US preexposure: Effects on flavor aversions produced by pairing a poisoned partner with ingestion

If an unpoisoned rat drinks a flavored solution and then is exposed to another rat suffering from lithium poisoning, the unpoisoned rat will later exhibit a flavor aversion. This is called the poisoned partner effect (PPE). The present experiments showed that (1) the US preexposure effect applies to the PPE since, if the unpoisoned rat is preexposed to poisoned partners, the PPE is attenuated, (2) the magnitude of the PPE increases with the dose of poison, and (3) a poisoned partner accustomed to poisoning produces a slightly weaker PPE than a partner naive to poisoning. Two earlier findings were confirmed: (1) The PPE occurs because the poisoned partner is an aversive US, not because a learned aversion is transferred from one rat to another; and (2) the PPE is weaker than an aversion produced by poisoning itself.     

音乐教学应注意的几个方面

本文从音乐的本质、声乐呼吸方法、高校声乐教学方法、情感投入、创新环境等来谈提高声乐水平，力求使声乐教学优化，解决实际问题，把理论问题具体化。对应注意的几个方面进行理论概述和实际范例的分析与说明。     

关于河北省旅游教育的几点思考

随着旅游产业的迅速发展,河北的旅游教育在不断发展,各类教育机构纷纷设立旅游专业,为旅游产业和旅游管理输送了大批人才.但由于旅游教育专业设置分散,师资整体素质不高,教育产品结构不适应旅游产业发展的需要.因此,旅游专业毕业生就业形势并不乐观,尤其是一般高等院校的旅游教育,必须加快调整、改革、优化.     

对广播产业发展的几点思考

面对广播产业发展的现实需求,本文从传播学和媒介管理的角度,结合实际,阐述了如何拓展市场,发展多元经济,并提出了具体措施。     

新固定资产准则在实际应用中的几点思考

新固定资产准则较老准则在指导性、灵活性等方面都具有一定的优越性,但对会计人员的职业判断能力提出了更高的要求,实际操作难度增大。文章对新固定资产准则在实际中的应用进行了较深入的思考并提出一些实际操作的意见、建议。     

中学化学课堂教学中问题设计的几点思考

结合教学实践,通过典例分析,提出在课堂教学中的问题应从体现学科本源、依托真实情景、蕴含思维冲突、优化思维品质等方面进行设计.     

关于高等师范院校写作教学改革的几点思考

写作作为一门实践性很强的基础学科,在高等师范院校的教学中应该占有重要的地位,而目前的情况是大多高师院校开设了这门课,但由于重视不足,致使写作的教、学、考等环节流于形式;教师主体自身实践不够,经验缺乏,使写作课教学停留在从理论到理论的枯燥讲解;教材陈旧,主次不清,不能体现写作的师范性。笔者针对以上几方面的问题提出几点改革意见。     

可编程对话框在参数化设计中的应用

介绍了可编程对话框的特点,并以尺寸标注为例,说明了可编程对话框在自动标注中的应用.     

Negotiating the World: Some philosophical considerations on dealing with differential academic language proficiency in schools

Differential academic language proficiency is an issue of major educational concern, bearing on problems varying from pupil performance, to social prospects, and citizenship. In this paper we develop a conception of the language-acquiring subject, and we discuss the consequences for understanding differential language proficiency in schools. Starting from Wittgenstein's meaning-as-use theory we show that learning a language requires an activity that relates the subject both to the community of language users, and to the things language is about. In opposition to Luntley, we contend that this does not mean that linguistic development involves linguistic adjustment to the world 'as it is'. It is argued that, in as far as linguistic development involves a process of adjustment, this concerns conceptions about the world as it is presupposed to be—a 'world' that is subjected to doubt and revision time and again. With respect to dealing with differential academic language proficiency, this approach to linguistic development suggests bringing pupils into situations which require active participation in processes of 'negotiating meaning', including negotiating the prevailing presuppositions about what the world is like. This also puts novices in a different position—less assimilatory—recognising their co-constructive potencies at a more fundamental level.