挪威上空的挠场武器

2009年12月9日凌晨,就在奥巴马总统到挪威奥斯陆领取诺贝尔和平奖的前一天,挪威出现了最震惊世界的夜空奇观,看到的人既惊奇又恐惧,不知将要出现什么重大的事情。之后,很多媒体对此现象进行了报导,但都不知所以然,没有解释。空中巨螺旋欢迎奥巴马当时是黎明前最黑暗的时刻,在挪威最北部的特罗姆瑟港口,靠海山顶的夜空中突然升起了巨     

基于系统动力学的冷链物流配送效率因素分析及提升策略

为探索冷链物流配送影响因素,提高企业配送效率,从冷链企业、冷鲜产品及客户三方面分析冷链物流配送影响因素及相互关系,据此构建冷链配送系统及其子系统因果关系图;以冷鲜肉配送为例,将实载率、流通损失率、准时交货率等作为配送效率量化指标,同时特别考虑车辆调度、装车以及运输过程中的不确定性因素,构建配送效率影响因素系统动力学模型。利用该模型对系统进行投资分析、供需分析、载货分析,并依据分析结果提出合理的配送效率提升策略。     

论建设21世纪中华民族文化共同体

中华民族文化共同体是以共同的语言文字、历史记忆、传统价值观和共同心理特征等为纽带组成的民族文化有机体。进入21世纪后,全球化和现代化的语境并没有在世界范围内弱化民族文化共同体建设的问题,反而因价值鸿沟、历史解构和利益渗透等因素导致民族文化认同问题的高度复杂化,民族文化与国际政治、经济、民族、宗教等因素相互嵌套和联动,引发民族文化主体性危机和政治紧张。建设21世纪中华民族文化共同体,与国家文化软实力战略目标连接在一起,日益成为国家重要战略资源和民族整体利益所在,需要进行总体性的战略规划和政策设计。厘清全球化和现代化条件下中华民族文化共同体的基本内涵与特征,归纳民族文化共同体建设过程中的问题与经验,梳理现代国家中文化认同与政治认同、民族(族群)认同的次序,以建立引导文化认同通往国家认同的政策逻辑,既是进行战略规划和政策设计的理论前提,也是本文要着力阐述的重点内容。本文提出,要确立以文化共同体为基础的国家文化软实力建设目标,把握全球化和现代化带来的重建民族文化认同的历史性契机,借助五千年中华传统文化资源和国家“一带一路”重大战略,重建21世纪中华民族文化、历史和国家认同三条技术路径,建设21世纪中华民族文化共同体。     

2010年高考理综Ⅱ卷分析报告

2010年普通高等学校招生全国统一考试理科综合能力测试试卷,一如既往地贯彻能力立意命题的指导思想,以主干知识为平台,注重考查学生应具备的诸种能力。试题情境接近考生,源于教材而高于教材。     

返归“作文”的本真——“怎么写”比“写什么”更重要

作文,究竟是“写什么”更重要,还是“怎么写”更重要呢?日常认识里,人们往往根据内容和形式的关系来回答这个问题。既然内容决定形式,那么,“写什么”的内容自然要比“怎么写”的形式更重要了。一篇作文,如果连“写什么”都不清楚,如何能运思下笔呢?又由于“写什么”源自学生个     

The Colorado Learning Attitudes about Science Survey (CLASS) for use in Biology

This paper describes a newly adapted instrument for measuring novice-to-expert-like perceptions about biology: the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio). Consisting of 31 Likert-scale statements, CLASS-Bio probes a range of perceptions that vary between experts and novices, including enjoyment of the discipline, propensity to make connections to the real world, recognition of conceptual connections underlying knowledge, and problem-solving strategies. CLASS-Bio has been tested for response validity with both undergraduate students and experts (biology PhDs), allowing student responses to be directly compared with a consensus expert response. Use of CLASS-Bio to date suggests that introductory biology courses have the same challenges as introductory physics and chemistry courses: namely, students shift toward more novice-like perceptions following instruction. However, students in upper-division biology courses do not show the same novice-like shifts. CLASS-Bio can also be paired with other assessments to: 1) examine how student perceptions impact learning and conceptual understanding of biology, and 2) assess and evaluate how pedagogical techniques help students develop both expertise in problem solving and an expert-like appreciation of the nature of biology.     

Double jeopardy: poorer social-emotional outcomes for children in the NICHD SECCYD experiencing home and child-care environments that confer risk

Using data from the National Institute of Child Health and Human Development Early Child Care Research Network (NICHD SECCYD), the authors examined whether interactions between home and child-care quality affect children's social-emotional adjustment at 24, 36, and 54 months (N = 771). Triadic splits on quality of home and child care were used to examine children in specific ecological niches, with a focus on those who experience the double jeopardy of poor quality home and child-care environments. Children in this niche exhibited the highest levels of mother-reported problem behavior and the lowest levels of prosocial behavior. However, there was evidence that children from lower quality home environments were able to benefit from the compensatory influence of high-quality child care. These results suggest policies aimed at the cross-context influences of protective and risky settings.     

An undergraduate course to bridge the gap between textbooks and scientific research

This article reports on a one-semester Advanced Cell Biology course that endeavors to bridge the gap between gaining basic textbook knowledge about cell biology and learning to think and work as a researcher. The key elements of this course are 1) learning to work with primary articles in order to get acquainted with the field of choice, to learn scientific reasoning, and to identify gaps in our current knowledge that represent opportunities for further research; 2) formulating a research project with fellow students; 3) gaining thorough knowledge of relevant methodology and technologies used within the field of cell biology; 4) developing cooperation and leadership skills; and 5) presenting and defending research projects before a jury of experts. The course activities were student centered and focused on designing a genuine research program. Our 5-yr experience with this course demonstrates that 1) undergraduate students are capable of delivering high-quality research designs that meet professional standards, and 2) the authenticity of the learning environment in this course strongly engages students to become self-directed and critical thinkers. We hope to provide colleagues with an example of a course that encourages and stimulates students to develop essential research thinking skills.     

一种激发小学生学习兴趣的方法——奖票教学

从1986开始,我根据儿童的心理特点,采用发奖票的方法激发小学生学习兴趣。为了叙述的方便,我暂且叫它奖票教学。一、四种奖票、三步程序奖票内容分四种:一,“聪明奖”票,运用对学生自学课本做课堂练习、课堂提问的检查等完成得好同学奖一张“聪明奖”票。二、“专心听课奖”票,     

25万吨级的无人驾驶油轮

可选择最佳航线、安全可靠、自动操纵的25万吨油轮已开始试航。 这艘油轮是日本运输省和造船业为进行激烈竞争采用合作开发的新技术,并装有三菱重工研制的高度自动导航系统。具有油轮航行计划编制功能,自动躲避礁石的安全功能和选择最佳航行路线、节省能源的功能。 由于航道狭窄和在沿海