采用微波加热合成对正丁氧基苯乙酸

采用微波加热方法,以对羟基苯乙酮为原料经过威尔格罗特-金德勒反应合成了对正丁氧基苯乙酸,反应速度比常规加热快26倍,反应总收率可达88．3％．     

微波辐射下一锅法合成5，5-二苯基乙内酰脲

在微波辐射条件下,安息香和尿素一锅反应得到苯妥英,收率达到76．2％。产物结构经红外光谱和核磁共振谱确证。该方法操作简便,反应时间短,收率高,污染小。     

微波辅助无溶剂合成双环笼状磷酸酯醇苯甲酸酯

在无溶剂条件下,以对甲基苯磺酸为催化剂,微波辅助合成笼状双环磷酸酯醇苯甲酸酯.最佳反应条件为:酸醇物质的量比为3:1,催化剂用量占总投料量的14%(质量比),反应时间为3 min,微波炉的功率为260 W,产率为71.2%,且过量苯甲酸可以回收.     

基于动态对等理论的戏剧翻译中文化专有项的处理

戏剧翻译的服务对象不仅包括目的语读者,还包括在剧院观看舞台演出的目的语观众,这便是戏剧翻译的双重性。而剧本中极其丰富有特色的且与目的语文化有极大差异的文化专有项的处理的好坏,在很大程度上影响了译本的可表演性与目的语观众的接受程度。因此,要使目的语观众也获得类似原语观众的感受,译者往往应该从剧本的可表演性出发根据译入语的文化规范和传统做出相应调整。本文基于奈达的动态对等原则和读者反映论,分析了戏剧翻译中文化专有项的处理方式。     

微波辐射下诺氟沙星衍生物的合成

以苄氯和诺氟沙星为原料,无水碳酸钾和碘化钾为催化剂,采用微波辐射技术合成了诺氟沙星衍生物,产品结构经IR和1HNMR分析证明与预期结构相符;同时运用正交试验对影响收率的因素进行考察,确定了最佳反应条件：微波辐射功率700W,辐射时间15 m in,反应温度80℃,苄氯、诺氟沙星和碳酸钾的物质的量比为1.3∶1∶1,碘化钾用量0.3 g;反应收率也从常规加热法的29.3%提高到90.2%.与常规加热法对比,微波法缩短了反应时间,提高了反应收率.     

Gray-Scott模型的动态分歧分析

该文以Gray-Scott模型为研究对象,用数学的方法研究该系统的动态分歧.主要是运用线性全连续场普理论,中心流形约化方法及跃迁理论,得到了模型在一定条件下的跃迁类型的判别数,并判断了跃迁类型,给出了分歧解的表达式.     

新型农民教育培训动力机制的构建

建设新农村,关键是要调动广大农民的积极性、主动性和创造性。因此,培养新型农民是新农村建设不可或缺的条件和基础。为了促进新型农民教育培训活动的顺利开展,有必要构建一种能够推动农民和相关培训机构积极参与的动力机制,即促进新型农民教育培训的导向机制、激励机制和倒逼机制。通过这些行之有效的机制,形成良好的新型农民教育培训舆论环境和完备的法律政策环境,从而有助于社会主义新农村建设,促使和谐社会真正得以实现。     

阵列天线微波成像多通道相位误差校正方法

采用阵列天线的微波成像系统会产生多通道幅相不一致性问题.针对使用阵列天线进行微波成像的应用,将回波模型中的多通道相位误差分为距离偏移误差和残余常数相位误差,并分析其对成像造成的影响,研究了使用回波中选定参考点目标进行相位误差校正的方法.最后通过微波成像国家重点实验室开发的地基实验系统数据验证了我们的分析和结论.     

微波遥感定量反演研究中大气参数的估算模型

被动微波遥感对地表参数的反演研究中通常会忽略大气的影响.在定量遥感精度要求较高的情况下,建立大气参数的定量估算模型以剔除大气影响,对于提高反演精度具有积极作用.本文基于辐射传输模型,总结出大气向上和向下亮温及大气透过率这3个大气参数均与大气可降水量密切相关.利用MonoRTM模型和全球946条大气廓线建立晴空条件下大气亮温和大气透过率与大气可降水量之间的函数关系,发现大气亮温与大气可降水量呈正相关,大气透过率与大气可降水量呈负相关.本文利用中国张掖地区探空数据集对大气参数估算模型进行验证.模拟结果与通过MonoRTM模拟的结果基本一致,表明本模型具有较高的可靠性.通过本模型可定量计算大气对被动微波遥感的影响,提高微波遥感定量反演的精度.     

Dynamics of student interactions: an empirical study of orienteering lessons in physical education

Introduction: Many studies in physical education (PE) have sought to identify and categorize the modes of student interaction in order to gain greater insight into the nature of cooperative activity. More others recent studies have examined how modes of interaction evolve on the basis of the modes of collective activity that they generate. These studies have shown to describe and explain the interactions among individuals and the processes they generate, which then lead to the construction, deconstruction or reconstruction of different interaction modes. Although some studies have sought to describe the dynamics of student interactions, very few have quantified these dynamics. By doing so, however, researchers might gain a new perspective on student interaction modes that inspires new designs for teaching in PE, thereby having professional impact. The present study extends this research by investigating the dynamics of student interaction, with a focus on the emergence of interaction modes during orienteering lessons. For this purpose, the study was conducted within the methodological framework of course of action theory, which is an effective approach for examining activity in natural situations to provide insight into the experience of activity from the actors perspective.

Method: The study was conducted in two classes of seventh-grade students (about 12 years old) in which 16 students volunteered and were available for post-action interviews immediately after the lessons under study. These volunteers were placed in eight affinity-based dyads. The teachers planned orienteering lessons at similar levels of difficulty and duration but modified the lessons across a range of contextual features. Two categories of data were collected: (1) data from audiovisual recordings as the students searched for the checkpoints and (2) verbalization data during the post-action interviews with the students. The data were processed in two steps: one qualitative, the other quantitative. The qualitative step consisted of processing the data of the student experiences to characterize their interactions in the three different contexts. In the quantitative step, the data from the first step were graphically represented to depict the interaction dynamics within the student dyads.

Results and discussion: The qualitative analysis showed the emergence of three modes of student interaction shared across each learning context: co-construction, confrontation and delegation. The quantitative analysis revealed the percentages of the different modes of interaction and therefore characterized the interaction dynamics. Our results showed that the interaction dynamics within the dyads were both unique and similar in the task contexts in terms of both ratios of change and distribution. Results are discussed across two major points of interest: (1) the observation of the same interaction modes whatever the context yet with quite different dynamics and (2) proposals for PE teacher interventions.