不含分形维数的细颗粒泥沙沉速计算方法研究（英文）     

Jin-xiao ZHAO  Guo-lu YANG  Monika KREITMAIR  Yao YUE 《浙江大学学报(A卷英文版)》2018,(7)

目的:推导一种高精度、使用简单且不含有分形维数的细颗粒泥沙沉速计算方法,以应用于原位观测和实现不同计算结果间的相互比较。创新点:1.推导出了不含有分形维数的泥沙絮团沉速公式;2.将LISST等高精度仪器应用于泥沙絮团密度计算中。方法:1.通过理论推导,得到不含分形维数的粘性细颗粒泥沙沉速公式;2.通过试验对该公式的精度进行研究,并在此基础上研究不同密度计算方法对该公式精度的影响;3.研究不同沉速状态下,泥沙絮团的沉降规律。结论:1.通过对比实测沉速与计算沉速的结果可以看出,本文提出的絮团沉速公式在计算泥沙絮团的沉速时精度较高;2.通过比较两种不同密度计算方法的结果可以看出,变密度方法具有更高的精度;3.通过拟合结果可以看出,公式(15)中的参数η与泥沙所处的沉降区间有关,参数γ与泥沙自身的性质有关。  相似文献   

Improving Prospective Teachers’ Counseling Competence in Parent-Teacher Talks: Effects of Training and Feedback     

Mara Gerich  Monika Trittel  Bernhard Schmitz 《Journal of educational and psychological consultation》2017,27(2):203-238

Counseling parents concerning students’ learning processes is considered to be an increasingly important competence area of teachers. However, few educational programs exist specifically focusing on improving this essential teacher competence, particularly in early teacher education. The current study, which took place at a German university, describes the evaluation of a corresponding training program for prospective teachers as well as a process-oriented feedback intervention. We conducted a quasi-experimental study with three treatment groups (training group, training + feedback group, control group) combining pre-, post-, and follow-up test measures with time–series data. By means of multivariate repeated measures MANOVAs and time-series analyses, we were able to demonstrate that prospective teachers’ counseling competence can be successfully fostered by training and individual process-oriented feedback. Our results provide several practical implications concerning the improvement of teachers’ counseling competence within the context of teacher education.  相似文献   

Comparative analysis of delayed alternation learning in cats,mice, and guinea pigs     

Josef Kessler  Hans J. Markowitsch  Wolfgang Guldin  Rudolf Riess  Monika Pritzel  Maria Streicher  Marcus Kerriou 《Learning & behavior》1980,8(3):457-464

The performance of cats, guinea pigs, and mice in a delayed alternation paradigm was compared both during initial learning and following a 10-day retention interval. The testing situation (a modified T-maze), the length of the delay period (10 sec), and the amount of training per session and per week were kept identical for all three species. The results indicated that (1) animals of all three species acquired the task within similar time spans, (2) a considerable variance was apparent in the performance of individual animals independent of their species, and (3) guinea pigs, as a group, appeared to need a somewhat longer time to acquire delayed alternation than did mice and cats. Relearning of the task following the 10-day interval seemed to follow similar laws in all three species.  相似文献   

Understanding teachers’ professional learning goals from their current professional concerns     

Monika L. Louws  Jacobiene A. Meirink  Klaas van Veen  Jan H. van Driel 《Teachers and Teaching》2018,24(1):63-80

In the day-to-day workplace teachers direct their own learning, but little is known about what drives their decisions about what they would like to learn. These decisions are assumed to be influenced by teachers’ current professional concerns. Also, teachers in different professional life phases have different reasons for engaging in professional learning. In this study, we explored the professional concerns underlying teachers’ learning goals in order to understand variation in professional learning over a teacher’s career. In this qualitative study, we administered a semi-structured interview and a card sorting task to 15 secondary school teachers to elicit teachers’ learning goals and current professional concerns. By conceptually combining teachers’ learning goals with professional concerns in concern-goal pairs, we sought to understand the different reasons for teachers’ learning. These concern-goal pairs were characterized in three different types of reasons: continuous, growth and improvement, and work-management. The results showed that early career teachers have mainly growth and improvement concerns, whereas mid- and late-career teachers have both continuous and growth and improvement concerns. Work-management concerns differ for early- and late-career teachers. Results are further discussed in terms of professional life phase models and teachers’ developmental tasks throughout their career.  相似文献   

Definitions of bullying: a comparison of terms used,and age and gender differences,in a fourteen-country international comparison   总被引：2，自引：0，他引：2  

Smith PK  Cowie H  Olafsson RF  Liefooghe AP  Almeida A  Araki H  del Barrio C  Costabile A  Dekleva B  Houndoumadi A  Kim K  Olafsson RP  Ortega R  Pain J  Pateraki L  Schafer M  Singer M  Smorti A  Toda Y  Tomasson H  Wenxin Z 《Child development》2002,73(4):1119-1133

The study of school bullying has recently assumed an international dimension, but is faced with difficulties in finding terms in different languages to correspond to the English word bullying. To investigate the meanings given to various terms, a set of 25 stick-figure cartoons was devised, covering a range of social situations between peers. These cartoons were shown to samples of 8- and 14-year-old pupils (N = 1,245; n = 604 at 8 years, n = 641 at 14 years) in schools in 14 different countries, who judged whether various native terms cognate to bullying, applied to them. Terms from 10 Indo-European languages and three Asian languages were sampled. Multidimensional scaling showed that 8-year-olds primarily discriminated nonaggressive and aggressive cartoon situations; however, 14-year-olds discriminated fighting from physical bullying, and also discriminated verbal bullying and social exclusion. Gender differences were less appreciable than age differences. Based on the 14-year-old data, profiles of 67 words were then constructed across the five major cartoon clusters. The main types of terms used fell into six groups: bullying (of all kinds), verbal plus physical bullying, solely verbal bullying, social exclusion, solely physical aggression, and mainly physical aggression. The findings are discussed in relation to developmental trends in how children understand bullying, the inferences that can be made from cross-national studies, and the design of such studies.  相似文献   

Knowledge practices and relations in professional education     

Monika Nerland 《Studies in Continuing Education》2018,40(3):242-256

ABSTRACT

The dynamics of knowledge in society have transformed the conditions of professional work and learning. Professional expertise has become increasingly specialised, and practitioners are challenged to keep up with rapid developments in their fields. At the same time, the complexity of professional work requires the integration of different forms of knowledge and knowing. Against this background, the knowledge settings in which learners engage and the practices and resources these offer are of vital importance. This article addresses professional education as embedded in profession-specific ‘machineries of knowledge construction’, that is, the set of practices and arrangements through which knowledge and ways of knowing in a profession are generated. It is argued that such machineries span settings in education and work. Examples from research in three professional programmes are used to discuss how students are introduced to epistemic practices and resources in selected knowledge settings. Analytical attention is given to the dynamic interplay between people, practices, knowledge resources and educational arrangements as well as to how connections to work and the epistemic machinery are made. Taking these linkages into account is important for our understanding of what learning entails in different areas of expertise and how this may change over time.  相似文献   

Understanding perspectives and emotions in contract violation: development of deontic and moral reasoning   总被引：2，自引：0，他引：2  

Keller M  Gummerum M  Wang XT  Lindsey S 《Child development》2004,75(2):614-635

Children between the ages of 3 and 10 years were presented with a set of pictures representing a contract with bilateral cheating options between a parent and child (Study 1) and between 2 peers (Study 2). The children had to (a) evaluate which situations violated the contract when the relevant information was presented, (b) anticipate the feelings of the violator and the victim, and (c) infer possible contract violation from 2 different perspectives when relevant information was covered. Results show that logical inferences about contract violation differ according to the type of task. Negative feelings attributed to the violator were dependent on age and type of relationship, revealing a content-sensitive codevelopment of cognitive abilities and moral reasoning in young children.  相似文献   

Infants’ Social Experiences in Three African Sociocultural Contexts          下载免费PDF全文

Hiltrud W. R. Otto  Nicole Schuitmaker  Bettina Lamm  Monika Abels  Yan Serdtse  Relindis Yovsi  Mark Tomlinson 《Child development》2017,88(4):1235-1250

This study introduces a peri‐urban context of poverty to the study of child development in Africa in contrast to the more typical assessments in middle‐class and rural contexts. Spot observations were used to assess universal caregiving behaviors toward seventy‐six 3‐month‐old infants. Results show that middle‐class infants experienced distal parenting behaviors instantiated by mothers, whereas rural children experienced proximal parenting practices in interactions with others. Infants growing up in poverty had mothers and other caretakers involved at mostly low levels. They experienced low levels of body contact, body stimulation, and object stimulation, and high levels of face‐to‐face positions. The study indicates that caregiving in the context of poverty does not necessarily follow familiar pathways and needs to be contextualized accordingly.  相似文献   

CANopen验证——如何让你的设备按照既定设计运行     

Monika Mack 《中国科技信息》2006,(20):335-336

随着CANopen的重要性与日俱增，促进了对CiA开发和生产的CANopen一致性测试工具（Conformance Test Tool）的需求。  相似文献   

Do museums foster innovation through engagement with the cultural and creative industries?     

Dalle Nogare  Chiara  Murzyn-Kupisz  Monika 《Journal of Cultural Economics》2021,45(4):671-704

The recent narrative on museums as catalysts of innovation and growth considers their relations with other cultural and creative industries (CCIs) to be very important. We argue that most relations museums establish with CCI firms and institutions are unlikely to produce strong positive externalities that make the latter more innovative. To prove this claim, we propose a conceptual framework qualifying project-based and supply chain relations between museums and CCIs as either strong, moderate, or weak links, according to their potential in terms of knowledge spillovers from museums to CCIs. We apply this taxonomy to data collected from 261 Polish museums. Our findings indicate that strong links are outnumbered by moderate and weak ones. We then suggest that the traditional missions of museums, in particular education and conservation, need to be more thoroughly assessed in terms of their direct and indirect contributions in order to fully capture the impact of museums on innovation in the wider economy.

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