论电厂电气监控系统的若干问题

本文从电厂电气监控系统的功能及特点出发,论述了电厂电气监控系统实现的主要措施,并详细的分析了系统调试与管理运行中所遇到的若干问题.     

电厂电气自动化安全管理工作探析

在现代电厂电气自动化技术应用中,电气自动化安全管理工作的有效开展关系到电气自动化系统的使用安全、关系到电厂机组的运行安全.在现代电厂技术管理与安全管理工作中,电气自动化安全管理工作的开展对电厂经济效益、生产安全管理以及综合技术控制等都有着重要的意义.本文从电气自动化安全管理工作重要性分析入手,对电厂电气自动化安全管理工作的重点与开展方式进行了简要论述.     

电气火灾监控探测器集中监控系统设计

介绍了一种基于Modbus RTU通信协议的电气火灾监控探测器集中监控系统设计方案.系统利用Modbus RTU通信协议实现电气火灾监控探测器与组态王的串口通信,可对多个节点的电气火灾监控探测器工作状态进行远程集中监控.阐述了电气火灾监控探测器集中监控系统具体功能的设计与实现.实际运行与使用表明:该系统运行良好,数据传输的可靠性、实时性强,具有一定应用价值.     

简论发电厂电气综合自动化系统的构建与应用

电气综合自动化系统包含很多子系统、涉及很多较为专业的知识,其在电厂中的应用,极大的提高了电厂运营效率及服务质量,可以为发电厂的长远发展奠定良好基础.因此,有关电气综合自动化系统的研究受到越来越多业内人士的关注.本文对电厂电气自动化系统的组态模式及构建进行分析,从硬件及软件两个方面入手对测控单元设计进行探讨,以供参考.     

探析在电气自动化系统中智能配电装置的应用

电气自动化系统（ECS）采用高可靠性和开放性的大型实时监控软件平台,利用通信网络,实现基于新一代数字式保护测控装置的分层分布式综合自动化系统功能。本文拟从智能配电装置在电气自动化系统中的应用出发,简要分析智能配电装置的特点和优势,重点探讨智能配电装置在电气自动化系统中的应用效果,以更好地推动智能配电装置的广泛应用和电气自动化系统的不断发展。     

电气综合自动化数字智能监控系统在大唐云冈电厂的应用

越来越多的智能设备应用于电厂电气系统,各种设备间的互联、互操作性问题日益突出。以大唐云冈电厂综合自动化数字智能监控系统的应用为例,指出了现有自动化系统存在的问题,给出了自动化系统的升级改造方案。     

计算机网络监控系统的应用与故障处理

介绍了计算机网络监控系统在我厂实际运行的情况,总结了计算机网络监控系统的特点,并对电厂网络监控系统的发展做了展望.     

分析监控图像受干扰的产生原因及解决方法

监控系统在炼钢厂的生产及安防保卫系统中应用越来越多,但由于线路、电气环境的不同,或是在施工中疏忽,容易引发各种不同的干扰.根据不同的情况采取相应的措施,对提高监控系统图像质量,辅助调度指挥及安防保卫非常重要.     

关于电厂开关量仪表选用的具体分析

开关量仪表是现代电厂压力、温度与流量监控应用的技术.这一技术的应用改变了传统接点方式存在的不足,对提高电厂压力、温度与流量监控的准确性奠定了基础.本文就电厂开关量仪表选用进行了简要论述.     

输电线路杆塔视频监控应用实践

随着高压输电线路的不断延伸,外力破坏事故、线路覆冰等事故不断发生,线路巡视维护工作量越来越大,急需新技术的支持,而视频监控技术的进步,电厂、变电所的成功应用,为线路视频的应用成为可能;分析了输电线路视频监控的需要,及线路视频监控的特殊性,并提出了输电线路视频监控系统的实施方案,及应用前景。     

欧洲学分体系中ECTS和ECVET的分析与启示

欧洲学分体系是世界范围内发展最早、试验较为成功的学分互认体系,对其进行深入分析与总结,可为我国远程教育领域学分互认体系建设的研究与实践提供有益参考。欧洲学分体系根据其应用范围,分为ECTS和ECVET两个系统。对两个系统深入分析和对比发现,两者虽然在定位、内容等方面存在差异,但其共同点在于都是欧洲学分体系的核心经验与成果,主要体现在:以学习者为中心,重视学习结果;围绕学习者终身学习需要,建立终身学习资格框架;重视质量保证,致力于提高机构之间质量的透明度和认可度。欧洲学分体系的经验成果对于我国学分互认体系建设的目的与内容、核心与难点、实施要点与保障措施等方面都有重要启示。     

Conditions that potentiate the effects of electroconvulsive shock administered 24 hours after avoidance training

Three experiments assessed the conditions that potentiate effects of an electroconvulsive shock (ECS) administered 24 h after avoidance training. Stimuli present immediately prior to the ECS were systematically varied. In Experiment 1, which employed a passive avoidance task, the primary determinant of whether the ECS disrupted retention was whether the situational cues present at the time of ECS delivery were those associated with the initial training experience: ECS disrupted performance only when it was administered in the original training apparatus, regardless of whether or not a footshock was presented immediately prior to ECS. In Experiment 2, which employed an active, shuttlebox avoidance task, both the situational cues from the training apparatus and a footshock were necessary to potentiate the disruptive effects of the ECS. Experiment 3 revealed that ECS effects on performance of the active avoidance task can also be potentiated by a combination of apparatus cues and the warning signal used in initial training. These results are interpreted as indicating that informational functions of stimuli present when an ECS is administered are important determinants of the effects of the ECS.     

Electroconvulsive shock and learned helplessness in rats

Three experiments evaluated the effects of a single electroconvulsive shock in alleviating the learned helplessness effect in rats. The experiments differed primarily in terms of the location of the ECS treatment in the experimental sequence of events. In Experiment 1, ECS was given following helplessness training and testing and was evaluated during a retesting phase; in Experiment 2, ECS was given either immediately after helplessness training or immediately before helplessness testing; and, in Experiment 3, ECS was given prior to helplessness training. In all three experiments, significant helplessness effects occurred for subjects not receiving ECS but were absent in subjects receiving ECS. The data were compared with expectations arising from both amnesia-inducing and biochemical-change interpretations of the effects of ECS.     

Biphasicity of the time-response curve and amnesic effect of electroconvulsive shock in passive avoidance conditioning

Mice were trained in a one-trial passive avoidance task and retested 2 min, 5 min, 10 min, 30 min, or 24 h later. A biphasic time-response curve was obtained with art initial increase to 5 min, a subsequent decrease, and another increase to 24 h. Other groups of Ss were administered electroconvulsive shock (ECS) 2, 5, 10, or 30 min after training and retested 24 h later. The response curve shape of the ECS-treated groups was found to correspond to that concerning the different retest times, suggesting a negative correlation between ECS amnesic effect and the strength of the conditioned response at the time of ECS administration. The inadequacy of the hypotheses, according to which ECS interferes with a gradual monotonic process, to explain ECS amnesic effect is discussed.     

情绪与社会能力测评与培养的重要意义

情绪智力理论的问题是将情感性的非认知能力称为智力,而这些能力实际是情感适应机能或自我调节机能,应正确定义为情绪能力.本研究建构了情绪能力的九因子模型.测量结果证实了这一模型的有效性,所编制的情绪能力量表有较好的信度和效度.同时发现情绪能力是学业成绩的一个重要影响因素.研究结果肯定的情绪能力的科学地位,而且对目前存在的偏重认知能力轻视情绪与社会能力的错误认识提供了很好的反驳证据.情绪与社会能力不仅影响学习成绩,而且是适应社会和事业成功的重要条件.     

An extinction trial as a reminder treatment following electroconvulsive shock

Animals given electroconvulsive shock (ECS) following active avoidance training were found to exhibit poor retention of the active avoidance response. However, this deficit was alleviated if the animals received an extinction trial for active avoidance prior to retention testing. That the trial was an extinction trial was demonstrated by the fact that exposure to the trial decremented the performance of animals not given ECS after learning. The implications of these findings for explanations of retrograde amnesia are discussed.     

Democratizing computer science knowledge: transforming the face of computer science through public high school education

Despite the fact that computer science (CS) is the driver of technological innovations across all disciplines and aspects of our lives, including participatory media, high school CS too commonly fails to incorporate the perspectives and concerns of low-income students of color. This article describes a partnership program – Exploring Computer Science (ECS) – that directly counters this problem in our nation's second largest school district. With a mission of democratizing CS learning, we argue that despite the constraints of working within public schools, it is imperative to do so. We discuss the ECS program based on inquiry, culturally relevant curriculum, and equity-oriented pedagogy. We describe two ECS-affiliated projects that highlight the importance of authorship, purpose, and agency for student learning and engagement: DietSens using mobile technology to study community health, and a project in which students create video games about social issues. Our work offers a counter-narrative to those who have written off the possibilities of working within public schools and a debunking of the too widespread myth within our educational system that females and students of color are inherently uninterested in rigorous CS learning.     

The high school science library for 1933–34

The No Child Left Behind Act (NCLB) is, quite possibly, the most comprehensive and systemic education reform act passed by Congress in the last 40 years. Given only 17 states ever fully complied with NCLB's predecessor, the 1994 Elementary and Secondary Education Act, it is only proper that legislators, policymakers, and researchers are now asking how we, as a nation, are doing implementing the law this time around? The Education Commission of the States (ECS) attempts, in the following article, to answer the question. The article covers information ECS has harvested and some of the insights ECS has gained since first examining state policy enactments related to NCLB. It provides information on the structure of the database, the methodology used to gather and verify the information, major findings of the tracking and reporting activity, specific gains made by category, key issues that merit immediate attention, and finally specific actions for consideration should federal officials and state policymakers be inclined to make changes to the law.     

It takes a village: supporting inquiry- and equity-oriented computer science pedagogy through a professional learning community

This article describes the importance that high school computer science teachers place on a teachers’ professional learning community designed around an inquiry- and equity-oriented approach for broadening participation in computing. Using grounded theory to analyze four years of teacher surveys and interviews from the Exploring Computer Science (ECS) program in the Los Angeles Unified School District, this article describes how participating in professional development activities purposefully aimed at fostering a teachers’ professional learning community helps ECS teachers make the transition to an inquiry-based classroom culture and break professional isolation. This professional learning community also provides experiences that challenge prevalent deficit notions and stereotypes about which students can or cannot excel in computer science.     

Assessment policies and academic performance within a single course: the role of motivation and self-regulation

Abstract

Despite the frequently reported association of characteristics of assessment policies with academic performance, the mechanisms through which these policies affect performance are largely unknown. Therefore, the current research investigated performance, motivation and self-regulation for two groups of students following the same statistics course, but under two assessment policies: education and child studies (ECS) students studied under an assessment policy with relatively higher stakes, a higher performance standard and a lower resit standard, compared with Psychology students. Results show similar initial performance, but more use of resits and higher final performance (post-resit) under the ECS policy compared with the psychology policy. In terms of motivation and self-regulation, under the ECS policy significantly higher minimum grade goals, performance self-efficacy, task value, time and study environment management, and test anxiety were observed, but there were no significant differences in aimed grade goals, academic self-efficacy and effort regulation. The relations of motivational and self-regulatory factors with academic performance were similar between both assessment policies. Thus, educators should be keenly aware of how characteristics of assessment policies are related to students’ motivation, self-regulation and academic performance.