四唑化合物的合成及其在农业上的应用

介绍了一些四唑化合物的合成路线与制取方法,四唑类衍生物的合成路线与制取方法,以及这些四唑类化合物优良的生物活性及其在除草剂和植物生长激素中的应用,展现了其在农业中的应用前景。     

IPv6: The next generation Internet Protocol

IPv4, the workhorse protocol of the currently popular TCP/ IP protocol suite, is fast becoming obsolete. The exponential growth of the Internet is the main reason that has required the creation of the next generation of Internet Protocol-IPv6. IPv6 is much more flexible and promises to take care of the address space and security issues in the foreseeable future. Part 1 of the paper lays the foundation of the various issues involved in designing the Internet Protocol and motivates the need for an upgraded version of this protocol.     

基于OpenGL的三维地形可视化原理与实现

OpenGL是当今业界最为广泛使用的三维图形技术标准.本文以模拟三维地形数据为基础,针对地理信息区域的三维地形可视化,探讨了在Visual Basic环境下实现三维地形的模拟以及三维可视化的原理和方法,并给出了部分相关的实现代码.     

是渴望"血性"还是缅怀"血腥"

作家和学对当下生活的认识和判断是一个美学问题，也是一个伦理学问题。对人类历史的无视和对人类一般道德立场的挑战都不是作家和学的特权。美化人类历史的罪恶更不是作家和学的特权。将血腥的历史解释成为有血性的历史，而且还要将这样的历史加以粉饰和赞美，这种现象在一些学作品和理论章里时有表达，本对韩少功和徐葆耕的两部(篇)代表性作品中的观点作了批判性的讨论，从史实、对待史实的态度、作家与学的底线、化的域限与原因等方面进行了深入的探讨。     

常见中草药饲料添加剂在水产养殖中的应用

中草药具有来源广、资源丰富以及无抗药性、无药害残留等特点。本文阐述了几种常见中草药作为饲料添加剂在水产动物养殖中的应用。     

体育院校计算机应用基础考试模式的探讨

计算机应用基础这门课程不同于其他科目,实践性比较强。在传统的笔试考试中,把各种知识点都用纸面的方式来给出,忽略了对学生实践技能的培养和考核。当前,计算机无纸化考试系统由于高度安全,便于组卷和评阅,资源消耗小,自动化程度高,大大提高了工作效率,比传统的考试更为方便和快捷,同时也有利于对学生实践技能考核,在平时的教学中也就加强了对学生实践能力的培养。在体育院校推行计算机应用基础考试无纸化考试,是考试模式的改革与创新,研究设计无纸化考试系统也是今后一个重要的课题。     

脑半球教学策略在扣球技能教学中应用研究

本研究以教学实验法为主,试图从行为学层面上探讨在排球扣球动作技术教学中,通过弱势侧肢体教学（左侧）,来促进与影响优势侧肢体（右侧）技术掌握,实验表明：脑半球教学策略的实施提高了右侧手运动技能的学习水平,对学生的正面扣球技术技评和达标成绩都产生了积极的影响,同时也提高了学生学习的兴趣和爱好。     

计算机在田径运动会终点计时中的作用

此文在原有的终点计时技术基础上加以技术改进,通过在大学田径运动会上3年的实验研究,已获得成功。其研究原理是获取运动员比赛的视频片段,利用计算机图像辨析技术,经过图像导入,图像处理,成绩的保存,构成终点计时系统的流程。再通过计算机网络协作实现计时系统的全部工作。实践结果:提高了裁判水平,成绩准确无误,实现了计时裁判管理科学化、规范化。     

Implicit intelligence beliefs of computer science students: Exploring change across the semester

This study investigated introductory computer science (CS1) students’ implicit beliefs of intelligence. Referencing Dweck and Leggett’s (1988) framework for implicit beliefs of intelligence, we examined how (1) students’ implicit beliefs changed over the course of a semester, (2) these changes differed as a function of course enrollment and students’ motivated self-regulated engagement profile, and (3) implicit beliefs predicted student learning based on standardized course grades and performance on a computational thinking knowledge test. For all students, there were significant increases in entity beliefs and significant decreases in incremental beliefs across the semester. However, examination of effect sizes suggests that significant findings for change across time were driven by changes in specific subpopulations of students. Moreover, results showed that students endorsed incremental belief more strongly than entity belief at both the beginning and end of the semester. Furthermore, the magnitude of changes differed based on students’ motivated self-regulated engagement profiles. Additionally, students’ achievement outcomes were weakly predicted by their implicit beliefs of intelligence. Finally, results showed that the relationship between changes in implicit intelligence beliefs and student achievement varied across different CS1 courses. Theoretical implications for implicit intelligence beliefs and recommendations for STEM educators are discussed.     

A review of Computer Science resources for learning and teaching with K-12 computing curricula: an Australian case study

To support teachers to implement Computer Science curricula into classrooms from the very first year of school, teachers, schools and organisations seek quality curriculum resources to support implementation and teacher professional development. Until now, many Computer Science resources and outreach initiatives have targeted K-12 school-age children, with the intention to engage children and increase interest, rather than to formally teach concepts and skills. What is the educational quality of existing Computer Science resources and to what extent are they suitable for classroom learning and teaching? In this paper, an assessment framework is presented to evaluate the quality of online Computer Science resources. Further, a semi-systematic review of available online Computer Science resources was conducted to evaluate resources available for classroom learning and teaching and to identify gaps in resource availability, using the Australian curriculum as a case study analysis. The findings reveal a predominance of quality resources, however, a number of critical gaps were identified. This paper provides recommendations and guidance for the development of new and supplementary resources and future research.