电解电容器自动分选机中高压直流稳压电源的研究

介绍了一种将可控硅调整与晶体管串联稳压电源有机地结合在一起、输出电压连续可调的高压大功率直流稳压电源。该电源不仅具有输出纹波小、输出特性好、瞬时响应快等线性电源的优点,还具有调整管的管压降小、可靠性高、使用方便等特点,可作为高压铝电解电容器充电测试的高性能电源而用于自动分选机中。     

浅议民事再审程序

我国自试行民事诉讼法颁布实施至今，二审判决被立案再审的比率逐年上升，再审程序作为一种纠错程序在这种情况下显得非常重要。而我国再审程序的启动任意性太大，提起的主体过于宽泛、再审的事由过于笼统。只注重了纠错，而忽视了生效裁判稳定性的维持。本文便着重从上述方面对再审程序进行了论述。     

论我国民事缺席判决立法例之选择及制度建构

理论界把缺席判决制度的立法例归纳为缺席判决主义和一方辩论主义。两种立法例都有其自身的特点,在分析各自利弊基础上,考虑缺席的不同情形,建立一种区分缺席情况适用不同立法例的缺席判决制度,并作适当变革。在此立法例指导下具体建构我国的缺席判决制度。     

Prospective teachers’ teaching experience: teacher learning through the use of video

Background: Future teachers need to observe, interpret and analyse teaching during the initial teacher education period. The use of videoed teaching and learning in teacher education promotes reflection, and analysing videos of teaching is helpful in learning effective classroom practices that prospective teachers mostly do not have the chance to observe during fieldwork experiences. The analysis of videos of teaching can be seen as a way to enhance the development of prospective teachers’ professional vision, which, in turn, improves instruction. Purpose: The purpose of this study was to examine prospective teachers’ reflections on video examples depicting their own teaching experiences. It aimed to create a professional development environment to facilitate the prospective teachers’ reflection on their own videos and those of their peers to improve their professional vision. Sample: This study was conducted with over 200 (in 31 groups) third-year prospective mathematics teachers in a university in Western Turkey. The student teachers, receiving training to teach first- to fourth-grade elementary school pupils, were taking a teaching methods course. Design and methods: In the first week of the semester, the student teachers, working in groups, were assigned mathematics topics to teach the elementary school pupils. During the semester, each group prepared by trying out their activities in front of other student teachers in other groups. At the end of the semester, one student teacher from each group presented a short lesson related to their mathematical topic to the elementary school pupils. This lesson was videotaped, then later it was watched and discussed by the student teachers. Of the student teachers who undertook the teaching in the videos, 22 volunteers agreed to be interviewed. All groups of student teachers provided written reflections on their experience. Selected videos of the class discussions about the videos of teaching were also used for triangulation. The data were analysed to identify the issues the prospective teachers reflected upon. A content analysis technique was employed. Results: The data indicated that the prospective teachers were able to reflect on several issues related to effective teaching, connect their theoretical knowledge to their practice and consider issues related to pupil learning and difficulties. Conclusion: The findings suggested that the use of video, together with discussions between the student teachers, had the potential to create promising learning opportunities for prospective teachers.     

Initiating Change in Prospective Elementary School Teachers' Orientations to Mathematics Teaching by Building on Beliefs

Many mathematics educators have found thatprospective elementary school teachers' beliefsinterfere with their learning of mathematics.Often teacher educators consider these beliefsto be wrong or naïve and seek to challengethem so prospective teachers will reject themfor more generative beliefs. Because of theresilience of prospective teachers' beliefs inresponse to these challenges, teacher educatorscould consider alternative ways of thinkingabout and addressing beliefs, particularly thepotential of building on rather than tearingdown pre-existing beliefs. Data from anearly-field experience linked to amathematics-for-teachers course provideevidence that when prospective teachers workintimately with children, in this case tryingto teach 10-year-olds about fractions, theexperience has the intensity from which beliefscan grow. Most of the prospective teachers inthe study were surprised that mathematicsteaching was more difficult than they hadanticipated. They began to consider theimportance of providing children time to thinkwhen solving mathematical problems. The changedescribed in the study is incremental ratherthan monumental, suggesting that building uponprospective teachers' existing beliefs will bea gradual process.     

对含受控源电路的分析及其处理方法

在对电路中常见的受控源的双重性分析的基础上 ,将含受控源电路的各种情况进行了分析 ,并结合一些具体实例 ,说明了对各种含受控源电路的处理方法     

Learning Environments: The Case for Evidence-Based Practice and Issue-Driven Research

In his thought-provoking review of current trends in educational research, Winn offers advice to practitioners and to researchers concerning the role of computer-based simulations in education (Winn, W. (2000). Educ. Psychol. Rev. 14, 331–351). In this critique, I offer two proposals for consideration by those who wish to make practical recommendations about learning environments: (1) Recommendations for practice should be based on specifically relevant evidence. (2) The available methods for collecting evidence should not exclude controlled experiments; instead, researchers should be free to choose among experimental or observational methods, use quantitative or qualitative measures, focus on artificial or naturalistic settings, and invent new techniques as needed. In short, I join the call for evidence-based practice and issue-driven research.     

差额计量式微机控制配料系统

介绍微机控制系统的控制原理、硬件组成、控制软件结构和设计方法。     

数控车床多刀具加工时刀具偏差的校正方法

分析了直接对刀法进行数控车加工的缺陷，介绍了用样件试车法进行多刀具加工的刀偏补偿方法，以满足实际生产中对产品加工精度的要求．     

Critical realist review: exploring the real,beyond the empirical

This article defines the ‘critical realist review’, a literature-based methodological approach to critical analysis of health care studies (or any discipline charged with social interventions) that is robust, insightful and essential for the complexities of twenty-first century evidence-based health and social care. We argue that this approach, underpinned by a critical realist philosophy and methodology, will facilitate students and researchers to employ relevant theoretical insights from a range of disciplines that have necessary contributions to make to our understanding of health and social care practice and provision. We explore the limitations of randomised controlled trials (RCTs) and the systematic review for informing evidence-based health and social care. The article also offers some suggestions on method, although, as we argue, the approach deliberately eschews a ‘cookbook’ approach. A glossary of terms is provided in the Appendix.