建设和谐文化,增强大学生网络思想道德教育的实效性

21世纪是信息时代,网络技术迅猛发展、网络使用日趋频繁,大学生网络道德失范已经成为一个日益凸显的社会问题.详细地剖析了大学生网络思想道德失范的原因,探讨了网络环境中大学生思想道德教育的对策,引导大学生树立正确的网德观念,规范网络行为,增强综合素质.     

关于测绘工程专业双语教育的若干思考

说明了开展双语教学的必要性,在简单介绍了双语教学的定义和分类的基础上概述了测绘工程专业双语教育的现状,列出了主要难题和建议方案。     

Assessment as a Diagnostic Tool

Abstract

This paper introduces the development and validation of the Test of Geography-Related Attitudes (ToGRA). The ToGRA measures student attitude on four discrete scales: 1) leisure interest in geography; 2) enjoyment of geographic education; 3) career interest in geography; and 4) interest in place. The ToGRA was validated from a field test sample of 388 ninth-grade World Geography students who responded to the Web-based instrument. Statistical analyses were performed on these data in order to enhance the overall scale characteristics and to determine construct validity. The resultant survey is the first validated affective-trait measurement instrument available to secondary-level researchers and practitioners.     

Geographical Notes

Abstract

To improve student retention and to combat problems of declining enrollments, many colleges are turning to freshman or first year experience (FYE) programs. These programs are designed to aid students in the transition to college, and in doing so make students more satisfied and more successful in their new environments. FYE programs are offered in many forms, one of which is to offer FYE instruction as an integral part of the existing curriculum. Using existing courses makes the inclusion of introductory geography courses viable for FYE programs. The inclusion of FYE-related materials in an Introduction to Geography course, as illustrated here, can result in greater student satisfaction with faculty and the institution as a whole, higher rates of retention, and student skill development without a significant loss in geographic course content. Although the resulting improvements may be modest, when projected over an entire incoming class, even small gains may affect significant numbers of students. Participation in FYE may give geography programs greater exposure to incoming students and could help to attract new majors to the discipline.     

Challenges of Teaching Advanced Placement Human Geography

Abstract

The new Advanced Placement (AP) human geography course is a wonderful opportunity to ensure the availability of high quality geographic education for high school students. As with any course, in addition to the students' interest and ability, their success is also closely linked to the teachers' preparation. In order to be as well prepared as possible, most AP human geography teachers want and need to know several things in addition to the course content. Questions addressed include how to promote the course, who to promote it to, necessary geographic background for both students and teachers, recommended texts and other resources, how to prepare students for the examination, and how to incorporate the course into the school curriculum.     

Syllabus change,student learning and teacher experiences

The new Republic of Ireland Leaving Certificate geography programme (taken by 16- to 18-year-olds), which was first examined in 2006, marked a major change in approach from its predecessor. This paper presents the results of a study that explored the learning outcomes in light of the stated aspirations of the syllabus, teacher perceptions and of society's expressed concerns about the nature of education today. Research data were obtained via interviews with teachers and questionnaire surveys with participants. The results from this study indicate that the new programme appears to have some impact on learning outcomes, both positive and negative.     

Resisting Corporate Multiculturalism: Mapping Faculty Initiatives and Institutional‐Student Harassment in the Classroom

This paper argues that calls for multicultural curricula in universities across the US can be met with strategic curricular interventions that radically confront gendered racisms across regional, national, and international racial formations. Faculty who risk making such interventions should plan for student and institutional resistances. Intersecting consumer and corporate interests desire universities to be socially nonconflictual and economical places of leisure and entertainment, not sites of critical intervention. Accordingly, we theorize how and why faculty committed to oppositional multiculturalism might be cast as transgressive. In so doing, we pay particular attention to how identity politics are quadrangulated through embodiment, performance, time, and place. We additionally discuss ways for systematically working against the grain of gendered racisms and for supporting those who are teaching multiculturalism (critically) or seen to embody it. Working against the grain is particularly important as we enter the 21st century, given the increasing diversification of faculty and student bodies in universities across the US and the attendant risks “diverse” persons take, risks generally not experienced or acknowledged by White Americans.     

Deterring effects of 8-45 kHz tone pulses on harbour seals (Phoca vitulina) in a large pool

The marine aquaculture industry suffers losses due to pinniped attacks which damage net enclosures and fish stocks. Acoustic harassment devices (AHDs) emit loud sounds which are intended to deter pinnipeds from approaching aquaculture enclosures. At present, many AHDs emit sounds in the 8-20 kHz frequency range. It is not known whether sounds of higher frequencies have a deterrent effect on seals. Therefore five captive harbour seals (Phoca vitulina) were subjected to four series of tone pulses together spanning a broad frequency range (8, 16, 32 and 45 kHz). Pulse duration was 250 ms and pulse interval was 5s. Each of the four sounds was made deterrent by increasing the amplitude. The seals reacted by swimming away from the sounds. The displacement effect of each sound was judged by comparing the animals' surface positions, and number of surfacings, during ten 45 min baseline periods with ten 45 min test periods per frequency (one frequency per day in rotation, 40 sessions in total). The seals were displaced by all four frequencies throughout the 40 trial days. The seals came to the surface more often when the test tones were produced than in the baseline periods. The initial displacement distances did not change over the 40 test days. This suggests that operating AHDs for only short periods will be more effective and less likely to result in habituation by the seals than operating them continuously. The discomfort threshold sound pressure level (SPL) was established for each of the four pulse frequencies. The acoustic discomfort threshold SPL is defined as the boundary SPL between the area that the animals generally occupied during the transmission of the sounds and the area that they generally did not enter during sound transmission. The discomfort threshold SPL may depend on the context.     

大学生群体周末休闲行为特征分析——以广州市高校为例

以广州市大学生群体为研究对象,从其周末休闲活动的休闲动机、休闲决策、休闲花费、休闲方式、休闲活动空间结构、休闲满意度等方面入手,对大学生群体周末休闲行为特征进行系统的分析,得出以下结论：（1）周末休闲动机具有多样性,但是打发无聊时间依然是休闲的最重要的动机。（2）周末休闲决策受多种因素影响的趋势明显;周末休闲消费支出较为合理。（3）周末休闲方式多样性特征明显;休闲活动集中在校园及其附近范围,户外休闲趋向增强。（4）周末休闲活动满意度不高,整体休闲活动质量较低。     

学生成绩微机管理系统

本系统是根据学生成绩管理的目标和要求,采用FOXBASE+2.1数据库管理系统编制而成,具有对数据的录入、修改、删除、查询、打印和备份等编辑功能,对学生简况、在校成绩、综合测评、毕业分配等项目进行统计管理。