一类k可扩图和一类n因子临界图

k可扩图和n因子临界图是近年来图论研究的热点。在本文中介绍了我们发现的新的k可扩图和n因子临界图。我们证明了一个对称设计的关联图是k可扩图。而Harary图则是n因子临界图。     

2014年度宋代词人李清照之研究

在知网数据库中,仅2014年度对于词人李清照的研究达近百篇。李清照是中国文学史上一位杰出的女性词人,向来被尊为"婉约正宗",其影响力之大,可见一斑。这些论文中,大致是从以下三个角度进行研究:首先是李清照词作中的女性意识;词人前后期选取意象的变化;以及将李清照与其他词人进行比较,诸如朱淑真、温庭筠、李煜等。     

基于药用植物生长周期构建中草药栽培技术专业实践教学

加强实践教学是培养中药种植高技能型人才的有效途径。本文从校企共建、生产岗位群、典型工作任务、实践教学领域,循环教学安排五个方面研究实践,构建了基于药用植物生长周期的实践教学内容体系,并指出在建设过程中应注意的四个关键问题。     

批评性语篇分析在英语报刊选读课中的应用

英语报刊选读课的教学中,多数教师只注重分析新闻语篇中的词汇、句型和语篇结构。本文打破这种传统的教学方式,以＂A Race We Can All Win＂文章为例,利用批评性语篇分析方法（CDA）对文章进行分析,将语篇与社会背景相联系,以揭示语篇中隐含的意识形态,让学生对新闻语篇有着更加深入和独特的见解,从而培养学生的批评性阅读能力。     

一维长程相互作用吸附模型的临界点与作用强度之间的Monte Carlo模拟研究

利用动力学Monte Carlo方法对一维长程相互作用吸附模型进行计算机模拟研究, 得出了其临界点λc与作用力程r-1-α中的α在α>1．0时具有指数关系:λc=λc0 Be-α/γ．     

“Exploring this whole thing of social justice” narrative as a tool for critical sociocultural knowledge development in teacher education

Many teacher education programs provide teachers with opportunities to read, write, and discuss critical pedagogy, with the hope that such work will allow them to develop more equitable and just teaching practices. Yet, there often remains a gap between the theoretical discussions of teaching and learning in teacher education classrooms and the pedagogical practice in those teachers’ K-12 classrooms. In this study, we examine how one teacher, Gabriela, used narratives to make connections between her third-grade classroom and the critical concepts she was exploring in a teacher education course. Embedded within an ethnographic case study of an inservice teacher education program, we used a discourse analytic approach to examine both the sociocultural knowledge and the identities Gabriela constructed through narrative as she engaged with issues of language, race, and power within the course. We consider some of the affordances of narrative in this space, including how it allowed Gabriela to integrate her understandings of multiple course topics, to position herself in multiple ways as a teacher, and to disrupt her existing understandings of race and racism in the classroom. This analysis suggests that critically oriented teacher education programs might more intentionally make space for narrative to connect critical theory and pedagogical practice.     

对外语学习低龄热的冷思考

我国外语教学呈低龄化趋势。然而低龄儿童外语教学在师资、教材、学习时间、语言环境、学习动机、学习效果等方面并不尽如人意,导致了低龄儿童外语学习的高成本、低效益。外语教学从小抓起的主要理论支持是“临界期”理论,然而大量的试验、实践证明,外语学习的起始年龄和外语最终成就没有直接关系。在中国目前的国情下,不重视实际情况,盲目地地提前外语学习的起始年龄,尚无理论和实践数据对此进行支持。所以无论从理论上、还是从实践上考虑,“外语学习低龄化”需谨慎行之。     

The World Environmental Education Congress 2007: a critical appraisal

The breadth and depth of the environmental crisis and the consequently wide and inclusive interpretations of ‘sustainable development’ has promoted a disparate range of academic responses encouraging a loose interpretation of environmental education and Education for Sustainable Development. This in turn reduces the capacity for the development of a clearly defined discourse and for a sufficiently robust debate conducive of effective change. This paper attempts to assess the current situation within environmental education in this respect, by means of an analysis of papers presented at the recent World Environmental Education Congress in Durban, South Africa (July 2007). By quantifying the use of specific terms and words used in presentations, the authors reveal evidence to suggest that there is not the degree of self critical analysis and academic rigour that the urgency of the environmental crisis might reasonably demand. On this basis a recommendation is made which should lead to greater precision in the identification of relevant themes and research.