抓斗吊车常见故障与解决措施

分析了20 t桥式抓斗起重吊车常见故障及原因,采取了相应的解决措施,从根本上杜绝了吊车的常见故障、节约了备件、降低了生产成本、减轻了维修人员劳动强度及提高了企业的经济效益.     

废水处理站自动控制系统的应用

介绍了邯钢冷轧废水站的配套项目废水处理站的自动控制系统,主要从自控设备组成、网络控制系统等方面论述了控制功能的实现,该系统的应用为ERP的数据采集提供了很好的保证,提高了电气控制的集成度和可靠性,简化了控制环节,提高了生产效率.     

“智能巡点检仪开发与应用”项目通过首钢科技成果验收评估

2012年1月9日,＂智能巡点检仪开发与应用＂项目通过了由首钢总公司组织的验收评估。该项目研发的设备智能巡点检仪使用可靠、运行稳定,各项功能和技术指标均达到设计要求,实现了与四级信息化系统的紧密集成和数据共享,提高了数据准确性和人力资源效率;优化了业务流程、加快了信息传递、深化了资源共享,有效减少了设备故障停机时间,提高了设备技术管理水平。     

Access数据库在采购管理中的应用

介绍了Access数据库的特点和优点,在采购管理中应用的意义.使用Access编写了<供应仓储管理系统>,论述了该系统的设计思想、程序结构及应用效果.该系统的应用,减轻了工作人员劳动强度、提高了工作效率、确保了物资及时供应、减少了资金的占压.     

ACS6000SD变频器在粗轧机主传动系统中的应用

济钢中厚板厂3500线粗轧机改造主传动系统采用ACS6000SD变频驱动系统,系统的整流侧和逆变侧采用了对称结构,降低了维护难度;采用了IGCT技术,保证了系统的性能响应;使用了DTC技术,提高了系统的鲁棒性。这种交直交系统做到了对电网的最少谐波运行,既减少了对电网的污染,又省去了无功补偿系统的投资。     

TRT顶压控制系统及其安全性的研究与优化

介绍了天钢1~#TRT顶压控制系统,对现有的顶压控制系统进行了分析,在原有差压调节模式的基础上增加了顶压调节模式,将实际操作改为差压调节与顶压调节两种互选模式,提高了系统的发电效率;对旁通阀组的控制进行了优化,优化后极大地提高了系统的安全性,保证了炉顶压力的稳定,延长了设备的使用寿命,产生了较高的经济效益。     

新型烧结增效剂的试用研究

介绍了该烧结增效剂的试用背景,简要分析了其基本机理。阐述了该增效剂在马钢的试用情况,并进行了效益评价,同时给出了改进意见。     

工业机器人在鞍钢型钢生产线的设计与应用

根据鞍钢股份有限公司型钢生产线工艺实际,制定了机器人硬件设计方案和机器人软件实现方案,实现了工业机器人自动贴标喷码技术在型钢生产线的应用.该系统的应用满足了产线工艺要求,提升了产线生产效率,提高了产品标识的准确性和可追溯性,贴标准确率和喷码准确率均达到了99％,实现了危险岗位无人作业,作业周期缩短了25％;同时,实现了产品标识的统一规范性,提升了企业产品形象.     

焦炉小烟道"下火"的原因分析及处理方法

分析了天铁1#、2#焦炉小烟道“下火”现象产生的原因,采取了措施加以解决,减少了事故的发生,延长了炉体使用寿命,降低了炼焦热能耗。     

图拉法粒化渣工艺的应用与改进

炼铁厂3^#高炉采用了图拉法粒化渣处理工艺，在设计、安装、试车过程中对其进行了改进。使之满足了生产要求，在15天内实现了稳定生产，取得了预期效果。     

Evaluations and expectancies of alcohol and marijuana problems among college students.

Two studies examined the associations between evaluations (good-bad) and expected likelihood (likely-unlikely) of alcohol- and marijuana-related problems and hazardous consumption and problems among college students. Participants provided data on alcohol use, alcohol-related problems, and expectancies and evaluations of alcohol problems; marijuana use indices, marijuana-related problems, marijuana effect expectancies, and likelihood and evaluations of marijuana problems. Evaluations of alcohol problems were positively related to the number of binge drinking occasions and alcohol-related problems. The interaction between evaluations and expectancies was significant in predicting the number of binge drinking occasions. Expectancies demonstrated a curvilinear relationship with binge drinking and alcohol-related problems. Marijuana users evaluated marijuana-related problems as less negative and less likely to occur than did nonusers. Expectancies, but not evaluations, of negative consequences were significantly associated with marijuana use intensity. Expectancies of problems demonstrated a curvilinear relationship with marijuana-use intensity and marijuana problems. Men evaluated alcohol and marijuana problems less negatively than did women. In summary, the expected likelihood of alcohol-marijuana problems and the evaluation of such problems represent a vulnerability factor associated with increased liability for hazardous alcohol and marijuana use. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parent psychopathology, parenting, and child internalizing problems in substance-abusing families.

A structural model accounting for child internalizing problems in substance-abusing families was tested. Parents receiving substance abuse treatment (N = 242) completed forms about children between the ages of 6 and 18 who resided in their home. The effects of parent gender, child gender, and child age were controlled. Negative parenting was examined as a mediator between parent internalizing and externalizing problems and child anxiety and affective problems using path analysis. Negative parenting mediated relations only between parent internalizing problems and child affective problems. High-positive involvement moderated relations between parent externalizing problems and child internalizing problems. Relations between parent externalizing problems and child anxiety and affective problems were significant only among families in which high-positive involvement was present. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Male and female estimates of personal problems of men and women.

100 male and 100 female undergraduates estimated the types of problems males and females would present at a counseling center. Of 75 problems on a problem checklist, 35 problems were seen as being more typically female whereas only 16 were seen as being more typically male. Sex differences in estimates were found for 13 problems; however, these differences did not affect whether the problems were seen as male or female. Of the 16 male problems, 8 were vocational-educational problems, while none of the female problems was vocational-educational. A 2nd purpose of the study was to look at sex differences in problems presented by actual clients at a university counseling center. Of the 75 problems on the checklist, sex differences were found for only 3 problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Compound Problem Solving: Insights from the Workplace for Engineering Education

For engineering educators who incorporate real-world problems into their teaching, it is essential to understand real-world problem solving and the nature of problems for better design of the instruction. Prior research provided evidence that real-world problems involve many stakeholders, are complex, and have multiple solutions and solution paths. The purpose of this paper is to provide additional insights particularly into the structure/class of workplace problems and associated models of expertise. This paper describes the findings of a study that employed a two-step process: (1)?a single-case study of a steel engineer generating a model of compound problem solving and (2)?a multi-case comparison of 90 problem-solving narratives of other engineers to the single case. The study is located in a U.S. context. Results indicate that real-world problems are intertwined problems (compound problems) and that transitions from one problem type to another within a compound problem are a unique class of problems themselves. These transition problems have properties that are not represented in other problem types and provide insights into expertise and expertise development in problem solving.     

Effects of noise level and difficulty of task in performing division.

Ss worked division problems for 20 min. in the presence of 98 db.-108 db. of noise while Ss of comparable mean ability in arithmetic worked the problems under conditions of room noise. Under each condition 1 group of Ss worked "easy" problems and another group worked "difficult" problems. Intense noise produced no effect on mean number of problems correctly solved. Variability of performance was significantly greater with easy problems under intense noise conditions than under room-noise conditions, although there was no difference with difficult problems. There was no evidence of a decrement in performance within the 20-min. session attributable to noise level. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A new time-kill method of assessing the relative efficacy of antimicrobial agents alone and in combination developed using a representative beta-lactam, aminoglycoside and fluoroquinolone

OBJECTIVE: Previous research has demonstrated the central role of early childhood concentration problems in the development of aggression and other maladaptive behaviors. The present study investigated the moderating effect of concentration problems on the impact of a classroom-based preventive intervention directed at aggressive and shy behaviors in an epidemiologically defined sample of 1,084 urban first-grade children. METHOD: Concentration problems, aggressive behavior, and shy behavior were assessed by a structured teacher interview (the Teacher Observation of Classroom Adaptation-Revised) in the fall and spring of first grade. RESULTS: Children with high ratings on concentration problems in the fall had higher levels of teacher-rated aggressive and shy behavior in the spring than did children without such problems. The intervention reduced aggressive and shy behavior in children regardless of fall concentration level. Boys, but not girls, in the intervention condition with high concentration problems had higher levels of spring aggression than those without such problems, but they also showed the greatest reductions in aggressive behavior from fall to spring. CONCLUSIONS: These results suggest that aggressive behavior is malleable in children with concentration problems, provide further evidence on the etiological significance of concentration problems for the development of maladaptive behavior, and highlight the importance of directly targeting concentration problems to maximize preventive intervention impact.     

Adults' representations of division facts: A consequence of learning history?

In this study, division was exclusively examined to determine the strategies that are used to solve simple division problems and to identify factors relating to particular strategy use. Thirty-two participants (aged 18-43 yrs) were asked to solve two sets of 64 simple division problems (from 4÷2 to 81÷9) and error, latency, and strategy report data were collected. Fewer errors were made on easy problems, which were also solved more quickly than difficult problems. Participants used retrieval, multiplication, and other strategies to solve the problems and tended to use retrieval more on easy than difficult problems and used multiplication more on difficult problems than easy problems. Unexpected age differences in strategy use were also found. Older participants tended to rely more heavily on retrieval than younger participants. These results suggest that older participants may have stronger representations for simple division problems than younger participants. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceived self-efficacy and everyday problem solving among young and older adults.

This research tested the hypothesis that age differences in both self-efficacy perceptions and problem-solving performance would vary as a function of the ecological relevance of problems to young and older adults. The authors developed novel everyday problem-solving stimuli that were ecologically representative of problems commonly confronted by young adults (young-adult problems), older adults (older adult problems), or both (common problems). Performance on an abstract problem solving task lacking in ecological representativeness (the Tower of Hanoi problem) also was examined. Although young persons had higher self-efficacy beliefs and performance levels on the Tower of Hanoi task problem and the young-adult problems, this pattern reversed in the domain of older adult problems, where the self-efficacy beliefs and performance of older persons exceeded those of the young. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preventing Disruptive Behavior in Elementary Schoolchildren: Impact of a Universal Classroom-Based Intervention.

A population-based, randomized universal classroom intervention trial for the prevention of disruptive behavior (i.e., attention-deficit/hyperactivity problems, oppositional defiant problems, and conduct problems) is described. Impact on developmental trajectories in young elementary schoolchildren was studied. Three trajectories were identified in children with high, intermediate, or low levels of problems on all 3 disruptive behaviors at baseline. The intervention had a positive impact on the development of all disruptive behavior problems in children with intermediate levels of these problems at baseline. Effect sizes of mean difference at outcome were medium or small. In children with the highest levels of disruptive behavior at baseline, a positive impact of the intervention was found for conduct problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Client improvement on higher and lower intensity problems as a function of group cohesiveness.

16 graduate students (mean age 28.5 yrs) met in 2 separate therapy groups for 10 wks. S-selected outside raters evaluated Ss' improvement or deterioration in problem resolution. Ratings were performed on both disclosed problems and on nondisclosed control problems that Ss had indicated as of higher or lower intensity. It was determined that the order of problem improvement was: (1) disclosed higher-intensity problems, (2) disclosed lower-intensity problems, (3) nondisclosed lower-intensity problems, and (4) nondisclosed higher-intensity problems; all differences were significant. More problems were disclosed in higher-cohesive sessions, and external raters' S improvement on problems disclosed in higher-cohesive sessions was significantly greater than those disclosed in lower-cohesive sessions. Results are discussed in relation to group therapy. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)