Evaluation of the non‐formal forest education sector in the state of North Rhine‐Westphalia,Germany: organisations,programmes and framework conditions

Although a large number of different organisations offer various forest education programmes within Germany, specific information (i.e., sectoral and programme content and provision at a state level) is lacking. This study used a survey of all 61 forest education organisations (43 respondents) in the state of North Rhine‐Westphalia, Germany, to evaluate its forest education sector, with a specific focus on the organisations, demand for its services, forest educational programmes and framework conditions. Input from expert interviews was also used to develop recommendations. The study indicates that, especially with children as the main target group, many non‐formal programmes are offered to support the formal environmental education sector and to promote leisure activities in the forest. Yet, despite a high demand for forest education, low personnel resources restrict the number of visits and activities, principally owing to limited financial resource. We also discuss the provision of innovative new educational programmes and supplementary services, combined with increased quality management, that could be beneficial to the future development of the sector in NRW.     

To be or not to be ‘a disabled student’ in higher education: the case of a postgraduate ‘non‐declaring’ (disabled) student

This paper draws on data from a research project that was funded by the UK's Higher Education Academy. The project focused on the experiences of disabled students in one English higher education institution, and a key feature of the project was to attempt to access the perspectives of ‘non‐declaring’ disabled students. This paper draws on the experiences of one of the ‘non‐declaring’ respondents, Anna, a postgraduate student. In the UK, some students declare their disabled status on entry to a higher education institution, some do so once at the institution and some never let the institution know of their impairment. It is the perspectives of this latter group that are particularly difficult to access. Anna's experiences as a postgraduate student provide some insight into what may affect decisions about declaration of impairment. Drawing on a social‐relational understanding of disability, factors that influenced her decision not to ‘declare’ and the consequent effect on her experience of higher education are explored.     

提升旅游产业开放水平助推海南国际旅游岛建设

为提升旅游产业开放水平,助推海南国际旅游岛建设,文章紧密结合国务院出台的《国务院关于推进海南国际旅游岛建设发展的若干意见》,从海南旅游产业开放的重要性和紧迫性对海南旅游产业开放现状进行分析,并指出其特征;通过对海南旅游产业开放存在问题的分析,指出海南旅游产业开放所应进行的路径选择。     

医学本科生就业困难原因分析及对策

文章对医学本科生就业困难存在以下原因：用人单位需求出现了变化、医学本科生没有足够的思想和心理准备、基层医院工作条件和待遇太差。针对存在问题提出相应解决对策：学校与用人单位共建教学实习基地、学校要努力做好学生求职能力的培养工作、学校要努力帮助学生树立正确的就业观、政府要努力加大基本医疗卫生建设投入,为医学本科生就业创造良好外部条件、学校要努力做好招聘、应聘服务。     

海南高校英语专业教师在课堂上语码转换的研究

通过对海南四所开有英语本科专业教学工作的高校教师课堂语码转换的调查,发现海南高校教师和学生对课堂语码转换持肯定态度。通过比较,发现海南教师课堂语码转换与内陆高校存在差异。教师和学生对母语的教学期望值不一致,英语教学中母语使用状况有待改善。海南教师应注意课堂语码转换,使其更有效地为目的语教学服务。     

在拆迁工作中构建和谐党群关系

随着城市化进程的不断加快,市政工程建设成为城市化进程的开路先锋。大量老城区的拆迁改造工作中出现的党群冲突时有发生,严重影响了和谐党群关系的构建及和谐社会建设。文章分析了在拆迁工作中出现党群关系不和谐现象的原因及相关经验教训,对于如何在拆迁工作中构建和谐党群关系进行了探究。     

“以人为本”思想与高校思想政治教育工作

“以人为本”是科学发展观的本质规定。高校思想政治教育工作担负着培养社会主义建设者和接班人的重任,在高校思想政治教育工作中坚持以人为本,就是尊重人在教育中的主体地位,在教育工作中把人的发展放到首位,帮助大学生树立正确的价值取向,实现思想政治教育促进受教育者全面发展的最终目的。     

教师参与课程决策的文化反思

教师参与课程决策是教师课程权的一种具体表现。但在教师参与课程决策的实践过程中遭遇到来自诸如观念文化障碍、制度文化障碍、行为文化障碍等文化障碍因素的影响。为了更好地促进教师参与课程决策,需要从以下几个方面入手：创新教师课程决策文化,以立法形式保障教师课程决策权,构建积极主动的教师课程决策行为文化,构建教师参与课程决策的技术支持文化,加快课程决策的信息化等。     

重话传统德育

推进现代德育及其现代化建设,必须对传统德育加以批判的继承。不可忽视的是在对其进行继承的超越过程中,对传统德育的认识理解存在一些问题,主要表现在：主流认识中存在着共时态层面传统德育研究的窄化倾向与历时态层面儒家德育研究的泛化趋势,以及大传统德育与小传统德育的两种不同认识。此外,也存在传统德育与德育传统的混淆以及对“传统德育”这一学术基础用词的错用甚至是滥用。这些共同构成了重话传统德育的现实机缘。     

刘宋、南齐财政体系与货币政策初探

刘宋、南齐二朝财政收入以农业税收为大宗,田租、户调大体沿袭东晋,唯户调货币征收比重增加;商业税收项目大体沿袭前代。中央与地方财政关系受政局变动和社会稳定程度影响颇深。由于刘宋、南齐二朝财政状况总体不佳,官员俸禄一般无法正常发放,地方官通过送故钱弥补朝廷俸禄的不足。刘宋、南齐二朝经济状况的走势也反映在货币政策的变化上。