基于五行学说的五脏系统模糊建模与分析

结合五行的基础理论与模糊系统理论,分别对单个脏系和整体的五脏系统进行分析,并建立模糊模型进行模糊化,使五脏系统处于生理平衡状态.     

输变电GIS系统中电力线路要素模型库的建立

在输变电GIS三维可视化过程中,建立电力线路要素三维模型库是非常重要的。本文给出了建立三维模型库的方法。使用3DMAX作为建模工具,并用OSG做为底层的渲染基础框架设计了8种电力线路模型原型,提出了动态模型实列的概念和分页加载渲染的方法,制定了数据存储格式与标准,使得GIS系统能够直接从模型库中调用线路杆塔模型,实现了输电线路的三维全景仿真。     

苔丝悲剧命运解读

《德伯家的苔丝》中女主人公苔丝的生命是短暂的,命运是悲剧的,但她身上具备的美德和爱,是人性中最有价值的东西,是永远不会毁灭的。小说体现了哈代的＂进化向善论＂思想、人文情怀和社会使命感,具有一定的认知价值。     

我国中职示范校的重任及其建设策略

在我国中职教育改革发展之际,中职示范校任重而道远,于社会需求、政策导向、示范引领非示范类学校、中职吸引力提升等发挥着重要作用。因此,从科学定位、凸显特色、借鉴经验、参与实践方面,对其建设策略进行探究。     

介孔纳米γ-Al_2O_3对稀土镧（Ⅲ）的吸附性能研究

以溴化十六烷基三甲铵（CTAB）为模板剂,采用溶胶-凝胶法合成介孔纳米γ-Al2O3,用透射电镜（TEM）、比表面测定（BET）、X射线衍射（XRD）、和N2的吸附-脱附技术、Zetaplus电位测定,对所得的介孔纳米γ-Al2O3进行了表征。考察了介孔纳米γ-Al2O3在静态条件下对La（Ⅲ）的吸附性能。探讨了溶液的初始浓度、pH值、时间和温度对吸附性能的影响。结果表明：介孔纳米γ-Al2O3对La（Ⅲ）有很好的吸附性能,其吸附行为符合Freundlich吸附等温式。     

Childhood trauma as a mediator between emotional intelligence and recidivism in male offenders

BackgroundPrior researches have implicated a relationship of recidivism with childhood trauma (CT) and emotional intelligence (EI). However, the internal mechanism by which CT and EI influence the recidivism has not been examined.ObjectiveThis study aimed to map the road from CT and EI to recidivism in Chinese male offenders.Participants and settingThree thousand one hundred and eighty-one Chinese adult male offenders participated in this study and completed Childhood Trauma Questionnaire (CTQ) and Wong Law Emotional Intelligence Scale (WLEIS). Recidivism was quantified by the number of convictions according to official records.MethodsAfter controlling for age, education levels, family criminal history, and nature of offence, logistic regression sanalysis was performed to examine the effects of CT and EI on severity of recidivism. Structural Equation Modeling (SEM) was applied to explore the mediation model between CT, EI and recidivism.ResultsLogistic regression model shows a significant effect of CT (OR = 1.008, p < 0.01), rather than EI, on recidivism. SEM supported a full mediating effect of CT in the relationship between EI and severity of recidivism.ConclusionsOur findings suggest that EI has no direct effect on the recidivism, but exerts indirect influence on the recidivism through the mediating role of childhood trauma.     

The role of cultural values in teacher and student self-efficacy: Evidence from 16 nations

Data from a large study (PISA, 2015) involving more than 132,000 children and 22,000 of their teachers, in 16 nations, were used to investigate how teachers convey self-efficacy to students when they teach and whether this is culturally grounded. Using a multilevel data analysis framework, we aimed to: (1) test a path linking teacher and student self-efficacy; (2) examine teaching practices as mediators of the links between teachers and student self-efficacy; (3) evaluate the moderating roles of cultural values on those links. Results indicated that teacher and student self-efficacy were linked indirectly through the use of teaching practices, more strongly through inquiry-based practices. We found cross-cultural differences on the associations between student-perceived teaching practices and student self-efficacy that were moderated by two country-level cultural values: individualism and uncertainty avoidance. This study highlights that, although academic self-efficacy is considered universal, we found cultural differences in its sources and manifestations.     

基于3G技术的移动学习及其应用研究

首先简要介绍3G技术的相关知识,然后在分析移动学习现有定义的基础上提出新定义,接着对移动学习的特征和国内外研究现状进行分析,最后提出基于3G技术的移动学习应用模式和应用框架。     

当代高校大学生报社运作模式化探索——基于江西省高校大学生报社

首先论证当代高校大学生报社运作模式化的必要性,其次论述当代高校大学生报社运作模式化的可行性,最后以江西省内的高校大学生报社运营实践为蓝本,较为全面地阐述当代高校大学生报社的模式化运作。     

Longitudinal predictors of reading comprehension in French at first grade: Unpacking the oral comprehension component of the simple view

According to the simple view of reading (SVR), reading comprehension relies on “decoding” (pseudoword, word reading) and “oral comprehension” skills. Testing 556 French pupils, we aimed at unpacking these two components and tracking their longitudinal development in first grade. We have found that: (1) lower level language skills (vocabulary, syntax) and discourse skills (oral text comprehension) emerged as two dimensions of “oral comprehension”; (2) lower level language skills longitudinally predicted reading comprehension outcomes, above code-related skills; (3) decoding precursors (letter knowledge, naming speed and phonemic awareness) predicted reading comprehension directly, and indirectly, through decoding skills (pseudoword, word reading, text reading fluency); (4) Oral comprehension skills did not favour the development of decoding. Our results support the independency of the SVR components. However, we suggest that a more fine-grained conceptualisation of oral comprehension skills would help to better understand the individual and pedagogical factors influencing the early development of reading comprehension.