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。     

Time dependent Schrödinger equation for black hole evaporation: No information loss

In 1976 S. Hawking claimed that “Because part of the information about the state of the system is lost down the hole, the final situation is represented by a density matrix rather than a pure quantum state”. ¹ This was the starting point of the popular “black hole (BH) information paradox”.     

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。     

自主机器人人工进化方法研究

在介绍人工进化研究状况的基础上 ,着重阐述了进化机器人学的关键问题 :基本概念、进化技术、进化计算和实验研究方法等 ,探索了进化机器人学未来的研究趋势及所面临的挑战 .     

Banach空间中一类强非线性发展方程的反周期解

本文讨论一类强非线性发展方程的反周期解的存在性。针对一大类既含有单调非线性算子又含有非单调非线性算子的发展方程。我们巧妙地结合单调算子理论与Leray-Schauder不动点理论，证明了其反周期解的存在性。最后，举例说明理论结果在2m阶拟线性抛物型方向的时间反周期问题中的应用。     

Field Theory Methods in Classical Dynamics

A Dirac picture perturbation theory is developed for the time evolution operator in classical dynamics in the spirit of the Schwinger–Feynman–Dyson perturbation expansion and detailed rules are derived for computations. Complexification formalisms are given for the time evolution operator suitable for phase space analyses, and then extended to a two-dimensional setting for a study of the geometrical Berry phase as an example. Finally a direct integration of Hamilton's equations is shown to lead naturally to a path integral expression, as a resolution of the identity, as applied to arbitrary functions of generalized coordinates and momenta.     

High precision topographic data on Lop Nor basin's Lake "Great Ear" ? and the timing of its becoming a dry salt lake

High precision elevation measurements using DGPS were carried out along three representative tran- sects for the "Great Ear" area, a dry salt lake within the Lop Nor basin. Results indicate that the Lop Nor basin is only 5.2 m deep and its lowest point occurs at the center of the "Great Ear". In addition, the basin is asymmetric - steeper in the southwest (0.19‰) and gentler in the northeast (0.09‰). Points along the same "Great Ear" ring were found to have an identical elevation value, but different when from different ones (lower towards the center). The spacing of the "Great Ear" rings was found to be closely related with the surface steepness. The closer the "Great Ear" rings are spaced, the steeper the ground surface, and vice versa. These findings support the argument that the "Great Ear" rings are the former shoreline trails left behind by Lop Nor water during the last few episodes of recession towards its total dry up. A comprehensive analysis of the high precision elevation data, historical accounts, aerial and satellite photographs and imagery, and official topographic maps of the study area suggests that the "Great Ear" area in the Lop Nor basin was incorrectly mapped as being covered by a great body of water on the 1963 topographic maps. A re-interpretation of the 1958 aerial photographs and newer remote sensing imagery indicated that the "Great Ear" ring structure was already in place in 1958 and it continued to appear on the subsequent remote sensing data without any major changes. It is estimated that lake water in the "Great Ear" area of the Lop Nor basin disappeared between the late 1930s and early 1940s.     

对求解非线性方程方法的探索

BaiCL在2001年提出了双曲函数法，并把解设成具体的双曲函数，即sinhw和coshw的线性组合．本文把解设成是由2个函数f(ξ)和g(ξ)组成的线性组合，它们可以有多种取法，从而使方程更直接、更有效．借助数学软件Maple，用改进后的方法和吴文俊消元法，求解Bai C L文中的一个例子，获得了包含Bai文结果在内的更为丰富、精确的行波解．     

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。