“乡村教育运动”主体性价值观及其现实意义

解决我国农村教育问题的关键,是把全体农民作为教育的价值主体,使农村教育从工具性教育转变为主体性教育。20世纪二三十年代开展的“乡村教育运动”,不仅在教育理念上,而且在教育实践中体现出农村主体性教育的价值观。乡村教育家以农民为本的主体性教育理念及其教育实践活动,对于当前的农村教育改革在指导思想、教育方式、教育内容等方面都具有借鉴意义。     

The wigner distribution in speech processing applications

Recently the Wigner distribution has been shown to be a potentially useful tool for analysing the time varying frequency domain phenomenon. In this paper, some of the salient features of the Wigner distribution are presented; properties of this important discrete distribution are derived, and an efficient digital implementation is presented. Effective Wigner throughput rates, in excess of those obtainable with an equivalent length FFT, are shown to be feasible. In particular, the Wigner distribution is studied in the context of enhancing speech analysis and recognition systems. It is suggested that this class of distribution is consistent with the mechanics of human speech and, using experimentation, produces a very robust spectral signature. This enriched data space can be used to uncover some frequency domain attributes of human speech which may be lost using a discrete Fourier transform.     

Innovation in the multinational firm with globally dispersed r&d: Technological knowledge utilization and accumulation

This paper employs evolutionary, resource-based, and knowledge-based perspectives to provide a framework for understanding technological knowledge sharing within the globally dispersed R&D function of the multinational firm. Elements from the three perspectives are inspected and drawn together. The constructs—knowledge, knowledge transaction, and performance—are articulated. Finally, two fundamental relationships are proposed: (1) kind of technological knowledge shared will impact the type of knowledge transaction undertaken and 2) type of knowledge transaction will impact R&D task performance.     

Changing Forestry Policy by Integrating Water Aspects into Forest/Vegetation Restoration in Dryland Areas in China

Restoration forestry (forest rehabilitation) or re-vegetation is one effective measure to solve environmental problems, notably soil erosion. It may be further stimulated by the Clean Development Mechanism for carbon sequestration. However, there is an intensive and on-going debate about the adverse effects arising from afforestation in dryland areas, such as soil drying up which may cause further damage to the success of forest restoration, and the water yield reduction from watershed which may harm the regional development. On other hand, some preliminary studies showed a possibility that these adverse effects may be diminished more or less by properly designing the system structure and spatial distribution of forest/vegetation in a watershed. However, it is urgent to develop an evidence-based and sustainable new forestry policy for harmonizing forest-water interrelation. As a leading country in afforestation, China is beginning to develop a more trans-disciplinary and cross-sectoral forestry policy for harmonizing forestry development with water management. The main points of the changing new forestry policy should include: (1) Establishing a regional development strategy focusing on harmonized forest-water relations; (2) Taking forest-water interactions as an important part of evaluation; (3) Reducing the ’eco-water’ quota of forests through technical advancement; (4) Developing and extending water-adaptive forest management practices; (5) Strengthening forest ecohydrological research and decision support ability.     

The Shaping of the American High School by Edward A. Krug. New York: Harper and Row, 468 pp. $8.00

Teaching Strategies for the Social Studies: Inquiry, Valuing, and Decision Making by James A. Banks with Ambrosa A. Clegg, Jr. Reading, Mass.: Addison-Wesley Publishing Company, 1973. 590 pp. $10.75.

Between Harvard and America: The Educational Leadership of Charles W. Eliot by Hugh Hawkins, New York: Oxford University Press, 1972. 332 pp. $12.50.

Men of Athens by Rex Warner. New York: Viking Press Company, Inc., 1972. 264 pp. $16.95.

Educational Technology: Instructional Programming and Didakometry by Ake Bjerstedt. New York: Wiley-Interscience, 1972. 300 pp. $9.50.