论《熊出没》中的动画角色设计

动画片《熊出没》不仅获得了极高的收视率，还获得了“金猴奖”中动画系列片金奖和动画形象金奖两个重量级奖项。该动画片成功的关键在于动画角色的塑造，通过三个主要角色：聪明的熊大、好吃懒做的熊二及顶着大光头的伐木工人，角色设定相对单调，但仍然受到大众的喜爱，原因就在于“创意”独特，符合受众的感知能力，满足了受众群体的视觉需求。在形象塑造上通过故事情节现代化的演绎、夸张动作安排、独特的地方口音和流行化语言风格等富有人性化的艺术表现形式，刻画了三个角色的性格，符合读者的审美期待，实现了虚拟动画和真实受众之间的沟通。     

MOOCs时代图书馆的角色定位与服务创新

MOOCs作为一种全新理念的教育模式已引起图书馆界的广泛关注。阐述了MOOCs的定义及发展概况，分析了MOOCs对图书馆的影响，探讨了MOOCs时代图书馆的角色定位与服务创新。     

大学生羞怯与手机成瘾倾向:孤独感的中介作用

为探讨大学生羞怯与手机成瘾倾向的关系,考察孤独感在大学生羞怯与手机成瘾倾向之间的中介作用。采用羞怯量表、UCLA孤独量表得分第三版和大学生手机成瘾倾向量表对在贵州省8所高校抽取的1 147名大学生进行调查。结果显示:大学生羞怯量表得分、孤独感量表与手机成瘾倾向量表得分显著正相关(r=0.27,r=0.29,均P<0.001),羞怯量表得分和孤独感量表得分显著正相关(r=0.49,均P<0.001);羞怯和孤独感均可显著正向预测大学生手机成瘾倾向(均P<0.001),孤独感在大学生羞怯与手机成瘾倾向之间的部分中介作用成立。     

基于计算机和课堂的英语教学模式的教师角色研究

本文按照《大学英语课程教学要求》，简要分析了基于计算机和课堂的英语教学模式，提出了在这种模式下大学英语教师的角色定位，以更好的发挥学生的主体作用和教师的主导作用。     

新世纪图书馆员社会角色转换研究综述

就近几年图书馆界关于新世纪馆员意识转换及社会角色转换等方面的研究进行了综述，指出新时期的馆员要实现自我社会角色的转换，首先是要明确转换的必要性，然后采取有效的策略逐步地、系统地推进转换，才能取得较好的效果。     

语文新课程与教师角色的转换

我国新一轮基础教育改革已全面启动,2005年全国所有地区都将实施新课程。语文新课程理念的更新热切呼唤语文教师角色作出相应的转换,语文教师要在新课程环境下重塑自己。本文着重从三大方面阐述了中学语文教师要在反思传统教师角色的基础上,为适应和实施新课程而应该有的角色转换。     

Communication Roles, Perceived Effectiveness, and Satisfaction in an Environmental Management Program

Earlier research has shown a relationship between various forms of structural centrality and perceived leadership and role satisfaction in small experimental groups. The limited amount of research on this topic in naturally occurring social networks has yielded results that often conflict with one another. Different results have generally been attributed to possible differences in task environments. This paper examines the relationship between two types of structural centrality and perceived influence, role satisfaction, and perceived effectiveness in an environmental resource management program. Findings in this paper suggest that the observed differences in relationships between the network and other variables is partly a function of global network properties (e.g., marginality of subgroups) and related task environments. This revised version was published online in August 2006 with corrections to the Cover Date.     

Different catalysis role of in‐loop and out‐of‐loop waters in assisting HNS/HSN proton transfer isomerizations: Bridging vs. surrounding effect

In this work, a density function theory (DFT) study is presented for the HNS/HSN isomerization assisted by 1–4 water molecules on the singlet state potential energy surface (PES). Two modes are considered to model the catalytic effect of these water molecules: (i) water molecule(s) participate directly in forming a proton transfer loop with HNS/HSN species, and (ii) water molecules are out of loop (referred to as out‐of‐loop waters) to assist the proton transfer. In the first mode, for the monohydration mechanism, the heat of reaction is 21.55 kcal · mol^?1 at the B3LYP/6‐311++G** level. The corresponding forward/backward barrier lowerings are obtained as 24.41/24.32 kcal · mol^?1 compared with the no‐water‐assisting isomerization barrier T (65.52/43.87 kcal · mol^?1). But when adding one water molecule on the HNS, there is another special proton‐transfer isomerization pathway with a transition state 10T′ in which the water is out of the proton transfer loop. The corresponding forward/backward barriers are 65.89/65.89 kcal · mol^?1. Clearly, this process is more difficult to follow than the R–T–P process. For the two‐water‐assisting mechanism, the heat of reaction is 19.61 kcal · mol^?1, and the forward/backward barriers are 32.27/12.66 kcal · mol^?1, decreased by 33.25/31.21 kcal · mol^?1 compared with T. For trihydration and tetrahydration, the forward/backward barriers decrease as 32.00/12.60 (30T) and 37.38/17.26 (40T) kcal · mol^?1, and the heat of reaction decreases by 19.39 and 19.23 kcal · mol^?1, compared with T, respectively. But, when four water molecules are involved in the reactant loop, the corresponding energy aspects increase compared with those of the trihydration. The forward/backward barriers are increased by 5.38 and 4.66 kcal · mol^?1 than the trihydration situation. In the second mode, the outer‐sphere water effect from the other water molecules directly H‐bonded to the loop is considered. When one to three water molecules attach to the looped water in one‐water in‐loop‐assisting proton transfer isomerization, their effects on the three energies are small, and the deviations are not more than 3 kcal · mol^?1 compared with the original monohydration‐assisting case. When adding one or two water molecules on the dihydration‐assisting mechanism, and increasing one water molecule on the trihydration, the corresponding energies also are not obviously changed. The results indicate that the forward/backward barriers for the three in‐loop water‐assisting case are the lowest, and the surrounding water molecules (out‐of‐loop) yield only a small effect. © 2006 Wiley Periodicals, Inc. Int J Quantum Chem, 2006     

ADSORPTION OF 2,4-D ON MODIFIED HYPERCROSSLINKED POLYSTYRENE （NDA-99） AND XAD-4 RESIN

The adsorption behavior of pesticide 2,4-dichlorophenoxyacetic acid (2,4-D) in aqueous solution has been investigated using a hypercrosslinked polystyrene adsorbent (NDA-99) modified by dimethylamine group as well as a nonionic macroporous adsorbent (XAD-4). The Langmuir and Freundlich isotherm models were employed to fit the experimental data to describe adsorption mechanism. It shows that NDA-99 resin exhibits an adsorption affinity for 2,4-D higher than XAD-4 resin owing to its exceptional micropore structure and the amine group of the hypercrosslinked matrix.Further studies indicate that the hydrogen bonding interaction and the stronger π-π conjugation play a significant role in the course of the adsorption of 2,4-D on NDA-99 resin, which is in agreement with the IR spectroscopic results and the △E values of HOMO (the highest occupied molecular orbit) of adsorbent and LUMO (the lowest unoccupied molecular orbit) of adsorbate calculated from the MINDO/3 model.     

大学英语自主学习模式中的教师新角色研究

当前的社会发展和学校教育已对个体的自主学习提出了新的、更高的要求，但是目前大学生的自主学习能力令人担忧，其中的一个重要原因是广大教师没有调整好自己的角色，没有注重如何在教学中培养学生的自主学习能力。教师应该在教学中启发、引导和帮助学习者，促进学习者的自身发展，有教师指导的自主学习比学生完全自主的学习更有效。