天然药物化学实验教学的改进

针对天然药物化学实验教学中存在的环境污染问题,文章提出了通过精选药材、引入新技术提高提取效率、重视溶剂的回收利用、减少使用有毒试剂等解决办法,倡导时尚教学理念,提高学生节约、环保意识。     

创建高校学报精品专栏的构想

高校学报创建精品专栏的意义是多重的,主要表现在:在维持学报专业覆盖面的基础上,凸现学报的专业特色;贯彻办刊宗旨,明确市场定位;增强对优稿的吸纳力,提高刊物学术质量。构建学报精品专栏要依托学校的学科优势,要注意选题的专题化和系列化,栏目及选题策划应具前瞻性。要严格把好组稿学术质量关,杜绝职称稿、人情关系稿,确保栏目的学术品位;实行开门办栏,广吸外稿;根据学科优势,结合地方经济文化特点,策划品牌栏目。     

高校学报资料室的功能与作用

文章详细地介绍了高校学报资料室的功能和作用     

《茂名学院学报》1994～2003年论文及作者统计分析

通过对《茂名学院学报》1994—2003年10年间所发论文及作者的核心作者群分布、作者的洛特卡分布，作者职称分布以及基金论文分布等统计分析，得出了该学报论文核心作者群为发表2篇论文以上的作者、作者分布符合洛特卡分布规律等结论，并得出了其模型。这些结论有助于提高《茂名学院学报》的质量。     

文化自信视域中的社科期刊“三力”初探

在国际形势纷繁复杂、媒体融合不断深化的今天,社科期刊坚定文化自信,事关国运兴衰、文化安全和民族精神独立性。新时代社科期刊需兼备“引领力”“鉴别力”“融合力”,方能适应新的国际形势和媒体环境,创造出不负时代、不负历史、不负人民的精品力作,为我们的文化自信提供实践经验与学术能量,从而为建设社会主义文化强国做出应有的贡献。     

What is meant by inclusion? An analysis of European and North American journal articles with high impact

The purpose of this review is to further our knowledge about what is meant by inclusion in research addressing the topic. While it is common to remark that inclusion is defined in different ways in research, few attempts have been made to map and analyse different types of definitions and whether there are patterns to be find in how the concept is used. The 30 most cited journal articles from a North American and a European research arena were selected for analysis. Each article was analysed in relation to genre, theoretical tradition and inclusion concept used. The review yielded several important results. To name a few, a divide was identified between position articles, with developed discussions about and analyses of the meaning of inclusion, and empirical articles, where inclusion signifies that children with disabilities are placed in the mainstream. In addition, writing within a critical theoretical tradition was much more common among positional papers. Further, both arenas are dominated by Anglo-Saxon researchers. It is argued that the conceptual confusion characterising the field impedes its development.     

高校社科学报参考文献现状思考

参考献是学术论的重要组成部分。从抽样调查入手，分析高校社科学报参考献的现状，提出其存在的问题及原因，同时提出几点改进的建议。     

多元化教学模式在康复医学教学中的应用

康复医学课程包括三部分内容,即康复医学概论和康复医学相关基础、康复医学评定和康复治疗技术和疾病康复。由于内容涉及理论、操作和病例的分析,LBL教学容易导致学生理解、记忆困难。基于上述特点,我们构建了PBL、LBL、CBL和微课等相结合的多元化教学模式;并采用学习考核、学生满意度调查等方式考核该教学模式,以期建立一种生动、易懂、直观的教学方式,增加学生对康复医学知识的掌握程度和学习兴趣。     

关于提高高校学报国际竞争力的思考

入世后，学报也势必或迟或早地走进国际环境参与国际问的竞争．本文就学报面对国际竞争的优势及存在的问题进行了探讨，并提出了相应对策与建议．     

Tradition or Modernity? The Fallacy of Misplaced Concreteness Among Women Science Educators in Cameroon

Building on an earlier article in which I analyzed the views of women scientists and science educators in Cameroon, West Africa (Woodhouse & Ndongko, 1993), I reflect upon the ways in which these same science educators managed to commit the fallacy of misplaced concreteness, attributed by Alfred North Whitehead to the abstractions of 17th-century physics.On the one hand, the women in our study tried to make their science teaching as concrete as possible by introducing examples from African traditional medicine that were familiar to their students. On the other, they undermined these laudable efforts by consistently diminishing the value of traditional indigenous healing, for they regarded the abstractions of scientific methodology as real in a way that such treatments were not. I argue that this is a prime example of the fallacy.Furthermore, the only way in which these women science educators could imagine that African traditional healers would be accepted by the scientific community was to become professionals by adopting the abstract methodology of science, which falls foul of the fallacy in the first place. Only then could their various traditional treatments be assimilated to the market and developed commercially by multinational corporations. I argue that this overlooks the ways in which such corporations appropriate the cultural and intellectual property of traditional healers in Cameroon and elsewhere. Moreover, their reasoning is based once again on the fallacy of misplaced concreteness, accepting the abstractions of the market as real, while disregarding the value of indigenous knowledge itself.