论学科性公司创办的准备

学科性公司的创办对于高职院校坚持为社会服务的办学方向,实现学校科研成果向生产力的快速转化和科技人员科研成果的保值增值,具有重要意义。创办学科性公司是一项复杂的工作,只有在认识观念、组织环境、优势学科、规范章程等方面做好充分准备,才能办好学科性公司,并通过学科性公司的创办实现社会、学校、教师、企业、学生多方共赢的可持续发展。     

A comparative study of two pre-service teacher preparation programmes in the USA and Romania

This article presents an overall exploratory comparison of two specific pre-service teacher preparation programmes at two research-intensive institutions of higher education in the USA and Romania. The main conclusions suggest that US and Romanian teacher candidates differ very little in their ratings of their respective programmes in terms of learning in the programme, preparation for general teaching and twenty-first century skills. The largest differences were recorded for the university supervisor and cooperating teacher constructs, which the US teacher candidates rated considerably higher than their Romanian peers, namely in the quality and extent of applied field and clinical experiences, which merit further exploration.     

浅析资产减值准备对企业会计核算的影响

近来，一些企业根据会计准则中对“资产减值准备”计提的灵活性，为了自己的目的而进行随意调整。本文阐述了“资产减值准备”中的坏帐准备、长期投资减值准备、短期投资减值准备、存货跌价准备对企业会计核算的影响。为了规范“资产减值准备”的核算，应建立和完善会计制度、准则和内部控制系统，提高会计人员素质，加强会计监督。     

黄芪成分F_3新制剂抗肿瘤的实验研究

[目的]研究黄芪成分F_3新制剂对荷瘤小鼠生存期及实体瘤生长抑制的影响。[方法]纯系Balb/c小鼠荷瘤后随机分组,连续用药10d,观察腹水荷瘤小鼠的生存时间;观察抑瘤率的小鼠于荷瘤第15d后处死,剥瘤称重。[结果]腹腔注射黄芪成分F_3新制剂能显著延长腹水荷瘤小鼠的生命延长率;对U_(14)、S_(180)实体瘤的抑瘤率分别达71.29％、70.97％。[结论]黄芪成分F_3新制剂对荷瘤小鼠具有显著的抑癌作用。     

水井污染与井到化粪池间距的季节相关性

在佛罗里达州的帕尔姆贝镇(PalmBay),约有4万居民依靠化粪池处理废物,并以井水作为饮用水源。由于化粪池所在地为疏松多孔的沙质土,在每年7～9月份强降雨季节(降雨量>630mm),就出现地下水位升高和化粪池溢流。在雨季,沙质土壤被水浸透,化粪池中的淋渗物不能穿过沙土层下渗,从而造成地下水污染。因此,对于那些饮用当地井水的人来说,其健康受到了威胁。对帕尔姆贝镇的60眼民用水井中肠道杆菌、硝酸根和磷酸根含量进行了测定,以确定季节对这些参数与井池距之间的相关性是否有明显影响。结果表明与旱季相比,在雨季从化粪池周围各距离点搜集到的地下水样中肠道杆菌含量高出1倍,硝酸根和磷酸根含量也较高。另外,肠道杆菌、硝酸根和磷酸根含量的增加与井池距的缩短之间存在显著的统计学相关性。     

Challenges to university autonomy in initial teacher education programmes: The cases of England,Manitoba and British Columbia

Since the middle of the twentieth century in England and Canada responsibility for the design and delivery of pre-service teacher programmes has been located primarily in universities and their Faculties/Schools of Education. Operating within a tradition of university autonomy, the governance of these programmes is nonetheless constrained by the accreditation and certification requirements of the state and the profession and the pragmatic demands of teachers’ work. Over the last two decades, a variety of provisions have been made to regulate the pre-service preparation of teachers in both countries that have afforded quite different roles and authority to the state, the university, and the teaching profession. It is the interplay of these pressures on the governance of initial teacher preparation in three different jurisdictions—England, Manitoba and British Columbia—and the characterisation of teacher preparation associated with each, that is the focus of this article.     

教育装备故障的原因及特点

老化磨损、可靠性差、灾害事故、使用环境、不合理储存、人为因素等都是引发教育装备发生故障的原因。其中高使用率、老旧设备、人为因素引发高故障率是教育装备发生故障的特点。针对教育装备故障的原因及特点,提出冗余准备、及时淘汰、针对性教学、严格管理等应对措施。     

“You have to be able to adjust your own self”: Latinx students’ transitions into college from a low-performing urban high school

This case study explores the first year college transition experiences of a cohort of eight first generation Latinx students who graduated from the same low-performing urban high school. Drawing on Tara Yosso’s (2005) model of community cultural wealth, I examine the challenges students confronted at their respective postsecondary institutions and highlight connections to their high school preparation. Findings demonstrate how students mobilized aspirational, navigational, social, and familial wealth to overcome barriers and persist. This study suggests the value of applying asset-based frameworks to understand the college pathways of students of color.     

Insights from South African students preparing for early childhood teaching: contexts neglected in teacher preparation

The preparation of teachers for diversity within and between schools is a growing focus in teacher education worldwide, and particularly in South Africa, where the education landscape has shifted dramatically since the democratic elections of 1994. While diversity is a recurring theme in the literature, the matter of contextual diversity still offers serious challenges to teacher education. This paper focuses on the urgent need to prepare teachers for all school contexts in South Africa, particularly those where neglect carrying over from Apartheid inequalities make failure and a sense of inferiority the norm. It uses critical theory and the capabilities approach to analyse extracts from discussions with early years’ student teachers which express needs with regard to preparation for specific situations faced during field experience with young children. The analysis shows that these students are not adequately prepared to teach in the previously disadvantaged schools which cater for the majority of South Africa’s learners, and that there is a disjuncture between preparation received in the lecture room and realities encountered in the field. It argues for a shift in emphasis from teacher education models which construct middle class classrooms as ideal to those which build quality education for disadvantaged learners, rural contexts, and African language speakers.     

We Can Cook! Snack Preparation with Toddlers and Twos

Because toddlers and 2-year-olds learn and explore by using their senses, cooking provides a wealth of multisensory experiences. They can touch, taste, see, smell, and hear food. Cooking can boost children's self-esteem, since it provides children with firsthand experiences, involving them in the processes of planning, preparing, and cleaning. Carefully planned and developmentally appropriate cooking projects can provide young children the opportunity of experiencing the rewards of cooking, such as a sense of accomplishment, joy, and excitement.