高校实验室废液处理工作规范的构建

构建了高校实验室废液处理工作规范,包括校内和校外实验室废液处理工作规范;探索了以校内处理为主、校外处理为辅,依托实训平台自建废液处理系统的废液处理模式,包括预处理、分类收集、存放、运输、处理等环节,有效解决了实验室废液的处理难题,节约了实验室废液处理经费,并为环境工程专业人才培养提供了实验实训平台。该废液处理模式具有十分显著的经济效益、社会效益和环境效益。     

垃圾渗滤液处理技术研究及应用现状与展望

在当前垃圾渗滤液处理中生物处理和物理化学处理是主流处理技术,生物处理+物理化学处理联合工艺、多级生物联合处理工艺、多级物理化学联合处理工艺是应用较为普遍的联合处理工艺。下一步,研发和优化各类物理化学技术、高效生物处理技术是主要的技术发展方向,开发易于运行管理又达到排放标准的新型集成式联合处理技术,降低垃圾渗滤液处理工程建设费用及其日常运营成本,是垃圾渗滤液处理技术的应用发展方向。     

税务及财务处理之间差异与协调分析

税务和财务处理是企业账务处理中非常重要的部分,税务处理与财务处理有其各自的独特性,所以只能对两者之间的差异进行有效协调,以促进企业的可持续发展。因此,本文就税务处理与财务处理之间的差异进行了简要分析,并对税务及财务处理之间的协调措施进行了研究,以供参考。     

蓝莓夏季防热害研究

3种蓝莓防热害处理结果表明,采用挂设遮阳网处理枝条新梢焦头比例下降97.13%,微喷灌处理下降87.85%,沟灌增湿处理下降16.13%。3种防热害处理都降低了田间温度,挂设遮阳网处理平均温度下降了1.2℃,微喷灌处理下降了0.5℃,沟灌增湿处理下降了0.3℃。不同处理的环境相对湿度都有较大幅度的提高,微喷灌处理平均相...     

高校实验废弃物处理管理系统建设

建设符合现代化管理要求的实验废弃物处理管理系统,从信息技术、规章制度、教育科研、辅助管理4方面对现有非原位处理程序进行完善,使实验废弃物的处理规范化、信息化和高效化。面对目前高校实验废弃物非原位处理难的问题,通过借鉴发达国家高校基于原位处理的实验废弃物处理管理系统的运行经验,指出实验废弃物的原位处理与非原位处理模式相结合,将成为实验废弃物处理难题的解决方向。     

淹水胁迫对滁菊形态及部分生理指标的影响

采用人工模拟淹水逆境的方法对滁菊进行不同淹水时间处理然后排水,观察其外观形态变化,测定了淹水期间幼苗可溶性糖和脯氨酸含量。结果表明:随排水时间的延长,不同处理的滁菊叶片萎蔫发黄、干枯,有的出现植株死亡现象,淹水时间越长受伤害程度越深。不同处理的可溶性糖含量和脯氨酸含量也发生了明显的变化,可溶性糖含量处理Ⅰ先下降后上升,处理Ⅱ与处理Ⅲ先上升后下降且都高于对照,处理Ⅳ呈现明显下降趋势;处理Ⅰ后期脯氨酸含量与对照趋于一致,处理Ⅱ、处理Ⅲ的脯氨酸含量呈现先上升后下降的趋势,处理Ⅳ后期叶片脯氨酸含量急剧下降。变化程度反映了滁菊受淹水胁迫的伤害程度。     

ava异常处理机制及应用

异常处理机制是Java语言的一大特色。从异常处理的机制、异常处理的方法、异常处理的原则等方面介绍Java语言的异常处理技术,分析了抛出异常和捕获异常的实际应用及注意事项,以便更好地利用异常处理机制解决实际问题。     

Java异常处理机制及应用

异常处理机制是Java语言的一大特色。从异常处理的机制、异常处理的方法、异常处理的原则等方面介绍Java语言的异常处理技术,分析了抛出异常和捕获异常的实际应用及注意事项,以便更好地利用异常处理机制解决实际问题。     

化学实验教学中废弃物处理

针对化学实验产生的各种废弃物的处理展开系统研究,以国家标准监测处理效果确定简洁高效的处理方法。将废弃物的处理环节融于实验教学中,作为实验教学内容由学生当堂或利用开放实验进行有效处理,增强学生的环保意识,切实培养学生的实验能力和绿色化学意识。记述了废弃物的处理路线,阐述了含钙镁离子废液、含甲笨废液、含铬废液等的处理方法。     

浅议会计电算化的期末业务处理

会计电算化下的期末业务处理是在账务处理子系统中完成的,期末业务处理的主要工作是期末的摊、提、结转业务的处理、对账、结账工作。传统手工条件下的期末业务处理是由会计人员手工编制记账凭证来完成这项工作,难免会出现账项调整不准确和调整遗漏的现象。本文通过分析财务软件的期末业务处理功能,来阐述使用财务软件完成期末业务处理的特点和优势。     

A Case Study of Preschool Children’s Musical Interests at Home and at School

In the interaction between the child and the adult, interest can be a significant motivational initiator of activities. Systematic monitoring and development of the interest in music activities enables the teachers to influence the preschool children in forming a positive attitude towards the art of music. The research involving preschool teachers, children at the age of five to six and their parents, was conducted in order to determine the interest of preschool teachers and children in music activities. We found that the teachers showed greatest interest in singing songs, playing instruments and listening to music. The children’s favourite activities in kindergarten were movement to music (dancing), singing songs and playing on instruments, namely activities where they could take active part in the educational process. The parents reported that at home the children preferred most to listen to music, to sing songs and move to the sounds of music, and less to play on instruments and to be creative in music. The development of the children’s interest in music depends on the teachers’ expression of interest in music activities, on the choice of music activities and music contents and on the experience in the music environment of the family.     

英语否定转移的表达方式及其汉译

否定转移是指位置上与一个词或短语放在一起的否定词,有时在意义上或逻辑上可转移到去否定另一个词或短语。通过总结英语否定转移的四种表达方式,即从一般否定转移到特指否定;从特指否定转移到一般否定;从一种特指否定转移到另一种特指否定;从否定主句谓语动词转移到否定从句谓语动词,来探讨其在汉语中的翻译,以期进一步提高翻译的准确性。     

论培养和提高师范生写作思维能力的环节

本文对如何培养和提高师专中文专业生写作思维能力的问题进行了探讨,主张在写作教学中教师必须把握好四个环节：一是明确思维特点,讲授思维方法;二是抓住写作理论课堂,引导学生走上科学思维轨道;三是加大文章赏析力度,锻炼科学思维能力;四是抓好习作实践,提高学生写作思维能力。     

Japan’s colonial policies – from national assimilation to the Kominka Movement: a comparative study of primary education in Taiwan and Korea (1937–1945)

The eight-year-long period from Japan’s initiation of the Second Sino-Japanese War in 1937 to its unconditional surrender in 1945 forced Japan to invest its national economy and industrial and scientific technologies in the war. In addition, in the name of the Greater East Asia Co-Prosperity Sphere, Japan initiated its assimilation and Kominka (Japanisation) policies (皇民化政策) in the colonies Korea and Taiwan. Japan used education as a tool to expand its influence over members of society, and attempted the frequent use of Japanese and Kominka (皇民化) in daily life to penetrate the awareness of people in the colonies. Japan also started to enforce various assimilation policies. A comparison of the implementation of Kominka policies (皇民化政策) in Taiwan and Korea shows that, in terms of school admission rates and frequency of use of Japanese, the proportion of school admission rates for frequent speakers of Japanese to primary education in Taiwan are significantly higher than those in Korea. Moreover, in terms of primary education, national schools were implemented in both Taiwan and Korea according to the “National School Order” promulgated in 1941. Japan made use of the term “education equality” to win people over. In fact, it aimed to strengthen the concept of Kominka (皇民化), the education of militarism, and to force the Taiwanese and Koreans to become “imperial citizens” loyal to the Emperor. Japan’s ultimate objective was to create an environment that met military needs for civilian and military resources.     

The Scientist as School Teacher

Many scientists, driven by the teaching impulse, idealism, or the wish to see science thrive in the United States, take up one or another form of school teaching or participate in programs designed to enhance science teachers' knowledge of science and science teaching skills. Funding is available, from governmental and private sources, to support innovative programs designed to increase the supply of well-trained science teachers. The provision of new funds to support graduate programs in fundamental science that provide a separate track for graduate students who choose a career in teaching, in preference to a career in the laboratory, is a particularly promising development. It is essential that such programs include proper training in pedagogy. Above all, the Nation must recognize the need to provide proper long-term salary support for science teachers in the public schools countrywide, if any of the programs to improve teaching is to succeed.     

Against the humiliation of thought: The university as a space of dystopic destruction and utopian potential

Abstract

My objective in this paper is to write a pharmacology of the university by thinking about its relationship to systemic stupidity, intelligence, and the possibility of becoming. Starting with an exploration of the contemporary dystopia of drive-based stupidity imagined by the French philosopher Bernard Stiegler, which I seek to capture through the idea of the humiliation of thought, I look to deepen his response to this situation by suggesting a return to the work of two of his key sources, Martin Heidegger and Gilles Deleuze. My objective here is to use their work in relation to Stiegler’s in order to suggest a utopia of educational becoming. Following my exploration of Stiegler’s dystopia, in the second part of the article I read Heidegger’s philosophy in order to formulate a utopian theory of education becoming, which is sensitive to the possibility of authoritarianism contained in his catastrophic decision to become a member of the Nazi party. Against the dystopic humiliation of thought Heidegger’s turn to Nazism can be seen to represent, I turn to Deleuze in the name of a model of educational becoming that recognises difference in itself, before noting that this philosophical approach has similarly found humiliation in the contemporary neoliberal university dominated by a form of rhizomatic power. Finally, I look to develop a fusion of Heideggerian and Deleuzean approaches to deepen Stiegler’s pharmacological critique of the contemporary dystopia of systemic stupidity and its potential resolution in an educational utopia of invention on the other side of the humiliation of thought.     

广义价值初探

广义价值是从系统论角度出发定义的。所谓价值就是事物与事物之间在相互联系、相互作用的关系中所产生的影响。广义价值不仅考察事物(包括人)的价值,还考察对事物(包括人)的价值。前者包括事物的外在价值和内在价值,后者包括外部事物及环境对事物的价值以及事物内部要素对事物的价值。广义价值的定义有多方面的意义。     

Leaping Out of Our Skins: Postmodern considerations in use of an electronic whiteboard to foster critical engagement in early literacy lessons

Postmodern theory is used to consider literacy instruction with and without an electronic whiteboard to investigate what it means to move beyond using technology to replicate older models of classroom structure that may be historically situated but that also limit or at least, do not support engagement in ways that may be possible through use of new technologies. Using postmodern theory in this regard is a way in which to consider again the thoughts and practices that tend to construct identities and ideologies in ways that work against true engagement in literacy tasks, lead to subjection and demonstration of acquiescence in place of engagement that leads to participation and critical engagement. Critical engagement as opposed to gaining and maintaining student attention to task are considered in this paper. Thinking about use of the electronic whiteboard from a postmodern perspective cautions us about careful use of this technology to avoid sending messages to students about them and their role in literacy development, the classroom, and in society.     

The Functions Of Context In Finding The Equivalent Words In Translation

"Context" covers from pure linguistics to the situation in which a linguistic expression takes place, and to the social and cultural background of communication. Translation is a kind of inter-lingual and eross-euhural communication in which context plays an important role to achieve information equivalence in all levels. This thesis strives to investigate how context interplays with wording in translation, exemplified with an English-Chinese translation to illustrate how differ-ent interpretations of the source language contexts lead to different wordings in translation. It concludes that translators must be context-sensitive to comprehend to meanings of a word in SL. And that's the basis to select an equivalent word of the closest meanings in all level in the TL.     

高师钢琴教学师范性刍议

师范性是高师教育最为显的特点，高师教育的一切教学活动都必须突出和实现这一特点，才能达到高师教育的培养目标，高师钢琴教学也不例外。本仅以高师钢琴教学与音乐院校钢琴教学的比较，中小学素质教育实施对音乐教师素质的要求两方面浅析高师钢琴教学的师范性，以及如何转变教学观念，狠抓视奏教学，实施教学改革等方面，突出和实现师范性，谈一己之浅见。