学习贯彻十六大精神开创高校党建工作新局面

高校学习贯彻十六大精神,开创党建工作新局面,必须把党的思想建设、组织建设和作风建设结合起来,并把制度建设贯穿其中,努力做到思想建设要有新境界,组织建设要有新突破,作风建设要有新形象。     

贯彻“十六大”精神开创民族教育工作新局面

江泽民同志在“十六大”所作的报告具有重要的历史意义和现实意义 ,是搞好民族教育工作的重要指导思想和理论基础 ,也是搞好民族教育工作的行动指南。必须深入学习贯彻“十六大”精神 ,采取五项措施 ,进一步搞好民族教育工作。     

大学毕业生就业与人格特征的实证分析

大学毕业生就业除了受宏观大环境影响以外,也与大学生自身的个体差异有关。本文通过对2006年应届大学毕业生16PF测试数据的分析,发现就业组和未就业组同学在事务管理能力、独立性、成就因素、规范性和想象性等因素上存在显著差异。大学生在校期间除了努力学习专业知识以外,还要在这些方面有意识地提升自己,增强自身在初次就业中的竞争力。     

第15、16届世界杯赛角球进攻战术比较研究

本文采用临场观察统计法和对比法 ,对第 1 5、1 6届世界杯赛决赛阶段比赛角球进攻情况作了比较研究 ,初步揭示了角球进攻战术发展变化的一般特点 ,研究表明 :两届世界杯赛角球进攻数量相当而质量上则存在较大的差异 ;长传配合角球相对短传配合角球在进攻水平上有了明显提高 ;角球进攻战术将在未来足球进攻中发挥更为重要的作用     

高师生与综合性院校大学生卡特尔16PF人格测验与分析

采用卡特尔16PF人格测验量表,对洛阳师院和郑州大学共519名大学生人格特征和心理健康水平进行测试,结果显示:(1)所测大学生的人格特征和心理健康状况均处于正常水平;(2)两类大学的大学生相比较,在16种人格因素和8种次级因素上,少数个别因素有差异,其余均未达到显著水平;(3)男女性别之间作差异分析,人格特征显示出较大差异;(4)总体上有5.8%的学生心理不健康,其中高师生比例高于综合性院校.     

Diagnostic role of the antibody response to the 38kDa, 16kDa proteins and lipoarabinomannan of mycobacterium tuberculosis

The antibody response to the 38kDa, 16kDa and Lipoarabinomannan (LAM) antigens ofMycobacterium tuberculosis was evaluated using three different ELISAs based on these antigens. The study group included tuberculosis patients (n=52), patients with HIV and TB co-infection (n=10), other chest symptomatics (n=5), HIV infected individuals (n=10), leprosy cases (n=7) and healthy controls (n=75). The results indicate that the 38kDa and LAM based ELISA for IgM/IgG has a low specificity (ranging from 69–85%) and sensitivity (ranging from 55–78%). When three ELISAs are carried out on a single patient the probability of detection of tuberculosis was significantly increased to 95.2% indicating that a single ELISA test is of low sensitivity and that a combination of ELISA’s may be needed to be of any value as a diagnostic test for tuberculosis. Additionally, a western blot assay of the serum antibody response to protein fraction ofM. tuberculosis was analysed in 15 tuberculosis patients and five healthy controls. A multiple antibody response to various M.tuberculosis proteins was observed which varied from patient to patient as compared to controls who showed a single 38–39 kDa protein band positivity. These finding suggest that a western blot assay which determines the antibody response to a set of antigenic components ofM. tuberculosis could be a better serological test for the diagnosis of tuberculosis in our population.     

创新统一模式 早圆民族夙愿

党的十七大首次从国度意义上使用“中国”、“一国”。内涵的转换意味着解决台湾问题理念和模式之变。重袁轻里、重名轻实、重旗轻杆,是其战术特．量;由“形式”统一,达到“实质”统一,是其战略优选。     

中国化马克思主义国家统一观初探

根据统一的方式。中国共产党统一中国的历史分为三个阶段：用经典单一制统一中国;用单一制为主体的多元国家结构统一中国：用先形式后实质的方式统一中国。中国化马克思主义国家统一观认为,单一制和联邦制本身无优劣之分,其优点仅有相对意义;单一制和联邦制,都能实现国家统一;和谈、对话也能实现国家统一;一步到位的实质统一固然好,但有时以退为进,分阶段分步骤进行,先形式统一,再慢慢过渡到实质统一也是应该的、必须的。     

从十四大到十六大--从大会报告看中国共产党思想的发展

本文通过对十四大报告、十五大报告和十六大报告的系统分析,对党的13年来的历程进行考察,从中看出党的思想发展脉络与走向,以进一步学习和掌握十六大的精神。     

Does what you study at age 14–16 matter for educational transitions post-16?

Abstract

This paper considers whether subject choice at 14–16 influences post-16 transitions, taking into account prior academic attainment and school characteristics, and if so, whether this accounts for socioeconomic, gender, and ethnic differences in access to post-16 education. We consider post-16 progression to full-time education, A-levels, and studying two or more facilitating subjects at A-level. We use ‘Next Steps’, a study of 16,000 people born in England in 1989–1990, linked to administrative education records (the National Pupil Database). We find that students pursuing an EBacc-eligible curriculum at 14–16 had a greater probability of progression to all post-16 educational outcomes, while the reverse was true for students taking an applied GCSE subject. Curriculum differences did not explain the social class differences in post-16 progression, but an academic curriculum was equally valuable for working-class as for middle-class pupils. Pursuing an EBacc-eligible curriculum particularly strongly increased the chances of girls and white young people staying in the educational pipeline, whereas applied subjects were particularly detrimental for girls. An EBacc-eligible curriculum at age 14–16 increased the chances of studying subjects preferred by Russell Group universities at A-level.