语言中的文化词汇及其社会意义

语言是一种社会现象。它随着社会的形成而产生,并且随着社会的发展而变化。探究一个民族的文化必须研究其语言,更好地理解语言也离不开研究其文化。因为语言是文化的一部分,语言受文化的影响,同时又反映文化。     

灵芝、裂褶菌多糖体外抗氧化活性的实验研究

目的：研究灵芝多糖和裂褶菌多糖体外抗氧化活性;方法：通过超氧阴离子自由基清除实验、还原力测定、小鼠红细胞氧化损伤和肝线粒体肿胀的实验,比较两种真菌多糖抗氧化活性的差异;结果：两种多糖对超氧阴离子自由基和羟基自由基引起的氧化损伤均有良好的抑制作用;结论：灵芝多糖和裂褶菌多糖都具有较强的体外抗氧化活性.     

移动图书信息服务系统

将移动通信技术和图书信息服务结合起来, 引入了移动图书信息服务的概念, 并讨论了其功能、技术构架及实施的可行性, 为数字图书馆的进一步研究与发展提供一种新的应用模式。     

外语教学中文化导入应遵循的原则

在语言课上化教学是一个值得重视的问题，教师在教学中除了完成必要的语言知识的讲解外，还应有意识地，适时适量地导入化，向学生展现英语国家独特的社会风貌与价值观念。为了使学生加深对语言现象的理解和领悟，外语课堂的化教学必须有明确的目标，而这个目标正是通过教学原则来实现的。本就语言教学中化导入的三个原则及方式作一分析探讨。     

The French Curricular Exception and the Troubles of Education and Internationalisation: will it be enough to ‘rearrange the deckchairs’?

The history of education in France, with its inherited link between the Republic and the religion of knowledge, produces a specific form of educational functioning, consubstantial to a tradition of selection and a symptomatic lack of what elsewhere is called a curriculum. While the recent introduction of the 'common grounding of knowledge and skills for the end of Compulsory Education' ('socle commun') in the French Law of 2006 eventually opened the door both to the teaching of 'skills' and to the idea of a curriculum, and potentially created a revolution in powers and knowledge, one can wonder to what extent it was not a drop on a waterproof system. The question is also to see what was the impact of international influences in these developments. In this article, we analyse the reality and the ambiguities over the opening up of French educational policy towards international concerns, both in relation to the reception of PISA in France and to the decisions which led to the common grounding. This analysis allows us to raise key questions about what could be the potential consequences of a possible change of curricular policy.     

裂褶菌深层发酵工艺的初步研究

裂褶菌是一种药食兼用菌,含多种有效成分．采用单因子试验,研究了裂褶菌液体深层培养过程中通气量以及搅拌转速对裂褶菌丝体生长的影响．试验结果表明,在不同通气量和搅拌转速下裂褶菌生长具有明显差异,在通气量为150L／h,搅拌转速200r／min条件下菌体得率最高,达到15．45g／L．试验结果为裂褶菌的进一步放大培养提供了参考依据．