Exploring a new silent test of phonological awareness

This is the preliminary study of a test of phonologicalawareness which does not require that subjects speak or hear toparticipate. The test was designed to minimize memory loads, and tomeasure speeded written naming and segmentation-by-sound. Spelling datacan also be collected. Subjects have 45 seconds to name items in each oftwo sets of line drawings. The average frequency of the names variesacross these sets. In the third set, subjects must name the items, andalso segment the written names into their constituent sounds. This taskwas administered to disabled and normally-reading adults, with twocommon tests of phonological awareness. The new test discriminatedbetween the readers as reliably as the benchmark tasks, correlating witheach better than they correlated with each other. The new test was thenadministered to deaf adults, who performed similarly to the disabled(hearing) readers. The data represent the first direct demonstration ofphonological abilities in deaf subjects, using a task designedspecifically for that purpose.     

取代苯胺和苯酚类化合物的结构表征与结构-活性定量相关关系研究

为了评估和测定有机污染物取代苯胺和苯酚类化合物的生物毒性 ,在分子电性距离矢量的基础上引入正辛醇 水分配系数对这类化合物进行了结构表征 ,建立了取代苯胺和苯酚类化合物的结构 -与毒性之间的定量数学模型 (R =0 96 0 ) ,并通过逐步回归分析选出 4个参数建立一新的QSAR方程 (R =0 95 8) ,这些方程可以用来进行该类化合物危害性的定量评估和预测     

黄山野菊花中总黄酮含量的测定

采用分光光度法,以芦丁为标准品,对产于皖南黄山山脉的黄山野菊花中总黄酮含量进行了测定。黄山野菊花中总黄酮含量以芦丁计为6．29%,平均加样回收率为101．8%,RSD为0．28%。方法简便、快速、重现性好,可作为检测黄山野菊花中总黄酮含量的一种方法。     

DEA模型在高等学校内部院系效益评估中的运用

DEA(数据包络分析)模型在关于多指标输入与多指标输出的相对效率评价中具有独特优势。根据某师范大学15个文科类院系在7个指标上的效益评估实例分析表明,高校内部院系效益评估在运用DEA模型时应兼顾或关注其所具有的适用性与不适用性的方面,综合运用多种评估方法。     

基于C/S和B/S结构相结合的教学管理信息系统设计

通过对总体方案设计、系统模块设计和系统特点的描述，提出了基于C／S和B／S结构相结合的教学管理信息系统的设计方案，该方案打破了原先教务系统使用地域的局限性，为促进学校教学管理的科学化、规范化、信息化提供了有力的支持。     

Student‐Generated Pre‐Exam Questions is an Effective Tool for Participatory Learning: A Case Study from Ecology of Waterborne Pathogens Course

This multiyear study helps elucidate how the instructional practice of student‐generated questions support learning in a blended classroom in science, technology, engineering, and mathematics subjects. Students designed multiple‐choice pre‐exam questions aimed at higher levels of learning, according to Bloom's taxonomy. Student‐generated questions were edited by the instructor and then discussed by the students in the classroom and in an online forum. We tested the hypothesis that this intervention improves student learning, measured as student achievement on the exam following the intervention, and compared to student achievement on the traditional exam (prior to which a review session focused on instructor‐led recitation of the key concepts). Following the intervention in all years, average grade on the post‐intervention exam increased by 7.44%. It is important to point out that not all students benefited equally from this activity. Students who were in the 4th quintile (60% to 80%) based on the results of the 1st exam demonstrated the highest achievement improving their performance on average by 12.37% percentage points (measured as a score on the 2nd exam). Gains were not observed in the semesters when the intervention was not implemented. In this study we provided students detailed instructions on how to design questions that focus on testing higher levels of learning.     

钛基铱钽氧化物阳极用于电合成丁二酸的应用研究

以自制的Ti/IrO2＋Ta2O5电极为析氧阳极,以铅为阴极,开展电还原顺丁烯二酸以合成丁二酸的实验研究。结果表明,与传统的铅阳极相比,该电极直流电耗低、寿命长、产品收率有所提高。     

Technology student learning preferences and the design of flexible learning programs

The learning preferences of three hundred and thirty eighttechnology students enrolled in sub-degree programs at an Australian institution of Technical andFurther Education were tested using the Canfield Learning Styles Inventory (CLSI). The results have been interpreted in a learning preferences framework and providesupportive evidence for the preferences factors of print-nonprint, collaborative, dependent,and autonomous learning identified by Sadler-Smith & Riding (1999). Although theresearch focussed on learning preferences the analysis also indicated support for theWholist-Analytic cognitive style proposed by Riding & Cheema (1991). Genderdifferences were shown for the Interest subscales of the CLSI. Age-group differenceswere shown for several Conditions of Learning and Modes of Learning subscales.Implications for the design of training programs, and the skillsthat may need to be developed in technology learners to enable effective use offlexible delivery, are also discussed.     

基于DEA的Malmquist指数对我国科技创新效率的研究

运用基于DEA的Malmquist指数对我国1997年到2010年各地区(除海南、西藏、青海、宁夏、新疆外)科技创新的效率变动情况进行实证分析.研究表明,我国科技创新效率水平总体趋势是不断上升,但发展不平衡;我国东部地区科技创新效率水平相对较高,而中西部地区相对较低,但也有稳中增长之趋势.如果将科技创新效率分解为技术进步和技术效率两部分,那么,从分析结果来看,我国科技创新效率的主要动力来自于技术进步.因此,通过提高技术进步水平如提升人力素质和改进研发设备等途径来提高高校科技创新效率是适宜的.