差距

English professor:What is the difference between an active verb and a passive verb?     

相位差的测量方法

介绍了几种相位测量的方法，尤其对占空比电路测量相位的方法进行了详细的描述。     

Marginal funding: A difference that makes a difference?

This paper describes a model which allows for the assessment of alternative funding formulas for post-secondary educational systems. The first section of the paper present a rationale and identify the characteristics of what the authors label a practical planning model. The remainder of the paper describes the model and shows its application to a specific situation. The emphasis is on assessing the extent to which marginal funding proposals can offer a viable alternative to traditional linear enrollment driven formulas. Although the model operates at a statewide level of aggregation, it should also be beneficial to those interested in system and institutional resource allocation patterns in a period of declining enrollments.Presented at the Nineteenth Annual Forum of the Association for Institutional Research, San Diego, California, May 1979.     

矩阵与差分方程

利用线性差分方程的有关理论，给出了计算矩阵An(An)^-1、A1/n的通项公式，并推出任意矩阵A均可由它的特征值表示。     

普通高等学校体育课程小集团差异化教学中的差异教学探讨

根据普通高等学校体育课程教学现状,如何充分利用现有的教学条件进行体育课程的教学改革,提高体育课程的教学质量,需要进一步的研究、探讨。小集团差异化教学中的差异教学,打破原班级限制,在学生选项的基础上按层次编班,把课堂自主权交给学生,发挥学生的主体作用和教师的主导作用,使体育课教学达到预期效果。     

有理插值型数值微分

现有的插值型数值微分公式是基于n次插值多项式而建立的,借助多项式插值的迭加思想而构造的有理插值函数,从而给出的数值微分公式更灵活有效,便于实际应用,并用实例加以验证.     

矩阵差分方程的稳定性

讨论了矩阵差分方程的稳定性,并给出了判定准则。     

股权投资差额的确定

本文分析了股权投资差额产生的原因和现行股权投资差额确定中存在的缺陷,对现行股权投资差额的确定方法进行了修正。     

异质取譬的美学价值

本文从文学语言审美的“本质”、人的审美“心理”、比喻的审美层次三方面分析了“异质取譬”的美学价值。     

性别角色的言语差异

语言中的性别差异是客观存在的社会现象.本文从心理语言学的角度,探讨性别角色言语机能的生理差异;从社会语言学的角度,探讨性别角色言语特色的心理差异;从文化语言学的角度,探讨性别角色言语差异的文化内涵.     

一阶中立型差分方程的振动性

研究了一阶中立型差分方程 △[x（n）-px（n-τ）]＋qx（n-σ）=0 的振动性,其中P∈（0,1）,q,τ,σ是正常数,利用适当的不等式和特征方程,建立了方程解的新振动准则．     

Managing to make a difference

This is an account of a programme involving the application of action learning to the task of ‘blending personal development with development of an organisation's capability’. It was aimed at dismantling cross boundary barriers and extending cross boundary networks. It became clear that staff needed to reflect on their own effectiveness in current roles and, despite considerable ongoing change, begin to drive their own development in the organisation. The changes also demanded that they extend their knowledge and skills in confronting and solving problems. The programme designed to achieve these aims proved to be highly successful.     

Normalizing difference in inclusive teaching

Inclusion practices and special education can be transformed by using a disability studies perspective, which constructs differences as natural, acceptable, and ordinary. Although inclusion is a moral imperative in promoting social justice, some inclusive practices continue to marginalize students with disabilities. A truly inclusive school reflects a democratic philosophy whereby all students are valued, educators normalize difference through differentiated instruction, and the school culture reflects an ethic of caring and community.     

On a max-type difference equation

1 Introduction In 1996, Ladas [1] proposed the conjecture that every positive solution of 0 111nmax{ , , , k}n n n kxA AA = x x ? L x?, n = 0, 1,…, (1) is eventually periodic when at least one of the parameter Ai, as well as all initial conditions x?k, …     

Gender difference does not mean genetic difference: Externalizing improves performance in mental rotation

The fear of underperforming owing to stereotype threat affects women's performance in tasks such as mathematics, chess, and spatial reasoning. The present research considered mental rotation and explored effects on performance and on regulatory focus of instructions pointing to different explanations for gender differences. Two hundred and one participants were asked to perform the Mental Rotation Test (MRT) and were told that men perform better than women. Then they were divided into four sub-groups and provided with no additional information (control condition) or one of three explanations: (a) genetic factors, (b) widely-held stereotype, or (c) time limit. A decrease in performance was predicted for the genetic instruction and an increase for the two alternative explanations based on externalizing. Results showed that both women and men are harmed by the genetic explanation and relieved by both the stereotype and the time limit explanations. Explanations stressing genetics and time limit as factors affecting performance favor prevention focus.     

试论差异教学模式

本文从学生的个性差异分析入手,探讨了差异教学思想、差异教学中的课程改革、差异教学中的分层次教学形式、差异教学环节的管理、差异教学的常用方法、创设人性化的教学环境等问题,旨在为教育教学提供一些借鉴意义。