生态文明教育系统:一个亟待完善的服务系统

生态文明教育是形成生态意识和生态行为的重要途径,是影响生态文明建设进程的重要因素.理想的生态文明教育系统是包含家庭教育、学校教育、企业教育和社会教育四大分系统在内的、拥有完整功能和流程的服务系统;各分系统在时间维度上相互衔接、在空间维度上相互独立,并在不同时空发挥各自的作用.但现行的生态文明教育系统尚未意识到其服务属性...     

文化教育在英语教学中不容忽视

列举了大量实例，通过语言与文化的关系、中西方文化的差异以及注重文化意识的培养和文化知识的传授三个方面，论述了在英语教学中，不但要强调语言知识的教育，还要重视文化教育。     

湟中马血清酯酶多态性的研究

采用聚丙烯酰胺凝胶电泳法对青海省湟中县９１匹马血清酯酶的多态性进行了研究。结果发现：①湟中马的血清酯酶受ＥＳ＾Ｆ，ＥＳ＾Ｉ，ＥＳ＾Ｓ和ＥＳ＾Ｏ４个等位基因的控制，其基因频率分别为０．４４５０，０．５３３０，０．０１１０和０．０１１０；②在被检湟中马的ＥＳ位点上共发现ＥＳ Ｆ，ＥＳ ＦＩ，ＥＳ Ｉ，ＥＳ ＩＳ和ＥＳ Ｏ五种表型，以ＥＳ ＦＩ为优势表型（４７．２５％）；③ＥＳ等位基因频率无性别差异；④     

Relationship of the iridocorneal angle, as measured using ultrasound biomicroscopy, with post-operative increases in intraocular pressure post-phacoemulsification in dogs

Objective  To investigate the relationship of the iridocorneal angle as it appears on ultrasound biomicroscopy (UBM) to increases in IOP post-phacoemulsification in the canine eye.
Animals studied  47 eyes of 28 dogs of various age, sex, and breed.
Methods  The ciliary process and limbus were used as a reference points to measure the angle opening distance (AOD), which was set by multiplying 0.45 by the distance between the ciliary process and limbus (when measured from the ciliary process). Pressure measurements were taken at five set points: Before, immediately post-, one day post-, 1 week post-, and 1 month post-phacoemulsification.
Results  A weak relationship between the AOD and the IOP one day post-phacoemulsification (Intercept: 2.83, Slope: –1.24, P -value: 0.0155) was observed. No relationship immediately post-operative (Intercept: 3.45, Slope: –1.34, P -value: 0.0651), 1 week post-phacoemulsification (Intercept: 2.31, Slope: –0.01, P -value: 0.9829), 1 month post-phacoemulsification (Intercept: 1.85, Slope: –0.49, P -value: 0.1533) was observed. The pre-operative measurements made with UBM were: Distance from limbus to ciliary process (DLCP): (Minimum: 1.152, Maximum: 2.992, Mean: 1.91, SD: 0.468); AOD (Minimum: 0.104, Maximum: 0.764, Mean: 0.40, SD: 0.172).
Conclusions  The relationship between AOD as measured by UBM pre-operatively is weakly associated with IOP pressure elevations at day one post-phacoemulsification. Further study is required prospectively to establish the importance of this relationship. Initial measurements of the canine iridocorneal angle were created, suggesting a method to be used in the future to establish true canine normal measurements.     

论社会实践在艺术类大学生培养中的德育功效

在分析社会实践在艺术类大学生培养中的德育功效的基础上,重点对构建长效机制、探索社会实践和艺术实践的有机结合、完善激励评价和培训机制、充分利用校内外资源等方面提出了艺术类大学生社会实践活动工作的创新思路。     

师范生免费教育政策下的英语专业学生英语学习动机类型

采用问卷调查并结合半结构式访谈,探讨在师范生免费教育政策的条件下英语专业学生的动机倾向性,尝试归纳出动机类型,旨在为师范生免费教育相关政策的推广以及高等师范免费教育的培养模式提供一定的借鉴。此次调查的受试学生为402名西南大学外国语学院2007年9月入学的首批英语专业免费师范生。用SPSS13．0对问卷调查后所得数据进行了因子分析,归纳出八种动机类型：个人发展动机,兴趣动机、社会责任动机、文化融合动机、家庭责任动机、政策动机、专业观念动机、证书动机。调查的结果反映出师范生免费教育政策给他们的学习动机带来了直接或间接的影响。     

《淮南子》的和谐教育思想及现实意义

《淮南子》对人的发展方面提出了许多宝贵的教育思想,提出“因性而教”的教育原则,实现“用之于其所适”的自我价值;特别重视环境教育的社会性内涵对人的影响,提高人的主体能动性;《淮南子》提出“积极有为的人生观”,把人所具有的自然属性与社会属性整合起来：自动地适应环境与在实践中实现自我存在。最终构建一个“天、地、人”多层次统一发展的“和谐”之人。     

不同地区及不同季节的柞蚕寄生蝇RAPD分析

利用RAPD技术对不同地区及不同季节发生危害的柞蚕寄生蝇进行了遗传多态性研究。选取11个随机引物对14份供试材料的基因组DNA进行扩增,共扩增出140条稳定条带,其中128(91.43%)条为多态性条带,表明柞蚕饰腹寄蝇(Blepharipa tibialis)、秋柞蚕寄生蝇(未命名)及栗蚕寄生蝇(未命名)间具有丰富的多态性。各材料间的遗传距离在0.0214~0.5143之间,利用UPGMA法进行聚类分析,14份供试材料可聚为两大类:栗蚕(Dic-tyoplocajaponica)寄生蝇与寄生柞蚕的寄生蝇各聚为一类,其中来自河南省的柞蚕饰腹寄蝇自成一类,来自东北地区的柞蚕饰腹寄蝇与秋柞蚕寄生蝇又各自聚为一类。     

小陇山2种典型天然林空间结构参数分布特征

采用林分空间结构参数一元分布、二元分布、林分综合指数和距离分析方法,探讨小陇山林区2种典型天然林空间结构特征。结果显示:(1)油松天然林混交度为0.397,树种隔离程度较低,锐齿栎天然林混交度为0.797,混交良好,油松、锐齿栎天然林胸径大小比数分别为0.507、0.485,林分均处于中庸状态,角尺度分别为0.511、0.508,林木分布格局均属随机分布。(2)油松、锐齿栎天然林中相同混交程度或优劣程度的林木大多处于随机分布,相同混交程度或分布格局的林木处于不同优劣程度的林木大致相等。区别在于油松天然林中同一优劣程度或分布格局的林木大多与同种相邻,而锐齿栎天然林中同一优劣程度或分布格局林木大多处于强度和极强度混交。(3)油松、锐齿栎天然林林分空间结构指数(FSSI)分别为0.526、0.739,林分空间结构距离(FSSD)分别为0.788、0.576,锐齿栎林空间结构明显优于油松林。FSSI和FSSD具有极显著的线性关系,FSSD=-1.481 5×FSSI+1.625 7,R²=0.990 6(P < 0.01),二者在表述林分空间结构方面具有较强的一致性。研究表明:二元分布、林分空间结构指数和距离分别是从林木水平和样地水平研究林分空间结构较为有效的方法,可为小陇山林区林分微观结构分析和精细的结构调整提供新途径。     

The role of lectures in veterinary education

OBJECTIVE: To study the role of lectures from the perspective of staff and students involved in the veterinary course at The University of Queensland. METHODS: The Nominal Group Technique of Delbecq et al, which provides the maximum opportunity for group members to put forward points, was used to help develop a questionnaire which was completed by 351 students (a response rate of 84%) and 35 staff (76%) from the five years of the veterinary course, and was analysed using the SAS System for Windows. RESULTS: Almost all the staff and students agreed that lectures should fulfil many roles including stimulating and motivating students and encouraging them to think, as well as presenting ideas and concepts and an indication of the structure and relevance of the material. They should provide a guide for effective deep learning, but not encourage rote (or superficial) learning. A smaller percentage of staff and even fewer students agreed that lectures did fulfil these roles, especially those directed at encouraging students to look beyond simple memorisation of facts. The perceived disparity between reality and the ideal was greater amongst the older, clinical students than amongst their more junior colleagues. CONCLUSIONS: The focus of attention in lectures needs to change from the superficial, rote learning of information to deep, active learning directed at using information to solve problems that are perceived by the students to be relevant. If done in a stimulating and interesting way, this should develop skills in reasoning and critical analysis as well as providing a framework for storage and recall. It should also increase the motivation towards learning both during the veterinary course, and over the professional lifetime. Furthermore, the place of the lecture in veterinary education needs to be reassessed regularly in the face of newly-emerging educational technology.