地下结构动力仿真数值分析与模型试验

在地下结构的工程设计中，各种材料的力学性能与参数选择、物理模型与数学模型的确定是首要条件，也是设计能否达到既定目标的关键，为此，对拟定地下结构进行数值分析，并将其与振动台试验研究的有关成果进行比较分析，以此修改计算模型，验证设计理论、数学模型的合理性。     

关于计算机辅助设计对设计工作的重要意义

计算机辅助设计是利用计算机来帮助设计人员进行工程、产品等设计工作的过程和技术.计算机辅助产生的设计结果可以通过显示设备与设计人员进行互交,便于及时对设计进行判断与修改,最终成设计工作.其能够极大的降低设计工作的劳动量,提高设计质量,缩短设计周期,极大的方便了设计工作.文中就计算机辅助设计对设计工作的重要意义进行了简要论述.     

高层建筑计算结果的分析及处理

高层建筑应对计算的结果进行合理性、正确性的分析和判断，通过调整才能最终做为结构设计的依据。     

高层结构电算中一些设计概念的应用分析

目前，高层结构计算都采用计算机，但计算机并不能完全代替设计人员的设计概念。近几年来电算工作的经验表明，上机前后，设计人员有必要对高结构的设计概念、程序的计算原理及适用范围进行深入了解并对计算结果做认真的分析，才能确保工程设计质量。     

延迟对Ethernet设计影响

在计算机网络中延迟对网络的性能、拓朴结构等有很大的影响，研究延迟对Ethernet网络设计的影响，对理解Ethernet网络设计有着重要的意义。中分析了延迟的类型，提出了Ethernet网络的设计规则，通过计算端到端延迟判断Ethernet网络拓朴结构存在的可能性。     

交通工程公式组求解系统的开发

在交通工程领域中常对公式组进行繁琐地计算，初始值及数学模型在计算中经常要修改。以往的编程模式将公式固化在程序内部因而无法修改数学模型，而应用EXCEL查阅公式较因难，容易误操作损坏文档。故此开发了“交通工程公式组计算系统”，不要求用户掌握编程语言，就能对任意公式组展开计算，可在计算中动态地调整公式组结构，并设计了“自定义函数”功能以简化公式组的调用，对大的计算项目能实现多人分工协作。该系统已在我院实验和实习中稳定运行2年，应用范围从交通工程拓展至其它学科。     

广播电视大学教育系统中的教学设计

广播电视大学教育系统中的教学设计于冬陈晓慧张铁奔教学设计是运用系统方法分析教学问题和确定教学目标，建立解决教学问题的策略方案，试行解决方案，评价试行结果和对方案进行修改的过程。所以，不论何种教学形式，要想获得一个好的教学效果，就必须有一个好的教学设计...     

浅谈怎样判断病句

病句题型多种多样,有判断语句是否有病题,有判断对病句的分析是否确切题,有在原句上修改语病题,有判断对语病的修改是否得当题,更高一级的是对句群、应用文的综合改错(这里说的综合改错是重在把语句置在特定的语言环境中,看该句是否正确,当然还包括其他的改错内容)。我在这里分析的是判断语句是否有病     

英语口语练习的任务设计、论证与实践

近年来,英语语言教学的相关研究指出,通过对语言练习＂任务＂的特征和实施条件进行加工处理,可使任务参与者的注意力聚焦到语言使用的准确性、流利性和复杂性上。该文通过个案的设计与实践分析,探讨任务设计与实践结果之间的联系和影响。采用Ellis的描述框架对该任务的设计和特征进行了描述和解释,并预测了实践的效果;将任务的实践效果与预测效果进行比较后,分析差距,对任务设计进行相应的修改处理并进行二次实验;并在设计、实践、分析、修改、二次实践与二次分析的全过程基础上,对英语口语教学的任务设计提出了相关建议。     

一种基于摄像头的人机交互设计与实现

在对计算精度要求不高的前提下,通过对摄像头采集的实时图像进行分析,识别出人脸并记录结果,对人眼的位置及运动做出判断,与系统预定义的动作进行比较从而得出有效的交互行为。实现了一个应用此设计的电子文档阅读程序,验证了其可行性。     

对as一些特殊用法的研究

as是英语中使用率很高的一个词,而且其用法很复杂.本文主要对as的一些疑难用法进行了研究,重点论述了as作关系代词表示主句所表达的整个概念;as作连词引导让步状语从句;as表达类比;及as构成as much as,not as much as四方面的疑难用法.     

‘When I am being rushed it slows down my brain’: constructing self-understandings as a mathematics learner

Understanding learning disabilities (LDs) as constructed through multiple cultural practices including discourse, this paper focuses on a Latino middle school student with a LD named Elijah. This study documents both the discourses and practices used to position Elijah as a mathematics learner, as well as his use of similar discourses as he constructs a complex set of self-understandings as a mathematics learner. Elijah is positioned by discourses that prioritise speed as an indicator of mathematical ability, as well as discourses that construct students with LD as having both intelligence and differences such as processing speed. An analysis of interview and observational data suggests that Elijah constructed a unique set of self-understandings as a mathematics learner. Like his sixth-grade special education teacher, Elijah seems to differentiate between knowledge and the performance of knowledge in school. He created a unique identity as both ‘fast’ and ‘slow’ in mathematics, rejecting the binary found in many mathematics classrooms. These findings suggest that multiple discourses circulate in schools about ability and disability in mathematics.     

大学生心理健康教育的三个维度

基本心理素质的体现是心理健康,心理健康的一个典型特征就是心理平衡,就是在短暂的心理冲突之后便迅速复归心理平衡。心理平衡,就是在剧烈竞争中建立健康、协调、和谐的人际教育关系,这既是个人的需要,也是集体的需要;既是教师的需要,也是学生的需要;既是学校的需要,也是社会的需要;既是学习的需要,也是情感的需要。     

以人为本:科学发展观的基本价值取向

以人为本是科学发展观的实质和核心,是科学发展观的起点和归宿。坚持以人为本既要重视人民,又要重视人人;既要重视“群体”的量的价值,又要重视“个体”的量的价值;既要关注国民生产总值,又要关注国民幸福指数。     

论大学课堂教学中师生交互关系

构建大学课堂师生交互关系要做到:树立正确的观念是前提,相互理解是基础,相互对话是突破口,相互沟通是关键,交互吸引是最终目的。     

浦北县白石水麻佬话同音字汇

古全浊声母今读塞音塞擦音时84％读送气清音,少数帮端精见母字也读送气清音。果摄不论开合主要读[u],少部分字读[a]。遇摄主要读[ei],遇合三鱼的庄组字读[u]。止摄主要读[οi],成深摄少数字、曾摄相当部分字、梗摄细音读舌尖中音韵尾。同音字汇收字3900个。     

正确处理数学教学中的基本矛盾(上)

在数学教学中,存在知识取向与文化取向、理论取向与应用取向、结果取向与过程取向之间的矛盾。理论层面的认识:数学教学是以知识教学为核心的文化教学;数学教学应当以理论取向为主应用取向为辅、结果教学为主过程教学为辅的结构系统。实践层面的认识:要注重数学史渗透、揭示数学思想、提倡数学创造、加强数学交流;要正确认识数学应用的价值、把握数学应用的度;提倡过程与结果整合的教学模式。     

Developing a Professional Identity as an Elementary Teacher of Nature of Science: A self-study of becoming an elementary teacher

This study explores the development of professional identity as a teacher of nature of science (NOS). Our research question was ‘How can a teacher develop a professional identity as an elementary teacher of NOS?' Through a researcher log, videotaped lessons, and collection of student work, we were able to track efforts in teaching NOS as part of regular classroom practice. A team of four researchers interpreted the data through the Beijaard et al. professional identity framework and found that it was not as simple and straightforward to teach NOS as we predicted. Development of professional identity as a teacher of NOS was influenced by contextual factors such as students, administration, and time, as well as personal struggles that were fraught with emotion. Development took place through an interpretation and reinterpretation of self through external factors and others' perceptions, as well as the influence of sub-identities.     

新时期高校图书馆对学生读者的导向作用

本文以新时期高校图书馆作为研究平台,以学生读者作为研究对象,以工作实践和较普遍的现象作为研究内容,以导向措施作为切入点,论述了现代图书馆“以人为本”“服务至上”的图书馆工作理念,探索了图书馆和学生读者互动发展的思路。     

Growing and developing as a university researcher

While there is a substantial body of literature on academics’ development as teachers, investigation of their development as researchers post-PhD is rare. This study undertook an investigation of academics’ ways of understanding their own growth and development as a university researcher. Four qualitatively different ways of understanding research development emerged: (1) Becoming confident as a researcher; (2) Becoming recognised as a researcher; (3) Becoming more productive as a researcher; and (4) Becoming more sophisticated as a researcher. The first category of development was seen as most relevant to the early stages of an academic career, when doing a PhD or during one’s first academic appointment, but may also re-occur at later stages of a career during changes in research direction, etc. The last three categories are seen as relevant to all career stages, including more advanced stages as well as the early stages of a research career. Comparisons between academics’ ways of understanding their growth and development as a university researcher and as a university teacher are also presented.