基于ATmega16L的多功能模拟信号测试仪

多功能模拟信号测试仪是以ATmega16L单片机为核心控制、借助一些外围元件，把需要测量的模拟信号转换为数字信号后，再通过软件进行处理，可以很直观地显示出被测模拟信号（方波，正弦波，三角波等）的幅度、频率，实现了模拟信号测量的智能化。     

大学生强迫性人格特质的研究

采用“卡特尔16种人格因素问卷(16PF)”、“艾森克人格问卷(EPQ)”、“SCL-90症状自评量表”对495名在校大学生进行测量，并以“SCL-90症状自评量表”强迫症状因子分≥2为强迫症状的评定标准，结果表明：正常大学生与强迫症状大学生在“EPQ”的神经质(N)及自身隐蔽性(L)，“16PF”的主因子自律稳定性及恃强、敢为、兴奋性等方面均存在显著性差异；强迫人格特质的血型以“B”为主，气质以胆汁质和抑郁质为多数，均存在统计学意义。     

Do student-centred learning activities improve learning outcomes on a BTEC Applied Science course in FE?

This article provides quantitative evidence on the effect on learning outcomes of contrasting teaching styles applied to a class of Level 3 final-year students on a BTEC Applied Science course within a further education college in the UK. Two topics within a unit were taught using either a student-centred or teacher-centric (instructional) approach. Learning outcomes were monitored via tests aimed at both surface and deeper learning. Analysis showed that there was no significant difference between instructional or student-centred modes of teaching with respect to surface learning outcomes. However, analysis showed that a significant difference (p = 0.025) had occurred in deeper learning outcomes between the two modes of teaching. Interestingly, in this study, deeper learning was significantly improved after instructional teaching as opposed to student-centred teaching. Possible reasons for this are discussed and related to the role of instruction in vocational science education within FE. Preferences for teaching style were also obtained from the students via a survey and this indicated that PowerPoints were considered helpful whereas practical work and research tasks were very helpful to their learning.     

略论十六国以来高昌地区的丝织业

以十六国至高昌王国时期的出土书为重点，兼及吐鲁番同时期古墓葬出土的丝织物，探讨了十六国以来高昌丝织业大发展的原因。对其特殊的时代机遇作了揭示，对作为丝织业发展基础的广大蚕桑织造户的状况及其与官府的关系作了研究。同时对高昌本地制作波斯锦等“胡锦”外销产品作了探讨。     

对发展先进生产力的进一步思考

在邓小平把"解放生产力,发展生产力"作为社会主义根本任务的基础上,江泽民提出了发展先进生产力,这是对生产力理论的发展,是对社会主义理论的发展,是客观认识国际国内形势发展的必然。发展先进生产力任重而道远,必须依靠党的正确领导,依靠全体人民的共同努力。     

小教师专毕业生与中师毕业生的心理素质比较研究

比较分析01后小教师专毕业生与中师毕业生的职业心理素质特点与形成原因。主要采用卡特尔16PF对心理素质进行评定，结合其教学实习表现和笔的观察了解。01届小教师专毕业生与中师毕业生在L、Q2、X1、Y3和A、F、H、X2、Y1、Y2等人格特征方面存在显差异，教学实习效果的差分比较明显。01届小教师专毕业生的小学教师职业心理素质与中师毕业生有显的差距，但其基本理论知识水平、对前途的优患意识、人格特征的独立性与创造性发展潜力比中师毕业生有显的优势。主要是由认识与管理等方面的原因造成的。     

实现跨越式发展争创一流的广播电视大学

现代远程教育在实现小康社会的文化目标中肩负着历史赋予的重任，作为从事现代远程教育的山东广播电视大学，应该积极地整合全省电大的教育资源，调动各方面的积极性，充分挖掘潜力，实现跨越式发展，争创一流的广播电视大学，为建设学习型社会做出自己积极的贡献。     

从十六大报告看公文积极修辞应用的效果

党的十六大报告搏大精深，不仅通篇充满着理论创新和思想创新，而且在语言风格上，一方面运用消极修辞，明显地体现了公文语言对逻辑思维的倚重，达到了“意义明确”、“伦次通顺”、“词句平匀”、“安排稳密”^[1](P54)的极致；另一方面又运用对偶、排比、叠用等积极修辞，将公文语言内蕴的美感发挥得淋漓尽致，堪称公文写作的充辉典范。     

The role of educational psychologists in supporting post-16 transition: findings from the literature

The Children and Families Act (2014) has seen the extension of the role of educational psychologists (EPs) to cover the age range from birth to 25 years. EPs have had to develop and extend their practice to meet the needs of post-16 young people with special educational needs and disabilities. Research on transition from compulsory education to further education, employment or training has highlighted significant variability in practice. A systematic review of contemporary literature was undertaken to explore the potential role and contributions of EPs in supporting post-school transition to further education, employment or training. Seven studies met inclusion criteria and data were reported using PRISMA guidelines. Although predominantly speculative, the data highlight a number of roles for EPs in supporting post-16 transition, encompassing work at individual, group and systemic levels and incorporating core functions of educational psychology practice.     

伟大的里程碑--全面建设小康社会--学习十六大报告有感

概括了“全面建设小康社会”提出的过程，分析了提出“全面建设小康社会”的里程碑意义，阐述了对“总体上达到小康水平”的理解，强调了对“全面建设小康社会”的把握和贯彻一定要全面。