关于地方院校旅游专业人才教育的思考

地方院校旅游专业人才培养的核心问题是人才培养模式的探究,涵盖培养目标、课程建设、师资队伍与教学模式四大环节。其培养目标是造就知识与能力并重的一专多能的复合型人才。课程设置要坚持理论与实践并重的原则,在课程建设上要充分体现为地方经济服务的宗旨。地方旅游院校应抓紧建设一支具有双师素质与教学和科研能力并重的师资队伍。突出地方特色,面向国际市场,加大实训力度,努力构建"理论--技能--实践"捆绑的教学模式,是实现地方院校旅游专业人才培养目标的有效途径。     

唯物史观和现当代中国问题

问题是时代的格言和呼声。正确地提出问题是解决问题的前提。马克思主义中国化是通过正确地提出和解决中国的问题而实现的。在资本主义生产方式下,发展生产力是以牺牲人本身的发展为代价的。中国特色的社会主义区别于资本主义的根本之点在于,实行按劳分配为主体,将生产力的发展和人本身的发展有机统一起来。     

Behavioral contrast and reinforcement value

Behavioral contrast was produced in two target components of a four-component multiple schedule by having two target stimuli followed either by a higher rate of reinforcement or by extinction. Response rate was higher in the target followed by extinction. Periodic probe trials were then presented in which the two target stimuli were presented together. Choice on these probe trials was in favor of the stimulus followed by the higher rate of reinforcement during regular training. Experiment 2 replicated this finding but with probe trials presented throughout training. Here, preference for the stimulus followed by the higher rate of reinforcement was evident early in training, substantially before the contrast effects developed. The results challenge interpretations of contrast based on the concept of relative value.     

依托银保合作实现商业银行个人理财业务新发展的探讨

本文运用基模分析工具,通过对当前商业银行个人理财业务发展中面临的问题进行探讨,分析其问题原因,提出银保合作能够有效的促进商业银行个人理财业务的发展.文中对银保合作的三个合作层次进行了划分,指出只有出发点立足于第三层次合作才能真正实现合作目的,最后给银保合作提出了一些实质性的建议和创新想法.     

试论中国现代化进程与共产党党员成分变化

现代化是一个不断推进的过程，因而要求领导现代化的政党与之相适应．不断吸纳新的社会阶层中的优秀分子和反映新的需求。在我们党的历史上，党员成分的几次大变化．扩大了党的群众基础．促进了现代化的发展。今天，我们党要善于吸纳符合党员条件的新社会阶层的优秀分子入党，以扩大党的群众基础和增强党的凝聚力。“三个代表”的要求，是党的先进性的集中体现，只要这些优秀分子忠实实践“三个代表”．党就能保持先进性。     

试论新课程纲要下高校体育教学中存在的问题及对策

大学生担负着未来我国社会建设的重任,因此,对大学生身心健康发展进行的教育受到了党和政府的高度关注,并出台了一系列的政策对教育工作予以指导.高校体育教学新课程纲要的出台就是党和政府高度重视学生体育工作的表现.文章分析了新课程纲要出台几年后,当前我国高校体育教学过程中仍存在的一些问题,并对这些问题的解决提出了自己的思路和建议,以期能够对广大高校体育教育工作者有所借鉴.     

Blocking despite changes in reinforcer identity

Rats were trained on a discriminated operant barpressing task according to a standard blocking design. In some conditions, the reinforcer was changed between the pretraining and compound conditioning phases; for other conditions, the reinforcer remained the same across phases. In three separate experiments using both between- and within-subject designs, strong blocking effects occurred regardless of the change in the reinforcer. In a fourth experiment, a multiple schedule of reinforcement was used in which response-independent reinforcers were superimposed on the schedule of response-contingent reinforcers. The degree of response suppression caused by the free reinforcer was greater when the free reinforcers were the same as the response-contingent reinforcers than when they were different. The role played by the reinforcer identity in contingency experiments thus appears to be different from the role it plays in blocking experiments.     

Component duration effects in multiple schedules

Previous research has produced conflicting results regarding the effects of component duration on interactions in multiple schedules. In Experiment 1, potential sources of this conflict were evaluated. Both the effects of absolute reinforcement rate and carry-over effects (hysteresis) from a preceding condition were isolated. When 10-sec components were used, the sensitivity of relative response rate to relative reinforcement rate was affected very little by hysteresis effects and absolute reinforcement rate, but it was systematically reduced as a function of the number of prior conditions. Sensitivity to relative reinforcement rate was also substantially higher with the 10-sec components than with 2-min components. In Experiment 2, this effect of component duration was decomposed into two separate effects. Contrast effects during presentation of a target component with a constant reinforcement rate were greater the shorter the target component was itself; but they were smaller the shorter the alternative component in which reinforcement rate was varied. The latter effect was smaller and more unreliable across subjects. The existence of these two separate effects demonstrates that the usual method of studying component duration—that is, holding all components equal in duration—systematically causes underestimation of the effects of the component duration, and obscures the different processes controlling the two effects.     

社会网络与信任

帕特南的社会资本理论强调横向网络在信任构建中的作用.根据2009年社会网络与职业经历问卷调查(JSNET2009)的数据,分析了作为横向网络的社团参与因子及纵向网络的网顶对于不同类型信任的影响.分析表明,横向网络能够更好地增进制度信任和特殊信任,但并不一定加强社团成员的普遍信任,而纵向网络能够增进普遍信任,但对制度信任和特殊信任的影响不显著.     

Silicon startup schools: technocracy,algorithmic imaginaries and venture philanthropy in corporate education reform

Technology companies are investing billions of dollars in educational technology, but also creating their own alternative schools. This article traces the emergence of four prototypical ‘silicon startup schools’ as exemplars of a technocratic mode of corporatized education reform: IBM’s P-TECH, part of its Smarter Cities program; AltSchool, a chain of schools based on ‘makerspaces’ established by a former Google executive; Kahn Lab School, a new ‘experimental’ school launched by the founder of the online Kahn Academy; and XQ Super School Project, a ‘crowdsourcing’ project to redesign American high schools funded philanthropically by the wife of Steve Jobs of Apple. Startup schools are analysed as prototype educational institutions that originate in the culture, discourse and ideals of Silicon Valley venture capital and startup culture, and that are intended to relocate its practices to the whole social, technical, political and economic infrastructure of schooling. These new schools are being designed as scalable technical platforms; funded by commercial ‘venture philanthropy’ sources; and staffed and managed by executives and engineers from some of Silicon Valley’s most successful startups and web companies. Together, they constitute a powerful shared ‘algorithmic imaginary’ that seeks to ‘disrupt’ public schooling through the technocratic expertise of Silicon Valley venture philanthropists.