＂相＂及＂组织＂概念的定义

“相”与“组织”是材料类课程中非常重要的概念,在目前的材料科学基础和工程材料教材中,相关概念的定义各有千秋。根据目前一些教材中的定义及教学过程中的体会,阐述了这两个重要概念应有的内涵,并提出“相’’与“组织”的定义。     

在社会经济发展背景下对高等教育功能的再认识--马丁·特罗高等教育发展阶段论批判

马丁·特罗在30年前首次描述了高等教育存在着三个以数量为标准的发展阶段.这一理论是基于当时部分发达国家高等教育完成"大众化"或"普及化"之现实,围绕着高等教育内部革新问题而建构的,在方法论上,具有十分明显的归纳取向,对高等教育发展与社会经济发展之间互为因果的关系,缺乏足够的认识.这一理论存在着内在的缺陷.当代高等教育的发展极大地丰富了我们对高等教育大众化、普及化之功能及其重要性的认识.高等教育更多地体现着一国社会经济的巨大利益,高等教育的发展更多地是国家意志的产物,对发展中国家来说,尤其如此.     

Governance for system optimization and system change: The case of urban waste

This paper analyses urban waste systems to explore how local authorities can resolve challenges related to climate change, urbanization and resource depletion. The paper investigates how different public governance regimes affect local authorities’ ability to move upwards in the waste hierarchy. It identifies three different governance regimes – traditional bureaucracy, new public management and networked governance – and uses the insights from innovation in urban waste in three Norwegian city regions – Oslo, Drammen and Bergen – to illuminate how these regimes possess both strengths and weaknesses in how they affect system optimization and system change. The observed working practices signal that the issue of urban waste systems is perceived as a challenge of system optimization rather than system change. Viewing this as a challenge requiring system change would probably have ensured a stronger directionality and a broader anchoring of actors. Such an approach is likely to have arrived at a waste prevention mode earlier than the step-by-step-solutions implemented so far. The paper concludes that there is not one best governance regime, but a need to acknowledge their co-existence and carefully consider the characteristics of the respective regimes in order to arrange urban waste systems for long-term dynamic and sustainable city regions.     

Application of colour metallography in the examination of ancient metals

The use of colour in the metallographic examination of ancient metals is useful both for research and teaching purposes. Application of different optical methods of examination include: polarized light, with or without a first-order red compensator, and differential interference contrast microscopy (DIC). The use of DIC can be combined with the other techniques mentioned in the text for the examination of etched or unetched metal surfaces, which are best observed microscopically using a metallograph. Colour techniques are now used routinely in industrial metallography, and are available for a variety of metals and alloys. Colour tint etching can be used to enhance grain structure or different phases present in the metallic artefact which may not be visible in conventional etched samples, or which lack optical contrast. Many more applications of these techniques in the examination of ancient metals will be published in the literature as they become better known and second-hand equipment with DIC lenses enter the market at a price suitable for conservation laboratories to purchase them.     

A(副相)/Nd_2Fe_(14)B(主相)系列双相纳米晶复合永磁体的研究

介绍了双相纳米晶ＮｄＦｅＢ复合永磁材料的设计与制备工艺，以及它的最新研究进展和研究方向．     

从历史的角度看中国成人教育发展的阶段和特点

在新中国建立50余年的发展历程中,我国成人教育既有迅猛发展的“凯歌行进”时期,亦有迅速下滑的低谷阶段,其发展过程的高低起伏及阶段性特征与我国特定时期的历史环境有着密不可分的关系。从历史的角度分析我国成人教育发展的阶段和特点,可以使我们高屋建瓴,站在历史的高度审视成人教育的发展历程,从高峰中汲取经验,从低谷中汲取教训,为未来成人教育的持续发展提供借鉴。     

Classroom Community and Peer Culture in Kindergarten

This study reflects a naturalistic, interpretive 5-month study in a public school morning kindergarten regarding the children’s social development and creation of a peer culture during the transitional months into public education. The main focus of the research was the children’s perspectives on these transitions and their evolving classroom community and peer culture in response to the teacher, classroom and school environment. This study captures the dynamic and complex flow of activity that occurs in classrooms, the give and take of relationships, and the agency that children take in developing peer culture as one piece of community. Elements of the peer culture that are foregrounded include secondary adjustments as realized in clean-up strategies, protecting play materials over time, and hypothetical competition with the afternoon kindergarten class.     

Preparation and adsorption behaviors of Cu(II) ion-imprinted polymers

Imprinted polymers were prepared for selective removal of Cu（Ⅱ） ions from metal solutions. Three ion-imprinted polymers were synthesized with methacrylic acid （MAA）, acrylamide （AA） and N,N＇-methylenebisacrylamide （MBAA） respectively as the functional monomers, ethleneglycoldimethacrylate （EGDMA） as the cross-linking agent, 2,2＇- azobisisobutyronitrile （AIBN） as the initiator and Cu （Ⅱ） ion as the imprint ion. The template Cu （Ⅱ） ion was removed from the polymer by leaching with a liquid of a 1：1 volumetric ratio of HCl to ethylenediaminetetraacetic acid （EDTA）. The capacity and selectivity of Cu（Ⅱ） ion adsorption were investigated with the three imprinted polymers and their non-imprinted counterparts. The polymers have a maximum adsorption capacity at pH 7.0. The isotherm of their batch adsorption of Cu（Ⅱ） ions shows a Langmuir adsorption pattern. Imprinted polymers all have a much higher capacity and higher selectivity of Cu（Ⅱ） adsorption than nonimprinted ones. MAA polymer benefits the most from imprinting. Imprinted MAA polymer has the highest selectivity when used to rebind Cu （Ⅱ） ion from an aqueous solution in the presence of other metal ions. Ion imprinting can be a promising technique of preparing selective adsorbents to separate and preconcentrate metal in a medium of multiple competitive metal ions through solid phase extraction （SPE）.     

The transition to secondary school geometry: can there be a “chain of school mathematics”?

Students mainly perceive the transition to secondary school as an opportunity to start their school career anew. Reality often proves them wrong, especially in the case of mathematics. In our paper, we briefly discuss children’s transition to secondary school as both an opportunity and a problem, with reference to the Greek context. In discussions about the transition to secondary school and its effect on the teaching and learning of mathematics, primary and secondary school teachers in Greece often depict school mathematics as a “chain” of concepts and procedures. With this metaphor as our reference point, we discuss how ideologies about the teaching of mathematics are enacted in both school levels. We will base our discussion on the analysis of extracts taken from dialogues in primary and secondary school mathematics classrooms in Greece. In our analysis, we employ a Peircean view of semiotics in an attempt to conceptualize students’ rushed introduction to rigor in justifying mathematical statements in secondary school. These extracts are part of a longitudinal study that aimed, on the one hand, to pinpoint discontinuities and continuities in the teaching of geometry between primary and secondary schools and, on the other, to investigate whether a set of curriculum material that we designed could serve as a link in the teaching of geometry between the two school levels.