磁力

我心中好不着急! 考场里静得出奇。左手腕上,手表那秒针嘀嗒嘀嗒的走动声,不但可以听见,而且每一下都是那样沉重地叩击着我的心扉,使我感到一阵阵地震颤和剧痛。 这是1991年末的一次“民转公”考试。语文卷子阅读量大,我只有一只眼睛管用,阅卷慢,待运笔作文时,快到响铃时间了……铃声是无情的告示,它将宣布:宁春梅,你今后还是民办教师!     

磁力迷宫

材料:白硬纸板,磁铁块,彩色笔、纸,小铁片。做法:用彩色笔在白硬纸板上照附图画出各种图形.把小铁片粘上彩色纸,剪成小小的圆形或方形,其大小要小于迷宫图的通道.玩法:把彩色小铁片放在迷宫入口处,幼儿一手拿迷宫图,一手拿磁铁块,在纸板背后靠磁力吸引小铁片走出迷宫。幼儿可3～4人一组比赛谁走得快.     

磁力砖块

邪恶巫师特瑞尔在一个古老传说的指引下,即将打开通往黑暗世界的大门。勇敢的你需要进行一次危险的长途旅行,前往失落之城——特瑞尔居住的城堡,阻止巫师特瑞尔的行动。当然,在此期间,魔法弹珠台和魔球会帮助你打击敌人。     

构建磁力课堂

课堂教学是学生学习知识、获取技能的最重要的途径,不断地提高课堂教学效率是一个教师教学研究永无止境的方向。吸引学生的注意力是提高课堂效率的主要途径,教师只有像磁石般牢牢吸引住学生,充分调动学生学习的积极性,才能使学生精力集中,真正学会更多的新知识。     

情境就是磁力场

当下课堂提倡师生、生生间的合作，接下来顺理成章的问题自然是：如何合作？合作的结果如何？我以为：“合作”应该是可操作的．创设情境就是师生“合作”的主要方式，而师生互相之间所创设的具体的课堂情境就是“合作”的主要成果。可以说。“情境”是语课堂教学的磁力场。[第一段]     

制作简易磁力测量仪

在教学《磁现象》一课中,有一个“距离变化对磁力大小的影响”探究活动,我也上过此内容,也听过其他老师的课。但总感觉磁铁与物体的距离很难控制,磁力的大小也不易量化,探究效果不理想。究其原因,我认为主要是试验材料存在一些问题,这个试验的关键是控制好磁铁与物体的距离。     

作文评语的磁力

梁启超在《中国韵文里头所表现的情感》一文中说:"用情感来激发人,好像磁力吸铁一般,有多大分量的磁便引多大分量的铁,丝毫容不得躲闪。所以情感这样的东西,可以说是一种催眠术,是人类一切动作的原动力。"所以作文评语一定要写出磁力来?     

制作简易磁力测量仪

在教学《磁现象》一课中,有一个“距离变化对磁力大小的影响”探究活动,我也上过此内容,也听过其他老师的课。但总感觉磁铁与物体的距离很难控制,磁力的大小也不易量化,探究效果不理想。究其原因,我认为主要是试验材料存在一些问题,这个试验的关键是控制好磁铁与物体的距离。     

A retrospective event detection method in news video

In this work we present a probabilistic learning approach to model video news story for retrospective event detection (RED). In this approach, both content and time information on a news video is utilized to transcribe the news story into terms, which are divided into classes by their semantics. Then a probabilistic model, composed of sub-models corresponding to the semantic classes respectively, is proposed. The model’s parameters are estimated by EM algorithm. Experiments showed that the proposed approach has better detection resolution.     

Discrete event simulation

Computers can be used to simulate the operation of complex systems and thereby study their performance. This article introduces you to the technique of discrete event simulation through a simple example.     

浅谈独立事件

揭示来自同一次试验而事件的独立性与不是来自同一次试验两事件的独立性的本质差别。     

The effect of event repetition on the production of story grammar in children's event narratives

Objective

This study examined the effect of event repetition on the amount and nature of story-grammar produced by children when recalling the event.

Method

Children aged 4 years (N = 50) and 7 years (N = 56) participated in either 1 or 6 occurrences of a highly similar event where details varied across the occurrences. Half the children in each age and event group recalled the last/single occurrence 5-6 days later and the other half recalled the last/single occurrence after 5-6 weeks (the final and single occurrence was the same). Children's free recall responses were classified according to the number and proportion of story-grammar elements (Stein &; Glenn, 1979—setting, initiating event, internal response, plan, attempt, direct consequence, and resolution) as well as the prevalence of causal links between the individual story-grammar elements.

Results

More story-grammar detail and more links between individual story-grammar elements were reported about the final compared to single occurrence. The amount of story-grammar increased with age and decreased over time. Further, an interaction was revealed such that the effect of retention interval on the production of story-grammar was negligible for older children who experienced the repeated event.

Conclusions

Event repetition has a beneficial effect on the production of children's story-grammar content in situations where event details varied from occasion to occasion. This study highlights the importance of eliciting free recall when conducting evidential interviews with child witnesses about repeated events.     

基于灰色系统理论的女子体操全能与各单项间的关联研究

运用灰色系统理论,通过灰色关联分析及数理统计等方法对女子体操全能项目新旧规则下的4次重大比赛中优秀运动员成绩进行研究.结果表明:各单项与全能间的关系是由各单项的技术特点及其运行规律所决定的,但这种关系也会受外界因素影响呈现区域性、阶段性差异,新的体操评分规则使得各单项时全能成绩的影响趋于平衡.     

英汉运动事件动词语义合并方式对比研究

不同的语言使用不同的方式来表达运动事件框架,而这一差异主要源于动词语义合并方式的不同。本文在介绍运动事件框架的基础上,对比分析了英汉运动动词语义合并方式的异同,并试图探讨其对英汉互译及英语教学的影响。