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1.
专业课教学中的思想政治教育资源 总被引：4，自引：0，他引：4
专业课教学中蕴涵着丰富的思想政治教育资源。专业课中进行思想政治教育的机制在于:以人为本的课程观、无意识接受的心理学基础、别国的经验。专业课中进行思想政治教育具有隐蔽性、随机性、渗透性的特点,它可以通过挖掘教材内容、结合专业特点、结合实践环节以及教师的人格因素等方式进行。 相似文献
2.
Wojciech Szczęsny Magdalena Kuligowska-Prusińska Stanisław Dąbrowiecki Jakub Szmytkowski Adrian Reśliński Maciej Słupski 《Journal of Zhejiang University. Science. B》2018,19(1):65-70
Purpose
Metalloproteinases are a key component of the pathogenesis of abdominal hernias. Obesity is considered a risk factor in herniogenesis and hernia recurrence. The aim of this study was to evaluate the serum concentrations of metalloproteinase-2 (MMP-2), MMP-9, MMP-13, and adiponectin in morbidly obese and nonoverweight controls.Materials and methods
The participants were recruited from among patients undergoing bariatric and non-bariatric surgery and divided into two groups: I (body mass index (BMI)≥35 kg/m2, n=40) and II (BMI<25 kg/m2, n=30). Serum concentrations of MMP-2, MMP-9, MMP-13, and adiponectin were measured using enzyme-linked immunosorbent assay (ELISA).Results
A statistically significant difference between groups was observed for MMP-2 concentration. The median MMP-9 concentration was higher in the obese group, but the difference was not statistically significant. Median MMP-13 concentrations did not differ between groups. Serum adiponectin concentration was insignificantly higher in the non-obese group.Conclusions
The elevated serum MMP-2 and MMP-9 concentrations in obese individuals may be related to the higher incidence of incisional hernias in this population.3.
4.
The Polish higher education system has undergone profound changes since 1989. In particular, state institutions have gained a great deal of autonomy, and private institutions have been organized. Student enrollments have skyrocketed, but funding per student has decreased, along with faculty salaries. The system of higher education as it stands today requires deft strategic management based on competent analyses and accurate information. Thus, in order to better address matters of policy, governance, and management collectively, the Polish doctoral degree granting institutions have formed the Conference of Rectors of Academic Schools in Poland (CRASP) that in turn has decided to support the creation of an independent research institute. The work of this Institute will cover almost all aspects of higher education and science. It will function foremost according to a networking principle. The results of its research projects will be made available, not only to CRASP itself, but also to other interested parties. 相似文献
5.
Jerzy J. Smolicz 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1991,37(1):33-52
While it has been agreed by the members of the European Community (except the UK) that all secondary students should study two EC languages in addition to their own, in Australia the recent emphasis has been on teaching languages for external trade, particularly in the Asian region. This policy over-looks the 13 per cent of the Australian population who already speak a language other than English at home (and a greater number who are second generation immigrants), and ignores the view that it is necessary to foster domestic multiculturalism in order to have fruitful links with other cultures abroad. During the 1980s there have been moves to reinforce the cultural identity of Australians of non-English speaking background, but these have sometimes been half-hearted and do not fully recognise that cultural core values, including language, have to achieve a certain critical mass in order to be sustainable. Without this recognition, semi-assimilation will continue to waste the potential cultural and economic contributions of many citizens, and to lead to frustration and eventual violence. The recent National Agenda for a Multicultural Australia addresses this concern.
Zusammenfassung Während die Mitglieder der europäischen Gemeinschaft (mit Ausnahme von Großbritannien) übereinkamen, daß alle Schüler der Sekundarstufe zusätzlich zu ihrer Muttersprache zwei EG-Sprachen lernen sollten, wurde in Australien neuerdings besonderer Wert auf Sprachunterricht für den Außenhandel, besonders im asiatischen Raum, gelegt. Diese Politik läßt die 13 Prozent der australischen Bevölkerung außer acht, die zuhause bereits eine andere Sprache als Englisch benutzen (und eine größere Anzahl von Einwanderern der zweiten Generation) und ignoriert den Standpunkt, daß man einheimische Multikultur pflegen muß, um fruchtbare Beziehungen zu ausländischer Kultur herzustellen. In den 80er Jahren gab es Bestrebungen zur Wiederherstellung der kulturellen Identität von Australiern nicht englischsprachiger Herkunft, aber sie waren manchmal nur halbherzig und erkannten nicht, daß kulturelle Kernwerte, einschließlich der Sprache, einen gewissen kritischen Umfang erreichen müssen, um sich behaupten zu können. Ohne diese Erkenntnis wird die Halbintegration weiterhin mögliche kulturelle und ökonomische Beiträge vieler Australier ersticken und zu Frustration und u.U. zu Gewalt führen. Die vor kurzem ins Leben gerufene National Agenda for a Multicultural Australia (Nationaler Plan für ein multikulturelles Australien) spricht diese Sorge an.
Résumé Au moment où les membres de la Communauté européenne (à l'exception du Royaume Uni) reconnaissent que tous les élèves du secondaire devraient étudier deux langues de la CE en sus de la leur, l'Australie met l'accent sur l'enseignement des langues étrangères pour le commerce extérieur, particulièrement en Asie. Cette politique ne tient pas compte des 13 pour cent d'Australiens qui parlent déjà une langue autre que l'anglais à la maison (et d'un grand nombre de personnes appartenant à la deuxième génération d'immigrants), et ignore la perception qu'il est nécessaire de promouvoir un multiculturalisme national pour pouvoir nouer des liens fructueux avec d'autres cultures étrangères. Au cours des années 80, des mouvements ont tenté de renforcér l'identité culturelle des Australiens non anglophones, mais ces efforts, bien souvent hésitants, ne reconnaissent pas entièrement le fait que les valeurs culturelles communes, comme la langue, doivent atteindre une certaine masse critique pour pouvoir être soutenues. Sans cette reconnaissance, la semi-assimilation continuera de gaspiller les contributions culturelles et économiques potentielles de nombreux citoyens, pour aboutir enfin à la frustration et éventuellement à la violence. Le Programme national proposé récemment pour une Australie multiculturelle répond à ce problème.相似文献
6.
Jerzy J. Smolicz Illuminado Nical 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1997,43(5-6):507-526
The Philippines has a bilingual education policy, using English and a major indigenous language, Tagalog, renamed "Filipino". This article describes a study on the problem facing approximately two thirds of the population who do not have English or Filipino as their first or home language. Senior secondary school students were asked abut their attitudes towards English, Filipino and their home language (Cebuana, Ilocano or Waray). Attitudes to the three languages differed. Some respondents favoured Filipino over English, others vice versa. Most respondents showed attachment to their home languages. The study concluded that it is possible for Filipinos to be literate in their mother tongue and still be fluent in Filipino, as the national language of the country, with English continuing in its role as the international language. 相似文献
7.
Ireneusz Białecki Maciej Jakubowski Jerzy Wiśniewski 《European Journal of Education》2017,52(2):167-174
The impact of the PISA study on Polish education policy has been significant, but probably different from any other country. Poland has not experienced the so‐called ‘PISA shock’, but its education system has been benefiting considerably from PISA. For experts and policy makers, it has been a useful and reliable instrument that has made it possible to measure the effects of consecutive reforms of the school education system. Moreover, PISA and other international studies have influenced the perception of education policy in Poland. The latter has shifted from an ideology‐driven, centralised policy to an evidence‐informed policy, developed with the involvement of multiple stakeholders, although this has mostly affected the thinking of experts and policy makers rather than the general public. The new government (in power from 2015), following public opinion polls, has reversed most of the previous education reforms, eliminating lower secondary schools introduced in 1999. 相似文献
8.
先张法预应力钢筋混凝土预制管桩端板存在巨大市场，分析了管桩端板构件群边与法兰的生产工艺，指出法兰预制坯的生产方法决定端板的产品质量和生产成本。比较当前三种工艺生产法兰预制坯的质量和成本，揭示直接浇铸预制坯有切向残余拉应力的科学依据，为消除残余拉应力提出建议。 相似文献
9.
Pawe? Olczyk Katarzyna Komosińska-Vassev Katarzyna Winsz-Szczotka Ewa M. Ko?ma Grzegorz Wisowski Jerzy Stojko Katarzyna Klimek Krystyna Olczyk 《Journal of Zhejiang University. Science. B》2012,13(11):932-941
Objective
This study was aimed at assessing the dynamics of vitronectin (VN), laminin (LN), and heparan sulfate/heparin (HS/HP) content changes during experimental burn healing.Methods
VN, LN, and HS/HP were isolated and purified from normal and injured skin of domestic pigs, on the 3rd, 5th, 10th, 15th, and 21st days following thermal damage. The wounds were treated with apitherapeutic agent (propolis), silver sulfadiazine (SSD), physiological salt solution, and propolis vehicle. VN and LN were quantified using an immunoenzymatic assay and HS/HP was estimated by densitometric analysis.Results
Propolis treatment stimulated significant increases in VN, LN, and HS/HP contents during the initial phase of study, followed by a reduction in the estimated extracellular matrix molecules. Similar patterns, although less extreme, were observed after treatment with SSD.Conclusions
The beneficial effects of propolis on experimental wounds make it a potential apitherapeutic agent in topical burn management. 相似文献10.
Marcelina Łopińska Jerzy Stanisław Gielecki Anna Żurada 《Anatomical sciences education》2022,15(5):886-897
The flipped spotters learning model is a modern student activity-based and learner-centered method in medical education. The aim of the study was to determine if the flipped spotters learning model improves students' learning. Participants were 1214 medical students of Polish (PD) and English (ED) divisions between 2013 and 2019 academic years at the University of Warmia and Mazury in Olsztyn, Poland. They were divided into a traditional group (control group) and a flipped spotters learning group (treatment group). Each flipped spotters learning group was asked to label anatomical structures on various specimens according to the structures name list prepared by the teacher on the multiple stations. The flipped spotters learning group leaders were instructed to take pictures with the appropriately marked structures on each of the human body prosections. After completion of the class, each flipped spotters team received photos for evaluation. In the flipped spotters learning model, the students strengthened their skills and knowledge by matching specimens independently as a form of practical laboratory activities. Students' performance in gross anatomy practical examinations between the group utilizing the flipped spotters learning model, and the group with the traditional teaching model was compared. Students participating in the treatment group achieved, on average 9.9 percentage points higher among PD students, and 13.0 percentage points higher among ED students than the control group in all nine practical examinations (the effect size ranging from 0.47 to 0.95). The results suggest the positive impact of flipped spotters model on improving student's performance in the practical examinations. 相似文献