变电站按调压要求并联补偿电容器容量的选择

并联补偿电容器的作用，变电站按调压要求确定容量的计算方法。     

浅析工频集合式并联补偿电容器

本文着重介绍了电力系统工频集合式并联电容器的几种类型、结构及相应的继电保护原理.     

电力谐波对无功补偿电容器危害的实验研究

本文通过对谐波电流放大机理的分析，论述了电力谐波对无功补偿电容器的危害并经过多次实验，取得了抑制谐波电流放大的方法，为安全使用无功补偿装置提供了借鉴。     

晶闸管投切电容器并联补偿方法的研究

主要介绍了晶闸管投切电容器的基本情况,阐述了主电路的接线方式、控制目标的选取以及脉冲的触发。为了分析晶闸管投切电容器的控制效果,利用MATLAB的Simulink工具箱对晶闸管投切电容器完成了建模和仿真分析。     

谐波对并联电容器装置的影响及限制措施

本文探讨供配电系统中主要谐波源的产生及特点, 分析用于补偿无功功率的并联电容器对谐波电流的放大作用, 并提出限制谐波影响的一些措施及其比较.     

低压电网无功补偿最优方式和补偿容量的选择

低压电网主要采用并联电容器组进行无功补偿，其补偿方式一般分为集中补偿、分组补偿和个别补偿。补偿容量的确定与补偿方式有关，应考虑选用最优的补偿方式和合理的补偿容量，以提高电网无功补偿的经济效益。     

谈弹簧、电阻、电容器的串、并联

类比法在物理教学中有独特而巧妙的作用,如果在教学中能巧妙而恰当地运用类比法,可以起到触类旁通、举一反三的作用。下面以弹簧、电阻、电容器的串、并联为例进行说明。     

低压电网无功补偿最优方式和补偿容量的选择

低压电网主要采用并联电容器组进行无功补偿,其补偿方式一般分为集中补偿、分组补偿和个别补偿。补偿容量的确定与补偿方式有关,应考虑选用最优的补偿方式和合理的补偿容量,以提高电网无功补偿的经济效益。     

浅析两个电容器并联时的能量损失

本文利用几种不同的方法讨论两个电容器并联时的能量损失，证明能量损失仅与两电容器充电电压及电容量有关，与联接导线的电阻、电感无关。     

父母教养方式与中学生逆反心理的相关研究

研究使用翻译并修订后的＂Hong＂氏逆反心理量表、父母教育方式量表对250名初中生进行问卷调查,结果表面中学生逆反心理在年级、性别变量上差异显著,初二学生的逆反心理高于初一;女生的逆反心理低于男生;父母教养方式在性别上的差异有统计学意义;父母亲的教育方式与中学生逆反心理相关显著。父亲因子2惩罚严厉、父亲因子3过分干涉、父亲因子5拒绝否认、母亲因子2过度干涉、母亲因子3拒绝否认、母亲因子4惩罚严厉对逆反心理总分有较大的正向预测作用。     

Dialectics and dilemmas: psychosocial dimensions of ability grouping policy

Ability grouping in schools and classrooms constitutes something of a policy hiatus in the Australian context, in contrast to the conspicuous visibility of equity and quality as explicit policy goals. This article examines what I am calling the dialectics – i.e. moments of negation that allow for creation – and dilemmas inhering in the complex and contradictory relationship between policy priorities of quality and equity, and practices of ability grouping, in Australian schooling. I explore these dialectics and dilemmas between these dimensions both at a macro, social level of policy and at a micro, psychological level of the teacher as a policy worker, exploring the latter through a vignette of one pre-service teacher grappling with issues of ability grouping in schools and classrooms. The article concludes with an argument for the value of generating continual dialectical exchange between the conscious and the unconscious, between the imaginary and symbolic registers, between psychotherapeutic and educational discourses and between policy and practice, as an essential element in ongoing formation of ethically and politically agentive teacher identities that are capable of holding policy to account in a climate that often positions teachers as educational technicians and curricular transmitters.     

Ability grouping and science education reform: Policy and research base

This article reviews current policy trends concerning the practice of ability grouping in K–12 science education. Relevant statements of key policy-making, policy-influencing organizations such as the NSTA, AAAS, NSF, the National Research Council, the U.S. Office of Education Department of Civil Rights, NAACP, the National Governors' Association, programs related to the Jacob Javits Grants for the Gifted and Talented, and others are summarized. The author's interpretation of the various positions are presented herein. The article also explores the research base supporting the various policies on grouping by examining selected general research literature on grouping, followed by research that is science education specific. Methodological issues color the research findings. The ethical and pragmatic implications of developing research and policy are discussed. The conclusions are that there is a dearth of recent empirical research specifically related to ability grouping in science, and that the time is ripe for the concerted development of a research agenda by key players in science education reform. Moreover, as controversial and value-laden as the topic is, it should be noted that grouping practices alone are unlikely to influence science education reform unless considered in the context of comprehensive restructuring efforts at the local school level.     

Therapist Directiveness and Client Reactance in the Administration of Homework in Therapy with College Students

The present study used an analog design with three vignettes portraying homework administrations at three levels of therapist directiveness (low, medium, and high) and the Therapeutic Reactance Scale to measure participant reactance. Participants (N = 436) read the vignettes and completed the Homework Completion Scale (HCS), Counseling Continuation Scale (CCS), Counselor Rating Form-Short (CRF-S) Attractiveness and Expertness subscales. A repeated measures analysis of variance revealed significant differences between low and high reactant groups on the HCS and CCS for the High and Medium directiveness homework administrations. These results suggest that therapist directiveness does interact with client reactance in the administration of homework.     

高等教育分流打通流向农村渠道的思考与建议

高等教育人才匮乏是农业和农村发展的致命“短板”,农业和农村现代化成为我国现代化建设中最艰巨的部分.城乡二元体制下,大学生不愿到农村建功立业既有传统社会价值观和现代社会功利化环境因素的影响,也有农村及农业苦、累、脏、差等现实因素的影响,更有高校知识传授呆板和思想教育误导的妨害.促进高等教育分流畅通流向农村渠道,政府应为大学生在农村扎根提供就业岗位、工作环境和发展前景等方面的政策支持,高等教育应为大学生到农村发展进行传授内容及方式的调整和就业创业的思想引导,社会各界应为大学生到农村开创新局面在人才评判、相互合作等方面营造优良环境,大学生也应为自己到农村开拓事业而加强学习各种涉农本领,增强自信心和意志力.