黄土高原地区国土规划与可持续发展思考与分析

根据黄土高原地区国土资源的特点，以可持续发展思想为指导，以实现区域可持续发展为目标，研究该地区国土开发整治的方向、目标及具体步骤，对搞好该地区乃至全国的国土开发与整治工作，实现可持续发展都具有重要意义。     

内蒙古集通铁路沿线国土开发整治与生产力总体布局

集通铁路沿线地区，国土资源十分丰富。集通铁路的兴建，为两侧沿线地区国土开发整治创造了十分有利的条件，必将形成沿线地区以矿产资源开发为主，带动农业、畜牧业商品基地建设，形成一个新的经济开发地带。通过时该区域的国土开发整治和生产力合理本局，可实现“两带一区”经济发展总体战略，促进区域经济的发展。     

乐山可持续发展与国土开发整治的自然基础条件

本文全面阐述了乐山国土的自然条件与资源条件,分析了它们对乐山可持续发展与国主开发整治的影响,据此认为乐山自然基础条件是乐山可持续发展与国土开发整治的基础和前提。     

乐山丘陵国土开发整治对策研究

本全面阐述了乐山市丘陵分布的环境特征及开发现状。在此基础上，就乐山丘陵区国土开发整治重点阐述了自己的观点，认为生态建设是乐山丘陵区农业可持续发展的必由之路。     

地理高考评价目标释义(续)

6 .认识和理解我国基本国情、基本国策和有关政策法规以及区域国土开发和整治的措施国情教育是地理教育的重要内容。考生应该充分地认识和理解我国的基本国情 ,即自然资源的丰富性 ,自然条件的复杂性 ,人均占有资源的有限性 ,国土开发和整治的迫切性等。同时应该知道我国国土整治的重大措施 ,了解有关的政策和法规。如我国的水能开发和河流的治理 ,各类防护林建设的意义和主要措施 ,林业和有关环境保护的政策法规 ,重点治理整治的河流和湖泊等。例 :读黄河流域图 ,完成下列要求 :( 1)在图上勾绘出黄河上游两个主要农业用水区域 ,用字母Ａ、…     

论乐山国际旅游大城市所辖地域的国土开发整治工作的原则

乐山市域国土的开发整治是一项复杂的系统工程,它与乐山城市增长是同步的,涉及诸多方面和诸多领域.它既是一个经济建设问题,也是一个社会发展问题.因而在乐山国土开发整治中遵循某些原则,对于搞好此项工作,是非常重要的.     

论我国可持续发展的主要问题与对策

本文认为，我国可持续发展的重大问题主要包括：人口、水资源、环境、耕地及粮食等问题，为此要进一步搞好区域国土开发整治综合规划，规范政府行为；依靠现代科学技术，建立资源节约型国民经济体系；加强环保工作；进一步加强和完善立法、宣传等手段，让社会共同参与，责权利明确，促进我国可持续发展战略目标的实现     

有关鄱阳湖区现行管理体制问题的商榷

随着改革开放的不断深化,鄱阳湖区现行管理体制已显露出与目前生产力不相适应的弊端。我们通过调查分析,从系统协调的观点,指出湖区国土开发整治系统结构松散,有序性低;进而建议成立由常务副省长任主任委员、有关厅局委办和南昌、九江、上饶三地市等单位负责同志为委员的鄱阳湖管理委员会,加强宏观调控、改变目前分散管理的格局,建立起一个结构合理、灵活高效的纵向管理和横向管理相协调的管理体制。     

简析经济不发达地区的国土政策

国土是一个国家和人民赖以生存和发展的基础。随着我国社会主义现代化建设的大规模展开和全党对社会主义建设客观规律认识的不断深入,国土开发和整治规划的重要性日益突出,并被提到了国家和各级政府的重要议事日程上来。我国的国土工作已经进入了一个崭新的阶段。本文就我国经济不发达地区的国土政策问题谈一点粗浅的认识。     

宁波国土规划刍议

国土规划作为科学的命题,在二次世界大战以前的德国、日本、荷兰已开始出现。二次大战后,为了有效开发资源、改善人类生存环境、发展国民经济以攫取最大的超额利润,西欧、北美、印度等国都开展了国土规划工作。日本还专门成立了国土厅,具体负责全日本的综合开发规划。我国明确提出开展国土规划工作是在党的十一届三中全会以后。1981年4月,经中央书记处91次会议讨论决定,正式在我国开展国土开发整治工作。     

用项目反应理论修订教学效能感量表

采用随机整群抽样抽取505名中小学教师作为被试,其中,男教师189名,女教师271名,年龄均在25至55岁之间。采用教学效能感问卷进行施测,基于项目反应理论,对测试结果进行分析,得出所有项目的区分度、难度和项目信息峰值,参考项目区分度、难度及项目信息函数峰值对教学效能感量表做了修订,再运用结构方程模型、层面理论技术和最小空间分析对修订后的量表进行质量检验,结果表明修订后的量表测量拥有更为清晰的结构效度和更高的信度,测量更为精确。运用SPSS15.0管理数据,运用Hudap6.0和MULTILOG 7.03分析数据,研究得出如下五个结论:1)教学效能感量表为单一维度,可以使用项目反应理论进行分析;2)修订后的量表项目的区分度、难度更为合理;3)修订后的量表的测验信息峰值较原量表稍低;4)修订前后量表对应层面元素之间存在高相关;5)量表的三个方面内容结构得以证实,即学生品德行为教育、课堂组织管理和知识传授。     

Study on performance of a packed bed latent heat thermal energy storage unit integrated with solar water heating system

INTRODUCTION Efforts of rational and effective energy man-agement, as well as environmental considerations, increase the interest in using renewable energy sources, especially solar energy. Because of discrep-ancy between the energy supply and demand in solar heating applications, a thermal energy storage (TES) device has to be used for the most effective utilization of the energy source. Energy storage combined with solar collectors and photovoltaic systems have been developed over the…     

Gypsy,Roma and Traveller pupils in schools in the UK: inclusion and ‘good practice’

This paper examines inclusionary processes and examples of ‘good practice’ in primary and secondary schools for Gypsy, Roma and Traveller pupils in one inner London Borough in the UK. It will explore the role of the Traveller Education Service (TES) and argue that the support provided by the TES to schools is essential for the development of ‘good practice’, but at the same time it stresses that the TES is not a substitute for the school’s educational and welfare responsibilities. The paper will also argue that the commitment of the head teacher and senior management team to the inclusive ethos of the school is crucial in setting the tone of the school towards positive treatment of Gypsy, Roma and Traveller pupils. Where an inclusive ethos works successfully it is often the result of a wider social engagement between the school and community. The paper will draw on qualitative interview data with parents, head teachers, deputies, heads of year, teachers, and classroom assistants at the schools.     

The Application of Both-Ways and Two-Eyed Seeing Pedagogy: Reflections on Engaging and Teaching Science to Post-secondary Indigenous Students

The issue of Indigenous engagement, participation and success in the sciences is a concern both in Australia and in Canada. The authors of this paper have taught Indigenous students in tertiary enabling programs, undergraduate science and science education. Their experiences bridging Indigenous and Western cultures in science and science education through Both-Ways (BW) or Two-Eyed Seeing (TES) pedagogical and methodological approaches form the data for this paper. Their teaching experience with tertiary level Indigenous students using BW/TES pedagogies serves as case studies for the epistemic insight (knowledge about knowledge) they have gained. Each of the case studies considers the role of the Nature of Science (NOS) and potential conflicts through engagement with the two knowledge paradigms. Rather than being in conflict, the two worldviews are seen as complementary, a situation leading to epistemic insight.     

Academic self-concept and teachers' perceptions of normal,mentally retarded,and learning disabled elementary students

The self-concepts of educable mentally impaired, learning disabled, and nonhandicapped children were assessed using the Student Self-Evaluation (SSE), Teacher Evaluation Scale (TES), and How I See Myself (HISM) test. A Groups × Age × Sex analysis of covariance, with IQ effects statistically controlled, was computed for each measure. On the SSE, the groups were significantly different, with nonhandicapped students having better self-concepts than learning disabled students, and learning disabled students having better self-concepts than educable mentally impaired students. Teacher estimates of self-concept (TES) indicated that nonhandicapped students have better self-concepts than have handicapped students. For the HISM scores, there was a Group × Sex interaction, but no significant main effects; there was no consistent pattern to the interactions. The results suggest that handicapped children, as a group, have a lower self-concept than have nonhandicapped children. Implications for educational programming and future research are offered.     

Measuring Teachers’ enjoyment,anger, and anxiety: The Teacher Emotions Scales (TES)

The emotions of teachers are considered relevant not only for their own well-being but also for the functioning of classrooms. Nevertheless, research on teacher emotions has been slow to emerge, and scales for their assessment via self-report are generally lacking. In the present research we developed four-item scales for three emotions considered most relevant in the context of teaching: enjoyment, anger, and anxiety (Teacher Emotions Scales, TES). Based on data of 944 teachers, we tested German and English language versions of the TES for reliability, internal and external validity, and cross-language equivalence, while exploring the utility of both a general and a student-group specific variant. All scales proved to be highly reliable, and confirmatory factor analysis supported internal validity by showing that three-factor models (enjoyment, anger, and anxiety) were superior to single-factor or two-factor (positive vs. negative affect) models. The external validation analyses provided consistent evidence for theoretically meaningful relations with teachers’ general affect, burnout, job satisfaction, and teacher self-efficacy. These findings were robust across multiple studies. In addition, consistent relationships with student ratings of teaching behaviors were found. Analyses of measurement invariance revealed that the English and the German language versions were fully structurally equivalent und displayed metric invariance.     

中小学教师教学效能感与主观幸福感的关系研究

采用教学效能感量表和总体幸福感量表对423名中小学教师进行问卷调查,目的是探讨中小学教师的教学效能感与主观幸福感的关系。结果表明,一般教学效能感和个人教学效能感均与对健康的担心呈负相关,但都与主观幸福感总分及其它各因子均呈正相关。总体教学效能感能很好地预测主观幸福感。     

宜春学院校园噪声监测与评价

提高声环境质量是建设生态型校园的一项重要内容,采用TES-1350A型声级计,用等效连续A声级方法对宜眷学院校园内噪声进行监测。用环境噪声标准法和指数法分别评价校园噪声环境,分析存在噪声污染的主要区域。结果表明：宜春学院校园声环境整体较好,基本满足正常的教学、科研需要。在生活区、文娱活动区,噪声有一定的污染,晚上噪声污染更明显。     

We know off-rolling happens. Why are we still doing nothing?

Described by General Secretary of the Association of School and College Leaders (ASCL) Geoff Barton as ‘beyond repugnant’ (TES, 2017), ‘off-rolling’ is the removal of pupils from the school roll via various unofficial means. This study positions a plethora of triggers for this form of exclusion, its prevalence and wider social implications. These perspectives will be evaluated alongside current national data and media perspectives, integrated with the outcomes of narrative accounts from practitioners in schools across England in 2018. The study concludes by commenting on the impact of performance-driven school cultures on limiting the choices parents and pupils are able to make when confronted by the prospect of exclusion from education. The longer-term social dangers presented by labelling a cohort of young people as marginal to education and society are considered, as is the fitness for purpose of the current education system in the meeting of pupil needs.