萨拉·朱厄特的生态关怀思想解读

在美国文学史上,萨拉·朱厄特绝非仅是出色的乡土作家的代表,她还在其不少作品中涉及了20世纪五六十年代美国社会才开始关注的一些生态问题,并发出了保护的倡议,彰显出对人类前景超前的忧患意识。朱厄特的生态关怀思想表现在：保护野生动物及栖息地;保护森林资源;妥善修复和保护历史古迹等。     

档案信息传播中信息生态保护的重要性

本文从信息生态视角入手,阐述了档案信息传播中进行信息生态保护的意义,分析了档案信息传播中档案信息生态保护存在的问题并对档案信息传播中信息生态保护的实施进行了策略性的思考.     

从简牍看秦汉生态保护立法

在人们普遍接受生态保护观念的基础上,秦汉时期有鲜明的生态保护立法。秦汉简牍中有生态保护立法的珍贵资料。秦汉生态保护立法的范围极广．对今天的我们仍具有重要的借鉴意义。     

苍山洱海立法保护经验的借鉴与启示

苍山洱海的立法保护,为民族自治地方的生态立法保护提供了一个成功的范例,当中有不少经验值得总结和借鉴。例如,充分利用立法自治权制定保护条例、制定配套的政府规范性文件、设立专门的行政执法机关、根据形势发展及时修订法规、编制地区生态环境保护规划等等。另一方面,苍山洱海的立法保护也有不足而需要完善的地方,比如应当确立生态保护立法的宗旨和基本原则,通过立法建立完善的生态利益补偿机制等等。     

生态旅游发展中的生态保护研究——以九寨沟为例

生态旅游是绿色旅游,它以保护自然环境和生物的多样性、维持资源利用的可持续发展为目标.生态旅游不仅是指在旅游过程中欣赏美丽的景色,更强调的是一种行为和思维方式,即保护性旅游.生态旅游以旅游促进生态保护,以生态保护促进旅游.本文以世界自然遗产九寨沟风景名胜区作为案例分析对象具有很强的代表性,在肯定九寨沟为保护生态环境所作努力的同时,也提出了其潜在的一些问题,并提出九寨沟生态保护的对策建议.     

论我国的森林资源发展与生态公益林建设

保护和发展森林资源,加强林业生态环境建设,是国家生态保护和国土整治的根本出路和首要任务。今后一个时期内,保护、发展森林资源,改善生态环境的总体思路是,以分类经营为基础,以整合后的六大工程为切入点,以调动全社会保护和发展森林资源的积极性为核心,最终实现森林资源、生态环境的可持续发展。     

宁波城市水源地保护现状调查

从宁波城市饮用水源地保护的角度出发,结合目前“五水共治”的大背景,切入“保供水”这一目标,通过政策研究、实地调研走访等,研究城市水源地保护目前切实存在的问题,分析解读现有生态补偿机制的建立情况、政策的落实情况和国内其他城市在水源地保护方面的经验,通过调研提出城市水源保护的思路和对策。     

梵净山生态环境保护与地方高校生态道德教育

梵净山自然保护区是我国国家级自然保护区.生态道德教育是保护生态发展和解决生态危机的根本途径之一.地方高等院校在改善梵净山生态环境中发挥了重要作用.生态道德教育是实现梵净山生态保护的持续性的重要措施.     

先秦生态保护制度对当代的启示

先秦保护生态的事迹很多,“里革断罟”、景公探雀觳等就是其中典型的事例。它所蕴涵的生态保护,以及重视宣传、重视建立法制保护自然生态等观念,在生态保护方面为后世子孙提供了重要的启示。     

文化生态视角下沧州非物质文化遗产的保护与开发

独特的文化生态环境孕育了沧州丰富的非物质文化遗产,然而在遗产保护中存在传承危机、文化缺失、资源开发瓶颈等诸多问题.从文化生态学的视角,提出发挥政府的主导作用实现非物质文化遗产整体化保护,以产业化、民间化、博物馆化方式开展非物质文化遗产的活态化保护,积极建立文化生态保护区推进遗产保护工作等策略.     

英语否定转移的表达方式及其汉译

否定转移是指位置上与一个词或短语放在一起的否定词,有时在意义上或逻辑上可转移到去否定另一个词或短语。通过总结英语否定转移的四种表达方式,即从一般否定转移到特指否定;从特指否定转移到一般否定;从一种特指否定转移到另一种特指否定;从否定主句谓语动词转移到否定从句谓语动词,来探讨其在汉语中的翻译,以期进一步提高翻译的准确性。     

A Case Study of Preschool Children’s Musical Interests at Home and at School

In the interaction between the child and the adult, interest can be a significant motivational initiator of activities. Systematic monitoring and development of the interest in music activities enables the teachers to influence the preschool children in forming a positive attitude towards the art of music. The research involving preschool teachers, children at the age of five to six and their parents, was conducted in order to determine the interest of preschool teachers and children in music activities. We found that the teachers showed greatest interest in singing songs, playing instruments and listening to music. The children’s favourite activities in kindergarten were movement to music (dancing), singing songs and playing on instruments, namely activities where they could take active part in the educational process. The parents reported that at home the children preferred most to listen to music, to sing songs and move to the sounds of music, and less to play on instruments and to be creative in music. The development of the children’s interest in music depends on the teachers’ expression of interest in music activities, on the choice of music activities and music contents and on the experience in the music environment of the family.     

Against the humiliation of thought: The university as a space of dystopic destruction and utopian potential

Abstract

My objective in this paper is to write a pharmacology of the university by thinking about its relationship to systemic stupidity, intelligence, and the possibility of becoming. Starting with an exploration of the contemporary dystopia of drive-based stupidity imagined by the French philosopher Bernard Stiegler, which I seek to capture through the idea of the humiliation of thought, I look to deepen his response to this situation by suggesting a return to the work of two of his key sources, Martin Heidegger and Gilles Deleuze. My objective here is to use their work in relation to Stiegler’s in order to suggest a utopia of educational becoming. Following my exploration of Stiegler’s dystopia, in the second part of the article I read Heidegger’s philosophy in order to formulate a utopian theory of education becoming, which is sensitive to the possibility of authoritarianism contained in his catastrophic decision to become a member of the Nazi party. Against the dystopic humiliation of thought Heidegger’s turn to Nazism can be seen to represent, I turn to Deleuze in the name of a model of educational becoming that recognises difference in itself, before noting that this philosophical approach has similarly found humiliation in the contemporary neoliberal university dominated by a form of rhizomatic power. Finally, I look to develop a fusion of Heideggerian and Deleuzean approaches to deepen Stiegler’s pharmacological critique of the contemporary dystopia of systemic stupidity and its potential resolution in an educational utopia of invention on the other side of the humiliation of thought.     

论培养和提高师范生写作思维能力的环节

本文对如何培养和提高师专中文专业生写作思维能力的问题进行了探讨,主张在写作教学中教师必须把握好四个环节：一是明确思维特点,讲授思维方法;二是抓住写作理论课堂,引导学生走上科学思维轨道;三是加大文章赏析力度,锻炼科学思维能力;四是抓好习作实践,提高学生写作思维能力。     

Japan’s colonial policies – from national assimilation to the Kominka Movement: a comparative study of primary education in Taiwan and Korea (1937–1945)

The eight-year-long period from Japan’s initiation of the Second Sino-Japanese War in 1937 to its unconditional surrender in 1945 forced Japan to invest its national economy and industrial and scientific technologies in the war. In addition, in the name of the Greater East Asia Co-Prosperity Sphere, Japan initiated its assimilation and Kominka (Japanisation) policies (皇民化政策) in the colonies Korea and Taiwan. Japan used education as a tool to expand its influence over members of society, and attempted the frequent use of Japanese and Kominka (皇民化) in daily life to penetrate the awareness of people in the colonies. Japan also started to enforce various assimilation policies. A comparison of the implementation of Kominka policies (皇民化政策) in Taiwan and Korea shows that, in terms of school admission rates and frequency of use of Japanese, the proportion of school admission rates for frequent speakers of Japanese to primary education in Taiwan are significantly higher than those in Korea. Moreover, in terms of primary education, national schools were implemented in both Taiwan and Korea according to the “National School Order” promulgated in 1941. Japan made use of the term “education equality” to win people over. In fact, it aimed to strengthen the concept of Kominka (皇民化), the education of militarism, and to force the Taiwanese and Koreans to become “imperial citizens” loyal to the Emperor. Japan’s ultimate objective was to create an environment that met military needs for civilian and military resources.     

The Scientist as School Teacher

Many scientists, driven by the teaching impulse, idealism, or the wish to see science thrive in the United States, take up one or another form of school teaching or participate in programs designed to enhance science teachers' knowledge of science and science teaching skills. Funding is available, from governmental and private sources, to support innovative programs designed to increase the supply of well-trained science teachers. The provision of new funds to support graduate programs in fundamental science that provide a separate track for graduate students who choose a career in teaching, in preference to a career in the laboratory, is a particularly promising development. It is essential that such programs include proper training in pedagogy. Above all, the Nation must recognize the need to provide proper long-term salary support for science teachers in the public schools countrywide, if any of the programs to improve teaching is to succeed.     

Leaping Out of Our Skins: Postmodern considerations in use of an electronic whiteboard to foster critical engagement in early literacy lessons

Postmodern theory is used to consider literacy instruction with and without an electronic whiteboard to investigate what it means to move beyond using technology to replicate older models of classroom structure that may be historically situated but that also limit or at least, do not support engagement in ways that may be possible through use of new technologies. Using postmodern theory in this regard is a way in which to consider again the thoughts and practices that tend to construct identities and ideologies in ways that work against true engagement in literacy tasks, lead to subjection and demonstration of acquiescence in place of engagement that leads to participation and critical engagement. Critical engagement as opposed to gaining and maintaining student attention to task are considered in this paper. Thinking about use of the electronic whiteboard from a postmodern perspective cautions us about careful use of this technology to avoid sending messages to students about them and their role in literacy development, the classroom, and in society.     

高等学校科技档案规范管理的问题与对策

高等学校科技档案日益丰富,但是科技档案工作普遍存在价值低估、管理制度缺位、专业化引导缺乏、科技泄密和知识产权争议等问题。为此,需要建设专兼结合的高素质档案管理队伍,提高科技档案的利用率;完善管理机制,增强科技资料归档制度的执行力;加大宣传力度,提升科技人员和档案管理人员的保密意识和能力;加强信息平台建设,提高科技档案管理信息化水平;开阔视野,构建高校科技档案资源共享系统。     

力学课程特色教学与素质教育

力学课程中蕴含着丰富的人文因素。在教学过程中开展特色教学,有意识地引入力学课程中的辩证唯物主义、美学、品德等方面的素材,对学生进行人文素质教育,既能够活跃课堂气氛,也能够激发学生学习的积极性,更能够在传授科学知识的同时,让学生掌握分析和解决问题的辨证方法,引导学生建立正确的世界观、人生观,提高自身的美学修养和思想品德修养,从而促进学生的素质教育。     

广义价值初探

广义价值是从系统论角度出发定义的。所谓价值就是事物与事物之间在相互联系、相互作用的关系中所产生的影响。广义价值不仅考察事物(包括人)的价值,还考察对事物(包括人)的价值。前者包括事物的外在价值和内在价值,后者包括外部事物及环境对事物的价值以及事物内部要素对事物的价值。广义价值的定义有多方面的意义。