建筑物沉降变形监测实践研究——以广运波庄渡假酒店为例

结合工程实践,论述了建筑物沉降观测的重要性、观测流程,为确保建筑物的正常施工及安全运营提供了可靠的依据,沉降变形监测方法可供实际工程变形监测时参考。     

蓄能电站地下厂房岩体现场变形试验成果分析

蓄能电站地下厂房洞室群埋藏较深、开挖面积较大,地下岩体变形参数在工程设计过程中是至关重要的,根据深圳蓄能电站地下厂房系统岩体的特殊性与重要性,在现期勘察的地下厂房系统主探洞内进行现场岩体变形试验,对试验数据经过科学的分析与总结,建立合理的变形参数,并对同一岩性不同地理位置的岩体变形参数进行对比,在此特提供给大家参考。     

某炉渣间厂房可靠性鉴定

工业厂房的可靠性鉴定是工业生产单位日常管理工作中的重要环节。对某炉渣间厂房可靠性进行了鉴定,对其存在的缺陷和损伤、可能的安全隐患等进行检查鉴定,并提出了相应处理意见,为厂房的安全生产及加固、维护、管理等提供了技术依据。     

基于有限元模拟大跨度钢桁架结构吊装方案设计

本文研究背景为沿海某港口厂房钢结构车间,形式为双肢格构柱、单层四跨双坡钢桁架结构,格构柱最大高度约28.4米,桁架梁及吊车梁最大跨度42米.因厂房跨度较大,柱高度较高,危险性较大,需对吊装方案的安全性进行验算,确保施工安全.本文通过Midas-gen软件分别对其中的双肢格构柱、桁架梁、吊车梁依据所在地的环境条件进行建模计算,分别验算吊装过程中的反力、挠度、关键位置变形,根据我国的吊车额定起重量确定在起吊所需要的吊装的吨位和台数.为该工程顺利实施吊装提供科学依据.     

商业健身俱乐部运营模式的研究

运用文献资料法、专家访谈法、逻辑分析法对商业体育健身俱乐部运营的特征及相关问题进行探讨,提出俱乐部在运营时必须要有自己的目标和独特的运营方式.以期为健身俱乐部的运营和相关管理部门对健身俱乐部经营规范提供参考依据.     

气化炉运行引起楼层振动的实验研究和计算机模拟

设备机组振动对厂房的影响越来越受到人们的重视,已经成为厂房设计和使用中的一个关键问题。基于山西省"十一"五重点工程晋煤集团天溪煤制油分公司10万吨/年煤基MTG合成油示范工程项目,对气化炉运行引起的楼层振动进行了实验研究和计算机模拟,找出了设备机组振动的根源和规律,为减振方案设计提供了依据。     

地铁隧道下穿既有高速铁路桥影响分析与施工对策研究

地铁隧道施工引起铁路轨道沉降和变形可能影响正常运营,为控制盾构隧道施工引起的轨道沉降和变形,保护铁路运营安全,对盾构隧道下穿铁路段的区间线位及工程风险进行研究。文章以某市地铁1号线下穿既有高速铁路桥为依托,采用计算软件对隧道下穿既有高速铁路桥进行了数值模拟分析,得到了最大沉降量为11mm,超过了6mm的容许沉降量;通过分析施工过程中沉降情况,提出了施工建议。可为同类工程提供参考。     

基于ABAQUS二次开发的航空结构件加工变形预测系统

根据航空整体结构件加工变形预测要求,依据影响铝合金航空整体结构件加工变形的主要因素,基于ABAQUS二次开发技术开发航空整体结构件加工变形预测系统。以复杂航空整体长梁结构件为例,针对特定毛坯工件和加工工艺,完成工件的加工变形预测。结果表明:零件在Y方向弯曲变形是该零件的主要变形形式,沿Z方向的弯曲和垂直X方向的扭转变形也不容忽视。案例分析表明,系统能通过参数化和自动化建模完成航空整体结构件加工变形的快速预测,能为工艺人员根据变形量选择航空整体结构件最适合的毛坯材料和加工工艺参数提供依据。     

建设项目投资后评价研究

建设项目投资后评价是项目管理的重要组成部分，通过项目的后评价可全面分析建设项目的决策、实施、运营的状况，为已建项目的运营管理提供依据，为项目投资决策提供依据，本通过对项目后评价的作用、特点的分析研究，阐明了建设项目后评价的重要性及其管理对策。     

灰色系统理论在变形监测数据预报处理中的应用

结合变形监测工程案例,选用灰色系统GM(1,1)模型实监测数据进行分析预报处理,通过分析处理预测变形的趋势,为变形监测预报提供依据。     

虚拟现实技术在地理野外实习中的应用

虚拟现实技术的卓越三维显示和动态交互能力,为地理野外实习提供了新的研究手段和方向。分析了现在地理野外实习中遇到的问题,提出了虚拟地理实习的构想,探讨了虚拟地理实习设计的总体框架和具体关键技术,结合实例阐述了虚拟地理野外实习的优越性,并讨论了虚拟地理实习与实地野外实习的关系。     

基于综合集成法的湘西地区区域协调、发展、调控机制研究

湘西地区区域协调发展是一个复杂的巨系统。从复杂巨系统的视角出发,建立由民主决策研讨厅、专家集成研讨厅和公众参与研讨厅组成的“湘西地区区域协调发展综合集成研讨厅体系”,作为湘西地区区域协调发展的调控机制,是实现湘西地区区域协调发展的必然选择。湘西地区区域协调发展综合集成研讨厅体系的建设应该分步实施,逐一解决,循序渐进。     

主题工作坊——高职院校实践育人的新途径

高职教育的快速发展对高职院校实践育人工作提出更高的要求。通过分析高职院校育人实践的现状,结合工作实际,提出以主题工作坊的形式提升高职院校育人实践效果的整体构想。在阐述工作坊设立的实践意义的同时,对主题工作坊的组织形式和活动开展方式进行探讨,并结合学生社会实践指导工作坊的典型案例来剖析主题工作坊实践育人的工作过程及其作用。     

Teaching students how to study: a workshop on information processing and self-testing helps students learn

We implemented a "how to study" workshop for small groups of students (6-12) for N = 93 consenting students, randomly assigned from a large introductory biology class. The goal of this workshop was to teach students self-regulating techniques with visualization-based exercises as a foundation for learning and critical thinking in two areas: information processing and self-testing. During the workshop, students worked individually or in groups and received immediate feedback on their progress. Here, we describe two individual workshop exercises, report their immediate results, describe students' reactions (based on the workshop instructors' experience and student feedback), and report student performance on workshop-related questions on the final exam. Students rated the workshop activities highly and performed significantly better on workshop-related final exam questions than the control groups. This was the case for both lower- and higher-order thinking questions. Student achievement (i.e., grade point average) was significantly correlated with overall final exam performance but not with workshop outcomes. This long-term (10 wk) retention of a self-testing effect across question levels and student achievement is a promising endorsement for future large-scale implementation and further evaluation of this "how to study" workshop as a study support for introductory biology (and other science) students.     

Science Content Courses: Workshop in Food Chemistry for 4th Grade School Teachers

ABSTRACT: A science content course in food chemistry was offered as a 4-day summer workshop from 1999 to 2001 to 4th grade school teachers in the Seattle School District. The objectives of the workshop were to increase the teachers' knowledge of food science, to perform simple experiments that could be used in the 4th grade classroom, and to help the teachers become more familiar with the scientific method. The workshop is described, and challenges associated with running the workshop from the instructors' perspective are discussed. Protocol for hands-on experiments used in the workshop, discussion questions/answers, and comments about each experiment are included in Appendices. The use of hands-on experiments that were easily adaptable to the 4th grade classroom and the comfortable atmosphere for discussion appear to have contributed the most to a successful workshop.     

热喷涂机器人离线编程

在介绍热喷涂机器人2种编程方法和机器人离线编程的基础上,概括叙述了从机器人离线编程阶段到应用于实际车间机器人喷涂的整个步骤;针对实际机器人喷涂过程中出现的机器人与车间里的设备碰撞的问题,提出了较好的解决方案,即建立虚拟车间;详细介绍了热喷涂虚拟车间的设计、建立步骤。实际的应用效果表明,虚拟车间的建立,避免了重大事故的发生,缩短了离线编程的时间,提高了生产率。     

UPSWING: DEVELOPMENT OF A WORKSHOP FOR LONG‐TERM‐CARE STAFF RESPONSIBLE FOR RESIDENTS’ COUNCILS

The autonomy of long‐term care residents is an increasing concern of researchers, practitioners, and regulatory personnel. A cooperative extension workshop called Upswing was developed for staffs of long‐term care facilities who work with residents’ councils. Eoctension field staff were trained to conduct the workshop at the county level. Relevant literature is reviewed and workshop objectives, content, and materials are described. Evaluations of a two‐county eoctension Upswing workshop and an eocpanded workshop for long‐term care staffs in another state provide data regarding the participants’ perceived knowledge gain.     

'Putting Yourself in Other People's Shoes': The use of Forum theatre to explore refugee and homeless issues in schools

This study investigated the experiences of, and interactions between, participants of a Forum theatre workshop, which addressed the issue of the refugee child at school. Staged by a UK theatre company, whose actors had, in their own lives, experienced being homeless and/or refugees, the workshop was investigated as it was performed in three London secondary state schools. Findings revealed that the workshop was highly relevant to the students, reflecting moral dilemmas which they faced in their everyday lives, as they encountered refugee students at school. This interactive workshop gave them the opportunity to try out moral behaviour, which could potentially be applied to real-life situations. Students felt that the workshop enabled them to put themselves "in other people's shoes", both the fictional characters in the workshop as well as actual people they knew at school. The homeless and refugee histories of the actors themselves intensified the reality of the workshop experience. The Forum theatre workshop aimed to encourage the students to become moral agents in their own lives. However, its ability to do this was limited by the lack of both moral reflection upon the issues raised, and guidance in appropriate moral action following the workshop. This absence of follow-up relates to the fact that the workshop was perceived by teachers as a drama activity, and no attempts were made to address its moral content which, teachers felt, belonged to the domain of the Personal, Social and Health Education (PSHE) in the National Curriculum for England.