无量纲化 自然单位法 特征量

阐述薛定谔方程无量纲化与自然单位法的一致性,说明求解特征量的方法,所得结果与其它文献一致。     

一类整环中素元的条件及分解性质

给出了形如Rr ={a+bri｜a ,b∈Z ,r∈N}的整环中素元的几个充分条件 ,并刻划了Rr 中素数P为素元的特征及该类环为唯一分解环的必要条件     

当代商业化叙事的特征

商业化叙事已成为一种世界潮流。传媒变革使叙事摆脱了旧有形式的束缚,结合现代科技形成了以影视为主体的形象叙事体系,具有了新的特征。     

热电热机内可逆卡诺循环特性的实验研究

利用基于热电效应的半导体热电堆技术,设计了一个可以模拟实际两源热机工作的实验系统,并对有限时间热力学的内可逆卡诺循环特性做了初步的定量分析。     

图书馆研发管理的新思考

〔摘要〕 从组织的研发管理理念来考察图书馆营运所应关注的问题,对研发的内涵及其在图书馆组织结构中的地位、研发类型、研发管理及研发活动的特征、研发成果的生命周期及价值递送、研发需关注的要素、研发的组织架构等进行分析,并就如何利用研发管理来推进图书馆这个生命的有机体的信息服务及其管理的新理念进行探讨。     

浅议新增硕士培养单位研究生培养的过程管理

研究生培养质量是研究生教育的生命线。新增硕士培养单位应该明确培养目标,理清工作思路,细化培养环节,强化过程管理,全面提高研究生教育质量。     

基于N/8点FFT核的MDCT/IMDCT快速实现方案

数字音频编解码系统采用MDCT/IMDCT实现时间－频率域的互换,以消除音频分帧引起的时间域混叠效应。本文提出一种新的MDCT/IMDCT快速实现方案,基于N/8点FFT变换核,采用奇偶双路并行和蝶型单元技术,与现有快速算法相比,运算速度和吞吐能力均提高一倍,并且该方案既可以实现MDCT正变换,也可以实现相应的反变换。为了验证方案的正确性,在Altera FPGA开发板上完成了N=256点MDCT的实验,结果表明,该实现方案在运算速度和数据吞吐率等方面取得很大的改进。     

数控机床伺服单元电路分析及检修

主要分析了ＦＡＮＶＣ Ｏ系统伺服单元的控制电路,并介绍了一些常见故障的检修,为数控机床维修提供了有实用价值的技术资料。     

日本留学生汉语语段表达中母语“た”的特殊迁移现象分析

由于母语的差异 ,日本留学生有一类为其他语种的留学生所少有的偏误现象 :即习惯于在叙述语段中的每句的句尾都用“了”,以表达母语的过去完成时态 ,结果使得日语过去助词“た”的迁移贯穿于汉语整个叙述语段的始末。这种母语的迁移现象 ,是我们以往以句法为中心的语法教学所忽视的。我们应以句群语段为语境 ,在与日语的对比中 ,分析和掌握汉语助词“了”在具体文体中的隐现规律     

Working through whiteness,race and (anti) racism in physical education teacher education

Background: The persistent gaps between a largely white profession and ethnically diverse school populations have brought renewed calls to support teachers' critical engagement with race. Programmes examining the effects of racism have had limited impact on practice, with student teachers responding with either denial, guilt or fear; they also contribute to a deficit view of racialised students in relation to an accepted white ‘norm’, and position white teachers ‘outside’ of race. Recent calls argue for a shift in focus towards an examination of the workings of the dominant culture through a critical engagement with whiteness, positioning white teachers within the processes of racialisation. Teacher educators' roles are central, and yet, while we routinely expect student teachers to reflect critically on issues of social justice, we have been less willing to engage in such work ourselves. This is particularly the case within physical education teacher education (PETE), an overwhelmingly white, embodied space, and where race and racism as professional issues are largely invisible.

Purpose: This paper examines the operation of whiteness within PETE through a critical reflection on the three co-authors' careers and experiences working for social justice. The research questions were twofold: How are race, (anti) racism and whiteness constructed through everyday experiences of families, schooling and teacher education? How can collective biography be used to excavate discourses of race, racism and whiteness as the first step towards challenging them? In beginning the process of reflecting on what it means for us ‘to do own work’ in relation to (anti) racism, we examine some of the tensions and challenges for teacher educators in PE attempting to work to dismantle whiteness.

Methodology: As co-authors, we engaged in collective biography work – a process in which we reflected upon, wrote about and shared our embodied experiences and memories about race, racism and whiteness as educators working for social justice. Using a critical whiteness lens, these narratives were examined for what they reveal about the collective practices and discourses about whiteness and (anti)racism within PETE.

Results: The narratives reveal the ways in which whiteness operates within PETE through processes of naturalisation, ex-denomination and universalisation. We have been educated, and now work within, teacher education contexts where professional discourse about race at best focuses on understanding the racialised ‘other’, and at worse is invisible. By drawing on a ‘racialised other’, deficit discourse in our pedagogy, and by ignoring race in own research on inequalities in PETE, we have failed to disrupt universalised discourses of ‘white-as-norm’, or addressed our own privileged racialised positioning. Reflecting critically on our biographies and careers has been the first step in recognising how whiteness works in order that we can begin to work to disrupt it.

Conclusion: The study highlights some of the challenges of addressing (anti)racism within PETE and argues that a focus on whiteness might offer a productive starting point. White teacher educators must critically examine their own role within these processes if they are to expect student teachers to engage seriously in doing the same.