共查询到20条相似文献，搜索用时 171 毫秒
1.
本文旨在对维斯瓦河上游河道整治的结果进行地貌形态学和水文学的分析。该河段的河道整治始于19世纪中叶,主要是满足通航要求的整治。选择该河段进行研究还因为该河段有关河道走势、河宽变化的资料较全,上溯至1780年,跨度达220年左右,可以进行整治前后的对比。从1930年起建立了水文网站,进行水沙观测。 相似文献
2.
《课堂内外(高中版)》2015,(3)
2014年12月27日,有媒体报道,因为顾及对濒危动物江豚的影响,环保部通过不予批准环评报告书的形式,叫停了长江航道局投资额近5亿元的安庆河段整治二期工程.安庆河段位于长江下游安庆至南京之间,全长71公里,整治内容包括加高水道护底带、加固护岸等,工程总投资48515万元.环保部表示,该工程所处的生态环境十分敏感,工程建设将直接占用江豚等水生生物的重要生境.虽由此对江豚造成的影响程度尚不明确,但整治报告书针对江豚提出的保护措施的有效性亦尚不确定. 相似文献
3.
魏晋南北朝时期,黄河是北方地区水上交通的大动脉.曹魏及北魏等北方政权对黄河航运积极开发,三门峡及其以东峡谷航道不断得到整治.黄河上游部分河段及整个中下游河段都有航运利用."黄河也曾千帆过"是这一时期并不少见的情形.受水文及政治因素影响,各河段的航运状况不尽相同. 相似文献
4.
利用生物-生态(芦苇湿地)污水处理技术整治黑河水污染从技术原理上分析是可行的.该方法投资少、运行费用低,社会、经济、生态效益显著.在适宜河段种植芦苇,增加工程措施,进一步降低污染物的浓度. 相似文献
5.
6.
长江河势演变剧烈,岸线崩塌时有发生,平抛抛石护岸为长江整治采取的有效工程措施之一,针对该种工程措施的隐蔽性、复杂性,从平顺抛石护岸的质量控制角度出发对镇扬河段整治工程施工质量监督工作进行了总结,提出了“抛准、抛足、抛匀”的质控措施。 相似文献
7.
提出了潮汐河段泥沙分析进行溶解质改正的必要性 ,设计了检验溶解质含量及进行溶解质改正的方法 ,通过对实测水样的试验分析 ,得出了溶解质对泥沙分析影响的定量值 ,并给出了长江口河段进行溶解质改正的经验公式。 相似文献
8.
2000年2月，受宁夏黄河整治工程指挥部办公室委托，清华大学承担了“黄河宁夏河段防洪及河道整治研究”。作为支持西部大开发的重点项目，清华大学组成了以张红武、郑筱明、王光谦、钟德钰为负责人的项目组．著名泥沙专家张仁担任技术总负责人，历经四年，日前全部完成委托任务。2004年10月22～23日宁夏回族自治区水利厅在北京顺义清华大学黄河研究中心试验基地，主持召开了宁夏黄河防洪及河道整治研究成果验收会， 相似文献
9.
李亮 《黄冈职业技术学院学报》2011,13(6):65-69
京杭运河杭州段是大运河最重要的河段之一,同时也是江南水文化遗产的长廊,拥有极为丰富的水文化遗产。新中国成立后,大运河在中央和地方政府的积极努力下重新焕发出生机,呈现出新的复兴局面。为了保护这一宝贵的水文化遗产,浙江省和杭州市政府通过运用和实施一系列综合整治措施,在京杭运河杭州段水文化遗产保护和开发方面取得了巨大成就,但运河水文化遗产的保护和开发仍然任重而道远。 相似文献
10.
近十几年来，黄河流域干旱少雨，河道基流减小，河槽淤积萎缩，过洪能力降低，河势摆动变化加剧。小浪底水库下泄清水后对下游河道整治工程产生了一系列的影响，部分河段出现了不利河势，严重威胁着黄河滩区人民群众的生命财产安全。 相似文献
11.
于永 《广播电视大学学报》2006,(1):100-103
内蒙古自治区成立初期,基于日常生产、生活的经验教训,对环境恶化问题有了比较深的感性认识,采取了一系列措施防治荒漠化。东部的内蒙古自治区政府在1951年、西部的绥远省政府在1952年先后落实“保护牧场、严禁开荒政策”,封闭了不宜耕作的土地。东部内蒙古自治区政府从1949年、西部绥远省政府从1950年,开始封山育林,植树造林。鉴于河水泛滥的巨大危害,东部内蒙古自治区政府从1948年、西部的绥远省政府从1950年,开始整治河道。东部重点整治了西辽河,西部重点整治了内蒙古境内的黄河,上述努力均产生了很好的防治效益。 相似文献
12.
Universities in many countries are developing strategies to enhance the student experience. This focus has never been so important since the development of rankings and the use of student experience measures in institutional performance assessment. Australian government policies to link student experience measures to performance funding were a key driver to increase the prominence of the student voice between 2004 and 2008. This paper analyses the strategic plans of 33 Australian universities with the aim of outlining the extent to which the enhancement of student experience is embedded as one of their key priorities. This review comes at a time when universities in Australia and elsewhere are realigning their future strategies and directions to achieve government aspirations for tertiary education with the introduction of various policy instruments including the possibility of rewarding universities on the basis of student experience measures. The paper also provides a comparative analysis of government policies in Australia and the UK on the measurement and enhancement of the student experience. 相似文献
13.
Christina Siry Gail Horowitz Femi S. Otulaja Nicole Gillespie Ashraf Shady Line A. Augustin 《Cultural Studies of Science Education》2008,3(2):451-470
We discuss the eight papers in this issue of Cultural Studies of Science Education focusing on the debate over conceptual change in science education and explore the issues that have emerged for us as we
consider how conceptual change research relates to our practice as science educators. In presenting our interpretations of
this research, we consider the role of participants in the research process and contextual factors in conducting research
on science conceptions, and draw implications for the teaching of science.
Christina Siry is a PhD student in the Urban Education program of the City University of New York, and an instructor at Manhattanville College. Her research interests focus on pre-service and in-service preparation for the teaching of science and she is currently researching the use of coteaching and cogenerative dialogue in elementary teacher preparation for the teaching of science. In particular, she is exploring the role that shared, supported teaching experiences can have in the construction of new teacher identity and solidarity. She has worked as an elementary science specialist teaching children in grades K-5, and in museum settings developing science programs for teachers and children. In addition to the position at Manhattanville College, Chris is a lecturer in the University of Pennsylvania’s Science Teacher Institute where she teaches science pedagogy to middle school teachers. Gail Horowitz is an instructor of chemistry at Yeshiva University, and a doctoral candidate in science education at Teachers College. For many years, she has been involved in research and curricular design within the organic chemistry laboratory setting, focusing specifically on the design of discovery or puzzle based experiments. Her doctoral research focuses on the intrinsic motivation of pre-med students. She is interested in trying to characterize and describe the academic goal orientations of pre-med students, and is interested in exploring how the curricular elements embedded in project based laboratory curricula may or may not serve to enhance their intrinsic motivation. Femi S. Otulaja is currently a PhD student and an adjunct professor of science teacher education at Queens College of the City University of New York. As a science teacher educator, his research interests focus on the use of cogenerative dialoguing and its residuals, such as coteaching, distributed leadership, culturally responsive pedagogy, as research and pedagogical tools for engaging, training and apprenticing urban middle and high schools pre- and in-service science teachers as legitimate peripheral participants. He also encourages the use of these modalities as assessment, evaluation and professional development tools for teaching and learning science and for realigning cultural misalignments in urban classrooms. His theoretical framework consists of a bricolage of participatory action research, constructivism, critical ethnography, cultural sociology, sociology of emotions, indigenous epistemology, culturally responsive pedagogy, critical pedagogy and conversation analyses. In addition, he advocates the use of technologies as assistive tools in teaching science. Nicole Gillespie is a Senior Program Officer at the Knowles Science Teaching Foundation (KSTF). She is a former naval officer and high school physics teacher. Nicole received her PhD in science education from the University of California, Berkeley in 2004 where she was supported by a Spencer Dissertation Fellowship. She worked with the Physics Education Group at the University of Washington and conducted research on students’ intuitive ideas about force and model-based reasoning and argumentation among undergraduate physics students at Berkeley. In addition to her work at KSTF, Nicole is an instructor in the University of Pennsylvania’s Science Teacher Institute. Ashraf Shady is a PhD candidate in the Urban Education program at the City University of New York Graduate Center; his strand of concentration is science, math, and technology. In his research he is currently using theoretical frameworks from cultural sociology and the sociology of emotion to examine how learning and teaching of science are enacted when students and their teachers are able to co-participate in culturally adaptive ways and use their social and symbolic capital successfully. His research interests focus on the use of cogenerative dialogues as a methodology to navigate cultural fields in urban education. Central to his philosophy as a science educator is the notion that teaching is a form of cultural enactment. As such, teaching, and learning are regarded as cultural production, reproduction, and transformation. This triple dialectic affirms that elements of culture are associated with the sociocultural backgrounds of participating stakeholders. Line A. Augustin received her doctorate degree in Chemistry (with a chapter of her dissertation on a case study of enactment of chemical knowledge of a high school student) and did a post-doc on Science Education at the Graduate Center, CUNY. She is currently teaching science content and methods courses in the Elementary and Early Childhood Education Department of Queens College, CUNY. She is interesting in investigating how racial, cultural, class and gender issues affect the ways that teaching and learning occurs in elementary classrooms, in understanding these issues and developing mechanism by which they can be utilized to promote better teaching and learning environment and greater dispositions towards science. She is also interested in what influences science teachers to change and/or to improve their teaching practices. 相似文献
| Christina SiryEmail: |
Christina Siry is a PhD student in the Urban Education program of the City University of New York, and an instructor at Manhattanville College. Her research interests focus on pre-service and in-service preparation for the teaching of science and she is currently researching the use of coteaching and cogenerative dialogue in elementary teacher preparation for the teaching of science. In particular, she is exploring the role that shared, supported teaching experiences can have in the construction of new teacher identity and solidarity. She has worked as an elementary science specialist teaching children in grades K-5, and in museum settings developing science programs for teachers and children. In addition to the position at Manhattanville College, Chris is a lecturer in the University of Pennsylvania’s Science Teacher Institute where she teaches science pedagogy to middle school teachers. Gail Horowitz is an instructor of chemistry at Yeshiva University, and a doctoral candidate in science education at Teachers College. For many years, she has been involved in research and curricular design within the organic chemistry laboratory setting, focusing specifically on the design of discovery or puzzle based experiments. Her doctoral research focuses on the intrinsic motivation of pre-med students. She is interested in trying to characterize and describe the academic goal orientations of pre-med students, and is interested in exploring how the curricular elements embedded in project based laboratory curricula may or may not serve to enhance their intrinsic motivation. Femi S. Otulaja is currently a PhD student and an adjunct professor of science teacher education at Queens College of the City University of New York. As a science teacher educator, his research interests focus on the use of cogenerative dialoguing and its residuals, such as coteaching, distributed leadership, culturally responsive pedagogy, as research and pedagogical tools for engaging, training and apprenticing urban middle and high schools pre- and in-service science teachers as legitimate peripheral participants. He also encourages the use of these modalities as assessment, evaluation and professional development tools for teaching and learning science and for realigning cultural misalignments in urban classrooms. His theoretical framework consists of a bricolage of participatory action research, constructivism, critical ethnography, cultural sociology, sociology of emotions, indigenous epistemology, culturally responsive pedagogy, critical pedagogy and conversation analyses. In addition, he advocates the use of technologies as assistive tools in teaching science. Nicole Gillespie is a Senior Program Officer at the Knowles Science Teaching Foundation (KSTF). She is a former naval officer and high school physics teacher. Nicole received her PhD in science education from the University of California, Berkeley in 2004 where she was supported by a Spencer Dissertation Fellowship. She worked with the Physics Education Group at the University of Washington and conducted research on students’ intuitive ideas about force and model-based reasoning and argumentation among undergraduate physics students at Berkeley. In addition to her work at KSTF, Nicole is an instructor in the University of Pennsylvania’s Science Teacher Institute. Ashraf Shady is a PhD candidate in the Urban Education program at the City University of New York Graduate Center; his strand of concentration is science, math, and technology. In his research he is currently using theoretical frameworks from cultural sociology and the sociology of emotion to examine how learning and teaching of science are enacted when students and their teachers are able to co-participate in culturally adaptive ways and use their social and symbolic capital successfully. His research interests focus on the use of cogenerative dialogues as a methodology to navigate cultural fields in urban education. Central to his philosophy as a science educator is the notion that teaching is a form of cultural enactment. As such, teaching, and learning are regarded as cultural production, reproduction, and transformation. This triple dialectic affirms that elements of culture are associated with the sociocultural backgrounds of participating stakeholders. Line A. Augustin received her doctorate degree in Chemistry (with a chapter of her dissertation on a case study of enactment of chemical knowledge of a high school student) and did a post-doc on Science Education at the Graduate Center, CUNY. She is currently teaching science content and methods courses in the Elementary and Early Childhood Education Department of Queens College, CUNY. She is interesting in investigating how racial, cultural, class and gender issues affect the ways that teaching and learning occurs in elementary classrooms, in understanding these issues and developing mechanism by which they can be utilized to promote better teaching and learning environment and greater dispositions towards science. She is also interested in what influences science teachers to change and/or to improve their teaching practices. 相似文献
14.
采用生物化学方法的方法,对大鳍鱯繁殖期的性腺、肝脏、肌肉的氨基酸和脂肪酸进行测定．结果表明：大鳍鱯雄性亲鱼精巢、肝脏和肌肉中,肌肉中氨基酸总量最高,为40．90g／100g;其次是精巢,为26．38g／100g;肝脏中含量最低,为18．38g／100g。从必需氨基酸占总氨基酸的比例来看,精巢最高,占53．41％;其次是肌肉,占52．93％;肝脏中最低,占51．96％。雌性亲鱼肌肉中氨基酸总量最高,为40．61g／100g;其次是卵巢,为22．42g／100g;肝脏中含量最低,为17．04g／100g。从必需氨基酸占总氨基酸的比例来看,卵巢最高,占52．85％;其次是肝脏,占51．76％;肌肉中最低,占49．OO％。从脂肪酸组成来看,雌雄亲鱼均为MUFA所占比例最高,其次是SFA,PUFA比例最小。雄鱼与雌鱼的三种组织器官中,所占比例较高的脂肪酸相似,它们是C18：1n．9（油酸）、C16：0（软脂酸）、C18：2n-6（亚油酸）和C16：1n-7（棕榈酸）。研究揭示了大鳍鱯繁殖期雌、雄亲鱼主要组织器官在物质构成上的特性。 相似文献
15.
关于心理生活基本性质和内涵的理解 总被引：1，自引：0，他引：1
葛鲁嘉 《湖南师范大学教育科学学报》2005,4(5):100-103
人的心理生活是人的现实生活的重要构成。理解心理生活的性质和内涵，必须考虑如下几个方面。一是人性与心理生活。心理生活是人所拥有和创造的生活。二是自我与心理生活。这涉及到人格与自我，主我与客我，大我与小我。三是认知与心理生活。这包括认知的性质：对象的认知和生存的认知。四是意向与心理生活。意向决定了心理生活的一体性和自主性。五是观念与心理生活。人的心理生活是对意义的追求，意义的基本心理单元就是观念。六是体验与心理生活。心理体验是指感受、感悟、觉解、觉悟、思想、思念、体察、体会等。七是超越与心理生活。人的心理生活有价值的评判、有追求的目标和有超越的品性。八是创造与心理生活。人的心理有双重的创造功能，包括对外部生活世界和对自身心理行为的建构。 相似文献
16.
“乞讨权”的法理分析——从人权和自由的角度 总被引：4，自引：0，他引：4
"乞讨权"的提法不甚科学,乞讨不是人权或权利,而是一种"自然自由"和实现"救济权"的手段。自由的行使都是有限度的,即不能侵害他人利益和社会公共利益;手段的行使也有合法与非法之别;这为政府"限制乞讨"提供了道德基础和法律基础。乞讨不是人权,也不是目的,但以乞讨为手段实现的社会"救济权"却是人权。容忍"乞讨"是行善和文明的表现;适度地"限制乞讨"则是一种更大的文明,而且也符合国际人权公约的原则和规定。 相似文献
17.
18.
象征主义与电影电视 总被引：8，自引：0，他引：8
张智华 《北京师范大学学报(社会科学版)》2002,(1):98-103
象征主义开始在诗歌中运用,后来扩展到电影电视.象征主义强调展示隐藏在自然世界背后的理念世界,要求凭敏感和想象力,运用象征、隐喻、烘托、对比、联想、比兴等手法,通过丰富的形象和扑朔迷离的意象,来暗示、透露隐藏于日常经验深处的心灵隐秘和理念.象征高于隐喻,是隐喻的提升,比隐喻更深刻、更完美、更动人.有道具的象征,有形象的象征,有片名的象征,有色彩的象征,有部分象征,有整体象征,等等.这几种象征各有所侧重,有时交融在一起. 相似文献
19.
论教学方法 总被引：2，自引：0，他引：2
教学理论受科学范式的影响,出现科学化倾向,致使教学方法在理论体系中具有突出地位,因为它是教学理论与教学实践的中介。就其哲学意义而言,教学方法具有技术性,表征技术性的是它的目的性和程序性。科学化的教学理论意欲通过教学方法来"操作"教学过程,让方法的程序性来保证方法的目的性。但是,教学方法在教学活动中具有内在性悖论和外在性悖论。教学方法的实践境遇也确证了两悖论的存在。内在性悖论主要表现在教学方法试图通过"程序"来培养人,而人无法靠"程序"来培养;外在性悖论主要表现在教学方法作为实践的技术,其面对的工作对象则是一种复杂系统,而教学方法属于"简单化的范式",难以应对复杂性对象。因此,从复杂性角度看,有必要对教学方法进行解构。这必须回归到教学方法的原始发生处,回归到人的生成之域。人在生活世界中成长,而在生活世界中,交往是人成其为人的基本路径。结合教学的制度化,在课堂教学中对话是教学活动得以展开的基本机制,是课堂教学的基本"方法"。 相似文献
20.
准确把握运动范畴有助于深入理解唯物辩证法的总特征。而深入考察运动的本质和运动者所经历的状态的不确定性是准确把握运动范畴的前提条件。运动作为“宇宙中发生的一切变化和过程”，包含两个方面的内容：一方面可以把运动理解为作用的发挥过程，另一方面可以把运动理解为从一种状态到另一种状态的过渡过程。运动者所经历的状态的不确定性，包括运动者所经历的状态既是又不是某状态、运动者既处在又不处在某状态、运动者所经历的状态之间既间断又连续三个方面的内容。 相似文献