少数民族传统体育延续与消亡内在理路与治理省思 ——互动仪式链的视角

运用文献资料法、理论分析法、思辨法等，以“互动仪式链”理论为学理支撑，对少数民族传统体育延续与消亡的原因进行剖析。发现，“仪式活动”是少数民族传统体育活动的“身体共在”与延续的结构性基础，“神秘力量”获得与运动愉悦感是其存续的精神动力；情感沉降、外界屏障与“精英缺失”是造成其消亡的重要原因。在少数民族传统体育的促进与治理中，要注重“仪式空间”的保护，重视族群“局内人”的设定；关注族群“神秘”与世俗情感的“二向性”需求；突出“卡里斯玛”的个体功用，促进“情感能量流”形成。     

条件化恐惧消退的神经机制研究进展

经典恐惧条件化是研究情绪学习记忆的重要动物模型;条件化恐惧消退是一主动的、新的学习过程而非原有恐惧记忆的简单遗忘.目前,对于恐惧消退神经机制的了解还远滞后于恐惧条件化本身.本文综述了近年来条件化恐惧消退神经机制研究的主要成果,重点对前额叶与杏仁核在恐惧消退中的作用进行了讨论.     

杭州市区污染物消光特性研究

利用美国IMPROVE能见度公式,分析2011年6月至2012年5月杭州大气复合污染综合监测数据,研究污染物的消光特征,确定首要消光物质.研究结果表明,随着能见度降低,污染物消光系数在大气总消光系数中的比例逐渐减少,从10km处的85%左右降低到2km以下的22%左右.与10km处相比,2km处的NO₃^-和SO₄^2-消光系数分别增长3.43倍和2.15倍.杭州污染物质的消光系数具有非常明显的季节变化和日变化特征,硝酸盐表现为夏季较低,冬季较高;硫酸盐表现为秋季高,其他3季相对较低.     

瞽史新探

＂瞽史＂一词在《国语》等先秦文献中多次出现,千百年来,历代学者对其有着见仁见智的诠释。或以为＂瞽史＂是＂瞽＂与＂史＂,或以为＂瞽史＂为独立的史职,或以为其为文字产生前的盲人史官,或以为其为文字产生后的记事史官。如果深入探寻瞽史产生的历史背景,并对瞽史的来龙去脉及瞽史之《纪》的性质进行进一步的探讨,则有种种迹象表明,瞽史并非盲人史官,而是在文字产生以后主要负责追记口传史事的史官。     

捕获对小容量污染环境中一类广义Logistic种群的影响

采用比较原理和微分不等式等方法,研究了一类广义Loglstlc种群的生存状况．在污染环境容量较小且捕获量是关于种群数量的线性函数条件下,给出种群弱持续生存、绝灭、β-持续生存和β-绝灭的充分条件．     

Children in nature: sensory engagement and the experience of biodiversity

Given concerns for a severely diminished childhood experience of nature, coupled with alarm for a rapidly diminishing global biodiversity, this article considers the potential for childhood nature experience to be an important part of biodiversity understanding. Findings from two studies are integrated and presented as windows into childhood nature experience to illuminate important aspects of sensory rich learning. In one study from Sweden, semi-structured interviews with adults were conducted and analyzed to explore an understanding of the sensory experience of childhood collecting in nature via participant memories. In the second study, direct observations of children’s play and exploration in an outdoor kindergarten in Norway were conducted and analyzed. Bringing these two studies together for shared analysis is useful for investigating biodiversity experience and understanding. Analysis supports the idea that the experience of biodiversity, actual childhood interaction with variation and diversity with living and nonliving items from nature allows children important learning opportunities, inclusive of biodiversity understanding. The results support practical implications for sensory rich environmental education and underscores the practical importance of childhood access to nature.