Visiting a Doctor(XVⅢ) In the Radiology Department

Dialogue A(A=radiologist;B=patient)A:Please come in, Mr. Smith. Please take your clothes off above thewaist. Then come over here and hold on to this, with your frontflatagainst the plate.B:Shah I take off everything ?A:Just above the waist but you can keep your vest on, or you can strip off     

The Call of the Wild(Ⅲ)

3.T he w ild anim alThe wild anim al was strong in Buck,and as hetraveled across the snow,it grew stronger and stronger.A nd as Buck grew stronger,he hated Spitz m ore andm ore,although he w as careful never to start a fight.B ut Spitz w as always show ing his teeth to Buck,trying to start a fight.A nd B uck knew that if he andSpitz fought,one of them w ould die.The fight alm ost happened one night w hen theystopped by Lake Laberge.There w as heavy snow and itw as very cold.The lake w as …     

The mechanism of Fe (Ⅲ)-catalyzed ozonation of phenol

Fe (Ⅲ)-catalyzed ozonation yielded better degradation rate and extent of COD (Chemical Oxygen Demand) or oxalic acid as compared with oxidation by ozone alone. Two parameters with strong effects on the efficiency of ozonation are pH of the solution and the catalyst (Fe3 ) dosage. The existence of a critical pH value determining the catalysis of Fe (Ⅲ) in acid conditions was observed in phenol and oxalic acid systems. The best efficiency of catalysis was obtained at a moderate concentration of the catalyst. A reasonable mechanism of Fe (Ⅲ)-catalyzed ozonation of phenol was obtained based on the results and literature.     

Fluorescence Properties of Eu~(3 ) :Y_2SiO_5 Single Crystal

1　Ｉｎｔｒｏｄｕｃｔｉｏｎ　Ｅｕ3 :Ｙ2 ＳｉＯ5ｃｒｙｓｔａｌｉｓｕｓｅｄａｓａｎｅｗｌｕｍｉｎｅｓｃｅｎｃｅｍａｔｅｒｉａｌ.Ｂｅｃａｕｓｅｔｈｅｎｕｃｌｅａｒｍｏｍｅｎｔｓｏｆｔｈｅｃｏｍ ｐｏｓｉｔｅｅｌｅｍｅｎｔｓａｒｅｓｍａｌｌｉｎｔｈｉｓｃｒｙｓｔａｌ,ｔｈｅｓｐｉｎ ｓｐｉｎｉｎｔｅｒａｃｔｉｏｎｂｅｔｗｅｅｎｇｕｅｓｔａｎｄｈｏｓｔｉｏｎｓｉｓｍｉｎｉｍｉｚｅｄ .Ｔｈｅｇｕｅｓｔ ｈｏｓｔｉｎｔｅｒａｃｔｉｏｎｄｏｅｓｎｏｔｃａｕｓｅｌａｒｇｅａｄｄｉ ｔｉｏｎａｌｌｉｎｅｂｒｏａｄｅ…     

Use of multitrait-multimethod modelling to validate actual and preferred forms of the What Is Happening In this Class? (WIHIC) questionnaire

This article describes the validation of scores on actual and preferred forms of the What Is Happening In this Class? (WIHIC). The WIHIC is a 56-item instrument that assesses seven classroom environment dimensions: Student Cohesiveness, Teacher Support, Involvement, Investigation, Task Orientation, Cooperation and Equity. A sample of 978 secondary school students from Australia responded to actual and preferred forms of the WIHIC. Separate confirmatory factor analyses for the actual and preferred forms supported the seven-scale a priori structure of the instrument. Fit statistics indicated a good fit of the models to the data. The use of multitrait-multimethod modelling with the seven scales as traits and the two forms of the instrument as methods supported the WIHIC’s construct validity. This research has provided strong evidence of the sound psychometric properties of the WIHIC.     

Availability and toxicity of Fe(Ⅱ) and Fe(Ⅲ) in Caco-2 cells

The objective of the present study was to compare the toxicity and availability of Fe(Ⅱ) and Fe(Ⅲ) to Caco-2 cells.Cellular damage was studied by measuring cell proliferation and lactate dehydrogenase (LDH) release. The activities of two major antioxidative enzymes [superoxide dismutase (SOD) and glutathione peroxidase (GPx)] and differentiation marker (alkaline phosphatase) were determined after the cells were exposed to different levels of iron salts. The cellular iron concentration was investigated to evaluate iron bioavailability. The results show that iron uptake of the cells treated with Fe(Ⅱ) is significantly higher than that of the cells treated with Fe(Ⅲ) (P＜0.05). Fe(Ⅱ) at a concentration>1.5 mmol/L was found to be more effective in reducing cellular viability than Fe(Ⅲ). LDH release investigation suggests that Fe(Ⅱ) can reduce stability of the cell membrane. The activities of SOD and GPx of the cells treated with Fe(Ⅱ) were higher than those of the cells treated with Fe(Ⅲ), although both of them increased with raising iron supply levels. The results indicate that both Fe(Ⅱ) and Fe(Ⅲ) could reduce the cellular antioxidase gene expression at high levels.     

Eu(Ⅲ)/TOPO/Tc体系荧火测定四维素(英文)

本文研究了利用Eu（Ⅲ）－TOPO－Tc体系荧火测定四环素（Tc）的方法及其测定条件．     

In Praise of (Reasoned and Reasonable) Speculation: A Response to Robinson et al.’s Moratorium on Recommendations for Practice

In response to the call by Robinson et al. (25(2): 24–28, 2013) for a moratorium on recommendations for practice and policy in articles published in primary research journals, Alexander forwards four counterarguments that allow for what are termed reasoned and reasonable speculations. Among those counterarguments are the claim that (a) seeking influence in educational practice is a raison d'être for educational psychology researchers; (b) problems evident in authors’ conclusions and implications are indicative of a deeper and broader issue; (c) speculations are unavailable and essential aspects of educational research; and (d) potential recommendations should be situated within the primary research document and with the data that justify their articulation.     

Sodium tetrachloroaurate(Ⅲ) dihydrate-catalyzed efficient synthesis of 1,5-benzodiazepine and quinoxaline derivatives

Both 1,5-benzodiazepine and quinoxaline derivatives are important heterocycles in pharmaceuticals. We describe an efficient and clean method for the synthesis of 1,5-benzodiazepines from o-phenylenediamine and ke- tones catalyzed by sodium tetrachloroaurete(Ⅲ) dihydrate under mild conditions. The catalyst was shown to be equally effective for the synthesis of quinoxalines from o-phenylenediamine and α-bromo ketones under the similar reaction conditions. This method produced good yields.     

Experimental study on the inhibition of biological reduction of Fe(Ⅲ)EDTA in NOx absorption solution

Scrubbing of NOx from the gas phase with Fe(Ⅱ)EDTA has been shown to be highly effective. A new biological method can be used to convert NO to N2 and regenerate the chelating agent Fe(Ⅱ)EDTA for continuous NO absorption. The core of this biological regeneration is how to effectively simultaneous reduce Fe(Ⅲ)EDTA and Fe(Ⅱ)EDTA-NO, two mainly products in the ferrous chelate absorption solution. The biological reduction rate of Fe(Ⅲ)EDTA plays a main role for the NOx removal efficiency. In this paper, a bacterial strain identified as Klebsiella Trevisan sp. was used to demonstrate an inhibition of Fe(Ⅲ)EDTA reduction in the presence of Fe(Ⅱ)EDTA-NO. The competitive inhibition experiments indicted that Fe(Ⅱ)EDTA-NO inhibited not only the growth rate of the iron-reduction bacterial strain but also the Fe(Ⅲ)EDTA reduction rate. Cell growth rate and Fe(Ⅲ)EDTA reduction rate decreased with increasing Fe(Ⅱ)EDTA-NO concentration in the solution.     

Fe(Ⅲ)-EDTA/H_2O_2催化光降解苯酚模拟废水

研究UV254光照下,Fe(Ⅲ)-EDTA/H2O2对苯酚的催化光降解效能。首先考察反应时间、溶液初始pH值、Fe(Ⅲ)与EDTA的浓度比值对UV/Fe(Ⅲ)-EDTA催化光降解苯酚的影响,进而考察UV/Fe(Ⅲ)-EDTA/H2O2体系对苯酚的降解效能。结果表明:当溶液pH为7,Fe(Ⅲ)/EDTA浓度比值为1:1时,经过1h反应,UV/Fe(Ⅲ)-EDTA体系对苯酚的催化光降解效率达61.13%。在溶液初始pH为3⁷时,UV/Fe(Ⅲ)-EDTA对苯酚的降解率均可达60%以上。在中性条件下,UV/Fe(Ⅲ)-EDTA体系添加H2O2后可把苯酚的降解率从61.13%提高到91.30%。反应前后溶液的紫外扫描光谱表明光降解过程中苯酚的苯环共轭结构被破坏。最后对UV/Fe(Ⅲ)-EDTA/H2O2体系催化光降解机理进行了初步探讨。     

Already elsewhere – A study of (skilled) teachers' choice to leave teaching

The article presents findings from a longitudinal study (1993–2014) examining how ex-teachers, who were perceived as “skilled” during teacher training, describe their paths out of the profession and discussing the possibility of retaining or re-recruiting teachers in - or back to - the occupation. The result emphasizes teacher attrition as a process related to identity-making within the interrelation between opportunity structures and individuals' frames of reference. Findings indicate that leavers with broader frames of references and images of themselves not attuned to apprehended professional identity are more likely to leave the profession.     

From inactivity to encouragement: the contribution of Lord Elphinstone to the educational development of the Madras Presidency (1837–1842)

In light of the focus placed on English education by the colonial government, and the petition signed by 70,000 local inhabitants of the Madras Presidency, Lord John Elphinstone, the Governor, made efforts to disseminate English education during his governorship (1837–1842). Spurred on by the petition, Elphinstone wrote two fundamental educational minutes, in 1839 and 1841, and established Madras High School. Later, the School was transformed into Presidency College and became the first home of the University of Madras. Elphinstone’s planning led to the first systematic effort by the Madras government to impart English education. Subsequently, Elphinstone emphasised the dissemination of secular education and inclusion of native people in educational administration. Against this background, this paper discusses the contribution of Elphinstone to the educational development of Madras. It also questions the historiographical neglect of Elphinstone and challenges the established post-colonial discourse that the establishment of English institutions was a ‘colonialist’ imposition.     

The Photocatalytic Oxidation of As(Ⅲ) Enhanced by Surface Alkalinized g-C_3N_4

A new,facile,and efficient way to prepare alkalinized g-C_3N_4 is presented.We calcined a mixture of KCl and melamine to obtain g-C_3N_4,whose in-plane structure was K~+ doped so that alkalinized samples could be obtained by treatment with different concentrations of KOH.The different samples were used to oxidize As(Ⅲ) in both visible light and natural light.The sample treated with 10 mol/L KOH showed the highest efficiency,converting all As(Ⅲ) into As(Ⅴ) within 120 min in both visible light and natural light,as the oxidative capacity of the As(Ⅲ) in the alkalinized samples was significantly higher than that of the original samples.K~+ doping improved the electron transport capacity of the samples,while the alkalinized samples could destroy their edge structures,so as to improve the separation efficiency of the photogenerated carrier.The experiment confirmed that alkalinized g-C_3N_4 significantly improves the oxidation ability of As(Ⅲ) and plays an important role in the photocatalytic treatment of refractory nonmetallic ions.     

Introduction to the Hebrew Edition of Visions of Jewish Education—Medabrim Chazon (Talking Vision) 1

The following is a translation of the introduction to Medabrim Chazon (Jerusalem: Keter, 2006), the Hebrew translation of Visions of Jewish Education, edited by Seymour Fox, Israel Scheffler, and Daniel Marom (Cambridge, 2003).(See the Journal, volume 71, number 1, Levisohn and responses in volume 71, number 2.) Visions of Jewish Education is an effort by leading scholars to improve the quality of Jewish education through attention to its purposes and aims. We, the editors of Medabrim Chazon wrote this introduction for Israeli readers, who encounter in Medabrim Chazon not just a translation of Visions of Jewish Education, but the world of North American Jewish education. While Visions of Jewish Education assumes familiarity with this framework, it is likely to be foreign to the Israeli audience. Indeed, in order to convey some of the problems in translating Visions of Jewish Education for Israeli readers, we have decided to present a literal rendering of the introduction here. North American readers may be surprised to notice, for example, the need to explain the role of synagogues in Jewish education.

This special introduction to the Hebrew translation may also be valuable for North American readers of Visions of Jewish Education. First, it may be illuminating to see how issues of Jewish educational vision unfold in Israel; the introduction brings to light questions of language, identity, and institutional structure that are unique to Jewish education in Israel. At the same time, while Jewish education plays itself out differently in various parts of the Jewish world, the issue of vision is fundamental in each context, and we hope to identify some shared concerns across Jewish communities. Having identified these concerns, we hope it will be possible for the book's audiences from around the world to engage in a conversation. Finally, we believe that we can benefit from looking at our own communities from the vantage point of how we are perceived by different communities within the Jewish world. This can not only enhance the awareness of our very diverse Jewish world but also foster exchange within it.     

Special Teachers’ Educational Responses in Supporting Students with Special Educational Needs (SEN) in the Domain of Social Skills Development

The acquisition of appropriate social skills is considered critical for a person’s social development and personal well-being. This consideration is far more crucial in the area of inclusive education, where the development of social skills in children with SEN has been associated with academic progress, social inclusion and successful transition to adult life. Special teachers are considered to be critical agents in designing and implementing school-based interventions targeting at the social development of students with SEN. The aim of this qualitative study was to explore the responses of forty (40) Greek special education teachers about dealing with the difficulties experienced by students with SEN in the social domain. Data were gathered through semi-structured interviews and were coded and analysed according to the principles of the inductive data-driven analysis approach. The analysis revealed that special teachers had to respond to a wide range of difficulties concerning the students’ social skills that were mainly associated with the formation and maintenance of peer relations, the development of assertion, self-management, compliance and academic related skills. The participant teachers used a repertoire of strategies. However, their responses were not a part of a systematic social skills programming. Furthermore, many participants did not consider themselves efficient enough to create and implement such programmes. The paper concludes by highlighting the need to advance the initial training and professional development programmes of special teachers by incorporating courses related to designing and implementing multi-layered and holistic school-based interventions targeting at the social skills development of students with SEN.     

n=3时的高斯型求积公式integral from n=-1 to 1 (f (x)dx≈ (5/9)f ((-(3/5)~(1/2))+(8/9)f (0 )+(5/9)f (((3/5)~(1/2)))(的由来

根据高斯型求积公式∫1-1f(x)dx≈ nr=1Arf(xr)的最大代数精确度,利用正交条件推出n=3的高斯型求积公式∫1-1f(x)dx≈59f(-35)+89f(0)+59f(35)。