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.     

试析电大成人生学习中的非智力因素及其培养

非智力因素是指个体学习积极性方面的因素，包括人的动机，兴趣，情感，意志和性格等心理因素，学习过程中的非智力因素是推动学员积极，主动，持久，自觉和刻苦学习的动力，本从激发学习动机，培养学习兴趣，调整学习情绪和锻炼意志品质等方面论述了如何培养电大成人生学习中的非智力因素。     

三类四阶非线性微分方程的可解条件

借助变量替换法、交换变量位置法与求导法则，给出三类四阶非线性微分方程具有某种形式的解的充要条件，所得结论是对有关文献结果的深化与拓广。     

非言语手段的交际功能与文化差异

非言语手段在跨化交际中起着重要的交际功能。化的差异要求进行非言语手段的选择，而且东西方不同化背景下非言语手段有不同的含义、交际功能及交际效果。     

对我国非公有制经济性质的认识

非公有制经济之所以是决定社会性质的基本经济制度的组成部分，是因为我国现实的社会主义是初级阶段的社会主义，非公有制经济是初级阶段社会主义性质的经济。初级阶段社会主义社会要坚持公有制的主体地 位，只有这样，才能保证初级阶段社会主义的社会主义方向。     

论侵权补充责任

侵权补充责任作为一种新类型的侵权责任形态,它的含义包括以下两个要点:1.程序意义的补充,补充责任的顺序是第二位的;2.实体意义的补充,补充责任人承担的赔偿责任是第二顺序的责任.     

基于NSGAⅡ的带时间窗生鲜品配送路径优化

考虑到生鲜品的易腐性、高时效性和对运输环境要求高的特点,为减少生鲜品配送企业的配送成本,提高客户满意度,在车辆载重、时间窗、生鲜品保质期等约束条件下,提出将配送总成本最小化和生鲜品新鲜度最大化的多目标车辆路径优化模型。利用改进的非支配排序遗传算法(non-dominated sorting genetic algorithmⅡ,NSGAⅡ)对模型进行求解。求出满足配送总成本最小和生鲜品新鲜度最大的相对较优解,证明模型的有效性。该模型在大规模配送和客户地理位置分布较为分散的情况下,对生鲜品新鲜度的优化较为明显。     

中国不可再生能源全生命周期效率评价研究

随着以煤炭、石油和天然气为主体的不可再生能源对我国经济发展的约束性日益突出,不可再生能源效率问题成为突破能源约束、确保经济可持续发展的关键所在。以往单纯强调能源投入与经济产出的效率评价模型无法从根本上对不可再生能源自源头开采直至终端利用的全过程效率进行测算,因此,本研究构建了不可再生能源全生命周期效率模型,运用DEA方法对1981-2009年中国不可再生能源全生命周期技术效率、规模效率、经济效率和环境效率进行实证研究。研究结果表明:在国家经济发展和相关政策背景下,中国不可再生能源全生命周期技术效率受技术水平和要素资源配置影响,呈波动变化态势;不可再生能源全生命周期链条具有较大的节能空间,特别是开采端和终端利用环节;环境效率水平普遍较低,亟待通过技术层面和要素配置层面予以提升;效率测算结果通过计量经济学平稳、均衡检验,验证了模型构建的科学性和实证结果的可控性。最后,从技术层、要素配置、产业结构及政策约束层面,提出不可再生能源全生命周期效率改进与提升的相关对策建议。     

荔枝害虫治理现状及展望

目前国内外防治荔枝害虫的手段仍是以化学防治为主体的综合防治。过量使用化学农药造成了荔枝园生态系统的破坏、害虫抗药性增强及再猖獗、果实品质下降及环境污染等一系列严重问题。荔枝害虫治理必将面临一场新的革命;即在系统研究荔枝果园昆虫群落的基础上,以无公害生态调控技术为指导,结合农业防治、生物防治、物理防治、遗传防治及必要的化学防治等多种措施,达到害虫持续控制的目的。