基于Matlab的七色光仿真白光干涉与衍射实验

依据七色光可合成为白光的原理,基于Matlab仿真白光干涉与衍射实验。首先利用Matlab语言编写白光光栅衍射仿真程序,然后通过改变可调参数实现利用一个程序同时仿真白光光栅衍射、单缝衍射及双光束干涉实验。结果表明,白光光栅衍射实验仿真图像为七彩色,白光单缝衍射及双光束干涉实验仿真图像色彩连续而逼真。     

皖西白鹅内分泌器官的形态学研究

本试验研究了皖西白鹅内分泌器官的形态学特征。试验应用20只成年皖西白鹅(公母各10只),进行新鲜标本和10％福尔马林溶液固定标本的观察,同时比较公母鹅间内分泌器官的差异。结果表明成年皖西白鹅的体重为:公鹅5.05±0.72千克,母鹅4.88±0.68千克,公鹅的内分泌器官量值较母鹅略大。     

岑参《白雪歌》“天山路“新解

本文在分析乌鲁木齐周边地理环境的基础上,对岑参《白雪歌》中“天山路”提出新的看法。并据此提出,《白雪歌》中描述的轮台城的具体方位应在今天新疆米泉市古牧地古城。     

唐·德里罗在《白噪音》中对科技理性的质疑

美国后现代作家唐·德里罗的小说《白噪音》艺术地再现了20世纪80年代初后现代美国社会中以科技理性为主导的行为、思维方式,反思后现代人们的生活方式,质疑科技理性。小说的三部分——波与辐射、空中毒物事件、"戴乐儿闹剧"从结构上展现了美国后现代社会中"充满高科技产品的生活方式"、"工业生产造成的生态灾难"、"用高科技解决人的问题导致暴力"三者之间的内在联系。正是后工业社会中科技理性主宰的生活方式和资本主义制度下的生产方式相结合、科技理性为主导的思维模式与行为方式相结合,才造成了生态灾难和暴力。     

黑白对立的文化修辞价值

受民族心理、风俗习惯、地域特色、宗教信仰等多方面因素的影响,黑色和白色在表达客观世界中的色彩外,还承载着丰富的文化修辞意义。在认知语言学框架内,采用类型学理论,比较分析跨语言中黑白两色认知语义结构的共性和个性,并简要总结其原因。     

从“白马非马”看同一律的运用

同一律是逻辑思维的基本规律之一,它在理论上对我们的思维过程提出了要求,在实际生活中对我们的语言表达给予了指导。"白马非马"尽管发生在战国时期,但是它论证的结果却与我们的常识不符,所以运用同一律的角度对其进行分析。使人们不仅能识别他人在语言表达中的陷阱,也在使用语言时更加谨慎,而且对我们的语言表达也给予了指导。     

论阿赫玛托娃早期抒情诗中的女性意识

阿赫玛托娃早期的抒情诗从女性意识的角度关注了女性个体的生命体验,展现了女性从软弱到坚强再到走向世界的成长过程,彰显了女性的自我意识和人格意识.其女性意识主要通过独特的抒情主人公形象、具有独立意识的爱情观及参与世界的意识3个方面体现.     

Sharing the Stories of Racism in Doctoral Education: The Anti-Racism Project

Racism Project. Through shared journaling and group discussions, participants explored and interrogated experiences of racism related to doctoral education. A thematic analysis of qualitative data surfaced several themes: experiences with racism as a doctoral student, noticing the presence of White privilege, learning to teach as an anti-racist educator, and anticipating the job market. Through critical reflection, participants identified ways that schools of social work can better support doctoral students and prepare leaders committed to promoting racial justice.     

莫高窟祥瑞白狼塑像考察

对现藏于俄罗斯艾尔米塔开博物馆的莫高窟第321窟的两尊动物原塑塑像以及该窟现存塑像等问题进行了详细的考察,认为这两尊原塑动物塑像是祥瑞白狼,进入莫高窟的洞窟中与敦煌阴氏家族的阴守忠有关。莫高窟其他洞窟中与之类似的塑像均是以瑞兽的形式仿照此窟白狼而塑造,起着护法神兽的功能与作用。     

Book reviews

This study examines Black student and parental perceptions of exclusionary practices of Black school principals. I ask why students and parents viewed two Black principals as contributing to abusive and exclusionary school environments that marginalized Black students. After a two-year ethnographic study, it was revealed that exclusionary behaviors toward Black students—which was viewed as “abuse” by students and parents—was a reproduction of the district's racism, and thus adds new considerations for discussions around the value of racially-like (i.e., all Black) educators and students. Parents perceived these two Black principals as dealing more harshly and rigidly with the Black students and their families; moreover, analysis of the interview data revealed that the principals rejected the cultural and social capital, and proclivities of Black students, and blamed Black students for their lower achievement and unique behaviors. I draw significant attention to the larger contexts of White supremacy and racism as I examine how Black principals negotiate their own roles, how they understand their own treatment of urban Black students, and how they are (knowing or unknowingly) reproducing oppressive practices of White supremacy on Black students in school.