水产类创新创业教育基地建设新模式探究

本文分析了国内高校创新创业教育基地在机构设立、制度保障、校企合作方面的建设情况,提出了高校与地方水产行政管理部门共建水产类创新创业教育基地在学生个人发展、创新与创业项目转化、资源利用率提升三方面的优势,并进一步指出了与地方水产行政管理部门共建水产类创新创业教育基地的实施路径,以期建设一种特色的水产类创新创业教育基地的创新模式.     

企业文化背景下高职学生职业素质研究与实践

企业文化背景下,高职院校学生职业素质教育应该适应典型的工作岗位要求。在内容上应该具体、有针对性,并且要和目前的企业文化相适应。学生职业素质的养成训练应该遵循规范的方针政策,构建一个职业素质教育的激励和培养机制,建立职业素质测评的数学模型,建立现行职业素质与职业认同率的数学模型,形成和职业技能培训、学生管理一体化的培养方案。     

Needle-free injection of insulin powder: delivery efficiency and skin irritation assessment

Insulin is widely used in treating diabetes, but still needs to be administered by needle injection. This study investigated a new needle-free approach for insulin delivery. A portable powder needleless injection (PNI) device with an automatic mechanical unit was designed. Its efficiency in delivering insulin was evaluated in alloxan-induced diabetic rabbits. The skin irritation caused by the device was investigated and the results were analyzed in relation to aerodynamic parameters. Inorganic salt-carried insulin powders had hypoglycemic effects, while raw insulin powders were not effective when delivered by PNI, indicating that salt carriers play an important role in the delivery of insulin via PNI. The relative delivery efficiency of phosphate-carried insulin powder using the PNI device was 72.25%. A safety assessment test showed that three key factors (gas pressure, cylinder volume, and nozzle distance) were related to the amount of skin irritation caused by the PNI device. Optimized injection conditions caused minimal skin lesions and are safe to use in practice. The results suggest that PNI has promising prospects as a novel technology for delivering insulin and other biological drugs.     

高校如何来传承地方非遗文化——以瓯塑为例

瓯塑艺术曾经辉煌了上千年,如今却面临后继乏人的窘境。怎样才能让瓯塑艺术重放异彩,谁来担当这个重任?高等院校是传承传统文化、继承历史文化遗产的重要基地,浙江工贸职业技术学院正以其开课授艺的独特传承方式,率先在全国作出示范,在全省高校中更是独树一帜。在瓯塑非物质文化遗产的保护、传承方面取得了显著的成效。     

英语若干特殊否定句式的句法—语用阐释

既往对英语特殊否定现象的研究在句法语用层面,结合形式句法移位和语用礼貌原则加以阐释,但难以涵盖不同相关句式。本研究对not think、notbecause以及notuntil三类特殊否定的生成和推理进行了句法—语用阐释。在形式句法层面,not think不存在移位,其生成动因完全归于语用原则;notbecause和notuntil则存在移位。在语用层面,not think类特殊否定从言者说话角度是基于礼貌原则,从听者推理角度是基于特定的主观性言语行为;而notbecause以及notuntil从言说角度是基于经济原则,从推理角度是基于对于预设的否定。     

技术生命周期判断方法研究综述

[目的/意义] 技术生命周期的精确判断有助于国家和企业对技术进行前瞻性管理,及时解决发展过程中的技术规划问题,帮助决策者及时了解技术发展动态,决定资本投资方向。[方法/过程] 文章基于文献综述法回顾了技术生命周期的发展历程、概括了当前技术生命周期阶段划分的主流观点,梳理了国内外技术生命周期判断方法相关研究成果,根据不同判断方法的技术特点与分析结果的特点将其划分为模型法、计量法与描述法3类。[结果/结论] 未来预测技术生命周期的判断继续以定量分析为主,将更加注重深层次的内容挖掘,尤其是深入文献内部所提取的一些能够体现技术生命周期阶段变化的指标信息可能会有更广阔的研究空间。     

社会治理共同体视角下应急科普能力提升路径

引导公众科学理性认识和应对突发公共事件,是应急科普的主要目的,也是社会治理的重要内容.本文基于对新冠肺炎疫情中应急科普工作的考察,从社会治理共同体的视角,按照"人人有责、人人尽责、人人享有"的理念,总结分析应急科普工作主要成效以及存在的主要问题,并据此提出激发多元主体参与、协同开展应急科普的建议以及推动社会治理协同化、高效化、社会化、智能化.     

京津冀三地科普现状对比分析研究

科学普及和科技创新是实现创新发展的两翼.科学普及是提高公民科学素质、增强国家创新能力的重要手段.本文基于2019年中国科普统计的调查数据,从科普人员、科普场地、科普经费、科普传媒、科普活动5个方面,对比分析了京津冀三地的科普现状,总结了三地科普事业统筹发展面临的问题,并提出了相应的对策建议.     

试论以学生社团推进高校志愿服务工作

近年来,高校志愿服务活动迅速发展,但仍存在活动内容专业性不强,机制不健全,志愿者流失严重等问题。社团作为大学生思想政治教育的重要阵地之一,在一定程度上可以丰富高校志愿服务工作载体,利用其自身优势解决现有问题,进而推动高校志愿服务工作的不断发展。     

Digital storytelling and the nature of knowledge

While storytelling pedagogy presents novel perspectives and affordances to educators, a fundamental question that bears attention is the match between storytelling pedagogy and the nature of knowledge. Quite simply, the problem may be posed thus: is storytelling the optimum means for teaching all forms of knowledge? While rather obvious matches occur for knowledge in the social science, humanities, languages and literacy education, would storytelling pedagogy ‘work’ for the natural sciences, technology, engineering and mathematics classrooms? If so, what may be optimum means to integrate storytelling instruction in these latter kinds of classrooms? In this study, we report on the results of an implementation of digital storytelling in a grade five science classroom. Using what we termed the ‘edu-tainment’ approach, we asked students to design a digital story that communicated a scientific concept embedded within the narrative structure—characters within the narrative would experience the effects of the concept, the quality of the story being proxy indicators of students’ understanding of the scientific concept. We propose that this pedagogical strategy presents a strong challenge to discern students’ understanding, and we also discuss the effect of knowledge forms on the success of this pedagogy.