Lu-Hf同位素的MC-ICP-MS实验方法及其在华北克拉通典型火山岩研究中的应用

Over past ten years, a great development has been made in the Lu-Hf isotopic system with the advent of MC-ICP-MS. Based on a comprehensive review of available references in the related field, a novel analytical protocol of three exchange chromatographies after one mixed acid attacking geological samples was developed in this work, which not only avoids common multiple sample treatments for natural inhomegeneous samples, but also is useful for Rb-Sr, Sm-Nd and Lu-Hf isotopic system simultaneously, especially for the garnet- and apatite-bearing rocks for the Sm-Nd and Lu-Hf geochronology. An analytical procedure for the Lu and Hf concentration in geological samples determined by by ID-MC-ICP-MS was detailedly investigated. The Hf yield is > 90 % and total procedural blank is less than. 50 pg for Hf and 10 pg for Lu, respectively. The developed method was successfully applied to the determination of Lu and Hf concentrations for USGS geological materials. A one-column procedure for Hf purification in geological samples using common anion exchange chromatography and its isotopic analyses by MC-ICP-MS were also established. Multiple analyses of Standard Reference Materials demonstrate that this method was simple, time-saving, cheap and efficient, especially suitable for the Hf isotopic compositions of young samples. Finally, the measurements of Sr and Nd isotopic compositions using Neptune MC-ICP-MS were described briefly, which indicates that Neptune MC-ICP-MS can precisely measure Sr and Nd isotopic compositions as the TIMS does, even more efficient and less time-consuming than the TIMS method. The Hf isotopic characteristics of typical volcanic rocks (Cenozoic Changle-Linqu basalts, Mesozoic Fangcheng basalts, Mesozoic Jianguo basalts, Mesozoic Wulahada high-Mg andesite, Cenozoic Fanshi, Zuoquan and Xiyang-Pingding basalts of the Taihang Mountains, Paleozoic diamondiferous Menyin and Fuxian Kimblites) from the North China Craton were firstly studied in this work. Coupled with Nd isotopic compositions, it shows that the Hf isotopes could be a better tracer for mantle sources than the Nd isotopes. Individual kimberlite fields from both the Mengyin and Fuxian regions have quite uniform Hf isotopic compositions, similar to the situation for the Nd isotopes.

西藏高原护士工作倦怠特点及组织干预

Studies on job burnout have drawn more and more attentions for clinical nurses, however, investigations on specific nurse sample, those working in the Tibet Plateau, are few. In this study, we evaluated the job burnout of the nurses working in the Tibet Plateau and investigated the influence of organization intervention on the job burnout of nurses. The questionnaires applied in this study included MBI-General Survey and Distributive，Procedural and interactive Justice . The results were as follows, First, certain degree of job burnout undoubtedly exists in the nurse sample working in the Tibet Plateau, although it was not serious in general. The factors, such as age, being soldier or not , weekly working hours and the professional titles, had significant influence on the levels of job burnout in the nurse sample of this study; Secondly, emotional exhaustion was at a higher level for the nurses working in the Tibet Plateau,a high altitude area than in those working in the low altitude area, while it was easier for nurses in the low altitude area to achieve personal accomplishment; Thirdly, a correlation was observed in the organizational justice and job burnout. Organization intervention can alleviate or prevent from the feelings of job burnout by improving the organization justice; Finally, taken together, we thus suggest that prevention is the most effective measure to prevent the onset of job burnout, and an improvement in the social organization and personal skills and attitudes simultaneously are much appreciated.

公共政策制定程序对政策可接受性的影响

This research addresses the problems of public policy-making procedures. In conducting our research, we considered public policy as the allocation or reallocation of interests or resources among different members of the public. Due to limited resources, administrations should trade off all interests among different segments of society when formulating a policy. Unfortunately, in recent years there have been several mass conflicts with administration of public policy. This infers that some people’s interests were ignored or harmed by certain policies. According to the theory of procedural justice, people may accept the unexpected result if they consider the procedure is just. This research hypothesizes that there are certain problems in current policy-making procedures and that improving these procedures may make policies more acceptable. A pilot study was conducted by interviewing ten scholars from a range of disciplines. The interview record transcripts were coded by three analysts. The results indicate that: 1) Most of the scholars criticized current public policies as lacking sensitivity to public issues; 2) Most of them considered that current public policies do not resolve problems effectively; and 3) They all considered that psychology research may enhance awareness of public issues and improve the effectiveness of policy. In study 2, the procedure of public policy was tracked and compared with a social survey. The Beijing government would like to increase the taxi fare rate to cope with the rising price of petroleum. Although the majority of delegates in a hearing of witnesses supported the policy consideration, the social survey of 186 residents and 63 taxi drivers indicated that both of them oppose the consideration. The findings indicate that the hearing of witnesses was not able to delegate the opinions of the public, resulting in the policy failing to resolve the problem. Study 3 was a nonequivalent control group quasi-experiment. Visitors of two Internet Website were chosen as subjects for original photo games. For the experiment group, visitors were invited to express their desires and suggestions on the game rules for one week, and then declare rules referencing the suggestions before starting the game. Meanwhile, the control group simply declared the rules at the beginning of the game. Compared with the two games during 23 days, the experiment group submitted more photos than the control group. The results of this research imply that, the good will of policy makers is not enough to make a policy effective. Surveys on public attitudes at the beginning of the policy-making process can allow policy makers to better determine public issues, assess the tradeoff of public interests, help ensure policies are more acceptable, and help foster a harmonious society. The authors of this research suggest that psychology research should take more social level problems into account in the policy-making process.

相同知识背景下技能之间迁移机制的研究

Since the middle of 1980's, the mechanisms of transfer of training between cognitive subskills rest on the same body of declarative knowledge has been highly concerned. The dominant theory is theory of common element (Singley & Anderson, 1989) which predict that there will be little or no transfer between subskills within the same domain when knowledge is used in different ways, even though the subskills might rest on a common body of declarative knowledge. This idea is termed as "principle of use specificity of knowledge" (Anderson, 1987). Although this principle has gained some empirical evidence from different domains such as elementary geometry (Neves & Anderson, 1981) and computer programming (McKendree & Anderson, 1987), it is challenged by some research (Pennington et al., 1991; 1995) in which substantially larger amounts of transfer of training was found between substills that rest on a shared declarative knowledge but share little procedures (production rules). Pennington et al. (1995) provided evidence that this larger amounts of transfer are due to the elaboration of declarative knowledge. Our research provide a test of these two different explanation, by considering transfer between two subskills within the domain of elementary geometry and elementary algebra respectively, and the inference of learning method ("learning from examples" and "learning from declarative-text") and subject ability (high, middle, low) on the amounts of transfer. Within the domain of elementary geometry, the two subskills of generating proofs" (GP) and "explaining proofs" (EP) which are rest on the declarative knowledge of "theorems on the characters of parallelogram" share little procedures. Within the domain of elementary algebra, the two subskills of "calculation" (C) and "simplification" (S) which are rest on the declarative knowledge of "multiplication of radical" share some more procedures. The results demonstrate that: 1. Within the domain of elementary geometry, although little transfer was found between the two subskills of GP and EP within the total subjects, different results occurred when considering the factor of subject's ability. Within the high level subjects, significant positive transfer was found from EP to GP, while little transfer was found on the opposite direction (i. e. from GP to EP). Within the low level subjects, significant positive transfer was found from EP to GP, while significant negative transfer was found on the opposite direction. For the middle level subject, little transfer was found between the two subskills. 2. Within the domain of elementary algebra, significant positive transfer was found from S to C, while significant negative transfer was found on the opposite direction (i. e. from C to S), when considering the total subjects. The same pattern of transfer occurred within the middle level subjects and low level subject. Within the high level subjects, no transfer was found between the two subskills. 3. Within theses two domains, different learning methods yield little influence on transfer of training between subskills. Apparently, these results can not be attributed to either common procedures or elaboration of declarative knowledge. A kind of synthetic inspection is essential to construct a reasonable explanation of these results which should take into account the following three elements: (1) relations between the procedures of subskills; (2) elaboration of declarative knowledge; (3) elaboration of procedural knowledge. 排Excluding the factor of subject, transfer of training between subskills can be predicted and explained by analyzing the relations between the procedures of two subskills. However, when considering some certain subjects, the explanation of transfer of training between subskills must include subjects' elaboration of declarative knowledge and procedural knowledge, especially the influence of the elaboration on performing the other subskill. The fact that different learning methods yield little influence on transfer of training between subskills can be explained by the fact that these two methods did not effect the level of declarative knowledge. Protocol analysis provided evidence to support these hypothesis. From this research, we conclude that in order to expound the mechanisms of transfer of training between cognitive subskills rest on the same body of declarative knowledge, three elements must be considered synthetically which include: (1) relations between the procedures of subskills; (2) elaboration of declarative knowledge; (3) elaboration of procedural knowledge.

不同学习策略对改变学生物理要领错误的影响

In the field of misconceptions research, previous research was focused mainly on the effect of naive concepts on the learning of scientific concept. In this study, from the viewpoint of declarative and procedural knowledge, conceptual errors on Newtonian mechanics were studied comparatively between high-performance and low-performance students. Furthermore, the effects of self-explain learning strategies and reflective learning on the change of subjects' conceptual errors were explored. The result of experiments indicated: 1. There was significant difference in the number of conceptual errors of declarative and procedural knowledge between high-performance students and low-performance students. And Low-performance students made more conceptual errors of procedural knowledge than that of declarative knowledge. For high-performance students, there was no distinct difference between these two kinds of errors. 2. In the distribution of conceptual errors, most errors of declarative knowledge were mainly focused on the understanding of concepts of friction and acceleration. The errors of procedure knowledge most errors concentrated on the judgment of vector direction and the conceptual understanding. 3. Compared with high-performance students, the representation of conceptual declarative knowledge of low-performance students is less complex, more concrete and context bound. 4. The comparative analysis of problem-solving strategies showed: high-performance students preferred to apply analytic strategy, solving problems based on physical concepts and principles; low-performance students preferred to use context strategy, solving problem according to the literal meaning of problems, subjective and groundless presumption and wrong concepts and principles. 5. Self-explain strategies can help students correct their conceptual errors effectively. Reflective learning could help students to correct the concept errors in some degree, but the distinct effect was not observed.