机电产品面向拆卸回收的绿色设计结构模型的比较

本文通过无向图、有向图和与或图三种以图论为基础的拆卸回收模型的比较,指出了各种模型存在的优缺点,为完善面向拆卸回收的绿色设计结构模型提供依据.     

数字图书馆网络存储模式评析

本文介绍了目前主要的存储体系结构，分析了各种体系结构的主要特点和适用环境，并对数字图书馆的存储发展趋势作了一些探讨。     

业余条件下的丝网印刷

直接感光丝网漏印法的技术流程介绍     

禅宗与审美心境

从审美心境角度出发,考察了禅宗中所蕴含的美学思想。认为禅定的修习方法造就了虚静专一的审美心胸,而禅悟作为一种直觉思维的审美体验,于瞬间体悟永恒,达到了一种来去自由、梵人合一的审美境界。     

阳泉市中小学生HBsAg检测结果分析

目的:了解阳泉市中小学生HBsAg携带情况,为制定防治措施提供依据.方法:采集被监测者血用酶联免疫吸附实验做HBsAg检测,结果用Excel统计分析.结果:监测1986名学生HBsAg阳性者43名,总阳性率为2.16%;其中,私立学校阳性率为2.31%,公办学校阳性率2.05%;男生阳性率为2.76%,女生阳性率1.39%;私立学校小学、初中、高中生HBsAg阳性率分别为1.44%、2.26%、2.87%,有随年龄增长而增加的特点.结论:阳泉市中小学生HBsAg阳性率明显低于全国总体水平,但HBsAg防治工作不能放松,要加强对住校生的管理工作,对易感者普遍接种乙肝疫苗.     

猪瘟与蓝耳病混合感染的诊断与治疗方法

通过流行病学调查、临床表现、病理剖检对新乡市长垣县赵堤镇某猪场发生的一起以体温升高、不食、腹泻、耳部发绀、鼻部、腹下、臀部、四肢末端发紫为特征的疾病,做出初步诊断为猪瘟与蓝耳病混合感染,然后采取10份病料经处理后用正向间接血凝试验检测CSF,酶联免疫吸附试验检测PRRS,结果表明CSF的阳性率为80%,PRRS的阳性率为60%,从而确诊该病为CSF与PRRS混合感染,通过采取自家苗、抗猪瘟血清、接种疫苗三种方法作比较,同时肌肉注射杂症一针,菌毒急救,拌料饲喂防蓝灵,金方案Ⅱ型,饮水中添加口服补液盐,电解多维等综合防治措施,结果显示自家苗治疗效果最好,病情得到控制,治愈率达70%,为目前规模化猪场混合感染的快速检测和治疗提供了可参考性的建议.     

谈谈大学生口才训练的必要性和方法

随着社会对人才要求的提高,口才越来越受到重视。对于大学生来说,口头表达能力的好坏,直接影响到他们的择业前景。因此,在校大学生除学好知识技能外,练就一副好口才,既是终生工作的需要,更是寻求就业机会的优势条件。口才训练的方式和途径很多,在校大学生常用的方法主要有朗读、讨论、辩论、演讲等等。     

Comparative analyses for beta human chorionic gonadotropin

Serum Beta human chorionic gonadotropin (BhCG) was measured in 25 healthy controls and 75 cases with gestational trophoblastic neoplasms and testicular tumor using RIA kit from BARC, Bombay and ELISA kit from Abbott Diagnostics, USA. Regression Analysis of the values obtained for controls and cases by both the methods were statistically significant P 0.001.     

直接翻译还是间接翻译——从关联理论角度分析动画片《海绵宝宝》的翻译

以美国动画片《海绵宝宝》的翻译为例,从关联理论角度出发,重点讨论了《海绵宝宝》的汉语翻译在获得最佳关联方面的成功与失败之处以及直接翻译和间接翻译的应用,从而阐述关联理论对动画片翻译的解释力。     

Let's talk evidence – The case for combining inquiry-based and direct instruction

Many studies investigating inquiry learning in science domains have appeared over the years. Throughout this period, inquiry learning has been regularly criticized by scholars who favor direct instruction over inquiry learning. In this vein, Zhang, Kirschner, Cobern, and Sweller (2022) recently asserted that direct instruction is overall superior to inquiry-based instruction and reproached policy makers for ignoring this fact. In the current article we reply to this assertion and the premises on which it is based. We review the evidence and argue that a more complete and correct interpretation of the literature demonstrates that inquiry-based instruction produces better overall results for acquiring conceptual knowledge than does direct instruction. We show that this conclusion holds for controlled, correlational, and program-based studies. We subsequently argue that inquiry-based and direct instruction each have their specific virtues and disadvantages and that the effectiveness of each approach depends on moderating factors such as the learning goal, the domain involved, and students' prior knowledge and other student characteristics. Furthermore, inquiry-based instruction is most effective when supplemented with guidance that can be personalized based on these moderating factors and can even involve providing direct instruction. Therefore, we posit that a combination of inquiry and direct instruction may often be the best approach to support student learning. We conclude that policy makers rightfully advocate inquiry-based instruction, particularly when students’ investigations are supplemented with direct instruction at appropriate junctures.