一类具多偏差变元的高阶微分方程周期解

利用Mahwin重合度理论研究了一类具多偏差变元的高阶微分方程的周期解问题,得到了周期解存在性的充分性结果,推广和改进已有的结果.     

把握高中英语新教材的脉络

本文试从英语教学理论和实践出发 ,论述高中英语新教材的特点 ,指出要把握SEFC ,必须语言知识与文化知识并重 ,结构与功能并重 ,培养读写能力为主 ,听说为辅 ,以学生为主体 ,以现代教育技术为辅助。教师应坚持钻研教材 ,认真作好教后反思笔记     

Save the Eco System: Support Creative Expression

I would submit that while society is changing drastically, leadership needs are not changing that much. They are simply becoming more desperate. It seems to have been necessary for society to change to a point at which its problems have become critical, in order for us to finally accord earnest attention to leadership needs that should have been recognized and addressed long ago. (Farquahar 1975, p. 232)     

应用于W-CDMA的单片InGaP/GaAs HBT功率放大器

设计了一款微波单片集成电路功率放大器.该放大器采用了一种新颖的在片偏置电路技术,不仅避免了由于电源和温度变化导致的直流偏置点的不稳定,而且补偿了由于输入信号增大所引起的交流偏置点的偏离.电流镜结构的偏置电路与反馈电路使偏置电压维持在一个稳定的状态,在反馈电路中引入一个非反相电路提高了电路增益.通过在偏置管的基极并联一个...     

党的第一代中央领导集体创先争优思想及启示

基层党组织和共产党员是党的先进性的重要载体,对于保持和发展党的先进性至关重要。以毛泽东为核心的党的第一代领导集体,在加强和改进党的建设中,重视在基层党组织和共产党员中开展创先争优活动,形成了内容丰富、形式多样的创先争优思想,这些思想对当前全党范围内开展的创先争优活动具有重要的历史启示。     

Secondary-Task Effects on Learning With Multimedia: An Investigation Through Eye-Movement Analysis

This study investigates secondary-task interference on eye movements through learning with multimedia. We focus on the relationship between the influence of the secondary task on the eye movements of learners, and the learning outcomes as measured by retention, matching, and transfer. Half of the participants performed a spatial tapping task while studying the instructional materials, whereas the other half studied the materials, without spatial tapping. The results revealed suboptimal learning outcomes under the secondary task, which was accompanied by fewer transitions of gaze between the text and the figure. We propose that the suboptimal learning outcomes might be due to the disrupted processing of pictures, and possibly due to the less efficient integration, of the information gathered from the text and figures.     

A qualitative analysis of teacher design teams: In-depth insights into their process and links with their outcomes

Teacher Design Teams (TDTs) are professional learning communities in which teachers collaborate to (re)design innovative educational materials. TDTs can contribute to teachers’ professional growth. Furthermore, engaging teachers in the design process could create ownership, increasing the likelihood that teachers actually use the innovative materials in practice. In this study, we aimed to obtain in-depth insights into the TDT process and to identify possible links with the outcomes. We studied three cases of TDTs, collecting qualitative data from multiple perspectives. We found that the perceived outcomes of the TDTs were mixed. The leadership style appeared to play an important role in shaping the process and hence the perceived outcomes. To improve the outcomes of future TDTs, insights from this study suggest that team coaches should provide more structure and clarity during the process. At the same time, the coaches should create an atmosphere in which participants can take the initiative.     

Contextualizing distributed leadership in higher education

This case study of development in a technical university situates distributed leadership in higher education in an organizational perspective. Analysis of documentation from development programs and interviews with 10 faculty members showed that leadership practices were related to different institutional logics prominent in four key activities in this specific university: education, research, formal organization and boundary-spanning cross-scientific environments. A shared understanding of these logics was accompanied with a reported increase in organizational understanding and leadership awareness that helped establish collaboration and sensemaking. Furthermore, we show that the theory of logic multiplicity provides a way to analyze previously neglected aspects of power, tensions, context and the practical relevance of the concept of distributed leadership.     

Internal Revolutions: Auto-Ethnography as a Method for Faculty Who Prepare K-12 Educators and Leaders at Hispanic Serving Institutions

This article reinforces the use of research for faculty who prepare K-12 educators and leaders for social justice. The author conceptualizes auto-ethnography as a form of professional development and maintains that faculty must first experience an internal revolution before they can expect to model it, especially in a Hispanic Serving Institution (HSI). Faculty who develop critical consciousness through auto-ethnography can facilitate the use of auto-ethnography as a form of personal/professional development with his/her pre-service leaders/educators.     

‘You’ll see that everywhere’: institutional isomorphism in secondary school subject departments

This paper asks why spatially separated school departments might exhibit, in different ways, very similar practices. Data from an ethnographic study of three secondary school geography departments in England are discussed through a concept of ‘isomorphism’ (homogenising forces), drawn from neo-institutional theory. Similarities across these departments are analysed in terms of coercive isomorphism, including the strong regulatory role played by examination boards and Ofsted; mimetic isomorphism, in which similar approaches are adopted in response to situations of high uncertainty, based on spreading good practice; and normative isomorphism, including the implications of closely guarded educational routes, the professionalisation of teaching, and wider social trends including the increasing use of Google as a source of knowledge for lessons. It is argued that evidence of homogeneity across spatially separated departments raises interesting questions about teachers’ practice, with implications for departmental and school leadership.