Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia

The present study sought to identify cognitive abilities that might distinguish Hong Kong Chinese adolescents with dyslexia and to assess how these abilities were associated with Chinese word reading, word dictation, and reading comprehension. The cognitive skills of interest were morphological awareness, visual-orthographic knowledge, rapid naming, and verbal working memory. A total of 90 junior secondary school students, 30 dyslexic, 30 chronological age controls, and 30 reading level controls was tested on a range of cognitive and literacy tasks. Dyslexic students were less competent than the control students in all cognitive and literacy measures. The regression analyses also showed that verbal working memory, rapid naming, morphological awareness, and visual-orthographic knowledge were significantly associated with literacy performance. Findings underscore the importance of these cognitive skills for Chinese literacy acquisition. Overall, this study highlights the persistent difficulties of Chinese dyslexic adolescents who seem to have multiple causes for reading and spelling difficulties.     

Opportunity-to-learn performance levels and student achievement gains for students with and without disabilities

This study examined within-year mathematics gains in the context of students’ education status and teachers’ opportunity-to-learn (OTL) performance for 60 general education teachers and 219 students with and without disabilities. Multilevel analyses did not support teachers’ OTL performance as a statistically significant predictor of model slope or intercept. Effect sizes for the Level-2 intercept variance suggested that OTL performance has some utility in explaining variations in mean initial achievement level between teachers. Contingency tables for a subsample of teachers indicated that higher OTL performance resulted in greater achievement gain irrespective of education status with greater gain for students with disabilities.     

聚丙烯酰胺溶液在渗流过程中的流变性实验研究

通过岩心渗流实验,研究了不同相对分子质量、不同质量浓度的聚丙烯酰胺(聚合物)溶液在多孔介质中的渗流特性;根据不同渗流速度下的渗流压力变化,计算了不同聚合物溶液在多孔介质渗流过程的有效粘度;分析了不同质量浓度和相对分子质量的聚合物溶液在多孔介质中的流变性变化。结果表明:在达西渗流速度范围内,聚合物溶液在渗流过程中岩心两端的压差随流量的增加表现出先上升后上翘的趋势;聚合物溶液在多孔介质中的有效粘度随剪切速率的增加先减小后增大;溶液的相对分子质量越大、质量浓度越大,有效粘度越大。     

The internal restlessness scale: performance of college students with and without ADHD

Attention-deficit/hyperactivity disorder (ADHD) was previously believed to be a disorder of childhood, with symptoms attenuating at the onset of puberty. Follow-up studies, however, suggest that the majority of children with ADHD continue to manifest symptoms into adulthood. Although the inattention components associated with ADHD persist into adulthood, the nature of the hyperactivity component is less well understood. For example, according to criteria established by the Diagnostic and Statistical Manual of Mental Disorders, fourth edition, hyperactivity in adolescents and adults may be limited to subjective feelings of restlessness. Recent studies with adults with ADHD have also reported that mental restlessness is commonly reported by individuals with the disorder. To better understand this characteristic of ADHD, the Internal Restlessness Scale (IRS) was developed. The results of the IRS suggest that (a) college students with ADHD report significantly higher ratings of internal restlessness than college students without ADHD, and (b) the IRS appears to have adequate test-retest reliability and a four-factor structure. Implications and suggestions for future research are discussed.     

高性能SBS固化工艺及其改性研究

在苯乙烯-丁二烯-苯乙烯三嵌段共聚物(SBS)中添加马来酸酐化聚丁二烯(MLPB)和胺化环氧丁二烯(LCP)可以适当提高胶粘剂的力学性能,其得到的最大拉伸强度分别为2.671MPa和8.652MPa。研究结果表明,温度以及添加LCP和MLPB可以促进了胶粘剂中互穿聚合物网络的形成,提高交联密度,提高胶粘剂的强度。     

TBM construction process simulation and performance optimization

Long tunnel excavation with tunnel boring ily affected by uncertainties and needs to be adjusted machine （TBM） is a complex and stochastic process. It is eas- according to specific geological conditions in different tunnel sections, which makes the construction scheduling and management difficult. Based on the rock mass classification, this paper estimates the penetration rate. Using the rate, a cyclic network simulation （CYCLONE） model of TBM boring system is established, and the advance rates under different geological conditions are determined. Then, the impact of different cutter head thrust, which is chosen in reasonable range according to previous experiences, on pro- ject schedule is analyzed. Moreover, the simulation model of mucking system is built to determine the number of muck trains and rail intersections reasonably, regarding the efficiency of muck loading and material transporting. Based on the interaction and interrelation between TBM boring system and mucking system, the combined CY- CLONE model for the entire tunneling process is established. Then reasonable construction schedule, the utilization rate of working resources, and the probability of project completion are obtained through the model programming. At last, a project application shows the feasibility of the presented method.     

Differential effects of stimulant medication on reading performance of boys with hyperactivity with and without conduct disorder

Controversy surrounding stimulant medication, particularly its effects on reading performance, continues to obscure the issue of the use of this drug in classroom situations. The present study emphasized careful differential diagnosis, double-blind and placebo approaches, and curriculum-based dependent measures to address these concerns. Methylphenidate was administered to two groups of boys, ages 8 through 11. The two groups included 27 subjects meeting criteria for attention deficit-hyperactivity disorder but not conduct disorder, known as hyperactive disorder (HD), and 28 subjects meeting criteria for both diagnostic categories, known as hyperactive-aggressive (HA). Only four subjects in each group met a discrepancy criterion for learning disabilities (LD). Methylphenidate was administered to both groups at three levels of dosage, along with baseline and placebo conditions. Dependent measures involved both reading recognition and reading comprehension, equivalent across all conditions. No significant results were found for the group with HD in either reading recognition or comprehension, due largely to unusual placebo reactions. Results were generally in the direction predicted for the group with HA, but only significantly so in reading comprehension, and no dose effect was found on this variable. Implications for reading as a dependent measure of medication effects are discussed.     

数控加工精度异常的影响因素及其控制

结合数控加工实践，分析了引起数控系统加工精度异常的常见因素：系统参数变动、机械故障、电气运行故障和加工程序、加工路线、刀具选择等人为因素的影响，分别给出了相应的控制措施。     

Stimulant medication and reading performance: follow-up on sustained dose in ADHD boys with and without conduct disorders.

The study examined the sustained effects of methylphenidate on reading performance in a sample of 42 boys, aged 8 to 11, with attention deficit-hyperactivity disorder (ADHD). Two subgroups were formed based on the presence or absence of co-occurring conduct disorders. Subjects were selected on the basis of their positive response to methylphenidate as determined in a series of original medication trials (Forness, Cantwell, Swanson, Hanna, & Youpa, 1991). For the purpose of this study, subjects were placed on their optimal dose of medication for a 6-week period and then tested on measures of oral reading and reading comprehension equivalent to those used in the original trials, retested after a week without medication (placebo), then tested again the following week after return to medication. Only the subgroup with conduct disorders responded, and this response was limited to reading comprehension improvement in only those subjects who also demonstrated improvement in oral reading on original trials. No response differences were found between subjects with or without learning disabilities.     

一卡通在高校财务管理过程中的问题与对策

随着高校信息化建设的不断推进,一卡通系统在高校数字化管理中的作用也越来越凸显。各高校依据自身实际情况建立一卡通系统,提升了高校财务管理模式和信息化水平,提高财务管理效率,但也存在着一些问题。如何正确认识并解决存在的问题,关系到一卡通系统的运作效率。     

全球化进程中马太效应的成因及对策

随着全球化进程的加快,世界两极分化的态势也在加强,发达国家与发展中国这经济上的贫富差距和政治上的强弱对比愈加明显,形成马太效应,贫弱国家在全球化进程中越来越被边缘化了,然而,全球化趋势不可逆转,发展中国家只参顺应时代潮流,审时度势,确定适当的发展战略。迎头赶上,才能摆脱被进一步边缘化的噩运。     

Predicting performance on academic and non-academic tasks: A comparison of adolescents with and without learning disabilities

Previous research suggests that adolescents with learning disabilities (LD) are less accurate in predicting academic performance than normally achieving (NA) adolescents and display a tendency to overestimate their level of performance (e.g., Klassen, 2007). However, no studies have been conducted investigating whether this overestimation is specific to academic contexts or a phenomenon that extends across domains. Ninety-four adolescents (46 LD, 48 NA) predicted their performance on a spelling task and on a ball-throwing task. Results revealed group differences in performance calibration across domains with adolescents with LD showing an overestimation of ability on the spelling and ball-throwing tasks, and NA adolescents demonstrating more precise self-appraisals. Additionally, the accuracy of non-academic performance predictions remained stable with increasing difficulty in the NA group whereas the adolescents with LD demonstrated a decrease in accurate performance prediction as the difficulty level increased.     

垃圾填埋气体传输过程的渗流模型及解析解

基于多孔介质渗流力学理论建立了垃圾填埋气体传输过程的动力学模型,采用Laplace变换对气体传输渗流场控制方程进行近似解析求解,得到了填埋气体非线性渗流的压力分布规律.由不同时间填埋气体压力随水平距离分布计算结果看出:随时间的增长,压力曲线变缓,压力增大.     

Measuring performance in leaning process of digital game-based learning and static E-learning

Educational technology research and development - This study investigated and compared the effectiveness of both digital game-based learning (DGBL) and static e-learning material for Newton’s...     

Verbal predictive ability and performance on selected science process tasks

This study investigated the relationships between verbal predictive ability, as measured by a word deletion technique called the “cloze procedure,” and performance on selected science process tasks. The results of the study confirmed a highly significant relationship between the two variables, but failed to show that verbal predictive ability is a significantly better predictor of process task achievement than is a standardized test of verbal ability. It is suggested that the results could be utilized in the design of teacher education programs in science if these programs focus primarily on the processes of science.