羽毛球运动在我省全民健身活动中的价值研究

对福建省8个市县开展羽毛球运动情况进行社会调查,采取访谈法收集资料,用统计和演绎方法加以分析研究。进一步阐述羽毛球运动在全民健身活动中的社会价值,为全面贯彻《全民健身计划纲要》提供参考依据。     

浅谈VFP中软件封面的制作

本设计制作的软件封面均有动态观感，但又风格各异，算法简明。在教学实践中，利用多媒体演示教学，可以达到变静为动，充分调动学生学习积极性的课堂效果。     

“诗以言志”中的“行人”与“相”

作为通使之官的“行人”和诸侯襄助之官的“相”,凭籍其对礼义的精通、对国内外事务的熟悉和形势的洞见及良好的语言表达能力,在诸侯聘礼宾主用诗言志的交流过程中,或代诸侯、或襄助诸侯赋诗言志,交流沟通,最终完成“诗以言志”这种独特的传播接受机制,达到出使和感情交流的目的。     

“中和”到“致中和”的审美智慧及生态意蕴

中国美学的“中和”特性既体现自然、社会和人生的一种本真状态,更是艺术和审美的最高境界;既含有哲学意义的生命本体论特征,又汇聚着审美智慧,呈现着深生态意蕴。由“中和”到“致中和”而归位的审美状态是由生态、生命指向艺术与美的辩证生成过程及境界。它能够以人与自然的生态感应与审美体验而铸就审美主体的心灵世界,在体悟美与艺术及生态之意味的活泼的生命韵律中,使人以一种圆融无碍的自由精神畅游于宇宙万物之中。     

计算机应用与维护专业教改探索与实践

总结了沈阳电力高等专科学校计算机应用与维护专业教改的实践经验，探索了计算机应用与维护专业教改的途径与措施以及今后的教改方向。     

我国技术创新地区间扩散决策的研究

本文通过建立数量经济模型，集中分析了我国内陆与沿海地区间在新的不完备市场条件下创新扩散的决策机制，并依模型对其政策含义给予了讨论。     

南渡宝岛话名辩——两岸逻辑交流

古今中外架桥梁,是寻求古今中外学理的一致性和规律的贯通性。通过铺路架桥,融会贯通,把古今中外重构为协调一致的整体,是可预期的理想。以赴台讲学为例证,概述近年从事两岸逻辑文化交流的进程、成果和影响,为振兴中华,实现中华民族复兴,充当助手与推手。     

近年来学术界有关《钢铁是怎样炼成的》争论述评

本对于近年来有关《钢铁是怎样炼成的》是否经典的学术争论进行了梳理和述评，目前国内争论的主要趋向是，学界普遍认为该作品在反映生活方面缺乏真实性；保尔作为主要形象塑造得不太成功；“全译本”的提法有误，以及成书的过程缺乏完整性和独创性；形成“《钢铁》热”的原因与作品本身的价值无关，因而得出结论：《钢铁是怎样炼成的》只不过是一部具有一定学性的读物，而远没有达到经典名的程度。     

Dialectical Tensions Underpinning Family Farm Succession Planning

Though succession planning is vital if a farm is to survive, many farm families fail to take necessary succession planning actions. Semi-structured interviews conducted with 20 members of nine small-farm families in Pennsylvania revealed that dialectical tensions surrounding a farm transfer influence succession planning readiness and action. This report identifies five indigenous dialectical tensions that influence succession planning and describes five praxis patterns families use to manage them. Practical applications are outlined for agriculture estate planning professionals and others involved in family inheritance communication services to provide effective assistance to farm families in their succession planning efforts.     

Culture,technology and local networks: towards a sociology of ‘making’ in education

This article is about ‘making’ in education. Often associated with software programming (as in ‘digital making’), making can also involve creating or modifying physical technological artefacts. In this paper, making is examined as a phenomenon that occurs at the intersection of culture, the economy, technology and education. The focus is not on the effects on cognitive gains or motivations, but on locating making in a social, historical and economic context. Making is also described as a form of ‘material connotation’, where connotation refers to the process through which the technical structure of artefacts is altered by culture and society. In the second part of the paper, the theoretical discussion is complemented by a case study in which making is described as a networked phenomenon where technology companies, consultants, volunteers, schools, and students were all implicated in turning a nebulous set of practices and discourses into an educational reality.