L-fuzzy拓扑空间中的可数＊超仿紧性

以＊超仿紧性为背景,介绍了可数＊超仿紧性的定义,并刻画了其基本特征.深入研究了L-fuzzy可数＊超仿紧性的性质,并证明了可数＊超仿紧性是＂L-好的推广＂.     

旅游产品传播中构建消费文化空间

旅游产品对文化和传播具有很强的依赖性,本文分析了旅游与文化产业的关系、旅游产品传播体系的现状及旅游产品传播体系中出现的问题,进而提出在旅游产品传播中构建消费文化空间的建议。     

Elaborating pedagogical content knowledge: what it means to know students and think about teaching

The purpose of this study was to examine how a teacher understood her students and then thought and made decisions about content, curriculum and pedagogy. Pedagogical content knowledge (PCK) and Deweyan philosophies of experience and education provided the theoretical frameworks. Data were collected through observations (N?=?38) and interviews (N?=?38) over four months and analysed using constant comparison. Findings indicated that this teacher possessed a broad repertoire of knowledge about students that she used to think and make decisions about content, curriculum and pedagogy. The connections between knowing students and thinking about teaching were more sophisticated and interconnected than is typically recognized or articulated in teacher knowledge literature. Three themes are used to explain how this teacher understood her students’ emotional and social lives in and out of her classroom, and ways it influenced her thinking and teaching. The discussion centers on the need for more comprehensive analyses of teachers’ pedagogical content knowledge.     

Minkowski空间上平分集的道路连通性

本文利用Minkowski空间中单位球面上的极大非平凡线段的长度和等腰正交唯一性的关系,得到了Minkowski平面上的平分集是道路连通的,并将这个结果推广到了维数大于等于3的Minkowski空间中.     

T_5和T_6-型邻域空间

本文在邻域空间中又引入了T5-型和T6-型邻域空间 ,并证明了一些等价命题 ,讨论了它们的一些性质     

Welcoming Spaces: Supporting Parenting Students at the Academic Library

Academic libraries serve many student constituents, but one often overlooked group is students who are parenting children. Students who, by necessity or volition, bring their children with them to the library have specific needs. Serving these students, who often have difficulty succeeding and graduating at college, should be a priority for academic libraries. Offering assistance can help this group focus on their studies, achieve their academic goals, and thus decrease universities' attrition rates. This article begins by drawing on anecdotal evidence, then reviews existing literature on parenting students. Next, it examines and analyzes policies on children in academic libraries at large American universities. Half of all academic libraries don't have clearly accessible policies, and some have policies that discourage bringing supervised children to libraries, while a few have welcoming policies and facilities. This research shows that academic libraries can still make progress to serve a key constituency. Finally, it offers solutions for how academic libraries can serve parenting students, given varying spatial and financial constraints, as well as diffusing potential concerns that might hold academic libraries back from serving this part of the academic community. This analysis could be supplemented by further inquiry and interviews with libraries on how their policies were developed and are being implemented or with parenting students on what they desire and need from the academic library.     

n-Banach空间中的凸性研究

1985年,阎革兴（文[1]）把Gahkr的2-赋范空间的概念推广得到了n-赋范空间,进而定义了n-Banach空间。讨论了n-Banach空间中的性质．同年,阎革兴在文[2]中将严格凸与光滑性引入到了n-赋范空间中,而且得到了二者的关系定理．本文的主要目的是将一般Banach空间中的一致凸,局部一政凸,中点局部一致凸,强凸等概念推广到n—Banach空间中,并证明了几种凸性间的关系定理．     

Faculty Liaisons: an embedded approach for enriching teaching and learning in higher education

This paper explores the experiences of a group of academic developers who support educational development work as Faculty Liaisons at a large, research-intensive university. These academic developers inhabit complex ‘third spaces’, providing support through an embedded partnership relationship that requires lateral movement across functional and organizational boundaries to create new professional spaces, knowledge, and relationships. The authors utilize narrative inquiry and auto-ethnographic approaches to present an interpretive qualitative analysis of their experiences supporting Faculty and University projects across complex and evolving organizational boundaries. From this analysis, they highlight key roles and responsibilities associated with their blended context and identify challenges that academic developers who occupy third spaces within academic organizations face as they negotiate competing interests, identities, and requirements associated with the diverse range of their projects and the blended experience of working in scholarly and administrative, central- and Faculty-based roles. The lessons they have learned from these experiences will be of particular interest to academic developers who are experiencing the flux of change within higher education settings that are impacting teaching and learning practices both for faculty in the classroom and for those across the institution who support them.     

不同运动坐标系中波谱的转换

利用洛仑兹变换，可导出运动坐标系中观察到的波谱与静止坐标系中观察到的波谱之间的转换关系，并可得出由于速度不同时运动坐标系中波谱的表达式．在低速情况下（v<相似文献   

History and civics education in Israel: reflections from Israeli teachers

In recent years, a number of studies have explored the link between Zionism and the latent racism prevalent in Israeli society. As a result of these studies, it has become clear that successive generations of Israeli citizens (and non-citizens) are exposed to a single historical and cultural narrative. Such a narrative is intentionally designed to strengthen the emergent ethno-national character of Israeli democracy. This study examines a selection of Jewish–Israeli teachers’ reflections on teaching in Israeli high school history and civics classrooms, and the institutionalized racism that they encounter both within the textbooks and from their students. I will demonstrate that these reflections are examples of negotiating dilemmatic spaces, resulting from the unique ‘structural conditions and relations to everyday practices’ that Israeli educators must face. Israeli teachers must mediate the curricular materials vis-à-vis the degrees of freedom they are provided to teach counter-historical narratives and their own emotional responses to both the content of the textbooks and their students’ reactions to the dominant national narrative presented therein.