席勒——传播政治经济学的批判领袖

传播政治经济学的批判领袖席勒 ,不仅是积极活动型的学者 ,而且是以学术成果影响传播实践的典范。其著作启发推动了国际社会对世界传播秩序的讨论和对新秩序的呼吁 ,其思想和见解影响了一些第三世界国家的传播政策和实践。他影响了世界各国传播政治经济学派的学者 ,也影响了传播政治学研究本身     

自旋1/2量子受激转子中Planck常数调节的整数量子霍尔效应转变的有限尺寸标度分析

量子受激转子(quantum kicked rotor,QKR)是量子混沌研究中的重要模型之一。在自旋1/2的QKR中,调节等效Planck常数可以在动力学局域化相之间实现一系列相变,其形式与整数量子霍尔效应及其平台相变相似。研究这一相变的有限尺寸标度理论,并将其应用于自旋1/2的QKR模型。估计出相变的临界指数为ν=2.62(9),符合整数量子霍尔效应平台转变的普适类。     

硝化法合成邻硝基苯甲醛

通过硝化法合成邻硝基苯甲醛实验的比较，介绍A法的反应原理及实验。     

心理冲突与应激水平、主观幸福感关系研究

采用自编的心理冲突调查问卷、Cawte量表和主观幸福感指数量表(WBIS),调查531名大学生的心理冲突状况、应激水平及主观幸福感。结果为:(1)过多的心理冲突可引起生理与心理应激水平的升高;(2)心理冲突频率与应激水平呈显著的正相关(r=0.533,P<0.01);(3)心理冲突频率与主观幸福感呈显著的负相关(r=-0.158,P<0.01)。因此,过多的心理冲突已构成应激源,是影响学生身心健康的重要因素之一。大学生心理冲突问题应予以关注。     

固体杂多酸(盐)催化酯化反应研究进展

概述了杂多酸 (盐 )的结构与性质 ,着重介绍了活性炭和二氧化硅负载杂多酸催化剂的制备及在酯化反应中的应用、研究现状与未来的发展方向     

氨基苯酚的干法羧基化反应研究

在密闭的容器中,在0.3-0.5M Pa的CO2压力下,将氨基苯酚和碳酸氢钾按物质的量1∶2混合均匀,在180-190℃加热3-4小时,进行干法羧基化反应。实验结果表明:此法对间-氨基苯酚的羧基化效果较好,其产率可达74%,而对邻-氨基苯酚和对-氨基苯酚的羧基化效果较差;羧化反应机理可能是酚氧负离子与CO2光加成,再按Schm idt进行重排。     

用稳态近似法推导反应速度方程时应注意的一个问题

用稳态近似法推导反应的速度方程时,最后所导出的速度方程有时会出现由不不同数值而组成的系数。针对这个问题,本文指出了两种避免出现该问题的方法。     

乙烯式卤代烃亲核取代历程讨论

乙烯式卤代烃难发生亲核取代反应,反应历程研究受到限制.在双键碳中引入超离去基,反应顺利进行,且立体构型发生反转,证明该反应为SN2历程.     

On the critical period of Chinese pupils’ moral development: Retrospect and prospect

Research into the critical period of Chinese pupils’ moral development is one of the most important parts in the field of moral psychological study. This paper reviews 20-year literature available on the critical period of pupils’ moral development and its instruments to measure it. It also gives details of its inadequate research into pupils’ moral development and then concludes with some conjectures about the future of this field of study. __________ Translated from Psychological Science, 2005 (2) The authors are grateful to Prof. Zhang Dajun of Research Institute of Education Science, Southwest University of China to this study.     

Mathematical Modeling in the Primary School: Children's Construction of a Consumer Guide

This paper examines 6th grade children's local conceptual development and mathematization processes as they worked a comprehensive mathematical modeling problem (creating a consumer guide for deciding the best snack chip) over several class periods. The children and their teachers were participating in a 3-year longitudinal teaching experiment in which sequences of mathematical modeling problems were implemented from the 5th grade (10 years of age) though to the 7th grade. In contrast to traditional problem solving, mathematical modeling requires children to generate and develop their own mathematical ideas and processes, and to form systems of relationships that are generalizable and reusable. Reported here is a detailed analysis of the iterative cycles of development of one group of children as they worked the problem, followed by a summary of the mathematization processes displayed by all groups. Children's critical reflections on their models are also reported. The results show how children can independently develop constructs and processes through meaningful problem solving. Children's development included creating systems for operationally defining constructs; selecting, categorizing, and ranking factors; quantifying quantitative and qualitative data; and transforming quantities.