岩石物理性质研究技术

主要介绍了2003年EAGE岩石物性测试分析技术取得的新进展。从本届年会看，岩石物理内容主要涉及岩石物理模型建立、时延地震岩石物理与岩石各向异性分析、喷射频率和流体饱和度及其分布预测、岩石物理模拟等新方法、新技术、新成果。在充分考虑岩石物理受当地地质因素影响后，提出岩石物理模版概念，目的是为地质专家方便对岩性和流体的解释提供一种工具。     

水锤涌浪联合试验的变态模型相似律

该文详细推导了在同一个物理模型中同时模拟调压室涌浪和压力钢管中的水锤时应满足的变态模型相似律，结果应用于电站模型试验中。     

非稳定井流模型的半解析解

为了提高非稳定渗流计算的计算精度 ,通过数学分析得到了水位传导系数随时间变化时 ,一类非稳定渗流井流模型的半解析解 ,并进行了计算比较     

Sheldon Cohen: Award for Distinguished Scientific Contributions.

Provides the biography of Sheldon Cohen and announces that he has received the APA Award for Distinguished Scientific Contributions (2004) for his elegant research in psychoneuroimmunology. The award citation and a selected bibliography are also provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading Motivation: Multidimensional and Indeterminate.

The Motivations for Reading Questionnaire (MRQ) contains 54 items that are posited to tap 11 dimensions of reading motivation. The structural validity of the MRQ was investigated with 2 samples: (a) 328 students in Grades 3-5 from 2 suburban mid-Atlantic elementary schools and (b) 735 students in Grades 3-5 in 2 suburban southwestern elementary schools. With confirmatory factor analyses (CFAs), the theoretical 11-factor structure did not adequately fit the data in either sample. Subsequently, exploratory factor analyses found 8 factors for each sample with 6 factors defined by only 3 or 4 common items. However, a double CFA cross-validation found an inadequate fit for both samples. Given these results, the authors suggest that the MRQ be revised. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

川西新场气田JS_2~1气藏测井多参数评价方法

针对川西新场气田JS12气藏开展了多参数的综合评价研究,多参数包括储层参数、裂缝参数、储层分类厚度参数。首先,开展了储层参数及裂缝参数的计算,以岩心分析结果为依据,建立了孔隙度、渗透率、含水饱和度计算模型。利用铸体薄片进行了微裂缝识别,对样品的裂缝参数和测井曲线进行相关分析,建立了测井计算裂缝参数的数学模型;其次,对储层进行聚类分析,通过聚类将储层分为三类;最后,将计算的裂缝参数、储层分类中的Ⅰ类储层厚度、孔渗饱等参数进行正态化处理,拟和测试的无阻流量与这些参数建立多元回归计算模型,即综合含气指标的数学计算模型。以综合含气指标为主要依据,进行储层综合分类和评价,指出了有利的含气区域和可供挖潜井的建议。该方法在指导气藏开发中获得了良好效果。     

300 m级高拱坝设计与施工三维可视化仿真研究

双曲拱坝的C2连续曲面的三维模型表达困难,以双曲拱坝函数方程为基础引入CATIA三维软件,实现交互式设计和分析。同时,完成双曲拱坝细部模型的基于规则的智能化设计。基于大坝详细设计的三维成果,利用组件技术对模型数据进行提取和利用,制定施工方案并进行施工方案的动态可视化仿真。     

An Analysis of Citation Counts of ETRI‐Invented US Patents

From its foundation until 2004, ETRI has registered over 1,000 US patents. This letter analyzes the characteristics of these patents and addresses the explanatory factors affecting their citation counts. For explanatory variables, research team related variables, invention specific variables, and geographical domain related variables are suggested. Zero‐altered count data models are used to test the impact of independent variables. A key finding is that technological cumulativeness, the scale of invention, outputs in the electronic field, and the degree of dependence on the US technology domain positively affect the citation counts of ETRI‐invented US patents. The magnitude of international presence appears to negatively affect the citation counts of ETRI‐invented US patents.     

电子产品研制阶段可靠性增长试验研究

结合工程实际经验,深入讨论了可靠性增长过程及实现途径,在保持试验条件和改进过程不变的条件下,实施了对具体型号电子产品的可靠性增长试验,达到了预期的可靠性增长目标,并且利用可靠性增长试验的数学模型(AMSAA模型)来评估产品的可靠性增长,对开展可靠性增长与可靠性增长试验工作具有重要的实际意义.     

The Intellectual Development of Science and Engineering Students. Part 2: Teaching to Promote Growth

As college students experience the challenges of their classes and extracurricular activities, they undergo a developmental progression in which they gradually relinquish their belief in the certainty of knowledge and the omniscience of authorities and take increasing responsibility for their own learning. At the highest developmental level normally seen in college students (which few attain before graduation), they display attitudes and thinking patterns resembling those of expert scientists and engineers, including habitually and skillfully gathering and analyzing evidence to support their judgments. This paper proposes an instructional model designed to provide a suitable balance of challenge and support to advance students to that level. The model components are (1) variety and choice of learning tasks; (2) explicit communication and explanation of expectations; (3) modeling, practice, and constructive feedback on high‐level tasks; (4) a student‐centered instructional environment; and (5) respect for students at all levels of development.