吸收药定量加料工艺设备安全性分析

为实现高固体含量吸收药自动定量加料,以通用定量加料装置为研究对象,提出高固体含量吸收药的定量加料装置的安全性问题．通过对流量脉动动态定量关系的深入分析,根据脉动互补原理,提出了影响安全性问题的物料脉动现象的一种有效抑制方法;针对影响安全的物料打拱现象,提出了应用弹性料斗的设计思路;分析了装置在设计中应考虑的物料摩擦受力与物料摩擦感度的关系以及静电危害防范的参考标准、相应措施．     

湿物料干燥特性测试系统研究

本文研制了一种湿物料干燥特性的自动测试系统，该系统在原有化工原料实验装置基础上改进，配置电子天平，实时采样经RS232C串口输入计算机。软件包由C语言进行模块化编程，界面美观，操作方便，实现了湿物料干燥特性测试的自动化。     

实验室一种改进的蒸发浓缩装置

介绍了有机合成实验室一种改进的蒸发浓缩装置的设计、组装及应用。应用所述降膜蒸发器,含热敏性化合物和溶剂的料液自加料器连续加入,溶剂在预先设定温度的降膜蒸发器中,在真空下快速蒸发,进入冷凝管被冷凝回收,被浓缩的物料连续进入收集瓶收集,整个过程溶剂蒸发迅速,料液停留时间短;蒸发器所设定的温度可通过发生水蒸气或循环水浴来实现。该装置缩短了蒸发或浓缩等单元操作的时间,降低了热敏性化合物的分解率。     

氯气制备实验装置的改进和应用

针对教材中氯气制备实验装置存在的耗时较长、装置较复杂、存在氯气泄漏安全隐患等不足,以Y型管和注射器为主体对氯气的实验室制备和工业制备演示装置进行一体化改进。改进后的实验装置操作简单、密闭性良好,短时间内可观察到明显的颜色变化,具有一定迁移性,适用于分组实验和课堂演示。通过改进装置的教学应用,拓展了学生的创新思维,有助于学生化学核心素养的发展。     

非离子表面活性剂的合成教学实验装置的改造

在非离子表面活性剂的合成教学实验中,为了减少环氧乙烷的消耗,节约实验成本,对250 mL的高压反应釜进行了改造,筹建了一套耐高压反应物料量少的教学实验装置,并用此装置合成了十二醇聚氧乙烯醚,以验证此装置的性能。实验表明:可以通过控制油浴温度来控制反应物料的温度。当起始反应物料十二醇为8~10 g,油浴温度为120~160℃之间时,反应都能正常进行,但最合适的油浴温度为150℃。改造后的实验装置,可以大大减少环氧乙烷的消耗,降低实验成本。     

电解饱和食盐水实验的新改进

改进了中学化学教材中电解饱和食盐水的实验装置,改进后的装置简单高效、易于收集和检验气体、过程无污染,并能有效提高实验的教学效果。这一改进装置还可运用于中学教材中其他电解实验（如电解水、电解氯化铜溶液等）。     

由行星齿轮构建的微送风装置的设计

针对送风机在微送风环节存在风速不均匀、调节困难等缺点,文章设计了一种由行星齿轮构建的微送风装置,通过行星齿轮和叶片进行自转和公转实现均匀送风,由机体上的控制风口实现风量和温度的控制。该装置可有效地提高生产效率,降低企业生产成本,可广泛地用于小颗粒物料、微电子设备行业。     

甲醇装置腐蚀危害分析及对策措施

设备腐蚀是导致物料泄漏、火灾、爆炸、中毒等事故发生的最重要原因之一。甲醇装置中的物料多为易燃易爆、有毒的气体和液体,并且腐蚀现象普遍存在各设备中,提高天然气低压合成甲醇装置的生产安全性就显得尤为重要。通过对该装置的腐蚀危害进行分析,得出甲醇装置主要腐蚀形式有蒸汽转化炉的低温露点腐蚀、合成反应器的氢腐蚀、合成气热交换器的低温露点腐蚀和冲蚀、分馏塔的酸腐蚀和气蚀、水冷却器的电偶腐蚀和振动磨蚀等,并针对不同的腐蚀形式,制定出了相应的安全对策措施。     

高温固体物料计量装置的研制

通过研制高温固体物料计量装置，实现了水泥生产中高温物料的精确计量管理。同时采用的一次性实物标定和在线修改参数的新方法为现场提供了极大方便。     

电动机实验中涡流测功装置的改进

分析了涡流测功机测功装置的缺陷与不足，提出了改进措施，以及改进后装置的特点，并在实际操作中证明改进后的装置可较好地满足实验教学的需要。     

Integrative ethical education: Narvaez’s project and Xunzi’s insight

In the early 2000s, some scholars suggested integrative ethical education as an approach to reconcile the gap between cognitive-development education, based on rule ethics, and traditional character-ethics education, inspired by character ethics in Western ethical education. Darcia Narvaez also tried to establish a comprehensive and systematic model. Nonetheless, she has indicated four questions that need further research. This paper aims to respond to Narvaez’s project and its questions from the angle of Xunzi’s ritual education. It argues that Xunzi’s thought may provide some insights for Narvaez’s approach. To present this, it begins its discussion with an introduction of the main ideas of Xunzi’s thought. Later, it tries to show the insights from certain notions and elements, such as Junzi, reasoned judgment, of Xunzi’s ritual education for Narvaez’s project of integrative ethical education. Some relevant questions are also discussed.     

Two Project Methods: Preliminary observations on the similarities and differences between William Heard Kilpatrick’s project method and John Dewey’s problem-solving method

Abstract

The project method became a famous teaching method whenWilliam Heard Kilpatrick published his article ‘Project Method’ in 1918. The key idea in Kilpatrick’s project method is to try to explain how pupils learn things when they work in projects toward different common objects.The same idea of pupils learning by work or action in an environment with objects also belongs to John Dewey’s problem-solving method. Are Kilpatrick’s project method and Dewey’s problemsolving method the same thing? The aim of this article is to analyze and prove that Kilpatrick’s project method differs radically from Dewey’s problem-solving method.     

Children’s Participation in Slovene Preschools: The Teachers’ Viewpoints and Practice

This article presents part of the research performed in a project from 2008 to 2013, regarding the introduction of the Reggio Emilia approach to Slovene preschool educators. The study’s aim was to recognize the possible influence of the training—from 2009 to 2011—in this project on educators’ viewpoints and the promotion of children’s participation in practice. We believe that a potential reform of the Slovene national curriculum should establish the participation of children as one of its key principles. It seems that the two-year intensive training of educators, followed by projects in preschool practice, has been a successful step in this direction.     

Parental involvement in literacy development: using media texts

This paper reports on a small‐scale project which aimed to build upon the existing home literacy practices of a group of three‐ and four‐year‐old children living in the UK. The purpose of the project was to develop literacy materials and resources which could be borrowed from nursery and used within the home to promote children’s literacy development. Children’s informal literacy practices at home were identified using literacy diaries, which 18 families completed over a four‐week period. These documented children’s reading of both printed and televisual texts. In addition, interviews were conducted with 15 parents and carers. The paper reports on the findings from this stage of the project, which indicate that much of children’s reading was focused on popular cultural and media texts. Media boxes were developed as a literacy resource for use by parents and children in the home. The use of these media boxes by three families was documented and the initial findings, which suggest that the use of such resources draws on families’ cultural capital, discussed.     

A Case Study of Cross‐curricular Practice through Partnership

This paper is concerned with a curriculum development project, framed around the cross‐curricular themes as suggested by the NCC guidelines (1991‐a‐f). It is structured as a teacher partnership experience involving close collaboration between university tutors, student teachers and practising teachers in a local school. From the university's perspective, the curriculum development project grew out of the review and evaluation of the education courses which forms 50% of the four year BA/BSc Hons (Education) degree offered for students preparing to be secondary school teachers. From the school's perspective it offered an opportunity to develop a more formal incorporation of cross‐ curriculum themes into the subject curriculum. The paper discusses the project from three perspectives: the university tutors’, the school teachers’ and the students’, describing professional tutoring partnership in practice.     

Changing Play – writing,researching and learning in an early years arts project

ABSTRACT

‘Changing Play’ is an ongoing project initiated by education curators from the Serpentine, a prestigious London art gallery, working with the Portman children’s centre nursery. Viewed by curators as a collaboration between artist, children’s centre staff and parents, and the gallery, Changing Play combines art and action research, and expands the boundaries of the gallery. In the words of one of the education curators, ‘the project is about social change’. It is not for the gallery curators to develop proposals but to ‘co-develop work’. Ethnographic evidence employing narrative, visual arts informed analysis is being used by the gallery to report to funders, inform iterative planning and inform future directions. The paper focuses on methodological questions on ways in which ethnographers might meet artistic projects both during and after being in the ‘field’. It takes the form of a ‘loose parts’ montage which reflects the ways in which the art project was conducted.     

Fly's Eye View: Introducing Young Children to Digital Art through Virtual Reality

This paper describes ‘Fly’s Eye View', a project devised and directed by David Smith and supported by a grant from the UK Techniquest Pantechnicon Millennium Awards (intended to help bridge the gap in public perception between science and art). ‘Fly’s Eye View' was specifically aimed at young children, aged 7–11 years (Key Stage Two of the UK National Curriculum). The project used a low-level VR fly-by system to represent a garden scene as it might be experienced by a dragonfly. The analogy between the mosaic visual ‘perception’ of insects and image representation in computer systems allowed some interesting explorations into what may be involved in ‘seeing’. This analogy was used as the starting point for a series of exploratory activities using digital art work. The paper reviews the outcomes of the project and discusses their possible significance in the context of current approaches to art education and the stimulation of creative thinking in young children.     

Collaborative action research as a tool for generating formative feedback on teachers’ classroom assessment practice: the KREST project

This paper sets out to explore science teachers’ classroom assessment practices and outlines some of the tensions and synergies in changing assessment practices. It describes episodes from a collaborative action research project with science teachers designed to support the strengthening of classroom assessment practices – the King’s Researching Expertise in Science Teaching project. This paper focuses on how the collaborative action research project functioned as a tool for generating formative feedback for the teachers and how this feedback supported the teachers in making sense of and further developing their classroom assessment practices.     

从第14届莫斯科田径世锦赛看我国田径竞技实力

运用文献资料、数理统计等方法,通过统计我国运动员在14届莫斯科田径世锦赛中获得的名次和成绩,分析我国田径竞技实力整体水平有所提高;优势项目集中在男女20 km竞走、女子铅球、女子链球等;男子跳远、男子跳高、女子标枪等项目有培养成为优势项目的潜力;男子110 m栏、男子标枪、男子马拉松、女子马拉松、女子跳高、女子撑竿跳高等项目竞技水平较低,亟待提高。     

‘Tugging at our sleeves’: understanding experiences of obligation in teaching

Classrooms are complex spaces. These complexities magnify the teacher’s sense of obligation to children and the subsequent experiences of being overwhelmed, which can influence the teacher’s decision to leave the profession. Yet, we believe that a teacher’s obligation to children is inherent to morally defensible teaching. Drawn from a larger research project, we explore one teacher’s experience of obligation as a promissory relation between the teacher and the child, and consider the effect this has on the teacher’s relationships with other professionals and her disengagement from the profession. In doing so, we will illustrate the teacher’s experiences of obligation; the ways these are complicated within the matrix of relationships with professional colleagues; and the possibilities for professional disengagement to be considered an act of moral resistance.