The Effect of Self-confidence in SLA

Krashen's affective filter theory drew researchers' attention to the fresh field of internal factors of learners.But researchers seem to pay too much attention to the other factors while tending to neglect a factor that we cannot afford to play down in language learning research-self-confidence.This paper is designed to discuss the close relationship between self-confidence and some of the other important affective factors,and furthermore raise appropriate concern over self-confidence.

How to Strengthen Child Learners' Self-confidence

Self-confidence is closely related to L2 learning.In order to make their learners enjoy English learning,English teach ers need to strengthen the learners’English learning confidence.This article is to find out English teachers’role to strengthening learners’self-confidence in ELL by means of class observation.The writer concludes improving speaking ability;giving praise and offering gentle error correcting can help to strengthen the learners’confidence.

Cultivation of Cultural Subjectivity from the Perspective of Cultural Self-Confidence

Economic and cultural globalization has strong impacts on the culture of each country.How to maintain the integrity of the local culture in the course of globalization and how to develop on the basis of the inheritance and innovation are the questions worthy of being studied.This paper firstly expounds the important meaning of cultural subjectivity in the view of cultural self-confidence,then explores the roots for the loss of cultural subjectivity consciousness and finally indicates the strategies of cultivating cultural subjectivity.Cultivating cultural subjectivity is an effective way to maintain the integrity of the local culture and the cultural self-confidence.

On Cultural Self-Confidence and Communication from the Perspective of“Belt and Road”Initiative

An important part of the "Belt and Road " Initiative is to achieve people-to-people bonds. People-to-people bonds are certainly based on cultural self-confidence and cultural self-awareness. Cultural self-confidence is an important cultural strategy put forward by the party and the country in the vision of contemporary society,and an important deployment to realize the great rejuvenation of the Chinese nation. This paper first gives a brief overview of the advantages of cultural self-confidence in external communication,and then analyzes the opportunities and challenges that cultural self-confidence faces in external communication in the newera. Finally,it focuses on exploration on the external communication ways of cultural self-confidence in the "Belt and Road"Initiative. O nly based on the deep understanding of local culture can we can shape the soul of culture in the process of further opening-up and external communication to the outside world,and enhance the cultural self-aw areness of the people; build a solid foundation of culture and promote cultural exchanges with other countries.

Handling the EFL Students＇ Crisis of Self-confidence to Ask Questions

It is no wonder that inquiring is an important skill. This paper deals with a research which was intended to see if respect and encouragement could solve the problem of students＇ self-confidence to inquire in the EFL （English as a Foreign Language） classroom. The research involved a secondary group of students whose self-confidence to ask questions was considered low by the teacher and research collaborators. The data were collected through observation, questionnaire and interview. Based on a pre-observation, problem sources had been identified, i.e., the students were afraid of being thought of as ＂looking for sensation only＂, afraid that their classmates would laugh at them, worried of being judged as arrogant or pretentious, did not want to be considered stupid, and wondered if they could produce qualified questions. Teachers believed that fear of asking questions is part of the Indonesian students＇ culture. The research team agreed upon the way to handle the problem--by respect and encouragement procedure. The first session implementing the procedure was not successful enough in raising the students＇ self-confidence. Though students had already started to address some questions of this stage, their behaviors did not seem to be improved. They were still afraid, doubtful and unhappy with questioning, which were the signs of lacking of confidence. However, the next cycle was in general a success. The students＇ questions increased considerably. They looked more enthusiastic, passionate and happier in response to teachers＇ invitation to inquire, showing that their self-confidence for asking questions has developed.

Students＇ Satisfaction with Simulation Learning Environment in Relation to Self-confidence and Learning Achievement

The evolution in patient simulation as educational tool is being driven by a number of factors. Priority of patient safety, patient availability, and the ever increasing body of medical knowledge presents new challenges to curriculum planners. Student＇s satisfaction is an important element of the investigation of simulation learning environment efficacy. There are suggestions that student satisfaction may have some correlation with self-confidence and learning achievement. This is a prospective exploratory study that evaluates learners＇ satisfaction with simulation learning environment and self-conference utilized satisfaction with SSE （simulation experience scale） and pre and post simulation test for learning achievement. Participants was third-year medical students （n = 45） participating in their regular simulation-based session at Center of Excellence for Simulation Education and Innovation （CESEI）, University of British Columbia. A comparison between pre- and post-test results was conducted on the basis of t-test for related samples. Correlation was used to explore the relationships among students satisfaction with the simulation environment and students＇ self-confidence and achievement. The simulation exercise, completed by 45 students, increased correct test answers on average from 72% to 89% （P-Value 〈 0.0001 by paired t-test）. Increases in test results were between pre- and post- simulation identical multiple choice questions. The mean score for satisfaction with simulation environment items was 4.47, SD （0.45）, using a 5-point Likert scale with 5 = strongly agree, 4 = agree, 3 = neutral, 2 = disagree, and 1 = strongly disagree. The mean score for self-confidence in performing BLS, evaluating and managing acute cardiac patient was 3.83, SD （1.02）. For evaluating the relationship between students satisfaction with simulation learning environment and learning achievement, bivariate analysis revealed a significant positive relationship between satisfaction with simulation learning environment and learning achievement （Pearson r = 0.80, P-Value 〈 0.01）. The magnitude or strength of the correlation coefficient （r = 0.80） indicated satisfaction with simulation environment and learning achievement have a strong effect and positive correlation. Simulation learning environment for medical students is effective in improving students＇ overall comprehension and better learning achievements. Furthermore, students＇ basic clinical skills are improved associated with higher self-confidence.

Culture Crisis and Culture Self-confidence

The cultural crisis is an inevitable process for any nation and country in the process of modernization. But the crisis is not terrible. With the cultural conflict, it contributes to integration and regeneration. Therefore, when Western learning spread to the East, which means the tradition turns to the modernization, the Eastern learning also spreaded to the West, which means using traditional approaches to solve the problems of modernization. The key to this problem is to construct a new cultural value system that meets the needs of modernization and the future society in the clash and crisis of culture. Chinese should be more confident in meeting foreign culture nowadays. There is no need to be afraid of the mingling of gold and sand, let alone the loss of national unique quality. In an era of reconstruction of the world order, China needs a globalized cultural narrative to rebuild the position of China and Asia in the world＇s cultural history and retrieve the lost position of Chinese culture. To this end, we can learn from nutrients of history and culture, establish self-confidence.

CHINA'S SELF-CONFIDENCE AND CONSCIOUSNESS IN GLOBAL GOVERNANCE

'China should make greater contributions to mankind.'Such contributions are now to be found more and more on the level of global governance.As General Secretary Xi Jinping observed in his New Year Address of 2016,'the world is too big,and challenges are too many,to go without the voice from China being heard,without solution ideas from China being shared,without the involvement of China being needed'.

Exploration of the Cultural Connotation of “Traditional Festivals” Eco-Curriculum in Primary Schools

Chinese traditional festivals with rich historical and cultural connotations fully reflect Chinese children’s national cultural emotions and values.It is of great significance to explore the cultural connotations behind traditional festivals in primary school’s civics and political curriculum,and to cultivate primary school students’traditional cultural identity and increase their cultural self-confidence and patriotism through multi-channel and multi-form innovative educational strategies and curriculum design.

微生物培养基质量控制技术和标准

微生物培养基的酸碱度、凝胶强度和选择性等直接影响到培养基的质量,在理化试验方法中采用连接可渗透陶器型液体接头的电极和平头电极或者连接微型探头的电极可分别测定液体和固体培养基的pH值,而采用Gelometer和theLFRATextureAnalyser可测定固体培养基的凝胶强度。在微生物学方法中固体培养基采用倾注平板法、涂布法、划线法(半定量法)、改良的Miles-Misra法等测定生长情况,液体培养基采用稀释法测定生长率,用目标菌和杂菌的混合菌株评价选择性增菌培养基的选择性,利用OD值评价液体培养基生长率等。ICFMH(国际食品微生物学和卫生学委员会培养基工作组)、ISO、FDA以及我国卫生部等相继制定了培养基质量控制的标准,但目前还没有一个系统的适合我国国情的培养基质量控制国家标准,以致各相关单位采用的标准不一致,所以制定培养基质量控制国家标准非常关键。

三种桃砧木茎尖培养技术的研究

以砧选1号、东溪小仙桃、毛桃茎尖为试验材料进行组织培养,研究不同消毒处理、基本培养基、植物激素的种类和浓度对桃砧木茎尖初代、继代和生根培养的影响。结果表明:初代培养中最适宜消毒方法为75%酒精30 s和0.1%升汞(HgCl2)3 min,植株下部外植体成活率较高;MS(6-BA 0.5 mg·L-1,IBA 0.2 mg·L-1)为东溪小仙桃和砧选1号最佳初代培养基,成活率分别为73.33%和76.67%;适合毛桃和砧选1号的继代培养基为MS(6-BA 1.5 mg·L-1,IBA 0.2 mg·L-1),适合东溪小仙桃的继代培养基MS(6-BA 2.0 mg·L-1,IBA 0.5 mg·L-1);1/2MS基本培养基对嫩梢生根诱导效果最好,适宜毛桃和砧选1号的生根培养基为1/2MS(IBA 1.0 mg·L-1),适宜东溪小仙桃的为1/2MS(IBA 0.5 mg·L-1)。

面向科技融合的文化创意产业协同创新机制研究

针对文化创意产业与科技融合中存在的问题进行了研究,探索了在文化产业新内涵以及网络与信息化的信用保障体系下,对文化产业集群中的多领域、多单位主体以及人才之间建立起有效的信息互动共享与交流机制;依托西安交通大学文化创意产业研究中心的建设,力图搭建文化产业"产学研"与科技文化产业融合的合作桥梁,探求建立有效的文化创意协同创新服务机制和体系。

自然界中难分离培养微生物的分离和应用

采用在分离培养基中添加自然来源的抽提液,或加入一些特殊化合物,使其中处于Viable but non-culturable(VBNC)状态的微生物恢复其生长繁殖能力,从而得到分离。实验结果发现甜菜碱、丙酮酸钠、SOD以及过氧化氢酶可使分离到的微生物种类及菌落总数明显增加。还采用固液结合的方法来分离那些在普通平板培养基上不能形成肉眼可见菌落的那些微小菌落的微生物。采用这几种方法从4份土壤样品中共分离得到52株放线菌,103株细菌,17株真菌。对其中的放线菌和真菌进行了生物活性的测定,得到多株具有抗菌活性的微生物,经过多次复筛的平均阳性率为4．325％,略高于用常规方法分离得到的微生物。因此证明有效的分离方法将为今后微生物药物的筛选和药用微生物菌种的保藏提供更丰富的来源。

小球藻对养殖废水中N、P的去除研究

针对工厂化对虾养殖废水处理进行了初步研究,通过模拟试验进行小球藻N、P去除能力的探索。结果表明:被试藻类在水体中生长良好,小球藻能很好地去除水体的N、P,培养4 d后,水体中NH4-N的去除率达到80%以上、PO4-P的去除率达到85%以上;在适宜的温度、光照、pH值条件下,最适合小球藻生长的N/P值为8,小球藻的4 d增长量可以达到初始量的10倍。

WHO生存质量评估简表的等价性评价

目的评价WHO生存质量评估简表(WHOQOL-BREF)在13个国家的等价性。方法采用多组验证性因子分析方法,对世界卫生组织生存质量研究小组提供的13个国家的数据进行分析,评价WHOQOL-BREF不同国家的等价性。结果各个国家的各个领域的Cronbachα系数均大于0·7,分布在0·7至0·88之间。除了英国和挪威之外,其它国家的社会关系领域的Cronbachα系数均大于0·65。采用根据世界卫生组织生存质量研究小组研制量表时构建的四因子模型对数据分别进行拟合,拟合优度指数(CFI)均大于0·8,其中德国、西班牙和美国的拟合优度指数大于0·9。多组验证性因子分析发现模型拟合尚可,CFI等于0·88,各个国家的因子负荷不全相等,因子负荷的轮廓相似。结论WHOQOL-BREF在13个国家具有相同的因子结构,且有等价性。

PK15、Vero、BHK、CEF细胞增殖猪伪狂犬病病毒的比较

为了研究伪狂犬病病毒,从而预防该病的发生。[方法]对PK15、Vero、BHK、CEF 4种细胞增殖猪伪狂犬病病毒后细胞病变进行比较,并对4种细胞增殖的PRV分别进行毒价测定。[结果]4种细胞增殖PRV毒价分别为:PK15细胞107.15TCID50/ml;BHK细胞107.00TCID50/ml;Vero细胞106.96TCID50/ml;CEF细胞106.70TCID50/ml。[结论]PRV毒株在不同细胞上增殖CPE表现不同,毒价也存在差异。

不同有机酸对断奶仔猪肠道厌氧培养微生物菌群的影响

【目的】建立仔猪肠道微生物菌群调控的离体模型,并研究有机酸对断奶仔猪肠道微生物菌群的影响.【方法】每次试验选取2头40日龄杜×（长×大）仔猪,屠宰后取其空肠和回肠混合食糜,按照每管300μL分装于2 m L离心管,分别添加30 mmol·L^-1不同有机酸（甲酸、乙酸、丙酸、丁酸、乳酸、富马酸、柠檬酸、苯甲酸、苹果酸和山梨酸）,置于厌氧工作站中,厌氧培养4 h后提取食糜中基因组DNA,应用绝对定量PCR技术测定食糜中乳杆菌属Lactobacillus、双歧杆菌属Bifidobacterium、沙门菌属Salmonella和大肠埃希菌Escherichia coli的数量变化.随后进一步选择抑菌活性较强的甲酸、乙酸、丁酸、乳酸、柠檬酸研究其抑菌活性的浓度梯度效应.【结果和结论】成功建立了体外全食糜厌氧培养体系,研究结果发现,甲酸、丁酸和柠檬酸能呈剂量依赖性地抑制细菌增殖,而乙酸对总菌数量影响不大;对益生菌而言,柠檬酸能显著抑制乳杆菌属和双歧杆菌属的增殖,但低剂量的乳酸（10 mmol·L^-1）能显著促进乳杆菌属和双歧杆菌属的增殖,且低剂量的乙酸（15 mmol·L^-1）也能促进双歧杆菌属的增殖;所选择的有机酸在浓度达到10-15 mmol·L^-1时,均能有效抑制病原菌（沙门菌和大肠埃希菌）的增殖.

我国民族地区地方课程及其政策研究

地方课程是为了保障和促进课程适应不同地区的需要,由地方根据国家课程管理政策、课程计划、课程标准和当地的政治、经济、文化、民族及学生发展需要,结合本地的优势和优良传统,充分利用本地的课程资源而自主开发并由地方管理的课程。我国在少数民族语言文字教材的开发与利用方面积累了丰富的经验,在新课程改革背景下,民族地区地方课程开发的政策、目标与内容等均有着新的内涵。

不同影响因子诱导葫芦花药愈伤组织

为研究葫芦花药愈伤组织诱导的影响因素,筛选出最适宜诱导葫芦花药愈伤组织的培养条件,以3个葫芦品种为试验材料,观察不同低温预处理、热激处理以及激素和活性炭处理对花药愈伤组织诱导率及生长的影响。结果表明,不同基因型愈伤组织诱导率差异显著;最佳预处理方法是4℃低温预处理2 d,33℃高温热激暗培养1 d;MS培养基添加2,4-D和6-BA能诱导出愈伤组织,愈伤组织按外观和质地分为6种类型,随着激素浓度增加愈伤组织诱导率递增,添加1.5 mg/L 2,4-D+2.0 mg/L 6-BA和2.0 mg/L 2,4-D+2.0 mg/L 6-BA的培养基最有利于诱导愈伤组织;MS基本培养基不能诱导愈伤组织,活性炭抑制花药诱导愈伤组织。说明,在添加了适量浓度的2,4-D和6-BA的MS培养基上能成功诱导出葫芦花药愈伤组织。

提高大白菜游离小孢子胚诱导率的研究

采用游离小孢子培养方法,对提高大白菜小孢子胚诱导和形成的因素进行了研究.结果表明,24个大白菜品种(品系)在NLN-13液体培养基中有21个品种诱导出胚.各品种间小孢子胚产量差别极大,每花蕾产胚在0.1～14.66个之间.比较添加不同浓度蔗糖和激素的NLN培养基的培养效果,以NLN+13%蔗糖的效果较好.接种后,小孢子在33℃高温预处理24～48 h,产胚量较高.B5+6-BA 0.2 mg/L+3%蔗糖+1%琼脂培养基有利于小孢子胚长成植株.