金刚石薄膜的制备和结构分析

金刚石薄膜的制备与热丝温度、衬底温度、工作室压强及反应气体浓度有关,氢原子具有抑制石墨生长的作用,衬底的表面处理对金刚石薄膜的生长有很大影响。本文还试图用晶体生长和相变理论解释金刚石薄膜的生长过程。     

一类宽平稳量子随机过程及实例分析

定义了"宽平稳量子随机过程"的概念,获得了其谱分解定理.辅以统计物理学中的实例为基础.     

三江源地区探险旅游资源—产品转化适宜性的ATOS途径

研究探险旅游资源-产品转化适宜性,对探险旅游地的科学规划管理具有重要意义.本文运用基础理论演绎和GIS空间分析等方法,借鉴国际上自然地区游憩规划与管理领域应用广泛的有效手段-游憩机会谱(ROS),着眼于区域尺度,建立了探险旅游机会谱(ATOS),进而研究了三江源地区探险旅游资源-产品转化适宜性.研究结果表明,探险旅游机会谱可有效用于区域探险旅游资源-产品转化适宜性的研究,"专业级历险探险旅游、较专业级涉险探险旅游、较业余级艰险体验探险旅游、业余级探秘探险旅游"4类探险旅游机会为探险旅游目的地的分区管理和提出探险旅游项目提供了科学根据.之后进行了三江源地区探险旅游机会序列分区,提出了青藏高原-黄土高原穿越游、唐古拉山探险游等22项探险旅游项目.     

二硫代氨基甲酸汞配合物Hg2(S2CNR2)4几何异构体的量子化学研究

采用密度泛函理论(B3LYP)方法,在SDD和6-31G(d)混合基组水平上,对二硫代氨基甲酸汞配合物Hg2(S2CNR2)4进行了从头计算研究,计算出了两种几何异构体.一种结构是C2点群,另一种是Ci点群.进一步计算并对比了两种结构化合物的结构、能量、原子电荷布局规律、一些前沿分子轨道组成,以及化合物的振动光谱.振动频率结果分析,均未出现虚频,说明两种结构都是稳定结构,再结合能量数值分析,两种配合物的能量几乎相等,所以从理论上能得出在实验上都可以合成这两种结构的配合物的结论.     

稀磁半导体CdS:CO~(2+)光学吸收谱的理论计算

通过对过渡族自由离子ＣＯ２＋光谱的实验值进行半经验的拟合，得到了它的３ｄ电子波函数，并利用晶体场理论，计算了 ＣｄＳ： ＣＯ２＋的光学吸收谱， 计算结果与实验值吻合很好。     

顿顶螺旋藻完整藻胆体与解离藻胆体光谱特性的比较研究

对钝项螺旋藻完整藻胆体与解离藻胆体吸收光谱进行了比较研究.随着藻胆体的逐渐解离,其吸收光谱表现出如下变化特点:在紫外光区,吸收峰始终位于355nm,尖形峰逐渐变成钝形峰;在红光区,都有很强的吸收,吸收峰呈平顶状,其半带宽逐渐变小;紫外光区与红光区相对吸收强度的比值逐渐变小;四级导数吸收光谱的小峰数目越来越少.室温荧光发射光谱表明,藻胆体在低于0.9mol/L的磷酸缓冲液中变得不稳定,并开始逐渐解离,解离的藻胆体与完整的藻胆体相比,其荧光发射峰波长逐渐变短.     

自聚焦克尔类电介质中非傍轴光束调制非稳的研究

Propagation stability of non-paraxial beam in nonlinear Kerr media is investigated with a linear stability method.Both theoretical analysis and numerical simulation show that modulation instability(MI) gain spectrum has three different distribution features determined by the times of incident power P0 and the non-paraxial parameter a. Furthermore,the corresponding criterion is put forward to distinguish the three different distributions.     

武夷岩茶中茶多酚的提取及工艺研究

用离子沉淀、微波 离子沉淀、有机溶剂直接萃取三种方法提取武夷岩茶中茶多酚,提取率分别是4.41±0.43%、6.53±1.37%、5.83±0.08%。沉淀法提取的粗品纯度为21.12%(水溶解)和14.54%(乙酸乙酯溶解);有机溶剂直接萃取的粗品纯度为69.88%(水溶解)和83.88%(乙酸乙酯溶解)。茶多酚粗品红外光谱分析的结果为单宁酸;紫外光谱分析的结果吸收峰在270~273.5nm之间。     

Supporting practitioners in school-based evaluations of autism spectrum disorders

Students with autism spectrum disorder (ASD) have vastly different educational needs. Although some students with ASD may perform well across subjects within the general education classroom, other students with ASD may need more individualized support outside of the classroom. Historically, ASD assessments in schools have primarily focused on the measurement of cornerstone behaviors of ASD such as deficits in social communication and restricted or repetitive behaviors while underestimating the focus of academic skills even though both factors are required in the evaluation process and for an eligibility classification. The purpose of this article is to provide an overview of academic assessment practices in the schools by highlighting best practices in ASD evaluation, outlining ASD academic profiles and how to identify academic skill deficits, and reviewing the available literature that comes from different formal- and function-based assessment practices that are commonly used in schools today. The authors also discuss how formal- and function-based assessments both serve a purpose and are recommended to be used in conjunction with one another to best demonstrate a student's academic profile. Practitioners are ultimately encouraged to use a multi-informant, multi-modal approach when it comes to psychoeducational evaluations for individuals with ASD as it is evident that an individualized approach is essential due to the discrepancy of academic profiles related to this disability category as well as understanding that no measure is a perfect representation of any one skill.     

The impact of fostering relationships through music within a special school classroom for students with autism spectrum disorder: an action research study

Music therapists have been working in special education contexts for many decades, utilising research and case studies to inform practice. Growing interest in the link between the creative arts and well-being has led music therapists to consider what aspects of their knowledge others could feasibly appropriate in the school system. An action research approach was utilised to explore this question, grounded in partnerships between university-based music therapy researchers and staff at a school for learners on the autistic spectrum. Five cycles of planning, action, observation and reflection framed the collaborative partnership, with a music therapist acting as consultant to explore how music could be used across the school day. The greatest shift evidenced through qualitative and quantitative analysis was in the area of relationship building. Rather than seeing music as a tool that supports the acquisition of specific skills, the professionals and students in the school came to understand that music could be a meaningful part of their encounter with one another. This is congruent with music therapy research findings that also emphasise the ways music can be used to motivate, evoke and elicit meaningful responses from young people. Some limitations were identified in the sustainability of music practices in the school, particularly when other parts of the school culture were changing.