多面体的侧面积和体积易错点浅析

解决立体几何问题,要能抓住问题的突破点,善于转化,将复杂的问题转化为简单问题,将陌生的问题转化为熟悉的问题,将空间问题转化为平面问题,结合平面几何知识解决相关问题,并能灵活应用相关的常见结论.思路要开阔.方法要多变,使解决问题的策略更趋于合理,从而让立体几何的解题轻松自如.     

浅谈留学生心理健康问题及对策

大学生心理健康一直是社会普遍关注的问题,而留学生心理健康更是一个值得研究探讨的问题.作者结合承德医学院留学生的心理健康的现状与存在问题,分析出现问题的原因,并提出解决留学生心理健康问题的对策.     

住宅施工过程中应规避的若干问题

在住宅施工中面临许多问题,如施工生产过程中的现场安全管理问题;施工方与业主以及监理部门的关系问题;施工过程中的环境公害问题等,这些问题不能不引起我们建筑施工单位的思考.本文结合工作实际,论述住宅施工过程中存在的问题,以及如何规避的这些问题.     

水文地质问题对矿山工程地质勘查的影响研究

矿山工程地质勘查问题中对水文地质问题的研究是非常重要的,因此提出水文地质问题对矿山工程地质勘查的影响研究,首先对水文问题的概念进行阐述,阐明矿山工程地质勘查的主要内容,分析水文地质问题研究的重要性,并探究矿山工程水文地质勘查的问题.基于水文问题对矿山工程地质勘查的影响的概念分析,提出地质勘查中水文地质问题的解决措施.在...     

问题情境教学法在课堂中的运用

问题情境教学法又称问题教学法,是指教师根据教学需要,从教材入手提出一定的问题,激发学生的求知欲,引导学生深入思考.通过问题解决以达到理解和掌握知识的一种教学方法体系.它以问题导入新课,又以问题作为主线展开教学,并通过解决问题来串联知识技能和方法,因而创设问题情境是实施问题教学法的关键.     

职业教育集团发展中应注意的问题

本文阐述了职业教育集团的成员选择问题、内部各成员单位的协作问题、目标管理问题、矗牌建设问题和成员学校特色建设问题等,以促进职业教育集团的健康发展。     

浅析企业安全生产

本文分析了企业安全生产问题 ,并探讨了解决安全生产问题的途径 ,认为企业安全生产问题是公众意识上的问题 ,是与人有关的问题 ,因此 ,要从根本上解决企业安全生产问题 ,最基本的途径就是要做好人的工作。     

质量安全环保——制约南通地区钢丝绳行业发展的三大瓶颈

南通地区钢丝绳行业近几年来有了长足的发展,但南通地区钢丝绳行业存在三大问题：质量问题、安全问题和环境问题,这三大问题已成为制约南通地区钢丝绳行业发展的三大瓶颈,打破这三大瓶颈走可持续发展道路是南通钢丝绳企业的必然之路。     

浅析双重国籍在中国引发的问题及解决途径

近些年,双重国籍的问题越来越突出,其原因在于在全球化趋势影响下的移民问题,移民人数不断上升.双重国籍的法律问题产生具有其历史渊源,此问题的解决也是世界各国极为重视的法律实践问题.     

中国农村环境问题的道德伦理追析

生态环境问题不仅是一个技术、经济或政治问题,更是一个道德伦理问题,道德伦理从更深的层次上制约着人们的行为与制度的安排。从道德伦理视角分析中国农村环境问题背后的道德伦理根由,揭示传统道德伦理观在农村环境问题上的负值效应,并提出解决农村生态环境问题的相应路径。     

Evaluations and expectancies of alcohol and marijuana problems among college students.

Two studies examined the associations between evaluations (good-bad) and expected likelihood (likely-unlikely) of alcohol- and marijuana-related problems and hazardous consumption and problems among college students. Participants provided data on alcohol use, alcohol-related problems, and expectancies and evaluations of alcohol problems; marijuana use indices, marijuana-related problems, marijuana effect expectancies, and likelihood and evaluations of marijuana problems. Evaluations of alcohol problems were positively related to the number of binge drinking occasions and alcohol-related problems. The interaction between evaluations and expectancies was significant in predicting the number of binge drinking occasions. Expectancies demonstrated a curvilinear relationship with binge drinking and alcohol-related problems. Marijuana users evaluated marijuana-related problems as less negative and less likely to occur than did nonusers. Expectancies, but not evaluations, of negative consequences were significantly associated with marijuana use intensity. Expectancies of problems demonstrated a curvilinear relationship with marijuana-use intensity and marijuana problems. Men evaluated alcohol and marijuana problems less negatively than did women. In summary, the expected likelihood of alcohol-marijuana problems and the evaluation of such problems represent a vulnerability factor associated with increased liability for hazardous alcohol and marijuana use. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Male and female estimates of personal problems of men and women.

100 male and 100 female undergraduates estimated the types of problems males and females would present at a counseling center. Of 75 problems on a problem checklist, 35 problems were seen as being more typically female whereas only 16 were seen as being more typically male. Sex differences in estimates were found for 13 problems; however, these differences did not affect whether the problems were seen as male or female. Of the 16 male problems, 8 were vocational-educational problems, while none of the female problems was vocational-educational. A 2nd purpose of the study was to look at sex differences in problems presented by actual clients at a university counseling center. Of the 75 problems on the checklist, sex differences were found for only 3 problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adults' representations of division facts: A consequence of learning history?

In this study, division was exclusively examined to determine the strategies that are used to solve simple division problems and to identify factors relating to particular strategy use. Thirty-two participants (aged 18-43 yrs) were asked to solve two sets of 64 simple division problems (from 4÷2 to 81÷9) and error, latency, and strategy report data were collected. Fewer errors were made on easy problems, which were also solved more quickly than difficult problems. Participants used retrieval, multiplication, and other strategies to solve the problems and tended to use retrieval more on easy than difficult problems and used multiplication more on difficult problems than easy problems. Unexpected age differences in strategy use were also found. Older participants tended to rely more heavily on retrieval than younger participants. These results suggest that older participants may have stronger representations for simple division problems than younger participants. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Compound Problem Solving: Insights from the Workplace for Engineering Education

For engineering educators who incorporate real-world problems into their teaching, it is essential to understand real-world problem solving and the nature of problems for better design of the instruction. Prior research provided evidence that real-world problems involve many stakeholders, are complex, and have multiple solutions and solution paths. The purpose of this paper is to provide additional insights particularly into the structure/class of workplace problems and associated models of expertise. This paper describes the findings of a study that employed a two-step process: (1)?a single-case study of a steel engineer generating a model of compound problem solving and (2)?a multi-case comparison of 90 problem-solving narratives of other engineers to the single case. The study is located in a U.S. context. Results indicate that real-world problems are intertwined problems (compound problems) and that transitions from one problem type to another within a compound problem are a unique class of problems themselves. These transition problems have properties that are not represented in other problem types and provide insights into expertise and expertise development in problem solving.     

Parent psychopathology, parenting, and child internalizing problems in substance-abusing families.

A structural model accounting for child internalizing problems in substance-abusing families was tested. Parents receiving substance abuse treatment (N = 242) completed forms about children between the ages of 6 and 18 who resided in their home. The effects of parent gender, child gender, and child age were controlled. Negative parenting was examined as a mediator between parent internalizing and externalizing problems and child anxiety and affective problems using path analysis. Negative parenting mediated relations only between parent internalizing problems and child affective problems. High-positive involvement moderated relations between parent externalizing problems and child internalizing problems. Relations between parent externalizing problems and child anxiety and affective problems were significant only among families in which high-positive involvement was present. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Can memory requirements account for species' differences in invisible displacement tasks?

We tested the hypothesis that poor performance on the Piagetian invisible displacement task is related to increased memory requirements. Rhesus monkeys and orangutans received 3 types of problems (invisible, visible, and no transfer problems) each containing a number of steps equivalent to that of standard invisible displacements. If failure to solve invisible displacements was due to increased memory requirements, then the primates should perform at chance level on all 3 problems. However, rhesus monkeys solved visible and no transfer problems, but not invisible transfer problems. Half of the orangutans solved all 3 transfer problems, although their performance on invisible transfer problems was lower than that on the other problems. A subsequent cuing phase led to improved performance, and a few monkeys solved invisible transfer problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A new time-kill method of assessing the relative efficacy of antimicrobial agents alone and in combination developed using a representative beta-lactam, aminoglycoside and fluoroquinolone

OBJECTIVE: Previous research has demonstrated the central role of early childhood concentration problems in the development of aggression and other maladaptive behaviors. The present study investigated the moderating effect of concentration problems on the impact of a classroom-based preventive intervention directed at aggressive and shy behaviors in an epidemiologically defined sample of 1,084 urban first-grade children. METHOD: Concentration problems, aggressive behavior, and shy behavior were assessed by a structured teacher interview (the Teacher Observation of Classroom Adaptation-Revised) in the fall and spring of first grade. RESULTS: Children with high ratings on concentration problems in the fall had higher levels of teacher-rated aggressive and shy behavior in the spring than did children without such problems. The intervention reduced aggressive and shy behavior in children regardless of fall concentration level. Boys, but not girls, in the intervention condition with high concentration problems had higher levels of spring aggression than those without such problems, but they also showed the greatest reductions in aggressive behavior from fall to spring. CONCLUSIONS: These results suggest that aggressive behavior is malleable in children with concentration problems, provide further evidence on the etiological significance of concentration problems for the development of maladaptive behavior, and highlight the importance of directly targeting concentration problems to maximize preventive intervention impact.     

Equivalence in symbolic and nonsymbolic contexts: Benefits of solving problems with manipulatives.

Children's failure on equivalence problems (e.g., 5 + 4 = 7 + __) is believed to be the result of misunderstanding the equal sign and has been tested using symbolic problems (including "="). For Study 1 (N = 48), we designed a nonsymbolic method for presenting equivalence problems to determine whether Grade 2 children's difficulty is due to the presence of symbols or to a more fundamental misunderstanding of equivalence. Children's superior performance on nonsymbolic versus symbolic problems suggests that children fail to map their understanding of equivalence onto problems presented with the symbols of arithmetic. For Study 2 (N = 32), we implemented a within-subject design to assess whether experience with nonsymbolic problems would facilitate performance on symbolic problems. This hypothesis was confirmed. Exposure to nonsymbolic problems may have enabled children to map their successful concepts and strategies to symbolic equivalence problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Common Interface Problems among Various Construction Parties

The objectives of this paper are to identify and assess the interface problems among the various construction parties. The methodology used in this research consists of two phases. In the first phase, a literature review and interviews with various construction professionals were conducted in order to identify the interface problems among them. This resulted in the identification of 19 common interface problems, which were classified into four categories: financial problems, inadequate contract and specification, environmental problems, and other common problems. In the second phase, a questionnaire was developed that included the identified interface problems obtained from the first phase. This survey was then randomly distributed to selected samples of 102 various construction professions consisting of owners, designers, general contractors, subcontractors, and maintenance contractors from Saudi Arabia to evaluate the severity of the 19 identified interface problems. The relative severity of the categories and their related problems were determined and then ranked according to a severity index. Three categories were found to have a “severe” effect, while the remaining category was rated “moderately severe.” Fourteen of the detailed common problems were evaluated as “severe,” while the remaining five were evaluated as “moderately severe.” Furthermore, this study presents additional common problems obtained from the survey.     

Perceived self-efficacy and everyday problem solving among young and older adults.

This research tested the hypothesis that age differences in both self-efficacy perceptions and problem-solving performance would vary as a function of the ecological relevance of problems to young and older adults. The authors developed novel everyday problem-solving stimuli that were ecologically representative of problems commonly confronted by young adults (young-adult problems), older adults (older adult problems), or both (common problems). Performance on an abstract problem solving task lacking in ecological representativeness (the Tower of Hanoi problem) also was examined. Although young persons had higher self-efficacy beliefs and performance levels on the Tower of Hanoi task problem and the young-adult problems, this pattern reversed in the domain of older adult problems, where the self-efficacy beliefs and performance of older persons exceeded those of the young. (PsycINFO Database Record (c) 2010 APA, all rights reserved)