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1.
偏硅酸钠是生产浓缩洗衣粉的主要洗涤助剂，它与无毒无公害和优良的洗涤性能取代传统洗衣粉中的磷酸盐和聚磷酸盐，避免磷盐给地球环境带来的严重公害。随着世界无磷、无铝洗涤剂的推广和我国无磷无铝洗衣粉的面市，偏硅酸钠的需求必将大大增加。 相似文献
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研究了羽毛绒洗涤工艺中几种有机助剂的作用，选择了THD醇为较好的助剂，使用THD醇可以使羽绒耗氧指数降低60％，并用正交实验确定了洗涤工艺中各物料的投料比。 相似文献
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荧光增白剂在无磷洗衣粉中效能讨论 总被引：1，自引：0，他引：1
以常用表面活性剂LAS、AEO—9和助剂结晶型层状硅酸钠、4A沸石、荧光增白剂VBL、31配成实验用无磷洗衣粉。通过粉体白度实验，去污实验和循环洗涤实验，考察了荣光增白剂在洗衣粉中的效能．实验结果表明：添加荧光增白剂使物体白度提高；去污力比值提高，荧光增白剂VBL、31在农洗衣粉中的最佳添加量其质量分数是0.15%。 相似文献
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本文介绍了“对症下药”洗涤玻璃仪器的方法，利用此法洗涤玻璃仪器，既快速又洁净。只有使用洁净的玻璃仪器才能确保实验正常的进行。 相似文献
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根据阴／非离子表面活性剂复配性能的规律，选用价格便宜的常见表面活性剂和无机盐助剂，经配方实验，研制出了新型有助剂洗衣液。实验结果表明，结晶型层状硅酸钠作为助剂可配置性能良好的有助剂无磷洗衣液。 相似文献
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王淑荣 《渭南师范学院学报》1998,(2)
文章从洗涤用刷子的选择,洗涤剂的选择,常用仪器的洗涤方法,洗涤操作步骤四个方面,论述无机实验常用仪器的洗涤,以培养学生切实掌握洗涤这一基本操作技能 相似文献
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煤气洗涤废水是煤气净化湿法除尘时所产生的生产废水。其特点是污染物浓度高，成分复杂，较难处理。本文介绍“平流加叙板组合式隔油池→一级聚结除油→二级聚结除油→SBR法”处理煤气洗涤废水的工艺流程。实验结果表明，它是一种高效、经济的处理废水系统，而且出水水质好，还可回用。 相似文献
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洗涤次数与洗涤剂用量之间的关系 总被引：3，自引：0，他引：3
文耀智 《衡阳师范学院学报》2001,22(3):37-38
通过求解偏微分方程推导出洗涤次数与洗涤剂用量之间的关系，并根据实际操作，给出可供实验操作人员借鉴的可行操作方案。 相似文献
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Jessica Crowe Ryan Ceresola Tony Silva 《Assessment & Evaluation in Higher Education》2014,39(6):759-775
By using a quasi-experimental design, in this study, we test the effect of undergraduate teaching assistants on student learning. Data were collected from 170 students enrolled in four sections of a quantitative research methods course, two sections without undergraduate teaching assistants and two sections with undergraduate teaching assistants, over two semesters. Results indicate that having undergraduate teaching assistants in the classroom can result in higher student performance. Students in the sections with undergraduate teaching assistants earned higher grades, were more likely to pass the course with a C or higher and performed better on half of the student learning outcomes than students in the sections without an undergraduate teaching assistant. Based on the overwhelmingly positive results on student learning, we would recommend the active use of undergraduate teaching assistants in the classroom, but especially for courses that students find challenging. 相似文献
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This study is an evaluation of a behavioural skills training course (known as the Education of the Developmentally Young‐‐EDY) which was run for eight classroom assistants (all trained nursery nurses) at an ESN (S) school in Manchester. It arose out of a previous study (Farrell, 1982) which suggested that while teachers improved their practical skills following EDY training, classroom assistants did not. In this study the classroom assistants were filmed working with an individual child on four occasions; twice prior to their training, once immediately following it and once more ten weeks later. The video tapes were randomly arranged and shown to two independent and trained raters. The raters rated the classroom assistants on four aspects of behavioural teaching, all of which are integral parts of the EDY course. The results showed that taking all the teaching techniques together, the classroom assistants made significant gains following training but that these gains were only evident on two of the behavioural techniques when they were analysed separately. When comparing the findings of this work with other studies, the main conclusion is that, although classroom assistants do benefit from EDY training, their progress may not be so marked as that of classroom teachers. 相似文献
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Marjatta Takala 《British Journal of Special Education》2007,34(1):50-57
The contribution of teaching assistants, learning support assistants or classroom assistants is becoming increasingly important in inclusive and specialist classrooms. In this article, Marjatta Takala, professor in special education at the University of Helsinki, describes her research into the work of 14 classroom assistants working in a mix of mainstream and special schools in Helsinki, Finland. The results reveal that the tasks undertaken by assistants are different in mainstream and specialist settings and vary also according to the ages of the children involved. The assistants spent more of their time, for example, working directly with children if they worked in mainstream schools. Assistants in special schools, by comparison, spent more time assisting the teacher. Further, assistants working among older children spent more time waiting or simply listening to the lesson than those working with younger children, who seemed to be more actively involved with supporting learning. Marjatta Takala analyses her results by the full range of tasks encountered; according to three broad types of work; and in terms of the planning and co-operation undertaken by assistants and teachers at the class level. Her discussion will be of interest to anyone concerned with the development of support in the classroom and the education of both teachers and teaching assistants. 相似文献
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结合高职院校辅导员的工作特点,做好辅导员系列专业技术职务评聘工作,有利于增强辅导员队伍的归属感.在国家对于高职院校辅导员系列职称评聘工作的前期探索基础上,这项工作的未来发展走向应当从侧重职业工作、侧重实绩的考核、侧重发展的平台等三个方面进行定位. 相似文献
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辅导员的职业发展关系到大学生的成长与成才,面对新时期思想政治工作的新情况,通过提升辅导员内在职业素养,建立健全辅导员职业发展外在保障机制,是帮助当下辅导员走出职业困境,坚定职业信念,最终成为大学生思想政治工作的专家型、职业型人才的有效途径. 相似文献
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Daniel Muijs David Reynolds 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):219-230
The use of learning support assistants in schools has become increasingly common in England, partly as a result of government support for this strategy. One suggested advantage of the deployment of learning support assistants is to provide additional support to low achieving pupils. However, so far research on the effects of this strategy is very limited. In this study the effect of using trained learning support assistants to help pupils underachieving in mathematics is examined using a quasi-experimental design whereby pupils receiving support were matched to those not receiving support on prior achievement and pupil background factors. 相似文献
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University administrators, college deans, department chairpersons and directors, faculty members, graduate assistants, and undergraduate students were mailed questionnaires concerning the roles of and attitudes toward graduate assistants at the University of Minnesota. Basic agreement was found to exist among the six groups surveyed with regard to many aspects of graduate assistantships. Graduate assistants were found to have little knowledge of many departmental concerns that directly affect them. The number of formalized policies regulating graduate assistantships was found to vary with the classification of assistantship.Copies of the complete report may be obtained from Measurement Services Center, University of Minnesota, 9 Clarence Ave. S.E., Minneapolis, Minnesota 55414. 相似文献
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Fang Gao Mark S.K. Shum 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):445-456
Background:?Recent government initiatives in Hong Kong have focused on raising the participation of students from South Asian backgrounds in mainstream schools, to encourage their further integration into Hong Kong's educational system and society. These students' learning in mainstream schools takes place within the context of the central curriculum and, thus, students face the challenge of learning Chinese as an additional language. Mainstream schools sometimes provide additional support, including the provision of bilingual teaching assistants to address the specific needs of the students from South Asian backgrounds. Purpose:?This exploratory study aims to investigate the roles of bilingual teaching assistants in Hong Kong. Method:?Interviews were held with two bilingual teaching assistants from the South Asian community in Hong Kong who were working in a mainstream secondary school. Teachers from the school were also interviewed. Open-ended interview questions focused on perceptions of the roles and responsibilities of bilingual teaching assistants in Chinese-language-medium classes. The data were analysed to identify any emergent patterns and themes. Findings:?The research findings indicate that the bilingual teaching assistants from the South Asian community not only took on the role of helping the learners from South Asian backgrounds in Chinese language acquisition, but also acted as cultural mediators between mainstream school culture and the culture of the South Asian community in Hong Kong. Conclusions:?This small-scale exploratory research study suggests the importance of the role of bilingual teaching assistants in promoting equal access to quality education for ethnic minorities in Hong Kong. 相似文献
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This paper considers the part played by teaching assistants in the implementation of the National Literacy and National Numeracy Strategies, two widespread UK government reforms. Evidence from two sources of evaluation (the Ontario Institute in Canada and OfSTED, the school inspectorate for England) indicates that assistants are providing ‘remedial’ support for up to 25% of children in English primary schools. However, although the evaluators note this, they fail to truly acknowledge the important contribution of assistants to the functioning of the Strategies. The paper argues that the lack of acknowledgement arises from the evaluators’ view of teaching assistants as ‘peripheral’ and teachers as ‘core’. This does assistants a great disservice, but also masks the shortcomings of the Strategies, particularly with regard to the way in which a required pedagogy, linked to targets and tests, has created an exclusionary pressure leading to the separation of teaching by teachers and assistants, respectively. 相似文献