福建部分重点工业企业转型升级情况调查分析

“十一五”以来,福建工业在实现持续较快增长的同时,无论是从全省汇总数据、设区市及行业发展数据,还是从工业企业的实地调研结果看,工业结构优化升级、转变发展方式都取得了明显成效。目前企业在转型升级中遭遇着核心技术缺乏、资金压力、人才瓶颈、信息化水平较低等困境。企业转型升级既要向产业链的高端发展,又要加快生产环节的技术创新过程,增加生产制造过程的附加值,主要有梯度转移与就地升级两种路径。     

“互联网+”背景下高校教学运行管理的现状及对策研究

在互联网高速发展、信息技术快速运转的时代背景下,高校教学运行管理工作关乎学校的建设发展,关乎整体教学质量。高效教学运行管理是培养人才方案的关键因素,良好的教学运行管理方法,可以提升学校的教学质量,保证教育教学工作的平稳有序发展。文章互联网背景下高校教学运行管理的现状进行分析,针对具体的教学运行管理问题提出了一些建设性的建议。     

说“吕之代嬴,黄之易羊”

顾炎武《音学五书·音论》卷中有“吕之代嬴,黄之易”一语。江永《四声切韵表·凡例》中亦有此语,写作“吕之代嬴,黄之易”。张斌、许威汉二位先生主编的《中国古代语言学资料汇纂·音韵学分册》一书中引用顾、江二君语,写作“吕之代嬴,黄之易羊”,其中“羊”字有误,应为“芈”字。     

转移方法和推迟分析对酶活性的影响

目的本研究的第一个目的是模拟在血液收集和分析场所之间针对样品转移可选择的方法,第二个目的是对比同一样本在不同的天数时所得的分析结果.方法26名健康男性(年龄20～50岁)志愿提供血液样本.血液离心后得到的血清,被分成7部分.每一部分都被单独处理以模拟不同的转移方法和存储条件.随后分析每一部分中的乳酸脱氢酶(LDH),乳酸脱氢酶同工酶1(LDH-1),肌酸激酶(CK)和肌酸激酶心型同工酶(CK-MB)的活性.结果CK和CK-MB在基础值和其他样本中所得结果没有显著性差异(P＞0.05);LDH和LDH-1也有相似的结果,只是在模拟不带冰转移时,其结果显著高于基础值(P＜0.05).结论采用带冰的容器转移血液样本,然后冷冻.这样,即使推迟5天测量,其结果也不会受到影响.     

Book reviews

Ken Auletta, Three Blind Mice (New York: Random House, 1991) 642 pp.

Marc Raboy. Missed Opportunities: The Story of Canada's Broadcasting Policy (Montreal: McGill‐Queen's University Press, 1990) 471 pp.     

小学科学课多媒体信息技术教学研究——以兰州市城区小学为例

针对兰州市城区小学科学课多媒体信息技术教学过程中存在的问题,从科技与人的关系,多媒体教学的使用边界,科学课教师的信息技术水平,多媒体教学评价四方面入手,提出一系列改进措施。     

Hidden structure: Using network methods to map system architecture

In this paper, we describe an operational methodology for characterizing the architecture of complex technical systems and demonstrate its application to a large sample of software releases. Our methodology is based upon directed network graphs, which allows us to identify all of the direct and indirect linkages between the components in a system. We use this approach to define three fundamental architectural patterns, which we label core–periphery, multi-core, and hierarchical. Applying our methodology to a sample of 1286 software releases from 17 applications, we find that the majority of releases possess a “core–periphery” structure. This architecture is characterized by a single dominant cyclic group of components (the “Core”) that is large relative to the system as a whole as well as to other cyclic groups in the system. We show that the size of the Core varies widely, even for systems that perform the same function. These differences appear to be associated with different models of development – open, distributed organizations develop systems with smaller Cores, while closed, co-located organizations develop systems with larger Cores. Our findings establish some “stylized facts” about the fine-grained structure of large, real-world technical systems, serving as a point of departure for future empirical work.     

Second Graders Learn Animal Adaptations through Form and Function Analogy Object Boxes

This study examined the use of form and function analogy object boxes to teach second graders (n = 21) animal adaptations. The study used a pretest–posttest design to examine animal adaptation content learned through focused analogy activities as compared with reading and Internet searches for information about adaptations of animals followed by making an informative puppet play. Students participated in six week‐long lesson sets, each addressing adaptations of two animals, which alternated between the two conditions. In the analogy condition, students matched cards explaining form and function analogies of animal body parts or homes to analogous manufactured items. They mapped analogies, thought of alternate manufactured items, and created new analogies. Students scored similarly on material to be taught through both conditions on the pretest, but made significantly higher posttest mean scores (76.1% analogy versus 57.2% traditional condition) with large effect size (partial η² = 0.58) on animal adaptation content learned through the analogy activities. This study shows the usefulness of form and function analogies in teaching product innovations to second‐grade students, indicating that early childhood students are able to successfully engage in sophisticated analogy activities. Efficacy of the analogy activities was related to objects that focused attention, motivated, and gave concrete representations of concepts; to cards and graphic organizers for organization, connections, and memory; and to complex thinking activities that challenged students and promoted peer interaction.