国标《建筑用砂》修订对建筑施工的影响

介绍国标GB/T14 684-93 建筑用砂》修订的主要内容和依据及其对建筑业的影响。提出了如何正确认识和使用人工砂这一新砂源 ,砂产品分类及执行好砂试验筛改制     

《大学语文》质疑--与张继缅、王习耕先生商榷

张继缅、王习耕先生编著的《大学语文》(修订版),从所选篇目到具体释义,都有着独到之处。但作为教材,其"题解"、"注释"、"简析"仍有一些可议之处。文章从欠当和失误的角度对其释义提出了质疑。     

Comparative acceptability and effectiveness of teacher-revised and designer-revised instruction

This study examined whether instructional material revised by teachers will be more effective and adopted more readily than material revised by designers and material that is not revised. Teachers from a vocational school were randomly assigned to review one version of the material and complete an Instructional Materials Acceptance Questionnaire. Students were asked to read the chapter randomly assigned to them and complete a posttest.Contrary to expectations, the teacher-revised material was as effective as the designer-revised material and more effective than the original material, yet it was not more acceptable to teachers. As expected, the designer-revised material was more effective than the original material. However, teachers were no more favorably disposed to the designer-revised version than to the original version. Possible reasons for these findings are described and suggestions for future research are offered.     

Evaluating Type I Error and Power Rates Using an Effect Size Measure With the Logistic Regression Procedure for DIF Detection

The logistic regression (LR) procedure for differential item functioning (DIF) detection is a model-based approach designed to identify both uniform and nonuniform DIF. However, this procedure tends to produce inflated Type I errors. This outcome is problematic because it can result in the inefficient use of testing resources, and it may interfere with the study of the underlying causes of DIF. Recently, an effect size measure was developed for the LR DIF procedure and a classification method was proposed. However, the effect size measure and classification method have not been systematically investigated. In this study, we developed a new classification method based on those established for the Simultaneous Item Bias Test. A simulation study also was conducted to determine if the effect size measure affects the Type I error and power rates for the LR DIF procedure across sample sizes, ability distributions, and percentage of DIF items included on a test. The results indicate that the inclusion of the effect size measure can substantially reduce Type I error rates when large sample sizes are used, although there is also a reduction in power.     

基于投入产出模型的成本管理

依据投入产出分析的方法原理和企业财务成本核算的规定,提出了一个有别于现有实物型和价值型投入产出表的新型的企业成本投入产出表,构建了一个简便实用的企业成本投入产出模型。     

可塑性跟骨钛板加植骨术治疗跟骨骨折25例分析

目的探讨利用可塑性跟骨钛板加植骨术治疗跟骨骨折的临床疗效。方法应用可塑性跟骨钛板加植骨术治疗跟骨骨折25例SandersⅡ～Ⅳ型骨折,测量术前、术后的Bohler角、Perie角并进行分析比较,随访12～40月,并按Maryland足部评分标准评定功能。结果术后Bohler角、Perie角均恢复良好。按Maryland足部评分系统SanderⅡ型优占8例,良占1例,优良率达90%;Ⅲ型优7例,良2例,占75%;Ⅳ型优1例,良1例,优良率占66.7%。总体优良率占80%（20/25）。结论说明可塑性跟骨钛板加植骨术是治疗跟骨骨折的有效方法。     

从台风防御角度探讨台风多发城市的植物景观营造策略

华南沿海城市每年都要遭受热带风暴的袭击,绿化受破坏程度尤为严重,极大地影响了城市的园林绿化风貌.如何选择抗风树种和采取防风措施,是沿海城市绿化亟待解决的问题.通过对2012年第8号台风"韦森特"过境后对广东省几个城市园林树木受害成因的分析和研究,提出了台风多发城市基于台风防御的园林植物景观营造策略,要根据植物的生物学特性选择深根性、硬材质树种,优先选用乡土树种,并采用合理有效的种植方法从源头上保证园林树木的健康成长,以提高植物抵御台风的能力.     

Relative effects of three questioning strategies in ill-structured,small group problem solving

The purpose of this research is to investigate the relative effectiveness of using three different question-prompt strategies on promoting metacognitive skills and performance in ill-structured problem solving by examining the interplay between peer interaction and cognitive scaffolding. An ill-structured problem-solving task was given to three groups. One group (Type QP) received instructor-generated question prompts that guided the problem-solving process; the second group (Type PQ) developed their own peer-generated questions; another group (Type PQ-R) developed their own question prompts first and revised them later with an instructor-generated question list. In this study, students in the QP group outperformed those in any other groups. The results revealed that providing instructor-generated question prompts was more effective than letting students develop their own questions, with or without revision, in ill-structured problem solving. Analysis of each of the four problem-solving stages revealed that the provided question prompts were more helpful in the stages of justification, and monitoring and evaluating than student-generated prompts. The difference between PQ and PQ-R groups is not statistically significant either overall or in any of the problem-solving stages.     

马克思主义视野中的哲学基本问题

思维与存在的关系,作为哲学基本问题,通常被给予如下解释：第一,它等同于物质和意识的关系,甚至等同于精神与自然界的关系;第二,它包括而且仅仅包括世界的本原问题和世界的可知性问题两个方面。依据马克思主义的科学实践观点和实践分析方法来看,这种解释未能真正澄明思维与存在的关系之实质性内容———两者的互动,尤其是思维观念对存在状态的巨大能动作用     

Immediate and delayed recall of incidentally learned material: A comparison of paradigms across three developmental levels

Memory of incidentally learned material was investigated across three developmental levels in immediate and delay conditions. Subjects (56 first graders, 56 sixth graders, and 56 college students) were assigned randomly within developmental level to one of four experimental conditions: Type I immediate, Type I delay, Type II immediate, or Type II delay. In the Type I paradigm, subjects looked at pictures but were given no explicit instruction to remember, and in the Type II paradigm, subjects were instructed to remember specific pictures when shown all stimuli. Paradigm interacted with recall condition and significant amounts of incidental learning proved durable for sixth graders and college students. Incidental learning increased with age in both paradigms, suggesting that previously reported divergent developmental trends may not be the result of the type of paradigm.     

一种纳米光净化材料--奥因光触媒的制备及应用

纳米光净化材料-奥因光触媒（TiO2）是一种具有光催化功能的光半导体材料,该材料采用独特的一步法的新工艺新技术，以无机钛盐为起始原料研制纳米级二氧化钛光触媒，纳米级锐钛矿型的二氧化钛微粒子在水溶液中直接产生；通过特殊筛选的化学修饰法来控制二氧化钛微粒子的结构、粒径等，提高光触媒光的利用率；二氧化钛微粒子以结晶状态存在于水溶液中，长期稳定；不含其他粘合剂却能与基材牢固粘接-奥因光触媒（TiO2）具有净化空气、抗菌、防霉、除污、亲水自洁等功能，可广泛应用于环境生态保护及工业、医疗、家居、交通、公共场所、宾馆、酒店等领域。     

Mathematical education and democracy

Is it possible to develop the content and form of mathematical education in such a way that it may serve as a tool of democratization in both school and society? This question is related to two different arguments. The social argument of democratization states: (1) Mathematics has an extensive range of applications, (2) because of its applications mathematics has a “society-shaping” function, and (3) in order to carry out democratic obligations and rights it is necessary to be able to identify the main principles of the development of society. The pedagogical argument of democratization states: (1) Mathematical education has a “hidden curriculum”, (2) the “hidden curriculum” of mathematical education in a traditional form implants a servile attitude towards technological questions into a large number of students, and (3) we cannot expect any development of democratic competence in school unless the teaching-learning situation is based on a dialogue and unless the curriculum is not totally determined from outside the classroom. The social argument implies that we must aim at “empowering material” which could constitute a basis for reflective knowledge i.e. knowledge about how to evaluate and criticize a mathematical model, while the pedagogical argument implies that we must aim at “open material” leaving space for decisions to be taken in the classroom. Will it become possible to create materials at the same time open and empowering? To answer this question we have to analyse the concept ‘democratic competence’, which can be related to ‘reflective knowledge’ characterized by a specific object of knowledge and a specific way of knowledge production. The ultimate aim will be to unify these characteristics in an epistemological theory of mathematical education. This paper is a revised version of \ldDemocratization and Mathematical Education\rd, R. 88-33 Department of Mathematics and Computer Science, Aalborg University Centre.     

The problems of ‘competence’ and alternatives from the Scandinavian perspective of Bildung

The paper aims to show how competence as an educational concept for the 21^st century is struggling with theoretical problems for which the concept of Bildung in the European tradition can offer alternatives, and to discuss the possibility of developing a sustainable educational concept from the perspectives of competence and Bildung. The method of the study is conceptual analysis of ‘competence’ and Bildung. The paper concludes that (1) competence must be abandoned as an educational concept, as its problems cannot be solved due to the lack of a theory of educational content. With competence, the content aspect of education is obscured and hidden from public debate, and human autonomy is threatened. (2) Bildung can be revised as an educational concept by reinventing educational content as subject to interpretation and open debate by autonomous individuals on all levels from the transnational to the classroom. (3) A revised ‘mimetic’ concept of Bildung can prepare students for the knowledge society, as imagining is a type of higher order thinking essential for innovation and creativity. Instructional content in school is meaningful to students if they are able to imagine the representational object ‘as if’ it is both subject matter and real to them.     

A Study of the Professional Curriculum Requirements for the Preparation of High School Teachers in the United States

The authors present a method that ensures control over the Type I error rate for those who visually analyze the data from response-guided multiple-baseline designs. The method can be seen as a modification of visual analysis methods to incorporate a mechanism to control Type I errors or as a modification of randomization test methods to allow response-guided experimentation and visual analysis. The approach uses random assignment of participants to intervention times and a data analyst who is blind to which participants enter treatment at which points in time. The authors provide an example to illustrate the method and discuss the conditions necessary to ensure Type I error control.     

Hewitt多维完美主义量表在523名大学生中的试用与修订

目的：测试Hewitt多维完美主义量表在中国大学生中的信度、效度,对其进行本土化修订。方法：对523名大学生进行测试,运用探索性和验证性因素分析对量表进行检验,计算量表的内部一致性信度、重测信度等。结果：量表最后保留16个项目,可解释总方差的52．32％,各维度的项目载荷在0．43-0．76之间。验证性因素分析指标RMSEA、NFI、CFI、GFI分别为0．062、0．786、0．891、0．852。总量表与分量表的α系数和重测信度都在0．69以上。结论：修订后的HMPS具有较理想的信效度,较适合中国大学生使用.     

Transforming SIBTEST to Account for Multilevel Data Structures

SIBTEST is a differential item functioning (DIF) detection method that is accurate and effective with small samples, in the presence of group mean differences, and for assessment of both uniform and nonuniform DIF. The presence of multilevel data with DIF detection has received increased attention. Ignoring such structure can inflate Type I error. This simulation study examines the performance of newly developed multilevel adaptations of SIBTEST in the presence of multilevel data. Data were simulated in a multilevel framework and both uniform and nonuniform DIF were assessed. Study results demonstrated that naïve SIBTEST and Crossing SIBTEST, ignoring the multilevel data structure, yield inflated Type I error rates, while certain multilevel extensions provided better error and accuracy control.     

简析钢琴改编曲《夕阳箫鼓》的音乐创作

钢琴改编曲《夕阳箫鼓》是一首与中国传统音乐文化有着密切联系的作品。这首作品集中体现了“古为今用,洋为中用”的创新原则,是钢琴改编曲创作的代表作之一。本文对《夕阳箫鼓》的改编背景、音乐分析及创作手法进行了较为深入的探讨。其创作手法的科学性、时代性、民族化是钢琴改编曲成功与否的关键。     

USING ANALYSIS OF VARIANCE WITH A DICHOTOMOUS DEPENDENT VARIABLE: AN EMPIRICAL STUDY1

A study was conducted to determine if analysis of variance techniques are appropriate when the dependent variable has a dichotomous (zero-one) distribution. Several 1-, 2-, and 3-way analysis of variance configurations were investigated with regard to both the size of the Type I error and the Power. The findings show the analysis of variance to be an appropriate statistical technique for analyzing dichotomous data in fixed effects models where cell frequencies are equal under the following conditions: (a) the proportion of responses in the smaller response category is equal to or greater than .2 and there are at least 20 degrees of freedom for error, or (b) the proportion of responses in the smaller response category is less than .2 and there are at least 40 degrees of freedom for error.     

Evaluation and analysis of the vitamin levels in the self-selected diets of senile diabetics

This study was aimed at evaluating the daily vitamin intakes of senile diabetics whose diets were self-selected in order to apply the data obtained to prevent and treat senile Type 2 diabetics effectively. The daily vitamin intakes of 43 Type 2 diabetics (group A) and 43 healthy non-diabetics (group B) as revealed by their answer to a questionnaire were evaluated by computer analysis and compared with the Recommended Dietary Allowance (RDA). The data obtained in this study showed that the daily vitamin B1 and B2 intakes in both groups were obviously low, less the 50% of RDA; and that in group A was lower than that in group B. The daily intakes of vitamin E and A were significantly different between group A and group B (P<0.01 for vitamin E and P<0.05 for vitamin A). So the vitamin intakes of the senile diabetics with their self-selected diets were inadequate. The author suggests that it is necessary to give a scientific guide for the diets of senile diabetics. If the vitamin intake from foods is inadequate, vitamin supplements should be given to prevent complications.