共查询到20条相似文献，搜索用时 109 毫秒
1.
赵运林 《湘潭师范学院学报(社会科学版)》1995,(3)
本文对生态系统水平的多样性进行了综合报道．其主要研究内客涉及（１）物种及高级分类单位的多样性；（２）生物多样性与群落结构；（３）群落的营养多样性；（４）群落和生态系统的复杂性；（５）多样性与稳定性和生产力。 相似文献
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生物多样性是指各种生命形式的资源，它包括地球上所有植物、动物、微生物物种及它们所有基因以及生物与其环境相互作用形式的生态系统与生物过程。它分三个层次，即遗传、物种与生态系统的多样性。文章围绕着生物多样性的保护与持续发展的相互关系，探讨可持续发展与生物资源保护的可行性。 相似文献
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中国蝗虫生物多样性研究进展 总被引：2，自引：1，他引：2
生物多样性研究层次主要有物种多样性、遗传多样性、生态系统多样性和景观多样性。中国蝗虫生物多样性研究已经由物种多样性研究进入遗传多样性研究层次，生态系统多样性和景观多样性研究几乎处于空白。中国蝗虫物种多样性的研究于20世纪50年得到了注意，全国各地的研究进展不平衡，西部地区研究比较全面、深入，蝗虫资源基本清楚。遗传多样性研究由细胞水平（染色体）转入分子水平的研究，细胞水平研究相对较深入。 相似文献
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生物多样性与川西地区两栖爬行动物研究综述 总被引：1，自引：0，他引：1
生物多样性包括遗传多样性、物种多样性、生态系统多样性和景观多样性四个层次。两栖爬行动物是我国最宝贵的生物资源,具有药用、生态、经济及科学研究等多方面的价值。中国西南山地亚区属于全球25个生物多样性关键地区之一,该地区物种丰富,对于生物多样性保护具有重要意义。本文综述介绍了川西地区两栖爬行动物多样性研究概况。 相似文献
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李虹 《中小学实验与装备》1997,(1)
生物多样性及在教学中的探讨武昌区教师进修学校（４３００６０）李虹生物多样性是地球上的所有生物及其与环境形成的生态复合体，以及与此相关的各种生态过程的总和。它包括动物、植物、微生物和它们所拥有的基因，以及它们与生存环境所形成的复杂的生态系统。生物多样性... 相似文献
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裴军立 《新课程导学(上)》2011,(7)
生物多样性指的是地球上生物圈中所有的生物,即动物、植物、微生物,以及它们所拥有的基因和生存环境.它包含三个层次:遗传多样性,物种多样性,生态系统多样性. 相似文献
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我国生物多样性及其特点 总被引：1，自引：0，他引：1
赵建民 《杨凌职业技术学院学报》2003,2(2):50-53
生物多样性是全社会关注的热点，我国是生物多样性最丰富的国家之一。本文简述了影响我国生物多样性的自然地理概况，分析了我国生物多样性的现状，总结出其特点是：物种丰富；特有性高；区系起源古老；种质资源异常丰富；生态系统丰富多彩。 相似文献
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关于生物多样性保护的若干问题 总被引：1，自引：0，他引：1
生物多样性保护在近年来引起世界各国的广泛关注和生物学界的高度重视,成为当今全球环境问题的热点之一。本文就关于生物多样性保护的若干问题作一简要的介绍和论述。 一、什么是生物多样性 生物多样性是自然界客观存在的事物。长期以来生物学家从不同的角度和不同水平及不同层次上一直从事着与之有关的研究,如遗传育种学与遗传多样性、分类学与物种多样性、生态学与生态系统各样性及景观生态学与景观多样性等,这些学科的工作都与生物多样性有密切的联系。那么究竟什么是生物多样性呢? 生物多样性是个内涵十分广泛的概念,它有多种定义,但总的含义是指各种生命形式的资源,即包括植物、动物、真菌和微生物的所有种类,以及它们所拥有的基因和它们参与的生态系统和生态过程。生物多样性包括多层次和 相似文献
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Clay Carr 《Performance Improvement Quarterly》1993,6(4):115-126
Books and articles promoting “diversity” abound. Many of their authors are not clear what they mean by diversity. Many seem to be naive about the amount of conflict “diversity” can engender. And almost all authors assume–without presenting any meaningful evidence–that diversity is somehow good for organizations. This article attempts to define diversity, suggest the conflict that is often associated with it, and then investigate the conditions (if any) under which diversity with its attendant conflict can benefit the organization. 相似文献
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Next Generation Science Standards: All Standards,All Students 总被引：1，自引：0，他引：1
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Joint work among academic staff is important for solving the ever‐increasing number of complex tasks that are becoming part of everyday activities in higher education. At the same time, diversification and internationalisation may challenge collaboration processes and communication demands. Speaking a shared language consistently could be a way of overcoming problems. Hence, this study focuses on the effect of shared language among academic staff on the relation between academic staff involvement in work processes and openness to diversity. This study draws on data from 489 Danish academic staff members in science departments of three universities. Results show positive associations between academic staff involvement and all openness‐to‐diversity variables (openness to informational, linguistic, value and visible diversity). Shared language had a positive effect on openness to surface level types of diversity (linguistic and visible) but no effect on openness to deep‐level types of diversity (informational and value). 相似文献
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This paper is based on the premise that controversial issues related to diversity are an important aspect of teaching and learning with all pupils. It was stimulated by a newspaper article which criticised teaching Key Stage 1 (5–7-year-old children) about Grace O'Malley, an Irish Queen. We argue that sixteenth century Anglo-Irish relations can be taught across all key stages and illustrate this through a detailed examination of how this was undertaken with Key Stage 1 pupils. To support our case we draw on literature related to diversity in a range of contexts and age groups. 相似文献
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Arturo X. Pereiro-Rozas Onésimo Juncos-Rabadán David Facal Aurora Pérez-Fernández 《Educational gerontology》2013,39(1):40-52
This study examines cognitive diversity through performance of four attentional tasks and a vocabulary measure in relation to age and level of education. Tasks were performed by 168 participants (aged between 45 and 91 years) who were grouped according to age and level of education. Multivariate analyses of variance were applied to Z scores calculated from intersubject coefficients of variation. When the variance associated with education was discounted prior to analysis, a disproportionate increase in cognitive diversity was observed in participants over 75 years of age. When cognitive diversity was analyzed in relation to age and education in the three youngest age groups, participants with a low level of education displayed higher diversity in most attentional tasks from 66 years of age. In participants with a high level of education, diversity was lower for all attentional tasks considered from 56 years of age. Vocabulary knowledge was the most sensitive to education-related cognitive diversity. The diversifying effect of the relationship between education and diversity on fluid cognitive performance appeared to reverse and become a homogenizing effect with increasing age. 相似文献
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Children's thinking about diversity of belief in the early school years: judgments of relativism, tolerance, and disagreeing persons 总被引：2，自引：0，他引：2
Children's thinking about diversity of belief in 4 realms--morality, taste, facts, and ambiguous facts--was examined. Ninety-six participants (ages 5, 7, and 9) were interviewed about beliefs different from their own that were endorsed by characters with different status; their judgments of relativism, tolerance, and disagreeing persons were assessed. Five-year-olds made fewer relative and tolerant judgments than 7- and 9-year-olds. Nevertheless, participants of all ages organized their judgments according to the realm of diversity, thought that some beliefs are relative and some are nonrelative, and made tolerant judgments of some divergent beliefs (and their proponents) but not of others. The findings suggest that, in the early school years, children have multiple and well-differentiated perspectives on belief diversity. 相似文献
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The effects of school‐based ethnic diversity on student well‐being and race‐related views were examined during the first year in middle school. To capture the dynamic nature of ethnic exposure, diversity was assessed both at the school‐level (n = 26) and based on academic course enrollments of African American, Asian, Latino, and White students (n = 4,302; M = 11.33 years). Across all four pan‐ethnic groups, school‐level ethnic diversity was associated with lower sense of vulnerability (i.e., feeling safer, less victimized, and less lonely) as well as perceptions of teachers’ fair and equal treatment of ethnic groups and lower out‐group distance. Underscoring the role of individual experiences, exposure to diversity in academic classes moderated the association between school‐level diversity and the two aforementioned race‐related views. 相似文献
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Jared Russell Samuel R. Hodge Anna Marie Frank Michelle Vaughn 《Quest (Human Kinetics)》2019,71(1):66-89
As our nation and society becomes more racially and ethnically diverse, college campuses are experiencing a dynamic shift in the student demographic on campus as well. Purposes of the study were to: (a) analyze the beliefs of kinesiology academic unit leaders (i.e., chairs, directors, heads) regarding faculty and student diversity within their programs and departments and (b) inquire about strategic goals for faculty and student diversification within their programs and departments. The participants were 68 administrators (43 men, 25 women) and all current members of the American Kinesiology Association (AKA) as of 2015. Thematic content data analysis of the open-ended probes exposed the recurrent themes: (a) advocacy, motives, and actions; (b) diversity identified, but rarely defined; and (c) history, status, and outlook. Implications of the findings are that issues associated with diversity in kinesiology programs and departments should be addressed with vigor and progressive actions. 相似文献
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The purpose of this study was to examine the relationship between measures of written vocabulary and writing quality. Participants
included 92 second-grade students and 101 fourth-grade students. Students completed two writing samples: one an experimenter-developed
writing task and the other, a standardized assessment of writing quality. Research questions examined whether four vocabulary
measures (vocabulary diversity, less frequent vocabulary, mean syllable length, number of polysyllabic words) demonstrated
developmental differences, whether the vocabulary measures remained stable across two different writing prompts, and whether
the vocabulary measures explained unique and shared variance beyond that explained by compositional length and compositional
spelling. The results indicated that vocabulary diversity and less frequent vocabulary showed developmental differences across
the two writing tasks. Vocabulary diversity was the only variable to remain stable across the two writing tasks. Commonality
analysis revealed that vocabulary measures explained unique and shared variance in writing quality in all four models (2 grades
and 2 writing prompts). Generally, vocabulary diversity was the most stable and consistent of the four vocabulary variables. 相似文献
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Aki Murata 《学习科学杂志》2013,22(2):312-335
This article presents an instructional model (inclusively responsive instruction) that takes advantage of student diversity in order to differentiate student learning while maintaining high expectations. In the history of U.S. education, diversity and academic rigor were often considered at odds, and educators tried to emphasize one at the expense of the other. This article uses a detailed set of examples from Japanese mathematics education to illustrate how diverse ideas, as important resources, can drive classroom instruction. Teaching and learning supports are described that are essential to helping all teachers balance group and individual learning in classrooms. Current U.S. instructional approaches and the model of inclusively responsive instruction are compared in terms of balancing diversity and academic expectations. 相似文献