纺织行业化解人民币升值负面影响的理论与实践问题研究——以绍兴市为例

从出口产品周转过程人手,揭示了行业出口产品数量、价格、利润率、利润额、周转速度等因素与人民币汇率间的内在联系,分析了各因素在化解汇率升值压力方面的不同作用,也揭示了人民币升值压力在产业链上传导与转嫁规律,探索了升值压力持续增大的国内外宏观因素,在此基础上提出了化解人民币升值负面影响的对策.     

石板乡大丫村作物结构优化模型

本文用线性规划的原理与方法,建立了石板乡大丫村作物结构优化模型,经过连续三年的实施运转,作物系统的社会效益、经济效益、粮食产量都显著提高,生态效益也得到一定的改善。     

关于现代大学特色文化建设的思考——以淄博师专为例

随着我国高等教育大众化时代和消费时代的来临,为了提高一所大学的核心竞争力,作为一所大学的管理者最起码要像经营经济效益一样经营学校的特色文化,以争取最大的文化效益。经营现代大学的特色文化,不仅必要而且可行。文化不仅是积淀下来的,更是经营出来的。经营现代大学的特色文化是千秋之功业,是不朽之盛事。     

麦后玉米最适播期试验

经过连续两年的试验,找出了麦后玉米的最适播期为4月20月至5月10日,并用气候规律进行了论证。     

我国房地产价格发展趋势研究

 本文从房地产价格的相关理论出发，主要从房地产需求、房地产供给、房地产金融和房地产宏观调控等角度对影响房价的因素进行了分析，并从实证角度分析了各因素对房价的影响。本研究运用近10年房地产价格季度数据和时间序列模型对房地产价格发展趋势进行预测，最后提出房地产价格发展预警和稳定房价的建议。     

基于BP人工神经网络的磨料水射流切割深度模型

在已知的磨料水射流切割混凝土实验数据的基础上,应用BP人工神经网络理论,并且借助MATLAB神经网络工具箱,建立磨料水射流切割深度模型.模型中包括的射流参数有射流压力、靶距、磨料粒径、磨料流量、磨料喷嘴直径、磨料喷嘴长度及横移速度.通过模型预测结果与实验结果的比较,表明模型具有一定的精度.     

Managing Technology for Competitive Advantage : Editors

The early developmental antecedents of individual differences in children's social functioning with peers in third grade were examined using longitudinal data from the large‐scale National Institute of Child Health and Human Development (NICHD) study of early child care. In a sample of 1,364 children, with family and child factors controlled, the frequency of positive and negative peer interactions in childcare between 24 and 54 months and the number of hours spent in childcare peer groups of different sizes (alone, dyad, small, medium, large) predicted third graders' peer competence at three levels of analysis: individual social skills, dyadic friendships, and peer‐group acceptance. Children who had more positive experiences with peers in childcare had better social and communicative skills with peers in third grade, were more sociable and co‐operative and less aggressive, had more close friends, and were more accepted and popular. Children with more frequent negative experiences with peers in childcare were more aggressive in third grade, had lower social and communicative skills, and reported having fewer friends. When children spent more time in small‐sized peer groups in childcare (four or fewer children at 24 months of age up to seven or fewer at 54 months), they were more sociable and co‐operative in third grade, but their teachers rated them as more aggressive, suggesting that such children may be more socially outgoing and active both positively and negatively. Like those who spent more time in small peer groups, children who spent more hours in medium‐sized groups received higher ratings for peer aggression by their third‐grade teachers. Children who spent more time with one other child in childcare or in small peer groups had fewer classroom friends in third grade as reported by the teacher but not according to maternal report or self‐report. There were no significant associations between the amount of time children spent in large childcare‐based peer groups and third‐grade peer social competence.     

Social Competence with Peers in Third Grade: Associations with Earlier Peer Experiences in Childcare1

The early developmental antecedents of individual differences in children's social functioning with peers in third grade were examined using longitudinal data from the large‐scale National Institute of Child Health and Human Development (NICHD) study of early child care. In a sample of 1,364 children, with family and child factors controlled, the frequency of positive and negative peer interactions in childcare between 24 and 54 months and the number of hours spent in childcare peer groups of different sizes (alone, dyad, small, medium, large) predicted third graders' peer competence at three levels of analysis: individual social skills, dyadic friendships, and peer‐group acceptance. Children who had more positive experiences with peers in childcare had better social and communicative skills with peers in third grade, were more sociable and co‐operative and less aggressive, had more close friends, and were more accepted and popular. Children with more frequent negative experiences with peers in childcare were more aggressive in third grade, had lower social and communicative skills, and reported having fewer friends. When children spent more time in small‐sized peer groups in childcare (four or fewer children at 24 months of age up to seven or fewer at 54 months), they were more sociable and co‐operative in third grade, but their teachers rated them as more aggressive, suggesting that such children may be more socially outgoing and active both positively and negatively. Like those who spent more time in small peer groups, children who spent more hours in medium‐sized groups received higher ratings for peer aggression by their third‐grade teachers. Children who spent more time with one other child in childcare or in small peer groups had fewer classroom friends in third grade as reported by the teacher but not according to maternal report or self‐report. There were no significant associations between the amount of time children spent in large childcare‐based peer groups and third‐grade peer social competence.     

超声场在细胞层次上的生物学效应及其分子机制

作为一种强物理因子,超声的生物学作用一直备受关注,随着生物学的发展,人们对超声生物学现象及其机理的理解逐渐深入。重点综述了超声场在细胞层次的生物学效应,总结了不同参数的超声波在不同介质环境中对细胞的增殖的促进和抑制作用以及对细胞结构与功能的影响,并在分子层面上尝试对超声的生物学效应得机理给予解释。结合实验结果,对超声生物学效应的可能物理机制进行了初步探讨,并对该课题的研究前景进行了展望。     

论受刑人人格权利的保护

受刑人人格权的保护是受刑人权利保护的重要内容,受刑人人格权不因受刑而丧失或分离,是维护其独立人格的必备权利。但由于受刑人的人身自由受到限制,其人格权的保护也必然受到限制,受刑人人格权的保护不仅要对物质型的人格权利予以保护,还要对精神型的人格权利的予以保护。以不断改善受刑人格权利的保护状况。