Hierarchal structure of the simplified Navier-Stokes equations (SNSE) and its mechanical connotation and application

The hierarchial structure and mathematical property of the simplified Navier-Stokesequations (SNSE) are studied for viscous flow over a sphere and a jet of compressible flu-id. All kinds of the hierarchial SNSE can be divided into three types according to theirmathematical property and also into five groups according to their physical content. Amultilayers structure model for viscous shear flow with a main stream direction is pre-sented. For the example of viscous incompressible flow over a flat plate there existthree layers for both the separated flow and the attached flow; the character of thetransition from the three layers of attached flow to those of separated flow is elucidated.A concept of transition layer being situated between the viscous layer and inviscidlayer is introduced. The transition layer features the interaction between viscous flow andinviscid flow. The inner-outer-layers-matched SNSE proposed by the present author inthe past is developed into the layers matched (LsM)-SNSE.

现代雨水利用技术研究进展与研发重点

具有工程化、科技化、规模化内涵的现代雨水利用技术是现代节水农业技术的重要研究内容,已成为缓解干旱缺水,实现农业高效用水,降低常规农业用水量的有效措施。在分析现代雨水利用技术研究进展及其发展趋势基础上,指出现代雨水利用技术是传统雨水利用技术与新材料技术、现代生物技术、现代信息技术、现代灌溉工程技术等高新技术相结合的产物,具有多学科相互交叉、各单项技术相互渗透的明显特征。在此基础上,提出了近中期现代雨水利用技术研发的重点,即以重大前沿性技术研究为基础,研发与雨水利用相关的重要关键技术与产品,探索建立适宜的现代雨水高效利用技术体系。

农业经济用水量与我国农业战略节水潜力

在分析我国农业水资源利用现状基础上,从保障粮食安全和最大用水综合效益出发,提出了"农业经济用水量"的概念,分析了其内涵,提出了基于宏观水资源合理配置的"农业经济用水量"研究的理论基础及其相应技术基础,并从战略层面对我国未来可实现的农业经济用水量及其节水潜力进行了初步分析,为缓解我国农业用水与工业用水、生态用水之间的矛盾提供了有益的探索。

中国21世纪水土保持工作的思考

水土资源是人类生存的基本资源 ,是国民经济持续发展的基础。按照国家生态环境建设规划要求 ,2 1世纪水土保持工作任务繁重而艰巨。 2 1世纪水土保持的特点是内涵不断扩充 ,综合性日益突出 ,大量运用高新技术 ,产业进一步发展。建议提高水土流失治理的科技含量 ,培养和建立一支高水平、高素质的水土保持队伍 ,引进新的监测技术与管理手段 ,建立一批高水平的综合治理试验示范工程和基地

Method for calculating ecological water storage and ecological water requirement of marsh

As one of the most typical wetlands, marsh plays an important role in hydrological and economic aspects, especially in keeping biological diversity. In this study, the definition and connotation of the ecological water storage of marsh is discussed for the first time, and its distinction and relationship with ecological water requirement are also analyzed. Furthermore, the gist and method of calculating ecological water storage and ecological water requirement have been provided, and Momoge wetland has been given as an example of calculation of the two variables. Ecological water use of marsh can be ascertained according to ecological water storage and ecological water requirement. For reasonably spatial and temporal variation of water storage and rational water resources planning, the suitable quantity of water supply to marsh can be calculated according to the hydrological conditions, ecological demand and actual water resources.

制造系统的可重构性

可重构制造模式是一种指导管理和控制制造系统重构过程的制造哲理 ,它使制造系统有效地响应不断变化的环境。制造系统具有可重构能力是其生存和发展的基本手段 ,具有较高可重构性的公司在风云突变的环境中将远远超过其竞争对手。本文探讨了可重构制造模式的基本定义和内涵 ,并从组织、过程、产品、加工系统和信息平台等五个方面研究了制造系统的可重构性。

动态组织重构中的角色模型研究

通过扩充角色定义的基本内涵,提出了一种组织系统单元化和构件化的新方法,并根据组织单元协作关系的需要,建立了角色协作模型,允许用户自定义组织单元,实现组织系统的动态重构.最后,建立了基于知识网格的三维组织重构系统应用结构,以满足企业动态重构的需要.*

中学生抑郁和素质、压力、环境因素的关系及其整合模型研究

As a kind of mood, depression is one of the emotions which people experienced usually. Depressive disorder is one of the common mental diseases. There are about 100 million people in the world be disturbed by depression every year. So it is long history that depression is investigated widely in medicine, psychology, and sociology. There are many theorial problems remain to be solved. Viewed from latest vocuments, the development of depression theory is tending to become more complicated. Most of the prior depression theory focused on relation between one factor and depression. Because depressed individuls have various characteristics and factors that cause depression are different, and each factor can explain only part of depression variance, these prior depression theories are defected. As the knowledge about depression accumulated, the view that depression be caused by multifactor is clearer. There is tendency to integrate these cooperational factor into a model while developing a depression theory. In the present study, depression status of 1625 middle school students from junior 1 to senior 3 are measured using Depression Scale of Middle-school Student which is developed by ourselves. From approach of depressive mood, the present study explored depressive diathesis including attributional style, personality, coping style, and self. The relation among depressive diathesis, stress and depression is analysed. The relation between depression and school life adaptation, depression and cohesion, adaptation in family are also analysed from environmental view. At last, relation among environment, stress, depressive diathesis is examined by using covariance structure modelling. Synthesizing the results from the present study, the following conclusions were drawn: (1) There is grade-characteristics in development of depression in middle school students. Depression degree increased with grade. The main reason may be that the stress middle-school students experience increase and self-acceptance decrease with grade; (2) High depressive diathesis is different from low depressive diathesis. the features of high depressive diathesis are that attributing failure to ability or background, low capacity for status, low sociability, low independence, low self-blame, more illusion. The features of low depressive diathesis are that not attributing failure to ability or background, high capacity for status, high sociability, high independence, high self-acceptance, while facing difficulties, using problem-resolving coping strategy, less self-blame, less illusion. Individuals who have high depressive diathesis showed serious depression, and individuals who have low depressive diathesis showed light depression; (3) Depressive diathesis had accumulative effect on depression. More low depressive diathesis, more light is depression. More high depressive diathesis, more serious is depression; (4) Depressive diathesis can predict present depression and future depression. Predicting present depression is more effective than predicting future depression; (5) Individual who has different depressive diathesis experiences different level of stress. Higher the depressive diathesis individual has, higher stress he will experience. Lower the depressive diathesis individual has, lower stress will he experience; (6) There is correlation between life event pressure and depression. Life event pressure can predict a part of variance of depression. Life event pressure has accumulative effect on depression. More life event and higher life event pressure, more serious depression individual will experience; (7) There exits high correlation between depression and school life adaptation which can predict depression; (8) There is high correlative relation between depression and cohesion, adaptation in family which can predict depression; and (9) Environment have more effect on diathesis than on stress. Diathesis has more effect on depression than stress does. The past depression can predict future depression. This study had enlarged the domain of depressive diathesis such as attributional style, personality, coping style, and self, which are analysed wholly. This study had also enriched the connotation of diathesis=stress theory. Above two aspects are theoretical significance of the study. This study provide a framework of mental health educational curriculum in high school and provide the guideline for prevention and cure of depression. It is the practical significance of this study.

中小学生欺负行为及其主要影响因素研究

The present paper studied the school bullying and the primary impact factors, for understanding the nature of bullying, and providing measures and references to the elimination and controlling of school bullying. Primarily with methods of questionnaires and psychometrics, combined with case study and interviews, the following findings were found: in Chinese culture, bullying is a behavior intentionally causing harm to the weaker or weakers. There were 5 types of bullying-physical, social exclusion, threat, breakage and verbal. In Chinese schools the occurrence of bullying had regular patterns. The factor that impact children's bullying behavior was personality traits, interpersonal techniques, family atmosphere, education and upbringing styles. In personality traits, bullies tended to be more extroversive, impulsive, obstinate, obdurate and lack of sympathy. Victims tended to be more introversive, self-restrained, lack of confidence, lonely, anxious and depressive. Both of them expressed more mental problem tendencies than normal children did. When confronted with interpersonal conflicts, they used little problem solving strategies. Bullies had more extroverted emotional responses, and victims had more social support strategies. In the light of family influence, bullies were relatively superior in family's social economic conditions. But their parents had little time and energy spent on them. They tended to be punitive, and had indulgent, reject or despotic upbringing styles. The role of victim might be related to the disadvantage of family's social economic status. Their parents had the tendency of spoiling and overindulgence. The research concluded that in different cultures the connotation of bullying was not homogenous. The occurrence of school bullying had regular patterns. Bullying behavior was primarily influenced by the personality traits of both bullies and victims, the coping strategies of interpersonal conflicts, family's social economic status, parents' basic emotional attitudes, ways of educating, punitive tendencies and school atmosphere. The occurrence of bullying behavior was the result of the combined process of past experience, behavior habits, personality traits, cognitive evaluation, certain evocative clues and the environment conditions. It reminded that quality education and mental health education in schools was essential. Strengthening basic social skill training in school, creating positive family atmosphere, having more communications between schools and families and implementing strict regulations against bullying was essential to interfere and eliminate the school bullying.