大理白族服饰图案的功能解读

大理白族服饰的图案丰富多彩。它既有防止衣物磨损的实用功能,也有表现造型美、构图美和色彩美的审美功能,还有求子祈喜、生命永生、消灾祈福的意象功能。其实用功能是一种原始功能,审美功能在实用功能的基础上得以体现,意象功能则进一步体现出白族社会的文化内涵。     

试析云南文化艺术职业教育集团效率管理模式

成立云南文化艺术职业教育集团是探索资源共享、优势互补,推进云南职教发展的新途径,但集团的管理面临许多新的矛盾和挑战。研究和处理该职业教育集团的效率管理问题要抓好四个重点:凝聚好一个基于效率提升的共同理想和共同价值观;解决好影响组织目标实现的两类矛盾及其竞争关系;构建好有利于效率提高的三重组织结构;建立好保障组织高效运转的四条链接。     

试论新词语中的颜色词群——以2002版《现汉》后附的新词语为例

新词语是在一定时期内产生,并在现代汉语词汇中获得较稳定地位的一些词语。作为新词语重要组成部分的颜色词,由于在言语交际和文学写作中发挥着重要作用,所以具有现实的研究意义。可以从四个方面来分析说明这些颜色词:第一,新词语中颜色词的意义来源,它们与其他新词语的意义来源基本一致,主要有四个来源。第二,颜色词的语法特点,分别是:音节结构、构词方式和词性。第三,颜色词的语义特征,在不同的词语中,同一颜色语素所显示的义项有同有异。第四,颜色词的象征、联想义。     

专业群经理职责与应具备的素质

专业群经理的职责体现在三个方面：确定专业培养目标,保持专业稳定发展,打造专业品牌形象。专业群经理除了应具有一个优秀教师的基本素质外,还需具备德才兼备的综合素质、复合型的人才素质、良好的心理素质及较强的组织管理能力。     

“专业群经理负责制”的课程组运行实践

在建筑工程技术专业群建设中,依据学生就业岗位能力需求划分课程组,对“专业群经理负责制”下实施课程组形式的教学管理模式进行了尝试,形成了几方面的优势,但在师资队伍、教材、工程项目教学资源组织等方面还有待于进一步研究探讨．     

推进辅导员队伍专业化、职业化建设的探讨

大力加强辅导员队伍的专业化、职业化建设非常必要和迫切。高校在辅导员队伍专业化、职业化建设过程中要以制度规范为基础,以学习培训为抓手,加强岗位的专业化和科学管理;要以理论研究为支撑,以职业化为统筹,提高学生工作的科学化水平。     

A Conceptual Model (The Six Mirrors of the Classroom) and It’s Application to Teaching and Learning About Microorganisms

In this paper a conceptual model of instruction “the six mirrors of the classroom” used as a frame for teaching a learning topic, the microorganisms are depicted. The paper consists of four sections: (a) the six mirrors of the classroom model (SMC); (b) the SMC as implemented in the expository and cooperative modes of instruction in classrooms and results; (c) a “Journey of Inquiry into the Wonderful World of Microorganisms” (JIWWM), developed according to the Science–Technology–Environment–Peace–Society (STEPS) approach; and (d) teaching and learning the JIWWM, in ninth-grade classes, within the SMC model. The results show that science topic can be taught in the frame of the mirrors of the classroom. When the instructional goals of the teachers used the mirror “1, classroom organization” and mirror “6, pupils’ social behavior” and the third ring around the all six mirrors cooperative skills were practiced, academic outcomes were achieved, and attitudes toward environmental preservation and peace improved. The SMC model can serve as a valuable tool for teachers, since it can design their teaching and learning settings in a more controlled environment, in terms of objectives, teachers’ and students’ social behaviors, and academic outcomes.     

Significant life experiences affect environmental action: a confirmation study in eastern Taiwan

Two field studies form the basis of this article. The major purposes of Study 1 were to examine significant life experiences affecting the cultivation of environmental activists in eastern Taiwan, and to reconstruct the life paths followed by those active people who engaged in effective environmental action. 40 usable autobiographical memories were collected and content‐analysed to derive 17 significant life experiences. Based on the 17 accounts, a quantitative questionnaire of 24 items on significant life experiences variables was developed for Study 2. Four hundred and thirty valid questionnaires were analysed. Eighty two respondents with a high level of environmental action were determined to be environmental activists, and 153 with a low level of environmental action were determined to be people apathetic towards environmental protection. It was found that the significant life experiences identified in Study 1 could effectively distinguish environmentally committed people from those apathetic to environmental protection. Study 2 also found that 54.6% of the variances in environmental actions could be explained by the significant life experiences.     

@MIT research centre at Delft University of Technology： A bridge between research, education, society and profession

In 2006, we launched the @MIT Research Centre （Modification, Intervention Transformation） at the Faculty of Architecture at Delft University of Technology. @MIT was founded to respond to the need for an integrated, multi-disciplinary approach to the transformation of the built environment. @MIT aims to bring momentum to the renewal of education and research, and sees improved relations between the scientific and the professional community as a key step in this process. The @MIT research programme stands at the epicentre of the current debate on continuity and change in architecture and construction. The conservation and transformation of existing objects is becoming more and more of a necessity, with social, economic and cultural implications. @MIT builds the bridge successfully between the profession, the society, education and research.     

一个群论定理的推广

对群论定理“设a,b为群（G,·）之二元．如 1）a·b=b·a,2）（o（a）,o（b））=1,则o（a·6）=o（a）×o（6）″进行推广．首先,仅变更2）为2′）（o（a）,o（b））=d,得到定理1：设a,b为群（G,·）之二元,如 1）n·6=b·a．2′）（o（a）,o（6））=d,则o（a·6）=o（a）/d×o（b）/d×q,q∈N且1≤q≤d;其次,不仅变更2）为2″）（o（ai）,a（aj））=1,i≠j,i,j=1,2,…,n,且变更1）为1′）ai·aj=aj·ai,i≠j,i,j=1,2,…,n,得到定理2：设a1,a2,…,an为群（G,·）之n（≥2）元,