大学里该向学生发放安全套吗？

只知道,出来工作是为了家计。刚刚毕业,就踏入社会。我不知道为什么要像狐狸一样在社会打拼,但我知道不像狐狸的话,我很快就会阵亡! 现在所在的公司是我第三个公司,也已从深圳转到东莞,朋友都说我运气好得像只狐狸,总能比同伴幸运着。第一个公司:在国际大公司做采购人员,朋友们认为是一个挺好的职业。但其中之苦事,谁人能知,体重也急速下降。常常被K得狗血淋头,主管说我IQ很低。最后承受不了压力,挂了。初出社会学会了不少东西。     

我的同桌是白骨精(第七集)

匹诺曹:开学啦!没有《恐怖假期》的陪伴,这个暑假大家过得还好吧?还是做学生好啊,一年两个假。绿儿和白倩可没那么好福气,暑假里还在魔界赶路呢——上集提要:由于贝贝卡是火兔族族长唯一的继承人,不能与我们同去冒险了。临行,贝贝卡的爷爷送给我们3颗“光力果”。随后在与血族咒术师的冲突中,一位神秘的血族少年暗中保护我们,罗格的“光之翼”觉醒,带我们飞出了重围。七水之都血族的领地可真大啊,我们不知飞了多久,才飞离了那片雪原。罗格看来也快不行了,汗水大滴大滴地往下掉。“我们找个地方着陆吧?”我担心地提议。“就快到了,七水之都边…     

微生物资源中心:农业培训与开发的催化工具

微生物资源中心(MIRCENs)全球网络是由联合国教科文组织建立的,包括五个有关生物固氮方面的中心。这些中心分别在:肯尼亚,巴西,美国和塞内加尔,负责培训根瘤菌接种方法方面的专门人材。根瘤菌剂应用于一定的豆科植物常常能代替粮食生产对昂贵的化学氮肥的需求。MIRCENs可称得上是国际科学合作的典范。     

国外高等农林专科教育概况、特点及对我们的启示

本文介绍国外高等农林专科教育的一般概况及职业性、实践性、针对性、灵活性等四个特点,对改革和发展我国的高等农林专科教育,探讨培养21世纪的高等农林专科人才培养模式及途径提出了一些设想。     

Evaluation of the dust and methanol extracts of Garcinia kolae for the control of Callosobruchus maculatus （F.） and Sitophilus zeamais （Mots）

Insecticidal effects of different doses of the dust and methanol extracts of Garcinia kolae on Callosobruchus maculatus and Sitophilus zeamais were tested. The dust had no significant effect on the two insects, none of them died even at 3 d after treatment. The methanol extracts, however, had rapid lethal effects on both C. maculatus and S. zeamais. The mortality of C. maculatus by the lowest concentration of methanol extracts ranged from 95%-100% whereas in S. zeamais, the mortality ranged from 87.5%-100% and 70%-100% in concentrations of 1 g extract＋3 ml methanol and 1 g extract＋5 ml methanol, respectively, from 24 to 48 h. The least concentration of 1 g extract＋l 5 ml methanol had no significant lethal effect on Sitophilus zeamais.     

Learning surgically oriented anatomy in a student-run extracurricular club: an education through recreation initiative

Didactic and laboratory anatomical education have seen significant reductions in the medical school curriculum due, in part, to the current shift from basic science to more clinically based teaching in North American medical schools. In order to increase medical student exposure to anatomy, with clinical applicability, a student-run initiative called surgically oriented anatomy prosectors (SOAP) club was created within the extracurricular program at the Schulich School of Medicine and Dentistry, The University of Western Ontario, London, Canada. SOAP invites surgeons and residents from various surgical specialties to demonstrate, on a cadaver, a surgical procedure of their choosing. During the demonstration, the anatomy, as it relates to the surgical procedure, is discussed. The students then break into smaller groups to examine the relevant anatomy on the cadavers, during which time the discussion is broadened. The group continues the conversation in a social environment with refreshments. SOAP is one of the most popular extracurricular clubs with 65% of first and second year medical students registered as members. The high demand for SOAP, along with the positive participant feedback, may be due to its utilization of the principle of education through recreation, which seeks to provide opportunities for learning seamlessly throughout all facets of life. It also demonstrates the desire, amongst certain medical students, to learn applied anatomy, particularly within a surgical context.     

Anatomy practical examinations: How does student performance on computerized evaluation compare with the traditional format?

Practical examinations in anatomy are usually conducted on specimens in the anatomy laboratory (referred to here as the “traditional” method). Recently, we have started to administer similar examinations online using the quiz facility in Moodle?. In this study, we compare student scores between two assessment environments viz. online and traditional environments. We hypothesized that regardless of the examination medium (traditional or online) overall student performance would not be significantly different. For the online medium, radiological images, prosected specimens, and short video clips demonstrating muscle action were first acquired from resources used for teaching during anatomy practical classes. These were optimized for online viewing and then uploaded onto Moodle learning management software. With regards to the traditional format, actual specimens were usually laid out in a circular stream. Identification tags were then attached to specific spots on the specimens and questions asked regarding those identified spots. A cohort of students taking practical examinations in six courses was studied. The courses were divided into three pairs with each pair credit‐weight matched. Each pair consisted of a course where the practical examination was conducted online and the other in the traditional format. There was no significant difference in the mean scores within each course pair. In addition, a significant positive correlation between score in traditional and online formats was found. We conclude that mean grades in anatomy practical examination conducted either online or in the traditional format were comparable. These findings should reassure teachers intending to use either format for their practical examinations. Anat Sci Educ. © 2011 American Association of Anatomists.     

A common error term regulates acquisition but not extinction of causal judgments in people

In three experiments, we used the allergist task to examine the role of error correction mechanisms in the acquisition and extinction of causal judgments in people. Consistent with existing human and animal studies, acquisition of causal judgments was influenced by the discrepancy between the allergenic outcome and that predicted by all of the cues present on a trial (the "common error" term). However, in the present experiments, we failed to detect any evidence for the use of a common error term in extinction learning: Judgments of the allergenic properties of a cue were unaffected by the predictive value of the other cues present on a trial. This asymmetry in the use of a common error term in acquisition and extinction learning is inconsistent with previous animal studies and also with most models of associative learning. However, approaches that allow learning to be specific to a particular arrangement of elemental cues (context specific and state based) offer some explanation of the observed asymmetry.