对称性在定积分计算中的应用

将对称区间上奇函数与偶函数的定积分计算公式作了进一步的推广，得到了几个更为一般性的结果．     

Contributions of morphological awareness and rapid automatized naming (RAN) to Chinese children’s reading comprehension versus reading fluency: evidence from a longitudinal mediation model

Some cognitive processes may be shared between reading comprehension and reading fluency, while others may be independent. In this longitudinal study, 127 Chinese children in grades 1–2 were tested three times (T1–T3) to explore the contributions of early morphological awareness and rapid automatized naming (RAN) to subsequent reading comprehension and reading fluency. The results demonstrated that both T1 morphological awareness and RAN directly and significantly explained a similar amount of variance in T3 reading comprehension and reading fluency. T1 Morphological awareness predicted T3 reading comprehension via T2 word-reading accuracy but not word-reading fluency, whereas the indirect influence of T1 RAN on T3 reading comprehension was not significant. In contrast, morphological awareness predicted reading fluency via word-reading accuracy and fluency, while RAN predicted it only via word-reading fluency not accuracy. The findings add to the growing literature by providing evidence of the similarities and differences in the cognitive underpinnings of reading comprehension versus reading fluency in Chinese children.

     

Laboratory investigation of the strength development of alkali-activated slag-stabilized chloride saline soil

Saline soil stabilization is being increasingly applied in foundation treatment engineering. Chloride saline soil obtained from sites and laboratory-made chloride soil (ZS) with various NaCl concentrations prepared artificially were stabilized using alkali-activated slag (AS). A series of unconfined compressive strength (UCS) tests, X-ray diffraction (XRD), energy-dispersive X-ray analysis (EDXA), thermal gravity-differential thermal gravity (TG-DTG), and ion concentration tests were conducted to investigate the strength variation and mechanism of the AS-stabilized chloride saline soils. The results showed that NaCl has a significant influence on the strength of AS-stabilized chloride saline soil and the strength of AS-stabilized ZS (GZS) increases with increase of chloride content in soil samples. Friedel’s salt (Fs) and NaOH are generated by the reaction of NaCl and CaO·Al2O3 (CA) in the slag in the GZS. Fs can fill the pores in stabilized soil, and NaOH can promote calcium silicate hydrate (CSH) generation. These two effects combine to enhance the strength of GZS. The relationship between the rate of increase of 28-d UCS of AS-stabilized chloride saline soil and the chloride content in soil was obtained through regression analysis of the increase of UCS of GZS.     

Proposal for a cross layer scheme for real-time wireless video

INTRODUCTION Increase in wireless system capacity through 3G services and innovative low bit rate video coding techniques have made it possible to have mobile multimedia services on hand-held systems. High quality real-time multimedia services are slowly be- ing deployed on hand-held systems. However large scale deployment at low cost is still to be realized due to technological challenges such as stringent power control under severely fading environments and the susceptibility of high qu…     

关于智能Web课件原型的剖析

Web技术在网络教育领域得到广泛的应用，本文剖析网络教育中智能Web课件的原型，以实现对网络教学的监控，最终达到网上无有形教师，但胜于有形教师的目的。     

"而直为此廪廪也"商兑

王力先生主编的《古代汉语》教材中对“而直为此廪廪也”中“直”的注释值得商榷,通过考察和分析,教材把句中的“直”释为连词“却”有失允当,而将此处的“直”释为副词“竟、竟然”才更符合文意。     

论当代西方比较教育知识谱系的范式转换

20世纪末,现代教育理论的基本目标和假设遭遇到疯狂的颠覆,比较教育的研究范式也发生了巨大的转换,从实证主义转变为多元主义和后实证主义。通过对比较教育的文本分析,本文试图理清当代西方比较教育知识谱系的范式转换。     

白肋烟杂交种比较试验研究

对五个白肋烟杂交种与对照TN86进行了田间比较试验 ,并研究了杂交种及其亲本在同等环境条件下的部分生理生化特征 ,结果表明 :亲本之一为TN86的两个杂交种 ,其抗病性、产质量并无显著性的杂种优势发生 ,但MSKY1 7×TN86和MSVa5 0 9×TN86的亩产值、上等烟比例均高于TN86 .而杂交种MSVa5 0 9×TN86 ,MSB37×KY90 7和MSTN90×KY1 7的上等烟、上中等烟比例和均价都比CK高 .与亲本相比 ,各杂交种的比叶重、脯氨酸、丙二醛、叶绿素均无超亲的杂种优势产生 ,但可溶性总糖和还原糖有所下降 ,硝酸还原酶有所增减 ,有的类胡萝卜素 /chl比值更趋合理 ,可溶性蛋白、过氧化物酶和多酚氧化酶有部分超亲 ,这些又体现出超亲的杂种优势产生 .     

实施政治课教法改革培养学生创新能力

学法指导养成自主性学习；质疑释疑鼓励开放性学习；实际参与形成探究性学习。