齿轮偏心误差所产生的传动比误差

对齿轮偏心误差的分析，证明一以相啮合的齿轮两节圆切点的运动轨迹为一圆，推导出齿轮偏心误差所引起的传动比误差的计算公式。     

The effects of varying group size on the reading recovery approach to preventive early intervention

The purpose of this study was to determine whether an early intervention program based on the Reading Recovery (RR) format could be developed for pairs of struggling readers that would allow them to make accelerated progress similar to that experienced in the 1-to-1 RR tutorial. A preliminary pilot study showed that the RR lesson format could be adapted for teaching pairs of struggling readers without compromising the integrity of the lesson content, provided that the average length of the lesson was increased to 41 min. An experimental study comparing the effectiveness of 1-to-1 RR instruction with RR instruction in pairs showed that although RR instruction in pairs required somewhat longer lessons (42 min vs. 33 min), there were no major differences between the two groups on any measures at discontinuation and at the end of the year, nor was there a significant difference between the groups in mean number of lessons to discontinuation. The results further indicated that by discontinuation, the children in the treatment groups were performing within the average range on all measures, and that these positive effects were maintained on end-of-year measures. Thus, by increasing instructional time by about a quarter, RR teachers can double the number of students served without making any sacrifices in outcomes.     

Teachers’ use of phonics,knowledge of language constructs,and preferred word identification prompts in relation to beginning readers*

New Zealand’s approach to literacy instruction is predominantly whole language. Explicit code-orientated literacy instruction is not favoured, however, most teachers are believed to include phonics in their literacy lessons. No study has been reported on phonics use in New Zealand schools. Survey responses on the use of phonics instruction from 666 primary school teachers were analysed. We also assessed knowledge of the basic language constructs related to early reading success with 55 teachers participating in a professional development program on literacy teaching. A word identification prompt task based on six common word error scenarios experienced by beginning readers was also administered. Results of the phonics survey revealed that 90% of teachers indicated they used phonics in their literacy instruction. Knowledge of basic language constructs was variable: phonological and phonemic knowledge were generally good, but understanding of phonic and morphological constructs was relatively weak. Only 40% of initial word identification prompts were focussed on word-level information; the remainder (60%) were based on context or were non-specific. The implications of these findings for beginning readers are discussed.     

中草药对断奶仔猪生长性状的影响

实验采用在断乳仔猪日粮中添加 3%的复方中草药添加剂。结果表明 ,在实验期 (仔猪断乳后 ) 2 0天后 ,仔猪在日增重实验组比对照组提高了 2 6 .5 % ,料重比实验组 (1 .38) ,比对照组 (1 .73)降低了 2 0 .3% ,腹泻率实验组 (0 .42 )比对照组 (3.2 9)降低了 87% ,实验证明筛选配制的复方中草药添加剂具有明显的促生长抗腹泻的效果     

Components of Reading Ability: Multivariate Evidence for a Convergent Skills Model of Reading Development

The objectives of this series of 3 studies were (a) to evaluate whether French-speaking children mainly use phonological mediation in the first stage of reading acquisition in a silent-reading task and (b) to examine the role of phonological processing in the construction of the orthographic lexicon. Forty-eight French children were followed from kindergarten to the end of Grade 2. Their phonological skills were assessed using a semantic categorization task with homophone and visual foils (Study 1); their orthographic skills were assessed using a choice task involving a correct exemplar, a homophone, and a visual foil (Study 2). In the semantic categorization task, the differences between the visual and homophone foils increased with time, as the homophone foils were more and more likely to be chosen. In the orthographic choice task, performance improved with time, but errors were more likely to involve homophone foils. The results obtained by two subgroups of children who differed in their level of orthographic expertise at the end of Grade 2 (Study 3) indicated that, 1 year earlier (at the end of Grade I), the future "expert" spellers were more likely than the future "poor" spellers to use phonological processing in silent reading (semantic categorization task). Moreover, in Grade 1, future expert spellers' phonological skills in reading aloud and in spelling from dictation (pseudoword tasks) were better than those of future poor spellers, and future expert spellers also had better phonological awareness skills at the beginning of the last year of kindergarten. These results suggest that French-speaking children use phonological mediation in silent-reading tasks and that phonological processing contributes to the construction of the orthographic lexicon.     

The simple view of reading redux: vocabulary knowledge and the independent components hypothesis

This study investigated the hypothesis that the contributions of oral language comprehension (C) and word recognition (D) to reading comprehension (R) in the simple view of reading (SVR) are not independent because a component of C (vocabulary knowledge) directly contributes to the variance in D. Three analysis procedures (hierarchical regression analysis, exploratory factor analysis, and structural equation modeling) were used to analyze data obtained from a sample (N = 122) of 7-year-old students who were administered tests of vocabulary knowledge, nonword reading, word recognition (two standardized tests), and parallel forms of listening and reading comprehension. Results from the regression analysis indicated that vocabulary made a contribution to R beyond that made by word recognition and listening comprehension; results from the exploratory factor analysis showed that two factors (Decoding and Linguistic Comprehension) were extracted, with vocabulary and listening comprehension loading highly on the Linguistic Comprehension factor; and results from structural equation modeling revealed that the latent construct, C, influenced R not only directly but also indirectly through the latent construct, D.     

统筹城乡教育视域下有“留守经历”的大学生现状及发展对策研究

文章以有“留守经历”步入青年期的群体——大学生为例,从实证的角度,对他们的人格特征与现状进行调查研究,为高校管理提供新思路,为统筹城乡教育对留守儿童相关的教育举措有所启示,为有相似生活背景的未成年“留守儿童”和已成年的青年的培养提供参考与借鉴。     

蜘蛛抱蛋属（百合科）二新种

报道了在广西发现的2个百合科蜘蛛抱蛋属Aspidistra新种，即乳突蜘蛛抱蛋A. papillata G. Z. Li和环江蜘蛛抱蛋A. huanjiangensis G. Z. Li&Y. G. Wei。乳突蜘蛛抱蛋与大花蜘蛛抱蛋A. tonkinensis（Gagner. ）F. T. Wang&K. Y. Lang近缘。它们的共同特征是:花单生;花被裂片两侧彼此覆盖;柱头盾状，边缘3裂，上表面具3条辐射状沟缝。不同点是:乳突蜘蛛抱蛋植株较大花蜘蛛抱蛋的粗大;叶柄较粗;叶片椭圆形或长椭圆形;花被阔钟     

基于SLEUTH模型的沈阳-抚顺都市区城市规划

利用SLEUTH模型,在3种规划预案下研究沈阳-抚顺都市区城市规划。结果表明,低生态保护的城市增长预案导致了城市快速扩张和农田、林地等其他景观类型面积迅速减少.严格的生态保护规划预案虽然能很好地保持聚集的城市增长格局,减少对其他景观的侵占,但限制了城市增长速度,与区域经济发展现状相矛盾.如果扩散的城市增长格局能得到进一步的控制,适当生态保护的城市增长预案将是沈阳-抚顺都市区未来发展的推荐预案.