钾离子在粘性土中扩散运移的影响因素

为了研究日本九州地区的2种区域性土———有明粘土和赤土作为废弃物填埋场底部粘土衬垫层的适应性,做了一系列室内扩散试验.应用软件Pollute V6·3模拟计算了实验结果,反算出了钾离子的扩散系数.研究结果表明,有明粘土的扩散系数比赤土的扩散系数小,说明有明粘土有望能作为更合适的粘土衬垫材料.通过对比试验研究,发现在混合溶液的情况下,钾离子的扩散系数较在单一溶液的钾离子的扩散系数小.因此建议尽可能使用与现场淋滤液成分相近的混合溶液来做扩散试验,以求出扩散系数来作为废弃物填埋场的设计和性能评估参数.     

Teaching and evaluating instructor effectiveness using the instructor effectiveness questionnaire and the instructor effectiveness check sheet combination

This article describes the use of two linked instruments, the Instructor Effectiveness Check Sheet (IEC) and Instructor Effectiveness Questionnaire (IEQ). The use of an evaluation instrument during a course can enable improvements to be made — even with experienced instructors. Detail can be taken from the IEC and IEQ to find obvious and not so obvious needed changes and attention to individuals in the group. The article gives an example where the instruments were used to teach instructors about different pedagogical constructs, describes further research using the instruments at the Nantahala Outdoor Center, USA, and describes a case study on a wilderness education group that illustrated improvement in effective teaching.     

The Origin of Representational Drawing: A Comparison of Human Children and Chimpanzees

To examine the evolutional origin of representational drawing, two experiments directly compared the drawing behavior of human children and chimpanzees. The first experiment observed free drawing after model presentation, using imitation task. From longitudinal observation of humans (N = 32, 11–31 months), the developmental process of drawing until the emergence of shape imitation was clarified. Adult chimpanzees showed the ability to trace a model, which was difficult for humans who had just started imitation. The second experiment, free drawing on incomplete facial stimuli, revealed the remarkable difference between two species. Humans (N = 57, 6–38 months) tend to complete the missing parts even with immature motor control, whereas chimpanzees never completed the missing parts and instead marked the existing parts or traced the outlines. Cognitive characteristics may affect the emergence of representational drawings.