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961.
Comparison of high order aberration after conventional and customized ablation in myopic LASIK in different eyes of the same patient 总被引:4,自引:0,他引:4
Purpose: To verify whether there exists any difference in higher order aberrations after undergoing myopic LASIK (laser in situ keratomileusis) with conventional ablation and customized ablation in different eyes of the same patient. Methods: This was a prospective randomized study of 54 myopic eyes (27 patients) that underwent LASIK using the Nidek EC-5000 ex-cimer laser system (Nidek, Gamagori, Japan). Topography-guided customized aspheric treatment zone (CATz) was used in the first eye of the patient (study group) and the other eye of the same patient was operated on with conventional ablation (control group). Higher order aberrations [root-mean-square (RMS) in the 5-mm zone] of both groups were observed with the Nidek OPD-Scan aberrometer before and 3 months after LASIK. Preoperative mean refractive error was similar between two eyes of the same patient (t=?0.577, P>0.05). Results: Preoperatively, higher order aberrations (RMS in the 5-mm zone) in the CATz ablation and conventional groups were (0.3600±0.0341) μm and (0.2680±0.1421) μm, respectively. This difference was not statistically significant (t=1.292, P>0.05). Three months after LASIK, higher order aberrations (RMS in 5-mm zone) in the CATz ablation and conventional groups were (0.3627±0.1510) μm and (0.3991±0.1582) μm, respectively. No statistically significant difference was noted between pre- and postoperative higher order aberrations in the CATz group (t=?0.047, P>0.05). However, a statistically significant increase in higher order aberrations was observed after conventional ablation (t=?5.261, P<0.05). A statistically sig-nificant difference was noted in the increase of higher order aberrations after LASIK between groups (t=?2.050, P=0.045). Con-clusion: LASIK with conventional ablation and topography-guided CATz ablation resulted in the same BSCVA (best specta-cle-corrected visual acuity) 3 month after LASIK. Higher order aberrations were increased, but the increase of higher order ab-errations after customized ablation treatment was less than that after conventional ablation. 相似文献
962.
更新观念,完善机构,构建节水型社会 总被引:1,自引:0,他引:1
针对我国目前水资源的现状,指出为实现水资源可持续利用,应更新观念,改善机制,构建节水型社会. 相似文献
963.
孙子的慎战思想与中国核战略文化 总被引:1,自引:1,他引:0
慎战思想是"兵学圣典"《孙子兵法》的精髓之一,而中国核战略文化从产生的那一刻起就深深浸润着重战、慎战的理想追求。从核武器文化、核政策文化和核观念文化三个层面探讨了中国核战略文化对孙子慎战思想的传承与延续。 相似文献
964.
ABSTRACT: This paper argues for an action-oriented conception of learning in higher education: one which marries higher order learning (coming to understand) with apprenticeship in knowledge work. It introduces epistemic tasks, forms and fluency as constructs that are useful in giving a more precise meaning to ideas about collaboration in knowledge construction. Discussion is seen as central to collaborative knowledge work and we examine the role of discussion in supporting weaker and stronger interpretations of collaborative knowledge construction. 相似文献
965.
Stephen P. Heyneman 《Prospects》2007,37(3):305-318
Universities may contribute to a nation’s social cohesion through both direct and indirect means. In their syllabi they may
include techniques necessary for understanding complex social problems. Faculty may model good behaviour in terms of listening
and understanding points of view that may contradict their own. University administrators may illustrate ways to lead honourably,
which can enhance the chances for achieving consensus with respect to future dilemmas. This project assessed typical areas
of university tension, including academic freedom, equity of participation and academic honesty. Three different universities
were chosen as sites for faculty interviews—a foreign private university in Kyrgyzstan, a flagship state university in Georgia,
and a regional teacher training college recently upgraded to university status in Northeast Kazakhstan. Results suggest that
the single most important arena wherein universities can influence social cohesion in these countries is the manner by which
they address education corruption. The paper reproduces the statements of those faculty members who participate in corruption
as well as those who refuse to participate. It concludes with some predictions about the future of the relationship of higher
education to social cohesion.
Stephen P. Heyneman received his PhD in comparative education from the University of Chicago in 1976. He served the World Bank for 22 years. Between 1976 and 1984 he helped research education quality and design policies to support educational effectiveness. Between 1984 and 1989 he was in charge of external training for senior officials world wide in education policy. Between 1989 and 1998, he was responsible for education policy and lending strategy, first for the Middle East and North Africa and later for the 27 countries of Europe and Central Asia. In July 2000 he was appointed professor of International Education Policy at Vanderbilt University. Current interests include the effect of higher education on social cohesion, the international trade in education services and the economic and social cost to higher education corruption. 相似文献
Stephen P. HeynemanEmail: |
Stephen P. Heyneman received his PhD in comparative education from the University of Chicago in 1976. He served the World Bank for 22 years. Between 1976 and 1984 he helped research education quality and design policies to support educational effectiveness. Between 1984 and 1989 he was in charge of external training for senior officials world wide in education policy. Between 1989 and 1998, he was responsible for education policy and lending strategy, first for the Middle East and North Africa and later for the 27 countries of Europe and Central Asia. In July 2000 he was appointed professor of International Education Policy at Vanderbilt University. Current interests include the effect of higher education on social cohesion, the international trade in education services and the economic and social cost to higher education corruption. 相似文献
966.
Reconsidering the Character and Role of Inquiry in School Science: Analysis of a Conference 总被引:2,自引:1,他引:1
We summarize a conference on scientific inquiry bringing together science educators, cognitive scientists and philosophers
of science with three goals:
This research was supported by NSF grant ESIE #0343196 awarded to the authors. The opinions expressed in this article are
those of the authors and do not necessarily reflect the views of the National Science Foundation. Paper presented at the International
History and Philosophy of Science and Science Teaching Group meeting in Leeds, England July 15–18, 2005. 相似文献
1. | to establish how much consensus exists about scientific inquiry, |
2. | to discuss implications of that consensus for teaching science, |
3. | to identify areas where consensus is lacking to establish where further research and discussion would be most valuable. |
967.
陈梧桐 《安徽师范大学学报(人文社会科学版)》2007,35(5):542-549
顾诚是我国著名的明清史学家,新中国建立以后成长起来的史学家的杰出代表之一。他具有深厚的马克思主义理论修养,又有扎实的考证功夫,善于把马克思主义史学与传统实证史学、宏观研究与微观研究结合起来,形成独具特色的研究风格。其明清史论著不仅史料丰富,考证扎实,而且论述深刻,创见迭出,成为令人瞩目的学术精品。顾诚有关明代疆土管理体制和卫所制度的论断,《明末农民战争史》和《南明史》两部专著,代表了当前这些研究领域的最高水平,这是他对明清史学做出的重大而卓越的贡献。 相似文献
968.
高校知识女性既承载着历史陋习的重负,同时又面临着多元时代所带来的道德价值取向的困惑。只有改变传统观念,突破习惯势力的束缚,在纷繁的世界中不断反思自我,完善的道德自律意识,才能在成就事业的同时成就自我。 相似文献
969.
皖江文化研究的价值主要表现在以下几方面:科学界定皖江文化的内涵与外延,分析皖江地区历史文化特点与形成原因,比较皖江文化与周边文化的异同,从而丰富区域文化研究的内容;总结皖江地区经济社会发展中的经验教训,为整合皖江地区旅游文化资源提供新的视角,为皖江地区开发开放献计献策;提高皖江地区历史文化的影响力,促进皖江文化产业整合,为打造安徽文化强省提供服务。 相似文献
970.
文化研究在教育领域中的价值——亨利·吉鲁的文化研究教育思想 总被引:1,自引:0,他引:1
文化研究作为当前学术界最具活力、最具批判性和开放性的一种学术思潮,在教育领域并没有得到应有的重视.美国教育思想家亨利·吉鲁一方面从理论上探讨了文化研究在教育领域存在的空间;另一方面,他运用文化研究的方法和视角对某些教育问题进行了开创性研究,这些研究成果展示了文化研究在教育领域中的价值. 相似文献