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采用半自洽场(semi-SCF)自由Ni2+的d轨道模型、点电荷-偶极子模型和Ni2+-6X-(X=F,Cl,Br,I)络合物的μ-κ-α模型,以及利用完全对角化方法对晶体MgF2Ni2+的局域结构和吸收光谱作出了统一解释.文章还讨论了参量拟合方法问题. 相似文献
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《Journal of College Student Psychotherapy》2013,27(1-2):13-25
Summary A 19-year-old single Appalachian Caucasian man presented with panic attacks related to a recently developed phobia of bees. Brief solution-oriented therapy, along with the tools of Rational Emotive Behavior Therapy (REBT), was employed successfully to treat this specific phobia. Cultural, familial, gender, and sexual identity issues were also addressed. 相似文献
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旨在考察人的2D：4D与文理科思维是否相关,通过对来自广东不同学校的352名学生问卷和测量,并对数据信息进行相关性分析和回归分析,发现中学生的手指比率与文理科思维不存在显著的相关关系,而大学生则存在显著相关;经过总体统计,发现手指比率文理科思维也存在显著的相关性。 相似文献
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K L Alexander D R Entwisle 《Monographs of the Society for Research in Child Development》1988,53(2):1-157
How successfully children adapt to the routine of schooling in the first grade or two likely has long-term implications for their cognitive and affective development. This study aims to understand how home and school factors either facilitate or impede this process of adaptation by examining longitudinal data on cognitive performance for a large and diverse sample of youngsters over grades 1 and 2 in Baltimore City Public Schools. Report-card marks in reading and mathematics and scores on verbal and quantitative subtests of the California Achievement Test (CAT) battery over the 2-year period are the achievement criteria. The analysis directs attention to some of the social-structural (socioeconomic background, gender, and minority/majority status) and social-psychological (significant others and self-reactions) factors that shape youngsters' development during this period, as measured by changes in their cognitive standing. Racial comparisons (black youngsters vs. white) and comparisons by school year (first vs. second) highlight some key differences in the transition to full-time schooling. We find more numerous social-structural and social-psychological influences on CAT gains over the first year than over the second, and fall to spring stability in testing levels is more pronounced in the second year than in the first. This pattern identifies the first year of schooling as a period of considerable consequence for shaping subsequent achievement trajectories, and, for this reason, it may be especially important as a key to understanding black-white achievement differences. Minority and majority youngsters in this sample began school with similar CAT averages, but, by the end of the first year, blacks' performances lagged noticeably behind those of whites, and the cleavage widened over the second year. Blacks also received lower report-card marks than whites. This, along with smaller CAT gains, reveals that the transition to school is more problematic for blacks than it is for whites. We also observed stronger persistence of blacks' marks from one period to the next, indicating that recovering from these initial difficulties is more challenging. Social-psychological aspects of these early achievement patterns also differ by race in important ways: blacks' achievements are less influenced by parent variables than are those of whites, and black youngsters' self-expectations are less affected by the expectations held for them by their parents than are those of whites. These results and others are discussed in terms of their implications for students' development and for what they reveal about social structure in relation to the early schooling process. 相似文献
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Ti、Al和C粉的燃烧合成实验结果表明,在Ti:Al:C=2:2:1体系中,添加TiC≤10wt.％时,燃烧产物中Ti3AlC2的含量与未添加TiC的相比,有大幅度增加;添加TiC≥20wt.％时,燃烧产物中Ti3AlC2的含量略有减少,而TiC的含量增多.从燃烧温度的角度探讨了TiC对燃烧合成产物相组成的影响. 相似文献
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Tanya Fitzgerald Helen M. Gunter 《Journal of educational administration and history》2008,40(1):23-40
In this article, we examine the role of academic journals in the development of the field. In particular we focus on JEAH as an illustrative example of an academic journal that has, from the outset, reflected and portrayed intellectual developments in educational administration and history. We argue that academic journals, in effect, are one of the most visible and ostensibly powerful forms of knowledge production that can be a highly political and contested process. Moreover, attempts over the past few decades to utilise qualitative or quantitative measures to weigh and measure the (apparent) status and impact of academic journals serve to invoke ratings wars that can only rebound to the disadvantage of scholarship in discipline of education and the field of educational administration and history. 相似文献
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Zalocusky et al. (Nature 531:642–646, 2016) recently showed that activity in D2R+ cells in the nucleus accumbens is associated with loss sensitivity to prior outcomes and reduced subsequent risky choice, and that optogenetic stimulation of these cells decreased risky choices in risk-prone rats. While their findings are important for understanding trait-level risk-taking, future research should aim to examine the neuronal mechanisms of a broader range of facets of gain and loss processing with respect to different potential reference points. 相似文献
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This second paper commences where Part 1 concluded in volume 33, number 1, 2006. The paper describes the relations reflected in the Model-of-Knowledge between all partners of the intergenerational encounters at school—children, old adults, and teachers. The Model-of-Knowledge represents a relatively balanced approach toward the generations' typical needs, while teachers are regarded as members of the middle generation who may contribute to the intergenerational mediation process. By discussing concepts such as “authority,” “productive aging,” “search for meaning,” and “life span,” the paper offers possible ramifications for the social images and status of older adults. Additionally, it discusses the experimental realism of the intergenerational programs at school. Gerontologists and education professionals are invited to explore the psychosocial insights that the model brings to the fore. 相似文献
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The R2D2 method—read, reflect, display, and do—is a new model for designing and delivering distance education, and in particular, online learning. Such a model is especially important to address the diverse preferences of online learners of varied generations and varied Internet familiarity. Four quadrants can be utilized separately or as part of a problem‐solving process: the first component primarily relates to methods to help learners acquire knowledge through online readings, virtual explorations, and listening to online lectures and podcasts. As such, it addresses verbal and auditory learners. The second component of the model focuses on reflective activities such as online blogs, reflective writing tasks, self‐check examinations, and electronic portfolios. In the third quadrant, visual representations of the content are highlighted with techniques such as virtual tours, timelines, animations, and concept maps. Fourth, the model emphasizes what learners can do with the content in hands‐on activities including simulations, scenarios, and real‐time cases. In effect, the R2D2 model is one means to organize and make sense of the diverse array of instructional possibilities currently available in distance education. It provides new ways of learning for diverse online students, and demonstrates easy‐to‐apply learning activities for instructors to integrate various technologies in online learning. When thoughtfully designed, content delivered from this perspective should be more enriching for learners. The R2D2 model provides a framework for more engaging, dynamic, and responsive teaching and learning in online environments. 相似文献
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ABSTRACT In part 1 of this paper we presented the theory of an integrative geragogy. Integrative geragogy is a basic part of educational gerontology, dealing especially with the oldest of the old, mentally handicapped elderly people, and their potentials. In part 2 the context between theory and practice of an integrative geragogy shall be explained. We will discuss various types of geragogical interventions. First, the binding of personal, social and environmental aspects involved in all types of geragogical interventions are outlined. Second, geragogical implications at the old age have to be legitimated. The several ways of legitimating integrative geragogy will be expounded in order to justify the existence and intervention strategies of this discipline. Third, the paradigm of quality in relation to the integrative geragogy needs to be underlined. 相似文献
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Mazen El-Masri Ali Tarhini 《Educational technology research and development : ETR & D》2017,65(3):743-763
This study examines the major factors that may hinder or enable the adoption of e-learning systems by university students in developing (Qatar) as well as developed (USA) countries. To this end, we used extended Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) with Trust as an external variable. By means of an online survey, data were collected from 833 university students from a university in Qatar and another from USA. Structural equation modelling was employed as the main method of analysis in this study. The results show that performance expectancy, hedonic motivation, habit and trust are significant predictors of behavioural intention (BI) in both samples. However, contrary to our expectation, the relationship between price value and BI is insignificant. Our results also show that effort expectancy and social influence lead to an increase in students’ adoption of e-learning systems in developing countries but not in developed countries. Moreover, facilitating conditions increase e-learning adoption in developed countries which is not the case in developing countries. Overall, the proposed model achieves an acceptable fit and explains its variance for 68% of the Qatari sample and 63% of the USA sample. These results and their implications to both theory and practice are described. 相似文献
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This paper provides an overview of recent research related to the reading process, where this is of particular relevance to Reading for Professional Purposes (RPP), a term which refers to any reading activity carried out for purposes connected with work or study (academic or professional) whether in the first language (L1) or in a foreign language (L2). Key elements of the professional reading process are highlighted, with specific reference to the role of background knowledge and schema theory and to the controversial issue of whether reading in a first and a second language is a linguistic or a reading problem. Findings from a variety of relevant research areas are considered, including the process of inferencing, the concepts of coherence and cohesion, the structure of professional texts, reading strategies used by scientists when reading professional literature, the role of culture in professional text structuring and the concept of reader-responsible vs. writer-responsible languages. The review concludes by examining some limitations inherent in applying theories and models of reading to RPP. 相似文献
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《临沂师范学院学报》2019,(3):74-80
北宋时期新形成的哲学思想——理学,吸收了道家以道为宇宙本体、"道生万物"的思想。在崇尚自然规律的理学背景下诞生的宣和牌,自然讲究天人合一。从而形成了交乂对(26-36)等官牌十二对,杂牌八扇的宣和牌制。到明朝中期打天九的出现,交乂对划归杂牌,出现了"12-24"夷偏队。到清朝中期推牌九的出现,"12-24"改称至尊,位置提至最高。 相似文献
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Sanjaya Mishra Programme Officer 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(4):530-531
Cornford, James & Pollock, Neil (2003) Putting the university online Open University Press (Buckingham UK & Philadelphia PA) ISBN 0-335-21005-8 121 pp £19.99 (boards £60)
http://www.openup.co.uk enquiries@openup.co.uk 相似文献
http://www.openup.co.uk enquiries@openup.co.uk 相似文献