跳汰机人工床层问题分析与解决对策

结合安康金矿重选生产实践分析了人工床层对跳汰机选金效果的影响。从相对密度、粒度、形状及电磁性方面提出了人工床层的选定标准;提出了填加钢球的配量及跳汰机床层的填铺方法。安康金矿重视跳 机床层的日常管理工作,有效提高了跳汰机作业回收率和船选回收率。     

The perils of intensive management training and how to avoid them.

Suggests that although intensive management training can help managers learn and develop, it can also under certain conditions lead to harm. Intensive training creates a powerful situation that enables managers to take a fresh look at themselves, but it may also expose them to attack and rejection. The potential for harm resides primarily in the power relationship between trainer and participants, in the makeup of the trainer, and in the injury-prone characteristics of some participants. If done competently and responsibly, intensive management training need not hurt anyone. This article itemizes possible causes of harm (e.g., abuse of power, abdication of authority, failure to be accepting, and unrealistic expectations) and recommends practices for keeping risks to a minimum. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's early ability to solve perspective-taking problems.

Piaget and B. Inhelder (1967 [1948]) claimed that, until 9 or 10 yrs of age, children had great difficulty with perspective taking. J. Huttenlocher and C. C. Presson (1979) showed, however, that these problems were linked to conflict between actual and imagined frames of reference; asking what object occupied a specified location with respect to a hypothetical observer (item questions) led to much better performance. The present experiments extend these findings to younger children: 5-yr-olds (Exp 1); 4-yr-olds, for near and far locations but not left and right (Exp 2); 4-yr-olds for left–right questions (Exp 3); and 3-yr-olds (Exp 4). In addition, Exp 4 showed that memory was not the basis for answering. These data show clearly that preschool children can indicate locations relative to another position. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Key competencies of the psychodynamic psychotherapist and how to teach them in supervision.

Four of Rodolfa et al.’s (2005) competencies in professional psychology—relationship, self-reflection, assessment-case conceptualization, and intervention—are key for the psychodynamic psychotherapist. Relationship lies at the heart of what is understood to be curative about psychodynamic psychotherapy. Self-reflection implies a complex and highly developed process that includes but goes beyond Rodolfa et al.’s and Kaslow, Dunn, and Smith’s (2008) definitions. Competent assessment, diagnosis, and case conceptualization entails making inferences about unconscious processes by observing the client and also one’s own experience, and integrating these inferences with theory. Effective psychodynamic intervention is derived from what the psychotherapist has experienced, processed, and conceptualized about the relationship with the client and about the client’s internal object world. An extended vignette shows these competencies emerging in a psychotherapist-in-training, facilitated by an intense interaction with a supervisor. Although the supervisory and clinical tasks are different, the supervisor provides a relationship experience that models these same competencies for the supervisee and catalyzes their development in the supervisee. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychological information center to solve our publication problems.

It is universally accepted that originality should be the first editorial criterion for contributions to a scientific journal. This means that the article should be a real extension of knowledge or at least a significant attempt to solve some of our problems. Many items now published in the psychological journals are very far from meeting this condition. Too many articles printed today contribute little to objective knowledge. As parts of dissertations they arc useful as training aids, both conceptually and in the techniques of research. These ends are important, but such research exercises seldom yield lasting contributions. These studies usually introduce some variations in other people's experiments, and the number of such variations is limitless. Must all be published? These sorts of studies simply corroborate more basic works and add relatively insignificant details. A better way to record such material might be to gather them in a Psychological Information Center. Research projects in all branches of psychology could be registered with the Center, and all reports of work done could be gathered there. They could be recorded and evaluated; and parts that contain original contributions could be included in Psychological Abstracts. Only studies of wider importance or definite contributive value would be published in toto by regular journals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Using sound to solve syntactic problems: The role of phonology in grammatical category assignments.

One ubiquitous problem in language processing involves the assignment of words to the correct grammatical category, such as noun or verb. In general, semantic and syntactic cues have been cited as the principal information for grammatical category assignment, to the neglect of possible phonological cues. This neglect is unwarranted, and the following claims are made: (1) Numerous correlations between phonology and grammatical class exist, (2) some of these correlations are large and can pervade the entire lexicon of a language and hence can involve thousands of words, (3) experiments have repeatedly found that adults and children have learned these correlations, and (4) explanations for how these correlations arose can be proposed and evaluated. Implications of these phenonema for language representation and processing are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching children to use schematic drawings to solve addition and subtraction word problems.

Two classes of second graders of average and above-average mathematics ability were taught to use differing schematic drawings to represent differing categories of addition and subtraction word problems. Children entered the three-digit numbers used in the problems into the schematic drawings and then were to use the drawings to facilitate the choice of the solution procedure. The children were able to make the correct drawing for a given category, usually inserted the numbers from the problem into a schematic drawing correctly, and usually selected the correct solution strategy for the problem. There was little support for the hypotheses that children use a single part-part-whole schema to solve either all categories of problems or the more difficult "Change" problems. The most difficult problems were those in which the underlying semantic subtractive problem category ("Change-Get-Less" and "Compare") conflicted with the addition solution strategy required to solve the problem. The good-to-excellent posttest performance on most of the possible kinds of addition and subtraction word problems indicates that most of these problems are within the zone of proximal development of second graders of average and above-average mathematics ability. Thus American textbooks can include many of the more difficult word problems, as do textbooks in the Soviet Union. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The God question in psychoanalysis.

This essay addresses certain complexities of dealing with the God-concept in psychoanalytic terms. Preanalytic philosophical and theological parallels to understanding the existence and nature of God find their echoes in psychoanalytic formulations of the God-concept. Centered on the idea of the God-representation, questions arise concerning the function of this representation as expressing the person's internal psychic reality as opposed to having some reference to a really existing divinity. Tensions in current analytic approaches to this problem are discussed, and suggestions are offered for advancing the potential dialogue in terms of the God-representation as a form of transitional conceptualization. Implications for the therapeutic handling of related issues are also suggested. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How children turn out and how psychology turns them out.

Does authentic personhood exist independently, or is it necessarily tied to contingent cultural arrangements and historical change? This review essay considers 5 recent books in history, psychology, and law that address this question. They also treat development, gender, subjectivity, therapeutic expertise, family welfare policy, and how and why children turn out as they do. These important topics in the history of modern American psychology are equally central to scholarship on childhood and the cultural history of personhood. The books under review (in order of consideration) are the following: J. J. Brumberg, The Body Project: An Intimate History of American Girls; H. Cravens, Before Head Start: The Iowa Station and America's Children; K. W. Jones, Taming the Troublesome Child: American Families, Child Guidance, and the Limits of Psychiatric Authority; J. R. Harris, The Nurture Assumption: Why Children Turn Out the Way They Do; and E. Bartholet, Nobody's Children: Abuse and Neglect, Foster Drift, and the Adoption Alternative. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The identity of psychoanalysis and psychoanalysts.

Psychoanalysis has been in a constant uninterrupted debate about its identity as a discipline and as a social institution. This article considers the place of science in psychoanalysis, on the one hand, and the hermeneutic nature of our discipline, on the other. The aim is to articulate a typology of psychoanalytic knowledge that characterizes psychoanalysis as a form of therapy, an intellectual movement, and a theoretical system. This typology considers psychoanalysis as a thought collective that influences its members by exchanging and maintaining ideas. To be a well-rounded psychoanalytic thinker or practitioner one must be able to move easily among three realms of knowledge--the humanities, the social sciences, and the natural sciences. Each realm has its own criteria of truth and the challenge is to know when to employ which criteria. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An introduction to some disposable myths, how to detect them, and a short list.

Introduces a special section of articles (see records 27616; 27630; and 27664) proposing that the field of psychotherapy includes some widely held myths which might now be considered disposable because they limit further development of the field. The author proposes 6 ways of detecting disposable myths, and introduces the 8 disposable myth candidates identified in the subsequent articles. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The concept of transformation in psychoanalysis.

Transformation is viewed as the essential process of structure building. This article delineates levels of meaning organization that undergo alteration and move increasingly toward higher levels of symbolization. The transition from each stage of mental organization involves a dialectic conflict leading to reorganization at a higher level. This general thesis is illustrated by clinical material, reference to the literature, and a body of research data. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mathematical modeling of the electrolytic obtaining of aluminum to solve technology-control problems

A thermal dynamic model of the electrolyzer is considered and certain production events are modeled. Results of variations in production parameters after controlling actions are considered.     

Some pitfalls in curve-fitting and how to avoid them: a case in point

When curve-fitting is used to support a complex nonlinear model containing several exponential terms, some of which have closely-spaced time constants, a particular burden of proof must be assumed. Most important, the uniqueness of the solution must be explored and discussed. Statistical tests for the degree of error and independence of the parameters should be provided, as well as information relating to the steps actually used in the fitting procedures. As an example of the need for the procedures we recommend in this communication, we have chosen an important case in point that has been published recently, and which deals with the kinetics of electron transfer from fully-reduced cytochrome oxidase to O2, analyzed by the method of SVD-based least squares. The problems we deal with in this case are applicable to a wide variety of other cases that involve curve-fitting to mathematical models.     

如何克服施工项目中质量通病

施工项目中经常会出现一些质量问题 ,如“渗、漏、泛、堵、壳、裂、锈”等 ,由于经常发生 ,尤如“多发病”、“常见病”一样 ,而成为质量通病最常见的通病有 :屋面、厨房渗水、漏水 ;地面及楼面起砂、起壳、开裂 ;墙面抹灰起壳、裂缝、起麻点、不平整 ;浇钢筋混凝土工程出现蜂窝、麻面、露筋等等 .质量通病 ,面大量广 ,危害极大 ,所以说提高施工质量的关键环节必须消除施工项目质量通病 .要在工作中克服质量通病 ,必须分析其产生的原因 ,方能达到“对症下药 ,药到病除”的目的 .经过实践我们知道产生质量通病的原因虽多 ,涉及面亦广 ,但究其…