外向型经济发展的区域差异分析——以广东为例

广东外向型经济发展的地域差异现象非常明显,区域发展的不平衡已经对广东经济的整体协调发展带来不利影响,正确认识广东外向型经济发展的区域差异对推进广东外向型经济发展有积极的作用。     

对民族地区构建和谐社会的思考

民族地区和谐社会的构建关系到我国整体构建和谐社会的大局。我国的民族问题必须放到建设有中国特色的社会主义的全局中来解决。实现各民族共同繁荣、共同富裕是全面建设小康社会的重要目标。要坚持和完善民族区域自治制度,贯彻落实民族区域自治法,要加强民族团结,维护祖国统一。     

跨越信息鸿沟,构建石家庄市信息化和谐社会

石家庄市城乡之间存在显著的信息鸿沟。要构建信息化和谐社会,需发挥政府部门的主导作用,加快“快易通”网络工程建设,培训信息技术人员,开展各种信息服务。     

电极分布对织物触摸垫电容及触控信号的影响

为优化投射式电容织物触摸垫结构,以得到优异的触控性能,针对条形电极形式,以触摸前后电容的相对变化率表示触控信号,运用仿真和实验验证相结合的方法研究不同电极宽度与不同电极间间隙对投射式电容织物触摸垫初始电容及分布的影响。结果表明,电极宽度和电极间间隙的增加使触摸垫驱动电极和感应电极间的初始电容增加,但电极宽度影响更为显著,并且触摸垫电极间的互电容呈边缘小中间大的分布状态。在电极导电率为61.6×106S/m,电极宽度约为2mm~3mm,电极间间隙在3mm左右情况下实验,结果显示,触摸垫在触摸前后的电容变化率较大,触控信号较强。     

乌兰夫对民族区域自治制度的贡献——为乌兰夫百年诞辰而作

乌兰夫创立、实施、推行、建设和发展中国民族区域自治制度最突出的贡献表现在:在中国共产党领导下,创建内蒙古自治区,主持制定牧区社会改革政策,主持起草《民族区域自治法》。     

The Civil Rights Commission Must Persist

Columnist George Will and others have questioned the continuing need for a federal civil rights commission, because civil rights protections have been on the books since 1964. The chairman of the Commission, Gerald Reynolds, here responds that practitioners of critical legal theory, advocates of the Akaka-Secession bill, some proponents of diversity, and others like them may make the continued existence of his commission a necessity.     

用非正交FDTD方法研究光子带隙结构

为了有效地计算非矩形光子晶体带隙结构,将非正交坐标系用于时域有限差分(FDTD)方法中,在非正交坐标系下离散麦克斯韦方程组,重新推导了FDTD递推公式。将本征色散变量表达方法应用到非正交坐标系,提高了计算的准确性。用这种非正交的FDTD方法研究了非矩形光子晶体横磁场模的带隙结构。数值模拟结果验证了上述计算方法的有效性。     

一维铁磁链中的磁隙孤子激发

采用Holstein-Primakoff变换、相干态表示；含时微扰原理和多重标度方法，研究了Aharonov-Bohm(A-B)磁通对一维铁磁链中的磁隙孤子产生的影响，得到了在A－B磁通影响下的磁隙孤子的峰值、宽度、能量和自旋空间排列。     

缩小贫富差距构建和谐社会

改革开放以来,我国经济快速增长,目前已基本实现小康社会的目标,但社会各阶层之间贫富差距较之从前大大增加。这种贫富差距的拉大是构建和谐社会的最大障碍,已引起了社会各界的广泛关注。文章分析了我国社会贫富差距的现状及产生原因,并以科学发展观为原则指导,准确把握和谐社会的内涵,进而分析贫富差距对构建和谐社会的影响,结合国内外的实践经验和理论成果提出了一些有意义的思考。     

Closing the Achievement Gap in Disadvantaged Communities: Lessons from Successful Schools

Abstract

The fact that all children must attend school has characterised South Africa over the past two decades. While many schools are struggling to address this challenge, others have made strides and progress in closing the gap between groups. This article recounts how these secondary schools have been able to narrow the achievement gap and sustain their success over time. The three schools described here are all large public schools that serve disadvantaged communities in Mpumalanga, South Africa. Data was collected during meetings with the three schools which consisted of two rounds of focus group and one whole group session. These meetings helped the researcher to gather important information about each school’s characteristics, school change process, school climate, role of the curriculum and instructional practices in promoting learner achievement. While each of the participating schools has unique characteristics, a set of important common practices emerged.