超微气流粉碎技术的应用研究

超微气流粉碎技术因其耐热敏性、无污染和环境友好等特点在微纳米粉体领域有着广泛应用,并且随着超微气流粉碎设备的不断改进和研究的深入,其应用范围也在不断拓宽．概述了超微气流粉碎技术的基本原理及设备发展现状;介绍了超微气流粉碎技术在物理粉碎和化学研究尤其是化学改性和绿色合成化学中的应用研究;最后对超微气流粉碎技术的进一步应用研究做了展望．     

《东周列国志》城濮之战“闪现型”人物的互见文献探微

作为“羽翼信史”派历史演义小说,《东周列国志》在运用古籍材料《左传》和《列国志传》塑造“闪现型”人物形象方面,主要呈现两个特点.第一,丰富已有人物,如郄縠,《东周列志传》从“赵衰推荐郄縠”“练兵”“晋、曹交战”“堆尸-掘墓-棺尸”“假道于卫”“临终献计”及“文公怀念”七个方面加以润色,借《列国志传》之壳,据《左传》之实,撰写新的故事.第二,新增人物,如于朗,此人虽不见于《左传》,但《列国志传》和《东周列国志》中“归属”他名义之下的部分行为见于《左传》,可见小说作者为突出某一人物形象,往往将多件或不相关的事情,全部“归属”于该人物.     

从教育传播学角度看数字教育的潜力

通过文献查阅发现,数字化时代下出现“数字教育”这个新名词,然而人们至今未形成对它的统一认识,也尚未具体探讨过它的发展潜力.在分析“数字教育”缘起背景环境及给出“数字教育”的内涵之后,从教育传播学的角度来分析“数字教育”的发展潜力.     

新专升本院校非英语专业本科新生对英语语音、语调的认识

摘要：平顶山学院是一个新专升本院校,学生是通过笔试为主的高考进入大学的。在中学英语学习中,英语语音教学未能像词汇、语法教学那样得到重视。学生的语音知识基本是通过模仿老师发音或从老师的口头理论中习得的。语调是语言交际中不可缺少的因素,它不仅可以消除语法歧义、传达信息,还可以表示说话人的语气和态度。通过对非英语专业大一新生进行问卷调查,可以了解他们对英语语音、语调的认识,探寻大学课堂有效的语音、语调教学方法。     

现代高职体育课程解析——以湖南工业职业技术学院为例

《现代高职体育》课程是依据高职教育的培养目标,为实施素质教育和培养全面发展人才而自主构建和设置的一门符合学生未来职业和生活需要的公共必修体育课程.实施的是学分制下的“三自主”与“三结合”的模块式教学,从过去单纯培养“知识型”人才变为培养“创造型”、“技能型”的复合型人才,着眼于提高人才的综合素质,以适应现代社会对人才培养的需求.构建健康“三维观”,即身体健康、心理健康和良好的社会适应能力,按照宏观与微观相结合的设计思路构建现代高职体育课程.     

视觉文化背景下视觉技术与课程整合的模型建构与实施方式

视觉技术与课程整合不仅是视觉技术资源的教学应用,而且是视觉文化背景下课程文化的传承与创新。视觉文化背景下的视觉技术与课程整合研究有助于丰富视觉技术与课程整合的本质认识,拓展视觉技术与课程整合的理论研究,面向视觉技术与课程整合的实践问题。根据文化包括器物、行为和制度三个层面,视觉技术与课程整合可以在教学资源、教学行为和教学理论三个层面展开分析:在器物层面,需要构建课程教学的视觉资源;在行为层面,应该开展课程的视觉教学行为;在制度层面,必须形成课程的视觉教学理论。视觉技术必须适应课程教学需求,并在具体的课程教学环境中被重新塑造改善,才能逐步发展成为课程教学的构成要素。视觉技术与课程整合的有效性评价需要分析是否立足课程问题探讨视觉技术的教学功能;是否基于教学关系反思视觉技术的应用方法;是否应用教学理论开展视觉技术的教学设计。     

材料专业自主性实验教学体系探索

为了解决工程材料实验教学中心在实验教学上存在的问题,在前期对一门实验课进行新教学方法尝试的基础上,重新设计整个实验教学中心的教学体系,构建了自主性实验教学体系,强调了实验教学应以创新能力培养为核心。新教学体系可调动学生积极性,提高学生创造性思维能力与动手能力。     

Unconstrained Structural Equation Models of Latent Interactions: Contrasting Residual- and Mean-Centered Approaches

Little, Bovaird and Widaman (2006) proposed an unconstrained approach with residual centering for estimating latent interaction effects as an alternative to the mean-centered approach proposed by Marsh, Wen, and Hau (2004, 2006). Little et al. also differed from Marsh et al. in the number of indicators used to infer the latent interaction factor and how they were represented, but this issue is separate from the mean versus residual centering distinction that was their primary focus. However, their implementation of the Marsh et al. mean-centered approach failed to incorporate the mean structure that Marsh et al. argued was necessary to obtain unbiased estimates. One might suppose that their new approach would suffer this same problem, an issue not addressed by Little et al. However, we demonstrate here why the Little et al. approach obviates this requirement that heretofore was thought to be necessary for all constrained, partially constrained, and unconstrained approaches. Both the Marsh et al. and Little et al. unconstrained approaches typically result in similar results and are much easier to implement than traditional constrained approaches. They differ primarily in that the Little et al. approach is a 2-step approach involving a potentially large number of separate analyses prior to estimating the structural equation model that apparently does not require the estimation of a mean structure, whereas the Marsh et al. approach is a 1-step approach that includes a mean structure.     

Early Head Start Relationships: Association with Program Outcomes

Research Findings: Interpersonal relationships among staff caregivers, parents, and children have been recommended as essential aspects of early childhood intervention. This study explored the associations of these relationships with program outcomes for children and parents in 3 Early Head Start programs. A total of 71 children (8–35 months, M = 20), their parents, and 33 program caregivers participated. The results showed that caregiver–child relationships were moderately positive, secure, and interactive and improved in quality over 6 months, whereas caregiver–parent relationships were generally positive and temporally stable. Caregiver–child relationships were more positive for girls, younger children, and those in home-visiting programs. Caregiver–parent relationships were more positive when parents had higher education levels and when staff had more years of experience, had more positive work environments, or had attained a Child Development Associate credential or associate's level of education rather than a 4-year academic degree. Hierarchical linear modeling analysis suggested that the quality of the caregiver–parent relationship was a stronger predictor of both child and parent outcomes than was the quality of the caregiver–child relationship. There were also moderation effects: Stronger associations of caregiver–parent relationships with observed positive parenting were seen in parents with lower education levels and when program caregivers had higher levels of education. Practice or Policy: The results support the importance of caregiver–family relationships in early intervention programs and suggest that staff need to be prepared to build relationships with children and families in individualized ways. Limitations of this study and implications for program improvements and future research are discussed.     

洱海及上游主要湖泊底泥营养盐的研究

以洱海全湖范围内的7条采样样线及上游3个主要湖泊的底泥为研究对象,测定了总氮、总磷2个参数,分析洱海沉积物的氮磷含量及其分布特性和影响因素。实验结果表明：洱海7条样线底泥中总磷的平均值达到266.80 mg/kg,极大值为818.20 mg/kg;总氮含量的平均值达到513.60 mg/kg,极大值为1 975.40 mg/kg。洱海上游3个主要湖泊底泥总氮、总磷含量实验测定结果为总氮的平均值为370.00 mg/kg,极大值为1 397.20 mg/kg;总磷的平均值为52.43 mg/kg,极大值为140.20 mg/kg。总氮、总磷含量与辐射乡镇的人口数量及耕地面积呈正相关,总氮含量还与年人均收入呈正相关。