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Saxena, Amit,Sharma, Abha,Singh, Beer,Suryanarayana, Malladi Venkata Satya,Mahato, Timir Haran,Sharma, Mamta,Semwal, Rajendra Prasad,Gupta, Arvind Kumar,Sekhar, Krishnamurthy Korean Carbon Society 2005 Carbon Letters Vol.6 No.3
Room temperature kinetics of degradation of nerve agent simulants and sarin, an actual nerve agent at the surface of different carbon based adsorbent materials such as active carbon grade 80 CTC, modified whetlerite containing 2.0 and 4.0 % NaOH, active carbon with 4.0 % NaOH, active carbon with 10.0 % Cu (II) ethylenediamine and active carbon with 10.0 % Cu (II) 1,1,1,5,5,5-hexafluoroacetylacetonate were studied. The used adsorbent materials were characterized for surface area and micropore volume by $N_2$ BET. For degradation studies solution of simulants of nerve agent such as dimethyl methylphosphonate (DMMP), diethyl chlorophosphate (DEClP), diethyl cyanophosphate (DECnP) and nerve agent, i.e., sarin in chloroform were prepared and used for the uniform adsorption on the adsorbent systems using their incipient volume at room temperature. Degradation kinetics was monitored by GC/FID and was found to be following pseudo first order reaction. Kinetics parameters such as rate constant and half life were calculated. Half life of degradation with modified whetlerite (MWh/NaOH) system having 4.0 % NaOH was found to be 1.5, 7.9, 1206 and 20 minutes for DECnP, DEClP, DMMP and sarin respectively. MWh/NaOH system showed maximum degradation of simulants of nerve agents and sarin to their hydrolysis products. The reaction products were characterized using NMR technique. MWh/NaOH adsorbent was also found to be active against sulphur mustard.
Guang-Lea Lee,Joanne K. Sullivan,Abha Gupta 육아정책연구소 2011 International Journal of Child Care and Education Vol.5 No.2
The Commonwealth of Virginia is used as a representative case to illustrate the implication of federal policy on reading education practices in kindergarten in the United States of America. While Virginia follows the federal No Child Left Behind (NCLB) policy, it allows local school districts to create innovative instructional and assessment practices that can match the needs of each child. Teachers in Virginia experience a wide range of emergent reading skills in kindergarten inclusive classrooms filled with children of diverse backgrounds and abilities. However, highly qualified teachers try to meet the state Standards of Learning through working side-by-side with children. These kindergarten teachers use student-supportive practices to help them successfully progress from emergent to conventional reading, often with the support of parents and reading specialists. Topics addressed are the implication of the NCLB on reading education policy in Virginia, the Virginia Standards of Learning, practices of teaching reading, and assessment of kindergarten students’ reading ability.