广东民族地区林区当前状况的考察及思考

本文论述了在国家林业政策转变的情况下，在市场经济的大环境里，广东民族地区林区生产、生活现状，存在的突出问题及解决的措施和方法，并尝试探讨广东省民族地区林业发展问题。     

西方利基政党类型理论述评

利基政党(Niche Parties)概念自邦尼·M·马吉德提出以来,西方学者对这一政党类型的定义、分类、特色行为模式、选举表现的理论解释等进行了广泛地研究,形成了内容丰富的利基政党类型理论,反映并勾画了20世纪下半期西欧出现的一批不同于传统主流政党的绿党、激进右翼政党和民族地区主义政党等新型政党的特点,对西方社会中的政党变化具有较强的解释力。但是,利基政党类型理论忽视了个体政党之间的区别,主要局限于西欧政党政治,其适用性与解释力无疑受到了限制。     

高等职业院校的教师培训

加强高等职业院校的教师培训是办好职业技术教育的一项重要任务.本文通过对高职院校师资队伍及开展教师培训的特殊性与现状的分析,提出高职院校开展教师培训的内容、方法以及加强教师培训的措施与途径.     

谁引春风度玉关--关于左宗棠植树造林、治理西北生态环境的若干考察与启示

左宗棠是近代以来对西北生态环境给予深切关注和进行初步治理的第一人。在西北十余年中，他从植树造林，引种桑棉，保护道路，美化市镇，改善生存环境等方面，进行了诸多有益的治理与建设，在一定程度上改善了西北地区的生态状况，很值得研究和总结。     

Towards a Comprehensive Account of Effective Thinking

Due to its strong focus on reasoning and argumentation, critical thinking lacks the breadth required of a comprehensive account of higher order thinking. In particular, critical thinking does not promote reflection on the underlying problems or situations that people think about. This paper reviews various proposed additions to and reorientations of the critical thinking paradigm. It presents a conceptual framework that encompasses the most promising extensions as topics in a broadened account of higher order thinking. This account can be understood as an elaboration of problem solving along two dimensions: Problem types, which are generic thinking situations; and problem solving functions, which are generic thinking tasks. The proposed topic-level account of higher order thinking offers a greatly enlarged view of what should be taught in general thinking skills programs.     

我国体育人口活动项目的参与率对大学公共体育课教学改革的指导意义

长期以来，我国学校体育与社会体育相互脱节，本文通过我国体育人口活动项目的参与率来指导大学公共体育课程改革，探讨通过公共体育课教学改革，重点教会大学生羽毛球、乒乓球、体育舞蹈、篮排足球等在我国较有群众基础的一两项运动技术技能，进而培养学生形成终生体育思想的思路和方法．     

温度对中国林蛙(Rana chensinensis)蝌蚪生长发育的影响

为了解温度对中国林蛙(Rana chensinensis)蝌蚪生长发育的影响,将蝌蚪分别在5℃、15℃和25℃三个不同驯化温度下饲养直至完全变态成蛙,饲养期间定时测量记录蝌蚪全长、体长、体宽及变态情况,所得数据的方差分析结果表明,中国林蛙蝌蚪的生长发育不但随发育时间变化而且受温度影响显著,在5℃下饲养其身体全长及体长增长最快,在25℃下饲养体宽增长最快;在相同时间内,25℃饲养温度下蝌蚪的变态率最高,而在5℃下,蝌蚪均不能完成变态发育。     

Types and Qualities of Knowledge and their Relations to Problem Solving in Physics

Based on empirical findings and theoretical considerations related to the field of expertise research, the importance of “types” and “qualities” of knowledge in relation to problem solving in physics was investigated. The students (N =138) in this study had a level of competence that corresponds to an intensive beginner college course in physics. It was found that conceptual declarative knowledge and problem scheme knowledge are excellent predictors of problem solving performance. However, a detailed analysis shows that the first knowledge type is more typical for low achievers (novices) in physics problem solving whereas the second type is predominately used by high achievers (experts). Regarding types and qualities of knowledge and their relations to problem solving, the results of a multidimensional scaling analysis (MDS) indicate that two dimensions of knowledge can be distinguished. On the extreme limits of the first dimension, which could be named “problem solving relevance vs. structure of discipline”, are the types of knowledge and the qualities of knowledge, respectively. The second dimension of knowledge could be named “single knowledge elements vs. organised knowledge units”. There are types of knowledge as well as qualities of knowledge distributed along this dimension. Consequences of these results for improving physics education are discussed.     

Opportunities to Learn in the Budapest Mathematics Classroom

This paper examines the nature of the problems posed, the processes by which their solutions were made public, their structural contribution to a lesson and the opportunities they offered for the learning of mathematics in Budapest, Hungary. The problems were derived from observations, the processes of which were informed by various comparative studies, of 94 mathematics lessons in the 10–14 age range. Problems, the analysis and categorisation of which were informed by the literature, tended to fall into two categories – single response with high levels of cognitive demand and multiple response with high levels of cognitive demand. Structurally lessons fell into a well practised pattern of classroom behaviour. They began with a public review of homework, comprising two or three multiple response problems which were solved collaboratively. This was followed by a warm-up period involving the oral setting and mental solving of a few single response problems. Lastly, the main body of the lesson involved several cycles in which a multiple response problem was posed, attempted individually before solutions were shared publicly. Lessons ended with homework being set. The discussion of the findings is framed by Hungary's variable performance on recent international tests of mathematical attainment.     

浅谈生物资产准则在林木类生物资产核算中的运用

财政部颁发的《企业会计准则-生物资产》将生物资产划分为消耗性生物资产、生产性生物资产、公益性生物资产，根据林木类生物资产的特点，将用材林归为消耗性生物资产，经济林、母树林归为生产性生物资产，防风固沙林、水土保持林、水源涵养林和风景林归为公益性生物资产。根据生物资产准则的规定，结合林木类生物资产的特点，规范进行林木类生物资产的会计核算。