曲阜市“三孔”景区发展现状及策略

曲阜市作为孔圣人诞生之地拥有着世界级文化旅游资源——孔庙、孔府、孔林,进一步发掘和充分利用这笔丰厚的文化遗产意义重大。“三孔”景区拥有着在资源、政策和交通等方面的独特优势,但也存在着在基础设施、旅游产品、旅游服务等方面的劣势。“三孔”景区发展策略主要包括：开发景区多样化旅游产品、加快景区基础设施建设、提升导游人员素质、保护与发展相协调和提高市民的文化素质。     

"野味与草木"——中古时期英格兰王室森林问题

英格兰王室森林区形成于诺曼王朝,亨利二世时代王室森林区的面积达到顶点,14世纪以后逐渐衰落。王室森林区不仅是国王的猎场,也是王室赚取利益之所在。由于国王以此侵占地方利益,因此地方与国王就此问题的博弈成为中古英格兰社会政治生活的重要组成部分。     

灵石山国家森林公园森林景观资产评估

森林景观是开展森林旅游的物质基础,其美学价值的高低直接影响森林景观区的游客数量．针对灵石山国家森林公园的经营目前已陷入困境,欲进行公园旅游经营权转让的现状,本文采用条件价值法和成本法对该公园的森林景观资产进行评估,为森林景观所有者或经营者提供科学决策依据．     

Combating low completion rates in Nordic welfare states: policy design in Norway and Sweden

ABSTRACT

Low completion rate in upper secondary education is seen as a big problem in the Nordic countries. School failure has shown to dramatically increase the risks for unemployment and labour market exclusion with severe consequences for both society and the young person. This paper analyses national policy measures to combat low upper secondary education completion rates in Norway and Sweden, often regarded as representing a social democratic welfare model and a universalistic transition regime. The analysis demonstrates that although this issue has received extensive political attention, the two countries display somewhat different policy designs. The Norwegian approach is proactive and targeted while the Swedish policy is more general and directed towards reforming organisational structures in upper-secondary education. In sum, our analysis demonstrates that national governance structures shape and influence policy design in the context of an increasingly diversified Nordic social democratic welfare state regime.     

挪威孔子学院长拳类武术课程内容设计

文章拟采用专家访谈法、问卷调查法、实验法、比较分析法、数理统计法等研究方法,对挪威孔子学院长拳类武术课程内容与标准进行设计。得出以下结论,挪威孔子学院长拳类课程内容共分为三个部分,分别为武德、武术理论、武术技术。挪威孔子学院长拳类武术课程内容设计得到了专家们的一致肯定,教学效果显著,达到了预期的目的。挪威孔子学院长拳类武术课程内容与标准设计与实施对武术在挪威的推广与发展具有里程碑的意义。     

Do different routes to becoming a special educator produce different understandings of the profession and its core concepts?

There are multiple routes to becoming a special educator in Norway. In recent years, bachelor's degree programmes have offered an alternative to the traditional path in which special education coursework is taken as a part of teacher education. The purpose of this study was to investigate whether these different programmes produce different understandings of the special education profession and its core concepts. We surveyed 27 bachelor students and 36 teacher education students using open-ended questions concerning their future goals and expectations and the concepts of ‘inclusion,’ ‘learning disability,’ and ‘special educator’. Teacher education students were more likely to: (a) view inclusion from a broad perspective, emphasizing a sense of belonging and community, (b) define the concept of learning disability from a categorical perspective, and (c) perceive special educators as essentially ‘expert’ teachers for children with special needs. Bachelor’s degree students also emphasized special educators’ role in supporting individuals with special needs, yet were more likely to apply a relational perspective when describing the concept of learning disability.     

A comparison between children's physical activity levels at school and learning in an outdoor environment

Physical activity levels were measured with an accelerometer in a case study including 19 children, from nine to ten years of age, in a Danish primary school. The teachers conducted their teaching in a forest every Thursday from 2000 to 2003. The purpose of this study was to measure the students' activity levels during outdoor learning days in the forest and compare them with a traditional school day on the one hand, and a traditional school day including two physical education lessons, on the other. The mean activity levels were more than twice as high on the forest days measured on two occasions. Expressed in percentages, winter (2000) measurements were 106% (range 14–194%), and summer (2001) measurements were 113% (range 41–224%) higher compared to traditional school days. Furthermore, in 2002 the mean activity level measured on a day including two physical education lessons was equal to a day in an outdoor environment. In conclusion, this case study demonstrates a significantly higher level of physical activity when indoor and outdoor learning contexts are combined. From a physical health perspective outdoor learning is recommended in the folkeskole.     

太湖流域安吉县林地养分流失评估

土壤侵蚀造成的营养物质迁移是太湖流域水环境质量下降的主要原因之一。为了全面认识太湖流域上游地区土壤侵蚀对流域水环境的威胁,为当地的林地经营部门的管理提供参考意见,本研究基于2007年的安吉县森林二类调查数据,采用土壤侵蚀模数与养分含量系数法,评估了安吉县林地土壤侵蚀量以及TN、TP、TK和有机质等4种养分流失量。结果表明：安吉县林地年土壤侵蚀量75.13万t,约合558.87t（/km2·a）;因土壤侵蚀每年约有657t全氮、272.95t全磷、7858t全钾和1.51万t有机质的养分流失;从林地类型来看,竹林和经济林是林地土壤侵蚀及养分流失的主体（累计贡献率77%）;而从地貌类型特征来看,90%的土壤侵蚀及养分流失来自丘陵和低山林地,76%的土壤侵蚀及养分流失来自斜坡和陡坡上的林地     

"竹林七贤"及其贤与不贤

“竹林七贤”是曹魏中后期的一个饮酒清谈的文人群体 ,得名于“七人常集于竹林之下 ,肆意酣畅”。本文考察和阐述“竹林七贤”的主要活动时间 ,他们的政治倾向、人生态度等的相似之处 ,以及后来在司马氏强权统治下政治态度、处事作风的分化等几个问题 ,以明“竹林七贤”之“贤”与“不贤”。     

Prospects for Expanded Universal Service in Europe: The Cases of Denmark, the Netherlands, and Norway

In Europe, universal service developed within a public-service-oriented institutional framework. The historical conflicts that produced these institutional arrangements are still important for national policymaking. Furthermore, the level of technological development and integration in the European Union forms the context in which decisions concerning universal service are made. Our analysis of telecommunications policies in three small European countries - Denmark, the Netherlands, and Norway - shows that business actors are well networked and press for a minimal definition of universal services, whereas those actors promoting an extended definition seem to be less coordinated and therefore less successful. Hence it is unlikely that universal services will be defined more extensively in the future.