共查询到20条相似文献，搜索用时 62 毫秒
1.
贺克 《湖南城市学院学报》2008,29(1):55-57
绿色包装材料的选择要以绿色包装原材料选择、包装简易化和尽量选用不加涂、镀层的绿色包装材料为重点,实现绿色包装材料循环再利用则主要依靠对玻璃和纸质包装的有效利用;而实现我国绿色包装设计未来发展的首要工作就是包装材料的选择和其使用后的包装废弃物的处理,其目的是为了让我们在生产设计和使用包装时尽量避免使用非绿色包装。 相似文献
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苏羽航 《福建师大福清分校学报》2014,(2):52-56
纸张是目前用量最大的包装材料,也是最具发展前景的包装材料。纸包装的低碳设计是纸包装发展的重要方向,也是企业包装创新的一大动力。通过对包装结构及包装装潢进行低碳设计研究,采用一体化、减量化、系列化及图案色彩简约化、色彩管理等技术手段,使得包装在满足包装基本功能的前提下,节约原材料,节约成本,提高劳动生产率,经济环保,实现包装的低碳化设计。 相似文献
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浅析包装材料对食品安全性的影响 总被引：12，自引：0，他引：12
主要介绍各种包装材料的特点及其对食品安全性的影响，以及食品包装新技术如气调包装、活性包装、无菌包装、微波包装和包装材料的研究进展及发展趋势。 相似文献
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试论“绿色包装”设计的发展趋势 总被引：1，自引：0，他引：1
蔡丽芬 《江苏经贸职业技术学院学报》2008,(3)
人们在创造现代化的物质产品和生活方式的同时,也加快了资源消耗和环境污染,造成了地球生态失衡,其中,包装材料的非科学化使用,就是造成环境污染的一个重要因素。"绿色包装"设计的科学思路正是在这种背景下提出来的。其设计理念也正是人类对科技文化所引起的生态环境破坏的反思。"绿色包装"要对生态环境和人类健康无害、能重复使用和再生、符合生产的可持续发展,其包装从原料的选择、制造到使用和废弃的整个生命周期,均应符合生态环境保护的要求。 相似文献
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分析了大尺寸锥形玻壳的包装要求,提出了锥形玻壳的摆放方式、包装选材原则,选用胶合板托盘、瓦楞纸板、蜂窝纸板、纸浆模塑制品等环保型包装材料设计了一种大尺寸锥形玻壳的通用包装,并给出各种包装材料的使用方法、局部缓冲结构图和整体包装结构图。 相似文献
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<包装材料学>是包装专业的一门重要专业基础课程.随着科学技术的飞速发展,新型的包装材料大量涌现,<包装材料学>的课程内容不断更新,"一支粉笔一本书"的课程教学模式已经不能适应现代教学的要求.电化教学、计算机辅助教学的应用和开发,为<包装材料学>的教学改革提供了一个新的思路. 相似文献
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随着军队"2110"工程重点实验室"军用物资包装与防护实验室"一期建设完成,已投入教学使用。着眼于人才培养,为了完成多种实验和实现多种功能,实验室规划为包装材料性能检测实验区、包装仿真实验区、包装件性能检测实验区、二次包装工艺实验区、物资包装防护实验区等5个区域布局,开设了综合型、设计型、验证型实验项目共计6大项20小项,既满足教学需要,同时也为科学研究提供平台,体现了教学、实验、科研三位一体的功能。 相似文献
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阐述低碳设计与传统设计的不同之处及低碳包装设计理念,分析当前低碳时代包装设计面临的改革与挑战。提出包装材料的低碳设计途径,并以包装材料再利用案例具体说明。 相似文献
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塑化剂风波对方便面包装材料的影响 总被引：1，自引：0，他引：1
食品安全关系到人类健康,食品包装安全更是不容忽视。经过塑化剂事件,安全的食品包装材料已成为市场的主流趋势。加快技术创新,研制包装新材料、新工艺和新产品,是开拓新型安全包装材料的关键。方便面包装涉及面饼的外包装与酱包、粉包、蔬菜包的内包装,继续采用塑料包装风险性较大,可食性方便面包装膜便是一种既实用又安全环保的新型方便面包装材料。 相似文献
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Rollins E. Lambert 《Religious education (Chicago, Ill.)》2013,108(1):114-116
Emerging work in the fields of critical cultural theory and feminist epis‐temology suggests ways in which contemporary versions of foundational knowledges have shaped and sustained cultural constructions of “whiteness” that promote the intemalization of dominance among white people in the U.S. Religious educators who seek to nurture transformative educational experiences for white people must work on “unlearning” the racism such constructions support. As a doctoral student in religious education, I propose to begin “at home” to determine how graduate programs in religious education may be contributing to such constructions, and what we can do about it. 相似文献
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Nancy Vansieleghem 《Educational theory》2010,60(3):341-355
In this essay, Nancy Vansieleghem starts from the observation that parents nowadays are addressed as individuals in need of parental expertise and advice. She maintains that the notion that we are living in a permanently changing society has created a context in which parents feel that they no longer “know” what is good or bad for their children. On this view, parents need to learn how to manage their parenthood. Vansieleghem questions the need for expertise and advice that is characteristic of our new mode of understanding parenting. In developing her argument, she borrows from Michel Foucault the notion “figure”—in this case, the type of parents who understand themselves as in need of expertise in order to respond to their children—and she draws further on Giorgio Agamben's analysis of the state of exception. Vansieleghem concludes by detailing the figure of the residual self as one that understands parental care as something that can and should be managed beyond concepts such as “disciplinary power” and “normalization.” 相似文献
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研究采用高温和剪切力的作用直接引发淀粉与丙烯酸酯单体的接枝共聚合反应．讨论了各种反应条件对接枝反应的影响，并进一步研究了接枝物在淀粉聚乙烯共混体系中的增容作用．实验结果表明，高温和剪切作用力可以引发淀粉与丙烯酸酯单体的接枝共聚合反应。接枝物作为增容剂，对淀粉聚乙烯共混体系的力学性能和流变学性能均有所改善． 相似文献
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ON THE EPISTEMOLOGICAL PRESUPPOSITIONS OF REFLECTIVE ACTIVITIES 总被引：1，自引：0，他引：1
Nina Bonderup Dohn 《Educational theory》2011,61(6):671-708
Reflection is an ambiguous buzzword in contemporary educational and professional settings. Work has been done to clarify the concept theoretically, but a gap remains between such clarifications and actual reflective activities in educational and work‐related practices. Reflective activities embody epistemological presuppositions about the nature of competence, knowledge, and learning, and about the relation between thinking, communicating, and acting. In this article, Nina Bonderup Dohn identifies the epistemological presuppositions of two paradigm cases of reflection (“solitaire reflection” and “communicative reflection”) and assesses these against a view of knowledge, competence, learning, and action inspired by the Scandinavian interpretation of Ludwig Wittgenstein's philosophy as well as by insights from phenomenology and situated learning. The outcome of Dohn's assessment is that the presuppositions of the paradigm cases are misguided and, therefore, so are the reflective activities. The problems and pitfalls that result from this situation are identified and illustrated with empirical examples. Dohn concludes by suggesting an alternative paradigm: “situated reflection.” 相似文献
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“The accent in cultural history is on close examin‐ ation — of texts, of pictures, and of actions — and an open‐mindedness to what those examinations will reveal, rather than on elaboration of new master narratives.” Lynn Hunt (Ed.), The New Cultural History (Berkeley, Calif., 1989), p. 22.
“[Films] are a legitimate way ... of representing, interpreting, thinking about and making meaning from the traces of the past ... that seriously deals with the relationship of past and present.” Robert A. Rosenstone (Ed.), Revisioning History (Princeton, N.J., 1995), p. 3.
One of postmodernism's major lines of development collapses the boundaries and hierarchical distinctions between elite or academic culture and popular culture, giving us new opportunities to cross boundaries separating history from literature and the arts, the “academic” from the “popular”, the archival from the imaginative. I embrace the freedom that postmodernism offers to entertain new ideas, play different kinds of language games, challenge established “ways of seeing”. I propose here that we extend the range of what we regard as historical “source” to include film, and that film be accepted by historians of education as a legitimate form of textual representation and important evidentiary “source” for our exploration and interpre‐ tation of culture and of education. What follows is an attempt at integrating film into the historiography of education. For illustrative purposes, I've chosen Peter Weir's “Dead Poets Society” ("DPS”, 1989) for my text. I don't presume to give “the” meaning of “DPS” for understanding recent American educational history, but to suggest some of its possible meanings, which, given the problematic nature of “meaning” in our postmodern epoch, is about all we can hope for, but which may be enough to continue the conversation about movies after the movie is over. 相似文献
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Samuel Sussman 《Journal of Jewish Education》2013,79(2):109-114
This article examines the application of a recent interpretive trend in the field of gender studies to the study of Talmudic texts as well as its potential role in the teaching of Talmudic literature. It explores what kind of contribution we can make to our students' education in seminaries and Jewish Day schools when we open our texts up to theories of interpretation drawn from the academy. As a theory that views women as “literary devices” rather than as “real” women who convey something about the status of women in antiquity, this method raises the question of what our students stand to gain from this type of feminist inquiry. 相似文献
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《Higher Education in Europe》1980,5(4):49-51
In the editorial of the Bulletin concentrating on “Higher Education and the Concept of Lifelong Education” (No.4, Vol.IV, October‐December 1979), we pointed òut that “Adaptation of the concept of lifelong education to existing structures in higher education becomes a natural consequence in the wake of technological and scientific progress together with socio‐economic development and the need for new and updated knowledge”. But life shows that in order to achieve a state of “natural consequence” a number of changes have to be made in educational policies, in the attitude of education in the hope of influencing public opinion. This need for change is emphasized in the conclusions which are presented in the following article of the International Seminar on Strategies for Lifelong Learning which was held from 5 to 10 May 1980 at Brandbjerg Folk High School, Denmark.
The article is based on the draft conclusions of the seminar by Dr. John Robinson. 相似文献
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Dr. Daniel J. Elazar 《Journal of Jewish Education》2013,79(2):12-15
PART II The Subject Matter Despite the Differences noted in the various curricula under consideration here, all three are dedicated to the proposition that knowledge is central to the forming of the Jew. The 1978 curriculum, appearing as it does at a time in which many Jewish educators have opted for an emphasis on affective experience, reaffirms the assertion that “An empty-headed person cannot be sin fearing, nor can an ignorant person be truly pious.” The centrality of subject matter in each of the curricula invites a comparison of the levels of achievement to which they aspire. In this section we propose an analysis of several areas of the curricula and thereby to arrive at an estimate of what the student “knows” and is capable of doing if the course of study in these subjects is completed as planned. 相似文献
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文章主要通过介绍《诗经?国风》中各种“衣裳”的描写,来分析其背后不同的人物形象,且简单的阐释这种用“衣裳”来代指人物形象的创作手法对后世文学创作的影响,从而更好地理解《诗经》在中国文学史上的伟大地位。 相似文献