第四届女足亚少赛中、日、朝进攻技战术研究

采用文献资料法、录像观察法、数理统计法和对比分析法,对第四届U16女足亚少赛中国、日本、朝鲜球队共12场比赛进攻技战术运用进行分析,揭示三队在进攻技战术打法上的特点以及中国队与其他两支球队的同异性,结果表明：中国队在进攻中以长传冲吊为主;日本队由于身体对抗不占优势,所以主要进攻打法秉承日本成年女足的风格,是以控球加短传渗透为主;朝鲜队进攻时注重整体、边中结合,进攻时会把球直接传给前锋脚下,打法比较快速、简洁实用。     

论十六大报告对依法治国方略的拓进

党的十六大报告在承继了十五大报告依法治国理念的基础上 ,提出了依法执政、立法的标准、完善保护私人财产的法律制度、依法治军、文化道德建设法制化等新观点。这些观点对依法治国方略作了全面具体地部署与落实。因此 ,十六大报告必将对依法治国方略的实施 ,法治国家的实现产生巨大地推动作用。     

论十六届四中全会《决定》与理论创新

十六届四中全会《决定》是中国共产党对马克思主义党建学说的新贡献。《决定》提出了一系列新思想、新观点、新论断、新举措,初步构建起党的执政能力建设的理论框架,大大拓展和深化了党的建设新的伟大工程,丰富和发展了马克思主义党建学说,在党的建设史上具有里程碑意义。     

台湾跨世纪技职教育一贯课程改革及启示

台湾技职教育一贯课程改革改变了先前分层设计课程的模式,将各级职业技术院校视为一个系统,按职业群规划、设计各类各级学校的一贯课程。台湾改革为内地解决此类问题提供了启示:理顺职业技术教育管理体制,以加强体系性建设;基于职业或行业定位成立课程发展中心,加强课程发展与改革的制度性建设,以形成有利于课程持续发展的机制。     

认真学习贯彻十六大精神开创我院改革发展新局面

本文以学习领会党的十六大精神为主线，阐述了应该把握的对关于教育问题的重要论述，结合学院当前的实际情况，提出了贯彻落实的工作思路和对策。     

重大而意义深远的盛会划时代的政治行动纲领

中国共产党第十六次全国代表大会,高举马克思列宁主义、毛泽东思想和邓小平理论佛大旗帜,确立了“三个代表”重要思想为我们党在新的时期长期坚持的指导思想,提出了全面建设小康社会的奋斗目标,并确定了实现这一宏伟目标一系列新的举措。这是加快推进社会主义现代化的行动指南和动员令,对我国第三步战略目标的实现,维护世界的和平与发展,实现中华民族的佛大复兴具有重大的意义。     

十六大以来党的作风建设的新进展

十六大以来,以胡锦涛为总书记的中央领导集体积极培育新的党风,把党风建设推进到一个新的高度。科学发展观对于新时期党风建设具有重大指导意义,必须以科学发展观统领新时期的党风建设;＂权为民所用、情为民所系、利为民所谋＂,是对中国共产党全心全意为人民服务的最高宗旨和立党为公、执政为民的执政理念的新发展;＂四求四务＂是对党的历代领导人关于实事求是的思想作风和工作作风的继承和发扬;坚持执政为民这一＂本质＂就是要提高党的执政能力,坚持党的先进性这一＂核心＂,就必须加强党的先进性建设;社会主义核心价值体系是社会主义制度的内在精神和生命之魂;实现领导干部作风的进一步转变对于党风建设有着深远的影响。     

L’encadrement pédagogique et disciplinaire dans les collèges d’humanités en France du XVIe au XVIIIe siècle

Every day, both the boarders and day‐pupils of the collèges d’humanités spent twice or three times as much time in breaks, study periods and meals as in class. However, although these hours occupied a major place in the lives of these adolescents, they have been much less studied than the teaching dispensed by the teacher, which is considered to be the core of the pedagogic activity. This article therefore endeavours to analyse the way in which pupils were supervised and to determine their out‐of‐class activities. In the most ancient forms of the collège d’humanités, the supervision of pupils outside class corresponded neither to specific personnel nor to specific places. In the early sixteenth century, this work was often undertaken by the régents d’humanités (teachers) themselves, by other pupils (in an activity resembling a form of tutoring), or by a preceptor or tutor. The Jesuits seem to have been the inventors of a new actor in the world of education, the dormitory master or préfet de chambre (praefectus cubiculi), who accompanied the pupils throughout the day and ensured that they worked during the study periods. As early as 1565, in the Parisian Clermont college, the boarders were thus organised into groups of 15 or 20 per dormitory under the authority of a Jesuit. The recourse to these masters spread not only among the Jesuits but also to the Oratorians; to the former medieval colleges which were vigorous enough to modernise; or to the newly founded colleges (as the Mazarin college which opened in Paris in 1688). The pupils who did not live in the colleges (the majority) enrolled in the private boarding establishments near the colleges. These boarding establishments did not merely accommodate the boarders but also catered for genuine non‐residents, who lived with their families and had recourse to them solely for the services of lesson repetition. These masters were in every case defined by their double role of permanent overseers of the boarders and pedagogues in charge of the study periods. They most closely shared the lives of the pupils. They therefore represented a key figure in the years of learning of these young people. This omnipresence covered a double necessity: the educational care of the children, assuming the role of a parental substitute, and the continuous supervision of a community of male adolescents aged from 10 to 20. The fear of misbehaviour, disorder and fighting as well as the attention paid to clothing or appearance appeared constantly in the instructions given to the supervising tutors. Above all, their pedagogic role consisted in ensuring that the personal work given by the teacher was actually done by the pupils. However, they were sometimes entrusted with certain aspects of learning, such as the preparation of text commentaries or the teaching of subjects which were not dealt with in class (history, geography or heraldry). In their organisation, the study periods resembled what happened in class more and more. This article therefore highlights the systematic presence of a means of supervising college pupils outside class and the role played by the supervising tutors in the education of these young people. It also demonstrates the central nature of this supervision in classical education. Contrary to the adult viewpoint (expressed by historians or contemporary witnesses), which is more preoccupied with educational theories than practical implementation, this importance is widely recognised in the memoirs which give the pupil’s point of view and invite us to turn our entire attention to this aspect of the lives of the college pupils.     

JCR 5年期影响因子实证分析

使用期刊引证报告（JCR）中高分子科学学科1999-2009 年间的49种期刊数据,从多种角度对5年期刊影响因子(IF5)的性质进行分析。结果显示,IF5不仅能反映多数期刊的被引高峰期,而且能较好地反映出期刊的平均被引水平,体现期刊影响因子概念的本质。最后,将期刊的5年期影响因子与基于被引半衰期的响因子作对比分析,发现IF5本身隐含着期刊论文的被引规律。     

基于串行总线分布式控制的新型教学电梯

新型教学电梯基于串行总线分布式控制设计,由上位机、运行控制、轿厢控制、内呼控制、外呼控制5种智能单元组成。采用主从式通信:上位机为主站,其余单元均为由独立单片机进行控制与通信的从站。以串行总线分布式控制取代传统的集中式控制,明显优化了系统性能,简化了布线,提高了可靠性。