~(14)C-同化物在农垦58A水稻小孢子的分配与花粉败育

长日诱导不育HPGMR植株,随着花粉的发育,~(14)C葡萄糖同化产期分配到幼穗中的比率,从花粉单核早期的37.38％,不断下降到花粉成熟期的4.96％。反之,在短日诱导的可育植株中,则从花粉单核晚期的7.58％,增加到花粉充盈期的40.58％。可以认为,HPGMR花粉发育后期~(14)C-葡萄糖向幼穗运转的障碍和光合同化产物减少,是花粉败育的重要原因,它导致长日下典败花粉的形成。     

若尔盖地区1500O～10000a·B·P间的环境事件分析

若尔盖高原是我国最大的泥炭分布区之一，泥炭资源的蕴藏量可达７０亿立方米，且它是我国最大的高原沼泽地，因此研究本地区晚冰期以来的环境变化，揭示古环境的演变历史，进而揭示出一些环境的变化规律具有重要意义。本文着重以红原剖面的抱粉分析结果并结合１４Ｃ的测年对本地区１５０００～１００００ａ．Ｂ．Ｐ间的环境事件作了分析，揭示了晚冰期的环境演变特征。     

^14C—艾氏剂在树麻雀Passer montanus中的分布和代谢

利用同位素示踪法研究14C-艾氏剂在树麻雀中的分布和代谢.结果表明,树麻雀摄食了14C-艾氏剂标记饲料24h后,14C-艾氏剂及其代谢物主要分布于脂肪组织中,浓度是其它组织的5～70倍.艾氏剂在各组织中的分布趋势为脂肪＞气管＞胃＞肝脏＞肠＞脾脏＞羽毛＞心脏＞胰脏＞肾＞剩余部分＞肌肉＞眼＞脑.艾氏剂在树麻雀中被代谢为狄氏剂,后者占可提取态14C活度的91.1%～100%.而母体艾氏剂的比例在各器官组织中都为0.     

《学生家庭经济困难程度测评方案》实践研究

贫困生认定是学生资助工作的“牛鼻子”,也是精准资助的难点,贫困生的认定实际上是贫困家庭的认定。因此,亟待建立一套信息采集便捷、衡量标准科学、程序规范得当、区分功能明显的《学生家庭经济困难程度测评方案》。研制测评方案应遵循资助与育人相结合、定量与定性相结合、学校家庭社会相结合、集中采信与动态采信相结合的原则。经过几年的研究,课题组形成了由14项指标、53条标准、“6段14步”操作体系构成的测评方案。该方案具有较好的信度、效度和满意度。在资助比例设定为15%的情况下,其总命中率在94%以上,参与测评的全体学生对测评程序、指标与权重、测评结果的满意度在90%左右。《学生家庭经济困难程度测评方案》的应用,要注意制度配套、教育跟进和操作的精细化。     

以信息资源建设助推大学图书馆"十四五"知识服务能力提升——以中国人民大学图书馆为例

[目的/意义] 通过中国人民大学图书馆(简称“人图”)“十四五”发展规划中信息资源建设及知识服务相关内容介绍,分享人图在大学图书馆信息资源建设对知识服务能力的推动与支持方面的做法。[方法/过程] 概括“十三五”期间信息资源建设成果;分析图书馆当前面临的发展环境;探究“十四五”信息资源建设重点;介绍人图“十四五”发展规划中有关信息资源建设和知识服务相关内容。[结果/结论] “十四五”期间,要持续加强高校图书馆信息资源建设,它是提升图书馆学科知识服务能力的助力与支撑。     

“中国当代文学研究会第十四届学术年会”综述

中国当代文学研究会第十四届学术年会,研讨了新时期和新世纪文学的命名、当代各体文学、当代文学与文化、当代文学与性别、当代地域文学与底层文学等问题,促进了学术界对新时期以来当代文学、文化现象的总体认识和思考。     

杂交水稻乳熟期~(14)C-葡萄糖同化物的运转分配与产量的关系

利用放射性同位素~(14)C葡萄糖示踪的方法,研究杂交水稻乳熟期功能叶片同化产物的运转分配及其与谷粒产量的关系,结果表明:汕优64、V优64、D优852、植优D、秀优57、五优占2号等高产杂交组合,乳熟期功能叶片的~(14)C—同化物分配到稻穗的(％)或在稻穗的输入积比其恢复系和高产常规品种双桂36高,秀优57、五优占2号和青优159的谷粒理论产量与乳熟期~(14)C—同化物从功能叶片的输出率呈显著正相关,五优占2号的谷粒产量与乳熟期~(14)C—同化物在稻穗的输入积呈显著正相关。青优27、青优40和青A×HR18等低产杂交组台乳熟期功能叶片的~(14)C—同化物分配到稻穗的(％)或在稻穗的输入积比双桂36低,其谷粒产量也不与上述参数呈显著正相关,甚至相关系数出现负值。     

In search of a useful theory of the productive potential of intellectual property rights

Mainstream theory, which has informed the belief systems regarding the operation as well as the predicted social and economic effects of IPR systems, cannot explain why the IPR system generates different performance results and varying potential for growth across the firms, sectors and nations participating in the IPR system. This paper sketches a theory of the ‘productive potential of intellectual property rights’ which is able to do just that. Focusing on the ‘rules of the game’ embedded in the institutional IPR environment and the ‘play of the game’ within the alternative institutions of IPR governance, the paper emphasizes the importance of the nature or quality of the relationships among IPR stakeholders and the contribution of such relationships to the processes of financial and non-financial value creation and distribution from IPRs. The central role of cooperation, asymmetric relationships, and the effective resolution of conflicting interests amongst stakeholders is addressed. It is suggested that the proposed framework provides a better starting point for the design of IPR policy and management.     

Fairness in education: The Italian university before and after the reform

In 2001 the Italian tertiary education system embarked in a broad process of reform. The main novelty brought by the reform was a reduction of the length of study to get a first level degree together with the introduction of a two-years, second level, master degree. This paper aims at studying the effects of the reform in terms of fairness. To this end, we first define fairness criteria following a well developed theory of equality of opportunity, we then discuss existing inequality measures consistent with these criteria, we show their relationship, and adapt them to the educational framework. We finally employ this set of measures to show the evolution of fairness in the access to university in Italy before and after the reform. Although not all fairness measures we estimated show a higher degree of fairness after the reform, the large majority does, suggesting a positive effect of the reform under a vast range of possible definitions of fairness.     

Controlled assessments in 14–19 Diplomas: implementation and effects on learning experiences

The Principal Learning components of 14–19 Diplomas (introduced in England in 2008) are assessed predominantly via “controlled assessments”. These assessments are conducted within the learning context under specified conditions (or “controls”) and require learners to apply their skills to work-related tasks. In this research, teachers and learners at 6 consortia (groups of schools/colleges working together to deliver Diplomas) were interviewed about how controlled assessments in the Diploma qualifications were affecting teaching and learning experiences.

The nature of the assessments was seen as encouraging learning and facilitating a less didactic learning environment. The assessments were generally considered less pressurised than traditional assessments, and most learners found the assessment tasks enjoyable and motivating. The assessments were reportedly encouraging the development of valuable skills (e.g., teamwork, communication, independent working) and improving students' confidence. However, there was some evidence that not all teachers had yet fully understood the requirements around the assessment “controls”.