X62W万能铣床非典型电气故障分析及维修方法

通过电气原理图与具体使用工况相结合的方法,分析X62W万能铣床在使用过程中的非典型电气故障,指出其相应的维修方法。     

CIPP评价模式在《计算机应用基础》课程中的应用

通过对CIPP评价模式的研究分析,提出以CIPP评价模式进行高校《计算机应用基础》课程教学过程的评价,从而达到促进教学改革、实现教学评价循环反馈的效果.     

论毛姆对张爱玲的影响

毛姆是迄今为止英国小说界难得的几个雅俗共赏、深得各阶层广大读欢迎的作家之一。他创作的作品大都以真人真事为素材，在读中享有很高的声誉。与毛姆一样，张爱玲的小说人物也颇具真实性。她主张按照生活本来的样子反映生活，把真实地表现生活视为艺术的生命。毛姆对张爱玲的影响，主要体现在学思想、表现方式、传统与现代的结合、精神分析方法四个方面。把握张爱玲的创作渊源，为的是进一步加深我们对其作品的理解。     

《苏德互不侵犯条约》与二战的爆发

长期以来人们受苏联中心论观点的束缚，一直认为英法政府的绥靖政策导致了二战的爆发，从而忽视了《苏德互不侵犯条约》对二战爆发所起作用的探析，事实上，《苏德互不侵犯条约》的签订是直接导致第二次世界大战爆发的催化剂。     

Cognitive processing, language awareness, and reading in Grade 2 and Grade 4 children

The role of cognitive processing and language awareness in relation to reading is discussed. The framework for cognitive processing was Luria's (1966a, Higher cortical functions in man, New York: Basic Books; 1966b, Human brain and psychological processes, New York: Harper & Row) simultaneous and successive syntheses. Language awareness involved understanding of phonological representation, ambiguities, and incongruities. The sample of 56 Grade 2 and 64 Grade 4 children was administered a battery of seven “simultaneous-successive” tasks. Principal component and promax oblique factor analyses and factor scores were used to classify the children as low-low, low-high, high-low, and high-high simultaneous-successive “processors.” A series of ANOVAs showed significant differences by grade and level of cognitive processing for the three language awareness tasks and for reading. These tasks and factor scores derived from the simultaneous and successive components of the within correlation matrix for the total sample of 120 children after removing covariance associated with the two grades were subjected to stepwise multiple regression analyses and a path analysis to tease out the contribution of these components to reading. Results showed a much greater direct effect from language awareness on reading than simultaneous and successive syntheses. Ability to reflect on language and to use language as “disembedded modes of thinking” are seen as central to reading acquisition and development.     

“X比Y还W”的构式意义及其与“X比Y更W”的差异

“X比Y还W”具有统一的构式意义,即反预期比较。“X比Y更W”的构式意义为递进比较。二者在构式上存在着差异,没有共同的语法意义。二者还具有主观性差异,还可以兼容共用。二者在句法表现上也有差异,这些差异可以通过构式意义得到解释。     

新宁楼梯草的分类学订正

根据对新宁楼梯草Elatostema xinningense W.T.Wang模式标本的研究，结合在新宁楼梯草模式产地湖南省新宁县紫云山的野外调查，将新宁楼梯草降级并组合为对叶楼梯草E.sinense H.Schr⒐ter的变种。     

WL510汽车大梁钢开裂原因分析

WL510汽车大梁钢在冷弯过程中,在弯背上发生开裂,利用扫描电镜和金相显微镜对开裂试样进行断口观察和金相分析。结果表明,该试样开裂的主要原因是其存在大量的夹杂物、夹渣和组织偏析。     

The influence of coping strategies on the manifestation of learned helplessness

Thirty learning-disabled and 30 normally achieving fourth-grade boys experienced failure on a problem-solving task, following which they received either tutor-assistance or self-instructional training to induce success in coping with failure, or a no-training condition. Training effects were assessed on a subsequent problem-solving task and a measure of continuing motivation. Tutor-assistance training was more effective than self-instructional training for decreasing the number of problems on which learning-disabled boys gave up prior to solution. Compared with their untrained controls, learning-disabled boys with tutor-assistance training gave up less often and solved more problems. Continuing motivation increased with learning-disabled boys who received tutor-assistance training and normally achieving boys without training. Untrained normal achievers attributed failure to adoption of specific task strategies, while untrained learning-disabled boys attributed failure to task difficulty. It was suggested that characteristics of learned helplessness were apparent in the impaired performance of the learning-disabled boys. Normal achievers appeared to have developed active and independent strategies for coping with failure.     

粉煤灰在混凝土中的强度贡献

粉煤灰在混凝土中的强度贡献与W/C的大小密切相关。在中高W/C下，粉煤灰28天内对强度的贡献是有限的，W/C愈大，贡献程度愈小；到90天以后，随着龄期的增长和粉煤灰活性的发挥，其对强度的贡献逐渐增大，粉煤灰混凝土强度将会逐渐赶上或超过基准混凝土。在低W/C下，粉煤灰掺量在一定范围内增加不会明显引起混凝土早期强度下降，W/C愈小，粉煤灰对混凝土强度贡献愈大，建议粉煤灰应作为混凝土中一个独立组分参与配合比设计，才能最充分利用粉煤灰在混凝土中的作用。