共查询到20条相似文献，搜索用时 93 毫秒
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利用传输矩阵方法研究了多个周期性分布的负折射率缺陷的一维光子晶体的透射谱.以32个周期的1/4波堆存在5个负折射率缺陷的光子晶体为例进行了数值计算.结果表明:在带隙中产生多个缺陷模,这些缺陷模的分布依赖于缺陷在晶体中的分布.当缺陷密集时,缺陷耦合较强,缺陷模相距较远;当缺陷稀疏时,缺陷耦合较弱,缺陷模相距较近,分立的缺陷模趋于简并,由此形成一个很窄的通带.与正折射率缺陷情形相比较,负折射率缺陷间的相互作用对缺陷模的影响更大,缺陷模谱线也更宽. 相似文献
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以某常减压装置含缺陷管道为研究对象,采用超声相控阵检测方法对管道焊接接头进行无损检测,确定管道缺陷类型和尺寸,根据GB/T 19624—2019推荐的安全评定方法对管道缺陷进行安全评定,通过改变缺陷的大小和间距,探究缺陷类型、尺寸和相互位置对管道安全评定的影响,结果表明：裂纹缺陷单独存在时,缺陷高度对安全评定影响最大;未焊透缺陷单独存在时,缺陷长度对安全评定影响最大;两条缺陷共存时,随着缺陷间距S的增大,缺陷处应力先缓慢增大后快速减小并逐步趋于稳定,但是由于管道中缺陷数量增加,导致两条单独存在时均安全的缺陷在共存时可能造成管道不安全。 相似文献
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赵国勇 《山西师大学报(社会科学版)》2010,(Z1)
产品责任归责理论的关键乃在于对缺陷一词的解释和定义。产品缺陷可划分为制造缺陷、设计缺陷和警示缺陷三类。制造缺陷宜采用严格责任,而设计缺陷和警示缺陷应采用过错责任。我国法律应该摒弃现行的严格责任的单一归责原则,适用严格和过错相辅助的二元归责原则。 相似文献
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应用On-shell方法研究带缺陷的正方二维圆柱光子晶体,缺陷的引入使得原来不透电磁波的禁带中,出现了缺陷模,即某一波长的电磁波可以透过,计算结果表明缺陷模的频率与透射率随着缺陷的性质,即缺陷的大小和折射率及缺陷两边的层数而变化。 相似文献
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维果茨基的缺陷学思想是其文化历史理论体系中极为重要的一部分,是在教育研究的框架内展开的有关缺陷与补偿的讨论,通过对缺陷个体社会行为与行为结构的分析,揭示了缺陷儿童异常发展的规律。维果茨基缺陷学思想强调了社会文化环境对缺陷儿童的作用,在分析缺陷复杂结构的基础上,科学地阐明了缺陷与补偿的关系,注重集体和动态评估在缺陷个体发展中的重要作用。维果茨基缺陷学思想为当代特殊教育提供了多方面的启示。 相似文献
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罗喜英 《湘潭师范学院学报(社会科学版)》2006,28(3):63-65
我国上市公司信息披露存在一些缺陷,归纳起来有规则缺陷、执行缺陷、监督缺陷和处罚缺陷。针对这些缺陷提出相应的完善建议:完善会计规则、重视和加强注册会计师的“经济警察”作用、监督权力协调问题、加强证券监管,加大对造假的处罚力度。 相似文献
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提出了一种基于漏磁检测技术的铁氧体缺陷无损检测方法.该方法通过对铁氧体进行局部磁化,在铁氧体缺陷周围产生漏磁场,磁敏传感器在经过缺陷周围时检测漏磁信号,进而识别缺陷特征.结合实验和仿真对所提出检测方法的可行性进行验证.结果表明,缺陷深度越大漏磁信号越强,同时磁场强度随着与缺陷中心距离的减小而逐渐增强,磁场强度在缺陷中心... 相似文献
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余颖 《四川教育学院学报》2007,23(11):109-112
文章通过J2EE在发电企业缺陷管理中的应用实例介绍了J2EE这种当今最流行、最成熟的开发平台的特点和优势,并详细介绍了Struts,Spring,H ibernate框架技术在系统中的整和及应用过程。通过多层次分布式的应用模式,实现了发电企业缺陷管理中包括缺陷办理,缺陷消缺,缺陷验收,缺陷查询,缺陷统计,延期批准,转类批准等功能。通过信息化管理手段实现了规范管理过程,提高管理效率的目标,达到了缺陷网上办理、查询、验收等效果。 相似文献
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张新康 《湖南广播电视大学学报》2006,(1):56-57
根据教师的发展需要、自我实现需要、自尊需要、物质需要、社交需要等是高校教师的需要特征,提出了建立和完善高校激励机制的民主管理激励系统着力点,即建立政策激励系统、思想激励系统、关怀激励系统、民主管理激励系统及评价激励系统。 相似文献
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张春萍 《河北能源职业技术学院学报》2007,7(2):44-45,51
本文从激励的作用出发,论述了激励在人力资源管理中的重要性和必要性.通过对激励理论的分析,阐明了如何运用激励理论指导实际工作. 相似文献
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《The Journal of educational research》2012,105(4):223-224
AbstractThe effects of increased environmental stimulation on the performance of hyperactive children appear to depend on the locus of that stimulation. Laboratory research has suggested that increased distal and peripheral stimulation reduce activity and may improve performance; the effects of increased within-task stimulation have not been conclusive. The present study sought to test the effects of within-task stimulation on activity and on performance of an academic spelling task in a classroom setting. Hyperactive and normal children learned a set of spelling words with or without added color, movement, and increased size in a repeated measures design. The results support the view that (a) hyperactive children have more difficulty than normals separating the relevant aspects of a task from additional within-task stimulation and so show a slower adjustment to high levels of within-task stimulation (i.e., make more errors initially), and (b) high levels of activity during learning predict later performance deficits for both hyperactive and normal children. The increased activity during learning acquisition brought about by added within-task stimulation can be interpreted as incipient support for Keogh’s hypothesis that motor activity may disrupt information acquisition in hyperactive children (23). 相似文献
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Eszter Somogyi Mollie Hamilton Lisa K. Chinn Lisa Jacquey Tobias Heed Matej Hoffmann Jeffrey J. Lockman Jacqueline Fagard J. Kevin O'Regan 《Child development》2023,94(3):e154-e165
This longitudinal study investigated the effect of experience with tactile stimulation on infants' ability to reach to targets on the body, an important adaptive skill. Infants were provided weekly tactile stimulation on eight body locations from 4 to 8 months of age (N = 11), comparing their ability to reach to the body to infants in a control group who did not receive stimulation (N = 10). Infants who received stimulation were more likely to successfully reach targets on the body than controls by 7 months of age. These findings indicate that tactile stimulation facilitates the development of reaching to the body by allowing infants to explore the sensorimotor correlations emerging from the stimulation. 相似文献
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Magnetic stimulationis used to excitetissue in the hu-man nervoussystempainlesslyand noninvasively,andis al-so atool forinvestigatingbrainfunction[1—11].Usually,themagnetic stimulator has one circular coil or afigure-of-eightcoil ,and the coil needs to b… 相似文献
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This article reviews the literature and presents data from our laboratories on sensory deprivation stress and supplemental stimulation of the rat pup and the preterm neonate. The data suggest that the effects of maternal deprivation in the rat pup (suppression of growth hormone release and protein synthesis) are regulated by a specific form of tactile stimulation: only brush stroking of maternally deprived rat pups returned growth parameters to normal; other forms of stimulation, including kinesthetic and vestibular stimulation, were ineffective in restoring normal functions. Other data are presented demonstrating that very small preterm neonates given tactile-kinesthetic stimulation gain more weight per day, spend more time awake and active, and show more mature habituation, orientation, motor, and range of state behaviors on the Brazelton assessment. 相似文献
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尚玉芳 《锦州师范学院学报(哲学社会科学版)》2011,(3):60-63
文章在已有的关于上市公司激励理论研究的基础上,分析了我国上市公司激励的必要性。给出薪酬激励模型,并证明薪酬激励模式在我国是一种成熟的和应用广泛的激励办法,有助于企业价值的创造。在管理层持股分析的实证过程中发现我国上市公司管理层持股偏低,说明股权激励不是我国上市公司的首选,分析的结果可以为将要采用股权激励的上市公司提供重点参考。 相似文献
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Student satisfaction gains an increasingly central position in the context of quality measurements. However, student satisfaction can also be stipulated as an important motivational factor for students as learners. This study combines this perspective on student satisfaction with the notion of differences in students’ ability. We hypothesize that differences in ability result in differences in student satisfaction. In line with concepts of high ability education, it is additionally hypothesized that this relation is mediated by educational stimulation—divided in cognitive, creative and professional stimulation—as well as by participation in honour programmes. A structural equation modelling (N = 733) of factors affecting student satisfaction in higher education shows that cognitive, creative and professional stimulation are the largest influencers of bachelor students’ sense of satisfaction. The interrelation between these three aspects of educational stimulation also shows the complexity of higher educational practice, since it suggests that cognitive stimulation cannot be realized without a creative factor, and vice versa. Professional stimulation needs both. Furthermore, the results show that educational stimulation mediates the effect of students’ ability on their educational satisfaction. This implies that changes in education can indeed influence students’ educational satisfaction, especially by providing educational quality. Finally, considering students’ ability level, it is shown that especially cognitively abler students are less easy to satisfy. The combination of educational stimulation and ability suggests that especially the more cognitively able students do not feel themselves sufficiently cognitively or creatively stimulated, and hence are less satisfied in vocational higher education. 相似文献
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Newly hatched Khaki Campbell ducklings were housed with a conspecific for 24 h beginning at either 1 or 5 days of age. A third group of ducklings received no social stimulation. When tested on Day 7, ducklings afforded early social stimulation exhibited less distress calling and crouching in a novel open field than ducklings exposed to late or no social stimulation. A second experiment asked whether the above result was due to early social stimulation per se or to the separation which occurred at its termination. Newly hatched ducklings were housed with a conspecific beginning on Day 1. One-half of the birds were separated from their companions on Day 2; the rest were separated on Day 6. On Day 7, the ducklings that were separated early exhibited less crouching and distress calling in a novel open field than the birds that were separated late. This finding implies that the withdrawal of social stimulation, rather than social stimulation perse, was responsible for the reduced emotional behavior observed in Experiment I. It is concluded that early withdrawal of social stimulation generated a strong aversive reaction and that it was the strength and timing of this reaction that mediated the emotionality moderating effects found here. Under these circumstances, the primary function of early social stimulation was to establish a condition whereby the aversive reaction generated by separation would occur early. 相似文献