Super-latent inhibition with delayed conditioned taste aversion testing

In three conditioned taste aversion experiments with rats, latent inhibition (LI) was examined as a function of the time interval (1 or 21 days) between the conditioning and the test phases. In Experiments 1 and 2, the effects of US intensity on LI were examined. LI increased in the 21-day condition, as compared with the 1-day condition, with medium and high US intensity, but not with weak US intensity. Groups not preexposed to the CS flavor had similar aversions when testing was conducted 1 day after conditioning, as compared with 21 days. In Experiment 3A, delay-induced super-LI was obtained when the delay was spent in the home cage and the experimental stages took place in a different context (as in Experiments 1 and 2). In Experiment 3B, when all the stages, including the delay period, were conducted in the home cage, there was no super-LI effect. The modulation of delay-induced super-LI as a function of US intensity and context extinction is discussed in relation to association deficit and retrieval interference theories of LI.     

Integrating Public Art,Environmental Sustainability,and Education: Australia's ‘Creative Village’ Model

This paper will attempt to position the Creative Village project within the parameters of an international debate on public art, sustainability and education. It will begin with a brief history of the project and its community and arts origins, then examine its engagement with environmentally-responsive art and design, and finally its integrative educational paradigm. I will argue that the value and significance of the programme is that it has successfully bridged complex educational, design, community and environmental goals through having clear core values and a practice of flexible delivery.     

跨文化交际与文化教学

语言与文化的特定属性决定了语言学习与文化学习同步的特性。文化教学是以文化背景知识教学为主导、注重语言的“人文性”的外语教学。文化教学有利于增进跨文化交际双方的文化融合、避免交际双方的文化冲突 ,是外语教学不可或缺的组成部分     

基于模糊线素特征与神经网络相结合的手写体汉字识别

本文提出了一种基于模糊方向线索特征 (fuzzydirectionallineelementfeature,FDLEF)与人工神经网络 (artificialneuralnetworks,ANN)相结合的手写体汉字识别方法 (FDLEF -ANN) ,解决了单一FDLEF方法对相似字识别率低的问题 .这种方法分两级识别 ,先由FDLEF识别模块进行识别 ,将识别结果送至选择器 ,若识别结果不属于预定义的相似字集合簇 ,则该结果即为最终识别结果 ,否则 ,将其送至人工神经网络识别模块进行相似字的识别 .本方法既保留了原FDLEF方法的优点又提高了对相似字的识别率 ,FDLEF -ANN系统对相似字的识别率由 78 0 9%提高到 82 97% .     

长江中下游岸坡稳定性研究探讨

结合当前长江中下游重要堤防工程地质勘察中对岸坡稳定性研究现状 ,重点讨论了几个认识尚未统一的问题 ,阐述了初步认识 ,提出了供讨论的建议。     

隐性管理散论

现代学校管理是一个复杂的系统工程,涉及取诸多学科理论与实践,本试从心理学的角度论述现代高校的隐性管理。     

云南旅游扶贫问题的思考

分析了云南贫区困地区及其旅游资源的现状;针对云南旅游扶贫提出了对策和建议。     

论加强和健全党内监督

传统农民阶级的多元分层是20年农村改革所引发的社会变迁的重要内容之一。地处边 疆民族地区的云南农村,其经济社会发展和农民阶层结构的变化具有自己的特点。在次级政治体系—— 乡村政治社会中,农民的阶层分化是制约乡村政治发展的重要变量。乡村政治发展的前景在于认真分析 各阶层的政治心理和政治参与,并通过乡村基层组织,实现各阶层的政治整合。     

Transnational Education in the Slovak Republic: Threat or Challenge?

This article discusses the pros and cons of transnational higher education offerings from the vantage point of a small Central European country, the Slovak Republic, and with special reference to franchising. Transnational higher education offerings are definitely needed, not only in the Slovak Republic, but in the other countries of Central and Eastern Europe as well, existing national higher education systems and institutions not being sufficiently developed to cope with increasing enrolment pressures. But there need to be adequate safeguards against fraudulent offerings, debased standards, and other such problems. The implantation of two franchised campuses of City University, Bellevue, Washington (USA) is cited as a very positive example of a foreign higher education institution that has been able to successfully integrate itself into the fabric of Slovak higher education by faithfully complying with all Slovak higher education regulations and offering high-quality course programmes.     

Policy and Practice in Assessment in Anglophone Africa: Does globalisation explain convergence?

This paper explores policy and practice in assessment in developing countries in anglophone Africa in the context of globalisation. A simple interpretation of some globalisation theory suggests that there should be a convergence in the form and content of assessment following on from innovations in practice in metropolitan countries, in this case England. The analysis of assessment instruments shows that there has indeed been some convergence across the nine African cases examined, but that this is not best explained by the adoption of innovations current in the metropole. More powerful explanations are grounded in the structural similarity between the African systems. Amongst other things this leads to gaps between the rhetoric of assessment reform and the reality of assessment practice. These persist despite consistent projections in the assessment literature (both national and international) and in externally supported curriculum and assessment projects of what should be valued, what should be assessed, and what may be relevant to future employment.