Calculation of microscopic nuclear level densities based on covariant density functional theory

In this study,a microscopic method for calculating the nuclear level density(NLD)based on the covariant density functional theory(CDFT)is developed.The particle-hole state density is calculated by a combinatorial method using single-particle level schemes obtained from the CDFT,and the level densities are then obtained by considering collective effects such as vibration and rotation.Our results are compared with those of other NLD models,including phenomenological,microstatisti-cal and nonrelativistic Hartree–Fock–Bogoliubov combinatorial models.This comparison suggests that the general trends among these models are essentially the same,except for some deviations among the different NLD models.In addition,the NLDs obtained using the CDFT combinatorial method with normalization are compared with experimental data,including the observed cumulative number of levels at low excitation energies and the measured NLDs.The CDFT combinatorial method yields results that are in reasonable agreement with the existing experimental data.

Nonlinear change of ion-induced secondary electron emission in theκ-Al_(2)O_(3) surface charging from first-principle modelling

Secondary electron emission(SEE)induced by the positive ion is an essential physical process to influence the dynamics of gas discharge which relies on the specific surface material.Surface charging has a significant impact on the material properties,thereby affecting the SEE in the plasma-surface interactions.However,it does not attract enough attention in the previous studies.In this paper,SEE dependent on the charged surface of specific materials is described with the computational method combining a density functional theory(DFT)model from the first-principle theory and the theory of Auger neutralization.The effect ofκ-Al2O3 surface charge,as an example,on the ion-induced secondary electron emission coefficient(SEEC)is investigated by analyzing the defect energy level and band structure on the charged surface.Simulation results indicate that,with the surface charge from negative to positive,the SEEC of a part of low ionization energy ions(such as Ei=12.6 eV)increases first and then decreases,exhibiting a nonlinear changing trend.This is quite different from the monotonic decreasing tendency observed in the previous model which simplifies the electronic structure.This irregular increase of the SEEC can be attributed to the lower escaped probability of orbital energy.The results further illustrate that the excessive charge could cause the bottom of the conduction band close to the valence band,thus leading to the decrease of the orbital energy occupied by the excited electrons.The nonlinear change of SEEC demonstrates a more realistic situation of how the electronic structure of material surface influences the SEE process.This work provides an accurate method of calculating SEEC from specific materials,which is urgent in widespread physical scenarios sensitive to surface materials,such as increasingly growing practical applications concerning plasma-surface interactions.

Application of Schema Theory in Reading Teaching

Schema theory plays an important role in College English reading teaching.During the reading courses,teachers should try to activate the students' background knowledge and build up the rhetorical schema by using topic sentences and key words of a text,which can help the students get a better understanding of the text.

An investigation of the effect of L2 proficiency and topic familiarity on L2 Incidental Vocabulary Acquisition： An empirical study based on theory of interactive reading

Based on the interactive theory of reading, this study mainly explored the etlects ot topic familiarity and second language proficiency on IVA （Incidental Vocabulary Acquisition） of second language through reading. By using two different measures （translation production and selection）, this study found： （1） Vocabulary can be acquired incidentally in reading passages; （2） There are no significant interactive effects of topic familiarity and second language proficiency on vocabulary acquisition, but the two independent variables of topic familiarity and second language proficiency exerted their positively significant effect on incidental vocabulary acquisition, and （3） As for the two vocabulary measures, learners can acquire more words in translation selection than in translation production.

S.D. Krashen's Language Acquisition Theory and the Teaching of Business English Reading

This paper first illustrates S.D. Krashen's language acquisition theory, especially two of his five hypotheses as well as the guidance of these theories towards the teaching of business English reading for students majored in business English.

The Application of Relevance Theory to College English Reading Teaching

This paper expounds relevance theory and its principle. It also introduces the method to apply it to college English reading teachingto improve college students’ reading proficiency.

Comparison of Linear Level I Green-Naghdi Theory with Linear Wave Theory for Prediction of Hydroelastic Responses of VLFS

Very Large Floating Structures (VLFS) have drawn considerable attention recently due to their potential significance in the exploitation of ocean resources and in the utilization of ocean space. Efficient and accurate estimation of their hydroelastic responses to waves is very important for the design. Recently, an efficient numerical algorithm was developed by Ertekin and Kim (1999). However, in their analysis, the linear Level I Green-Naghdi (GN) theory is employed to describe fluid dynamics instead of the conventional linear wave (LW) theory of finite water depth. They claimed that this linear level I GN theory provided better predictions of the hydroelastic responses of VLFS than the linear wave theory. In this paper, a detailed derivation is given in the conventional linear wave theory framework with the same quantity as used in the linear level I GN theory framework. This allows a critical comparison between the linear wave theory and the linear level I GN theory. It is found that the linear level I GN theory can be regarded as an approximation to the linear wave theory of finite water depth. The consequences of the differences between these two theories in the predicted hydroelastic responses are studied quantitatively. And it is found that the linear level I GN theory is not superior to the linear wave theory. Finally, various factors affecting the hydroelastic response of VLFS are studied with the implemented algorithm.

Innovative Teaching Research on Literary Theory and Criticism

As a core compulsory course for English majors majoring in teacher education,Literary Theory and Criticism plays an important role in enhancing text understanding,cultivating critical thinking,and shaping correct values in the future development of students.Influenced by traditional teaching ideas,students have many difficulties when learning this course,such as insufficient theoretical understanding,inadequate ability improvement,and not enough investment in course learning.In response to the above issues,this course focuses closely on the fundamental task of“cultivating virtue and nurturing people”,relying on modern information technology and introducing research methods of digital humanities.This course uses“7C”teaching mode under the“three-level integration”,in which“teaching”and“education”are carried out synchronously,and“teacher”and“student”are developed together,in order to greatly enhance students’learning participation and course satisfaction.

Empirical Study on Customer Satisfaction Influencing Factors of Industry Application Products Based on Experiential Level Theory

The rapid development of industry application products has greatly influenced society. It has become essential for some telecommunication companies to focus on customer satisfaction with industrial products used by the government and enterprise customers. Following the review of a previous study of customer satisfaction and with the help of experiential level theory,this article attempts to establish a Satisfaction Factors Model for researching customer satisfaction with industry applications. We chose a product named "Mobile Monitor" and investigated the emotional satisfaction of 127 users and company leaders from different walks of life,and showed that 7 of the product's features affected the customers' overall emotional satisfaction. Lastly,this paper points out management implications of this application based on quantitative results. It presents a preliminary exploration program for customer satisfaction research in this specific field. The empirical research on a specific product based on experimental level theory may serve as a reference for other companies that desire to carry out similar surveys in future.

Schema Theory and the Teaching of Reading

Schema theory indicates that prior knowledge forms a schema in the mind and this will inevitably influence reading comprehen-sion.Therefore,in the teaching of reading,teachers should find ways to activate the schemata in the mind of the students.Titles,headlines and pictures in a text may serve the function.All texts are related to culture to some degree,especially in the case of texts introducing foreign cul-tures.Therefore,it is also important to integrate cultural factors in teaching,which will form new schemata in the mind of the students.Be-sides that,teaching materials should be chosen in accordance with the students'level of knowledge.New knowledge should be kept in an appropriate proportion to the old knowledge.Only in this way can the schemata stored in the mind of the students be activated easily,and new knowledge will also be acquired at the same time.

Implications of Relevance Theory to English Reading

Reading is a style of communication between reader and writer while relevance theory is a new approach to communi cation.Based on relevance theory,we can paraphrase reading as followings:reading comprehension is a process of communica tion between reader and writer;a process of making inference from the ostensive-inference communication;a process of seeking optimal relevance on the part of the reader.

The Implications of Cohesion Theory in College English Reading Teaching

The relationship of textual theory to ESL reading has for a long time been a heated research area.The various findings in this field have greatly facilitated the improvement of reading ability and the advancement of reading course.This thesis puts the use of textual device in a new light on the basic of the theory of cohesion,further at a micro level,explores the pedagogical implications for college English reading teaching.

On the Application of Relevance Theory to Reading Comprehension Test in PRETCO-A

Reading is a complex process of communication between writer and reader.Relevance theory proposes that communication is an ostensive-inferential process from the cognitive perspective.The thesis studies the English reading teaching approach for higher vocational students and applies it to the question type of reading comprehension test in PRETCO-A.It proposes three research questions in view of actual condition of teaching English reading.By the questionnaires and tests,the relevant data are collected,analyzed and discussed.Three research results are proved to be effective in reading teaching.

The Interaction Betweena Reader and a Text in Reading Process —— the Application of Schemata Theory in Reading Two Poems

Inrevealingthenatureofreadingprocess,moreattentionhasbeengiventotheroleplayedbya reader.ThispaperdiscussestheapplicationofSchematatheoryinreadinginthelightofunderstandingandappre ciationoftwopoems.Bycomparingthetwopoemsinchoiceofwordsandinarrangementofthepoems,thispaper verifiesthepracticalinfluenceofschematatheoryinreadingprocess.

Supporting Extensive Reading Through Soft Toy Theory and Story Sacks

This paper is based on the author＇s work shop which provides educators with information on how to utilize ＂Soft Toy Theory＂. The workshop is based on a set of theoretical concepts taken from： psychology, play therapy, and literacy theory which have been blended together to form a set of teaching approaches and lesson plan ideas that can be used in Literacy/English classes. The paper will also discuss the value of using ＂Story Sacks＂ to develop and raise levels of comprehension and understanding in extensive reading and reading programs. The application of ＂Soft Toy Theory＂ could also provide a positive social-psychological affect on the students. It is designed to creating bonding between teacher and student and student and student and to raise levels of self-esteem and enable the teachers to be able to access the thoughts and feelings of a child or young adu/t which can often be hard to discern from traditional direct question and answer sessions. ＂Soft Toy Theory＂ is a term that the author has adopted herself for using play, creativity, and art resources and soft toys to create dialogues in the Kindergarten and Elementary classroom： It is even possible to extend the use ＂Soft Toy Theory＂ to middle school, high school, and adult classrooms if the resources and topics and ＂tone＂ and tenor of teaching are appropriately adapted. Soft Toy Theory assumes that soft toys can include： actual soft toys, art resources, and other play resources： such as, sand, water, puppets, masks and clay. Story Sacks employ much of the theory that supports ＂soft toy usage＂ within the classroom. Story Sacks aim to provide inspiring resources whilst encouraging enjoyment and a greater comprehension of ＂real＂ books or ＂graded＂ readers. Additionally, Story Sacks can support extensive reading in the school and at home, and are a useful adjunct to Soft Toy Theory and supporting literacy activities in any classroom.

The effects of text structure, structure awareness and proficiency level on EFL learners＇ reading test performance

The present study probed into the effects of text structure, structure awareness and proficiency level on EFL learners＇ reading test performance. There are 112 college-level students participated in the experiment and their English proficiency belonged to distinct levels. The subjects＇ performance on the recall of two passages written in different types of structure was examined. Results of statistical indicate that text structure, structure awareness and proficiency level all have main effects on the subjects＇ reading performance. More specifically, two major findings emerged from the results of the investigation. One the one hand, text structures significantly affected the quantity but not the quality of the information recalled while proficiency level and structure awareness had significant impact on both the quantity and quality of information recalled. On the other hand, structure awareness was irrelevant to either text structure or proficiency level. The implications of the findings for teaching L2/FL reading were suggested.

The Viewpoint of Categorization Theory on the Nature of Reading Comprehension

This paper is intended to reveal the likelihood that conceptual categorization can be used to understand a text by reconstructing the semantic categories through which the author＇s meaning is conveyed, and proposes an alternative way to look into reading comprehension. It is proposed that categorization can be taken as an alternative approach to second/foreign language reading instruction. That is, while reading comprehension is defined in terms of the ability to recognize the inclusion and membership properties of contextually determined semantic categories in a text, the learner needs to arrange the events, actions, or concepts into a structured unit, both horizontally and vertically. Categorization theory will be introduced in relation to Rosch famous studies （1973, 1975）, examples taken from a graded reader will be illustrated as how to identify items with category structure, and finally issues that are not addressed in this paper will be discussed.

The Application of Schema Theory to English Reading Teaching in Junior High School

Reading is an effective means to cultivate junior high school students＇ comprehensive ability of using English and plays an important role in English study. Schema theory is a scientific reading theory advocated by modern teaching, and it regards the reading comprehension as a process that readers＇ knowledge and skills interact with the information in the reading material. In this paper, a questionnaire is conducted to reveal the fact that students lack schemata in reading and then a proposal that language schema, content schema, and form schema be integrated to activate students＇ existing schemata in the process of reading is put forward

The Application of the Psychological Linguistics Theory in College English Reading Teaching

The training of reading skill is the focal point of college English teaching. Psychological linguistics provides a new point of view for college English teaching. From the aspect of psychological linguistics theory this paper discusses some issues, including how to train students to complete the reading process independently, how to build the schema to achieve integrated discourse comprehension, how to choose the most appropriate reading model, in order to improve the English reading skill and provide some enlightenment for college English reading teaching.

The Application of Context Theory to English Reading Teaching in Junior Middle School

English reading is very important and difficult in exam-oriented education in junior middle schools.How to improve students’English reading ability has always been the focus of teachers’attention.Context theory can help to improve the reading teaching efficiency.This paper mainly introduces the application of context theory in English reading teaching,aims to give some suggestions for English teachers.