大跨钢管混凝土桁架拱桥的地震反应分析

以巫峡长江大桥为研究背景,通过建立空间结构有限元模型,计算和分析该大桥的动力特性,并运用时程分析法分析该桥的地震反应,采用EI-centro波进行计算,讨论横桥向和竖桥向地震动对地震反应的影响和规律,为大跨度钢管混凝土拱桥的抗震设计和研究提供了理论依据。     

模糊语在商务英语中的风险规避

在商务交际中恰当使用模糊语能使语言表达更含蓄、委婉、有礼貌,而且还能够增强语言表达的灵活性,提高语言的表达效率;但同时模糊语的使用又可能会引起语用失误,以至于给交际方带来法律风险乃至经济损失。因此我们必须充分认识国际商务交际中模糊语所带来的风险之成因及表现,从而考虑相应的对策,以避免和减少可能的损失。     

计算机信息技术课无纸化考试的研究

介绍考试理论从经典测量到项目反应的发展,指出计算机化考试的必然性和优越性。对计算机考试如何在多媒体网络实验室实现,进行了较详细的阐述。     

企业财务风险的成因及对策

分析了企业财务风险的外部因素与内部因素;每个企业财务风险是不可避免的,但必须进行具体分析成因,以有效防范和化解财务风险。     

旅游目的地风险管理研究综述

文章简述了旅游目的地风险管理研究的意义,对近30年国内外旅游风险研究的内容进行了概述和梳理,指出了目前目的地旅游风险研究的趋势与不足。研究表明,应该加强对旅游风险基础理论和风险评价方法的研究;关注针对特定主体,如欠发达地区、生态脆弱地区、文化敏感地区的研究,以提高旅游风险研究成果的针对性和应用价值。     

具有常值利息力的负风险模型破产概率的上界估计

研究了具有常值利息力的负风险模型的破产概率的上界估计,通过考虑盈余过程的折现过程,利用鞅方法,得到了破产概率的上界估计.     

关于单一简单问题的学生团体反应时间分布参数估计与运用

介绍在计算机局域网环境条件下进行单一简单问题测试,收集学生团体的反应时间分布数据并加以处理的基本方法,给出时间反应分布参数的矩估计结果,初步探讨学生团体反应信息的有效运用问题。     

从认知角度分析现代外语教学流派及其综合运用

现代外语教学流派众多,各有利弊,而认知语言学理论作为穿引线与．其他语言学理论取长补短,融入外语教学中,即“行为—认知”初级阶段、“认知-语法”中级阶段、“认知-功能”高级阶段,不仅是对以前语言学理论不足的补充,也是对认知语言学自身的不断完善。不断完善语言学理论,综合运用不同教法,有利于外语教学改革。     

两种寄生物-单种寄主的功能反应研究

本文研究了两种寄生蜂Aphytis sp.and Aphytis melinus在寄主茶长本圆蚧(Abgrallaspis cyanophylli)上的混合寄生效应。结果表明,在混合种群中,两种蜂的攻击效率都减小到单独做功能反应时的1/10。同时,本文首次提出了两种寄生物—单种寄主的功能反应模型,模拟效果较好。     

Interactional power and support in digital inclusion of an adult with intellectual disabilities: a case study analysis

Digital inclusion of people with intellectual disabilities is not commensurate with those without disabilities. Societal, political, financial, individual and interpersonal barriers help explain this disparity. Caregivers can act as both support and gatekeeper to internet access and use by adults with intellectual disabilities. This study investigated micro-level interpersonal factors influencing access and use of the internet by an adult with intellectual disabilities to explore the balance and interplay of power and support around the processes of digital inclusion and online risk taking. Taking a case study approach, perspectives of three key stakeholders were gathered via interviews: the person with intellectual disabilities, his mother and a paid support worker. Perspectives and experiences were contrasted using systemic functional linguistic analysis of discourse to explore the ways power and support were represented in the language of negotiated digital inclusion. Dynamics between the parent and person with intellectual disabilities and between the parent and paid staff clearly influenced processes of digital inclusion and were affected by varying priorities, positions and perceptions of power to allow, disallow and monitor access and use of the internet. These had the power to shape and drive internet access. Language choices by the person with intellectual disabilities showed that he was not fully aware of the risks involved in engaging with certain aspects of digital inclusion but how he spoke about the internet indicated some autonomy in technology use. Supporting the development of digital competence, confidence and resilience in people with learning disabilities should be combined with support to increase self-awareness regarding digital risk. Those supporting people with intellectual disabilities towards digital inclusion need additional guidance on how to do this effectively for the people they support.