浅谈现行统计调查存在的问题及建议

随着我国政治经济形势的发展，党和国家决策需要统计部门提供的数据越来越多。依靠以往已实行的普查、抽样调查等方法进行统计数据收集，已不能适应形势发展之需，因此，对统计调查中存在的问题必须进行分析，找出解决这些问题的办法。     

论环境权的宪法基础

人类环境的日益恶化引发了公民的环境权问题。作为法治田家的基本要求，环境权的产生应当具有宪法的基础。传统宪法虽未明确规定环境权，但并不意味着否定环境权，通过对宪法的解释可以发现环境权就跨含其中，这种解释的必要性与可能性来源于社会事实的进化与法律的进步。而当代环境权宪法化的事实更使环境权具备了坚实的宪法基础。     

Navigating Mandates and Working toward Coherence: Our Journey with a High-Stakes Teacher Performance Assessment

Abstract

This article details the experiences of four teacher education faculty members as we navigated the consequential implementation of a state-mandated high stakes teacher performance assessment in our educator preparation program. By shifting our perspective from simply complying with an assessment mandate to considering how we can leverage implementation of high stakes performance assessment as a vehicle for program inquiry, we were able to gain significant insight into our practice.     

论社会主义民营企业家发展进步的正确方向

在建设中国特色社会主义的伟大事业申,非公有制经济得到了迅速发展,涌现出了一大批社会主义民营企业家。要充分认识社会主义民营企业家的作用和贡献,还要高度重视他们的思想建设,引导他们：回报社会,报效国家;按照社会主义本质进行生产经营;努力践行社会主义道德。     

试论培养大学生的科研素质和创新能力

阐述了科研素质的组成包括：科研意识、科研方法和科研精神;培养大学生的科研素质,必须注意上述三方面的辨证统一。指出参与科研活动是创新教育的载体,是提高大学生科研素质、培养其创新能力的根本途径。创新教育的特征是主动性、合作性、实践性和自我调节性。提出了提高学生科研素质的措施,主要有：建立科研创新有效机制、充分发挥教师作用、重视专业基础学习、搭建科研平台、鼓励学生参加课外科研活动等。     

创建和谐校园应以改善师生成才环境为突破口

创建和谐校园是构建和谐社会和促进学校健康发展的必然要求,各地在和谐校园创建中普遍热情高涨并大力推进。然而其进展与成效却不尽如人意。唯有切实把握住师生成才这个学校发展与校园和谐的关键,以改善师生成才环境作为创建和谐校园的突破口。才能有效推进和谐校园的创建。     

清河县某洗毛废水处理工程工艺分析

洗毛废水是高浓度有机废水,处理难度大。本文重点针对某洗毛废水处理工程应用实例的工艺、运行成本等方面进行了综合分析。最后,本文为该工程实例做了总结与建议。     

试论我国专利强制许可制度

利强制许可是对专利权人权利的一种限制,它一方面既维护专利权人的合法权益,另一方面又阻止专利权人滥用其权利。它是形成专利保护与专利利用的良性运行机制的重要手段。同时专利强制许可制度在促进社会进步及保护国家利益方面也起着至关重要的作用。     

Research-practice partnerships “On the Ground”: Exploring partnership work in urban schools under pressure to improve

Research-practice partnerships (RPPs) are intended to engage researchers and practitioners as equal partners to address urgent problems of practice. While this goal is clear, more remains to be learned about RPP efforts “on the ground.” This paper is written from our vantage point as qualitative researchers on a project that involved a multi-year partnership between university researchers and four urban schools under pressure to improve student achievement. We examine the contextual factors shaping RPP work in these schools, as well as the role of qualitative research in supporting the partnership. Findings indicate that strong accountability pressures mediated how teachers viewed improvement efforts, causing them to be initially wary of data-focused RPP activities. Navigating multiple concurrent reform efforts as well as persistent teacher turnover also impacted the RPP. Importantly, qualitative research methods helped to strengthen RPP work over time and served as a main vehicle by which teachers engaged as active participants in the partnership. Implications from this study are presented to inform future development of meaningful and reciprocal partnerships.     

Capacity building to bridge data use and instructional improvement through evidence on student thinking

While schools and systems across the globe promote data-driven decision making, teachers often struggle to use data, especially from external assessments, to inform daily instruction. In this paper, we examine teacher capacity building for a less typical form of data use - evidence on student thinking. We draw on data from a longitudinal, in-depth qualitative study involving middle school math teachers who were engaged in an instructional improvement project. Findings show that data use occurred when evidence from student thinking was introduced as part of the instructional planning process. This shift was facilitated by an instructional coach whose capacity building efforts with teachers focused on coherence, specifically planning high quality instruction and using data effectively, while also meeting district pacing and unit planning goals. When teachers put new strategies into practice, feedback from formative assessment data allowed teachers to identify and address misconceptions in student thinking. Learning how to use data as part of instruction helped teachers build capacity to reflect on their own practice. Implications for theory, practice, and research are discussed.