宣传画《毛主席万岁!》创作追忆     

哈琼文 《档案与史学》2007,(3):24-25

1959年,我正在市委党校为上海市历史纪念馆(筹)创作历史画<中国共产党第七次党代表大会>.上海人民美术出版社来了一位编辑向我组稿,要我为建国十周年大庆创作一幅重点作品,我欣然接受.  相似文献   

彭家珍舍命炸良弼     

哈恩忠 《北京档案》1998,(6):42

彭家珍舍命炸良弼京城茶座轰……,一声巨响,打破了老北京城饱含凄凉的静寂,对于久惯于沉寂的人们来说,无异于突响的炸雷。刹那间,街面上一阵混乱,只见光明殿胡同里奔出一行人,抬着一个鲜血淋淋的人向医院匆匆而去,还有几个吹着警笛的巡警向这里跑来……这天是公元...  相似文献   

REPORT OF BIBLICAL INSTRUCTORS CONFERENCE*     

Meir Ben‐Horin 《Religious education (Chicago, Ill.)》2013,108(5):470-471

This article examines the psychoanalytic concepts of object-relations theorist Christopher Bollas, applying them to a view of the Bible as “transformational object.” Emphasizing the connection between psychological process and religious experience, this article suggests that each person's innate ability to choose and use objects is a key factor in their ability to appropriate the Bible for constructive use. By offering religious objects with psychological awareness, religious educators may come to appreciate that silence, empathy, and open-ended lesson plans are important incubators of transformation; and that aggression has a potentially positive role in the healthy development of worship communities.  相似文献   

Stress sensitivity and reading performance in Spanish: A study with children     

Nicols Gutirrez‐Palma  Alfonso Palma Reyes 《Journal of Research in Reading》2007,30(2):157-168

This paper investigates the relationship between ability to detect changes in prosody and reading performance in Spanish. Participants were children aged 7–8 years. Their tasks consisted of reading words, reading non‐words, stressing non‐words and reproducing sequences of two, three or four non‐words by pressing the corresponding keys on the computer keyboard. Non‐word sequences were constructed with minimal non‐word pairs differing in a single phoneme (/kúpi/ ‐ /kúti/) or in the stress pattern (/mípa/ ‐ /mipá/). Results showed that performance on phoneme contrast sequences (e.g. /kúpi/ ‐ /kúti/) predicted word reading. In contrast, performance on stress contrast sequences (e.g. /mípa/ ‐ /mipá/) predicted non‐word reading, but only when two‐non‐word sequences were analysed. This suggests that stress sensitivity may be one of the factors related to reading fluency as most errors at reading non‐words consisted of false starts and pauses between syllables. Results also showed that stress sensitivity (scored in two non‐word sequences) predicted stress assignment, and that knowledge of stress rules predicted both word and non‐word reading. This suggests that stress sensitivity may help in learning stress rules, and that knowledge of stress rules is relevant for reading.  相似文献   

The OECD‐ENSI Project and its Relevance for Teacher Training Concepts in Environmental Education     

REGULA KYBURZ‐GRABER  IAN ROBOTTOM 《Environmental Education Research》1999,5(3):273-291

This article presents an account of the Environment and School Initiatives (ENSI) project. The philosophical basis of the project is outlined, and case studies from within the project provided as a basis for a consideration of some current issues in the field. It is concluded that one of the distinctive features of the ENSI project is its encouragement of praxiological, action research‐based approaches to curriculum and professional development. The case studies of ENSI activities suggest that some of the more conventionally prescribed characteristics such as agreed sets of goals and professional competencies might need to be revisited.  相似文献   

Applying Tablet‐Based Performance Support Application for Technicians’ Training at the Israeli Air Force: A Case Study     

Eran Gal PhD  Hagit Meishar‐tal PhD  Ronit Ben Non  Adar Ben‐Basat  Lisa Paikin 《Performance Improvement Quarterly》2017,30(2):121-136

Performance support systems are mechanisms enabling users) productivity while reducing training expenses as support is being delivered in real time, often eliminating the need for costly pre‐performance training. Mobile technologies have created new opportunities for improved performance support systems, especially for tasks performed outside the offi ce. This article describes the fi rst mobile learning and performance support initiative taken by the Israeli Air Force. The project included the development and eff ectiveness pilot study of a learning and performance support application delivered via tablet to helicopter engine technicians. The application provided support videos and illustrations of maintenance routines, thereby enabling learning and practicing at the same time. Pilot study results show high performance levels of application users compared to those applying traditional methods. Results also show that self‐effi cacy levels were not aff ected by the successful performance achieved when using the mobile performance support application. Plans to expand mobile support use are also described.  相似文献   

FITNESS FOR PURPOSE     

David Warren‐Piper 《Higher Education in Europe》1985,10(2):6-11

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Book reviews     

Walter Hahn  Helmut Skowronek  H. J. Butcher  Hans-Martin Müller-Wolf  J. C. Cairns  Michael Angermaier  Maureen Woodhall  Ha Wun Sung  Oskar Anweiler  John A. Smyth  Gilbert de Landsheere  Gaby Venstermans  Erika Voigt  Anza Amen Lema  David Wolsk  Robert O. Berdahl 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1974,20(1):83-107

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Impact of question-answering tasks on search processes and reading comprehension     

Raquel Cerdán  Eduardo Vidal-Abarca  Tomás Martínez  Ramiro Gilabert  Laura Gil 《Learning and Instruction》2009,19(1):13-27

This study examined the effect of (a) high- and low-level questions and (b) reading the text before the questions asked on performance, delayed text recall, and deep text comprehension, as well as on specific text-inspection patterns. Participants were 37 undergraduate students who answered either high- or low-level questions using the software Read&Answer to read and answer questions on the computer screen. Additionally, half of the sample read first a text and then answered the questions (reading-first condition), whereas the other half answered the questions without having read the text in advance (no-reading-first condition). All participants had the text available to search for the answer. Results indicated that high-level questions facilitated deep comprehension but not immediate performance or delayed recall of text, independently of the reading condition, and that high- and low-level questions differentially affected text-inspection patterns.  相似文献   

Teaching Foundation Mathematics – a guide for teachers of older students with learning difficulties – By Nadia Naggar‐Smith     

Tandi Clausen‐May 《British Journal of Special Education》2008,35(3):187-187

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