基于DRIVE素质模型的CDIO工程教育改革研究与实践

将“DRIVE”素质模型与CDIO工程教育改革相结合,以“DRIVE”素质模型中的各项素质为培养目标,以CDIO模式为培养路径,将工程素质教育作为一个“产品和系统”来进行构思和设计的模式,通过开展学生项目团队学习实践及组织各专业进行一系列改革,培养和锻炼学生的创新意识、吃苦耐劳、诚信、团队合作、责任意识等,使学生成长为以追求卓越的高素质工程人才为内在驱动力。该模式是基于良好的、个性化的素质结构的实践和创新,为培养高素质工程人才提供了一个全新的视角、一种更为有效的工具。     

辽东楤木根皮和人参茎叶总皂苷提取物对过度训练大鼠海马盐皮质类固醇受体MR，糖皮质激素受体GR蛋白表达的影响*

研究目的:为了加快机体的恢复,提高机体对大运动负荷的适应能力,我们从分子生物学和生物化学角度探讨长时间大运动量训练和不同中药提取物对海马的调节,进一步探索加快机体恢复,提高运动能力的调理方式,为科学训练提供理论依据。研究方法:Wistar大鼠77只,随机分为五组:正常对照组(NC组)12只、运动对照组(EC组)17只、运动+人参组(PG组)16只、运动+辽东楤木低剂量组(LA组)16只、运动+辽东楤木高剂量组(HA组)16只,采用6周递增负荷游泳训练模型,最后一次训练结束,随机剔除多余大鼠,使各组样本数均为8只,24h后,取样。采用不同的方法对大鼠脑组织(海马)代谢和调节指标进行测定。研究结果:各组MR无显著差异。与NC组相比较,EC组GR蛋白表达极显著下降,P0.01。与EC组相比较,PG、LA和HA组GR蛋白表达显著升高(P0.01;P0.05;P0.05)。与PG组相比较,LA和HA组GR蛋白表达明显下降(P0.05)。研究结论:过度训练可导致海马GR蛋白表达显著降低,提示过度训练导致运动性高皮质酮血症出现与海马中GR蛋白表达下降引起的海马损伤及功能失调,HPA轴负反馈障碍有关。人参和辽东楤木提取物均可提高海马GR蛋白的表达,对于改善海马对HPA轴负反馈的调节,对降低过度训练导致的应激反应(高皮质醇血症),避免免疫抑制的发生具有积极作用,且人参提取物优于高、低剂量的辽东楤木提取物。     

高职学生职业价值观的特点及教育对策浅析

职业价值观是个体的价值观在职业生活领域的具体化。高职学生的职业价值观指的是,高等职业技术学院学生这一特殊的社会群体对于职业与自身需要之间的关系的根本观点和总的看法。现阶段,我国高职学生的职业价值观存在职业评价和选择呈现地域性差异、职业价值取向功利化、职业目标缺失和不稳定等特点。针对这些特点,高职教育必须采取"社会、学校和家庭三方联动的职业价值观教育对策"引导学生形成适应社会和自身发展的职业价值观。     

Aircraft Landing Gear Control with Multi-Objective Optimization Using Generalized Cell Mapping

This paper presents a numerical algorithm tuning aircraft landing gear control system with three objectives,including reducing relative vibration, reducing hydraulic strut force and controlling energy consumption. Sliding mode control is applied to the vibration control of a simplified landing gear model with uncertainty. A two-stage generalized cell mapping algorithm is applied to search the Pareto set with gradient-free scheme. Drop test simulations over uneven runway show that the vibration and force interaction can be considerably reduced, and the Pareto optimum form a tight range in time domain.     

Formation of lipid bilayer membrane in a poly(dimethylsiloxane) microchip integrated with a stacked polycarbonate membrane support and an on-site nanoinjector

This paper describes a new and facile approach for the formation of pore-spanning bilayer lipid membranes (BLMs) within a poly(dimethylsiloxane) (PDMS) microfluidic device. Commercially, readily available polycarbonate (PC) membranes are employed for the support of BLMs. PC sheets with 5 μm, 2 μm, and 0.4 μm pore diameters, respectively, are thermally bonded into a multilayer-stack, reducing the pore density of 0.4 μm-pore PC by a factor of 200. The BLMs on this support are considerably stable (a mean lifetime: 17 h). This multilayer-stack PC (MSPC) membrane is integrated into the PDMS chip by an epoxy bonding method developed to secure durable bonding under the use of organic solvents. The microchip has a special channel for guiding a micropipette in the proximity of the MSPC support. With this on-site injection technique, tens to hundreds of nanoliters of solutions can be directly dispensed to the support. Incorporating gramicidin ion channels into BLMs on the MSPC support has confirmed the formation of single BLMs, which is based on the observation from current signals of 20 pS conductance that is typical to single channel opening. Based on the bilayer capacitance (1.4 pF), about 15% of through pores across the MSPC membrane are estimated to be covered with BLMs.     

黎曼积分和勒贝格积分的比较

黎曼积分和勒贝格积分之间有一种相互依赖、相互补充、相互帮助及在特定条件下相互转化的关系。本文主要通过对两类积分存在条件、基本性质、可积函数类以及相关结论的分析,结合具体实例比较黎曼积分与勒贝格积分,以期得到二者的区别与联系。     

基于易班的高职学生心理健康教育模式创新研究

易班是高职院校开展心理健康教育的新阵地。文章分析了高职学生心理健康教育模式创新的重要性及利用易班创新高职学生心理健康教育模式的可行性,提出了两点思考:一是怎样利用易班网班级分阶段开展高职学生心理健康教育,二是怎样加强易班心理健康教育队伍建设,并提供了"易班平台助力班级心理团训"的实践案例。     

以社会主义核心价值观引领大学精神

针对以社会主义核心价值观引领大学精神,作者就引领的原因,从核心价值观与大学精神之间的内在关系深入分析,指出以社会主义核心价值观引领大学精神的必要性,以及我国的大学教育遭受市场经济与社会多元文化负面效应的冲击引起大学精神的道德滑坡与失范,迫切需要给以正确的引领,找出切合实际具有应用价值的引领对策。     

民族预科生学习动力缺失的原因及对策--以黄河科技学院民族学院为例

学习动力缺失的现象在高校学生中很普遍,在民族预科生中表现尤其突出,这主要是由于诸多的客观原因和主观原因造成的,本文试图分析其中的原因并找出相应的对策。     

The technology transfer of the ICT curriculum in Taiwan

Focusing on the process of “technology transfer”, this paper aims to critically examine the production and usage of the information and communication technology (ICT) curriculum, and discusses its possibilities. It is found that the goals in both of the two stages of the ICT curriculum in Taiwan were rather “rhetorical”. Three problems are then discussed: an “inevitable” discourse, but opposed to its original intention, the exclusion of instructional issues, and the exclusion of students' life experience and reflection. Finally, three possibilities for the ICT curriculum are proposed: expanding educators' understanding of the ICT curriculum, developing an ICT curriculum beyond the dominance of ICT experts, and rethinking the role of teachers in the implementation of the curriculum.