“资源下乡”步伐坚实 均衡教育强市惠民——中山教育信息化内涵发展之路

为贯彻实施省教育厅《关于深入实施广东省教育资源下乡行动计划的通知》等有关文件精神,中山市教育局把缩小城乡教育差距．促进义务教育均衡化发展作为工作重点。     

制作展播名师课堂实录让农村师生足不出户享名优教育资源

作为经济欠发达的粤北山区,韶关市以省教育厅《关于实施广东省教育资源下乡行动计划（2009—2015）》、《关于深入实施“广东省教育资源下乡行动计划”的通知》为指引,因地制宜,制定《韶关市教育资源下乡行动计划实施方案》,积极探索基础教育信息化建设和应用的新路子,实施以信息化促进义务教育均衡发展战略,     

以“六个抓手”为工作切入点认真实施“广东省教育资源下乡行动计划”

为贯彻广东省政府办公厅《关于推进广东省义务教育均衡发展的实施意见》、广东省教育厅《关于实施（广东省教育资源下乡行动计划（2009-2015年》的通知》和广东省教育厅《关于深入实施广东省教育资源下乡行动计划的通知》精神,我们大力推进农村中小学校教育信息化基础设施建设,     

Helping Homeless Families Overcome Barriers to Successful Functioning

The author articulates key stressors in the lives of families who are homeless. These stresses often combine with barriers such as lack of job opportunities and/or insensitive professionals. Strategies for helping homeless families overcome these barriers and related issues are presented.     

用法治理性建构校园和谐

建设校园和谐关系,以法治理性的价值判断和价值选择审视并优化校园环境,是坚持以人为本、以民主法治原则建设校园和谐关系的关键所在。以民主法治原则构建现代校园和谐关系是法治理性的基本要求;尊重人权是法治理性的真谛;校园和谐需要法治理性的宽容精神;法治理性包含对法制的敬畏和行使自由权利的节制;校园和谐关系呼唤体现法治理性的校园文化。学校教育通过尊重和保护青年学生的正当权利并使其自觉践行义务的过程,使他们长期浸润在崇尚法治的文化氛围里,培养并形成他们未来人生中自觉的、理性的遵纪守法和护法精神。     

The relation of multiple-schedule behavioral contrast to deprivation,time in session,and within-session changes in responding

Pigeons' keypecking was reinforced by food on baseline schedules of multiple variable interval (VI) x VI x and on contrast schedules of multiple VI x VI y. Deprivation of food was varied by maintaining subjects at 75%, 85%, and 95% (+/- 2%) of their free-feeding weights. Positive and negative behavioral contrast were observed. The size of the contrast was not systematically altered by changes in deprivation. Positive and negative contrast were both larger later in the session than they were earlier. Within-session decreases in responding were steeper for the baseline than for the contrast schedules for positive contrast. Within-session decreases were steeper for the contrast than for the baseline schedules for negative contrast. These results were predicted by the idea that different amounts of habituation to the reinforcer during the baseline and contrast schedules contribute to behavioral contrast. The results show that contrast occurs under conditions that reduce the effect of the following component. The results support the assumption that positive and negative contrast are produced by symmetrical theoretical variables.     

Impact of brief or extended extinction of a taste aversion on inhibitory associations: Evidence from summation,retardation, and preference tests

In five conditioned taste aversion experiments with rats, summation, retardation, and preference tests were used to assess the effects of extinguishing a conditioned saccharin aversion for three or nine trials. In Experiment 1, a summation test showed that saccharin aversion extinguished over nine trials reduced the aversion to a merely conditioned flavor (vinegar), whereas three saccharin extinction trials did not subsequently influence the vinegar aversion. Experiment 2 clarified that result, with unpaired controls equated on flavor exposure prior to testing; the results with those controls suggested that the flavor extinguished for nine trials produced generalization decrement during testing. In Experiment 3, the saccharin aversion reconditioned slowly after nine extinction trials, but not after three. Those results suggested the development of latent inhibition after more than three extinction trials. Preference tests comparing saccharin consumption with a concurrently available fluid (water in Experiment 4, saline in Experiment 5) showed that the preference for saccharin was greater after nine extinction trials than after three. However, saccharin preference after nine extinction trials was not greater, as compared with that for either latent inhibition controls (Experiments 4 and 5) or a control given equated exposures to saccharin and trained to drink saline at a high rate prior to testing (Experiment 5). Concerns about whether conditioned inhibition has been demonstrated in any flavor aversion procedure are discussed. Our findings help explain both successes and failures in demonstrating postextinction conditioned response recovery effects reported in the conditioned taste aversion literature, and they can be explained using a memory interference account.     

毛泽东同志的“减负”思想及启示

毛泽东同志在减轻学生负担、关注学生身心健康方面作了大量论述,对新中国成立后的教育发展影响很大。毛泽东同志“减负”思想的基本出发点是要学生生动活泼地、主动地发展,其科学内核包括精简课程设置和教材;反对注入式教学方法,提倡启发式教学方法;改革考试和评价方法。毛泽东同志的“减负”思想,对当前我国教育改革有重要的启示。     

从英汉对比角度看英语定语从句的翻译

对英汉复句组织特点和英语定语从句与汉语的形容性修饰成份的语序进行粗略的对比 ,分析了翻译英语定语从句中可能遇到的障碍并简要论述了其译法。由于英语定语从句在不同的语境中可表达不同的概念 ,起着不同的功用 ,译者常须根据句间句群间的逻辑语义关系与汉语规范重构汉语译文。     

WTO与丹东高等教育发展

中国加入WTO,参与经济全球化的竞争,面临新的机遇和挑战.综合国力的竞争,归根到底是科技和人才的竞争.“国运兴衰,系于教育“,尤其是高等教育发展已成为制约经济发展的“瓶颈“所在.WTO挑战丹东高等教育的发展,同时也是丹东经济腾飞的“助推器“,关键是我们如何面对挑战,抓住机遇,振兴丹东经济.