一类广义积分的计算方法

对于广义积分integral from n=0 to ∞ dm/dx~m(1/1 x~2)d~n/dx~n(1/1 x~2)dx和integral from n=0 to ∞ d~m/dx~m(sin x/x)d~n/dx~n(sin x/x)dx(m,n为非负整数),采用Fourier变换及级数计算出它们的值,并指出在区间(-∞, ∞)上可积的函数f(x),亦可仿此计算广义积分integral from n=0 to ∞ f~(m)(x)f~(n)(x)dx.     

主述位理论在英汉诗歌赏析中的应用

诗歌是世界上最古老、最特殊的一种文学形式,其语言具有鲜明的节奏性和音韵感。用主述位理论对两首英汉爱情诗歌的主位选择及其推进模式的分析对比,发现主位推进模式的研究有助于我们把握话题,了解作者的思想感情与丰富的想象,进而更好地领悟诗歌主旨及其意义,并初步研究了主述位理论在英汉诗歌文学对比中的理论意义和实践意义。     

主位推进模式下的语篇分析

每个句子都有自己的主述位结构。不同体裁的语篇中。主述位的选择具有一定的倾向性。本文基于系统功能语法中关于主位和述位及主位推进模式的理论观点,探讨了语篇中话题发展的方式及语篇的不同组成部分在语义上的关系,以了解主位推进模式对语篇分析的重要性。     

奥巴马在亚利桑那州立大学演讲的功能语篇分析

该文运用Halliday的系统功能语言学理论对2009年奥巴马在亚利桑那大学毕业典礼上所作的一篇演讲进行了语篇分析。文章以语言具有的三大纯理功能为出发点,通过分析演讲的及物性系统、情态系统和主位系统的运作情况,试图从词语、句子结构以及语篇等不同层面探究奥巴马在演讲中是如何表明立场、鼓舞听众以及连贯全文的。该文认为系统功能语法框架既可以用来揭示语篇的深层含义,又可以用来理解和解释语篇语义和文体特点,是十分有力的语篇分析工具。     

有关p-级数∑n=1^∞ 1/n^p与交错级数∑n=1^∞ （-1）^n/（2n-1）^p的和的研究

本文探索求p-级数S（p）=∑n=1^∞ 1/n^p及交错级数J（p）=∑n=1^∞ （-1）^n/（2n-1）^p的和的一般方法和策略,获得一些重要的结论：证明了p-级数与交错级数的和所满足的两个公式,并给出了求p-级数∑n=1^∞ 1/n^p的和的近似公式及误差估计式。     

汉英广播新闻语篇主位推进模式的对比分析

现今广播仍是人们获取新闻信息的一个重要渠道,因此,本文以国内外学者提出的主位推进模式为指导,总结了六种主位推进模式,对汉英广播新闻报道语篇的主位推进模式进行了对比研究。基于语料对比,本文主要分析了汉英广播新闻报道中各自的语篇对主位推进模式选择的异同之处,并探究了造成差异的主要原因。     

为学生认知发展建模：学习进阶十年研究回顾及展望

为了改变科学课程学习内容零散且缺乏衔接的现状,学习进阶成为了国际科学教育研究的热点议题。对学习进阶的研究系统追踪学生的认知发展过程,为科学教育中标准设计、课程开发、学业评价和教师培训等多个系统的整合提供了统一框架。基于文献综述并结合自身研究经验,并从学习进阶的定义、进阶研究的基础、进阶研究的模式和研究成果的应用四个方面展开分析讨论后发现：科学教育界对学习进阶内涵理解上的差异逐渐消弭,进阶研究在描述学生认知发展过程上取得了阶段性的成果并在向着精细化发展,在学习进阶中融合知识学习与能力培养、学习进阶与教学实践的交互影响等将是后续研究的核心议题。     

网络平台构建要素的信息功能生态位测度

使用生态学与信息生态学的相关理论,以网络平台构建要素及模型分析为基础,构建网络平台构建要素的信息功能生态位模型。结合突变级数分析,提出网络平台构建要素的信息功能生态位的测度方法及评价模型,并采用纯语言多属性群决策方法采集构建要素的专家评估数据。最后以吉林大学综合网络平台为应用算例进行实证研究。     

Light-induced color changes and chemical modification of treated and untreated chestnut wood surface

Abstract

The aim of this work is to study the surface modifications of chestnut (Castanea sativa Mill.) wood by reflectance spectrophotometry and Fourier transform infrared spectroscopy (FTIR) in order to understand the mechanisms that cause changes and to suggest possible solutions to avoid degradation phenomena. The experimental data were statistically treated to evaluate their significance. Concerning the surface protection of wood, starting from the results obtained by testing different commercial products, attention was focused on a novel organic preservative/consolidant product (Linfoil^®) that has attracted great interest in the field of conservation of wooden artifacts. Color monitoring showed that wood surface color undergoes an important variation due to photoirradiation, occurring within the first 24 hours and mainly due to L* decrease and b* increase. Though the protective treatment modifies wood color, nevertheless the product tested seems to protect the wood surface by reducing photoyellowing. FTIR analysis indicated that irradiation caused the degradation of lignin and increased the concentration of the chromophore groups on the wood surface. Changes in the chromaticity coordinates can be linked to the degradation of lignin and to increase of the concentration of carbonyl groups.     

Mastering cognitive development theory in computer science education

To design an effective computer science curriculum, educators require a systematic method of classifying the difficulty level of learning activities and assessment tasks. This is important for curriculum design and implementation and for communication between educators. Different educators must be able to use the method consistently, so that classified activities and assessments are comparable across the subjects of a degree, and, ideally, comparable across institutions. One widespread approach to supporting this is to write learning objects in terms of Bloom’s Taxonomy. This, or other such classifications, is likely to be more effective if educators can use them consistently, in the way experts would use them. To this end, we present the design and evaluation of our online interactive web-based tutorial system, which can be configured and used to offer training in different classification schemes. We report on results from three evaluations. First, 17 computer science educators complete a tutorial on using Bloom’s Taxonomy to classify programming examination questions. Second, 20 computer science educators complete a Neo-Piagetian tutorial. Third evaluation was a comparison of inter-rater reliability scores of computer science educators classifying programming questions using Bloom’s Taxonomy, before and after taking our tutorial. Based on the results from these evaluations, we discuss the effectiveness of our tutorial system design for teaching computer science educators how to systematically and consistently classify programming examination questions. We also discuss the suitability of Bloom’s Taxonomy and Neo-Piagetian theory for achieving this goal. The Bloom’s and Neo-Piagetian tutorials are made available as a community resource. The contributions of this paper are the following: the tutorial system for learning classification schemes for the purpose of coding the difficulty of computing learning materials; its evaluation; new insights into the consistency that computing educators can achieve using Bloom; and first insights into the use of Neo-Piagetian theory by a group of classifiers.