工业用水库兹涅茨曲线分析

水资源稀缺是21世纪社会经济增长乃至人类生存所面临的重大挑战之一,探索工业水资源利用情况是进一步研究工业水资源节约利用的基础。基于2000-2013年中国31个省份的面板数据,在单位根检验以及协整检验的基础上,对全国以及东、中、西部地区工业水资源利用与工业经济增长之间的关系进行实证检验,结果显示：东部地区二者关系曲线呈现为倒“U”型,且拐点出现在人均工业增加值28 612.150元/人时;中部地区二者关系曲线呈现为“N”型,且拐点分别出现在人均工业增加值15 546.048元/人和35 733.952元/人时;而全国和西部地区二者近似地满足单调递增的关系。经分析,技术创新、结构调整是使工业用水倒“U”型库兹涅茨曲线拐点出现的技术层面的原因,水价提升、水权交易则是其经济激励措施。最后提出应积极进行技术创新、推进产业结构调整以及工业内部行业结构调整,同时适当提升工业用水价格、完善水权交易制度以最终实现工业水资源节约等政策建议。     

采用自相似分析进行视频中的背景识别

当今的视频监控系统已经越来越智能化,从中涌现的各种最新技术研究都预示着它的广阔前景.这些新技术中,视频场景的背景识别技术拥有着相当可观的实际应用价值.本文提出了一种对视频序列进行自相似分析,从而进行背景识别的方法.该方法比起传统的使用帧间柱状图差分的方法,在实时性和直观性上都做得非常好.     

高师应届毕业生心理健康状况的调查与分析

采用心理健康测查表（PHI）对温州师院382名高师应届毕业生进行测试，结果表明：高师应届毕业生的心理健康水平总体上是好的，但有相当数量的毕业生存在某些心理问题，本科毕业生的心理健康状况总体上比专科毕业生差，尤其是病态人格、躯体化、脱离现实三个分量表分差异显；科毕业生的心理健康状况总体上不如理科毕业生，尤其是疑心、脱离现实分量表分差异显；男生的抑郁分显低于女生；毕业生的病态人格分显高于新生，而兴奋状态分显低于新生。     

《了不起的盖茨比》中的另一个旁观者

美国作家菲茨杰拉德的小说《了不起的盖茨比》被认为是美国20世纪文学杰作之一。作者巧妙地选择小说的第二主人公尼克作为小说故事的主要叙述者,使整部小说取得了极好的艺术效果。本文认为小说中还有另一个隐藏的叙述者乔丹·贝克,她的叙述不仅起着补充小说故事情节的作用,而且还传达着作者的潜藏话语。     

从“寻根”谈《棋王》中的侠义文化

小说《棋王》蕴含的文化意蕴除了以往被解析出来的儒道精神外,在潜层次上体现出了一种世俗似的豪侠精神。这可能被解说成为道家文化中道侠文化的渗透。但却又与道家文化的无为精神有一定的区别。作者对世俗侠客形象的塑造是与作者本身的知青经历和右派身份分不开的。另外,与阿城对世俗文化的一贯推崇也有一定的关系。     

Preclinical students’ predispositions towards social forms of instruction and self-directed learning: a challenge for the development of autonomous and collaborative learners

Self-directed and social forms of learning are fundamentally different from traditional didactic educational settings from which students are selected for veterinary, medical and other professional degree courses. It is therefore expected that a mismatch may emerge between students’ conceptions of effective learning and expectations inherent to the new learning environments. The present study addressed this issue by examining 128 preclinical students’ predispositions towards two key elements in problem-based and case-based learning, namely self-directed and social forms of learning. A mixed method approach revealed converging evidence of students’ overwhelming preference for external, teacher regulation and individual forms of learning. External regulation was consciously invoked as a coping strategy in managing large amounts of complex information. Constructivist conceptions of learning were positively related to an appreciation of the cognitive benefits of social forms of learning, a relationship that has attracted little attention in the higher education literature. These findings stress the importance of guiding students’ transition towards learning autonomy required for social forms of learning and continuous lifelong learning after graduation.     

关于高师课程设置的价值取向的思考

文章综述了师范教育发展历史的不同阶段曾出现的典型的、对高师课程设置产生过深刻影响的三种课程价值取向,并据此提出新的“综合化”的新的课程取向,以适应教师专业化发展及基础教育课程改革的要求,为高师课程设置的改革及课程设置的特征定位提供理论参考。     

一类亚纯函数系数的高阶齐次线性微分方程解的性质

在J．K．Langley给出的高阶齐次线性微分方程复振荡的结果的基础上,考虑具有控制系数和系数仅有有限个极点的高阶线性齐次微分方程,研究亚纯系数齐次线性微分方程亚纯解的零点收敛指数,得到了这类方程的线性无关超越解的最少个数和零点收敛指数为有穷的解的最多个数。     

唐湜在探索新诗格律方面的贡献

唐晚年以丰富的创作实践 ,实现他对新诗格律的艺术追求。音组排列纯熟 ,与他明静的诗风相得益彰。十四行体使固定形式增加韧性和弹性 ,适宜自然流畅地叙事抒情。长篇叙事格律诗体制宏伟 ,长达 15 0 0行 ,诗节、韵式变化自如 ,音组长度和排列参差有致 ,表现出娴熟的艺术技巧。唐晚年结出的大量“最成熟的果实” ,既是诗人旺盛艺术生命的奇观 ,又是中国新诗艺苑的奇光异彩。     

Using diagrams as tools for the solution of non-routine mathematical problems

The Mathematics education community has long recognized the importance of diagrams in the solution of mathematical problems. Particularly, it is stated that diagrams facilitate the solution of mathematical problems because they represent problems’ structure and information (Novick & Hurley, 2001; Diezmann, 2005). Novick and Hurley were the first to introduce three well-defined types of diagrams, that is, network, hierarchy, and matrix, which represent different problematic situations. In the present study, we investigated the effects of these types of diagrams in non-routine mathematical problem solving by contrasting students’ abilities to solve problems with and without the presence of diagrams. Structural equation modeling affirmed the existence of two first-order factors indicating the differential effects of the problems’ representation, i.e., text with diagrams and without diagrams, and a second-order factor representing general non-routine problem solving ability in mathematics. Implicative analysis showed the influence of the presence of diagrams in the problems’ hierarchical ordering. Furthermore, results provided support for other studies (e.g. Diezman & English, 2001) which documented some students’ difficulties to use diagrams efficiently for the solution of problems. We discuss the findings and provide suggestions for the efficient use of diagrams in the problem solving situation.