六氰合铁酸锰铬修饰电极的原位椭圆偏振表征

采用原位椭圆偏振光谱技术表征了六氰合铁酸锰铬膜（MnCrHCF／Pt）修饰电极。并比较了原位掠射椭圆偏振法、原位反射椭圆偏振法和循环伏安法表征此修饰电极的异同,发现此三种方法在表征修饰电极上有相似之处。     

How university student–teachers for primary school learn about Department of Education Policy on child sexual abuse,and mandatory reporting: the sources of their professional information

Many regional and local Departments of Education in many countries now require their primary school teachers to be mandatory reporters of child sexual abuse. However, many student–teachers are not provided with courses on child protection and its policy requirements during their pre-service university education. So, how do student–teachers source, and develop, their professional information about this important role? This study examines an Australian university cohort of final 4th year bachelor of education primary school student–teachers, asking them to identify and clarify the nature of any relevant professional information they accessed over the 4 years of their teacher education. The results show that, in the absence of formal child protection courses, such professional information was scarce and sporadic. Student–teachers consistently indicated a pattern of not learning about essential Department of Education policies and procedures whilst at university. These results, although disappointing, provide a rationale for university curriculum planners to design appropriate pre-service university training courses that initiate, develop, and enhance student–teachers’ professional competencies as mandated reporters of child sexual abuse.     

Promoting complex systems learning through the use of conceptual representations in hypermedia

Studying complex systems is increasingly important in many science domains. Many features of complex systems make it difficult for students to develop deep understanding. Our previous research indicated that a function‐centered conceptual representation is part of the disciplinary toolbox of biologists, suggesting that it is an appropriate representation to help students develop deep understanding. This article reports on the results of two experiments that investigate how hypermedia using a conceptual representation influences pre‐service teachers' and middle school students' learning of a complex biological system, the human respiratory system. We designed two versions of instructional hypermedia based on the structure–behavior‐function conceptual representation. One hypermedia was function‐centered which emphasized the function and behavior of the system, whereas the other was focused on the structure of the system. We contrasted the instructional effectiveness of these two alternative conceptual representations. The results of both studies indicated that participants using the function‐centered hypermedia developed deeper understanding than those using the structure‐centered version. This proof‐of‐concept study suggests that the function‐centered conceptual representation is a powerful way to promote complex systems understanding. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1023–1040, 2009     

“What are you Representing?” Contesting Identities of Incarcerated Youth

This article explores how incarcerated youth and adult supervisors contest claims to identity via language of “representing”. Comparing how youth and adults “represent” in discussions of their own past and future selves sheds light on the constrained universe of discourse within which both groups work to express identities and on the basis of which we counsel, mentor, and educate young people. Acknowledging these constraints can contribute to understanding what I call exceptionalism—the idea that only exceptional poor and raced young men, through great personal effort and sacrifice, may resist the lure of the “street”. I conclude by discussing implications of this work for education and youth development work both inside and beyond the juvenile justice system as well as for research across lines of difference by committed “outsiders”.

‘In and against the museum’: the contested spaces of museum education for adults

This paper focuses on museum and gallery education for adults in Dundee, Scotland. Dundee has recently experienced a shift from being mainly working class to an educational, cultural and tourist centre. Hence, an interesting field for the examination of the educational policies and practices of the city museums/galleries and the different fashions they receive and act upon wider developments in the museum world has emerged. Questions arising are how the new, open and accessible museum (and gallery) has changed the way education is constructed and offered in the museums in the city? What is the relationship of education with marketing and the new discourse of social inclusion and participation in museums and galleries? For example, one of the most pertinent findings was that, at least in Dundee, activity-based and individual learning has been over-valued, at the expense of a more social and dialogic educational experience that participants seemed to largely prefer and indeed propose as more meaningful to them. Although new ideas and participatory practices have improved attendance and the engagement of the local adult population, other issues, such as the new economic reality for museums and the close relationship of education with marketing are policies that were often treated with resistance, if not opposition, by the research participants.     

‘Who wants to be a travelling teacher?’ Bilingual teachers and weak forms of bilingual education: the Norwegian experience

In this article, I argue that immigrant bilingual teachers and mother‐tongue teachers are not formally recognised as ‘genuine’ teachers in the Norwegian school system. Norwegian education authorities have invested considerable effort in order to strengthen the competences of bilingual teachers and to both recognise and formalise their home country education. Amongst other things, several university colleges were encouraged to provide specially designed higher education programmes for bilingual teachers in order to integrate teachers with bilingual competences into the Norwegian primary school teaching system. This paper is based on data collected in 2007–2008 during the national evaluation of this education, which is the first of its kind in Norway. Although popular amongst immigrant students, it seems that the competences to be gained by graduates of the BA degree programme are not recognised or utilised in the schools where they work. Due to low social status and an unfavourable structural position within the Norwegian school education sector, these teachers will try to distance themselves from their bilingual roles and identities. Within such a framework, the higher education that is intended to strengthen optimum bilingual tuition in the primary schools sector is, in fact, steering bilingual teachers and mother‐tongue teachers away from these more specialised and less valued professions, seeking instead, access into the more mainstream and higher status teaching jobs.     

自动控制原理综合实验系统的设计

介绍了自动控制原理综合实验的系统的设计,采用模拟、数字混合式系统建立了实验平台,并阐述了自动控制原理综合实验的原理.经应用表明,该实验系统对于学生巩固所学基础理论,增强实践能力具有重要的意义.     

基于SIMULINK异步电机矢量控制仿真实验研究

利用Matlab软件中的动态仿真工具Simulink,建立了异步电机矢量控制的仿真模型,并通过仿真实验验证了所建电机矢量控制系统模型的可行性和实用性.该仿真模型对于开发和研究电机调速系统有着重要的意义.     

大弹涂鱼室内外结合人工育苗技术初探

室内外结合人工育苗采用480m2的室外土池投放2龄亲鱼47kg,先后孵出2批仔鱼,通过渠道自然落差收集仔鱼330万尾,在室内经45-47d培育,共育出幼鱼91万尾,平均全长为22.81cm,平均成活率达27.58%.试验表明：室内外结合人工育苗是大弹涂鱼生产性育苗的好方法.