在十二烷基磺酸钠存在下二溴羟基苯基荧光酮与锡显色反应的研究及应用

研究了在阴离子表面活性剂十二烷基磺酸钠存在下 ,Sn(IV)与二溴羟基苯基荧光酮的显色反应。结果表明在0.4～0.5mol/LH2SO4 中 ,Sn(IV)与显色剂生成稳定的亮黄色络合物 ,λmax=520nm ,520=1.60×105L·mol-1·cm-1,比耳定律范围为0～20ug/25ml。常见离子,特别是钨、钼、钛、钒允许量较高,不需分离可直接测定钢铁样品中微量锡     

4，5-二溴苯基荧光酮分光光度法测定有机锗口服液中锗

在5．3mol·L－1的H2SO4介质中．锗与4．5-二溴苯基荧光酮，十二烷基硫酸钠生成三元配合物。其λmax为509nm，表观摩尔吸光率为1．77×105L·mol-1·cm-1．锗量在0～7μg／25mL遵守比耳定律。显色反应具高选择性，各种低价和高价金属离子均不干扰测定。测定了有机锗口服液中微量锗。     

3，5—二溴—4—氨基苯在荧光酮离解作用的研究和离解常数的测定

本文详细研究了新显色剂3，5-二溴苯基荧光酮的离解性质，利用光度法测定其离解常数pk1,pk2,pk3,pk4分别为1.85,5.42,10.51,12.44。与苯基荧光酮试剂比较，该试剂分子引入溴吸电子基团，使试剂的酸性增强，金属离子显色反应灵敏度、选择性有很大的提高。     

4，5—二溴邻硝基苯基荧光酮—Mn—CPB—Tween—80四元显色体系的研究与应用

研究了4,5 -二溴邻硝基苯基荧光酮(DBONPF)与Mn(Ⅱ)的显色体系。在CPB和Tween -80存在下 ,Mn(Ⅱ)与DBONPF在碱性介质中生成了1∶2的蓝紫色四元配合物,最大吸收波长602mm,摩尔吸光系数1.20×105,Mn(Ⅱ)含量在0～5μg/25ml范围内符合比耳定律。方法灵敏 ,选择性高 ,用于西洋参样品中微量锰的测定 ,结果满意。     

胶束增敏4,5-二溴邻硝基苯基荧光酮与锡的显色反应

研究了在阳离子表面活性剂溴化十六烷基三甲铵(CTMAB),吐温-80(Tween80)存在下,4,5-二溴邻硝基苯基荧光酮(DBONPF)与sn(Ⅳ)的显色反应及光度性能.在0.1mol/L HCI介质中,溴化十六烷基三甲铵与显色剂(DBONPF)和sn(Ⅳ)形成化学计量比为4:2:1的络合物,其最大吸收峰位于535nm波长处,ε=5.62×105L·mol-1·cm-1,检测下限为4.12μg/L,锡含量在0-450μg/L范围内符合比尔定律,本分析方法可用于岩矿样品中微量锡的测定.     

9—（3—硝基苯基）—2，3，7—三羟基—4，5—二溴—6—荧光酮分光光度法测定微量钨

研究了9-（3-硝基苯基）-2,3,7-三羟基-4,5-二溴-6-荧光酮（简称DBNPF）与钨的显色反应条件．在表面活性剂CTMAB存在下,HCI介质中,钨与DBNPF生成1：3（M：L）配合物,其最大吸收峰在550nm处,表观摩尔吸光系数ε＝1．1×105L·mol-1·cm-1,钨含量在0—9μg／25mL范围内符合比耳定律,大多数常见阳离子不干扰测定．本方法用于合成样品中微量钨的测定,结果满意．     

铜(Ⅱ)-邻羟基萘基荧光酮-溴化十六烷基三甲铵显色反应的研究

研究了铜（Ⅱ）与邻羟基萘基荧光酮，在阳离子表面活性剂溴化十六烷基三甲铵存在下，NH4Cl－NH3·H2O缓冲介质中在形成紫红色配合物，其最大吸收波长在560nm处，表观摩尔吸光系数为1．06×105l·mol－1·cm－1。Cu（Ⅱ）含量在0～4μg／25ml符合比尔定律。配合物组成：Cu（Ⅱ）：0－HNF为1：2。研究的新方法应用于标准岩石样品中微量铜的测定，结果满意。     

3’-甲氧基-4’-羟基苯基荧光酮光度法测定微量钼

研究了3’-甲氧基-4’-羟基苯基荧光酮光度法测定微量钼的方法。在HCl介质中,溴化十六烷基三甲铵 (CTMAB)存在下,3’-甲氧基-4’-羟基苯基荧光酮(MHPF)与钼(VI)显色,形成摩尔比为2:1的红色配合物。配合物最大吸收波长位于522nm,表观摩尔吸光系数ε522为1．03×105L·mol-1·cm-12．4×105L·mol-1·cm-1,钼含量在0-0．48 mg／L范围内符合比耳定律。研究的新光度方法应用于食物样品中微量钼的测定,结果满意。     

Z2r上的triadic码

设G为有限阿贝尔群,群环ZPr[G]中的理想称为ZPr上的阿贝尔码.对G的任意子集X,由离散Fourier变换和根定义ZPr[G]中的一个理想IXo对于G的m-劈分定义四类码.这些码中的任一个码都称为ZPr[G]中的m-adic码,在此定义的基础上,给出Z2r上triadic码的存在条件.     

A Content Analysis of Peer Feedback in Triadic Supervision

There is limited research on the types of peer feedback exchanged during triadic supervision. Through a content analysis, the authors found that students provided feedback about counseling performance and cognitive counseling skills most often in supervision sessions. However, there were differences in the types of feedback exchanged across three experience levels.     

Nondisclosure in Triadic Supervision: A Phenomenological Study of Counseling Students

Triadic supervision is common within counselor training; however, limited research in professional counseling literature exists describing counseling students' experiences of choosing what to disclose within triadic supervision. Using transcendental phenomenological research, the authors investigated supervisees' nondisclosure within triadic supervision. Critical nondisclosure themes were relationships, presence of peer, and sharing time.     

班杜拉三元交互作用理论对文学教育的启示

班杜拉三元交互理论强调环境、主体和行为之间的相互作用,三者处于交叉互动状态中。该理论启示文学教育要加强早期文学教育环境创设,播撒人文情怀之种;教育中把握文学审美规律,促使学生向文学审美主体转变;激发学生探究思考,鼓励学生创作表现。     

Individual and Triadic and Group: Supervisee and Supervisor Perceptions of Each Modality

In this consensual qualitative research study, the authors explored supervisors' (n= 11) and their supervisees' (n= 31) perceptions of individual, triadic, and group supervision sessions during practicum. Data from supervisor individual interviews and supervisee focus‐group interviews revealed several themes regarding the advantages and disadvantages of each supervision modality. Findings suggest the relative place of each modality in terms of goals and impact.     

Mathematics and Mathematics Education as Triadic Communication? a Semiotic Framework Exemplified

The article investigates in the first part critically dyadic and essentialist understanding of signs and utterances in mathematics and mathematics education as opposed to a triadic view. However even Peircean semiotics, giving priority to triadic, dynamic sign may face challenges, such as explaining the sign as a pragmatic act and how signs are related to context. To meet these and other hurdles an explicit communicational, pragmatic and triadic view, found in parts of the works of Bühler, Bakhtin, Habermas, and Halliday, is developed. Two basic principles are combined and established in a theoretical framework. Firstly, whenever uttering, there will exist in any semiotic sign system, dynamic reciprocity and simultaneity between expressing through form, referring to content, and addressing as an act. Secondly, meaning will be created by the dynamics between given and new in utterances and between utterances and contextual genres. The latter principle explains how meaning merge in communication dynamically and create the basis for a discursive understanding of semiosis and hence even learning at large. The second part exemplifies each of the three main aspects and the dynamics of utterance and genre and given and new by excerpts from a textbook in mathematics education. The concept ‘positioning’, in use for operationalisation, is explained in relation to main principles of the framework. The article ends focusing crucial implications for validation when moving from a dyadic to a triadic understanding of mathematics and mathematics education.     

试论“一体多翼”的劳动教育教材体系的构建

“一体多翼”的劳动教育教材体系,其中“一体”指劳动教育专用教材是开展劳动教育必修课教学的主要依据,“多翼”指与劳动教育密切相关的,体现劳动教育特点与要求的学科教材,是进行劳动教育必修课教学的必要补充。研究分别从自我、他人、社会三者之间关系,学科知识与劳动教育内容二者关系的视角,构建涵盖劳动教育教材和非劳动教育教材的体系。在此过程中,要处理好劳动教育教材和相近课程教材、劳动教育教材与其他非劳动教育教材的关系。     

浅议权责发生制与现金流动制

随着世界经济局势的变化 ,会计环境也发生了深刻的变化 ,目前企业会计核算通行的权责发生制的缺陷日益显现出来 ,理论界提出了现金流动制。从 7个方面对二者进行了分析比较 ,阐述了现金流动制替代权责发生制的必然性