岩溶区城镇化与耕地资源动态变动的面板数据分析

以往对城镇化与耕地资源的关系研究主要针对非岩溶区采用时间序列数据或截面数据,得出的研究结论不尽一致。为更好地揭示岩溶区城镇化发展与耕地变化的关系,本文以广西岩溶分布面积最广的河池地区为例,选取1997年-2006年面板数据为样本,深入分析了岩溶地区城镇化与耕地的数据变化特点,并采用面板数据回归、单位根检验和协整分析的方法对岩溶区城镇化与耕地总量的相关性与长期均衡的变动关系进行了分析。结果表明：河池地区的城镇化长期处于低水平缓慢上升状态;耕地承载力脆弱,耕地数量不断下降;城镇化与耕地总量之间不仅存在着显著的负相关关系,而且存在长期均衡关系。在岩溶区城镇化进程中,必须正确处理城镇化发展与耕地资源变动之间的关系。     

“十三五”时期浙江省制造业主导产业选择研究

为有效区分产业部门区域优势、区域竞争力与区域结构优势,本文运用改进后的动态偏离-份额分析Esteban空间模型,构建了一种选择区域主导产业的新基准。随后利用浙江省“十二五”时期数据,进行了空间自相关检验与三维空间图分析,验证了“十三五”时期浙江省应大力发展动漫、新闻出版、文体用品制造业,时尚服装服饰业,时尚皮革制造业,时尚家居用品业,新能源汽车及电池产业,航空和轨道交通、高端船舶与海工装备产业,新材料产业。     

技术创新联盟网络对企业创新绩效的影响机理研究—企业如何借助联盟能力提升绩效？

技术创新联盟是合作创新的重要载体,现有研究证实了产业技术创新联盟的网络特质对企业创新绩效发挥作用,但相关作用机理并未得到深入研究。联盟网络究竟是如何对企业创新绩效产生影响的,作为联盟成员的企业又该如何利用好联盟的力量提升绩效？文章提炼了联盟能力为中介变量,并分别探究联盟网络特质及企业创新绩效与其关系机理。同时,提出相应的研究假设,并构建关系模型。最后,为企业如何借助联盟能力提升绩效提出建议。     

结构上任意两点动态响应的传递关系分析

工程实际中,由于不能获取结构所承受的外载荷而导致无法利用数值计算方法求解结构上关心位置动态响应的问题,提出了采用数值计算和试验相结合的解决问题的途径.通过对结构模态分析,提取出结构相关模态参数,并建立结构上任意两点动态响应的传递关系,然后通过其中一点动态响应的测试数据来计算其它任意点的实际动态响应.     

动态语法教学资源的开发和运用

动态语法教学对提高学生理解语言和运用语言能力具有重要作用.为此,从动态语法教学资源的开发和利用着手,探讨动态语法教学的理论和实践,对走出语法教学的误区,开辟语法教学新路具有重要意义.     

基于动态对等理论的戏剧翻译中文化专有项的处理

戏剧翻译的服务对象不仅包括目的语读者,还包括在剧院观看舞台演出的目的语观众,这便是戏剧翻译的双重性。而剧本中极其丰富有特色的且与目的语文化有极大差异的文化专有项的处理的好坏,在很大程度上影响了译本的可表演性与目的语观众的接受程度。因此,要使目的语观众也获得类似原语观众的感受,译者往往应该从剧本的可表演性出发根据译入语的文化规范和传统做出相应调整。本文基于奈达的动态对等原则和读者反映论,分析了戏剧翻译中文化专有项的处理方式。     

Gray-Scott模型的动态分歧分析

该文以Gray-Scott模型为研究对象,用数学的方法研究该系统的动态分歧.主要是运用线性全连续场普理论,中心流形约化方法及跃迁理论,得到了模型在一定条件下的跃迁类型的判别数,并判断了跃迁类型,给出了分歧解的表达式.     

新型农民教育培训动力机制的构建

建设新农村,关键是要调动广大农民的积极性、主动性和创造性。因此,培养新型农民是新农村建设不可或缺的条件和基础。为了促进新型农民教育培训活动的顺利开展,有必要构建一种能够推动农民和相关培训机构积极参与的动力机制,即促进新型农民教育培训的导向机制、激励机制和倒逼机制。通过这些行之有效的机制,形成良好的新型农民教育培训舆论环境和完备的法律政策环境,从而有助于社会主义新农村建设,促使和谐社会真正得以实现。     

Assessing intellectual potential in Tanzanian children in poor areas of Dar es Salaam

The research set out in this paper attempts to identify whether one of three conventional IQ tests is more capable of identifying intellectual potential amongst poor children in Dar es Salaam. To this end 1857 children from 17 government schools in poor districts of Dar es Salaam were asked to complete a questionnaire and undertake a range of tests. The study included teacher, peer and self-nomination. It has been noted that static testing may not fully elicit the abilities of African children. It has been suggested that dynamic testing might provide a more fair and equitable means of assessment. Therefore 101 students took part in a control and intervention group in order to investigate. The findings show a significant correlation between IQ test scores and other test outcomes. Those with larger families and older children perform less well on IQ tests. Peer ability and self-confidence positively influence test scores.     

Dynamics of student interactions: an empirical study of orienteering lessons in physical education

Introduction: Many studies in physical education (PE) have sought to identify and categorize the modes of student interaction in order to gain greater insight into the nature of cooperative activity. More others recent studies have examined how modes of interaction evolve on the basis of the modes of collective activity that they generate. These studies have shown to describe and explain the interactions among individuals and the processes they generate, which then lead to the construction, deconstruction or reconstruction of different interaction modes. Although some studies have sought to describe the dynamics of student interactions, very few have quantified these dynamics. By doing so, however, researchers might gain a new perspective on student interaction modes that inspires new designs for teaching in PE, thereby having professional impact. The present study extends this research by investigating the dynamics of student interaction, with a focus on the emergence of interaction modes during orienteering lessons. For this purpose, the study was conducted within the methodological framework of course of action theory, which is an effective approach for examining activity in natural situations to provide insight into the experience of activity from the actors perspective.

Method: The study was conducted in two classes of seventh-grade students (about 12 years old) in which 16 students volunteered and were available for post-action interviews immediately after the lessons under study. These volunteers were placed in eight affinity-based dyads. The teachers planned orienteering lessons at similar levels of difficulty and duration but modified the lessons across a range of contextual features. Two categories of data were collected: (1) data from audiovisual recordings as the students searched for the checkpoints and (2) verbalization data during the post-action interviews with the students. The data were processed in two steps: one qualitative, the other quantitative. The qualitative step consisted of processing the data of the student experiences to characterize their interactions in the three different contexts. In the quantitative step, the data from the first step were graphically represented to depict the interaction dynamics within the student dyads.

Results and discussion: The qualitative analysis showed the emergence of three modes of student interaction shared across each learning context: co-construction, confrontation and delegation. The quantitative analysis revealed the percentages of the different modes of interaction and therefore characterized the interaction dynamics. Our results showed that the interaction dynamics within the dyads were both unique and similar in the task contexts in terms of both ratios of change and distribution. Results are discussed across two major points of interest: (1) the observation of the same interaction modes whatever the context yet with quite different dynamics and (2) proposals for PE teacher interventions.