一种测量共模抑制比的方法

通过对常用的测量共模抑制比的方法的分析 ,提出了一种高精度的简便的测量运放的共模抑制比的方法.     

Fibonacci数列通项公式的三种新求法

本文运用循环数列的特征根;矩阵的对角化及二阶常系数线性差分方程等相关理论,给出了三种计算Fibonacci(裴波那契)数列通项公式的方法。     

华北地块北缘晚古生代-中生代花岗岩体侵位深度及其构造意义

运用斜长石-角闪石温压计对华北地块北缘内蒙古隆起及燕山褶断带内不同时期花岗质侵入岩的结晶压力及侵位深度进行了估算.结果表明,晚古生代-早中生代期间,在内蒙古隆起及燕山褶断带之间,存在有强烈的差异性隆升及剥露过程,但这种差异性隆升及剥露在早侏罗世以来的表现则不明显.晚古生代-早中生代差异性隆升及剥露可能是导致内蒙古隆起上大量基底岩石出露、中-新元古代及古生代沉积盖层缺失及燕山褶断带中-新元古代及古生代沉积盖层大量保留的主要原因.内蒙古隆起强烈的隆升及剥露过程发生在晚石炭世-早侏罗世期间,其东部的剥露幅度比中东部明显偏小.晚古生代-早中生代期间内蒙古隆起的强烈剥露及其与燕山褶断带之间的差异性隆升可能与古亚洲洋板块向华北地块的俯冲、消减、碰撞及华北北缘区域性断裂（如平泉-古北口-赤城-尚义断裂、赤峰-围场-多伦断裂）的活动有关.燕山褶断带的强烈隆升与剥露发生则在晚侏罗世-早白垩世之后.晚侏罗世-早白垩世以来,华北地块北缘南北两侧均有一次明显的剥露过程,这一剥露可能与本区及中国东部地壳强烈伸展有关.     

Physical education in Tunisia: teachers' practical epistemology,students' positioning and gender issues

This paper explores gendered student learning in physical education (PE) viewed as a situated emerging process involving a triadic relationship between teacher, student(s) and forms of knowledge that are socioculturally bounded. It concerns gymnastic teaching and learning in Tunisia. It was conducted against the background of the Joint Action Studies in Didactics (JASD). Three Tunisian PE teachers having different expertise and experience and 12 male and female students with contrasted skill levels were observed within a gymnastics unit. Based on the video record of the lessons and on teachers' interviews, the findings stress the personal, institutional and cultural dimensions that shape the observed PE practices with special attention to the gendered content taught and learned. The use of the JASD framework highlights the intertwined processes during classroom interactions that influence the co-construction of gendered learning. It makes visible the interplay between the teacher's practical epistemology and the students' gender positioning and its consequence on inequalities in terms of students' learning and the maintenance of gender order in the gym.     

The myth of contextual interference learning benefit in sports practice: A systematic review and meta-analysis

The contextual interference (CI) model hypothesizes random practice (high CI) leads to inferior acquisition, but superior retention and transfer capabilities compared to blocked practice (low CI). These phenomena are well established in laboratory settings. However, the transfer to applied settings, particularly in sports practice is still under discussion. The aim of this systematic review and meta-analysis is to evaluate the possible generalisability of the CI phenomenon in sports-based contexts with regard to performance outcomes. Up to April 16th, 2022, five electronic databases (PubMed, Web of Science, Scopus, Taylor & Francis, and SciELO) were used to search for relevant studies investigating differences between blocked and random schedules at post-acquisition, retention, and/or transfer tests. Using the PICOS criteria, a total of 933 records were screened. Outcomes evaluating the acquisition, retention, and/or transfer performances in sports skills in healthy participants were included. The quality of the selected studies was scored using the PEDro scale. Thirty-seven studies were selected, of which twenty-seven were of good quality and the remaining ten were rated as fair quality. Out of 205 overall pooled outcomes, only 43 performance outcomes (21%) agreed with the CI phenomenon after the acquisition (18 out of 103), retention (19 out of 84), and/or transfer (6 out of 36) phases. No statistically significant overall difference between blocked and random practice was detected at post-acquisition (effect size (ES) = 0.1, p = 0.154), retention (ES = −0.159, p = 0.141) or transfer testing (ES = −0.243, p = 0.071). The subgroup analysis showed inferior acquisition and superior retention following random practice only in individuals aged 20–24 years (ES = 0.282, p = 0.030 during the acquisition, and ES = −0.405, p = 0.011 during retention), with no difference at transfer testing for this specific age group. No similar significant effects have been concurrently identified during both acquisition and retention phases in any of the remaining subgroups (e.g., examined based on experience level, sports, skills, and testing protocol categories). The present results suggest CI effects can only be confirmed under very limited conditions, which seriously challenges the extension of CI effects to the sport context in general. Problematic conclusions for children's learning are discussed, as well as future research strategies to better understand counterintuitive learning approaches.     

一族全纯函数的正规性

对具有一定性质的全纯函数进行研究,得到了一族全纯函数的正规性质．     

关于我国现行民事诉讼级别管辖制度的思考

民事诉讼中的级别管辖,是指按照一定的标准,划分上下级法院之间受理第一审民事案件的分工与权限的制度。我国民事诉讼级别管辖制度存在诸多问题,本文分析了其原因,并就如何进一步完善我国民事诉讼级别管辖制度提供了一些建议。