多组分电解质溶液热力学体系HCl活度系数的测定   总被引：1，自引：0，他引：1  

郑溪娟 《辽宁科技学院学报》2000,2(4):17-19

用emf方法测定了五个温度下总离子强度I恒定为 0 .5 ,1.0 ,2 .0 ,3 .0 ,4.0和 5 .0mol·kg-1时的HCl -NiCl2 -C3H7OH -H2 O体系的HCl的活度系数。实验结果表明 ,在温度 5 ,15 ,2 5 ,35和 45℃时HCl的活度系数rA 能较好地符合Harned规则。  相似文献   

Activity theory for understanding and managing system innovations     

《国际创新研究学报(英文)》2023,7(2):127-141

This study aims to show how activity theory in the socio-technical systems paradigm can assist in understanding and managing system innovation. We conceptualize socio-technical systems to address societal needs as activity systems and system innovations as transformations of such systems. Transformations result from resolving contradictions that develop due to technical and social change within and between the activities carried out by various agencies to fulfill societal needs. Along this line, the explanation of system innovations focuses on identifying emerging contradictions, resolution initiatives, and their outcomes, whereas the governance of system innovations can be carried out by interactively developing policies through successive interventions to resolve contradictions. We demonstrate the employment of activity theory to understand the transformation of the recorded music socio-technical system towards streaming, as well as to facilitate the management of the transition of the olive oil-producing sector at the regional level towards a circular economy through the adoption of innovative waste-processing technology.  相似文献   

Using Activity Theory to explore the management of General Certificate of Education (GCSE) access arrangements     

Amanda Hipkiss  Kevin A. Woods 《British Journal of Special Education》2022,49(2):190-208

Access arrangements are the way in which awarding bodies for public examinations in England, such as the General Certificate of Secondary Education, make reasonable adjustments for students with special educational needs and disabilities. SENCos have expressed concerns about the onerous nature of managing requirements for access arrangements, both administratively and practically, but there has been little explanation of why an apparently straightforward process proves so challenging. In this study, the development of a whole-school system to improve the administrative and practical management of access arrangements is used to seek to understand how the requirements set (and re-set) annually interact with school systems and processes to render the administration of access arrangements potentially complex, time-consuming and unpredictable. Scotland's flexible, school-led framework of requirements for the management of public examination assessment arrangements is highlighted as potentially more fit-for-purpose for the organisation of statutory reasonable adjustments for educational assessment.  相似文献