GIS技术在上海燃气浦东销售有限公司的应用

在分析了燃气管网运行管理现状的基础上,运用GIS技术,建立了上海浦东燃气管网管理系统。该文论述了系统的设计目标、总体结构、主要功能。     

供水管网GIS的设计开发与发展趋势

简述GIS技术的发展过程,分析了供水管网GIS系统的功能需求、数据表达,概述供水管网GIS系统主要的开发方法和应用现状,预测了GIS在供水管理中的未来发展趋势。     

GIS系统在上海供水管网管理中的应用

GIS作为一种先进的供水管网管理手段已被大家所公认，该文对上海供水管网的系统功能、平台选择及建立过程进行了介绍。     

论天然气供应的日调峰(下)

介绍供气调峰的概念,长输管道、输配管网和高压球罐的储气功能,以及这三种储气方式的组合。     

基于PLC的变频调速恒压供水控制系统

本文介绍了一个基于PLC的变频调速、压力恒定的自动供水控制系统的设计方法。这种设计是基于中国中小城市供水厂的现状完成的。在这个控制系统中,在整个管网中的压力信号是由压力传感器现场采集的,然后,通过PLC中的PID模块传递给控制泵电机,进行切换发送。同时,个人计算机与PLC连接,通过监控软件的监控,监测和控制恒定供水系统的实时压力。     

关于供水管网管理信息系统

简要描述地理信息系统的发展、定义和建立基于GIS的供水管理系统的必要性.对供水管网管理信息系统的数据模型、功能需求和开发方式进行了分析。     

构建公共服务平台促进教学资源库的建设——以常州机电职业技术学院教学资源库建设为例

本文针对教学资源库建设的现状以及制约教学资源库建设的因素,提出了教学资源库建设公共服务平台的模块,分析了各个模块服务的内容和功能。     

控制给水管网的漏损

由于管网运行压力、管材、施工质量、地质和气候条件等因素产生的给水管网漏损,给供水行业造成严重的损失。企业除通过管道的更新改造、调整管网压力、经常采用区域检漏等方法确定漏点外,还可根据具体情况建立给水管网监控和数据采集、管网地理信息等系统,对管网进行实时监控和管理。     

上海市天然气主干管网数字化系统的初步构想

该文在综合调度管理系统(DMS)方案的基础上,从管道完整性管理的理念出发,提出了上海市天然气主干管网数字化系统的初步构想——总体构架和主要功能,它可覆盖管道设计、施工、运行、维护的整个生命周期。     

供水管网漏损率因素分析及控制对策——以天津市为例

正供水管网漏损率高是供水行业面临的难题,给行业发展造成了很大困扰,在很多地区和城市,由于管网老化、漏损严重,供水企业甚至出现了长期亏损的局面。目前,国内大、中、小城市的管网漏损率均处于较高水平。从住建部获悉,根据对408个城市的统计,我国城市公共供水系统(自来水)的管网漏损率平均达到21.5%~30%。因此,全国各城市都非常重视管网漏损率的控制工作,将控制管网漏损率作为衡量供水管网技术和运     

Social Work and Drug Use Teaching: A Personal View from Lancaster University

This article offers a personal view about teaching the module ‘Social Work and Drug Use’ at a university in the North West of England, UK. It describes the establishment of the module and the development of the module content over the years. It discusses the nature of teaching the subject within a research focused establishment and the problems this presents. This is all contextualized within the campaign to have social work and drug use as a compulsory part of the national social work curriculum.     

关于地铁触线退火保护的探讨

作者通过计算表明,触线远距离短路电流可能小于断路器过流脱扣整定值。此外,还表明触线退火安秒特性曲线完全在保护模块特性曲线的保护范围内,困而该模块能可靠地防止触线退火。     

Teaching a Module on HIV and AIDS for Social Work Students—Strategies,Content and Outcome

This paper outlines the author's experience of teaching a module on HIV and AIDS to social work students over several years at Brunel University. She argues that the relevance of the subject matter for social work students has not changed since the module was first introduced 18 years ago. Similar to their previous counterparts, current students still experience a range of emotions, feelings, fears and uncertainties about their competence and skills in responding to the issues presented by individuals infected and affected by HIV and AIDS. The paper describes the aims, curriculum, teaching strategies, assignment and evaluation of the module. Additionally, the paper discusses the learning environment in which the module is taught, and the strategies used to enable students to confront fears, prejudices, improve their knowledge base and gain skills for working with service users infected and affected by HIV and AIDS. In concluding, the paper emphasises the continued implications and observed benefits of this subject for social work students.     

Working with Children of Parents with Substance Use Disorders: Evaluation of a Course Module

Social workers are in a position to identify the effects of substance use disorders (SUDs) on children and families and provide appropriate interventions in broad practice contexts. Unfortunately, many social workers are not trained to consider parental SUDs and their effects on children in the assessment process. A course module for training social work students on working with children of a parent(s) who has a SUD was developed to fill this gap. This study reports on an evaluation of this module that was conducted with 52 students in baccalaureate-level Human Behavior in the Social Environment courses. Significant increases in knowledge, self-efficacy beliefs, and perceived abilities were observed, and students reported high levels of satisfaction with the module.     

Using Parent-Child Interaction Therapy to develop a pre-parent education module

The current study examined outcomes related to a pre-parent education module based on two sessions from the Parent-Child Interaction Therapy (PCIT) treatment protocol. The study included 300 undergraduate non-parents aged 19 to 25 who were enrolled in psychology courses at a large state university. Student knowledge of positive parenting skills and demonstration of effective behavioral parenting skills were examined through a self-report measure and an analog behavior observation. Exposure to the pre-parent education module resulted in significant increases in scores on a PCIT content quiz and frequency of praise during the role-play behavior observation from pre- to post-test. The results of this study suggest that undergraduate non-parents are open, and able, to learn about parenting strategies during a classroom-based parent education module. These findings highlight the feasibility of teaching parenting skills as a preventive strategy during pre-parenthood.     

阳光体育运动下中职体育课模块教学实证研究——以广西玉林农业学校为例

中职学校体育课采用“模块教学”是由学生根据自己的兴趣来选学某个体育项目,从而提高学生学习的主动性,吸引广大青少年学生走向操场,走到阳光下,积极主动参与体育锻炼,培养运动爱好和专长,树立终身体育的意识,实现国家“阳光体育”号召.采用文献资料法、专家访谈法和数理统计法对广西玉林农业学校体育模块教学现状进行了分析与研究,对当前体育模块教学实施中,在教学目标、课程内容设置、教师专项结构、教学物质保障以及教学考核评价等方面存在的问题提出了合理的建议和对策,以期使中职体育模块教学更加完善.     

Development and implementation of online training modules on abuse,neglect, and exploitation

Online training for care managers to identify, report, and prevent abuse, neglect, and exploitation was developed for a demonstration involving the dually eligible Medicare and Medicaid population. It was composed of three modules covering background, screening, and reporting abuse. Of 453 enrollees, 273 completed at least one module and 212 completed all three. Pre- and post-training surveys for each module were used to examine changes in the proportion of correct answers for each question, using the related-samples Cochran’s Q statistic. Improvements in knowledge from pre- to post-training were evident in modules covering background on abuse and reporting abuse, but not in the module about communication principles and screening for abuse. Its content may have already been familiar to the trainees, who were primarily social workers and nurses. Lessons learned are being used to adapt the training for a wider audience to increase public awareness of abuse.     

Virtue Ethics for Social Work: A New Pedagogy for Practical Reasoning

Virtue ethics has begun to regain popularity among philosophers, and recent commentators have expressed enthusiasm vis-à-vis its appropriateness and strengths in the task of practising ethically in social work. Notwithstanding this growing interest in adopting virtue ethics frameworks, some difficulties arise when the question of how to develop social work virtues is posed. By examining the concept of reflective practice, and building from the work of Alasdair MacIntyre, this article explores how practical reasoning as a collective activity can help social work students in their moral development by developing and nurturing appropriate virtues for social work. A combination of Socratic dialogue activities, lectures and seminar work is highlighted as a potential pedagogical approach to teaching ethics and values on an undergraduate social work module at Coventry University. The approach is then appraised in the light of a set of module evaluation questionnaires distributed to students who undertook the module during the academic year 2006–2007.     

An Evaluation of the Effectiveness of an FE/HE Partnership in the Delivery of a Preparation for Practice Module within an Undergraduate Social Work Degree Programme

The Preparation for Practice module at the University of Ulster is delivered to 170 first year students via a collaborative arrangement between higher and further education institutions. In each of the five sites, students receive large group and small group teaching facilitated by social work training agency workers and academic tutor dyads. An evaluation of the module sought the perceptions of the agency and academic facilitators regarding the overall collaborative arrangement and the model of co-teaching involving social work academics and agency partners. Respondents were asked to complete a semi-structured questionnaire, which generated data from a Likert scale and also invited qualitative commentary. The Likert scale data were analysed via SPSS and the qualitative information was scrutinised using a manual thematic analysis technique. Findings indicated that continuous communication, consistency in programme content and the acknowledgement of the differences in organisation resources were key to a successful collaborative arrangement. It was also noted that a co-teaching model should be viewed as a positive vehicle for achieving module objectives in a safe learning environment.