制氧机组噪声综合治理技术

冶金行业制氧机组噪声呈中低频特性，其声源诊断甚为困难，本文以河北省某钢铁集团公司为例，对制氧机组噪声及振动机理和特性进行了探讨。     

用于粉煤灰排放的加湿卸灰设备

针对粉煤灰排放产生二次污染问题，经过分析比较，选用了科学的加湿排放工作原理，设计了用于粉煤灰排放的新型灰料加湿卸灰机。     

基于机器学习和卫星遥感的PM2.5/10 空间连续分布反演方法研究

在过去的几十年里,快速的经济发展以及工业化、城镇化进程加速使得中国的资源环境承担的压力不断加大。作为影响空气质量的首要污染物,PM_2.5和PM₁₀（记为PM_2.5/10）直接影响着广大人民群众的身体健康。因此,针对PM_2.5/10浓度进行遥感反演研究,对环境监测和控制改善全国空气环境质量具有重要的意义。近些年来,随着对近地面PM_2.5/10浓度研究的不断深入,基于遥感影像数据进行PM_2.5/10浓度的反演方法也日益增多。本文利用Google Earth engine（GEE）平台获取了海量的Landsat 8 OLI遥感影像数据,并结合气象信息、空间特征等参数,采用机器学习中常用的多层映射反向传播神经网络构建了波段反射率与PM_2.5/10浓度之间的反演模型,以获得PM_2.5/10在研究区域的连续分布。为了提高基础PM_2.5/10反演模型的反演精度,还从影响因素和前溯时间两个维度出发,探寻了模型的最优化输入参数组合,并最终实现了对PM_2.5/10浓度的精准反演。以北京市地区为例,模型的PM_2.5和PM₁₀的反演精度R²分别达到0.814和0.796,均方根误差RMSE分别为19.21 μg?m^?3和28.31 μg?m^?3。鉴于该反演结果具有较高的准确性和可靠性,本文所建立的方法模型为研究PM_2.5/10在空间上的连续分布特征提供了新的思路和方法,具有较为重要的科研意义与广泛的应用价值。     

邻苯二甲酸二异癸酯对小鼠学习记忆的影响

为研究增塑剂邻苯二甲酸二异癸酯（DIDP）对小鼠学习和记忆能力的影响,以白藜芦醇（Res）作为保护剂,将42只雄性昆明小鼠随机分为6组,每组7只,分别为：生理盐水组、1.5,15,150mg/（kg·d） DIDP组、20mg/（kg·d） Res组、150mg/（kg·d） DIDP+20mg/（kg·d） Res组.连续灌胃染毒9d,期间同时进行Morris水迷宫实验.第10d将小鼠处死,取出脑组织,检测活性氧簇（ROS）、谷胱甘肽（GSH）、丙二醛（MDA）、8-羟基脱氧鸟苷（8-OHdG）、肿瘤坏死因子（TNF-α）、白细胞介素1β（IL-1β）的含量.并对小鼠海马体切片进行H&E染色,观察病理变化.结果显示,15,150mg/（kg·d） DIDP染毒可导致小鼠的学习和记忆能力显著低于对照组,同时可诱发脑组织产生氧化应激,并促进炎症因子释放,而Res能有效减弱脑组织氧化应激水平.由上可得,DIDP致小鼠学习和记忆能力下降可能与其引起的脑组织中海马体的氧化损伤有关,同时Res可能通过降低DIDP引起的氧化应激进而减轻其对小鼠造成的学习记忆损伤.     

Cycle Aware: Piloting a module for novice drivers

Introduction: In low-cycling countries, motor-vehicle traffic and driver behavior are well known barriers to the uptake of bicycles, particularly for utility cycling. Lack of separation between cyclists and faster-moving traffic is one key issue, while attitudes of drivers toward and/or harassment of cyclists is another. Cyclist-related driver education has been recommended as a means to improve driver-cyclist interactions. Methods: The driver licensing process provides an opportunity for such education. The Cycle Aware module was developed to test and enhance novice drivers’ knowledge of interacting safely with cyclists. It was piloted across three Australian jurisdictions targeting both novice and experienced drivers. Participants were asked to complete the Cycle Aware module and an accompanying survey. A total of 134 novice and 97 experienced drivers completed the survey with 42 novice and 50 experienced drivers going on to complete the module. Results: Both groups of drivers scored equally well in the module but the very youngest and very oldest participants were more likely to have some incorrect responses. We did not find any relationship between correct module scores and attitudes toward cyclists. Survey results showed both novice and experienced drivers had somewhat positive attitudes toward cyclists. The two cohorts differed on several attitude questions. Sixty percent (60%) of novices compared to 30% of experienced drivers reported feeling concerned when sharing the road with cyclists, and novices were less likely to agree that cyclists had a right to use the roads. Conclusions and practical applications: The analysis suggests novices need to be better equipped to share roads confidently with cyclists and to recognize cyclists as legitimate traffic participants.     

种族鱼群优化支持向量机序列理论监测尾矿坝

为监测预警尾矿坝的变形位移,提出基于结构风险最小化理论的支持向量机进行学习预测。通过采集有效数据,对时间序列数据进行归一化序列处理,然后采取种族鱼群选择向量机参数,对处理后的数据进行支持向量机回归预测。将该理论应用到某尾矿坝监测系统,得到了较为准确的预测结果,表明该理论充分利用了数据的统计特性,精度和泛化能力都得到了明显提高,可作为尾矿坝监测系统的有效指导。     

Occupational safety and health education under the lifelong learning framework in Serbia

Serbia is aligning with European Union requirements and the occupational safety and health (OSH) administration is one of the most representative sectors of this alignment. Many efforts were made in this field, by introducing new laws and regulations, but it turned out to be insufficient. OSH professionals need to renovate and strengthen their knowledge in accordance with continuous, updated and improved OSH standards and regulation. Lifelong learning (LLL) programmes can contribute to forming professionals who are always up to date. This paper presents an implemented LLL programme, over the duration of two academic years, dedicated to OSH professionals, and investigates whether this programme will be helpful and accepted by professionals. The results from the study show that the given LLL programme had indeed a positive influence on the professional careers of the participants and that the LLL presents the future trend in OSH education.     

How do children learn to cross the street? The process of pedestrian safety training

Objective: Pedestrian injuries are a leading cause of child death and may be reduced by training children to cross streets more safely. Such training is most effective when children receive repeated practice at the complex cognitive–perceptual task of judging moving traffic and selecting safe crossing gaps, but there is limited data on how much practice is required for children to reach adult levels of functioning. Using existing data, we examined how children's pedestrian skills changed over the course of 6 pedestrian safety training sessions, each composed of 45 crossings within a virtual pedestrian environment.

Methods: As part of a randomized controlled trial on pedestrian safety training, 59 children ages 7–8 crossed the street within a semi-immersive virtual pedestrian environment 270 times over a 3-week period (6 sessions of 45 crossings each). Feedback was provided after each crossing, and traffic speed and density were advanced as children's skill improved. Postintervention pedestrian behavior was assessed a week later in the virtual environment and compared to adult behavior with identical traffic patterns.

Results: Over the course of training, children entered traffic gaps more quickly and chose tighter gaps to cross within; their crossing efficiency appeared to increase. By the end of training, some aspects of children's pedestrian behavior was comparable to adult behavior but other aspects were not, indicating that the training was worthwhile but insufficient for most children to achieve adult levels of functioning.

Conclusions: Repeated practice in a simulated pedestrian environment helps children learn aspects of safe and efficient pedestrian behavior. Six twice-weekly training sessions of 45 crossings each were insufficient for children to reach adult pedestrian functioning, however, and future research should continue to study the trajectory and quantity of child pedestrian safety training needed for children to become competent pedestrians.     

An empirical examination of personal learning within the context of teams

Using a sample of 588 employees in 59 work teams, we tested a model that situates personal learning within the context of teams, viewing it as a joint function of teams' leadership climate (i.e., transformational leadership) and task characteristics (i.e., task routineness and task interdependence). Consistent with our hypotheses, we found that the positive relationships between transformational leadership climate and the two dimensions of personal learning (relational job learning and personal skill development) were moderated by the nature of the teams' tasks. Specifically, transformational leadership climate was more strongly associated with personal learning for members of teams working on tasks that were less routine, rather than more routine. However, no significant moderation was found for leadership climate and task interdependence. Our findings underscore the importance of taking into account the contextual conditions within which leadership influence occurs while also demonstrating the potential role that leaders can play in promoting employees' personal learning. Overall, our study bolsters theories that conceptualize adult learning as a transaction between people and their social environments and points to a practical need to match leadership styles with team task characteristics to unleash transformational leadership effects. Copyright © 2015 John Wiley & Sons, Ltd.     

Learning for social-ecological change: a qualitative review of outcomes across empirical literature in natural resource management

Learning is considered as a promising mechanism to cope with rapid environmental change. The implications of learning for natural resource management (NRM) have not been explored in-depth and the evidence on the topic is scattered across multiple sources. We provide a qualitative review of types of learning outcomes and consider their manifestations in NRM across selected empirical literature. We conducted a systematic search of the peer-reviewed literature (N = 1,223) and a qualitative meta-synthesis of included articles, with an explicit focus on learning outcomes and NRM changes (N = 53). Besides social learning, we found several learning concepts used, including policy and transformative learning, and multiple links between learning and NRM reported. We observe that the development of skills, together with a system approach involving multi-level capacities, is decisive for implications of learning for NRM. Future reviews could systematically compare how primary research applies different learning concepts and discusses links between learning and NRM changes.