煤-富钾生物质共转化催化煤焦气化反应的研究

在喷动-载流床中制备了不同比例煤与麦秸的共热解焦,在热天平中考察了共热解焦CO2气化反应性,分析了原料比率、热解温度等对共热解焦气化反应特性的影响.结果表明,20%生物质添加比例下,煤-麦秸共热解焦的气化反应性即明显高于煤焦,且共热解焦反应性随生物质比例增加而增大,脱碱金属麦秸与煤共热解焦的反应性则与煤焦相近;试验条件下,热解温度750℃制备的共热解焦中碱金属钾含量最高,并具有最高的气化反应性.动力学分析表明,与煤焦相比,煤-麦秸共热解焦的气化反应活化能显著降低

[[alternative]]An Action Research in the Development of Senior High School Curricula in Forgiveness – A Series of Martial Arts Movies "Ip Man"

[[abstract]]近年來校園人際衝突傷害事件霸凌問題，深受各界關注。如何處理、面對霸凌事件，以提升增進校園和諧，成為重要的議題。本研究目的是以武俠電影為例，發展適合學校為本位的高中寬恕教育課程，以化解、處理霸凌事件的衝突與傷害問題，並檢視課程介入後學生學習成效及研究者的專業成長過程。研究方法採行動研究法，以研究者服務學校所任教三個班級，其中一個班（A班，n=43）為課程進行前的試教班級，其餘兩個班級（B、C兩班，各39人）為正式實施之研究對象。課程進行方式，融入本校生命教育課程中，設計八個單元的寬恕教育，連續八週每週兩小時的時間實施課程，本課程特色是以武俠電影來進行寬恕教育，打破一般人的對武俠電影有許多暴力的刻版印象，以寬恕教育處理、面對人際衝突產生的不公平傷害事件。本研究倫理部分有二：一、對研究對象的保護，經過本校倫理委員會的審查，符合研究倫理「知後同意」、「自主原則」、「保密原則」等原則。二、關於研究工具，所使用影片符合智慧財產權的相關規定、法令。課程設計以吳庶深教授「奧斯卡全人健康講座」模式設計，參考Everett L. Worthington教授的「原諒金字塔」理論，並符合同學的實際需要（近四成的同學遭遇過嚴重及非常嚴重的不公平傷害事件）。課程進行中以學習單、分組討論、道歉信、寬恕證書等，作為瞭解教學之過程與檢視修正設計之課程。以詠春拳教學體驗活動，增加課程實作與趣味性。請協同教學教師，進行課程觀察與紀錄。研究者撰寫教學日誌，檢視教學過程中的優缺點。從學生、協同教師、研究者三方檢視、不斷反思修正設計之課程。第七單元的道歉信、寬恕證書的撰寫，有五成的同學在完成之後覺得心情變得輕鬆、自在、放下心中的石頭，從過去負面的情緒中轉換過來，並且感謝老師有這樣的課程活動。教學成效評價部分，於課程結束後，進行課程綜合評鑑，以及個別訪談，瞭解課程成效。從學生所填寫課程綜合評鑑，量性統計：對於各單元教學的兩班平均滿意度，非常滿意加上滿意，從最高88%（第五單元—「超越自我，寬容他人」練功房5）、其次86%（第六單元—「超越族群，選擇原諒」練功房6）、再其次83%（第四單元—「超越偏見，獲得真愛」練功房4），其他單元的最低滿意度也都在75%以上。可見兩班同學都對以武俠電影為寬恕教育媒材的滿意度相當高，並有81%的同學覺得本課程值得繼續推廣。對老師的教學評分，平均分數為90分。質性陳述：對教師教學、課程內容、自我學習，均呈現高度正面與肯定。課程結束後四個月，以「原諒金字塔」五個階段檢視後測追蹤結果發現，學生的寬恕階段仍有明顯進展。學生在進行課程後的成長與改變部分，學生的回饋裡就「情緒」、「認知」、「行為」均有相當的成長與收穫，提昇人際相處的能力，傷害者可以用道歉信表達歉意，受傷害者也可以選擇寬恕書，緩解過去受傷害的情緒，改善人際的相處能力。研究者並對研究結果加以討論，並提出對未來研究的建議。[[abstract]]In recent years, events of interpersonal conflicts and problems of bullying on the campus have drawn widespread public attention. How to deal with and confront events of bullying in order to enhance the harmony on the campus has become a crucial issue. The purpose of the present study is to develop appropriate school-based senior high school curricula to inculcate the concept of forgiveness by means of martial arts movies so that the conflict and problem of bullying might be solved and dealt with. Simultaneously, students’ learning effectiveness and the researcher’s professional growth process after the interposal of the curricula will be examined. The methodology of action research was adopted in the present study. The subjects were the three classes that the researcher is teaching presently in the school. Class A (n=43) was the subjects in the pre-test. The other two classes, Class B and Class C (n=39 for both) were the subjects in the present research. The way the course was conducted is as follows: the course was integrated into the regular course of life education at school; eight units of forgiveness education were designed and conducted in eight consecutive weeks with two hours in each week. The present course featured martial arts movies imbue students with the concept of forgiveness. Contrary to most people’s stereotype of martial arts movies , which are considered as fraught with violence, in the present study martial arts movies served as a means to handle and face the unfair matter of injury resulting from interpersonal conflicts. The moral principles of the present study consist of two parts. First, in terms of the protection of subjects, the present study was scrutinized by the committee of ethics of the school in accordance to the principles of research ethics such as “informed consent”, “the principle of autonomy”, “the principle of confidentiality”, etc. Second, in respect of the instrument of the study, all films utilized in the study were consistent with the relevant provisions of the Intellectual Property Rights Act. The design of the curriculum is based on Professor Ng Shu-Sum’s “Oscar Holistic Health Talk” mode and meets the actual need of the students (nearly forty percent of the subjects suffered serious or very serious unfair assaults). In the process of the curriculum, worksheets, group discussion, letters of apology, certificates of forgiveness were employed to understand the teaching process with a view to examining and modifying the course design. Through practicing Wing Chun, a type of martial arts, more experiential practice and entertainment was added to the course. A collaborative teacher was invited to observe and record the progress of the course on the spot. The researcher kept a teaching diary and inspected the merits and demerits of the teaching procedures. The researcher scrutinized, reflected and adjusted the course design incessantly from the three perspectives: students’, the collaborative teacher’s and the researcher’s. In Unit 7, after writing the letter of apology and the certificate of forgiveness, fifty percent of the subjects expressed that they felt relieved and at ease, finally being able to let go of the past and recovering from the negative feeling in the past. They also felt grateful to the teacher for such a course design. With regard to the appraisal of the teaching effectiveness, an overall curriculum evaluation and personal interviews were conducted in the end of the course to understand the effectiveness. From the quantitative statistics of the overall course evaluation questionnaire filled out by the students, it is observed that the average degree of satisfaction of each unit from both classes, if the frequencies of “satisfying” and “very satisfying” are added up, ranges from the highest 88% of Unit 5 “Surpass Oneself and Forgive Others”, the second highest 86% of Unit 6 “Transcend Ethnic Groups and Choose to Pardon Others”, to the following 83% of Unit 4 “Go Beyond Prejudice and Obtain True Love”. Even the least favorable unit gains a degree of satisfaction above 75%. In view of this, it could be concluded that both classes were quite content with a course in forgiveness that utilized martial arts movies as teaching material, with 81% of the subjects viewing the course as worth disseminating. The average score of the teacher’s instruction is 90. The qualitative observation demonstrates that the subjects regarded highly of the teacher’s lecture, the course content, and their self-learning. Four months after the end of the course, it was found, using the five steps to forgiveness, that the student’s forgiveness was still significant. Considering the growth and change that the students underwent after the course, they revealed much growth and gain in the aspect of “emotion”, “cognition” and “behavior” in their feedback. They also boosted their ability in getting along with people. The aggressors could express their regret through the letter of apology while the aggressed party could opt for forgiveness to alleviate the hurt feeling brought forth by the injury and improve their capability to get along with others. The researcher also discusses the result of the study and makes some recommendations for further research

一种太阳能智能储能系统的管理方法

本发明公开了一种太阳能智能储能系统的管理方法，其包括以下步骤：S1：进行初始调制，存储数据；S2：根据实时端电压，对比S1步骤存储的数据，初步确定其最大功率输出点；S3：使用未充满的电池匹配出初步确定的最大功率输出点附近的电压值，并将其接入系统充电，测得此时的电流，然后可得出其实时输出功率；S4：比较S3中得到的多个实时功率，选择最大输出功率的匹配方案执行，并将数据反馈到主控模块的MCU中，该MCU进行新老数据的更新；S5：重复步骤S2-S4直到得到终止信号。该管理方法能够通过实时匹配和基于逻辑连接的自动切换工作策略，使得太阳能系统一直在最大功率点附近工作，实现了对太阳能的充分利

煤炭解耦燃烧过程N迁移与转化Ⅰ:热解阶段煤N的释放规律

在固定床装置上进行了三种煤的热解实验,考察了热解温度、热解时间等因素对煤氮迁移转化的影响。热解实验表明,A煤1 073 K热解产生HCN,在热解前3 min释放完毕,早于NH3释放,且当NH3开始逸出后HCN生成量急剧减少;三种煤热解HCN、NH3的累积释放量在不同时刻达到各自最大值后急剧下降;半焦氮随热解温度的升高而增加。在973～1 123 K三种煤热解有50%～60%煤氮转化为焦氮,40%～50%煤氮随挥发分一起释放,挥发分氮有20%～50%的氮物种以NH3和HCN的形式存在,其中,HCN占气相氮的50%～60%、NH3占40%～50%

煤炭解耦燃烧过程N迁移与转化Ⅰ：热解阶段煤N的释放规律

在固定床装置上进行了三种煤的热解实验,考察了热解温度、热解时间等因素对煤氮迁移转化的影响。热解实验表明,A煤1 073 K热解产生HCN,在热解前3 min释放完毕,早于NH3释放,且当NH3开始逸出后HCN生成量急剧减少;三种煤热解HCN、NH3的累积释放量在不同时刻达到各自最大值后急剧下降;半焦氮随热解温度的升高而增加。在973～1 123 K三种煤热解有50%～60%煤氮转化为焦氮,40%～50%煤氮随挥发分一起释放,挥发分氮有20%～50%的氮物种以NH3和HCN的形式存在,其中,HCN占气相氮的50%～60%、NH3占40%～50%

农业文化遗产的旅游资源特征研究

农业文化遗产是一种新的遗产类型,其概念源自联合国粮农组织2002年启动的"全球重要农业文化遗产"项目。目前,关于农业文化遗产的研究还处于初级阶段,因此,其概念存在一定争议,暂时将其称之为农业文化遗产。本文研究了农业文化遗产作为一种旅游资源的特征。研究发现,农业文化遗产旅游属于一种遗产旅游,从本质上区别于乡村旅游、农业旅游等旅游形式。作为一种旅游资源,农业文化遗产具有特色明显、分布范围广、脆弱性和敏感性高、可参与性强和复合性强的特征,这些特征是农业文化遗产目的地旅游资源开发和管理需要考虑的重要因素