碱激发低钙粉煤灰改良膨胀土的工程特性及微观机理

为了研究碱激发低钙粉煤灰对弱膨胀土改良的作用效果,通过膨胀性试验、无侧限抗压强度试验、ESEM试验及XRD物相分析试验研究不同掺量的碱性激发剂NaOH对低钙粉煤灰膨胀土力学性能的影响,对土体微观结构及孔隙形成特征进行分析量化,并基于XRD试验分析土体中矿物成分变化特征,揭示碱激发粉煤灰与土体之间的作用机理。结果表明:碱性激发剂可以提升粉煤灰的活性,加快水化反应,可以加快早期强度发展和提高后期强度;随着碱激发剂的增加,粉煤灰改良膨胀土的无侧限抗压强度先增后降,10%掺量的NaOH为最佳掺量;土体中孔隙类型复杂,碱激发改良土微观发现产生的凝胶可以填充孔隙,且和土体相互粘结,减少孔隙。NaOH作为激发剂,可以有效改善粉煤灰的活性,并提高膨胀土的基本特性。     

解析集体意向

集体意向可分为弱集体意向和强集体意向两种类型。弱集体意向是个体意向内容中所具有的集体成分,强集体意向是复合行动主体所包含的意向。由此而产生了不同的论证方式,但它们在根本上都以个体意向的先在性为前提。集体意向是行动者在社会实践中生成的,而非构成,它实质上是实践理性问题。集体意向通过个体意向显现出来,它同一于个体意向。个体意向仅在概念的逻辑分析上具有优先性,集体意向本身具有相对的独立性。     

Gravity and Newton’s Substance Counting Problem

A striking feature of Newton’s thought is the very broad reach of his empiricism, potentially extending even to immaterial substances, including God, minds, and should one exist, a non-perceiving immaterial medium. Yet Newton is also drawn to certain metaphysical principles—most notably the principle that matter cannot act where it is not—and this second, rationalist feature of his thought is most pronounced in his struggle to discover ‘gravity’s cause’. The causal problem remains vexing, for he neither invokes primary causation, nor accepts action at a distance by locating active powers in matter. To the extent that he is drawn to metaphysical principles, then, the causal problem is that of discovering some non-perceiving immaterial medium. Yet Newton’s thought has a third striking feature, one with roots in the other two: he allows that substances of different kinds might simultaneously occupy the very same region of space. I elicit the implications of these three features. For Newton to insist upon all three would transform the causal question about gravity into an insoluble problem about apportioning active powers. More seriously, it would undermine his means of individuating substances, provoking what I call ‘Newton’s Substance Counting Problem’.     

Communicative Action through Collaborative Inquiry: Journey of a Facilitating Co-Inquirer

As complex and rapidly changing organisational contexts present a significant challenge for the management and organisational development of professionals, this paper explores a particular journey of one facilitator/co-inquirer (participant) in a collaborative inquiry (CI) intervention driving culture change within the UK's Civil Service. Through such experience it is argued that CI represents an intensive and effective inquiry based change strategy involving collaborative interaction between the co-inquiring facilitator and client. The philosophical history and richness of CI is explored as a prelude to outlining the learning and development of the co-inquirers involved in this project and the observed impact of CI on the organisation. Of note is that over an extended period of time, the facilitator assumes the two roles of inquirer and subject of inquiry, and through such a dual responsibility, gains a deeper understanding of the challenges they face and the nature of the solutions that would require further attention. It is concluded that co-inquirers effectively contribute both to scientific knowledge and the solving of real life practical problems. This document may not be copied in any form, in whole or in part, without the express permission of one of the authors.     

图书馆拥军工作初探

本文论述了图书馆开展拥军工作要针对部队新形式、新特点，发挥自身的优势，采取多形式、多层次、多内容的方式来开展全方位的服务，用先进文化占领部队思想文化阵地，满足官兵的精神文化需求。     

Making learning critical: Identity, emotion, and power in processes of management development

In recent years, a substantial volume of broadly critical knowledge of management and organization has been established, but comparatively little attention has been given to the question of how the insights of such knowledge might be communicated or applied pedagogically. The temptation or danger, arguably, is for critical knowledge to be substituted for the content of “traditional management education,” with minimal regard for its contribution to processes of personal, social, and organizational development. The chief purpose of this paper is to put some flesh on the claim that critical theory can make an important contribution to the principles and practice of management education. After summarizing some key differences between “traditional management education” and action learning (concerning learning and personal experience), these differences are illustrated by reference to a case study, which in turn, provides a basis for highlighting the relevance of critical thinking for addressing problems and issues thrown up through action learning for managers.     

论"科教兴陕"

“科教兴陕”是陕西振兴的重要前提，具有相对优势的陕西科技和教育实力，对于陕西农业、工业、旅游业及新兴产业的发展十分有利，但要真正实现经济腾砂，赶上世界潮流，就必须拥有先进的科技和发达的教育。     

行动研究与英语课堂教学中促进型焦虑分析

语言焦虑有促进型焦虑(facilitating anxiety)和妨碍型焦虑(debilitating anxiety)之分。本运用行动研究法分析外语课堂教学中学生妨碍型焦虑形成的因素，探索教师如何帮助学生将妨碍型焦虑转化为促进型焦虑的途径。     

高校惩戒行为司法救济模式探析

纪律性惩戒和学术性惩戒的分离，是英美法系国家法院决定是否对高校学生提供司法救济的基础，与大陆法系国家以惩戒强度不同来提供救济的模式相比，有更大的合理性。我国应当借鉴西方国家高校惩戒行为司法救济模式，在受案范围上以惩戒强度为标准、在审查强度上以惩戒性质为基准。     

近十年中国学者关于新加坡政治研究述评

新加坡创造了东亚国家现代化的奇迹,建立起了高度的政治文明,引起了国内外学术界的普遍关注。中国学者从新加坡政体、政党政治、政府、外交方面对新加坡政治进行了大量研究,虽然目前对新加坡政治研究存在着研究盲点和重复现象,但总的来说,研究成果丰硕,因此,我们有必要对新加坡政治研究现状进行系统的梳理和分析。