合，产生容易阅读的“第三种文化”的报刊载体。     

FísicActiva: applying active learning strategies to a large engineering lecture

This paper presents and analyses the results obtained by applying Active Learning techniques in overcrowded Physics lectures at the University of the Republic, Uruguay. The course referred to is Physics 1, the first Physics course that all students of the Faculty of Engineering take in their first semester for all the Engineering-related careers. Qualitative and quantitative data corresponding to three semesters are shown and discussed, indicating that the students that attended these lectures outperformed the students that followed the course in the traditional way: the pass rates increased, whereas the failure rates decreased. The students highly valued this methodology, in particular, the interactive and relaxed dynamics, highlighting the concern of professors to answer questions by means of new questions so as to promote reasoning. The results obtained point to a work path that deserves to be deepened and extended to other Engineering courses.     

热处理工艺对车用减震板组织和性能的影响

通过对不同热处理和时效处理工艺的Mn-Cu合金的X射线分析、微观组织分析和阻尼性能测试,分析了热处理冷却方式、时效处理时间对合金组织和阻尼性能的影响。研究表明,时效处理不会产生新相,随着时效处理时间的增加,晶粒尺寸增大,阻尼性能提高,但超过一定时间,阻尼性能反而降低,其中时效处理8 h能够获得最佳的阻尼性能。     

Active Learning Strategies for the Mathematics Classroom

Active learning involves students engaging with course content beyond lecture: through writing, applets, simulations, games, and more (Prince, 2004 Prince, M. 2004. “Does Active Learning Work? A Review of the Research.” Journal of Engineering Education 93: 223–232.[Crossref], [Web of Science ®] , [Google Scholar]). As mathematics is often viewed as a subject area that is taught using more traditional methods (Goldsmith &; Mark, 1999 Goldsmith, L. T., &; J. Mark. 1999. “What is a Standards-Based Mathematics Curriculum?”. Educational Leadership 57: 40—44.[Web of Science ®] , [Google Scholar]), there are actually many simple ways to make undergraduate mathematics courses more active, starting with the discussion of the syllabus. This article describes simple ways to turn course introductions, review of prior knowledge, and formative assessment into active learning experiences for students.