国家自然科技资源共享平台安全保障措施研究

本文从八大类自然科技资源共享过程中面临的五大共性安全问题，即共享程度、实物安全、数据信息安全、网络安全和交易安全问题出发，分别从问题阐述、现有安全保障措施支撑能力分析、安全保障措施构建三方面进行论述。     

水分析化学实验课程的教学改革探微

水分析化学实验是给排水科学与工程专业的重要基础课程之一,是分析化学理论知识和实际操作的联系桥梁。其教学目的是既要加深学生对分析化学中的基本概念和基本理论的理解,更重要的是要培养学生分析问题、解决问题的能力,使其掌握水分析化学中基本的实验操作、实验技能,养成科学严谨的态度。就教学过程中取得的成效、存在的问题进行探讨,在此基础上提出了教学改革的初步方案,力求在实践教学过程中优化资源配置,科学管理,取得教学效益、社会效益、经济效益共赢。     

The relationship between linguistic characteristics and reading/writing performances of Norwegian children

The relations between different word categories and children's reading and writing performances were examined in twenty 9-year-old children. Results indicated for Norwegian, which is more regular than English but less regular than Finnish, that the length and the frequency of words and their interactions are factors substantially related both to children's reading, writing time (writing velocity), and spelling performances, whereas the regularity factor affected children's spelling only. Significant intercorrelations among reading and writing (accuracy and spelling) measures were found.     

四川省人口老龄化问题及对策

以四川省为例,运用各类人口普查和统计年鉴数据对人口老龄化进行研究,探讨了四川省人口老龄化的基本现状:老年人口数量大、比重高、增长快,人口老龄化区域、城乡发展不平衡,老龄政策体系不完善、效力低下、制度滞后;分析了相应的影响:人口老龄化影响社会生产的快速增长、分配的均衡性与消费市场结构;进而提出了应对的主要措施:适当调整生育政策,缓解人口老龄化压力;探索弹性退休制度,建立梯度养老保险制度;家庭、社会养老联手共进,建立多层次、多维度的养老保障体系;倡导积极老龄化,开发老年消费市场.     

二维自组织临界米堆模型的普适类

对四方格子上的具有决定性倒塌过程和随机倒塌过程的二维米堆模型的临界行为进行了数值模拟研究.系统经一个暂态过程后达到一个临界态,其雪崩大小的概率统计分布服从幂次规律.决定性倒塌模型和随机倒塌模型不属于同一个普适类,决定性模型的临界雪崩指数为τs=1.09±0.02,τa=1.10±0.02和τt=1.14±0.02.随机模型的临界雪崩指数为τs=1.25±0.02,τa=1.29±0.02和τt=1.40±0.02.     

当代大学生健康状况的调查与分析

从生理、心理和社会三维角度对当代大学生健康状况进行调查,从个人、家庭、学校、社会4个视角,分析了影响当代大学生身心健康的主要因素,试图为高校教育改革提供有益参考。     

论美育的独特地位

美育是人类自身建设的一个重要方面,党的十一届三中全会以后,党把美育纳入了社会主义教育体系,确立了美育在社会主义教育中的独特地位。美育的功能在于“以美启真”、“以美储善”、“以美怡情”,它有利于人的智力结构和意志结构的建立,有利于科学道德的民能是人的全面发展的必由之路     

Stereotype threat and gender differences in chemistry

Stereotype threat theory (STT) offers one explanation for achievement differences in math and science for both women and minority students. Specifically, STT posits that the perceived risk of confirming a negative stereotype about an individual’s identity group acts as a psychological burden that negatively impacts performance. This study examined the impact of stereotype threat (ST) on gender differences in chemistry achievement, self-efficacy, and test-anxiety using a four-group, quasi-experimental design. 153 introductory-level college chemistry students were randomly assigned to one of four ST conditions including an explicit ST condition, an implicit ST condition, a reverse ST condition, and a nullified condition. Results indicated that there were no gender differences by ST condition; however, overall, the men had higher self-efficacy and lower test-anxiety than the women. An analysis of open-ended questions asking students about their intent to major in chemistry, beliefs regarding barriers to their achievement on the chemistry test, and gender differences in opportunities and mental capacity to achieve in chemistry provided insight into the quantitative results. Implications of our findings for future research on ST are discussed.