冈底斯中段尼木斑岩铜矿田的K-Ar、^40 Ar/^39 Ar年龄：对岩浆-热液系统演化和成矿构造背景的制约

青藏高原冈底斯斑岩成矿带不同于经典的产于岛弧和大陆边缘的斑岩铜矿,而形成于后碰撞挤压向伸展转变期,显示了极好的成矿前景.本文对冈底斯中段尼木矿田白容、厅宫和冲江斑岩铜矿区斑岩体进行了系统研究,确定出斑岩体演化和侵入序列为：似斑状二长花岗岩→成矿二长花岗斑岩→石英闪长玢岩→花岗闪长斑岩.K-Ar和^40 Ar/^39 Ar年代学研究获得白容矿区似斑状二长花岗岩中角闪石的K-Ar年龄为16.9±2.4Ma;石英闪长玢岩中黑云母的K-Ar年龄为12.3±0.2Ma、^40 Ar/^39 Ar坪年龄为12.5±0.2Ma;花岗闪长斑岩中黑云母的K-Ar年龄为11.5±0.2Ma、^40 Ar/^39 Ar坪年龄为12.4±0.2Ma;厅宫矿区石英闪长玢岩中黑云母的K-Ar年龄为13.8±0.2Ma、^40 Ar/^39 Ar坪年龄为14.9±0.2Ma;花岗闪长斑岩中黑云母的K-Ar年龄为13.5±0.3Ma、^40 Ar/^39 Ar坪年龄为14.2±0.2Ma,这些年龄表明：石英闪长玢岩晚于似斑状二长花岗岩,略早于花岗闪长斑岩.成矿与二长花岗斑岩有关,其侵位时间晚于似斑状二长花岗岩,早于石英闪长玢岩和花岗闪长斑岩.尼木癍岩铜矿田这种复式杂岩体较充分的分异演化有利于含矿热液的集中与逐渐富集成矿.白容斑岩铜矿蚀变矿化二长花岗斑岩的蚀变绢云母的K-Ar年龄为11.8±0.2Ma,^40 Ar/^39 Ar坪年龄为12.0±0.1Ma,代表了中低温蚀变和矿化末期的年龄.白容矿区绢云母化带的蚀变年龄与石英闪长玢岩和花岗闪长斑岩的黑云母^40 Ar/^39 Ar年龄基本一致,与厅宫矿区辉钼矿Re-Os年龄及石英闪长玢岩和花岗闪长斑岩的黑云母^40 Ar/^39 Ar年龄同样基本一致,暗示两个矿区石英闪长玢岩和花岗闪长斑岩的岩浆结晶冷却与成矿二长花岗斑岩后期热液成矿时间上有重叠.结合前人年龄数据大致确定出白容矿区岩浆-热液活动时限为0.5～5Ma,厅宫为4Ma,冲江为4.5Ma.尼木矿田成矿斑岩^40 Ar/^39 Ar年龄晚于冈底斯碰撞后第一次快速隆升时间≈21Ma,15Ma冈底斯中段NS向正断层开始活动,表明含矿斑岩体可能侵位于地壳加厚、冈底斯山大规模隆升到一定程度后出现弱伸展环境的构造背景下,即斑岩铜矿形成于从南北向挤压隆升到东西向伸展初始发育的过渡构造背景.     

东准噶尔扎河坝超高压变质成因石英菱镁岩的^40Ar／^39Ar同位素年代学信息及地质意义

在扎河坝．阿尔曼泰蛇绿岩岩块内分布着高压-超高压成因的二辉橄榄岩、石榴辉石岩、石英菱镁岩及榴闪岩。石英菱镁岩内多硅白云母的Si（pfu）值均大于3．35，最高可达3．77，是典型高压-超高压成因的矿物。石英菱镁岩及其围岩蛇纹石化二辉橄榄岩的K2O含量极低，且多硅白云母的Na／（Na＋K）比值小于0．04，这些地球化学特征显示，扎河坝多硅白云母不应含有过剩Ar，是一个理想的^40Ar/^39Ar定年对象。精确的^40Ar/^39Ar年代学研究结果表明，扎河坝石英菱镁岩中多硅白云母的^40Ar/^39Ar同位素年龄为281．6±2．5Ma。而矿物化学特征表明，扎河坝石英菱镁岩中的多硅白云母曾经历了退变质作用的改造，因此，它代表的应该是超高压变质石英菱镁岩的折返年龄。多硅白云母的^40Ar/^39Ar年代学研究结果表明，扎河坝-阿尔曼泰蛇绿混杂岩内超高压石英菱镁岩的折返事件应发生在早二叠世。     

基于.net的多媒体课件的交互设计

基于网络的多媒体课件必须具备交互性的特点,以实现学生与计算机、教师与学生的交互功能,这是教育和现代信息技术发展的必然趋势。本文探讨了课件人机交互、教学交互的几种交互方式的设计思路和制作方法,并阐述了基于WEB的B/S模式体系结构的课件设计技术。     

不同年龄自发性高血压大鼠血管平滑肌Ca2+/CaM-PP活性变化

目的研究不同年龄自发性高血压大鼠血管平滑肌Ca2+/CaM-PP活性变化.方法应用酶活性测定方法,对12周、16周SHR大鼠和Wistar大鼠的A、MA、CA血管平滑肌Ca2+/CaM-PP进行活性比较.结果Wistar大鼠随年龄增长,Ca2+/CaM-PP活性呈上升趋势,而SHR鼠其阻力血管该酶活性降低,但随年龄变化不明显.结论①自发性高血压使阻力血管平滑肌Ca2+/CaM-PP下降,但12周与16周间无显著差异.②不同种鼠血管平滑肌该酶活性变化不同.     

用ASP实现网络数据库应用系统的设计

本以简单的实例（网上成绩的录入与查询）展示了网络数据库应用系统的设计方法，并给出了具体的实现代码，为读创建自己的网络数据库应用系统提供了一定的参考。     

Developing ‘active citizens’: Arts Award,creativity and impact

Creativity has become the new watchword in UK academic and policy circles. Within this context, policy discussions about the arts and their impact emphasise economic benefits over educational value, drawing clear distinctions between quantifiable or ‘hard’ measures of impact and those described as ‘soft’, less tangible and lacking a strong evidence base. Departing from the binary logics often underpinning notions of arts impacts, this article is novel in exploring the entwined relationship between impacts seen as ‘hard’ and ‘soft’. We draw on research examining the links between arts education and young people's future trajectories and use the concept of ‘active citizenship’ to show how informal, softer skills fostered through creative learning are an important part of citizenship-making for some young people. Participants’ accounts show how improvements in soft skills can give young people opportunities for agency, which shape progression pathways leading to measurable change. This finding is directly relevant in the context of evaluations of arts impacts in the UK and abroad, and should encourage further examination of the impact of creative learning on transfer of skills as well as policy developments in this area.     

英汉互译中的跨文化交流意识

翻译是跨文化交流过程中时常涉及的一个中介环节。本文在英汉互译中 ,引入跨文化交流意识 ,旨在立足于传统翻译学对翻译的认识上 ,从跨文化角度深化翻译的内涵 ,并通过分析翻译实践与某些文化因素之间的关联 ,突现出翻译中易出现的文化方面的问题 ,进一步探讨了翻译中应持的文化态度以及翻译者应具备的文化素质     

解读低幼绘本读物

绘本读物是低幼儿童阅读学习的主要对象，它所表现出来的内容需要同低幼儿童的接受视野相融合，它所呈现的形式是语码和图码的有机结合，它所具有的价值是在接受主体阅读过程中生成的意义显现。深入解读低幼绘本读物的内容、形式及其价值，有利于绘本读物更好地发挥其促进低幼儿童发展的作用。     

Scholars committed to opportunities in psychological education: a training and mentoring program for future psychologists of color

ABSTRACT

Although strides towards inclusivity and racial equality have been made in graduate education, many barriers to graduate education remain for racial/ethnic minorities. In response, we created Scholars Committed to Opportunities in Psychological Education (SCOPE), a mentor-based program for racial/ethnic minority undergraduates. 63 racial/ethnic minority undergraduates completed the SCOPE curricula and pre- and post-program questionnaires regarding graduate school application knowledge, application confidence, stress, self-efficacy, and SCOPE program satisfaction. Mentors completed a training and questionnaires in one SCOPE cohort. Knowledge about the GRE, the application process, and application confidence increased, and stress decreased, following SCOPE. The result of this work is a portable mentoring program that can be used across disciplines and demographics to increase inclusivity and equality.     

The impact of alternative authentic assessment outcomes in Palestinian fourth grade math classrooms

Focusing on evaluating students’ performance in basic math classrooms, the researchers in this study examined the impact of alternative assessments on learning outcomes in fourth grade Palestinian classrooms. Representing a large sector of education in the Palestinian territories, fourth grade students were randomly selected to participate in the study in which they participated in various math instructional and assessment activities throughout multiple lessons and cycles. Alternative assessment approaches were used including student self- assessment, peer assessment, and teacher assessment in terms of three main achievement levels to measure the extent to which students learned the math concepts by recall and remembrance, ability to apply, and making inferences. Mixed Design ANOVA measures were used to analyze and interpret the results which showed significant trends and correlations across the four cycles of math instruction and indicated that alternative authentic assessment methods have had a positive impact on students’ learning and application of math. Implications for integrating authentic assessment measures as well as peer and self- assessments were drawn in light of the promising outcomes of augmenting student motivation and developing critical life-long skills.