浅论康藏道孚“方言”与古藏文的渊源

语言本是一个民族的生命之本,而在同一个文化区域里不同的方言正是组成一个民族通用语言文字的基石。近来,学界对民族文化全方位、详细地研究,已成了无可阻挡的热潮,道孚“方言”的研究是其中之一。笔者作为道孚人,研究本地方言是一件义不容辞事情,对此满怀信心和欣慰。本文主要讨论的是道孚“方言”与古藏文的渊源关系,以此来论证道孚“方言”是通用藏语言文字的一个组成部分,同时详细地论述藏文中的字词与方言之间的相似处。     

Selecting solutions for complex problems

The solution variable analysis tool and decision variable analysis tool have universal application to systematically evaluate and recommend solutions to clients. These tools provide a structured process for analyzing identified solutions to root causes; identifying pros and cons of proposed solutions; determining solutions that can address multiple root causes; weighing cost, quality, and timeliness of proposed solutions; and identifying solutions in a cost‐effective and timely manner.     

突出重点突出特色切实发挥科技的支撑作用--在全区科技工作会议上的工作报告

这次全区科技工作会议的主要任务是全面贯彻落实党的十六届三中、四中全会、自治区六届六次全委(扩大)会议、全区经济工作会议和全国县市科技工作会议精神，认真总结2004年科技工作，明确今年科技工作的重点和主要任务，表彰在2004年度地(市)、县科技管理工作中做出突出贡献的先进集体、     

Higher education in the People's Republic of China: New directions in the 1980s

This article addresses the rapidly changing situation in higher education in the People's Republic of China. Although it is impossible to predict the nature of the final product, there can be little doubt that the present vibrant period of intellectual searching and questioning in China is having beneficial effects on Chinese higher education, and on educational exchange with foreign universities. The article examines the state of higher education in China today and investigates why, rather than just the ten bad years of a Cultural Revolution (1966–1976) for the entire country, higher education has suffered from a full twenty bad years. The effects of constant changes in the Party line and the use of class struggle to achieve objectives in higher education are examined as they relate to university administration, curriculum, the university structure, faculty, and libraries. The article focuses on the issues that are now being raised, and the parameters within which future changes in higher education will occur.     

小肠含气囊肿症2例报告

例 1患者男 ,48岁 ,藏族 ,已婚 ,因腹痛 ,腹胀 7天 ,肛门停止排气 ,排便 6天 ,于1 997年 7月 6日收住院。查体 :精神欠佳 ,心肺正常 ,腹稍隆起 ,上腹可见胃肠形 ,全腹有压痛及反跳痛 ,肺肝界右锁骨中线第4— 5肋间全腹呈彭音 ,肠鸣音减弱 ,可闻及气过水声及振水音 ,余无特殊。腹透视 :肠积气 ,可见液平面 ,诊断为肠梗阻。术中见 :腹腔内大量淡黄色渗出液 ,小肠积气扩张 ,距回盲部约 1 5cm处 ,回肠肠壁呈多个囊性气泡样肿物 ,呈油条样 ,长约 2 0 cm,肠壁闭塞不通 ,此处肠管顺时扭转 72 0°,上段小肠重度积气扩张 ,浆膜充血、水肿 ,做回肠部分…     

浅谈"动能定理"含义的理解及其应用

本文从高中物理教材中关于“动能定理”的讲解为出发点从教学实践中总结得出了对该定理深入广泛理解的方法和在对单个物体到物体系统应用的实例。     

Can Pre-Academic Activities in Norway’s Early Childhood Education and Care Program Boost Later Academic Achievements in Preschoolers at Risk?

ABSTRACT

Low academic achievements are predicted by early disadvantages. Because achievement gaps typically escalate with age, early efforts to prevent future academic disadvantages are called for. The current study examines whether exposure to structured pre-academic activities in Early Childhood Education and Care (ECEC) play a compensatory role for the early academic achievements in school (teacher ratings and screening tests of reading and math) of children who were at developmental (low receptive language), behavioral (high externalizing behavior and low effortful control) and socio-economic (low maternal education) risk in preschool. Using a sample of 934 children from the longitudinal Behavioral Outlook Developmental Study to examine between-school comparisons and within-school fixed effects models, findings suggest that preschoolers with externalizing behaviors may moderately benefit from structured pre-academic activities prior to school entry. However, it is concluded that this pre-academic boost is weak and may be limited to a short transition period from ECEC to school.     

Immediate Impacts of PALS: A school‐wide multi‐level programme targeting behaviour problems in elementary school

The article describes the main outcomes of the intervention programme “Positive behaviour, interactions and learning environment in school” (PALS). PALS is an adapted Norwegian version of the School‐Wide Positive Behaviour Support model, developed in the United States with school‐wide interventions aiming at the prevention of behaviour problems and the promotion of social competence through a supportive learning environment. The effectiveness was evaluated with a quasi‐experimental design in four elementary schools, two years after implementation. An equal number of comparison schools were included in the study. Informants were students (n = 735) in third to seventh grade and teachers working at least 50% (n = 82). The immediate reductions in teacher‐observed problem behaviour ranged from moderate to large, while the results based on student ratings of social competence and classroom climate were less encouraging. Differential effects were found and implementation quality was together with teacher collective efficacy significantly related to better outcomes. The programme and results are discussed in relation to prior research, limitations of study design, and future implementation and research.     

The Home and Community Social Behaviour Scales (HCSBS): dimensionality in social competence and antisocial behaviours

The study investigated dimensionality in the Home and Community Social Behaviour Scales (HCSBS) that assess social competence (Peer Relations and Self-Management/Compliance) and antisocial behaviour (Defiant/Disruptive and Antisocial/Aggressive behaviour) in children and adolescents. The four scales comprising 64 items were completed by 551 parents of children aged 2–12 with emerging or present behavioural problems. Exploratory and confirmatory factor analyses were used to investigate the latent factor structure of the scales. The results revealed a meaningful three-factor solution for items within each of the following subscales: Peer Relations, Self-Management/Compliance, Defiant/Disruptive, and Antisocial/Aggressive. However, findings revealed some significant cross-loadings within each of the scales. Implications of the results are discussed.