多量程压电射流角速度传感器研究

论述了提高压电射流角速度传感器分辨率 ,交叉耦合、线性度、动态范围等关键性能的理论与工艺 .用多个不同动态范围的压电射流角速度传感器敏感头进行组合 ,采用单片机进行信号处理、自动切换量程 ,实现 1个压电射流角速度传感器完成 9个不同动态范围压电射流角速度传感器的功能 ,在检测高、低转速时 ,检测精度达到最佳 .     

Understanding the consequences of victory amongst sport spectators: The mediating role of BIRGing

Prior work on the relationships between team identification and spectators’ reactions to one's team victory has largely neglected the potential effects of mediating variables. In this research, we proposed that the process of Basking in Reflected Glory [BIRGing – the tendency to reduce the distance between oneself and one's team; Cialdini, R. B., Bordon, R. J., Thorne, A., Walker, M. R., Freeman, S., &; Sloan, L. R. (1976). Basking in reflected glory: Three (football) field studies. Journal of Personality and Social Psychology, 34, 366–375] would lead spectators to almost take ownership of victories and share its benefits, thereby impacting their sense of national belonging in a positive manner. To this end, participants (N?=?73) were asked to watch an edited video clip showing a victory of the French national rugby team playing against South Africa. As expected, results revealed that BIRGing mediated the relationship between team identification and one's sense of national belonging. In closing, a number of implications are discussed along with future research avenues pertaining to the sport spectatorship literature.     

小学生共处状况调查报告

江苏省无锡五爱小学提出建构“学会共处”德育模式。为准确把握本校学生共处现状及影响因素,课题组在全校范围开展问卷调查。通过对调查结果的分析,有针对性地提出教育建议,为共处模式的建构提供依据。     

“But it doesn’t come naturally”: how effort expenditure shapes the benefit of growth mindset on women’s sense of intellectual belonging in computing

Research suggests growth mindset, or the belief that knowledge is acquired through effort, may enhance women’s sense of belonging in male-dominated disciplines, like computing. However, other research indicates women who spend a great deal of time and energy in technical fields experience a low sense of belonging. The current study assessed the benefits of a growth mindset on women’s (and men’s) sense of intellectual belonging in computing, accounting for the amount of time and effort dedicated to academics. We define “intellectual belonging” as the sense that one is believed to be a competent member of the community. Whereas a stronger growth mindset was associated with stronger intellectual belonging for men, a growth mindset only boosted women’s intellectual belonging when they did not work hard on academics. Our findings suggest, paradoxically, women may not benefit from a growth mindset in computing when they exert a lot of effort.     

The relationship between school belonging,sibling aggression and bullying involvement: implications for students with and without disabilities

Bullying is grounded in the interactions between an individual and complex social–ecological systems. Therefore, bullying involvement is not just confined to the classroom or school. Recent research suggests that sibling aggression may be a predictor for peer-level aggression. These findings may be more relevant for students with disabilities because studies suggest that students with disabilities are disproportionately involved in the bullying dynamic. Therefore, this study explored the intersection between sibling aggression and school belonging on bullying, victimisation and fighting for 14,508 students, including 1183 students with disabilities and 13,325 students without disabilities in grades 6 through 12. As hypothesised, students with disabilities reported higher levels of victimisation, bullying and fighting. Additionally, high levels of school belonging partially buffered fighting and bullying behaviours for students with and without disabilities. These findings demonstrate the importance of establishing an inclusive and safe environment for school-aged youth.     

谈网络环境下图书馆文献信息资源的共建共享

论述了网络环境下图书馆文献信息资源共建共享中存在的问题，并对加强网络环境下图书馆文献信息资源共建共享的措施谈了看法。     

信息技术与《统计学》教学相整合

现代信息技术促使跨学科的知识综合并对学科关系进行整合。本文以《统计学》教学与计算机相结合为例,探索专业课与现代信息技术相结合。     

Predicting transition and adjustment to college: biomedical and behavioral science aspirants’ and minority students’ first year of college

The purpose of this study is to explore key factors that impact the college transition of aspiring underrepresented minority students in the biomedical and behavioral sciences, in comparison with White, Asian students and non-science minority students. We examined successful management of the academic environment and sense of belonging during the first college year. Longitudinal data were derived from the Higher Education Research Institute’s (HERI) 2004 Cooperative Institutional Research Program (CIRP) Freshman Survey and the 2005 Your First College Year (YFCY) Survey. Using a reformulation of the integration model (Nora, Barlow, and Crisp, 2005), we find concerns about college financing, negotiating family support and responsibility, and campus racial dynamics (perceived and behavioral) affect student adjustment and sense of integration in the first year. This study was made possible by the support of the National Institute of General Medical Sciences, NIH Grant Number 1 RO1 GMO71968-01. This independent research and the views expressed here do not indicate endorsement by the sponsor.     

Building student belonging and engagement: insights into higher education students’ experiences of participating and learning together

Student belonging and engagement has received increased attention in the context of an expanding and more diverse higher education student population. Student retention is regarded as a priority with many universities augmenting their retention strategies to instil a sense of belonging. This article provides insights into first year Business Management students’ experiences of starting their degrees and retention interventions at a university in the South of England. It is based on findings from an ongoing study that applied Wenger's social theory of learning and adopted an appreciative inquiry approach to focus group interviewing to investigate students’ perceptions. Students developed a sense of belonging, constructed learner identities, made sense of their learning and gained confidence, but also experienced instances of tension and frustration that raise questions about the extent to which sociality practices within evolving communities of practice can address diverse engagement and identity development needs and mitigate disengagement.     

试论蒙古部落的聚合过程

蒙古族源于东胡的传统说法虽然正确，但不够全面，还应加上突厥，即蒙古族源于东胡和突厥，蒙古部落从公元10世纪～13世纪经历了氏族、部落、部落联盟的聚合过程。