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.     

2006年中考英语模拟试题(英文)

听力部分(25分)Ⅰ.情景反应(共 10小题,计 10分)根据你所听到的句子,从 A 、B 、C 三个选项中选出正确答语。1.A .W e wentto B eijing. B.W e stayed athom e.C.W e arrived late.2.A .Y es,itis. B.Thats right. C .G ood idea.3.A .Its broken. B.Its black. C .Its heavy.4     

XML技术及其在远程教育中的应用

可扩展标记语言XML是W3C发布的标准，是下一代网络应用和发展的重要基石，本文介绍了XML技术及主要特点，并对其在现代远程教育中应用做了详细的探讨。     

数学标记语言MathML

随着网络技术的发展,各个科研领域之间的信息交流日趋频繁,针对数学公式在Web上的应用,W3C组织提出了一种基于XML的数学标记语言(简称MathML)。该文通过简要介绍MathML的发展状况、语法结构以及相关的工具软件,为数学公式在Web上的应用提供了一种全新的解决方案。     

SMIL在多媒体远程教学中的应用

同步多媒体集成语言(SMIL)是W3C的同步多媒体工作组设计发展的一种新的标记语言,是新一代Web语言XML的一个重要应用。本文在简要介绍SMIL和目前多媒体远程教学中遇到的种种困难的基础上,详细介绍了SMIL在多媒体教学中的应用,并通过一个实例探讨了SMIL在多媒体远程教学中的具体应用。     

2004年中考英语模拟试题(Ⅵ)

笔试部分 32.Tom to bed early but his brother A 卷(选择题,满分 60分) doesn’t.Ⅲ.基础知识(本题 60分,每小题 3分) A .goes B.has gone C.went 从 A 、B 、 三个选项中,选出可以填入空白处 C 33.W e if it doesn’t rain tom orrow .的最佳答案。(共 20小题,每小题 3分,满分 60 A .com e B .cam e C.w ill com e分) 34.W hat …     

物理第九、十章测试题

一、选择题1.关于电功,下面说法正确的是(摇摇)A.通电时间越长,电流所做的功越多B.通过用电器的电流越大,电流所做的功越多C.用电器两端的电压越大,电流所做的功越多D.电流做了多少功,就有多少电能转化为其他形式的能2.一个家用电熨斗工作时的电流是1.5A,电压为220V,则5S通过电熨斗的电荷量Q和电流做的功W为( 摇摇)A.Q=7.5CW=330VB.Q=330C W=1650J C.Q=7.5C W=1560J D.Q=7.5C W=1650kW·h 3.某家用电器正常工作时的功率约为2kW,则它可能是(摇摇)A.电风扇摇B.电视机摇C.电冰箱摇D.空调器4.电路中正在发光的两小灯…     

XML在Web中的应用研究

XML(可扩展标记语言)作为W eb标准技术支持的一种具有风险描述、开放性、信息加密优势.本文从原理上阐述了这三个优势在W eb风险描述、W eb服务、W eb中信息加密上的应用.     

Go for it Unit 10~12检测题

A卷I.单项选择()1.—_______did you goon vacation?—IwenttoNew York.A.W hen B.W here C.W hat D.W ho()2.Did you go_______beach?A.to B.the C.tothe D.toa()3.—_______wasyourvacation?—Itwasprettygood.A.W hat B.H ow C.W here D.W hen()4.Thebeach was_________,butthefood was________.A.fantastic,prettygood B.awful,badC.beautiful,awful D.beautiful,delicious()5.Did you________yourgrandparentslastSunday?A.visit B.visited C.visits D.visiting()6.W hatdoyou think_______soap opera?A.like B.for C…     

对答如流

Thanks very m uch.W ho can drew a fish?W here are you going?W ho is it?1 2W hat are you doing here?Is it w et today?3 4W hat do youwant,sir?G ood m orning.A .M e, sir. B.You re welcom e. C.Good m orning, Peter.D .Its m e, John. E.Tea, please. F.Shopping.G .W aiting for the bus. H .N o, its dry. ( )●答 案 :1～8 BA FD G H C E7 8对答如流(英文)@刘碧群…     

释中——读清华简《保训》

清华简《保训》述及舜"求中"、"得中",上甲微"假中"、"归中",论者说以中道。借助对有关记载的中、中和、中正、中庸及相关的极、皇极诸概念的比证分析,可知中乃一内涵极为丰富的政治伦理概念,代表了中国古代的治道理想,其义当从三代的河洛文化背景内寻绎。"保训"当读为"宝训",但绝非"珍贵的训诫"。宝者以道为贵宝,其义存于《逸周书·宝典》所记载武王对周公的训谕之中。     

Teaching Scientific Analogies: a proposed model

The purpose of this paper is to propose a model for teaching scientific analogies. This model is called: ‘The General Model of Analogy Teaching’ (GMAT). A theoretical framework is developed first for this model. The following points are covered in this framework: (1) definition of the analogy, (2) analogical learning, (3) variables related to the analogical learning, (4) evaluating the outcomes of analogical learning, and (5) limitations of using analogies in teaching. The General Model of Analogy Teaching proceeds in the following nine stages: (1) measure some of the students’ characteristics related to analogical learning in general, (2) assess the prior knowledge of the students about the ‘topic’ to be taught, (3) analyse the learning material of the ‘topic’ to be taught, (4) judge the appropriateness of the analogy to be used, (5) determine the characteristics of the analogy to be used, (6) select the strategy of teaching and the medium of presenting the analogy, (7) present the analogy to the students, (8) evaluate the outcomes of using the analogy in teaching, and (9) revise the stages of the model.     

Preparation and Photoconductivity of Fe-Phthalocyanine Derivation and C_(60) Composite Films

1　Ｉｎｔｒｏｄｕｃｔｉｏｎ　Ｒｅｃｅｎｔｌｙｐｈｔｈａｌｏｃｙａｎｉｎｅｓ (Ｐｃｓ)ａｓｏｒｇａｎｉｃｓｅｍｉｃｏｎ ｄｕｃｔｏｒｓｈａｖｅａｔｔｒａｃｔｅｄｍｏｒｅａｔｔｅｎｔｉｏｎｂｅｃａｕｓｅｔｈｅｙａｒｅｖｅｒｙｓｔａｂｌｅ .Ｐｃｓ ｐｏｓｓｅｓｓｂｅｔｔｅｒ ｐｈｏｔｏｅｌｅｃｔｒｉｃａｌｐｒｏｐｅｒｔｉｅｓａｎｄｈｉｇｈｌｙａｂｓｏｒｐｔｉｏｎｉｎｔｈｅｖｉｓｉｂｌｅｌｉｇｈｔｒｅ ｇｉｏｎ .ＳｏｍｅｐｒｏｐｅｒｔｉｅｓｏｆＰｃｓｃａｎｂｅｉｍｐｒｏｖｅｄａｌｏｔｂｙｂｏｎｄｉｎｇｔｏｐ…     

“肩负”类动词历时更替浅析

在古汉语中一般用“荷”、“任”、“擔”、“挑”、“担”、“扛”、“揭”表示现代汉语中的“肩负”义。先秦时期,一般用“荷”和“任”;汉魏时期,“擔”字用例逐渐增多;宋时开始,用“挑”“扛”“担”表示这一意义;明清时期,“担”、“扛”、“挑”取代了“荷”、“揭”和“任”。     

Adapting mentoring to individual differences in novice teacher learning: the mentor’s viewpoint

Being adaptive to the individual novice teacher is considered a condition for effective teacher mentoring. The aims of this study are therefore to explore (1) mentoring activities through which mentors intend to adapt to the individual novice teacher and (2) characteristics of adaptive mentors. Information was collected through on-site, post-mentoring conversation interviews with 18 mentors holding different mentoring conceptions, from different programs for Initial Teacher Education in the Netherlands. Four adaptive mentoring activities were identified: (1) aligning mutual expectations about the mentoring process, (2) attuning to the novices’ emotional state, (3) adapting the mentoring conversation to match the reflective capacity of the novice teacher, and (4) building tasks from simple to complex relative to the novices’ competence level. Adaptive mentors were (1) more likely to mention activities intended to support construction of personal practical knowledge and (2) less likely to mention activities intended to create a favourable context for novice teacher learning. Suggestions for using findings to enhance mentor adaptiveness are discussed.     

子宫恶性肿瘤血清标志物CA125,CA199,CA153检测的临床意义

目的通过检测子宫恶性肿瘤患者血清中标志物CA125,CA199,CA153含量,探讨其能否作为评价治疗效果及预后中的一项检测指标.方法对103例子宫恶性肿瘤治疗前检测血清中CA125,CA199,CA153含量,部分患者治疗后追踪检测血清中CA125,CA199,CA153含量.结果治疗前血清中CA125,CA199,CA153在Ⅰ、Ⅱ期子宫内膜腺癌及腺鳞癌的阳性率明显低于Ⅲ、Ⅳ期(P<0.01).肿瘤切除后,CA125,CA199,CA153转为阴性,肿瘤复发或转移时标志物又复阳性.结论CA125,CA199,CA153的检测有助于治疗效果的评价、病情监测及预后的估计.     

Identifying the training experiences and needs of bilingual school psychologists

The purpose of this pilot study was to better understand the training experiences of bilingual school psychologists (BSPs) and identify their training needs in the provision of psychological services to English language learner students. The secondary aims of the study were to determine how school psychology programs can better prepare BSPs and incorporate best practices in bilingual competencies into their training models. Six BSPs (Spanish/English‐speakers) participated in the study; findings revealed four themes related to their training experiences: (a) programmatic limitations, (b) assumption that language equals competence, (c) going beyond the classroom, and (d) experiential training. In addition, as a result of their training experiences, the BSPs provided training recommendations in two major areas: (a) trainers and (b) culturally relevant curriculum. Implications for school psychology trainers will be provided.     

以Ag作为构筑单元的二维配位聚合物的合成与表征

配住聚合物[Ag(L)2ClO4]是以N,N-(2-吡啶)-(4-吡啶甲基)胺和AgClO4为原料,通过水(溶剂)热法合成.X单晶结构解析显示N,N-(2-吡啶)-(4-吡啶甲基)胺通过2-吡啶和4-吡啶甲基的N原子桥联Ag,形成菱形网格,配体N,N-(2-吡啶)-(4-吡啶甲基)胺的两个苯环互相垂直,并以Ag和分子间氢键为中心.化合物晶体数据单斜晶系,C2/c空间群,晶胞参数a=0.848 31(6)nm,b=1.725 4(1)nm,c=1.669 9(1)nm,β=99.677(6)°.V=2.559 4(1)nm3.     

The Perceptions of Success Inventory for Beginning Teachers: Measuring its psychometric properties

This study investigated the construction and evaluation of an instrument called the Perceptions of Success Inventory for Beginning Teachers (PSI-BT) intended to measure factors documented in research that contribute to beginning teachers’ perceptions of success. The PSI-BT was found to assess the following factors using exploratory factor analysis: (1) Administrative Support, (2) Classroom Climate, (3) Mentor Support, (4) Colleague and Instructional Resource Support, (5) Commitment, and (6) Assignment and Workload. Internal reliability, content validity, and concurrent validity were also measured in the validation process. Our findings suggest that the PSI-BT provides a reliable and valid instrument that can provide schools with valuable feedback to ensure the success of their beginning teachers.     

Using sequential analysis procedures to rank the influencing factors of public work’s quality

INTRODUCTIONBased on the definition of quality in ISO-9000-1, the quality of public works is derived from the plan-ning, design, tender, and construction phases. In re-cent years, the strategies that have been implemented to enhance the quality of public works in Taiwan since 1990 are: (1) the “Regular Supervision Meeting of the Public Building Committee” founded in 1991, (2) the “Quality Management System of Public Works” policy issued for enforcement in 1993, (3) the “Public …