生物柴油发展思路与政策建议

生物柴油是清洁的可再生能源,具有良好的环保性能。发展生物柴油对于调整农业结构、增加农民收入、改善生态环境等具有重要意义。当前,我国生物柴油产业发展处于起步阶段,需要明确发展思路和政策:开展资源调查,制定产业发展规划;加强技术研发;培育持续稳定的市场需求,疏通销售渠道;制定生物柴油质量标准和生物柴油标准体系;加强部门之间的协调,处理好国内几大石油公司之间及其与民营企业、其他国有企业以及外资企业的关系。     

人工智能技术在外语混合式教学中的应用及生态链构建

混合式教学通过"线上+线下"相结合的方式,融合传统教学与网络教学的优势,已成为教育信息化时代教学发展的重要方向。混合式教学在实践中仍存在一些问题。智能代理、自然语言处理、模式识别以及数据挖掘等人工智能技术的发展与应用,不仅为解决上述问题提供了新的手段,而且现有的一些智能教学平台和教学系统的成功应用也证明人工智能能够为外语教学赋能。打造人工智能技术与外语混合式教学深度融合、可持续的良性互动的生态链,能促进外语教学进一步向个性化、精准化和智能化教学方向发展,从而加速外语教学信息化建设,改善目前外语教学现状,还能够大大提高外语应用型人才的培养效率。     

地矿油行业特色高校高质量发展瓶颈及突破建议

地矿油行业特色高校是我国能源行业的重要人才供给方,现阶段面临的突出问题主要集中于国家资源保障不足,生源质量下降,人才培养体系与师资队伍建设滞后以及学科交叉融合低等方面,严重制约了其高质量发展。本文针对上述问题开展了系统研究,并提出了加大国家财政支持力度,加大行业从业人员待遇,加强行业企业正面宣传力度,出台行业实习实训制度以及校企师资互培、互聘指导意见,完善高校理事会制度,加大行业企业参与高校治理力度等建议,以推进地矿油行业特色高校的高质量发展进程,为我国能源资源安全战略提供重要的人才支撑。     

反胶束酶水解法生产芥酸的工艺研究

为了优化酶水解法生产芥酸的工艺条件,在AOT/异辛烷反胶束体系中,选择合适的脂肪酶,并考察其水解的影响因素。结果表明:来源于洋葱假单胞菌(Pseudomonascepacia)的脂肪酶对于高芥酸菜子油的水解能力强。当反胶束体系含水量为11,pH值为7.0,菜子油浓度为15%(v/v),水解温度为35℃,反应不到1h,水解率即达到50%;反应24h,水解完全。     

An Introduction: Reimagining Social Work Education for the Digital Age

ABSTRACT

Despite the recent publication of a number of articles, along with current presentations at professional conferences, and a scholarly text all on the topic of distance learning and online social work education, many believe that the subject has not received the level of recognition among academics in our profession that it needs and deserves. This Introduction to a special double issue of a prominent peer-reviewed journal serves to welcome the reader to the contents of the seventeen articles that follow, and to provide both an overview and conceptual framework for the special issue as a whole. Underscoring both the opportunities and quandaries, support and resistance, most of the authors would appear to conclude that social work educators must rapidly become more agile in embracing the unique opportunities presented by the technology that we now have at hand.     

柴达木盆地冷湖四号构造E1＋2有利储层预测

柴达木盆地冷湖四号构造E1＋2主要油气储层砂体的分布受地层沉积影响,具有薄、多、散、杂的特点．用常规技术手段很难对其进行刻画,严重影响了勘探部署工作．该文利用沉积相研究、地震属性分析以及神经网络预测等技术手段,对该区下第三系路乐河组（E1＋2）主要含油层段砂体展布情况进行刻画,进而对储层孔隙度和渗透率的平面分布规律进行预测．在此基础之上划定有利储层分布范围,为进一步勘探提供研究依据．     

Online and blended learning approach on instructional multimedia development courses in teacher education

In this study, an e-learning environment was designed for teacher candidates. Teacher candidates developed multimedia-based projects by means of multimedia tools. This research aims to determine the effects of online and blended learning approaches on the success level of multimedia projects and the teacher candidates' attitudes, opinions and perceptions on e-learning. This study used a combination of qualitative and quantitative methods. There were two different groups in the study: online and blended groups. The online and the blended groups consisted of 30 and 32 teacher candidates, respectively. Teacher candidates in the blended group developed multimedia-based projects and shared information communicating in a WiziQ and Facebook environment with their peers and instructors when they were not at school. On the other hand, the teacher candidates in the online group communicated with their instructors and peers only in a WiziQ and Facebook environment. The results showed that the blended learning approach was more effective than the online learning approach. The usability of online learning and blended learning in higher education is addressed in recommendations for future research and practice.     

Blended/hybrid courses: a review of the literature and recommendations for instructional designers and educators

This article explores some of the literature on blended/hybrid learning and identifies recommendations for instructional designers and faculty. Terminology and definitions are discussed first including the debate between the words “blended” and “hybrid.” A working definition for the article is discussed but the article does not propose a standard definition for the field. The learning advantages of using a blended/hybrid format are identified from the literature including improved grades, retention and communication and teamwork. The recommendations are discussed in four broad categories: (a) face to face and online scheduling, (b) communication, (c) course content, and (d) other recommendations. The article concludes with a call for future research into blended/hybrid learning and how to best construct blended/hybrid courses from an instructional design standpoint.     

Detecting the correlation between mobile learning behavior and personal characteristics among elementary school students

ABSTRACT

This study aimed to explore the features of mobile learning behaviors among Chinese elementary school students, and relationships between mobile learning behaviors and personal characteristics in mobile learning environment. The current study designed and developed a game-based educational mobile environment and conducted an experimental research. Eighty-three elementary students participated in this study. The results revealed the features of elementary school students’ mobile learning behavior including: 1) the students had reasonable login frequencies and learning time duration with appropriate guidance from the teachers, and satisfying learning performance by self-learning; 2) higher grade, learning style with active information processing and higher test scores in the conventional Chinese subject course had positive impacts on the mobile learning behaviors, but no gender difference was found. Regrettably, students showed more digital consuming than digital creating in the current study. The results could provide necessary suggestions on mobile learning for young learners.     

University teaching with a disability: student learnings beyond the curriculum

This research examines the learning experience of university students who were tutored by a teacher with quadriplegia mixed type cerebral palsy. It was inspired by Pritchard's [2010. “Disabled People as Culturally Relevant Teachers.” Journal of Social Inclusion 1 (1): 43–51] argument that the presence of people with a disability in the classroom is important as these teachers deliver both content and generate ‘other’ learnings. This study examines what was different about the learning experience and what additional learnings may have occurred because of the students' interaction with a tutor with a disability. It begins to explore what educational scaffolding may be needed to facilitate and maximise student learning in this scenario both in the classroom and online learning environment with a tutor with a disability affecting physical movement and verbal communication. It seeks to advocate for the potential role of people with a disability in academia.