macro-ch16-presentation 2

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wps与office格式不兼容的地方 -回复

wps与office格式不兼容的地方 -回复

wps与office格式不兼容的地方-回复Title: Incompatibilities between WPS and Office FormatsIntroduction:In today's digital world, office productivity software plays a crucial role in creating, editing, and sharing documents. Two notable software suites in this domain are WPS (Writer, Presentation, and Spreadsheet) and Microsoft Office (Word, PowerPoint, and Excel). While both WPS and Office offer similar functionalities, there are several areas where their formats are incompatible. In this article, we will explore and discuss the major differences between the two office suite formats, focusing on their incompatibilities, and the challenges users may face when transitioning between them.1. File Extensions:One of the most significant differences between WPS and Office formats lies in their file extensions. Microsoft Office uses .docx for Word documents, .pptx for PowerPoint presentations, and .xlsx for Excel spreadsheets. Conversely, WPS employs .wps for Writer documents, .dps for Presentation files, and .et for Spreadsheets. Attempting to open a WPS file with Office software or vice versaoften results in an error or requires manual conversion.2. Formatting Compatibility:Another prominent area of incompatibility relates to formatting options. WPS and Office have slightly different features and capabilities. While both offer basic formatting options like font styles, alignment, and bullet points, more complex formatting elements may get distorted or lost during format conversion. For instance, advanced table designs, document layouts, custom styles, or embedded objects may not appear correctly when transitioning from WPS to Office or vice versa.3. Macro and Visual Basic Compatibility:WPS and Microsoft Office use different macro languages and scripting frameworks. Office utilizes Visual Basic for Applications (VBA), whereas WPS relies on a proprietary macro language. Consequently, macros and VBA code that have been developed for Office may not function correctly or run at all when opened in WPS. This incompatibility can become a significant hindrance for users relying on complex macros or automation in their documents.4. Formula Compatibility:Incompatibilities also arise when working with formulas and functions in spreadsheets. Excel and its .xlsx format are widely recognized as industry standards for spreadsheet software. As a result, WPS may not fully support advanced Excel functions, which can lead to impaired formula calculations or broken links when files are transferred between the two formats.5. Compatibility with Specialized Features:Microsoft Office offers a range of specialized features like SmartArt graphics, embedded multimedia elements, and advanced data analysis tools that are not natively supported in WPS. Attempting to open or edit documents containing these features in WPS can result in partial or complete loss of functionality and visual fidelity, thereby limiting collaboration and document sharing capabilities.Conclusion:In conclusion, while both WPS and Microsoft Office have their own unique set of features and benefits, their compatibility limitations can create challenges when transitioning between the two office productivity software suites. In this article, we have discussed some of the major areas of incompatibility, such as file extensions,formatting, macros, formulas, and specialized features. To mitigate these issues, users may need to consider making manual modifications, utilizing third-party conversion tools, or utilizing compatible file formats and features that bridge the gap between WPS and Office formats. Ultimately, choosing the appropriate software suite or adopting compatibility practices will greatly enhance productivity and enable seamless document exchange in today's interconnected work environment.Word Count: 501.。

macro-ch01-presentation_2010_11

macro-ch01-presentation_2010_11
TEN PRINCIPLES OF ECONOMICS
9
Largely concerned with individual markets.
Like:
Microeconomics ---it takes a sectional view of economic activity
1. Determination of prices of individual
Scarcity
Choice Opportunity cost
The Economic Problem: Scarcity--needs and wants
Economics is concerned with the use of resources
to satisfy our needs and wants.
© 2010 South-Western, a part of Cengage Learning, all rights reserved
2010 update
“Economics is a study of mankind in the ordinary business of life”
---- Alfred Marshall
decisions?
What are the principles of how people interact? What are the principles of how the economy as a
whole works?
3
Economy. . .
. . . The word economy comes from a Greek word for “one who manages a household.”

Macro_Practice_problems

Macro_Practice_problems

1. Define opportunity cost. What is the opportunity cost to you of attending college? What was youropportunity cost of coming to class today?2. Explain the following statement: "There is no such thing as a free lunch".3. Draw a production possibilities frontier showing increasing opportunity cost of hammers in termsof horseshoes.a. On the graph, identify the area of feasible outcomes and the area of infeasible outcomes.b. On the graph, label a point that is efficient and a point that is inefficient.c. On the graph, illustrate the effect of the discovery of a new vein of iron ore, a resourceneeded to make both horseshoes and hammers, on this economy.d. On a second graph, illustrate the effect of a new computerized assembly line in theproduction of hammers on this economy.4. What would most likely have caused the production possibilities frontier to shift outward from Ato B. List at least 4 reasons. Explain.Technology, more material, more labor, more labor hours.5. Explain the difference between absolute advantage and comparative advantage. Which is moreimportant in determining trade patterns, absolute advantage or comparative advantage? Why?goodsgoodsA Bconsumer capital6.Julia can fix a meal in 1 hour, and her opportunity cost of one hour is $50. Jacque can fix thesame kind of meal in 2 hours, and his opportunity cost of one hour is $20. Will both Julia and Jacque be better off if she pays him $45 per meal to fix her meals? Explain.7.Gary and Diane must prepare a presentation for their marketing class. As part of theirpresentation, they must do a series of calculations and prepare 50 PowerPoint slides. It would take Gary 10 hours to do the required calculation and 10 hours to prepare the slides. It would take Diane 12 hours to do the calculations and 20 hours to prepare the slides.a.How much time would it take the two to complete the project if they divide the calculationsequally and the slides equally?b.How much time would it take the two to complete the project if they use comparativeadvantage and specialize in calculating or preparing slides?c.If Diane and Gary have the same opportunity cost of $5 per hour, is there a better solution thanfor each to specialize in calculating or preparing slides?8.Fill in the table below, showing whether equilibrium price and equilibrium quantity go up, godown, stay the same, or change ambiguously.9.Suppose we are analyzing the market for hot chocolate. Graphically illustrate the impact each ofthe following would have on demand or supply. Also show how equilibrium price andequilibrium quantity would change.a.Winter starts and the weather turns sharply colder.b.The price of tea, a substitute for hot chocolate, falls.c.The price of cocoa beans decreases.d.The price of whipped cream falls.e. A better method of harvesting cocoa beans is introduced.f.The Surgeon General of the U.S. announces that hot chocolate cures acne.g.Protesting farmers dump millions of gallons of milk, causing the price of milk to rise.h.Consumer income falls because of a recession, and hot chocolate is considered a normalgood.i.Producers expect the price of hot chocolate to increase next month.j.Currently, the price of hot chocolate is $0.50 per cup above equilibrium.10.Consider the following pairs of goods. For which of the two goods would you expect the demandto be more price elastic? Why?a.water or diamondsb.insulin or nasal decongestant sprayc.food in general or breakfast cereald.gasoline over the course of a week or gasoline over the course of a yeare.personal computers or IBM personal computerse the graph shown to answer the following questions. Put the correct letter(s) in the blank.a.The elastic section of the graph is represented by section from __a to b_____.b.The inelastic section of the graph is represented by section from __a to c_____.c.The unit elastic section of the graph is represented by section __B_____.d.The portion of the graph in which a decrease in price would cause total revenue to fallwould be from ______b to c___.e.The portion of the graph in which a decrease in price would cause total revenue to risewould be from ___a to b______.f.The portion of the graph in which a decrease in price would not cause a change in totalrevenue would be _____b____.g.The section of the graph in which total revenue would be at a maximum would be___b____.h.The section of the graph in which elasticity is greater than 1 is _______.i.The section of the graph in which elasticity is equal to 1 is ______.j.The section of the graph in which elasticity is less than 1 is _______.12.When the Shaffers had a monthly income of $4,000, they usually ate out 8 times a month. Nowthat the couple makes $4,500 a month, they eat out 10 times a month. Compute the couple's income elasticity of demand using the midpoint method. Explain your answer. (Is a restaurant meal a normal or inferior good to the couple?)ing a supply and demand diagram, show a labor market with a binding minimum wage. Usethe diagram to show those who are helped by the minimum wage and those who are hurt by the minimum wage.ing the graph shown, answer the following questions.a.What was the equilibrium price in this market before the tax?b.What is the amount of the tax?c.How much of the tax will the buyers pay?d.How much of the tax will the sellers pay?e. How much will the buyer pay for the product after the tax is imposed?f. How much will the seller receive after the tax is imposed?g. As a result of the tax, what has happened to the level of market activity?15. Tammy loves donuts. The table shown reflects the value Tammy places on each donut she eats:a. Use this information to construct Tammy's demand curve for donuts.b. If the price of donuts is $0.20, how many donuts will Tammy buy?c. Show Tammy's consumer surplus on your graph. How much consumer surplus wouldshe have at a price of $0.20?d. If the price of donuts rose to $0.40, how many donuts would she purchase now? Whatwould happen to Tammy's consumer surplus? Show this change on your graph.16. Suppose that instead of a supply-demand diagram, you are given the following information:Q s = 100 + 3P Q d = 400 - 2PFrom this information compute equilibrium price and quantity. Now suppose that a tax is placed on buyers so thatQ d = 400 - (2P + T ).If T = 15, solve for the new equilibrium price and quantity. (Note: P is the price received by sellers and P + T is the price paid by buyers.) Compare these answers for equilibrium price and quantity with your first answers. What does this show you?17.Use the graph to answer the following questions about CDs.102030405060708012345678910a.What is the equilibrium price of CDs before trade?b.What is the equilibrium quantity of CDs before trade?c.What is the price of CDs after trade is allowed?d.What is the quantity of CDs exported after trade is allowed?e.What is the amount of consumer surplus before trade?f.What is the amount of consumer surplus after trade?g.What is the amount of producer surplus before trade?h.What is the amount of producer surplus after trade?i.What is the amount of total surplus before trade?j.What is the amount of total surplus after trade?k.What is the change in total surplus because of trade?18.Answer the following questions based on the table. A consumer is able to consume the followingbundles of rice and beans when the price of rice is $2 and the price of beans is $3.RICE BEANS1206408a.How much is this consumer's income?b.Draw a budget constraint given this information. Label it B.c.Construct a new budget constraint showing the change if the price of rice falls $1. Label this C.d.Given the original prices for rice ($2) and beans ($3), construct a new budget constraint if thisconsumer's income increased to $48. Label this D.19.Assume that a consumer faces the following budget constraints.a.Assuming that income is the same on both occasions, describe the difference in relativeprices between Panel A and Panel B.b.If income in Panel B is $126, what is the price of good X?c.If income in Panel A is $84, what is the price of good Y?d.Assuming that the price of good X is the same on both occasions, describe thedifference in income and price of good Y between Panel A and Panel B.20. Using the graph shown, construct a demand curve for M&M's given an income of $10.Answers:ANS:Whatever must be given up to obtain some item it its opportunity cost. Basically, this would be a person's second choice. The opportunity cost of a person attending college is the value of the best alternative use of that person's time, as well as the additional costs the person incurs by making the choice to attend college. For most students this would be the income the student gives up by not working plus the cost of tuition and books, and any other costs they incur by attending college that they would not incur if they chose not to attend college. A student's opportunity cost of coming to class was the value of the best opportunity the student gave up. (For most students, that seems to be sleep.)ANS:Absolute advantage refers to productivity, as in the producer who can produce a product at alower cost in terms of the resources used in production. Comparative advantage refers to theproducer who can produce a product at a lower opportunity cost. Comparative advantage is theprinciple upon which trade patterns are based. Comparative advantage is based on opportunitycost, and opportunity cost measures the real cost to an individual or country of producing aparticular product. Opportunity cost is therefore the information necessary for an individual ornation to determine whether to produce a good or buy it from someone else.ANS:Since Julia's opportunity cost of preparing a meal is $50, and Jacque's opportunity cost ofpreparing a meal is $40, each of them will be better off by $5 per meal if this arrangement ismade.ANS:a. If both tasks are divided equally, it will take 11 hours for the calculations and 15 hoursfor the writing, for a total of 26 hours.b. If Diane specializes in calculating and Gary specializes in preparing slides, it will take22 hours to complete the project.c. If Diane specializes in calculating, her opportunity cost will be $60; hence, Dianewould be better off if she paid Gary any amount less than $60 to do the calculating.Since Gary's opportunity cost of doing the calculations is only $50, he would be betteroff if Diane paid him between $50 and $60 dollars to do the calculations. In this case,the total time spent on the project would be 20 hours.ANS:(a)(b)(c)(d)(e)(f)(g) (h)D D'S Pe'PeQe Qe'quantitypriceD'D SPe Pe'Qe'QequantitypriceDS'S Pe'Pe Qe Qe'quantitypriceDD'SPe'PeQe Qe'quantitypriceDS'S Pe'Pe Qe Qe'quantitypriceDD'SPe'PeQe Qe'quantityprice(i)(j)ANS:a. Diamonds are luxuries, and water is a necessity. Therefore, diamonds have the more elasticdemand.b. Insulin has no close substitutes, but decongestant spray does. Therefore, nasal decongestantspray has the more elastic demand.c. Breakfast cereal has more substitutes than does food in general. Therefore, breakfast cereal hasthe more elastic demand.d. The longer the time period, the more elastic demand is. Therefore, gasoline over the course of ayear has the more elastic demand.e. There are more substitutes for IBM personal computers than there are for personal computers.Therefore, IBM personal computers have the more elastic demand.ANS:a. A to Bb. B to Cc. Bd. B to Ce. A to Bf. Bg. BDS S'PePe'Qe'Qe quantityprice D'D SPePe'Qe'QequantitypriceDS S'PePe'Qe'Qe quantitypriceDSPePe+Qd Qe $0.50QsSurplusquantitypriceh. A to Bi.Bj. B to CANS:The income elasticity of demand for the Shaffers is 1.89. Since the income elasticity of demand is positive, eating out would be interpreted as a normal good.ANS:Those who are helped by the minimum wage are the workers who are still employed and now receive the higher wage. In the diagram, those would be measured by the quantity of labor demanded at the minimum wage, q0. The minimum wage creates unemployment equal to the difference between the quantity of labor supplied and the quantity demanded at the minimum wage, q2-q0. The perceptive student might note that the unemployed group can be divided into those who lose their jobs as a result of the minimum wage (the competitive equilibrium quantity of labor minus the quantity demanded at the minimum wage, q1-q0), and those who enter the market as a result of the higher wage but cannot find employment (quantity of labor supplied at the minimum wage minus the competitive equilibrium quantity, q2-q1). The buyers of the labor (employers) are also worse off because they have to pay a higher wage for labor and, hence, hire a smaller quantity.ANS:a.$6 b.$4 c.$1 d.$3 e.$7 f.$3 g.As a result of the tax, the level of market activity has fallen, from 60 units bought and sold to only 50 units bought and sold. ANS:a. b. At a price of $0.20, Tammy would buy 5 donuts.c. The figure below shows Tammy's consumer surplus. At a price of $0.20, Tammy'sconsumer surplus would be $1.00.d. If the price of donuts rose to $0.40, Tammy's consumer surplus would fall to $0.30 andshe would purchase only 3 donuts.123456780.10.20.30.40.50.60.70.80.91123456780.10.20.30.40.50.60.70.80.91ANS:Prior to the tax, the equilibrium price would be $60 and the equilibrium quantity would be 280. After the tax is imposed, P , the price received by sellers would be $57. The price paid by buyers would be $72. The quantity sold would be 271. The new answer shows three obvious facts. First, buyers pay more with a tax. Second, sellers receive less with a tax. Third, the size of the market shrinks when a tax is imposed on a product.123456780.10.20.30.40.50.60.70.80.91ANS:a.$12b.50c.$15d.30e.$250f.$122.50g.$250h.$422.50i.$500j.$545k.$45ANS:a.$24b.c.d.ANS:a.The price of good Y is relatively higher in Panel A than Panel B. Said another way, theprice of X is relatively lower in Panel A than Panel B.b.$9c.$12d.Income in Panel A is twice the income in Panel B, and the price of "Y" in Panel B is1/18 the price of "Y" in Panel A.ANS:。

BD Accuri C6 流式细胞仪实验设置指南说明书

BD Accuri C6 流式细胞仪实验设置指南说明书

Protocol: Experiment Setup (BD Analog Instruments)1.Select either the FACS Comp or manual method from the chart below, and follow the steps for voltage setting, then compensation. Use theinstructions for “First-Time Run of a New Panel” when running a new combination of antibodies or an existing combination of antibodies on a new cell e the instructions for“Subsequent Runs of the Same Panel” when repeating experiments with the same antibodies and cells.2.Run experiment samples,followed by appropriate shutdown procedures for the instrument.1.FACSComp, while simple and highly automated, offers only two types of voltage settings (LW or LNW). In some cases, neither of these will be ideal for a particular reagent panel. Additionally,compensation can be slightly less accurate than with manual setup.2.Compensation should be calculated for each day’s experiment.Importing previous settings (including compensation) is onlyacceptable if there is to be NO change in PMT voltages, and if NO tandem dyes are used in the experiment (these can vary experiment-to-experiment in their compensation requirement).3.CompBeads are generally preferable to single-stained cells ascompensation controls, as long as the antibody efficiently binds the appropriate bead. Calibrite beads are also acceptable in most cases.4.PerCP and PerCP-Cy5.5 have different compensation requirements,and are best not combined in the same experiment.Steps:Notes:1. Run mid-range beads, and adjust voltages (if needed) to place medians within 10% of the target channel for each color.Voltage Setting1. Run unstained cells and place peak in the middle of the first decade for each color.2. Run fully stained cells and decrease the voltage for any color in which events are off-scale.3. Run mid-range beads and record medians in each color.These will be your target channels.1. Open FACSComp software, choose 3- or 4-color LNW or LW setup and appropriate FL3 color (PerCP or PerCP-Cy5.5).2. Load appropriate beads as prompted by the software.3. Opening CellQuest Pro after successful completion of FACSComp will automatically import the voltage and compensation settings thus established.Voltage SettingCompensationCompensation1. Run single-stained CompBeads for each color.2. Acquire with compensation off,and calculate compensation in FlowJo prior to analysis, using the compensation calculation tool.1. Run single-stained CompBeads for each color.2. Acquire withcompensation off, and calculate compensation in FlowJo prior to analysis, using the compensation calculation tool.ManualFACS CompSubsequent Runs of the Same Panel First-Time Run of a New Panel OptionProtocol: Experiment Setup (BD Analog Instruments)Reagent Recommendations:Use 1 drop + 350 µL FACS Flow buffer.556298 (Sphero rainbow particles, mid-range FL1 fluorescence)BD Mid-range beads Use 1 drop per sample. Negative CompBeads can be included in each tube and/or run as a separate negative control (the latter is preferable).552843 (anti-mouse κ)552844 (anti-rat κ)552845 (anti-rat/hamster κ)BDCompBeadsUse 1 drop + 350 µL FACS Flow buffer.340486 (unlabeled, FITC, PE, PerCP beads)340487 (APC beads)345036 (PerCP-Cy5.5 beads)BD Calibrite beadsInstructions for UseCatalog Number Reagent。

promega 实时荧光 mt 细胞活力检测试剂盒说明书

promega 实时荧光 mt 细胞活力检测试剂盒说明书

G9711, G9712 and G97132021版 CTM645原英文技术手册TM645中文说明书适用产品目录号: W6010, W6011 和 W6012Lumit™ Human IL-1βImmunoassay普洛麦格(北京)生物技术有限公司Promega (Beijing) Biotech Co., Ltd 地址:北京市东城区北三环东路36号环球贸易中心B座907-909电话:************网址:技术支持电话:400 810 8133(手机拨打)技术支持邮箱:*************************CTM6452021制作1所有技术文献的英文原版均可在/ protocols 获得。

请访问该网址以确定您使用的说明书是否为最新版本。

如果您在使用该试剂盒时有任何问题,请与Promega 北京技术服务部联系。

电子邮箱:*************************1. 产品描述 (2)2. 产品组分和储存条件 (4)3. 开始实验前 (5)4. 培养细胞的直接(无转移)方案 (7)4. A. 细胞铺板和处理 (7)4. B. 制备人IL-1β标准品稀释液 (8)4. C. 将5X抗hIL-1β抗体混合物添加至检测孔 (9)4. D. 将 Lumit™检测试剂B添加至检测孔 (10)5. 可选样品转移方案 (11)5. A. 细胞铺板和处理 (11)5. B. 制备人IL-1β标准品稀释液 (12)5. C. 将2X抗hIL-1β抗体混合物添加至样品孔 (13)5. D. 将 Lumit™检测试剂B添加至样品孔 (14)6. 结果计算 (15)7. 代表性数据 (15)8. 疑难解答 (20)9. 附录 (21)9. A. 加工后的人IL-1β选择性的示例数据 (21)9. B. 炎症小体抑制多重检测的示例数据 (22)9. C. 参考文献 (23)9. D. 相关产品 (24)Lumit™ Human IL-1β Immunoassay普洛麦格(北京)生物技术有限公司Promega (Beijing) Biotech Co., Ltd 地址:北京市东城区北三环东路36号环球贸易中心B座907-909电话:************网址:技术支持电话:400 810 8133(手机拨打)技术支持邮箱:*************************CTM6452021制作21. 产品描述Lumit™ Human IL-1β Immunoassay(a,b)是可用于检测从细胞中释放的白介素1β(IL-1β)的均质生物发光检测试剂盒,操作过程中无需样品转移或洗涤。

Genebre S.A. Y-type filter 说明书

Genebre S.A. Y-type filter 说明书

08908 L’HOSPITALET DE LLOBREGAT Barcelona(Spain)internet: http://www.genebre.esMANUAL DE INSTALACION Y OPERACIÓN DE LOS FILTROS EN “Y” CON CONEXIONES ROSCADAS.Leer toda la información e instrucciones antes de instalar el filtro. El incumplimiento de estas instrucciones puede provocar lesiones corporales o daños a la propiedad.RECEPCIÓN, MANIPULACIÓN E INSPECION1. Inspeccione los daños ocurridos durante el transporte. Informe de daños a la compañía de transporte. Si el filtro no se instala inmediatamente, almacenar el filtro en un lugar limpio y seco.2. Compruebe que la calificación del filtro es mayor o igual a la presión máxima y temperatura de la instalación.3. Inspeccionar la malla y eliminar cualquier material extraño o suelto que pueda ser arrastrado por el fluido.INSTALACIÓNPRECAUCIÓNAntes de la instalación, comprobar la aplicación y la compatibilidad química de los fluidos de proceso con el material de construcción del filtro. Compruebe que la calificación del filtro es mayor o igual a la presión máxima y temperatura de la instalación.PRECAUCIÓNPara las medidas de filtro más grandes, para levantar el filtro poner soportes bajo las conexiones de entrada y de salida.1. En el caso de que exista riesgo de incendio exterior, se debe montar el equipo adecuado para proteger el propio filtro y el resto de la instalación.2. Inspeccionar la malla y eliminar cualquier material extraño o suelto que pueda ser arrastrado por el fluido, antes de instalar el filtro.3. Coloque el filtro en la tubería de forma que el líquido entre en la dirección de la flecha de fundición grabada en el filtro. Siempre instale el filtro con el drenaje en la posición más baja.08908 L’HOSPITALET DE LLOBREGAT Barcelona(Spain)e-mail:******************internet:http://www.genebre.es4. Asegúrese de que se proporciona espacio suficiente para facilitar la apertura de la tapa del filtro y para sacar la malla del filtro.5. Para los filtros de mayor tamaño, los soportes que se coloquen para sostener el filtro deben evitar que las fuerzas y momentos de la tubería actúen sobre el mismo. La tubería debe permitir ajustes debido a las tolerancias del filtro.6. Conectar el filtro a la tubería utilizando las prácticas estándar de instalación en tuberías.7. Una vez instalado el filtro, las conexiones del mismo no deben de poder moverse libremente.PRECAUCIÓNEl filtro en “Y” no está diseñado para ser soporte de anclaje de la línea de tuberías.Asegúrese de apoyar adecuadamente las tuberías a ambos lados del filtro. Tenga cuidado para evitar que las fuerzas y momentos de las tuberías actúen sobre las conexiones del filtro. Pueden producirse daños al filtro si es conectado incorrectamente.8. Los filtros tipo “Y” no tienen rosca de acoplamiento para manómetros. Es necesario colocar un manómetro cerca de la entrada y otro a la salida del filtro para determinar la presión diferencial, para determinar la frecuencia de limpieza del filtro. Estos manómetros son esenciales para la operación segura del filtro y se deben instalar utilizando las prácticas estándar de instalación en tuberías.08908 L’HOSPITALET DE LLOBREGAT Barcelona(Spain)e-mail:******************internet: http://www.genebre.es PUESTA EN MARCHARealice la puesta en marcha de forma gradual. Esto elimina los golpes de ariete al filtro y a otros equipos de la línea.CUANDO LIMPIAR LA MALLAUn aumento de la presión diferencial a través del filtro de 0.3 a 0.7 bar indica que la malla está llena de suciedad y necesita ser limpiada.PRECAUCIÓNPara evitar daños en la malla, NO permitir que la diferencia de presión a través del filtro supere los 1.4 bar.RETIRAR, LIMPIAR O SUSTITUIR LA MALLA. PERIODOS DE PARO DE LA LINEA. PRECAUCIÓNAl abrir el filtro existe peligro debido a la presión interna de dicho filtro. El montado y desmontado del filtro tendrá que llevarse a cabo teniendo la precaución de eliminar lapresión en las conducciones. Una vez aislado el filtro de las conducciones, si el fluido está caliente esperar a que se enfríe antes de abrir el filtro. Siempre quedará líquido en la parte baja del filtro, que saldrá al abrir la tapa de éste. Para proteger al operador debe usar equipo de protección adecuado (gafas, guantes, chalecos, ropa, etc) en consonancia con el fluido de proceso, su presión y su temperatura.1. Poco a poco cerrar las válvulas aguas arriba del filtro. A continuación, abrir lentamente las válvulas tubería abajo del filtro. Después, cerrar también las válvulas tubería abajo del filtro. Asegúrese de que todas las válvulas están bien cerradas.2. El filtro tendrá en su interior presión interna y restos del fluido. Lentamente desenroscar la tapa y retirarla.3. Retirar los desechos de la malla. No permita que los desechos de la malla se sequen, ya que entonces sería difícil quitarlos y limpiar la malla.4. Invertir la malla y lavar los desechos mediante una corriente de aire o de agua en contra del exterior de la malla.5. Inspeccione cada uno de los agujeros de la malla para su limpieza. Reemplazar la malla si es necesario.6. Inspeccionar la junta de sellado de la tapa. Limpiar las superficies de sellado y la tapa.7. Limpiar el alojamiento de la malla. Colocar la malla en ángulo recto en el asiento de la tapa.8. Vuelva a colocar la tapa.9. Siga las instrucciones de puesta en marcha.。

4x32 mm Illuminated Crossbow Scope说明书

4x32 mm Illuminated Crossbow Scope说明书
2. EYEPIECE FOCUSING
Without using your scope, look at a distant object for several seconds. Then look through the scope at a plain white background or the blue sky and quickly look away. Turn the fast-focus eyepiece clockwise or counter clockwise to adjust to your eyes. The reticle should be sharp and clear before your eye can refocus. After you have made your adjustment, with a quick glance, re-check your image.
ALWAYS ENSURE YOUR CROSSBOW IS “ON SAFE,”UNLOADED AND UNCOCKED BEFORE FITTING THE SCOPE. ALWAYS PRACTICE SAFE HANDLING OF CROSSBOWS AT ALL TIMES.
••Attach ring bases to your mounting rail using the hex wrench. ••Set scope on ring bases and install ring tops so the scope can still move freely. ••Assume a comfortable shooting position and move the scope back and forth until you see the largest image possible. ••Next rotate the scope until the reticle is level with the horizon. ••Finally tighten the rings evenly making sure each side is evenly gapped. Do not over tighten (≤15 ft/lbs). NOTE: Make sure scope and rings are wiped clean and free of debris before assembling.

东师范英语课程与教学论16秋在线作业2免费答

东师范英语课程与教学论16秋在线作业2免费答

东师范英语课程与教学论16秋在线作业2免费答案:4aad64d5-0010-4420-bc3b-3112d6d8a80f:b415d426-74ef-4728-b507-a3ec0554e3a0英语课程与教学论16秋在线作业21:In the following sentences, which one is wrong?()A:Vary instructions could enrich course contents.B:Vary instructions enhance opportunities for learning rnEnglish.C:Vary instructions helps develop students’language awareness.D:Vary instructions enhance the students’memory ability.正确答案:D2:If a writing task is more general (for example, developing informal letter writing skills), then what is the best approch of correction?A:teacher-guided correctionB:group correctionC:focus correcting正确答案:B3:()is an intensive study of a specific individual or specific context, which is usually based on the assumptionA:Action researchB:Teaching journalC:Lesson reportD:A case study正确答案:D4:The first of the “natural methods”is (). A:Direct MethodB:Grammar-translation MethodC:the Audio-lingual MethodD:Situational Language Teaching正确答案:A5:A () activity is used where the whole set of information is not revealed until allstudents have performed their part of the task.A:jigsawB:gap-fillingC:hungmanD:bingo正确答案:A6:The biggest problem for group work is the selection of group members. Below are some possible ways to group students. Each of them is appropriate except ().A:group the students according to seating arrangementB:students select their own group members (risky)C:group the students by drawing lotsD:divide the strong students and the weak students into different groups正确答案:D7:David Nunan (1991) offers () points tocharacterize the Communicative Approach: A:fiveB:sixC:sevenD:four正确答案:A8:Which expression about eliciting is incorrect?()A:Eliciting involves the class by focusing students’ attention and making them think. B:Eliciting encourages students to draw on what they already know or partly know. C:Eliciting takes less time than straightforward presentation of new language.D:Eliciting g正确答案:C9:The root of a word is also called the ________.A:stemB:suffixC:base formD:A or C正确答案:D10:Cognitive and interactional patterns cannot affect the way in which students? A:perceiveB:rememberC:thinkD:practice正确答案:D11:Which expression is wrong about learning students' names?()A:Help show students that the teacher is interested in them.B:It shows the teacher is responsible. C:The teacher could ask individual students to assist with demonstrations.D:The teacher could ask individual students to assist with equipment in the class.正确答案:B12:Students work in pairs, each having similar pictures,but with differences. Through talking to each other, they have to find out the differences without looking at each other’s pictures. What is the name of this speaking activityA:Reaching a consensusB:Describe and arrangeC:Find out the differenceD:Work out the story正确答案:C13:In the learning the established understanding is typical by _ syllabus. A:Formal and functionalB:structural and functionalC:formal and structuralD:type A and type B正确答案:A14:One of the principles of the Direct Method is that classroom instruction was conducted exclusively in the ()language. A:nativeB:another newC:targetD:first正确答案:C15:Which is not belongs to cognitive strategies?A:resourcingB:self-managementC:translationD:inferencing正确答案:B16:Which opinion of using English in the classroom is wrong?()A:teacher-guided correctionB:group correctionC:focus correcting正确答案:C17:Among speaking strategies,which involves using alternatives for words which you do not know?A:Tailoring message to competenceB:ParaphrasingC:Using fillers and hesitation devices D:Appealing for help正确答案:B18:()involves teachers identifying issues and problems relevant to their own classes. A:Literature reviewB:QuestionnaireC:Action researchD:lassroom observation正确答案:C19:The most common form of authority involved in developing language policy and planning is the ().A:governmentB:courtC:procuratorateD:Public Security Bureau正确答案:A20:________is a word game in which you write answers to questions in a pattern of numbered boxes.A:anagramB:crosswordC:riddleD:word puzzle正确答案:B21:The motivation of a student who wishes integrate with the L2 culture is what? A:intrinsicB:integrativeC:instrumentalD:extrinisicE:external正确答案:AB22:Sensory Modality Strength categorizes learners as what?A:visualB:auditoryC:tactile-kinestheticD:thinkingE:analytical正确答案:ABC23:What could teachers do in class when there are still a few minutes to go?()A:The teacher could invite one more pair to report their work to the whole class.B:The teacher could review what has gone on in class today.C:The teacher could ask students study by self.D:The teacher could the students what they will be doing in the next c正确答案:ABD24:() and () have both linguistic outcome and non-liuguistic outcome.A:exerciseB:activityC:approachD:task正确答案:BD25:There are three things to prepare your memory to retain words for a longer time,they are________A:understandingB:associatingC:visualizingD:memorizing正确答案:ABC26:In the following, which are controlled writing activities?A:copyingB:gap-fillingC:Making listsD:Sentence completion正确答案:AB27:Effective teachers have command of at least three, broad knowledge bases that deal with ().A:subject matterB:human development and learningC:pedagogyD:healthy habbit正确答案:ABC28:Errors could be divided into three groups,they are().A:interference errorsB:intralingual errorsC:systematic errorsD:developmental errors正确答案:ABD29:What are the functions of teacher talk?()A:teachingB:socializationC:organizationD:managemant正确答案:ABC30:For most cases, teachers have to search for and develop their own strategies to maintain discipline in their classroom. Which measures do you think are proper for indisciplined acts and badly behaving students().A:talk to students in the classB:stop the classC:change the activityD:rearrange the seatsE:putting them in the corridor正确答案:BCD31:Teaching journals, lesson report, Audio and video recordings and survey and questionnaires and action research are majorinstruments in action research.A:错误B:正确正确答案:A32:It is best to correct all the mistakes students make in the class.A:错误B:正确正确答案:A33:After the class observation, it is not necessary for the class instructor and the observer to schedule a post-session.A:错误B:正确正确答案:A34:Ideally, lesson planning should be done at two levels: macro planning and micro planning.A:错误B:正确正确答案:B35:Classroom management is the way teachers organize what goes on in the classroom. A:错误B:正确正确答案:B36:Type A and B syllabus contrast an interveationist and a non-interveationist approach, being respectively concerned with the?“what”?and the?“how”?of learning. A:错误B:正确正确答案:B37:The role of English and other foreign languages differs widely from one country to anotherA:错误B:正确正确答案:B38:According to what the students are expected to do, classroom activities can be divided into two main categories: those that give the student language input, and those that encourage the students to produce output.A:错误B:正确正确答案:B39:Survey is used widely in descriptive research, in which sampling is one of the key issues.A:错误B:正确正确答案:B40:Information gap is a situation in which information is known to only some of the participants in communication of two or morepeople and those who do not have the information are interested in finding it out.A:错误B:正确正确答案:B41:The teacher’s role can be defined as controller,assessor,organizer,prompter,participant and resource-provider.A:错误B:正确正确答案:B42:Five elements of reflective teaching model are linear or sequential and always followed by the next element in the cycle. A:错误B:正确正确答案:A43:A lexical item may be more than a single word.A:错误B:正确正确答案:B44:Before the end of the 1950s, the mastery of language structures was the main measure of competence in a foreign language,A:错误B:正确正确答案:A45:Fluency describes a level of proficiency in communication which includes the ability to produce written and/or spoken language with ease.A:错误B:正确正确答案:B46:Teachers and students need to understandthat learning a foreign language means giving up one’s first language or dialect. A:错误B:正确正确答案:A47:A task means that learners use whatever target language resources they have in order to solve a problem, do a puzzle, play a game,or share and compare experiences.A:错误B:正确正确答案:B48:A task is a goal-oriented activity in which learners use language to achieve a real outcome.A:错误B:正确正确答案:B49:Errors can indicate the student'sstage of language learning and acquistion. A:错误B:正确正确答案:B50:If nobody corrects leanrners' error, they will never learn good English. A:错误B:正确正确答案:B。

杰尼奥公司的Raman光谱仪使用培训课程说明书

杰尼奥公司的Raman光谱仪使用培训课程说明书

6Who should attendFrom Monday 9 am to Wednesday 5:30 pmDates: February 11-13, 2019 May 13-15, 2019 June 24-26, 2019 October 7-9, 2019November 18-20, 2019Users of HORIBA Scientific Raman spectrometers • A cquire theoretical and practical knowledge on Raman spectrometers • L earn how to use the software • L earn methodology for method development and major analytical parameters • H ow to set up an analytical strategy with an unknown sample • H ow to interpret results• L earn how to follow the performances of theRaman spectrometer over the time.Day 1• The theory of the Raman principle • R aman Instrumentation • P ractical session – System and software presentation, Acquisition Parameters: - L abSpec 6 presentation and environment: useraccounts, file handling, display of data, basic functions - S et up of acquisition parameters and singlespectra measurement - Templates & ReportsDay 2• Analysis of Raman spectra • P ractical session: Raman spectrum measurement and Database Search - O ptimization of the parameters: how to chosethe laser, the grating, the confocal hole, the laser power- How to use the polarization options - Library Search using KnowItAll software - How to create databasesRaman imaging • H ow to make a Raman image (1D, 2D and 3D) • D ata evaluation: cursors, CLS fitting, peakfitting•Image rendering, 3D datasets •Fast mapping using SWIFT XSDay 3Data processing• Processing on single spectra and datasets • Baseline correction • Smoothing • Normalization• Spectra subtraction, averaging • Data reduction • Methods• Practical exercisesCustomer samples: Bring your own samples!Duration: 3 daysReference: RAM1Raman Microscopy for Beginners7Acquire technical skills on DuoScan, Ultra Low Frequency (ULF), Particle Finder or TERS.Users of HORIBA Scientific Raman spectrometers who already understand the fundamentals of Raman spectroscopy and know how to use HORIBA Raman system and LabSpec Software. It is advised to participate in the basic Raman training first (RAM1).Introduction to DuoScan• Principle and hardwareDuoScan Macrospot• Practical examplesDuoScan MacroMapping• Practical examplesDuoScan Stepping Mode• Practical examplesCustomer samples: Bring your own samples!Presentation of the ULF kit• Principle and requirements • Application examplesInstallation of the ULF kitIntroduction to Particle Finder• Principle and requirementsPractical session• Demo with known sample• Customer samples: Bring your own samples!Practical session• Demo with known samplesCustomers samples: Bring your own samples! Presentation of the TERS technique• Principle and requirements • Application examplesDemo TERS• Presentation of the different tips and SPM modes • Laser alignment on the tip • T ERS spectra and TERS imaging on known samplesPractical session• Hands-on on demo samples (AFM mode)• Laser alignment on the tip • T ERS spectra and TERS imaging on known samplesRaman Options: DuoScan, Ultra Low Frequency, Particle Finder, TERS8Users of HORIBA Scientific Raman spectrometers who already understand the fundamentals of Raman spectroscopy and know how to use HORIBA Raman system and labSpec Software. It is adviced to participate in the basic Raman training first.Who should attendDates: February 14, 2019 June 27, 2019November 21, 2019Duration: 1 dayReference: RAM2From 9 am to 5:30 pm• Acquire theoretical and practical knowledge on SERS (Surface Enhanced Raman Spectroscopy)• Know how to select your substrate • Interpret resultsRaman SERSIntroduction to SERSPresentation of the SERS technique • Introduction: Why SERS?• What is SERS?• Surface Enhanced Raman basics • SERS substratesIntroduction to the SERS applications• Examples of SERS applications • Practical advice • SERS limitsDemo on known samplesCustomer samples: Bring your own samples!Raman Multivariate Analysis9Users of HORIBA Scientific Raman spectrometerswho already understand the fundamentals of Ramanspectroscopy and know how to use HORIBA Ramansystem and LabSpec Software. It is advised toparticipate in the basic Raman training first (RAM1).• Understand the Multivariate Analysis module• Learn how to use Multivariate Analysis for data treatment• Perform real case examples of data analysis on demo and customer dataIntroduction to Multivariate Analysis• Univariate vs. Multivariate analysis• Introduction to the main algorithms: decomposition (PCA and MCR), classification and quantification (PLS)Practical work on known datasets (mapping)• CLS, PCA, MCRIntroduction to classification• HCA, k-means• Demo with known datasetsIntroduction to Solo+MIA• Presentation of Solo+MIA Array• Demo with known datasetsData evaluation: cursors, CLS fitting, peak fitting• Fast mapping using SWIFT XSObjective: Being able to select the good parameters for Raman imaging and to perform data processScanning Probe Microscopy (SPM)• Instrumentation• T he different modes (AFM, STM, Tuning Fork) and signals (Topography, Phase, KPFM, C-AFM, MFM,PFM)Practical session• Tips and sample installation• Molecular resolution in AFM tapping mode• M easurements in AC mode, contact mode, I-top mode, KPFM• P resentation of the dedicated tips and additional equipment• O bjective: Being able to use the main AFM modes and optimize the parametersimaging)Practical session• Hands-on on demo samples (AFM mode)• Laser alignment on the tip• T ERS spectra and TERS imaging on known sample Day 3TERS Hands-on• T ERS measurements, from AFM-TERS tip installation to TERS mapping.• TERS measurements on end users samples.• Bring your own samples!28Practical informationCourses range from basic to advanced levels and are taught by application experts. The theoretical sessions aim to provide a thorough background in the basic principles and techniques. The practical sessions are directed at giving you hands-on experience and instructions concerning the use of your instrument, data analysis and software. We encourage users to raise any issues specific to their application. At the end of each course a certificate of participation is awarded.Standard, customized and on-site training courses are available in France, G ermany, USA and also at your location.Dates mentionned here are only available for HORIBA France training center.RegistrationFill in the form and:• Emailitto:***********************• Or Fax it to: +33 (0)1 69 09 07 21• More information: Tel: +33 (0)1 69 74 72 00General InformationThe invoice is sent at the end of the training.A certificate of participation is also given at the end of the training.We can help you book hotel accommodations. Following your registration, you will receive a package including training details and course venue map. We will help with invitation letters for visas, but HORIBA FRANCE is not responsible for any visa refusal. PricingRefreshments, lunches during training and handbook are included.Hotel transportation, accommodation and evening meals are not included.LocationDepending on the technique, there are three locations: Longjumeau (France, 20 km from Paris), Palaiseau (France, 26 km from Paris), Villeneuve d’Ascq (France 220 km from Paris) or at your facility for on-site training courses. Training courses can also take place in subsidiaries in Germany or in the USA.Access to HORIBA FRANCE, Longjumeau HORIBA FRANCE SAS16 - 18 rue du canal91165 Longjumeau - FRANCEDepending on your means of transport, some useful information:- if you are arriving by car, we are situated near the highways A6 and A10 and the main road N20- if you are arriving by plane or train, you can take the train RER B or RER C that will take you not far from our offices. (Around 15 €, 150 € by taxi from Charles de Gaulle airport, 50 € from Orly airport).We remain at your disposal for any information to access to your training place. You can also have a look at our web site at the following link:/scientific/contact-us/france/visi-tors-guide/Access to HORIBA FRANCE, Palaiseau HORIBA FRANCE SASPassage Jobin Yvon, Avenue de la Vauve,91120 Palaiseau - FRANCEFrom Roissy Charles de Gaulle Airport By Train • T ake the train called RER B (direction Saint RemyLes Chevreuse) and stop at Massy-Palaiseaustation• A t Massy-Palaiseau station, take the Bus 91-06C or 91-10 and stop at Fresnel• T he company is a 5 minute walk from the station,on your left, turn around the traffic circle and youwill see the HORIBA building29 Practical InformationAround 150 € by taxi from Charles de Gaulle airport. From Orly Airport By Train• A t Orly airport, take the ORLYVAL, which is ametro line that links the Orly airport to the AntonyRER station• A t Antony station, take the RER B (direction StRemy Les Chevreuse) and stops at Massy-Palai-seau station• A t Massy-Palaiseau station, take the Bus 91-06C, 91-06 B or 91-10 stop at Fresnel• T he company is 5 minutes walk from the station,on your left, turn around the traffic circle and youwill see the HORIBA building• O r at Orly take the Bus 91-10 stop at Fresnel.The company is 5 minutes walk from the station,on your left, turn around the traffic circle and youwill see the HORIBA building. We remain at yourdisposal for any information to access to your trainingplace. You can also have a look at our web site at thefollowing link:/scientific/contact-us/france/visi-tors-guide/Around 50 € by taxi from Orly airport.Access to HORIBA FRANCE, Villeneuve d’Ascq HORIBA Jobin Yvon SAS231 rue de Lille,59650 Villeneuve d’Ascq - FRANCEBy Road from ParisWhen entering Lille, after the exit «Aéroport de Lequin», take the direction «Bruxelles, Gand, Roubaix». Immmediatly take the direction «Gand / Roubaix» (N227) and No «Bruxelles» (A27) Nor «Valenciennes» (A23).You will then arrive on the ringroad around Villeneuve d’Ascq. Take the third exit «Pont de Bois».At the traffic light turn right and follow the road around, (the road will bend left then right). About 20m further on you will see the company on the right hand side where you can enter the car park.By Road from Belgium (GAND - GENT)Once in France, follow the motorway towards Lille. After «Tourcoing / Marcq-en-Baroeul», follow on the right hand side for Villeneuve d’Ascq. Take the exit «Flers Chateau» (This is marked exit 6 and later exit 5 - but it is the same exit). (You will now be following a road parallel to the mo-torway) Stay in the middle lane and go past two sets of traffic lights; at the third set of lighte, move into the left hand lane to turn under the motorway.At the traffic lights under the motorway go straight, (the road shall bend left then right). About 20 m further you shall see the company on the right hand side where you can enter the car park.AeroplaneFrom the airport Charles de Gaulle take the direction ‘Ter-minal 2’ which is also marked TGV (high speed train); where you can take the train to ‘Lille Europe’.Train - SNCFThere are two train stations in Lille - Lille Europe or Lille Flandres. Once you have arrived at the station in Lille you can take a taxi for HORIBA Jobin Yvon S.A.S., or you can take the underground. Please note both train stations have stations for the underground.Follow the signs:1. From the station «Lille Flandres», take line 1, direction «4 Cantons» and get off at the station «Pont de bois».2. From the station «Lille Europe», take line 2, direction «St Philibert» and get off at the following station «Gare Lille Flandres» then take line 1, direction «4 Cantons» and get off at the station «Pont de Bois».BusBus n°43, direction «Hôtel de Ville de Villeneuve d’Ascq», arrêt «Baudoin IX».InformationRegistration: Fill inthe form and send it back by FAX or Email four weeks before beginning of the training.Registration fees: the registration fees include the training courses and documentation. Hotel, transportation and living expenses are not included except lunches which are taken in the HORIBA Scientific Restaurant during the training.Your contact: HORIBA FRANCE SAS, 16-18 rue du Canal, 91165 Longjumeau, FRANCE Tel: + 33 1 64 74 72 00Fax: + 33 1 69 09 07 21E-Mail:***********************Siret Number: 837 150 366 00024Certified ISO 14001 in 2009, HORIBA Scientific is engaged in the monitoring of the environmental impact of its activitiesduring the development, manufacture, sales, installation and service of scientific instruments and optical components. Trainingcourses include safety and environmental precautions for the use of the instrumentsHORIBA Scientific continues contributing to the preservation of theglobal environment through analysis and measuring technologymentisnotcontractuallybindingunderanycircumstances-PrintedinFrance-©HORIBAJobinYvon1/219。

影视专用术语

影视专用术语

1、三分规则rule of thirds:为了使构图更加匀称,将一个画面分成三等份而不是两半。

2、中景镜头medium shot:交待被摄主体及其周围情况的镜头,缩写为MS。

3、切入镜头cut–in:某镜头中的人或物是一个镜头的局部元素,前者就叫后者的切入镜头。

4、切出镜头cut–away:某个镜头中的人或物没有在上一个镜头中出现,前者叫做后者的切出镜头,常用来交待相关的细节或他人的反应。

5、主镜头master shot:交代整个场景及其中所有主要元素的镜头。

6、主观镜头point–of–view shot:显示剧中人所看到情景的镜头,缩写为POV。

7、白天拍夜景day–for–night:镜头在白天拍,但视觉效果像是夜晚。

8、交叉淡入淡出cross–fade:声音(图象)淡入的同时另一声音(图象)淡出。

9、淡入/淡出fade–out/fade–in:一个清晰画面逐渐过渡为黑场,从有声到无声;反之亦然。

10、全景镜头long shot:强调整体环境及其中人或物的分布状况的镜头。

11、低角度镜头(仰拍镜头)low–angle shot:从低角度向上拍摄的镜头。

12、高角度镜头(俯拍镜头)high–angle shot:从高角度向下拍摄的镜头。

13、走位blocking:决定演员在一个镜头中的位置及运动路线。

14、近摄macro:镜头的一种设置,可以拍摄镜头极近的物体。

15、定位镜头establishing shot:引导观众进入一个新的地点或时间的镜头。

16、长焦镜头long lens:能够放大被摄主体,压缩空间距离的镜头。

17、衰减时间decay:一个声音从最大音量到完全无声所用的时间。

18、过肩镜头over–the–shoulder shot:在这个镜头中观众的视线可以越过一个人物的肩部看到另一个人或物,缩写为OS。

19、摇滚rock&roll:一场剧刚开始时使用一系列剧烈晃动的全景镜头,好像观众在摇动着看这场戏。

K-12 MG1655大肠杆菌使用说明

K-12 MG1655大肠杆菌使用说明

rfb-­‐50 mutation is an IS5 insertion that results in the absence of O-­‐antigen
synthesis (Liu and Reeves 1994).
coli and "has been maintained as a laboratory strain with minimal genetic
manipulation, having only been cured of the temperate bacteriophage
lambda and F plasmid by means of ultraviolet light and acridine orange,
respectively." (Blattner, et al. 1997). The mutations listed in the genotype
K-12 MG1655 大肠杆菌
编号
名称
北京华越洋生物 NRR00960 K-­‐12 MG1655 大肠杆菌
基 本 信 息 :
名称:K-­‐12 MG1655 大肠杆菌
by curing that strain using acridine orange and UV.This strain was
sequenced by the Blattner laboratory because it approximates wild-­‐type E.
将得到的菌株的新鲜培养物转接到适宜的固体培养基及液体培养基中(尽量 增大接种量:如用无菌吸管吸取≥50μl 新鲜培养物至固体培养基,边移动边缓 慢释放),适宜温度下培养,用以菌株的保藏、传代及制备工作菌株。 注 意 事 项 : 1、菌种活化前,将冷冻管保存在低温、清洁、干燥的环境中,长时间室温下放 置会导致菌种衰退; 2、冷冻管开封、冻干粉复溶、菌株恢复培养等操作应在无菌条件下进行; 3、一些菌种经过冷冻干燥保存后,延迟期较长,部分需连续两次继代培养才能 正常生长; 4、苛养菌的培养需采用含特定营养成分的培养基,敬请正确选择,不清楚时来 电询问; 5、某些厌氧菌的培养,自开封到接种完成,均需以无氧气体充填,以保持厌氧 状态;培养过程中亦要保持厌氧状态; 6、某些菌种,如肺炎链球菌、流感嗜血杆菌、淋病奈瑟菌等需要 5-­‐10%CO2 促 进生长; 7、如发现冷冻管盖松动、复溶液浑浊等异常情况,应停止使用对应产品。 8、部分菌种有致病性、扩散性,请专业人员在专业环境下有保护性操作。 保 藏 条 件 : -­‐20℃保存(复溶液于 2-­‐8℃保存) 保 藏 时 间 : 2-­‐10 年,应根据菌种状况及时转接

Dialogic Teaching - presentation - final

Dialogic Teaching - presentation - final

Talk for teaching and learning
(adapted from Alexander, 2008)
This does not mean teacher-centredness:
• classroom interaction patterns (Initiation-ResponseEvaluation) dominated by teacher
Focus of presentation
Defining dialogic teaching: Dialogic teaching harnesses the power of talk to engage (students), stimulate and extend their thinking, and advance their learning and understanding. (Alexander 2008, p. 185)
The course
• MEd course: Issues in Education and Leadership • University: A large, Australian university
• Semester: 13 weeks
• Class: 10 international students; 11 domestic • Course design:
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纳米颗粒尺寸、形状以及界面效应对介电和击穿场强等因素的影响

纳米颗粒尺寸、形状以及界面效应对介电和击穿场强等因素的影响

Society Chem.Mater.2010,22,1567–15781567DOI:10.1021/cm902852hNanoparticle,Size,Shape,and Interfacial Effects on Leakage Current Density,Permittivity,and Breakdown Strength of MetalOxide-Polyolefin Nanocomposites:Experiment and TheoryNeng Guo,†Sara A.DiBenedetto,†Pratyush Tewari,‡Michael nagan,*,‡Mark A.Ratner,*,†and Tobin J.Marks*,††Department of Chemistry and the Materials Research Center,Northwestern University,Evanston, Illinois60208-3113and‡Center for Dielectric Studies,Materials Research Institute,The Pennsylvania State University,University Park,Pennsylvania16802-4800Received September11,2009.Revised Manuscript Received December2,2009A series of0-3metal oxide-polyolefin nanocomposites are synthesized via in situ olefin polymeriza-tion,using the following single-site metallocene catalysts:C2-symmetric dichloro[rac-ethylenebisindenyl]-zirconium(IV),Me2Si(t BuN)(η5-C5Me4)TiCl2,and(η5-C5Me5)TiCl3immobilized on methylaluminoxane (MAO)-treated BaTiO3,ZrO2,3-mol%-yttria-stabilized zirconia,8-mol%-yttria-stabilized zirconia, sphere-shaped TiO2nanoparticles,and rod-shaped TiO2nanoparticles.The resulting composite materials are structurally characterized via X-ray diffraction(XRD),scanning electron microscopy(SEM), transmission electron microscopy(TEM),13C nuclear magnetic resonance(NMR)spectroscopy,and differential scanning calorimetry(DSC).TEM analysis shows that the nanoparticles are well-dispersed in the polymer matrix,with each individual nanoparticle surrounded by polymer.Electrical measurements reveal that most of these nanocomposites have leakage current densities of∼10-6-10-8A/cm2;relative permittivities increase as the nanoparticle volume fraction increases,with measured values as high as6.1. At the same volume fraction,rod-shaped TiO2nanoparticle-isotactic polypropylene nanocomposites exhibit significantly greater permittivities than the corresponding sphere-shaped TiO2nanoparticle-isotactic polypropylene nanocomposites.Effective medium theories fail to give a quantitative description of the capacitance behavior,but do aid substantially in interpreting the trends qualitatively.The energy storage densities of these nanocomposites are estimated to be as high as9.4J/cm3.IntroductionFuture pulsed-power and power electronic capacitors will require dielectric materials with ultimate energy storage den-sities of>30J/cm3,operating voltages of>10kV,and milli-second-microsecond charge/discharge times with reliable operation near the dielectric breakdown limit.Importantly, at2and0.2J/cm3,respectively,the operating characteristics of current-generation pulsed power and power electronic capacitors,which utilize either ceramic or polymer dielectric materials,remain significantly short of this goal.1An order-of-magnitude improvement in energy density will require the development of dramatically different types of materials, which substantially increase intrinsic dielectric energy den-sities while reliably operating as close as possible to the die-lectric breakdown limit.For simple linear response dielectric materials,the maximum energy density is defined in eq1,U e¼12εrε0E2ð1Þwhereεr is the relative dielectric permittivity,E the dielec-tric breakdown strength,andε0the vacuum permittivity (8.8542Â10-12F/m).Generally,metal oxides have large permittivities;however,they are limited by low breakdown fields.While organic materials(e.g.,polymers)can provide high breakdown strengths,their generally modest permit-tivities have limited their application.1Recently,inorganic-polymer nanocomposite materials have attracted great interest,because of their potential for high energy densities.2By integrating the complementary*Authors to whom correspondence should be addressed.E-mail addresses: mxl46@(M.T.L.),ratner@(M.A.R.),and t-marks@(T.J.M.).(1)(a)Pan,J.;Li,K.;Li,J.;Hsu,T.;Wang,Q.Appl.Phys.Lett.2009,95,022902.(b)Claude,J.;Lu,Y.;Li,K.;Wang,Q.Chem.Mater.2008, 20,2078–2080.(c)Chu,B.;Zhou,X.;Ren,K.;Neese,B.;Lin,M.;Wang,Q.;Bauer,F.;Zhang,Q.M.Science2006,313,334–336.(d) Cao,Y.;Irwin,P.C.;Younsi,K.IEEE Trans.Dielectr.Electr.Insul.2004,11,797–807.(e)Nalwa,H.S.,Ed.Handbook of Low and High Dielectric Constant Materials and Their Applications;Academic Press:New York,1999;V ol.2.(f)Sarjeant,W.J.;Zirnheld,J.;MacDougall,F.W.IEEE Trans.Plasma Sci.1998,26,1368–1392.(2)(a)Kim,P.;Doss,N.M.;Tillotson,J.P.;Hotchkiss,P.J.;Pan,M.-J.;Marder,S.R.;Li,J.;Calame,J.P.;Perry,J.W.ACS Nano 2009,3,2581–2592.(b)Li,J.;Seok,S.I.;Chu,B.;Dogan,F.;Zhang, Q.;Wang,Q.Adv.Mater.2009,21,217–221.(c)Li,J.;Claude,J.;Norena-Franco,L.E.;Selk,S.;Wang,Q.Chem.Mater.2008,20, 6304–6306.(d)Gross,S.;Camozzo,D.;Di Noto,V.;Armelao,L.;Tondello,E.Eur.Polym.J.2007,43,673–696.(e)Gilbert,L.J.;Schuman,T.P.;Dogan,F.Ceram.Trans.2006,179,17–26.(f)Rao,Y.;Wong,C.P.J.Appl.Polym.Sci.2004,92,2228–2231.(g)Dias,C.J.;Das-Gupta,D.K.IEEE Trans.Dielectr.Electr.Insul.1996,3,706–734.(h)Mammone,R.R.;Binder,M.Novel Methods For Preparing Thin,High Permittivity Polymerdielectrics for Capacitor Applica-tions;Proceedings of the34th International Power Sources Symposium, 1990,Cherry Hill,NJ;IEEE:New York,1990;pp395-398./cmPublished on Web01/05/2010 r2010American Chemical1568Chem.Mater.,Vol.22,No.4,2010Guo et al.properties of their constituents,such materials can simul-taneously derive high permittivity from the inorganic in-clusions and high breakdown strength,mechanical flexibility,facile processability,light weight,and tunability of the properties(polymer molecular weight,comonomer incorporation,viscoelastic properties,etc.)from the poly-mer host matrix.3In addition,convincing theoretical argu-ments have been made suggesting that large inclusion-matrix interfacial areas should afford greater polarization levels,dielectric response,and breakdown strength.4 Inorganic-polymer nanocomposites are typically pre-pared via mechanical blending,5solution mixing,6in situ radical polymerization,7and in situ nanoparticle syn-thesis.8However,host-guest incompatibilities intro-duced in these synthetic approaches frequently result in nanoparticle aggregation and phase separation over largelength scales,9which is detrimental to the electrical prop-erties of the composite.10Covalent grafting of the poly-mer chains to inorganic nanoparticle surfaces has alsoproven promising,leading to more effective dispersionand enhanced electrical/mechanical properties;11how-ever,such processes may not be optimally cost-effective,nor may they be easily scaled up.Furthermore,thedevelopment of accurate theoretical models for the di-electric properties of the nanocomposite must be accom-panied by a reliable experimental means to 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(17)Rabuffi,M.;Picci,G.IEEE Trans.Plasma Sci.2002,30,1939–1942.Article Chem.Mater.,Vol.22,No.4,20101569polyolefin -ferroelectric permittivity contrast.If too large,such contrasts are associated with diminished breakdown strength and suppressed permittivity.18,19In a brief preliminary communication,we reported evidence that high-energy-density BaTiO 3-and TiO 2-isotactic polypropylene nanocomposites could be pre-pared via in situ propylene polymerization mediated by anchoring/alkylating/activating C 2-symmetric dichloro-[rac -ethylenebisindenyl]zirconium(IV)(EBIZrCl 2)on the MAO-treated oxide nanoparticles (see Scheme 1).20The resulting nanocomposites were determined to have rela-tively uniform nanoparticle dispersions and to support remarkably high projected energy storage densities ;as high as 9.4J/cm 3,as determined from permittivity and dielectric breakdown measurements.In this contribution,we significantly extend the inorganic inclusion scope to include a broad variety of nanoparticle types,to investi-gate the effects of nanoparticle identity and shape on the electrical/dielectric properties of the resulting nanocom-posites,and to compare the experimental results with theoretical predictions.We also extend the scope of metallocene polymerization catalysts (see Chart 1)and olefinic monomers,with the goal of achieving nanocom-posites that have comparable or potentially greater pro-cessability and thermal stability.Here,we present a full discussion of the synthesis,microstructural and electrical characterization,and theoretical modeling of these nano-composites.It will be seen that nanoparticle coating with MAO and subsequent in situ polymerization are crucial to achieving effective nanoparticle dispersion,and,simul-taneously,high nanocomposite breakdown strengths (as high as 6.0MV/cm)and high permittivities (as high as 6.1)can be realized to achieve energy storage densities as high as 9.4J/cm 3.Experimental SectionI.Materials and Methods.All manipulations of air-sensitive materials were performed with rigorous exclusion of O 2and moisture in flamed Schlenk-type glassware on a dual-manifold Schlenk line or interfaced to a high-vacuum line (10-5Torr),or in a dinitrogen-filled MBraun glovebox with a high-capacity recirculator (<1ppm O 2and H 2O).Argon (Airgas,pre-purified),ethylene (Airgas,polymerization grade),and propy-lene (Matheson or Airgas,polymerization grade)were purified by passage through a supported MnO oxygen-removal column and an activated Davison 4A molecular sieve column.Styrene (Sigma -Aldrich)was dried sequentially for a week over CaH 2and then triisobutylaluminum,and it was freshly vacuum-transferred prior to polymerization experiments.The monomer 1-octene (Sigma -Aldrich)was dried over CaH 2and was freshly vacuum-transferred prior to polymerization experiments.To-luene was dried using activated alumina and Q-5columns,according to the method described by Grubbs,21and it was additionally vacuum-transferred from Na/K alloy and stored in Teflon-valve sealed bulbs for polymerization experiments.Ba-TiO 3and TiO 2nanoparticles were kindly provided by Prof.Fatih Dogan (University of Missouri,Rolla)and Prof.Thomas Shrout (Penn State University),respectively.20ZrO 2nanopar-ticles were purchased from Sigma -Aldrich.The reagents 3-mol %-yttria-stabilized zirconia (TZ3Y)and 8-mol %-yttria-stabilized zirconia (TZ8Y)nanoparticles were purchased from Tosoh,Inc.TiO 2nanorods were purchased from Reade Ad-vanced Materials (Riverside,RI).All of the nanoparticles were dried in a high vacuum line (10-5Torr)at 80°C overnight to remove the surface-bound water,which is known to affect the dielectric breakdown performance adversely.22The deuteratedScheme 1.Synthesis of Polyolefin -Metal OxideNanocompositesChart 1.Metallocene polymerization catalysts andMAO.(18)(a)Li,J.Y.;Zhang,L.;Ducharme,S.Appl.Phys.Lett.2007,90,132901/1–132901/3.(b)Li,J.Y .;Huang,C.;Zhang,Q.M.Appl.Phys.Lett.2004,84,3124–3126.(19)Cheng,Y.;Chen,X.;Wu,K.;Wu,S.;Chen,Y.;Meng,Y.J.Appl.Phys.2008,103,034111/1–034111/8.(20)Guo,N.;DiBenedetto,S.A.;Kwon,D.-K.;Wang,L.;Russell,M.T.;Lanagan,M.T.;Facchetti,A.;Marks,T.J.J.Am.Chem.Soc.2007,129,766–767.(21)Pangborn,A.B.;Giardello,M.A.;Grubbs,R.H.;Rosen,R.K.;Timmers,anometallics 1996,15,1518–1520.(22)(a)Hong,T.P.;Lesaint,O.;Gonon,P.IEEE Trans.Dielectr.Electr.Insul.2009,16,1–10.(b)Ma,D.;Hugener,T.A.;Siegel,R.W.;Christerson,A.;M artensson,E.;€Onneby,C.;Schadler,L.S.Nano-technology 2005,16,724–731.(c)Ma,D.;Siegel,R.W.;Hong,J.;Schadler,L.S.;M artensson,E.;€Onneby,C.J.Mater.Res.2004,19,857–863.1570Chem.Mater.,Vol.22,No.4,2010Guo et al. solvent1,1,2,2-tetrachloroethane-d2was purchased fromCambridge Isotope Laboratories(g99at.%D)and was usedas-received.Methylaluminoxane(MAO;Sigma-Aldrich)waspurified by removing all the volatiles in vacuo from a1.0Msolution in toluene.The reagents dichloro[rac-ethylenebisin-denyl]zirconium(IV)(EBIZrCl2),and trichloro(pentamethyl-cyclopentadienyl)titanium(IV)(Cp*TiCl3)were purchasedfrom Sigma-Aldrich and used as-received.Me2Si(t BuN)(η5-C5Me4)TiCl2(CGCTiCl2)was prepared according to publishedprocedures.23nþ-Si wafers(root-mean-square(rms)roughnessof∼0.5nm)were obtained from Montco Silicon Tech(SpringCity,PA),and aluminum substrates were purchased fromMcMaster-Carr(Chicago,IL);both were cleaned according to standard procedures.24II.Physical and Analytical Measurements.NMR spectra were recorded on a Varian Innova400spectrometer(FT400 MHz,1H;100MHz,13C).Chemical shifts(δ)for13C spectra were referenced using internal solvent resonances and are reported relative to tetramethylsilane.13C NMR assays of polymer microstructure were conducted in1,1,2,2-tetrachlor-oethane-d2containing0.05M Cr(acac)3at130°C.Resonances were assigned according to the literature for isotactic polypro-pylene,poly(ethylene-co-1-octene),and syndiotactic polystyr-ene,respectively(see more below).Elemental analyses were performed by Midwest Microlabs,LLC(Indianapolis,IN). Inductively coupled plasma-optical emission spectroscopy (ICP-OES)analyses were performed by Galbraith Laboratories, Inc.(Knoxville,TN).Powder X-ray diffraction(XRD)patterns were recorded on a Rigaku DMAX-A diffractometer with Ni-filtered Cu K R radiation(λ=1.54184A).Pristine ceramic nanoparticles and composite microstructures were examined with a FEI Quanta sFEG environmental scanning electron microscopy(SEM)system with an accelerating voltage of30 kV.Transmission electron microscopy(TEM)was performed on a Hitachi Model H-8100TEM system with an accelerating voltage of200kV.Samples for TEM imaging were prepared by dipping a TEM grid into a suspension of nanocomposite powder in acetone.Polymer composite thermal transitions were mea-sured on a temperature-modulated differential scanning calori-meter(TA Instruments,Model2920).Typically,ca.10mg of samples were examined,and a ramp rate of10°C/min was used to measure the melting point.To erase thermal history effects, all samples were subjected to two melt-freeze cycles.The data from the second melt-freeze cycle are presented here.III.Electrical Measurements.Metal-insulator-metal (MIM)or metal-insulator-semiconductor(MIS)devices for nanocomposite electrical measurements were fabricated by first doctor-blading nanocomposite films onto aluminum(MIM)or nþ-Si(MIS)substrates,followed by vacuum-depositing top gold electrodes through shadow masks.Specifically,a clean substrate was placed on a hot plate heated to just below the polymer-nanocomposite melting point.A small amount of the polymer nanocomposite powder was placed in the center of the substrate and left until the powder began to melt.Once in this phase,the polymer nanocomposite is spread over the center of the sub-strate using a razor blade.The sample was removed from the heat,cooled,and then pressed in a benchtop press to ensure uniform film thicknesses and smooth surfaces.Gold electrodes 500A thick were vacuum-deposited directly on the films through shadow masks that defined a series of different areas (0.030,0.0225,0.01,0.005,and0.0004cm2)at3Â10-6Torr(at 0.2-0.5A/s).Electrical properties of the films were character-ized by two probe current-voltage(I-V)measurements using a Keithley Model6430Sub-Femtoamp Remote Source Meter, operated by a local LABVIEW program.Triaxial and low triboelectric noise coaxial cables were incorporated with the Keithley remote source meter and Signatone(Gilroy,CA)probe tip holders to minimize the noise level.All electrical measure-ments were performed under ambient conditions.For MIS devices,the leakage current densities(represented by the symbol J,given in units of A/cm2)were measured with positive/negative polarity applied to the gold electrode to ensure that the nþ-Si substrate was operated in accumulation.A delay time of1s was incorporated into the source-delay-measure cycle to settle the source before recording currents.Capacitance measurements of the MIM and MIS structures were performed with a two-probe digital capacitance meter(Model3000,GLK Instruments,San Diego,CA)at(5and24kHz.Several methods have been developed to measure the dielectric breakdown strength of polymer and nanocomposite films.1a,25In this study,various methods were examined(e.g.,pull-down electrodes25),and the two-probe method was used to collect the present data because the top gold electrodes had already been deposited for leakage current and capacitance measurements.The dielectric break-down strength of the each type of composite film was measured in a Galden heat-transfer fluid bath at room temperature with a high-voltage amplifier(Model TREK30/20A,TREK,Inc., Medina,NY)with a ramp rate of1000V/s.26The thicknesses of the dielectric films were measured with a Tencor P-10step profilometer,and these thicknesses were used to calculate the dielectric constants and breakdown strengths of the film sam-ples(see Table2,presented later in this work).IV.Representative Immobilization of a Metallocene Catalyst on Metal Oxide Nanoparticles.In the glovebox,2.0g of BaTiO3 nanoparticles,200mg of MAO,and50mL of dry toluene were loaded into a predried100-mL Schlenk reaction flask,which was then attached to the high vacuum line.Upon stirring,the mixture became a fine slurry.The slurry was next subjected to alternating sonication and vigorous stirring for2days with constant removal of evolving CH4.Next,the nanoparticles were collected by filtration and washed with fresh toluene(50mLÂ4) to remove any residual MAO.Then,200mg of metallocene catalyst EBIZrCl2and50mL of toluene were loaded in the flask containing the MAO-coated nanoparticles.The color of the nanoparticles immediately became purple.The slurry mixture was again subjected to alternating sonication and vigorous Table1.XRD Linewidth Analysis Results for the Oxide-PolypropyleneNanocompositespowder2θ(deg)full width athalf maximum,fwhm(deg)crystallitesize,L(nm)a BaTiO331.4120.25435.6 BaTiO3-polypropylene31.6490.27132.8 TiO225.3600.31727.1 TiO2-polypropylene25.3580.36123.5a Crystallite size(L)is calculated using the Scherrer equation:L=0.9λ/[B(cosθB)whereλis the X-ray wavelength,B the full width at half maximum(fwhm)of the diffraction peak,andθB the Bragg angle.(23)Stevens,J.C.;Timmers,F.J.;Wilson,D.R.;Schmidt,G.F.;Nickias,P.N.;Rosen,R.K.;Knight,G.W.;Lai,S.Eur.Patent Application EP416815A2,1991.(24)Yoon,M.-H.;Kim,C.;Facchetti,A.;Marks,T.J.J.Am.Chem.Soc.2006,128,12851–12869.(25)Claude,J.;Lu,Y.;Wang,Q.Appl.Phys.Lett.2007,91,212904/1–212904/3.(26)Gadoum,A.;Gosse,A.;Gosse,J.P.Eur.Polym.J.1997,33,1161–1166.Article Chem.Mater.,Vol.22,No.4,20101571stirring overnight.The nanoparticles were then collected by filtration and washed with fresh toluene until the toluene remained colorless.The nanoparticles were dried on the high-vacuum line overnight and stored in a sealed container in the glovebox at-40°C in darkness.V.Representative Synthesis of an Isotactic Polypropylene Nanocomposite via In Situ Propylene Polymerization.In the glovebox,a250-mL round-bottom three-neck Morton flask, which had been dried at160°C overnight and equipped with a large magnetic stirring bar,was charged with50mL of dry toluene,200mg of functionalized nanoparticles,and50mg of MAO.The assembled flask was removed from the glovebox and the contents were subjected to sonication for30min with vigorous stirring.The flask was then attached to a high vacuum line(10-5Torr),the catalyst slurry was freeze-pump-thaw degassed,equilibrated at the desired reaction temperature using an external bath,and saturated with1.0atm(pressure control using a mercury bubbler)of rigorously purified propylene while being vigorously stirred.After a measured time interval,the polymerization was quenched by the addition of5mL of methanol,and the reaction mixture was then poured into800 mL of methanol.The composite was allowed to fully precipitate overnight and was then collected by filtration,washed with fresh methanol,and dried on the high vacuum line overnight to constant weight.VI.Representative Synthesis of a Poly(ethylene-co-1-octene) Nanocomposite via In Situ Ethyleneþ1-Octene Copolymeriza-tion.In the glovebox,a250-mL round-bottom three-neck Morton flask,which had been dried at160°C overnight and equip-ped with a large magnetic stirring bar,was charged with50mL of dry toluene,200mg of functionalized nanoparticles,and 50mg of MAO.The assembled flask was removed from the glo-vebox and the contents were subjected to sonication for30min with vigorous stirring.The flask was then attached to a high vacuum line(10-5Torr),the catalyst slurry was freeze-pump-thaw degassed,equilibrated at the desired reaction temperature using an external bath,and saturated with1.0atm(pressure control using a mercury bubbler)of rigorously purified ethylene while being vigorously stirred.Next,5mL of freshly vacuum-transferred1-octene was quickly injected into the rapidly stirred flask using a gas-tight syringe equipped with a flattened spraying needle.After a measured time interval,the polymerization was quenched by the addition of5mL of methanol,and the reaction mixture was then poured into800mL of methanol.The com-posite was allowed to fully precipitate overnight and was then collected by filtration,washed with fresh methanol,and dried on the high vacuum line overnight to constant weight.Film fabri-cation of the composite powders into thin films for MIS electrical testing was unsuccessful due to the high incorporation level of1-octene.VII.Representative Synthesis of a Syndiotactic Polystyrene Nanocomposite via In Situ Styrene Polymerization.In the glove-box,a250-mL round-bottom three-neck Morton flask,which had been dried at160°C overnight and equipped with a large magnetic stirring bar,was charged with50mL of dry toluene, 200mg of functionalized nanoparticles,and50mg of MAO.The assembled flask was removed from the glovebox and the con-tents were subjected to sonication for30min with vigorous stirring.The flask was then attached to a high vacuum line(10-5 Torr)and equilibrated at the desired reaction temperature usingTable2.Electrical Characterization Results for Metal Oxide-Polypropylene Nanocomposites aentry compositenanoparticlecontent b(vol%)melting temperature,T m c(°C)permittivity dbreakdownstrength e(MV/cm)energy density,U f(J/cm3)1BaTiO3-iso PP0.5136.8 2.7(0.1 3.1 1.2(0.1 2BaTiO3-iso PP0.9142.8 3.1(1.2>4.8>4.0(0.6 3BaTiO3-iso PP 2.6142.1 2.7(0.2 3.9 1.8(0.2 4BaTiO3-iso PP 5.2145.6 2.9(1.0 2.7 1.0(0.3 5BaTiO3-iso PP 6.7144.8 5.1(1.7 4.1 3.7(1.2 6BaTiO3-iso PP13.6144.8 6.1(0.9>5.9>9.4(1.37s TiO2-iso PP g0.1135.2 2.2(0.1>2.8>0.8(0.1 8s TiO2-iso PP g 1.6142.4 2.8(0.2 4.1 2.1(0.2 9s TiO2-iso PP g 3.1142.6 2.8(0.1 2.8 1.0(0.1 10s TiO2-iso PP g 6.2144.8 3.0(0.2 4.7 2.8(0.211r TiO2-iso PP h 1.4139.7 3.4(0.3 1.00.40(0.35 12r TiO2-iso PP h 3.0142.4 4.1(0.70.90.22(0.09 13r TiO2-iso PP h 5.1143.7 4.9(0.40.90.23(0.0814ZrO2-iso PP 1.6142.9 1.7(0.3 1.50.1815ZrO2-iso PP 3.9145.2 2.0(0.4 1.90.3216ZrO2-iso PP7.5144.9 4.8(1.1 1.00.2017ZrO2-iso PP9.4144.4 6.9(2.6 2.0 1.02(0.7318TZ3Y-iso PP 1.1142.9 1.1(0.1N/A N/A19TZ3Y-iso PP 3.1143.5 1.8(0.2N/A N/A20TZ3Y-iso PP 4.3143.8 2.0(0.2N/A N/A21TZ3Y-iso PP 6.7144.9 2.7(0.2N/A N/A22TZ8Y-iso PP0.9142.9 1.4(0.1 3.8 1.07(0.04 23TZ8Y-iso PP 2.9143.2 1.8(0.1 2.80.5924TZ8Y-iso PP 3.8143.2 2.0(0.2 2.00.4125TZ8Y-iso PP 6.6146.2 2.4(0.4 2.20.61a Polymerizations performed in50mL of toluene under1.0atm of propylene at20°C.b From elemental analysis.c From differential scanning calorimetry(DSC).d Derived from capacitance measurements.e Calculated by dividing the breakdown voltage by the film thickness,which is measured using a Tencor p10profilometer.f Energy density(U)is calculated from the following relation:U=0.5ε0εr E b2,whereε0is the permittivity of a vacuum,εr the relative permittivity,and E b the breakdown strength.g The superscripted prefix“s”denotes sphere-shaped TiO2nanoparticles.h The superscripted prefix“r”denotes rod-shaped TiO2nanoparticles.。

CDMA基站介绍

CDMA基站介绍

7 | Presentation Title | Month 2006
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230 - 240 liters
9224 功能模块
8 | Presentation Title | Month 2006
530mm deep
22 | Presentation Title | Month 2006
All Rights Reserved © Alcatel-Lucent 2006, #####
9234 功能模块
满配置的9234 d2U Distributed的BU模块可同时支持3扇区7个载频,包括 以下功能模块: 母板 – 集成了光纤连接模块OCM-II,通用时钟单元CTU-II和URC-II URC II/URC - 通用无线控制器 2个 CMU/EVM - 信道板/EVDO Modem 满配置的9234 d2U Distributed的RU模块可支持40W/80W功放输出, 包括以下功能模块: 1 Amplifier - 功率放大器模块 1 Filter - 滤波器 1 SPM - 电源模块(Power Supply Module) FTR - 无线射频模块(Future Technology Radio)含光接口模块
9226规格及耗电
物理参数及环境要求: 环境 尺寸(mm) 重量(kg) 正常工作温度范围
室内站
1266H x 641W x 586D
136(3载频3扇区)
-5C ~ +40C
功耗:
配置
1载频3扇区 2载频3扇区 3载频3扇区 4载频3扇区
功耗(KW)
2 3 3.5 4

office所有后缀对应的content-type

office所有后缀对应的content-type
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怎么拍电影解说 How To Make A Movie

怎么拍电影解说 How To Make A Movie

10
New Technique: Time Development of the Event

New features since release 8.2 allow you to do a new kind of Geant4 movie. You will be able to make movies that show Time Development of an event I.e., a shower in slow motion Based on technique of “time-slicing”, breaking trajectories into individual slices, each with a time attribute. requires newer visualization features, rich trajectory and some extensions to the OpenGL Stored driver /vis/open OGLSX or for windows /vis/open OGLSWin32 You can run these animations Directly from Geant4. You do NOT need to output any files or stitch them together into an mpeg.
11 May 2007 J. Perl How to Make a Movie 9



Part 2: the New Technique Time Development of the Event Live from OpenGL
11 May 2007
J. Perl

MSCC_Presentation 20140126

MSCC_Presentation 20140126
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Monetary policy: the setting of the money
supply by policymakers in the central bank
Federal Reserve (Fed): the central bank of the
U.S.
CHAPTER 16
THE MONETARY SYSTEM
if they choose.
The reserve ratio, R
= fraction of deposits that banks hold as reserves = total reserves as a percentage of total deposits
CHAPTER 16 THE MONETARY SYSTEM 9
CHAPTER 16 THE MONETARY SYSTEM 13
Banks and the Money Supply: An Example
CASE 3: fractional reserve banking system Suppose R = 10%. FNB loans all but 10% of the deposit:
Most people would have to spend time searching for
others to trade with – a huge waste of resources.
This searching is unnecessary with money,
the set of assets that people regularly use to buy g&s from other people.
Banks and the Money Supply: An Example
Suppose $100 of currency is in circulation.
To determine banks’ impact on money supply, we calculate the money supply in 3 different cases:
CHAPTER 16 THE MONETARY SYSTEM 2
The 3 Functions of Money
Medium of exchange(交换媒介): an item
buyers give to sellers when they want to purchase g&s
Unit of account(计价单位): the yardstick
traveler’s checks, and other checkable deposits. M1 = $1.4 trillion (February 2008)
M2: everything in M1 plus savings deposits,
small time deposits, money market mutual funds, and a few minor categories. M2 = $7.6 trillion (February 2008) The distinction between M1 and M2 will usually not matter when we talk about “the money supply” in this course.
16
The Monetary System
PRINCIPLES OF
MACROECONOMICS
FOURTH EDITION
N. G R E G O R Y M A N K I W
Premium PowerPoint® Slides by Ron Cronovich 2008 update
© 2008 South-Western, a part of Cengage Learning, all rights reserved
Alan Greenspan Chair of FOMC, Federal Open Market Aug 1987 – Jan 2006 Committee (FOMC),美国联邦公开市场委员会 includes the Bd of Govs and presidents of some of the regional Fed banks The FOMC decides monetary policy.
THE MONETARY SYSTEM
3
The 2 Kinds of Money
Commodity money: takes the form of a commodity with intrinsic value Examples: gold coins, cigarettes in POW camps Fiat money: (纸币货币) money without intrinsic value, used as money because of govt decree
people use to post prices and record debts
Store of value(价值储藏): an item people
can use to transfer purchasing poture
CHAPTER 16
Example: the U.S. dollar
CHAPTER 16 THE MONETARY SYSTEM 4
The Money Supply
The money supply (or money stock):
the quantity of money available in the economy
THE MONETARY SYSTEM
11
Banks and the Money Supply: An Example
CASE 1: no banking system
Public holds the $100 as currency.
Money supply = $100.
CHAPTER 16
THE MONETARY SYSTEM
7
The Structure of the Fed
The Federal Reserve System consists of:
Board of Governors (董事会)
(7 members), located in Washington, DC
12 regional Fed banks,
How do banks “create money”?
How does the Federal Reserve control the money
supply?
CHAPTER 16
THE MONETARY SYSTEM
1
What Money Is, and Why It’s Important
Bank T-account
T-account: a simplified accounting statement
that shows a bank’s assets & liabilities.
Example:
FIRST NATIONAL BANK Assets Liabilities Reserves $ 10 Deposits $100 Loans $ 90
located around the U.S.
CHAPTER 16
THE MONETARY SYSTEM
8
Bank Reserves
In a fractional reserve banking system,(部分准
备金银行体系) banks keep a fraction of deposits as reserves, and use the rest to make loans.
What assets should be considered part of the
money supply? Two candidates:
Currency:
the paper bills and coins in the hands of the (non-bank) public
Demand deposits:
FIRST NATIONAL BANK
Assets Liabilities Reserves $100 Deposits $100 Loans $ 0
Money supply = currency + deposits = $0 + $100 = $100
In a 100% reserve banking system, banks do not affect size of money supply.
Banks’ liabilities include deposits,
assets include loans & reserves.
In this example, notice that R = $10/$100 = 10%.
CHAPTER 16 THE MONETARY SYSTEM 10
The Fed establishes reserve requirements,
regulations on the minimum amount of reserves that banks must hold against deposits.
Banks may hold more than this minimum amount
Without money, trade would require barter,
the exchange of one good or service for another.
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