徽州地区林业文化的概况及形成原因

徽州人在长期培育和利用森林资源的过程中,创造了具有地域文化特色的徽州林业文化。从物质文化、制度文化、精神文化3方面对此进行了总结,认为丰富的林木资源、自然环境的制约、徽州商人的兴起与繁荣、徽州宗族的积极参与、徽州地域文化的熏陶,是徽州林业文化形成的主要原因。     

Finite nonparametric grach model for foreign exchange volatility

GARCH model has been commonly used to describe the volatility of foreign exchange returns, which typically depends on returns many lags before, While the GARCH model provides a simple geometric decaying structure for persistence in time, it restricts tiie impact of variables to Quadratic functions. A finite nonparametric GARCH model is proposed that allows the variables' impact to be a smooth function of any form. A direct local polynomial estimation method for this finite GARCH model is proposed based on results on proportional additive model, and is applied to the German Mark (DEM)/US Dollar (USD) daily returns data. Estimators uf both the decaying rate and the impact function are obtained. Diagnostics show satisfactory out-of-sampie prediction based on the proposed model, which helps to better understand the dynamics of foreign exchange volatility.     

高职院校基层党组织党建工作评估体系建设的实践与思考——以广州I城市职业学院为例

文章结合广州城市职业学院基层党组织党建工作评估体系的构建和运用的实践，阐述构建高职院校基层党组织党建工作评估体系的基本原则以及开展评估的程序方法，并提出高职院校基层党组织党建工作评估体系建设需要重点处理好几个方面的关系。     

Illustrating Risk: Anaphylaxis Through the Eyes of the Food‐Allergic Child

The risk perception research is widely focused on children as targets of risk. To date, very few studies have consulted with the impacted group to assess the perceptions of risk associated with the exposures of interest. Much less research has investigated the experiences of children at risk for anaphylaxis, their concerns, and the psychosocial stresses associated with risk. The present study explores the perceptions and experiences of Ontario students with anaphylaxis, and their parents regarding school as a safe place in order to inform school policy around risk management and coping. A “child‐centered” analytical framework incorporating illustrative techniques within interpretative analysis is outlined. Five prominent themes: (a) social and environmental barriers to safety, (b) coping strategies, (c) emotional burden of responsibility, (d) balance of responsibility (transitions), and (e) redefining “normal” are discussed. Results found that “child‐centered” techniques empowered children in a process that is meaningful and relevant to their lives. A preliminary framework for understanding what risk means to children highlighted the differences in how they cope in the public sphere of school.     

唐宋诗之争:南社文人群关于报刊诗话的最后诗学论争

清末民初之际的关于唐宋诗的论争,逐渐由诗学观念的分歧变成南社内部的政治斗争,从而最终导致了南社的解散。这其中既有社会环境的因素,也有内、外部文学环境的影响。从某种意义上说,南社内部的这次论战不仅是一场诗学论争,也是宗唐与宗宋派及其背后所代表的政治势力和文化影响的相互角力。     

Standard and goodness-of-fit parameter estimation methods for the three-parameter lognormal distribution

A class of goodness-of-fit estimators is found to provide a useful alternative in certain situations to the standard maximum likelihood method which has some undesirable estimation characteristics for estimation from the three-parameter lognormal distribution. The class of goodness-of-fit tests considered include the Shapiro-Wilk and Filliben tests which reduce to a weighted linear combination of the order statistics that can be maximized in estimation problems. The weighted order statistic estimators are compared to the standard procedures in Monte Carlo simulations. Robustness of the procedures are examined and example data sets analyzed.     

论新世纪高校年轻干部内在素质的培养

从关系 2 1世纪党和国家兴衰存亡及高等教育的发展战略高度 ,论述了加强高校年轻干部综合素质培养的必要性和紧迫性 ,分析了制约高校年轻干部发展的内在因素 ,提出了加强其素质修养的若干对策。     

农村转型期的"变"与"恒"——张继小说读解

张继的农村题材小说可分为三类 :四平村长系列小说、农村基层官场小说和乡村世情小说 ,阐释了由传统农业文明向现代工业文明的转型期间 ,中国农村中的“变”与“恒” ,即其凸现的意义     

创新人才培养的环境与校园文化建设

本文着重探讨创新人才培养的环境与校园文化建设的关系，分析了创新人才培养的内外部环境，并提出校园文化建设是培养创新人才的重要环境的观点。同时，对建立适应创新人才培养的校园文化机制进行了研究。     

Schulentwicklung — ein kritischer Blick auf ein aktuelles Phänomen

School developmement, a critical perspective Today, everything dealing with school becomes subsumed under the keyword school development. The demand for school development is raised by two sides: on the one hand by political and social groups, on the other by schools themselves. In this way, very different ideas and demands on school development arise. School as institution and schools as highly complex organizations can’t be reformed with programs derived from economy and management methods. The legal and social context as well as school theories, organizational culture, internal structures and the self concept of teachers constitute the frame, in wich school development takes place as a continual process and whose neglect causes frustration and failure.