宣城市30万Nm／d液化天然气项目设计简介

文章简单介绍宣城市30万Nm／d液化天然气项目的设计，并对设计中难以把握或容易出错的地方做了重点说明。     

Do karate fighters use situational probability information to improve decision-making performance during on-mat tasks?

This study examined the contribution of situational probability information to the perceptual and cognitive processes underlying decision-making behaviour during in situ Karate performance. Experts and novices were required to make decisions about various attacks in different fight scenarios. The order in which the fight situations were presented was modified in order to provide advanced probability information and identify whether fighters were able to use the latter information to make better decisions. Specifically, one of the attacks was repeated every four actions. Results revealed that experts were more accurate and faster than their less skilled counterparts to block and counterattack the opponent. The experts picked up the occurrence of the attack pattern after the fifth repetition whereas novices did not. This enabled experts to improve decision time and decision accuracy. Findings suggest that such superiority could stem from the perceptual and cognitive skills possessed by the experts, thus giving them the opportunity to recognise a situation more easily. This was reinforced by gaze behaviour which demonstrated that experts used a more efficient search strategy involving fewer fixations of longer duration on a lesser number of areas relative to the novices. Moreover, experts generated more refined karate-specific knowledge structures compared with the novices.     

“I Heard it through the Grapevine”: Doctoral Student Socialization in Chemistry and History

Twenty doctoral students in the disciplines of chemistry and history were interviewed to better understand the socialization processes that influence their success and how these processes differ by year in the degree program and disciplinary culture. Five major themes emerged describing these socialization processes and how they facilitate or impede degree success, including Ambiguity, describing the programmatic guidelines and expectations that surrounded much of the students’ experience; Balance, pointing to the students’ need to balance graduate school responsibilities along with external relationships and demands; Independence, describing the students’ desire to find equilibrium as they transitioned to the role of independent scholar; Development, highlighting the significant cognitive, personal, and professional development that occurs in these students’ graduate experience; and Support, describing the faculty, peer, and financial support needed for the students’ success in their degree programs. Suggestions for policy, practice, and further research are discussed.     

Mathematical Modeling in the Primary School: Children's Construction of a Consumer Guide

This paper examines 6th grade children's local conceptual development and mathematization processes as they worked a comprehensive mathematical modeling problem (creating a consumer guide for deciding the best snack chip) over several class periods. The children and their teachers were participating in a 3-year longitudinal teaching experiment in which sequences of mathematical modeling problems were implemented from the 5th grade (10 years of age) though to the 7th grade. In contrast to traditional problem solving, mathematical modeling requires children to generate and develop their own mathematical ideas and processes, and to form systems of relationships that are generalizable and reusable. Reported here is a detailed analysis of the iterative cycles of development of one group of children as they worked the problem, followed by a summary of the mathematization processes displayed by all groups. Children's critical reflections on their models are also reported. The results show how children can independently develop constructs and processes through meaningful problem solving. Children's development included creating systems for operationally defining constructs; selecting, categorizing, and ranking factors; quantifying quantitative and qualitative data; and transforming quantities.     

多指标随机过程弱对称0－1律

本文证明了多指标平稳随机过程的弱对称０－１律，推广了朱成熹在单指标情形下的有关结果     

新信息技术新课程标准新语文变革

科学地阐述了新的信息技术的不断出现并得到运用，《语文新课程标准》的正式出台，引发了语文教学的新变革。     

基于m-相依序列的学习机器相对一致收敛的界

为了研究m-相依序列下学习机器的推广性能,把基于独立同分布的结果推广到m-相依序列,建立采用ERM算法的学习机器的经验风险到它的期望风险相对一致收敛速率的界.并对m-相依序列现有的结论进行改进,得到了m-相依序列下,采用经验风险最小化算法学习机器的推广性能的界.     

Investigative interviews of alleged sexual abuse victims with and without anatomical dolls

Verbal and nonverbal responses by alleged victims of child sexual abuse were coded for length, amount of information, and the manner in which they were elicited by the interviewer. In 16 of the interviews, anatomical dolls were employed for the purposes of demonstration, whereas they were not used in another eight cases matched with respect to other characteristics of the children and the alleged events. Children interviewed with dolls provided an equivalent number of details and spoke as many words in the substantive portion of the interview as did children interviewed without dolls, and interviewers in the two groups used similar probes to elicit information. However, the average responses by the children were significantly longer and more detailed when dolls were not used. Children gave longer and more detailed responses to open-ended invitations when dolls were not used. Caution is necessary when interpreting these findings.     

Promoting cognitive and social aspects of inquiry through classroom discourse

We investigated how Chinese physics teachers structured classroom discourse to support the cognitive and social aspects of inquiry-based science learning. Regarding the cognitive aspect, we examined to what extent the cognitive processes underlying the scientific skills and the disciplinary reasoning behind the content knowledge were taught. Regarding the social aspect, we examined how classroom discourse supported student learning in terms of students' opportunities to talk and interaction patterns. Our participants were 17 physics teachers who were actively engaged in teacher education programs in universities and professional development programs in local school districts. We analyzed one lesson video from each participating teacher. The results suggest both promises and challenges. Regarding the cognitive aspect of inquiry, the teachers in general recognized the importance of teaching the cognitive processes and disciplinary reasoning. However, they were less likely to address common intuitive ideas about science concepts and principles. Regarding the social aspect of inquiry, the teachers frequently interacted with students in class. However, it appeared that facilitating conversations among students and prompting students to talk about their own ideas are challenging. We discuss the implications of these findings for teacher education programs and professional development programs in China.