岩下大鲵自然保护区蕨类植物资源初步研究

通过对采自岩下大鲵自然保护区250份蕨类植物标本整理鉴定表明。该区共有蕨类植物26科,55属,117种（包括亚种、变种）。优势科为：Dryopteridaceae, Polypodiaceae, Thelypteridaceae, Selaginellaceae, Aspleniaceae,Athyriaceaeo     

从“出家无家”到出家而有“家”——唐代僧尼孝道伦理现象略析

佛教主张出家无家,这也是唐代社会习俗及法律对僧尼的基本规范和要求。而朝廷频频发布诏令敦劝僧尼奉行孝道,佛教学者也重新解释孝的含义并大力宣传佛教的孝道,就使出世的佛教具有了浓重的世俗的意味,僧尼出家而有“家”,传统的出家观念就被打破了。     

预防和妥善处置突发事件是高校学生思想政治工作的新课题

突发事件是导致高校学生不稳定的重要因素,保持高校稳定,核心是如何保持高校学生的稳定,特别是在经济全球化、意识多元化、信息社会化、追求多样化的新的历史条件下,用什么方法能够科学而有效地预防和遏制高校学生突发事件的发生,是高校学生思想政治工作的新课题。现通过对突发事件类型、原因的分析,探索预防和处置突发事件的方法和措施,以达到稳定校园的目的。     

Young adult outcomes of the Abecedarian and CARE early childhood educational interventions

Adult benefits for participants in Project CARE were compared with those of the Abecedarian Project, a closely related randomized study of early childhood educational intervention for children from low-income families who were at risk of developmental delays and school failure. CARE replicated Abecedarian's young adult treatment-related educational and vocational attainment gains. CARE data also supported the Abecedarian reduction in marijuana use. Treated individuals in both studies reported adopting a more active life style. The average age at birth of a first child, the number of children, and the proportion of teen parents were positively affected in the Abecedarian sample but not in CARE. Finding significant educational and vocational gains lasting into young adulthood in the CARE study reinforces Abecedarian young adult findings and strengthens the case for early childhood intervention for children from low-income families.     

Families’ perceptions of early childhood educators’ fostering conversations and connections by sharing children's learning through pedagogical documentation

ABSTRACT

Belonging, Being and Becoming: The Early Years Learning Framework for Australia emphasises that families have an important role in their children's learning and it recognises that their earliest development is influenced through these relationships and adds that partnerships can be fostered with families by early childhood educators sharing the children's documented experiences. The research discussed employed an in-depth structured questionnaire. It involved 37 families with children aged from three to five years who attended an early learning centre in Northern Tasmania, Australia. The aim of this research was to determine these families’ perceptions, beliefs and experiences of educators sharing children's learning through pedagogical documentation. The documentation included hard copy and digital formats of the children's learning, capturing their voices and explorations. The findings show that families consider the sharing of documentation fosters family conversations about the children's learning experiences and helps to create stronger connections between the centre, home and extended family. Another recurring theme from the families’ responses was that children gain pride and a positive sense of identity when their documented work is shared with families.     

Finding Diego: A Bilingual Student Integrates School,Language, and Identity

This article presents a mixed-methods case study of Diego, a bilingual teen who completed public school in Florida. During adolescence, Diego negotiated multiple identities: successful student, Mexican American, bilingual, and typical U.S. teenager. Diego provided interviews and bilingual (English/Spanish) writing (narrative/expository) in 2008 (at age 12, Grade 6) and in 2012 (at age 16, Grade 10). A qualitative analysis of his interviews and a quantitative linguistic analysis of his writing reveal central elements of Diego’s language development as related to academic English and identity. Educational implications for working with bilingual adolescents are discussed.     

东晋门阀政治中的桓氏父子

在以门阀政治为特征的东晋政局中 ,士族与皇帝分享权力 ,士族有时甚至凌驾于皇权之上。桓温、桓玄父子均以取得皇权为目标 ,最终却连门户也无法保全。桓温的失败在于没有充分理解门阀政治的运行规则 ,打破了门阀政治的平衡原则 ;桓玄的失败则体现了士族势力的整体衰落。     

离异家庭小学生心理压力状况调查

目的:探讨离异家庭小学生心理压力特点并比较不同亚群体离异家庭小学生的心理压力状况的差异。方法:运用问卷法对165名离异家庭小学生的心理压力进行测量。结果:(1)离异家庭小学生总体心理压力水平显著高于完整家庭小学生的总体心理压力水平。来自父母教养、教师、丧失、学业、需要缺乏和不良行为方面的压力事件对离异家庭小学生的影响显著大于对完整家庭小学生的影响;(2)高年龄段学生受到来自丧失和社会两方面压力事件的影响显著大于低年龄段学生受到的影响;(3)父亲文化水平较低的离异家庭小学生受到来自学业方面的压力事件的影响显著大于父亲文化水平高的离异家庭小学生受到的影响,母亲文化水平较低的离异家庭小学生受到来自学业、不良行为方面的压力事件的影响显著大于母亲文化水平高的离异家庭小学生受到的影响;(4)来自需要缺乏、父母教养、不良行为方面的压力事件对离异家庭小学生的快乐感有较大影响。     

浅析高等学校在国家助学贷款中的责任范围

目前国家助学贷款实施过程中，存在着银行要求高等学校承担一定的连带责任而学校不愿承担的问题。究其原因，这是由于国家助学贷款中的几个主体——政府、银行、高校、学生之间的权利与责任界定不清晰所致。从高等学校的功能和权利义务对等两个角度对问题的成因进行分析，有助于廓清高等学校在国家助学贷款中的责任范围，并提出解决问题的政策建议。     

庐山植物区系的特征和植被的分布

本文通过对庐山植物区系成分的分析，指出庐山植物区系特征是：以亚热带植物成分为主，还有热带和温带植物成分的亚热带低山植被，具有古热带和冷北极两大植物区系成分的相互渗透、相互交融的一种过渡性自然景观．在植被分布上，明显地反映出亚热带低山植被的垂直地带性分布规律．