扩号借号法的3处新例证

论文对《中图法》第4版中新发现的3处扩号借号法例证，从类级分析、并非特殊八分法类号辨析、并非加“0”类号辨析和并非下借法类号辨析等方面进行了论证。     

Do students learn what they teach when generating teaching materials for others? A meta-analysis through the lens of learning by teaching

Students can generate teaching materials for others. However, solid evidence of the learning effect for the student creating the material is needed. This meta-analysis aims to explore current evidence of the learning-by-teaching potential effect on students’ learning of the content they teach. A total of 23 articles were included in the meta-analysis, providing 62 comparisons between an intervention in which students were required to create a teaching material and an alternative condition. Possible moderators were examined as well (i.e., product, educational level, content area, and access to source material). Results show statistically significant differences in favour of creating teaching materials when compared to business-as-usual or alternative interventions, with an overall effect of 0.17. However, the type of product and the access to source material significantly moderate the findings. Audio-visual and visual materials considerably outperform textual materials. Having no access to the source material is better than having full access to it. No publication bias was detected. However, the type of control group moderates the findings: creating teaching materials shows a significant effect when compared to nonbeneficial interventions rather than to other expected beneficial interventions. Nonbeneficial interventions refer to business-as-usual or alternative interventions that are not expected to influence the outcome much, while beneficial interventions are those that are known or expected to have a positive effect. The findings are discussed based on the different views on the underlying learning-by-teaching mechanisms. Limitations as well as implications for practice, policy, and future research are underlined.     

基于向量空间模型的主动推送系统设计与优化

主动信息服务是信息检索的发展方向之一，传统向量空间模型用于设计主动推送系统具有一定的优点，但仍不能克服检索结果不相关的问题。本文提出了一系列优化措施，设计了一个基于向量空间模型的主动推送系统原型，更好的满足网上信息检索效率的提高。     

企业中Exchange2003信息化管理的应用

针对于现今企业的信息交流的需要进行了分析研究,提出了在Windows2003 Server系统平台下使用Exchange 2003邮件软件和其前端软件Outlook 2003来为企业构建信息管理平台,实现企业中信息交换的电子信息化管理。     

Paired peer learning through engineering education outreach

ABSTRACT

Undergraduate education incorporating active learning and vicarious experience through education outreach presents a critical opportunity to influence future engineering teaching and practice capabilities. Engineering education outreach activities have been shown to have multiple benefits; increasing interest and engagement with science and engineering for school children, providing teachers with expert contributions to engineering subject knowledge, and developing professional generic skills for engineers such as communication and teamwork. This pilot intervention paired 10 pre-service teachers and 11 student engineers to enact engineering outreach in primary schools, reaching 269 children. A longitudinal mixed methods design was employed to measure change in attitudes and Education Outreach Self-Efficacy in student engineers; alongside attitudes, Teaching Engineering Self-Efficacy and Engineering Subject Knowledge Confidence in pre-service teachers. Highly significant improvements were noted in the pre-service teachers’ confidence and self-efficacy, while both the teachers and engineers qualitatively described benefits arising from the paired peer mentor model.     

过碳酸钠的开发、生产及应用

介绍了新型精细化工产品过碳酸钠的性质、国内外生产现状、生产技术进展和应用情况.     

基于Web的数据库系统研究与开发

从阐述数据库应用系统体系结构入手，分析了客户机／服务器（C／S)模式与浏览器／服务器(B／S)模式的各自优劣，基于web的数据库应用系统开发模式比客户机／服务器模式性能更好。设计开发了基于web的某武装部信息管理系统．     

I explain,therefore I learn: Improving students’ assessment literacy and deep learning by teaching

Partnership in higher education emphasises an active role for students in both teaching and learning. This pedagogical culture is likely to make students assessment literate and engage them in deep learning. In this study, Iranian students experiencing learning-by-teaching (LbT) in private language institutes were interviewed to compare their perceptions toward assessment and learning with their counterparts without this experience. Findings show that LbT fosters students’ assessment literacy and deep learning. Results also reveal that by teaching other students, quasi-teachers promote a broader understanding of assessment and grade practices in comparison to other students. Unlike their counterparts, quasi-teachers de-emphasised grades and showed a greater focus on learning. Moreover, explaining the materials to other students provided them with a deeper cognitive process resulting in deeper learning. These results underscore the perceived importance of partnership in higher education.     

AFE变频器在船舶电力推进电机控制中的应用

为有效改善船舶电力推进系统电能质量和能量反馈,将有源前端(Active Front End,AFE)变频器应用于船舶电力推进电机控制.根据船舶电力推进系统的特点,选择基于电流内环前馈解耦控制的直接电流控制方法,并对AFE变频器的独立控制和联合控制方式进行研究.用MATLAB/Simulink对这两种方式进行仿真.分析仿真结果,得出这两种控制方式分别适应的电力推进船舶类型.     

Activating the curriculum: a socio-ecological action research frame for health and physical education

The health and physical education (HPE) profession needs to find alternatives to its individualistic and performative focus if it is to remain relevant and meaningful for all learners. This paper presents a way of framing HPE that helps to shift the focus from the individual as autonomous decision-maker, and goes beyond sport and fitness testing as the main contexts for learning. To do this we present the socio-ecological action research (SEAR) frame for unit development that was co-created and enacted over a six-month period involving dialogue between teachers, students, parents, researchers and community. This paper presents findings from semi-structured interviews, student artefacts and field notes collected as one component of a broader three-phase study which spanned three years. The data describe how generalist primary teachers (n=4) from a small Victorian community and their students (aged 8–10 years) tackled a unit of work that positioned centrally the everyday physical experiences of active school travel (AST). Teachers supported students in exploring barriers to their AST, and developing strategies that would counteract some of the negative perceptions that had limited their AST in the past. The findings suggest that the unit of work evolved from an exploration of AST into a much broader exploration of the whole community. This paper does not provide evidence for an alternative way to view HPE, rather it represents an embryonic exploration of how a SEAR frame might support teachers in applying inquiry-based pedagogies that extend beyond the individual as autonomous decision-maker, and promote opportunities for exploration and understanding of environmental, social and personal factors that influence our health and everyday physically active lives. Despite students being positioned as central actors within the SEAR frame, obtaining genuine student voice throughout the process proved challenging.