青少年孤独感的特点及其与人格、家庭功能的关系

采用问卷法调查了北京和西安1317名青少年孤独感的特点及其与家庭功能、人格五因素的关系。结果发现:青少年孤独感的性别和年级差异显著,男生高于女生,高一年级高于其他年级;孤独感的年级差异主要由人格上的差异来解释;聚类分析表明,人格五因素和家庭功能均可分为三种类型,且不同人格类型和家庭功能类型的个体在孤独感各维度的得分差异显著;在家庭功能、人格、孤独感三者的关系中,人格与孤独感的关系更为密切,人格在家庭功能与孤独感间起部分中介作用。     

如何有效预防及解决U盘病毒

U盘病毒是通过感染配置文件autorun.inf来发作,井经过网络和硬件两种途径传播,其种类有柯南头、随机8位数、回收站等病毒,症状表现为每个盘根目录下都有autorun.inf文件,且双击打不开盘.其病毒以预防为主,解决办法是查、杀、清理非法文件和进程,顺藤摸瓜,揪出祸根.     

Psychometric properties of the Violent Experiences Questionnaire

The Violent Experiences Questionnaire—Revised (VEQ-R) is a brief retrospective self-report inventory which provides estimates of annual frequencies of childhood physical abuse, sibling physical abuse, exposure to parental violence, peer bullying, and corporal punishment as they were experienced from ages 5 to 16. The VEQ-R indices rely on a frequency metric that estimates the number of days on average per year a specified class of behavior occurred over a 12 year retrospective period. All scores range from a frequency of 0 to a high of 104. Scale normative data was generated from both a college (N = 1266) and national (N = 1290) sample to expand the research applicability of this relatively new inventory. Subscales were added to estimate the frequency of victimization during childhood, the pre-teen years, and adolescence. Four “hostility” component indices were derived from perpetrator source (parent, sibling, peer, or domestic). Thresholds were established to for High, Moderate, Low, and No Risk classifications. Subscales dimensions were found to have both adequate internal and temporal consistency. Evidence of concurrent and discriminant validity was generated using the Parent-Child Conflict Tactics Scale-Short-Form^©, LONGSCAN Physical Abuse Self-Report scale, and Physical Punishment scale of the Assessing Environments III inventory.     

Mentoring as service-learning: The relationship between perceived peer support and outcomes for college women mentors

This study examined whether peer support was related to psychosocial outcomes for college women serving as youth mentors in the Young Women Leaders Program (YWLP), a service-learning mentoring program. The outcomes assessed were college students’ ethnocultural empathy and their sense of competence, relatedness, and autonomy. Data included questionnaires completed by YWLP mentors (YWLP; n = 227) and college women with (CS; n = 230) and without (no CS; n = 105) alternative community service involvement. Results showed that YWLP mentors’ level of perceived peer support was associated with stronger outcomes in autonomy as compared to the CS group and in ethnocultural empathy as compared to both comparison groups. These findings extend the literature on effective support for college service-learning participants.     

一种隔离式快响应温度传感器设计

针对某火箭发动机快速测温和信号隔离的需求,设计了一种隔离式温度传感器,介绍了温度测量和信号隔离的基本原理,给出传感器的工作原理和硬件电路。实验结果表明:精度约为0.4%,响应时间优于150ms,该传感器测温误差小、性能稳定,能够满足整体性能要求,达到了预定的设计效果。     

学习障碍初中生同伴交往结构特点研究

本研究选取学习障碍初中学生和与其对照的普通初中学生183名为研究对象,采用调查表和访谈提纲对初中生进行访谈和调查。研究结果表明,学习障碍初中生的交友范围整体比普通初中生广,部分同伴来源于网络和社会上的青少年;绝大多数的学习障碍初中生同伴社会圈子较小,同伴数量也明显比普通学生少;学习障碍初中生更喜欢找比自己年龄小者作为同伴;学习障碍初中生选择同性同伴的比率高于普通初中生,同伴结构相对单一。     

基于同侪互评的在线学习评价研究综述

在线同侪互评是一种形成性评价策略。它通过学习者之间相互给予评分或反馈来改善学习成果,对学习者的学习成绩、态度及高阶思维能力等方面能够产生重要的影响。首先回顾了近10年来国际在线同侪互评的主要文献．从概念与内涵、程序与方法、系统与工具,以及效果与影响等四个方面综述了现有研究成果。而后,展望未来研究可能聚焦于：同侪互评与其他网络教学策略整合、同侪互评与教师评价结合运用、同侪评语分析等主题。     

改进教学仪器设备与改善实验条件的探索

改进教学实验设备,增强设备的安全性,是遵循学生在实验教学过程中安全第一、以人为本的基本原则,是建设和谐校园的重要组成部分。     

Passive,active, and constructive engagement with peer feedback: A revised model of learning from peer feedback

To deepen understanding of learning through peer feedback, the current study investigated the relationships between different peer feedback activities (organized into constructive vs active activities) and learning (i.e., transfer to new tasks), examining the nature of activities within provided feedback, received feedback, and revisions in response to feedback. Across five US high schools, 367 students in Advanced Placement classes participated, implementing common assignments and peer assessment rubrics. Provided/received comments and revisions in one assignment, and writing improvements observed in a second assignment were exhaustively coded and subjected to hierarchical model regression analyses. Results showed that constructive activities (providing explanations and making revisions after receiving explanations or providing suggestions) were consistently associated with learning, whereas passive (e.g., receiving feedback without making revisions) or active activities (e.g., implementing specific suggestions) were not. Further, the effects of received feedback on learning were mediated by the number of revisions. Theoretical and practical implications of the findings are discussed.     

RFID干扰信噪隔离识别技术在车型设别中的应用

当前物流区的车辆依据感应线圈的车型识别方法会受到光影、振动等外部因素的干扰,不能进行准确的识别,主要因为当前的技术都是以信噪比为基础,以过滤的思想去除干扰,效果不佳。提出了一种基于隔离思想的车型识别方法,采用RFID技术获取进入物流园区的车型信号后,应对车型信号进行隔离分类,这种隔离与传统的分类不同,是一种无监督分类过程,依据信号幅度的排列情况分析车型信号的波峰最大值,对获取的不同车型信号曲线的波峰极大值进行隔离,完成判断。实验结果说明该种方法的识别时间以及识别率优于传统方法,在不同的光影干扰环境下具有较强的车型识别性能。