基于ADSP-TS201S的16QAM调制及其在VisualDSP++环境下的实现

正交振幅调制因其较高的频带利用率和相对较低的误码率而被定为很多数字通信系统的数字传输标准.该文讨论了16QAM调制原理,在VisualDSP++环境下用TigerSHARC TS201S处理器产生16QAM信号,且在ADSP-TS201S EZ-KIT评估板上进行功能验证.     

中国该如何应对"美国钢材201案"

2002年3月，美国根据其《1974年贸易法》201条款，对大多数进口钢材加征8％－30％的关锐，是典型的贸易保护主义。我国应利用《保障措施协议》等WTO规则解决这一贸易争端。     

Russia Beyond Russia Digital Library: History,Concept, and Development

SUMMARY

In this article we share our experience in building the Core Module of the Russia Beyond Russia Digital Library (RBR), funded by the Andrew W. Mellon Foundation. We explore the André Savine Collection, trace the evolution of the RBR digitization project, describe the conceptual models of the RBR and Core Module, and follow the progression of the Core Module development. We also look into future development of the RBR Digital Library.     

我国第一起钢铁保障措施案的实施情况和效果分析

保障措施作为世界贸易组织所允许的三大贸易救济手段之一,是进口国经济上的一个"安全阀".本文对我国入世后的第一起保障措施案进行剖析,指出其得失所在,并就今后如何使用保障措施、如何应对别国启动的保障措施给出了建议.     

201部首的名称及信息代码探讨

部首只能按笔画排序,不能全用拼音排序,这对信息处理带来一定难度。部首分为三大类：单字部首、非单字部首、笔画部首。确定部首名称和信息代码的原则：单字部首按该字的读音命名、非单字部首应符合语文教学的需要命名并在该部首名称中选择一代表字为信息代码、笔画部首按基本笔画的读音命名。     

保障措施的实质要件及其实践之比较——以美国“201条款”和欧盟“3285/94号条例”为例

实质要件的认定是保障措施适用的前提条件,然而,同为GATT/WTO成员方的美国和欧盟在认定保障措施实质要件的相关因素方面却存在差异。我国作为发展中国家在未来的外贸法改革进程中不应按照入世承诺对WTO相关规则进行全盘的移植,而应更多的借鉴美国和欧盟的立法技术和执法技巧以保护我国产业。     

Controversy within a cooperative or competitive context and cognitive perspective-taking

Forty-five undergraduates discussed a moral issue with a confederate who had the same opinion (no controversy) or opposite opinion (controversy). Subjects in the controversy conditions discussed within either a cooperative or a competitive context. Subjects in the controversy conditions indicated more conceptual conflict or uncertainty, engaged in more information seeking behavior, and were more accurate in taking the cognitive perspective of the confederate than were subjects in the no-controversy condition. These results support Piaget's and Kohlberg's views of the role of controversy in perspective-taking and cognitive development and Berlyne's theory of conceptual conflict and epistemic curiosity. Subjects in the competitive-context conditions experienced more uncertainty, engaged in more information-seeking behavior, and were more accurate in cognitive perspective-taking than were subjects in the cooperative-context condition. Subjects in the competitive-context condition also experienced more cognitive dissonance, derogated the confederate and the confederate's position and arguments to a greater extent, and indicated greater closed-mindedness in responding to the confederate and the confederate's arguments than did subjects in the cooperative-context or the no-controversy conditions.     

The missing link: an econometric analysis on the impact of curriculum standards on student achievement

Nationwide, state policy-makers have increasingly adopted curriculum standards as a means of improving education. However, relatively little empirical research has been done to investigate if a link actually exists between curriculum standards and student performance. Using data collected by the New York State Department of Education, the impact of standards on high school student achievement is examined through estimation of a one-way fixed-effects model of the education production function. Curriculum standards are operationalized as the award of a “50–64” variance, which is considered a means of increasing the number of students taking demanding courses. The findings suggest that curriculum standards can improve student performance, but they do little to improve equity. While larger portions of pupils pass curriculum-based assessment exams, continued associations between select student characteristics and student performance remain.