用快速傅里叶变换计算连续信号的频谱

介绍了按时间抽取的基-2快速傅里叶变换以及它的C语言实现,并进一步探讨了用快速傅里叶变换计算连续信号频谱的方法.     

大学生上网成瘾问题初探

信息技术的迅猛发展以及网络使用的不断加强对人们生活的影响日益加深.这也使得"病理性互联网使用"的研究在90年代后期经济比较发达的西方国家蓬勃开展起来.各国专家就此提出了病理学或心理学为框架的理论模型.本项目以我国大学生群体作为研究对象,在针对北京三所高校进行的调研中,基于1982份有效问卷,对北京大学生病理性互联网使用状况进行了研究.结果显示在北京高校大学生中确实存在明显的病理性互联网使用情况,但情况严重者所占比例不高.笔者认为北京高校大学生中病理性互联网使用值得大学和有关教育行政部门认真关注.     

钝顶螺旋藻藻胆体核心与藻蓝蛋白的重组

用钝项螺旋藻进行了藻胆体核心和藻蓝蛋白重组的研究.在室温荧光发射光谱中,藻胆体核心-藻蓝蛋白重组复合物的荧光发射峰位于663nm,与藻蓝蛋白的室温荧光发射峰643nm和藻蓝蛋白 藻胆体核心混合物(未重组)的室温荧光发射峰648nm相比,荧光发射峰向长波方向发生了移动,并向藻胆体核心室温荧光发射峰664nm逼近.说明藻蓝蛋白与藻胆体核心发生了重组,而且重组效果较好.在液氮温度荧光发射光谱中,其结果也表明藻蓝蛋白与藻胆体核心发生了重组.     

3D视影仿真数字平台在旅游英语教学中的应用

利用视景仿真中先进的光谱立体技术与计算机3DS MAX、Cult3D技术,建构3D视影仿真数字平台,为旅游英语教学提供一种全新的体验式、创新型、交互式、实践型的综合应用型学习平台,该平台运用于实践教学,效果良好。     

基于频域互相关的窄带干扰抑制方法

在时域互相关弱信号检测方法中,针对窄带干扰会被误认为是目标信号而导致该方法失效的问题,提出一种基于频域互相关的窄带干扰抑制方法.该方法通过把整个频带划分成多个子频带并获得相应的统计特性,然后在每个子频带上完成基于单边判决理论的单比特判决,最后运用"n-out-of-m"的融合规则来综合所有子频带的判决结果完成最后判决.仿真结果表明,频域互相关法能有效地抑制窄带干扰,相比于时域互相关法具有明显的优势.     

九顶山东坡植物群落生活型谱聚类研究

采用Raunk iner生活型分类系统,对九顶山东坡28个样地的生活型进行统计,编制出生活型谱。然后尝试性地采用了SPSS软件的分层聚类方法对28个样地的生活型谱进行聚类分析,当聚类数n=5时,即将28个样地聚为5大类时,与该区原有的群落分类文献吻合性最好。从而说明SPSS软件的分层聚类方法在群落分类上的适用性,在理论和实践上进一步丰富和完善了群落分类的方法。     

反社会人格障碍研究进展

本文从诊断标准、流行病学调查、影响因素三个方面综述了反社会人格障碍研究的进展情况,并在此基础上探讨了今后进一步研究的方向。     

卤素氟化物(C_2H_5OH)nH_2O分子荧光光谱的振子强度分析

卤素氟化物是一类反应活性很强的物质,在诸多领域中有重要作用。利用高分辨快电子能量损失谱仪,采用高分辨的dipole(e,e)方法可对卤素氟化物的分子荧光光谱振子强度进行了分析,其避免了光学测量过程中存在的精度低、效率低的缺陷。在21~26 e V的能量损失区域中,检测获取卤素氟化物卤素氟化物分子荧光光谱的11S→n1P跃迁以及电离过程的光学振子强度谱,并在59~67 e V和69~74 e V的能量损失区域中,分析卤素氟化物分子荧光光谱的自电离共振过程的光学振子强度谱,实验将得到的结果同前人研究成果进行对比分析,实验结果说明所提方法获取的卤素氟化物分子荧光光谱的振子强度,同前人研究结果具有较高的匹配度,具有较高的应用价值。     

Abnormal emotional processing in maltreated children diagnosed of Complex Posttraumatic Stress Disorder

Maltreated children usually show a specific pattern of emotional and behavioral symptoms that exceed those relating to posttraumatic stress disorder (PTSD). These symptoms have been defined as Complex PTSD (CPTSD). The underlying attentional mechanisms of abnormal emotional processing and their relation to the clinical presentation of CPTSD are not well understood. A visual dot-probe paradigm involving pre-attentive (i.e., 500 ms) and attentive (i.e., 1500 ms) presentation rates of neutral versus emotional (i.e., angry, happy or sad) facial expressions was applied. Twenty-one maltreated CPTSD children were compared with twenty-six controls. The results are as follows: an attention bias away from threatening faces and an attentional bias towards sad faces were observed in maltreated CPTSD children during pre-attentive and attentive processing. Whereas the attentional bias away from angry faces was associated with social problems, the attentional bias towards sad faces was associated with depressive and withdrawn symptoms. Therefore, CPTSD children develop maladaptive negative cognitive styles, which may underlie not only social problems (by a cognitive avoidance of threatening stimuli) but also depressive symptoms (by a cognitive approach to sad stimuli). Attention processing abnormalities should be considered as therapeutic targets for new treatment approaches in this population.     

iPad: efficacy of electronic devices to help children with autism spectrum disorder to communicate in the classroom

Children with Autism Spectrum Disorder (ASD) are known to have difficulty in social communication, with research indicating that children with ASD fail to develop functional speech (Lord and Rutter, 1994 ). Over the years a number of Augmented and Alternate Communication (AAC) devices have been used with children with ASD to overcome this barrier and to facilitate communication. This article examines an Indian AAC tool called AVAZ (meaning sound), which is the first of its kind in India. The project reported also looks at the effectiveness of using AVAZ and the use of iPads by children with ASD in the classroom. Additionally, the article examines the suitability of using iPads for all learners in the spectrum. Twenty children between the ages of 4 and 10 years were selected to trial the use of AVAZ. They received three sessions weekly of 45 minutes over a period of 10 weeks. The feedback of the special educators who trained the children was analysed. The findings of this small scale study indicates that the children preferred using the AVAZ app and the iPad to pen and paper. Huguenin ( 2004 ) too indicated similar reports in using Information and Communication Technology (ICT) in enhancing children's motivation to learn and communicate. The trainers felt it could be used as an educational tool, and many more educational concepts could be added. Research also suggests that ICT can be used as a tool to tutor for educational purpose (Means, 1994 ). The AVAZ app could be recommended to children with ASD who are included in mainstream schools. This study was conducted at Sankalp, a special school in Tamil Nadu, Chennai.