对C语言中指针的探讨

指针是C语言的一个难点。文中在分析了C语言中指针的定义、指针与简单变量的关系、指针与数组的关系、指针与函数的关系、指针与文件等知识的基础上,探讨了对C语言中指针的理解方法。     

C/C++语言中指针类型的分析

通过C/C++语言中指针类型分析、指针运算、指针的优点和指针的其它方面的分析讨论,对C/C++语言中指针的使用方法及使用过程中的注意事项等做了分析说明.     

对C语言中指针应用的探讨

C语言是一种被广泛应用的计算机程序设计语言.指针是C语言的精华,也是学好C语言的关键.从指针的定义、指针的基本操作、指针与其它数据类型的关系等方面对指针做了详细的分析.并对常见的指针错误进行了归类总结,以便于掌握指针的使用技巧,准确无误地驾驭指针.     

浅析C语言指针

C语言功能丰富、使用灵活方便,主要体现在其指针灵活且无所不指上。指针是C语言的灵魂、精华与根本所在,其内容也是C语言的重点及难点。能否正确理解和使用指针是衡量学生掌握C语言的一个重要标志,也直接影响学生对（傲据结构》和（髁作系统》等后续课程的学习和把握。本文从指针的概念、指针的运算等来浅析C语言指针。     

C语言指针详解

文中叙述了C语言中指针的定义、C语言中指针的类型及应用、C语言中指针的运算．     

指针教学实践

指针是C语言的精华,也是C语言学习的重点和难点,为了更好提高我院学生C语言指针教学效果,深入探讨了C语言指针教学中的若干问题,打破教材中常规教学顺序,引入实例分析法,逐个分析讲解每个知识点,帮助学生全面理解指针的概念和用法,使学生能够灵活使用指针解决实际问题,为后续课程C++、数据结构的学习奠定了坚实基础.     

浅析有关“指针”的数据类型

指针是C语言中的精华,也是C语言一个重要特色.从指针与指针变量,还有数组指针与指针数组,函数指针与指针函数等方面分析了与“指针”有关的数据类型.     

C语言指针应用

"指针"是C语言的精髓,是C语言区独有的功能,在C语言的程序设计过程中起着不可或缺的作用。只有学好了指针才算掌握了C语言,同时指针也是C语言最危险的特性,如果使用不当,则很容易指到意想不到的地方,产生错误很难发现。应该特别注意指针教学,高效应用指针,发挥C语言的优势。     

C语言中指针的探讨

从四个方面对C指针进行分析、探讨,阐述了C语言指针的概念和正确使用指针变量;通过判断变量和运算符的结合性来确定变量的数据类型;指出指针与数组的关系;以及指针如何实现动态分配来对链表进行创建、插入、删除等操作.     

C语言指针教学的探讨

指针是C语言中重要的知识点,同时也是教学难点。本文对C语言中的指针教学进行了探索和研究,提出从概念、类型、指针指向等多个方面理解和把握指针,并在教学中获得了一定的教学效果。     

世界上的语言词汇需要重新整理——公式依据和整理方法

世界上所有词语的创造公式为:W=K(C1+C2+C3+…),其中:W为表达某事物所使用词语:K为一门语言的原始符号变化规律;C1,C2,C3…为表达某事物某特征所用词语;C1+C2+C3+…为一个民族观察某事物所用视角及排列.世界上所有的语言词汇都可以据此公式重新整理,整理方法分四步:(1)总结出这门语言的原始符号变化规律K;(2)找出某一事物的特征C1,C2,C3…及这个民族观察这个事物所用视角及排列C1+C2+C3+…;(3)根据K规律变化C1+C2+C3+…得出W;(4)按词典顺序排列整理好的字词W.     

Expanding “within context” to “across contexts” learning: a case study of informal and formal activities

Learning happens not only in schools, but also in every context that affords new experiences and opportunities for metacognition. We aim to maximize the different activity-milieux in which learners are engaged in developing their life-long learning dispositions to learn within and across contexts. This paper is a follow up of an earlier published paper in which a framework on interpreting learning as how the self interacts with phenomena and reifications was proposed. Grounded in this learning framework, our research seeks to expand the “within context” learning to “across contexts” learning with evidence from a case study examining a 10-year-old boy's learning process. Through the case study, we will describe the interplay between bowling and schooling and how strategies learned from one context is situated into another drawing upon Ito et al.'s (2010 Ito, M., Baumer, S., Bittanti, M, boyd, d., Cody, R., Herr-Stephenson, B., Horst, … Pascoe, C.J., Perkel, D., Robinson, L., Sims, C., Tripp, L. (2010). Hanging out, messing around, and geeking out: Kids living and learning with new media. Cambridge, MA: MIT Press [Google Scholar]) developmental trajectory of “hanging out-messing around-geeking out” perspectives. The findings show that for learning to be meaningful and authentic for the twenty-first century, it is essential for the learner(s) to be in constant dialectical interactions and relationship with oneself, others, and with the social-cultural artifacts that afford the learning. We conclude with practical implications derived from the study.     

Transitive inference in pigeons: Simplified procedures and a test of value transfer theory

Minimal procedures for the demonstration of transitive inference (TI) in animals have involved the training of four simultaneous discriminations: for example, A+B?, B+C?, C+D?, and D+E?, followed by the demonstration of a preference for B over D on test trials. In Experiment 1, we found that TI in pigeons can be found with successive training involving A+B?, B+C?, A+C?, C+D?, D+E?, C+E?, and A+E?. In Experiment 2, we found that demonstration of TI did not require inclusion of experience with the nonadjacent stimulus pairs (A+C?, C+E?, A+E?). Experiment 3 provided a test of value transfer theory (VTT; Fersen, Wynne, Delius, & Staddon, 1991). When pigeons were trained with stimulus pairs that did not permit the transitive ordering of stimuli, but did permit the differential transfer of value (e.g., A+B?, C?E+, C+D?, & A+E?), preference for B over D was still found. Analyses of the relation between direct experiences with reinforced and nonreinforced responding and stimulus preferences on test trials failed to support a reinforcement-history account of TI.     

Transverse patterning in pigeons

Pigeons were trained to choose between colored lights (A, B, C, and D), first in a two-pair ambiguouscue problem (A+B?, B+C?), and then, with all colors nondifferentially reinforced, in a three-pair loop problem (A+B?, B+C?, C+A?) followed by a four-pair loop problem (A+B?, B+D?, D+C?, C+A?). Systematic efforts were made to simulate the data with a variety of models incorporating one or another of three conceptions of stimulus compounding prominent in the literature on compound conditioning. One conception is that the components of a compound stimulus are altered by interaction; the second is that they are not altered, but only supplemented with a new (compound-unique) component generated in the interaction; and the third is that the components entirely disappear in a configurational transformation. The ambiguous-cue data could be simulated accurately with each of the models, but the loop data with none of them. A convincing explanation of performance in loop problems remains to be found.     

关于图的优美性的若干结果

研究非连通图CmUPn的优美性，证明了C2n＋1UPn．C4aU2n＋2，C4mUP2n＋3，C4a-1UP2n＋2，C4m-1UP2n＋1，C8n-1UP2m＋3,C8mP2m＋3,C8m＋1P4m。是优美图，还证明了一类细分图是优美图．得到了相应的优美标号．     

修辞学视野下的现代汉语“V+将+C”结构

在修辞学的理论框架内考察已经淡出语法研究视野的现代汉语语境中的"V+将+C"结构,重点对"将"的意义、结构内部的关系及整体功能进行探讨,可以发现它具有"V着"、"V+了+C"或"V+C"所无法取代的语用和修辞价值。     

基于Visual C++的数据库项目规划与设计

从软件工程的角度,结合Visual C++的特点,提出Visual C++开发数据库项目的规划与设计,展示了Visual C++开发数据库应用的框架.有效地避免开发的盲目性,特别是避免重复开发所带来的人力和财力上的浪费。     

《搜神记》介宾补语研究

首先确定介宾补语的判定标准,然后对《搜神记》的介宾补语进行穷尽性的统计、细致的描写分析,并从结构类型、述语的词性两个方面加以概括总结。《搜神记》的介宾补语表示动作行为的处所、对象、工具、时间、施事、原因等六种语义,且可进一步划分为三种结构类型:V/A+C、V+O+C、V+C+O。     

古本《老乞大》的动补结构

古本《老乞大》里有四类补语：结果补语、状态补语、趋向补语和可能补语。充当状态补语的成分有三类：形容词或形容词短语、动词或动词短语、主谓短语,《老乞大》里有不少单纯形容词构成“V 得 C”的例子,其中有些可以凭借形式标记确认它们为状态补语;趋向补语既有粘合式(动 趋)的动补结构,又有组合式(动 将 趋,动 得 趋)的动补结构;可能补语有“V 得／不得”、“V 不 C”等几种格式,但这两种格式不专门用来表示可能。     

自动催化反应的速率常数

本文根据化学动力学基本理论,从速率方程的微分形式和积分形式导出式: r_2=(C_1—C_3)/2△t和式: ln((k_1+k_2C_0-k_2C)/C)=ln(k_1/C_0)+(k_1+k_2C_0)t从而可由理论计算得到自动催化反应的速率常数.