论强国富民离不开美育

美育有助于提高生产力.从社会的发展趋势来看,美育和科学技术愈来愈紧密地融合.美育和科学技术融合有深厚的理论基础.培养人才离不开美育,美育和创造性人才有内在的心理联系.将美育真正融入学校、家庭、社会,全面提升学生素质是切实可行的.     

钢筋混凝土构造柱在砖砌体结构中的应用

本文结合工程实例，通过对调协钢筋混凝土构造柱的砖砌体结构的作用机理，承载力验算等的分析和探讨，说明了钢筋混凝土构造柱的砖砌体结构中的作用。     

高职院校工匠精神的培育路径——以成都工贸职业技术学院为例

高职院校工匠精神培育工作探索零散化,缺乏顶层设计规划;育人内容和路径共性化,缺乏地域特色、学院特色以及专业特色;育人域外经验借鉴频繁化,缺乏本土化考量。应逐步构建起以"政府、行业、企业、科研院所、学院、学生社团"为多元主体、以"一体两翼三拓展"为主要途径的"六元三层"工匠文化育人模式,为职业院校的发展提供范式选择。     

21世纪中国崛起之依托:雄鸡发展战略模式

"中国雄鸡发展战略模式"是从象形的角度假设命名的,即中国像一只昂首挺立于东方的雄鸡,并伸展着两个巨大的翅膀:"北翼"是上海合作组织,"南翼"是中国———东盟自由贸易区。实际上它是对中国在21世纪以更积极、更开放的姿态走向世界,迎接挑战,把握机遇,而投身于区域经济集团化浪潮中的发展战略总和的抽象概括。这种发展战略模式是以中国的崛起为前提的,也是以中国的崛起和发展为动力的,同时也是有利于中国的崛起和发展的"双赢"模式。随着这只雄鸡不断地茁壮成长,中国才能从容不迫地发挥一个世界大国的作用。     

Special educational needs in mainstream secondary school physical education: learning support assistants have their say

Learning support assistants (LSAs) gained more political and academic attention in Britain after Estelle Morris announced that schools of the future would include more trained staff to support learning to higher standards. LSAs, thus, should form an integral part of the culture of all school departments in Britain, including physical education (PE). The paper uses Antonio Gramsci's concept of hegemony to explore the processes and practices that shape the views and experiences of LSAs and ultimately the extent to which they facilitate an inclusive culture in PE. A web survey gathered the views and experiences of LSAs vis-à-vis the inclusion of pupils with special educational needs (SEN) in mainstream secondary school PE in North-West England. A modified version of the tailored design method participant contact strategy resulted in 343 LSAs starting the web survey, with 154 (45%) following it through to completion. All quantitative data were analysed using Microsoft Excel whilst qualitative data were subjected to thematic analysis. This entailed the identification of recurring themes and patterns present in the data. The findings highlight the hegemonic status of English, maths and science when it comes to the allocation of SEN resources, which most LSAs support and often reinforce. PE is particularly disadvantaged in this hierarchy of subject priority. The majority of LSAs have not received PE-specific training, which brings into question their ability to facilitate inclusion in PE. Moreover, many schools do not appear to value the involvement of LSAs in the planning of differentiated lessons, which could have a negative impact on the PE experiences of some pupils with SEN given that LSAs are perhaps most aware of the specific learning needs of the pupils they support.     

日本环境教育探析

日本在发展经济的过程中非常重视环境教育，其基本着眼点是：通过对传统文化的挖掘和诠释，搭建起环境教育的价值支持系统；通过政府、企业、社区、NGO组织(Non-governmental organization，非政府组织)的共同努力、协同配合，构造出完整的环境教育体系；通过公害教育使社会民众始终保持对环境问题的敏感性。这些做法可以为我国的环境教育提供重要的启示和参照。     

一类重极限不存在的路径选取方法

通过对函数的幂次、直线路径与曲线路径、无穷小的阶三方关系的分析，提出了一类证明重极限不存在的路径选取方法——无穷小的阶的幂次平衡法．     

美国扶助薄弱中小学的主要措施

美国联邦政府近年来颁布了一系列要求提高中小学办学质量和学生成绩的法案,各州都据此制定了本州的各种改革措施,其中在对薄弱学校的扶助方面,各州都建立了比较完善的机制.本文以其中的四个有代表性的州为例,简要介绍和分析其具体做法.     

土地征用制度的经济学分析及改革思路

从经济学角度出发，运用生产者与消费者剩余，分析了土地征用制度的市场效率；指出现行制度供给不足是导致征地权滥用与征地行为不规范的根源；并指出制度的“路径依赖”性导致制度变迁的阻力较大。鉴于此，提出了改革的两种思路——完善土地征用制度和规范土地流转市场。当前应完善土地征用制度，随着经济发展与制度环境的改善，再过渡到全面改革土地征用制度上。     

Peer facilitated writing groups: a programmatic approach to doctoral student writing

Very few empirical studies have investigated programmes in which doctoral students act as peer facilitators in faculty writing groups. We report on the development of a centrally delivered doctoral student writing programme in which twenty student participants were mentored and provided with the resources to initiate their own faculty-based doctoral writing groups. ‘Legitimate peripheral participation’ was used as a conceptual lens to interpret the data collected during the establishment and evaluation of the programme. All student participants in the preparatory training course, which was developed in consultation with postgraduate students and research supervisors, went on to become doctoral writing peer facilitators of peer writing groups. Insights from seven of these showed how a well-structured and supportive programme harnessed the benefits of peer learning by bringing personal rewards to participants and building institutional capacity around doctoral research writing literacies.