社会公正——社会主义和谐社会的一个向度

本文阐述了实现社会公甲和正义是构建社会主义和谐社会的主要特征之一，根据当前我国出现的社会不公平现象、贫富差距越来越火、教育不公等问题，提出政府必须提供服务的平等性，通过制度创新解决公平问题，实现社会公平和正义，构建社会主义和谐社会。     

论情绪情感在教育中的作用

情绪情感的教育是一种深入心灵的教育，是培养人身心健康的重要渠道，也是现代教育的终极目标，我们的教师应该是一个有人格魅力的教师，我们的教育方法应“晓之以情，动之以理”，“润物细无声”，这样才能培养出有理想，有道德，有创造力，有着丰富多彩个性的，身心健康的未来劳动。     

汽车叠板弹簧静应力、挠度计算方法的探讨

本文通过对汽车叠板弹簧作不同类型的抽象,对静载荷作用下其最大正应力及最大挠度的计算,对比分析。认为叠板弹簧以叠层原理计算较为合理,设计模型为主片板处于直板状态,此时叠板弹簧受力产生的正应力及挠度最大,为危险状态。     

陕西秦岭旅游景区认知与选择偏好研究

在大尺度区域旅游规划兴起背景下,本研究以陕西省秦岭旅游发展专项规划为例,基于客源群体差异角度,运用认知度和偏好度等值线图对大区域旅游景区认知和选择偏好规律进行了探究,结果表明：①成熟型和稳定型旅游景区形成认高知度聚集区,成长型和开发型旅游景区形成低认知度分散区;②旅游景区选择偏好形成聚集区和辐射区,数量选择偏好存在差异,旅游景区空间显示偏好与交通通达性密切相关;③大区域旅游景区认知度和选择偏好度存在正相关关系,形成了以认知为基础的旅游景区偏好和出游倾向。     

县域生态工业园区发展路径选择

县域经济发展生态工业是循环经济的必然选择,生态工业园区是县域生态工业的主要载体。生态工业茵区有虚拟型、现有改造型和全新创建型三种建立模式。目前,县域经济构建生态工业园区存在物质集成障碍、技术障碍、信息共享障碍、效益障碍和政策障碍等障碍,因此需要进一步制度创新。     

Integrating social justice with mathematics and science: An analysis of student teacher lessons

Student teachers have difficulty planning lessons that fully integrate social justice with mathematics/science content. This study was a content analysis of 26 poster presentations of mathematics or science lessons incorporating social justice issues made by student teachers (20F, 6M) at a mid-sized college in central New York State. The presented lessons applied four pedagogical approaches to integration (data collection followed by graphing analysis; discussion of text/video; modeling; library/internet investigation) and addressed three major social justice themes (diversity, system disparities in human communities, and in stewardship of earth). Deeper content knowledge, faculty lesson modeling/reflection and practice delivering lessons are recommended.     

Why are there proportionately more poor pupils enrolled in non-state schools in urban Kenya in spite of FPE policy?

One of the conundrums of free primary education (FPE) policy in several countries in Sub-Saharan Africa is the ‘mushrooming’ of fee-paying private schools. Several researchers have become interested in studying this phenomenon and have raised the question—does free primary education meet the needs of the poor? Emerging voices among this group of researchers suggest that the impact of FPE, particularly in meeting the educational needs of the poor may be over-stated in situations where the poor still utilize what is referred to as ‘private schools for the poor’. The concerns expressed by those voicing this point of view point to the question of why the poor choose fee-paying [low quality] private schools when there is, presumably a free state school? To respond to this question and to contribute to this debate, this paper adopts the excess demand and differentiated demand frameworks to analyse how slum (poor) and non-slum (non-poor) parents utilize education in Nairobi, Kenya following the implementation of free primary education policy in 2003. We conclude that the answer to the ‘mushrooming’ of private schools for the poor is ‘excess demand’. As to whether free primary education meets the needs of the poor, we argue that where supply does not match demand excess demand is likely to arise in the initial stages. We recommend that what is required is greater and possibly differentiated and better targeted investment in education whereby unequals are treated unequally in order for the Kenyan government not to under-invest in the education of the poor.     

平等与差等：师爱的抉择及其伦理依据

在现实生活中,教育时常需要处理“平等之爱”与“差等之爱”之间的冲突。“平等之爱”作为基本人权在今天民主化的生活中为人们所推崇,但在现实生活中它易把人性中丰富多彩的情感置于理性的压制之中;“差等之爱”虽顾及人的私人情谊但存在着侵蚀社会平等和法律公正的危险,并有可能抑制公共精神的发育,尤其在教育中,差等之爱的处理更需慎重。为此,如何有效处理学生差异发展中弱者和优者的最大利益,我们应既吸纳亚里士多德、罗尔斯以及罗纳德·德沃金的方略,也应考虑诺丁斯的建议。     

理性选择理论视角下的身份认同研究

理性选择理论在社会学、公共行政和公共管理等领域产生了丰富的理论成果,其对个人行为选择的分析着重运用系统方法进行研究,以达到解释行为发生原因,预测行为前景的效果.这在个人确立身份并建构身份认同的过程中发挥了重要的指导作用,通过引导个人在差异申确定身份,从语言、文化、记忆等层面完成身份建构,避免个人因在身份认同上与群体的偏离而产生发展的滞后性,在思想上和行动上实现个人的身份认同,彰显人生的价值与意义.     

一种新型的四态叠加模叠加态光场的等N次幂Y压缩特性的数值分析

根据量子力学中的线性叠加原理,用多模虚奇相干态和多模复共轭偶相干态组成了特殊的四态叠加多模叠加态光场 ,运用多模压缩态理论得到了的等N次幂Y压缩的一般理论结果,通过对这一理论结果的数值分析发现:当压缩幂次N,腔模总数q,各模相干态的平均光子数Rj2,以及奇相干态和多模复共轭偶相干态叠加几率幅的模r0、re等参量的取值满足一定的条件时态 可呈现:a.等幂次N-Y最小测不准态;b.“半相干态效应”;c.半压缩效应;d.第一正交分量呈现等N次幂Y压缩或第二正交分量呈现等N次幂Y压缩.