化学势图对介稳态表面现象的阐释

引入化学势图阐明释新相生成初期形成过饱和蒸汽、过热液体、过冷液化和过饱和溶液等介稳态现象的本质原因,有助于理解介稳态表面现象的热力学基本原理。     

基于介电弹性体和形状记忆聚合物的多稳态抓取结构研究

介电弹性体是一种典型的智能软材料,具有高的介电常数,且具有重量轻、韧性好、形变大、高弹性能密度以及机电效率高等诸多优点.由介电弹性体制作而成的智能驱动器是通过具有柔性电极的弹性体在电场作用下产生的应变响应进行驱动变形的,在软体机器人、航空航天等许多方面展现出潜在的应用价值.然而,利用介电弹性体制备的抓取结构驱动力较小,将介电弹性体和形状记忆聚合物的变刚度特性相结合,可增加抓取结构的驱动力,并且在抓取和释放过程中无需持续通电即可固定形状.利用介电弹性体的电致变形特性和形状记忆聚合物的形状记忆及变刚度特性,设计了一种智能多稳态抓取结构.建立了驱动器的理论模型,确定结构参数,基于有限元软件对驱动结构的弯曲和恢复过程进行数值模拟,并对其进行弯曲和恢复试验,测试出恢复角度,基于理论和仿真对驱动器结构进行优化设计,基于优化后的驱动器制备了多稳态抓取结构,测试了抓取结构的性能.     

大学生心理危机预防与干预中的转介策略研究

转介是大学生心理危机预防与干预中体系中的重要环节,但目前还存在着转介渠道不畅、把握时机欠缺、转介技巧不当等问题,从而影响了干预的效果。本文提出学校要建立转介＂绿色＂通道,教育者和心理咨询师应提高转介意识和能力、注意转介的方式方法、熟悉转介流程,顺利完成转介工作等策略,努力控制和减少大学生心理危机事件的发生。     

"不介马而驰之"的"介"字正诂

《左传·成公二年》"不介马而驰之"的"介"字,或训"甲",或认为是"(马介)"的古字,或认为是"(马介)"的假借字.文章分析了"介"字的本义、引申义、假借义,指出"介"与"(马介)"不是同源关系,也不是引申、假借关系.训"甲"是."介""(马介)"词义不同,不可混淆.     

介宾短语作主语刍议

介宾短语是由介词和其他词或短语组成的语言单位。介宾短语是现代汉语短语中一个比较特殊的类别。一直以来，语法学界对介宾短语的句法功能争议颇大，集中表现在介宾短语在句子中能充当什么句子成分上。我们认为介宾短语在一定条件下可以作主语。本文从主语和话题、介宾主语的构成条件、语用价值等方面对介宾主语作进一步的探讨。     

MCM-41和HMS孔内组装[Eu(bpy)2]3+及其光致发光性质

采用浸渍的方法在MCM-41和HMS介孔材料孔内组装[Eu(bpy)2]3 (bpy:2,2-联吡啶).所得介孔复合材料经XRD、ICP等离子发射光谱、IR、N2吸附实验及光致发光谱进行了表征.实验结果表明:与介孔材料母体相比,组装稀土配合物后的介孔复合材料的BET比表面积、孔径和孔容均有所下降;组装稀土配合物的介孔复合材料在氙光源激发下,均发射出特征的Eu3 光致发光谱;与组装稀土配合物的HMS介孔复合材料相比,组装后的MCM-41介孔复合材料具有较高的光致发光效率.MCM-41介孔材料是一种比HMS合适的载体,有助于增强介孔材料孔内组装稀土配合物的光致发光效率.     

湖南新化方言的双及物结构探析

湖南新化方言双及物结构分为给予义双及物结构和非给予义双及物结构两大类.给予义双及物结构的固有句法形式主要是"双宾B式"和"介宾补语式",还有动介复合A式、动介复合B式和介宾状语式等与给予义相关的其他双及物结构."双宾B式"主要是老派使用,"介宾补语式"是老派、新派常用的优势结构,"介宾补语式"中用"来"作给予介标的用法...     

大学生心理危机干预体系中的转介机制

转介对控制和减少大学生心理危机事件的发生具有重要的现实意义。大学生心理危机干预体系中的转介机制,包括心理危机干预领导小组工作职能的行使、心理危机干预转介知识的宣传教育、多层级心理危机干预转介的实现等。     

学校心理服务转介初探

<正>一、学校心理服务转介的定义学校心理服务转介是指在征得当事学生及其家长同意的情况下,将其从当前的心理健康教师转介给适合处理其问题的心理健康教师、心理治疗师或精神科医生,接受进一步的辅导、诊断和治疗。转介是有效解决学生心理问题的重要措施之一,也是协助心理危机学生赢得最佳辅导和治疗时间的一种危机干预处理办法。二、学校心理服务转介的意义首先,转介是心理健康教师的职业道德要求。     

石壕矿选煤厂降低介耗的措施

石壕矿选煤厂为矿区型炼焦煤选煤厂,有一套重介质选煤系统,采用重介旋流器选煤。介耗指标是选煤厂设计及使用时考虑的一个主要因素。石壕矿选煤厂采用弧形筛与振动脱介筛配合使用的脱介系统。通过对脱介弧形筛与振动脱介筛的精细化管理,取得了降低介耗、节约成本的经济效益。     

Teachers' and prospective teachers' explanations of liquid‐state phenomena: A comparative study involving three European countries

As contact with liquids occurs from an early stage in individuals' lives, children construct explanations for liquids and liquid‐state phenomena. These may differ from the accepted scientific explanations, interfere with formal teaching, and even persist until entry into higher education. The objective of this investigation is to compare student‐teachers' and in‐service science teachers' explanations for liquid‐state phenomena, in three European countries. Data were collected by means of a questionnaire applied to 195 Italian, Portuguese, and Spanish in‐service science teachers. Data analysis revealed poor performance among participants, showing low percentages of correct answers. In addition, no systematic differences were found between participants from the three countries, and teaching experience seems to minimize some of the conceptual difficulties showed by in‐service teachers. Globally, science education seems to have had a limited effect on student‐teachers' and in‐service science teachers' conceptions. We conclude that more attention should be paid to the liquid state in both initial and continuing teacher education programs so that teachers can understand more clearly liquid‐state phenomena and succeed in explaining them to their students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 349–374, 2007     

代理.无权代理.表见代理

代理、无权代理和表见代理是民法学“代理”这一范畴中的三个重要法律现象。代理是“代理的完全形式，无权代理是“代理”的缺陷形式，表见代理是“无权代理”的变异形式。三既有联系又有区别。     

Bed expansion behavior and sensitivity analysis for super-high-rate anaerobic bioreactor

Bed expansion behavior and sensitivity analysis for super-high-rate anaerobic bioreactor (SAB) were performed based on bed expansion ratio (E), maximum bed sludge content (Vpmax), and maximum bed contact time between sludge and liquid (τmax). Bed expansion behavior models were established under bed unfluidization, fluidization, and transportation states. Under unfluidization state, E was 0, Vpmax was 4 867 ml, and τmax was 844–3 800 s. Under fluidization state, E, Vpmax, and τmax were 5.28%–255.69%, 1 368–4 559 ml, and 104–732 s, respectively. Under transportation state, washout of granular sludge occurred and destabilized the SAB. During stable running of SAB under fluidization state, E correlated positively with superficial gas and liquid velocities (ug and ul), while Vpmax and τmax correlated negatively. For E and Vpmax, the sensitivities of ug and ul were close to each other, while for τmax, the sensitivity of ul was greater than that of ug. The prediction from these models was a close match to the experimental data.     

高校“第二类贫困生”的心理错位及调适

高校＂第二类贫困生＂发生了自我认知偏差、态度偏激、行为偏执、人际关系偏离、排斥感趋强等为表象特征的心理错位现象。他们的认知和心理同客观实际之间存在明显差异,心理、行为不符合客观现实的要求。因此,高校须构建心理调适模式,抚平＂第二类贫困生＂的心理偏差,促进他们健康成长。     

大学生计算机自我效能感问卷的开发与应用

目前,大学信息技术课程研究在课程政策等宏观层面已经取得了很大成效,但对于信息技术课程学科心理这样一些微观因素的研究却很少;对信息技术本身的研究很多,但对信息技术学习者的研究却很少。这体现出在大学信息技术课程研究中,对课程内涵的挖掘并不深,人文关怀严重匮乏。在这一背景下,本研究以大学生计算机自我效能感这一重要的信息技术课程学科心理因素为例,首先利用结构方程模型开发大学生计算机自我效能感问卷,经过对测量模型的一系列修改,得到克隆巴赫α系数为0.8055、测量模型中各指标的因子负荷t值均大于2、测量模型的卡方与自由度的比值为2.066、RMSEA为0.069、CFI为0.93、NNFI为0.92,交互效度良好的计算机自我效能感问卷;然后利用该问卷通过对独立样本的t检验,研究计算机自我效能感的三个维度的性别、专业差异,得出男生的计算机自我效能感的数量、概化水平在0.05水平上,显著高于女生,理科生的计算机自我效能感的数量、概化水平在0.05水平上,显著高于文科生;在此基础上,提出在信息技术教学中根据学习者本身的特点对计算机自我效能感进行干预的策略,以期为提升信息技术教学效果提供参考。     

试析西画东渐第一途径无法逾越的历史障碍

近代西画东渐共有三条途径,从明末到鸦片战争以前,以传教士主导的西画东渐第一途径在中国的发展一直缺乏连贯性.表面现象掩盖下的历史原因是复杂的:首先,教会制肘了第一途径自由发展;其次,中国美术界趋于保守不能悦纳西画;最后,缺乏移植西画的文化土壤是第一途径难以逾越的时代鸿沟.     

新英雄传奇研究综述

从40年代新英雄传奇写作出现开始,新英雄传奇的研究紧随其后。其时的研究注意到了新英雄传奇写作中的某些现象,但是文学层面的研究大多止于印象式的点评,缺乏深入的研究。建国后,研究开始注意从不同角度拓宽新英雄传奇的研究视野,比如民间视角、政治文化立场、民族国家角度等,和在很长一段时间内占主导位置的马克思主义的社会学批评方法相比,20世纪90年代的文学研究也能以体谅的态度贴近研究对象。     

Forthcoming Conference

This study investigates the various conceptions held by K‐8th Korean grade students regarding the ‘changes of state’ and the ‘conditions for changes of state’. The study used a sample of five kindergarteners, five secondgrade students, five fourth‐grade students, five sixth‐grade students, and five eighth‐grade students. The 25 students attend schools in a rural district of South Korea. Some activities that involved a change in the state of water, including condensation, solidification, and melting, were chosen from K‐8th grade science textbooks and attempted by the students. Subsequently, we conducted interviews with the students. While most kindergarteners and second‐grade students were able to perceive the phenomena involving changes of state, they were unable to express conceptions related to the changes of state and the conditions under which the state the changes. The upper‐grade students, on the other hand, had some conception of the invisible gas state. Most of these students held conceptions about the boiling water's change of state from liquid to gas, but few of them held conceptions about the changes of state involving condensation. Most students understood heat and temperature as conditions of the changes of state, but only applied the heat concept to situations involving rising temperatures. In situations involving cooling, students applied the temperature concept. The younger students understood the concept of heat without understanding the concept of temperature.     

Simulation of two-phase flows of a droplet impacting on a liquid film with an improved lattice Boltzmann model

Based on the lattice Boltzmann method (LBM), an improved pseudo-potential model, combined with a method of adding force term, is used to simulate the two-phase flows caused by a liquid droplet impacting on a liquid film. In this model, the different phases are treated as one fluid, and the interfaces between the vapor and liquid phases can be obtained by density value of the fluid. This variant of the LBM allows one to obtain the densities of vapor and liquid with high accuracy. The model is validated by an example of phase separation. The early stage of the impact of droplet on liquid film is simulated, and the results are qualitatively consistent with physical phenomena.     

大学生生命教育策略探析

大学生自杀和校园暴力不断发生在天之骄子的象牙塔内,因此,对大学生这种生命意识淡漠现象仅作心理化的理解和处理不能从根本上解决问题。心理问题只是表面现象,对生命缺乏尊重,生命意义缺失和生命关怀的缺位才是其深层原因,生命价值教育已刻不容缓。本文试图通过树立生命教育意识和全人观念．提倡开设感恩教育、挫折教育等课程和讲座来加强校园文化建设,提高大学生生命意识。