Analysis of College English Teaching in Application Oriented Colleges and Universities Based on the Effect Oriented Concept

In order to cultivate more and more applied talents,promote the employment rate of college students,and improve the National English level,this paper,through theoretical analysis,reading and understanding the relevant literature,combined with practical work experience,through the design of teaching objectives,improving the curriculum evaluation system,and Innovating Curriculum teaching methods,achieves the effect-based teaching purpose.

Dark Matter Creation and Anti-Gravity Acceleration of the Expanding Universe

Dark matter is identified as negative relative energy between quarks in proton and is generated in cold hydrogen gas with pressure gradient in gravitational field. Positive relative energy PRE can be generated between quarks in protons in cold hydrogen gas in outskirts of the universe. The mechanisms for such creation of dark matter and PRE are reviewed and updated in greater detail and clearer manner. The so-generated dark matter in a galaxy can account for the galaxy’s rotation curve. Star formation in this galaxy uses up the hydrogen atoms and thereby reduces its dark matter content. Dark matter created in intergalactic hydrogen gas can form filaments. In a hypothetical model of the universe, a hydrogen atom with a small amount of negative relative energy or dark matter at the outskirts of this universe can via collisions with other atoms turn into one with a small positive relative energy PRE. Once such a sign change takes place, gravitational attraction switches to anti-gravity repulsion unopposed by any pressure gradient. This leads to a “run away” hydrogen atom moving away from the mass center of the universe and provides a basic mechanism for the accelerating expansion of the universe. This theoretical expansion and the measured redshift data are both compatible with the conception of an acceleratingly expanding universe and complement each other. But they cannot verify each other directly because the present model has been constructed for purposes different from those of the measurements. But it can be shown that both approaches do support each other qualitatively under certain circumstances for small velocities. Dark matter and PRE in the present model are not foreign objects like WIMPs and dark energy-cosmological constant but can only be created in cold hydrogen gas in gravitational field. To achieve this, infrequent collisions among the hydrogen atoms must take place. Dark matter was created first and can eventually later evolve into PRE in the outskirts of the universe and in the intergalactic void. Dark matter and PRE will disappear if the hydrogen atom carrying them becomes ionized as in stars.

A Unifying Theory of Dark Energy, Dark Matter, and Baryonic Matter in the Positive-Negative Mass Universe Pair: Protogalaxy and Galaxy Evolutions

This paper modifies the Farnes’ unifying theory of dark energy and dark matter which are negative-mass, created continuously from the negative-mass universe in the positive-negative mass universe pair. The first modification explains that observed dark energy is 68.6%, greater than 50% for the symmetrical positive-negative mass universe pair. This paper starts with the proposed positive-negative-mass 11D universe pair (without kinetic energy) which is transformed into the positive-negative mass 10D universe pair and the external dual gravities as in the Randall-Sundrum model, resulting in the four equal and separate universes consisting of the positive-mass 10D universe, the positive-mass massive external gravity, the negative-mass 10D universe and the negative-mass massive external gravity. The positive-mass 10D universe is transformed into 4D universe (home universe) with kinetic energy through the inflation and the Big Bang to create positive-mass dark matter which is five times of positive-mass baryonic matter. The other three universes without kinetic energy oscillate between 10D and 10D through 4D, resulting in the hidden universes when D > 4 and dark energy when D = 4, which is created continuously to our 4D home universe with the maximum dark energy = 3/4 = 75%. In the second modification to explain dark matter in the CMB, dark matter initially is not repulsive. The condensed baryonic gas at the critical surface density induces dark matter repulsive force to transform dark matter in the region into repulsive dark matter repulsing one another. The calculated percentages of dark energy, dark matter, and baryonic matter are 68.6 (as an input from the observation), 26 and 5.2, respectively, in agreement with observed 68.6, 26.5 and 4.9, respectively, and dark energy started in 4.33 billion years ago in agreement with the observed 4.71 ± 0.98 billion years ago. In conclusion, the modified Farnes’ unifying theory reinterprets the Farnes’ equations, and is a unifying theory of dark energy, dark matter, and baryonic matter in the positive-negative mass universe pair. The unifying theory explains protogalaxy and galaxy evolutions in agreement with the observations.

Quantum Entanglement: Where Dark Energy and Negative Gravity plus Accelerated Expansion of the Universe Comes from

Dark energy is shown to be the absolute value of the negative kinetic energy of the halo-like quantum wave modeled mathematically by the empty set in a five dimensional Kaluza-Klein (K-K) spacetime. Ordinary or position energy of the particle on the other hand is the dual of dark energy and is contained in the dynamic of the quantum particle modeled by the zero set in the same five dimensional K-K spacetime. The sum of both dark energy of the wave and the ordinary energy of the particle is exactly equal to the energy given by the well known formula of Einstein E=mc2 which is set in a four dimensional spacetime. Various interpretations of the results are presented and discussed based on the three fundamental energy density equations developed. In particular where E is the energy, m is the mass and c is the speed of light, is Hardy’s quantum entanglement and gives results in complete agreement with the cosmological measurements of WMAP and Supernova. On the other hand gives an intuitive explanation of negative gravity and the observed increased rate of cosmic expansion. Adding E (ordinary) to E (dark) one finds which as we mentioned above is Einstein’s famous relativity formula. We conclude that similar to the fact that the quantum wave interpreted generally as probability wave which is devoid of ordinary energy decides upon the location of a quantum particle, it also exerts a negative gravity effect on the cosmic scale of our clopen, i.e. closed and open universe. Analysis and conclusions are framed in a reader friendly manner in Figures 1-14 with detailed commentary.

提升高校内部审计结果运用实效分析

内部审计是高校监督与管理工作的重要组成部分,在提高组织决策水平、有效防范经济风险、促进内部管理规范化、提高资金使用效益等方面发挥着重要作用。内部审计结果运用是内审工作的价值体现,其运用程度和效果对高校治理水平和治理能力产生直接的影响。结合高校审计工作实际,分析了进一步提升高校内部审计结果运用成效的意义,深入剖析了目前高校内部审计结果运用过程中存在的问题及其成因,并提出了相应的对策。

B站弹幕在大学生思政课教学中的应用研究

作为新媒体的一种形态,B站弹幕具有语言简洁明快、形式实时互动、过程满足需求等特点。B站弹幕应用于大学生思想政治理论课教学,有利于提升思想政治理论课的吸引力、参与力、感染力和建设合力,从教学目标、教学方式、教育实践和教育技术来看都具有可行性。在思想政治理论课具体实践应用中,既要用B站弹幕丰富教学资源、改善教学评价、提升教学效果,也要规避B站弹幕的消极影响,才能真正让思想政治理论课成为大学生真心喜爱、终身受益、毕生难忘的课程。

高校公共体育教育武术教学中“互联网+微课”应用的实验效果分析

本研究以高校公共体育教学武术教学中“互联网+微课”模式的应用为研究对象,对其在促进学生武术技能提升、自主体育学习能力提高和体质健康增强等方面的效果开展研究。在肯定其多项效果的同时,提出发展“互联网+微课”模式建议。

应用型本科高校教师绩效考核体系构建研究

加强师资队伍建设是高校提升教学质量的根本保证,其中,教师绩效考核体系作为师资队伍建设的核心,日益成为应用型高校高质量发展的重要板块。文章分析了我国应用型高校教师的职业特点,总结了目前应用型高校教师绩效考核中存在的考核目标不明确、考核体系不完善、缺乏反馈机制等问题。针对上述问题,提出规范评价流程、优化评价标准、建立不同类型教师的差异化考评体系等解决方案,以期为应用型本科高校建立全方位教师绩效考核体系提供有益借鉴。

泛逻辑泛运算模型之间的关系

研究泛逻辑的泛与运算模型、泛或运算模型与模糊非之间的关系。证明了零级泛与运算模型T(x,y,h)、零级泛或运算模型S(x,y,h)与强非N(x)=1-x形成De Morgan三元组,当h∈(0,0.75),零级泛或运算S(x,y,h)=(m in(xm+ym,1))1/m,N(x)=(1-xm)1/m时,T,S,N形成一个强DeMorgan三元组。进一步证明了一级泛与运算模型T(x,y,h,k)、一级泛或运算模型S(x,y,h,k)与N(x)=(1-xn)1/n满足De Morgan定律;特别当h∈(0,0.75),一级泛或运算模型S(x,y,h,k)=(m in(xnm+ynm,1))1/nm,N(x)=(1-xnm)1/nm时,T,S,N形成一个强DeMorgan三元组。

应用技术型大学高等数学有效教学模式研究

有效教学是实现应用技术型大学现代人才培育目标的重要途径。实施有效教学必须关注学生的内在需要和发展,转变学生的学习方法,以加强问题解决学习的系统性和内在逻辑性。有效教学是在"做中学,学中做"中让学生理解和掌握知识之间的内在联系,促进学生知识、技能和能力的有效迁移;是通过数学建模、数学实验深入掌握获取数学知识及应用数学知识的思维方式。

否定之否定视角中的开放大学

辩证法认为发展的实质是新事物的产生和旧事物的灭亡,辩证否定是发展的决定性环节。中国远程教育发展的历史说明,只有否定才能将各个依次更替的发展阶段联系起来,开放大学是广播电视大学自身否定的结果。开放大学要高于并强于电大,需要加强自我意识,从电大波浪式前进的印迹中领悟到否定的根本原因在于事物的内部;要加强特色课程建设,开放的课程要有社会影响力。

网络科学的理论模型及其应用课题研究的若干进展

概述了"一院两校"网络科学联合项目组在复杂网络的理论模型及相关应用课题近年来的若干研究进展。首先,基于国际上三大经典的复杂网络模型(ER随机图,小世界模型和无标度模型),结合统一混合理论框架里3个模型(和谐统一的混合择优模型、大统一混合网络模型和统一混合变速增加长模型),提出构建、描述和评论了网络科学模型金字塔;其次,把宏观网络推进到微观网络模型(量子信息网络与纳米相干网络);然后概述了规则网络的非局域连接模型及其相关的社区网络、属性连接的网络模型;含权科学家合作网络模型和提高网络同步能力的模型等。相关应用课题的进展包括:小世界和无标度拓扑下束流输运网络中束晕-混沌同步与控制、复杂混沌网络的多目标分区同步的控制及同步能力、多智能体网络系统、网络上的交通拥塞与路由问题、网络上的病毒传播问题、网络上的博弈问题,以及高科技企业网络等。这些进展反映和揭示了当前国内外网络科学同步发展的趋势和面临的挑战。

5W1H法在材料科学基础课程教学中的应用

材料科学基础课程涉及到的理论知识纷杂且概念抽象性强、难于理解,致使教学效果不理想。应用5W1H法组织教学,凝练教学内容,合理搭配教学手段,将教师的"教"与学生的"学"有机统一。特别对应用型本科高校而言,"5W1H"法有助于改善教学质量。

应用型高校提升思想政治理论课有效性的影响因素分析——以重庆邮电大学移通学院为例

应用型高校思想政治理论课是否有效在很大程度上影响着应用型人才素质目标的达成。围绕思想政治理论课的学生、教师、教材、教学方法、教学内容、考核机制等要素展开的调查结果显示,影响思想政治理论课有效性的因素是多元的,其中,以教师主体、学生主体以及教学内容方法为主。为此,应当提高教师及学生的思想认识、优化教学内容和教学方法、增加学习辅导读物、发挥制度保障作用,从而提高思想政治理论课的有效性。

理性化抑或理性压抑的历史?——重审阿多诺对韦伯音乐社会学思想的批判

韦伯将西方音乐史视为不断理性化的历史，并通过音乐视角对西方文明及其现代性转型进行诊断；阿多诺则力图揭示西方音乐理性化历程中的裂隙及其所具有的压抑功能。基于此，阿多诺对韦伯音乐社会学新康德主义立场展开批判，认定其从合理化角度对西方音乐发展历程的勾勒是“非历史”的，其音乐理想和标准是将现代才产生的标准永恒化和超验化的结果。但是，阿多诺对韦伯批判的实质，却是对整个现代性规范价值的拒绝，对作为现代性分化基础之经济原则的片面理解，也将现代审美的感性解放潜能曲解为认知功能。

应用型本科有效教学实践探索——基于东南大学成贤学院电子信息工程专业有效教学研究

从应用型本科电信专业教学现状出发,调研界定有效教学目标。从建立理论与实践、课内与课外、校内与校外融合的教学体系,安排前后续课程、单门课程与综合实训、理论与应用的教学内容,探寻先学后教、边学边做、项目主导的教学模式,构建操作与期末、单项与综合、课外与课内结合的评价方式方面探索电信专业的有效教学。

扫描电镜在应用型本科院校实验教学中的应用

扫描电镜(SEM)作为一种大型的精密仪器,在应用型本科院校的实验教学中起着重要的作用。针对扫描电镜实验教学出现的问题,本文进行了教学改革的探索,运用多媒体教学手段,引入合作式教学方法,开展以科研促教学的活动,改善考核方式。通过教学改革探索,激发了学生的求知欲,上课主动性增强,积极性提高,扫描电镜实验教学效果得到了有效地的提升。

应用型本科院校有效教学的涵义与特征研究

针对目前应用型本科院校思路不清、办法不多导致教学低效的问题,文章引入有效教学的理论和方法,从有效教学的有效果、有效率、有效益三个维度入手,揭示了应用型本科院校的有效教学在五个方面的特征,以增进教学目标对社会需求的满足度、教学体系与培养目标的契合度、教学内容与实践能力培养的关联度、教学模式与能力提高的紧密度、考核方式对知识应用能力的贡献度。

应用型本科院校毕业论文环节实施的有效性反思——以衡水学院学前教育专业为例

当前应用型本科院校学前教育专业毕业论文环节实施过程中主要存在以下问题:以教师为核心,忽视学生的主体作用;关注论文写作的成果,忽视论文撰写过程的培养;论文写作环节与课程教学相脱节等。通过充分发挥学生参与毕业论文的主体性,挖掘毕业论文训练本质、关注过程发展,将毕业论文各环节与课程教学相整合等探索毕业论文环节有效实施的对策。

关于《饲料添加剂学实验》课程教学改进措施的探讨

实验教学活动是理论教学和实践活动的重要联系过程,在对本科生的教学培养中起着重要的作用。《饲料添加剂学实验》课程是高等农业院校动物科学专业的专业基础实验课程之一,是基于《饲料添加剂学》课程之上的实验课程,具有科学性、创新性、理论性和实践性等诸多特点。本文探讨了《饲料添加剂学实验》课程在教学中所存在的问题,并提出了《饲料添加剂学实验》课程改革的相关措施。