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索罗干-班东甘辛学习模型教程说明书

索罗干-班东甘辛学习模型教程说明书

Application Sorogan -Bandongan Model in LecturesReaction MechanismRinaningsih*, Suyatno Sutoyo Department of Chemistry Universitas Negeri SurabayaSurabaya, Indonesia ********************.idAsep Kadarohman, Harry FirmanDepartment of Chemistry Indonesia University of EducationBandung, IndonesiaAbstract — Sorogan-Bandongan is an integrated lecturemodel coming from the traditional learning that are implemented at Islamic boarding school in Indonesia. It starts with Sorogan and ends with Bandogan. The implementation of integrated lecture model of Sorogan-Bandongan with stages of students reading and doing handout assignment; diagnostic test, material explanation by lecturer; students work on worksheets (Sorrogan); class discussion on reinforcing the material (Bandongan); final test. Sorogan-Bandongan becomes a lecture model in learning reaction mechanism with the average of handout assignments 51.8; diagnostic test 47.9; final test 60.4. The correlation between those three results is 0,511. It is found that to learn reaction mechanism needed precondition configuration concept of electron, hybridization, molecular form, Lewis acid and base, and steric hindrance.Keywords— model Sorogan-Bandongan, test diagnostic, learning reaction mechanismI. I NTRODUCTIONReaction mechanism is a step-by-step description of chemical reaction event. This event of chemical reaction is an event on the molecular level that involves the outer shell of electron [1]. Tastan reveals that the difficulties in learning reaction mechanism include determinant of reaction speed and transition state [2]. These difficulties cause the lack of professionalism of the teacher in teaching reaction mechanism. Dicks has done a research by implementing several methods in lectures, so it can increase the attention [3]. Giving online assignment to the students has been done by Franz as it produced more effective lecturing method [4]. The same method is also done by Parker, working on online assignment with credit points which can improve the eagerness in learning [5]. Besides the method implementation in reaction mechanism lecture, spatial planning of classrooms can also improve performance capabilities [6]. The use of laboratories studio in S N 1 and S N 2 reaction mechanism lectures can also improve the confidence of the students [7]. The implementation of methods in reaction mechanism lectures can be done by giving assignment, classroom spatial planning, syllabus improvement and quizzes [8]. Giinersel did an integrated research to improve the involvements of the students, in this case positively correlated with their learning achievements [9, 10].The difficulties in understanding reaction mechanism, besides caused by the lack of professionalism of the teacherin teaching reaction mechanism, it is also caused by the lack of implementation of several methods in reaction mechanism lecture. In understanding reaction mechanism concept, it needs to be understood by the way of sharing between the students in a discussion activity so they can improve their skill in thinking logically. Reaction mechanism lecture should be designed to facilitate the students with opportunity to discuss and thinking logically [11]. This discovery is fulfilled in the integrated lectures models of Sorogan – Bandongan . The development of integrated lecture of Sorogan – Bandongan is a fusion of Sorogan method and Bandongan method. Sorogan is an individual learning method while Bandongan is a discussion method for material sifting by student who understands the material better to the students that have not understood. This paper will discuss the result of research about the implementation of integrated lecture of Sorogan –Bandongan model to determine the understanding of the students in learning reaction mechanism.II. M ETHODOLOGYResearch method used is Mixed Method with Embedded Experimental Design model [12]. Data were described qualitatively and then the correlation between handout performance value, diagnostic test result and final test result quantitatively were analysed. Sample used in this research are 31 students from Chemistry Department of UNESA that takes Organic Chemistry I course on even semester, academic year of 2013/2014. Data of this research are diagnostic test, handout, learning result test and questionnaire. The outline of the Sorogan –Bandongan model is as follows: students read and do assignment on the handout; diagnostic test; material explanation by the lecturer; students work on worksheets; class discussion on reinforcing the material; final test. Data analysis was done using mixed method approach [12], which was firstly done qualitatively to describe the result of diagnostic test, handout assignment, final test result and students questionnaire. Secondly, to ensure there is a correlation between diagnostic test, handout assignment and final test result, quantitative approach is applied by using Statistics [13].III. R ESULTS AND D ISCUSSIONBased on the questionnaire filled by the respondents, obtained 25 among 31 students reading the handout before attending the lecture. Out of 25 students that read the handout, 21 students stated that they understand the lectureProceedings of the Seminar Nasional Kimia - National Seminar on Chemistry (SNK 2018)easier after reading the handout. The percentage of students in understanding the material on the handout before the explanation by the lecturer is 64.0% (16 students) experienced difficulties in learning S N 1, 40.0% (10 students) S N 2, 40.0% (10 students) reaction mechanism, 12.0% (3 students) experienced difficulties in understanding how to fill the orbital, 20.0% (5 students) is unable to determine nucleophicility, and 16.0% (4 students) experienced difficulties in determining hybridization. From the result of the questionnaire it is also obtained the student's appraisal of the lecturer’s way of teaching, stated that the explanation of the lecturer was difficult to understand, because of the less precise use of language, also the material taught was too short. This is in accordance with the research done by Tastan [2]. From the result, it is emphasized that in the implementation of integrated lecture using Sorogan -Bandongan model, there must be a work of the lecturer in the form of handout and students worksheets, so only professional educators can implement this model.Chart below shows the result of diagnostic test on the difficulties in learning reaction mechanism substitutionnucleophilic.The result of diagnostic test used as consideration to step on the third syntax which is material explanation. The high percentage shows that material are increasingly difficult for the students, so that the emphasize on the material explanation is sorted according to the percentage of diagnostic test. The order of the material from the most difficult are Lewis acid and base, S N 1, electronegativity, Lewis structure, S N 2, electron configuration, hybridization and orbital filling. After the material explanation, students were asked to work on questions on the students worksheets. The lecturer tour around and give guide to the students that are having difficulties in learning individually. After finishing the worksheets individually (1) as material reinforcement, a class discussion was conducted (2). As for the final stage of the lecture, a learning result test was carried out (final test). The material difficulties on the final test can be exposed as follows: 3.0% students having difficulties in defining reaction substitution; 46.0% of the students having difficulties in understanding the concept of prerequisites; 4.5% students having difficulties on S N 1; and 56.0% of the students having difficulties to differentiate between S N 1 and S N 2.Determining the effectivity of the Sorogan – Bandongan model on the research can be done by comparing thediagnostic result of learning difficulties with material difficulties on the final test. It shows that there was drastic difficulties decline from 32.0% during the diagnostic test to 3.0% on the final test on definition of reaction substitution. Likewise, on the difficulties in learning S N 1, the diagnostic test changes from 83.0% to only 4.5% and S N 2 during diagnostic test from 48.0% to 20.0% on the final test. Prerequisite concept during the diagnostic test for Lewis acid and base is 90.0%, electron configuration 23.0%, orbital filling 13.0%, hybridization 23.0%, Lewis structure 55.0% and electronegativity 65%. If averaged, concept of prerequisite on the diagnostic test is 44.0%. That result is almost equivalent to the final test of 46.0%. The equivalent shows that the concept of prerequisite needs its own time in lecture because of the limitation of time during the lecture’s face to face interaction.Difficulties in learning S N 1 during diagnostic test and final test showed on the diagnostic test which amounted to 83.0% and final test 4.5%. The difference of 78.5% between diagnostic test and final test illustrates that this model is effective if used in learning S N 1. This illustration shows that the implementation of Sorogan – Bandongan integrated model can solve the difficulties in learning for the students. Students’ difficulties in determining the structure formula become the obstacle for the students in determining the chemical equation; when they are unable to differentiate between primary, secondary and tertiary alkyl halide, students cannot determine whether the compound undergo S N 1 or S N 2 reaction, Structure formula greatly influences the existence of steric hindrance of a compound in determining whether the compound has S N 1 or S N 2 reaction. In this research the improvised final test is very appropriate to measure the ability of the students in understanding the material of nucleophilic substitution with the integrated model of Sorogan – Bandongan . This is in accordance with the studies done by the previous researcher which methods are implemented in integrated lecture [9, 10] with the syllabus development and quizzes/test [8] could improve the learning interest [5].The decline of the average percentage from the result of diagnostic test compared with the result of the final test shows that integrated model of Sorogan – Bandongan can increase the effectivity of lectures. This discovery is in line with the previous studies, showing that the implementation of several methods in reaction mechanism lectures can improve the attention [3], involving students, centered on students [4], increasing learning interest [5], improving performance capabilities [6], and confidence [7].The discovery resulted in this research is that students find difficulties in differentiating the S N 1 and S N 2 reaction mechanism, which is caused by that students not mastering the concept of prerequisite electron configuration, hybridization, molecular form, Lewis acid and base, and steric hindrance. The percentage of difficulties in prerequisite concept, and S N 1 and S N 2 reaction mechanism are equal, amounted to 46.0% and 56.0%. The prerequisite concept still has high percentage (46.0%), even almost equals to the diagnostic test (44.0%). This is caused by the lack of time in the third step which is material explanation. Lecture duration in structured manner is only 2 credit hours (100 minutes) meanwhile to finish the prerequisite concept it can take up to 2 meetings.Prerequisite concept that has the highest percentage is Lewis acid and base with 90.0%. Lewis acid and base actually have been studied on the basic chemistry course and studied again in details in chapter I of Organic Chemistry I, which is about the Structure of Atom and Molecules. This concept is closely related with the electronegativity and chemical bond as the determiner in understanding the reaction mechanism; because the reaction mechanism is a movement of electron on the outermost shell for the occurrence of reaction with other compound. So if students do not understand the Lewis acid and base, then they will not be able to determine the reaction mechanism. Therefore the difficulties percentage of Lewis acid and base, and reaction mechanism is equal. In this research, it is found that out of 31 students as sample, only 4 students were able to work perfectly on the reaction mechanism during the final test.Based on statistical correlation between three variables (diagnostic test, handout and final test), it is obtained the correlation coefficient R of 0,511 which means there is moderate or enough relationship between diagnostic test result, reading and working on the handout, and final test result [13].IV.C ONCLUSIONS1.The learning of reaction mechanism of nucleophilicsubstitution requires the understanding of prerequisite concept of electron configuration, hybridization, molecular form, Lewis acid and base, and steric hindrance.2.The implementation of integrated model of Sorogan–Bandongan can improve lecture effectivity of nucleophilic substitution material and it is discovered that students experience difficulties in differentiating S N1 and S N2 reaction mechanism.R EFERENCES[1] Ahiakwo, Macson, J. Organic Reaction Mechanism Controversy:Pedagogical Implication for Chemical Education. AJCE , 2(2), February 2012, Pp.51-65[2] Tastan,O., Yalcinkaya, E., Boz, Y. Pre-Service Chemistry Teachers’Ideas about Reaction Mechanisme. Journal of Turkish Science Education, March 2010, Volume 7, Issue 1.[3] Dicks, P.A., Lauten, M., Koroluk, J.K., Skonieczny, T., (2012)Undergraduate Oral Examinations in a University OrganicChemistry Curriculum. Journal of Chemical Education. Published:October 18, Pp. 1506-1510[4] Franz, K., A. Organic Chemistry You Tube Writing Assignment forLarge Lecture Classes. Journal of Chemical Education. Published:2011, November 29. Pp. 497-501[5] Parker, L.L., Loudon, M.,G. Case Study Using Online Homework inUndergraduate Organic Chemistry: Result and Student Attitudes.Journal of Chemical Education. Published: 2012, November 12, Pp.37-44[6] Muthyala, S.R., Wei, W. Does Space Matter? Impact of ClassroomSpace on Student Learning in an Organic-First Curriculum. Journalof Chemical Education. Published: 2016, November 26, Pp. 45-50 [7] Collison, G..C., Cody, J., Stanford, C. An S N1-S N2 Lesson in anOrganic Chemistry Lab Using a Studio-Based Approach. Journal ofChemical Education. Published: March 21, 2012 Vol.89, Pp. 750-754[8] Aldahmash, H.A., Abraham, R.M. Kinetic Versus Static Visual forFacilitating College Students Understanding of Organic ReactionMechanisme in Chemistry. Journal of Chemical Education.Published: 2009, December, Vol.86 No. 12: Pp. 1442-1446[9] Giinersel, B.A., Fleming, A.,S. Qualitative Assessment of a 3DSimulation Program: Faculty, Students, and Bio-Organic Reaction.Journal of Chemical Education. Published: 2013, June 25, Pp. 988-994[10] Kenzie, Mc.N., Nulty, Mc.J., Leod, Mc.D., Fadden, Mc.M.,Balachandran, N. Synthesizing Novel Anthraquinone NaturalProduct-Like Compounds to Investigate Protein-Ligand Interactionin Both an in Vitro and in Vivo Assay: an Integrated Research-Based Third- Year Chemical Biology Laboratory Course. Journal ofChemical Education. Published: 2012, April 6, Pp. 743-749[11] Mercer, M.,S., Andraos, J., Jessop, G..P. Choosing the GreenestSynthesis: A Multivariate Metric Green Chemistry Exercise. Journalof Chemical Education. Published: 2011, December 5, Pp. 215-220 [12] Creswell, W. J. Educational Research (planning, Conducting, andEvaluating Quantitative and Qualitative Research) (Third edition).Canada: Pearson Education, Inc, 2008.[13] Sharma, S. Applied Multivariate Techniques. Canada: John Wiley &Sons, Inc, 1996.。

英国精益生产大师培训教材(英文版)2(pdf 21)

英国精益生产大师培训教材(英文版)2(pdf 21)

Lean Service Summit – Amsterdam, 24 June 2004

The Perfect Process
• The steps/actions in the process must be linked by: 9 Flow (in low volume with high variety, TPS) 9 Pull (Toyota Production System) 9 Leveled demand, from the pacemaker step/action (TPS)
Lean Service Summit – Amsterdam, 24 June 2004
The Perfect Process In Summary
• The right purpose (value). • The best method (process). • The highest sense of accomplishment (people).
Lean Service Summit – Amsterdam, 24 June 2004der Entry
Customer
Sales Dept.
Quoting
Applications Engineering
Verify Design & BOM
Capable?
Capable?
Capable?
Capable?
Capable?
Available?
Available?
Available?
Available?
Available?
Available?
Available?
Available?

07-Conformationaa_Anal-04[1]

07-Conformationaa_Anal-04[1]

ΔG = +3 kcal mol-1
Conformational Preferences: Acetaldehyde
staggered
Torsional Strain (Pitzer Strain): Ethane
eclipsed
A H O C H
H H
H O C H H H B
H CH2 C H H H H CH2 H
+2.0 kcal/mol
eclipsed conformation H
C H
Conformational Preferences 1-Butene (X = CH2); Propanal (X = O)
H
Wiberg K. B.; Martin, E. J. Amer. Chem. Soc. 1985, 107, 5035-5041.
Relevant Orbital Interactions:
H
Chem 206
Torsional Strain: the resistance to rotation about a bond Torsional energy: the energy required to obtain rotation about a bond Torsional Angle: also known as dihedral angle Torsional steering: Stereoselectivity originating from transition state torsional energy considerations
A
H Me X
A' C
H X
C
H X
C

电子商务专业英语(翼汶莉)-精品文档-电子工艺实训教程(第二版)(宁铎)-第5章

电子商务专业英语(翼汶莉)-精品文档-电子工艺实训教程(第二版)(宁铎)-第5章
所有标记都应与设计图纸的标记一致,符合电气文字符号 国家新标准。标记字体的书写应字体端正,笔画清楚,排列整 齐,间隔均称。在小型元器件上加注标记时,可只标记元器件 的序号。例如R6只标出“6”即可。当“6”与“9”不易分清 时(上看、下看不易确认),可在“6”、“9”字的右下方打点, 成为“6.”、9.”以示读数方向。
加工时注意通风,并注意正确选择剥皮器端头合适的温度。
第5章 准备工艺及装配
3.捻头
多股导线剥去绝缘层后,要进行捻头以防止芯线松散。捻头 时要顺着原来的合股方向,捻线时用力不宜过猛,否则易将细线 捻断。捻过之后的芯线,其螺旋角一般在30°~45°,如图 5.2(b)所示。芯线捻紧不得松散;如果芯线上有涂漆层,应先将 涂漆层去除后再捻头。
(3) 屏蔽层不接地时端头的加工:将编织套推成球状后用剪 刀剪去,仔细修剪干净即可,如图5.7(a)所示。若是要求较高的 场合,则在剪去编织套后,将剩余的编织线翻过来,如图5.7(b) 所示,再套上收缩性套管,如图5.7(c)所示。
第5章 准备工艺及装配 图5.6 细软屏蔽线的加工
第5章 准备工艺及装配
(2) 较粗、较硬屏蔽线铜编织套的加工:先剪去适当长度的 屏蔽层,在屏蔽层下面缠黄蜡绸布2~3层(或用适当直径的玻璃 纤维套管),再用直径为0.5~0.8 mm的镀银铜线密绕在屏蔽层端 头,宽度为2~6 mm,然后用电烙铁将绕好的铜线焊在一起后, 空绕一圈,并留出一定的长度,最后套上收缩套管。注意,焊接 时间不宜过长,否则易将绝缘层烫坏。
第5章 准备工艺及装配
② 导线色环标记。导线的色环位置应根据导线的粗细,从 距导线绝缘端10~20mm处开始,色环宽度为2 mm,色环间距为2 mm。
③ 端子筒标记。在元器件较多,接线很多,而且机壳较大 时,如机柜、控制台等,为便于识别接线端子,通常采用端子 筒。端子筒亦叫“标记筒”、“筒子”,有的干脆就叫 “端 子”。它常用塑料管剪成8~15 mm长的筒子,在筒子上印有标 记及序号,然后套在绝缘导线的端子上。在业余制作及产品数 量不多的情况下,端子筒上的文字与序号(合称为“标记”)可 用手写。在塑料筒子上一般可用写号笔写标记;也可采用蓝色 或红色圆珠笔,但为了不易被手擦去,应把写好的标记放在烈 日下曝晒1~2小时,或放在烘箱中烘烤0.5小时左右(烘烤温度 60~80℃),这样,冷却后油墨就不易被擦去了。

[Getting_Things_Done_尽管去做:无压工作的艺术]中文PDF高清版本

[Getting_Things_Done_尽管去做:无压工作的艺术]中文PDF高清版本

尽管去做—无压工作的艺术[美]戴维·艾伦著张静译 fatdragoncat(胖龙猫)手打中信出版社目录第一部分通向从容之道第1章新情况,新做法像实干家一样思考问题,像思想家一样付诸行动。

第2章横向管理工作进程的5个阶段我们应该使任何事物都变得越简单越好,而不是比较简单。

第3章第3章纵向管理:巧妙制定工作计划当着手处理平凡琐事的时候,必须着眼于大局,这样一来,所有的烦琐小事才能够沿着正确的方向发展。

第二部分远离压力,提高效率第4章确定时间、空间和工具提升个人工作效率的最佳手段之一,就是拥有你乐于使用的管理工具。

第5章收集阶段:填充工作篮训练自己发现那些没有到位的事情。

第6章处理阶段:清空工作篮工作篮是一个处理问题的站点,而不是一个存储容器。

第7章管理阶段:建立好清单在从局部管理向全局总揽的转化过程中,一个完整和同步的工作清单堪称为一个主要的运作手段。

第8章检查阶段:回过头看看只要你保证在适当的时间查阅适当的资料,每天几秒钟也就是回顾检查所需要的全部时间。

第9章行动阶段:选最佳方案你的工作是发现你的工作,然后全身心地投入到其中去。

第10章创造性地思考工作准备行动、创造条件,对工作进行一些创造性的思考。

然后,你就把大多数人远远地抛在后面了。

第三部分事半功倍的几个窍门第11章窍门1:养成收集和自省的习惯焦虑感和内疚感并非是由于承担太多的工作而造成的,这是由于你撕毁了同自己签订的协议而自然导致的后果。

第12章窍门2:下一步行动无论问题有多么大、多么严峻,你总可以向解决它们的方向迈出小小的一步,来根除掉束手无策的感觉。

行动起来吧。

第13章窍门3:关注结果没有明确任务的展望充其量只是一个梦想,而缺乏前景的任务只是痛苦和艰辛的劳作。

同时拥有前景和任务才是世界的希望。

结论欢迎来到蕴涵着深刻洞察力的战略黄金宝库。

这里介绍了如何获取更加旺盛的精力,变得更加轻松自如,事半功倍的方法。

如果你像我一样,既希望出色地完成工作,也期待着品味生活的滋味,这不再是一种鱼和熊掌不可兼得的选择了。

库存(艺术)

库存(艺术)

库存(艺术)库存(艺术)书号品名SOPHIETAEUBER-ARP1889-1943:BEWEGUNGUNDGLEICHGEWICHT/MOVEMENTANDBALA NCE瑞士画家苏菲·陶柏·阿尔普1889-DIEEXPRESSIVEGESTE姿势的表现MARLENEDUMAS南非艺术家马尔林·杜马斯作品集ERWINWURM:THEARTISTWHOSWALLOWEDTHEWORLD欧文亚龙:吞噬世界的艺术家MAXERNST马斯·恩斯特FRIEDRICHEINHOFF德国艺术家弗里德里希·恩霍夫作品集EDVARDMUNCHANDDENMARK挪威画家爱德华·蒙克与丹麦LONNIEVANBRUMMELEN&SIEBRENDEHAAN:REDRAWINGT HEBOUNDARIES罗尼·范·布鲁梅兰和西布兰·德·汉:重绘边境WOMENIMPRESSIONISTS女印象主义画家YANGSHAOBIN中国艺术家杨少斌作品集PAULGAUGUIN:THEBREAKTHROUGHINTOMODERNITY法国后期印象派画家保罗·高更作品:现代的突破HESSARTCOLLECTION美国赫斯收藏博物馆艺术收藏AUGUSTMACKE:GANZPRIVAT德国表现主义画家奥古斯特·马可作品:秘密作品PUBLICARTNEWYORK纽约公众艺术TERRYWINTERS:KNOTTEDGRAPHS美国画家特里·温特斯作品:棘手的曲线SEBASTIANNICOLAU:WOR KIN”艺术家塞巴斯蒂安·尼科劳作品集JANNISKOUNELLIS希腊艺术家赞尼斯·库内利斯绘画作品集CUBISM立体派作品集SURREALISM超现实主义作品集PAINTINGABSTRACTION:NEWELEMENTSINABSTRACTPAINT ING抽象画:抽象作品中的新元素ACTIONPAINTINGJACKSONPOLLOCKERICFISCHL:1970-2007埃里克·菲施尔1970年--2007年的作品ABSTRACTEXPRESSIONISM抽象表现主义作品集ROLFISELI:ZEITSCHICHTEN瑞士画家罗尔夫?伊瑟作品HISTORICALATLASOFTHECELTICWORLD历史上凯尔特民族的地图THEYOUNGERTHANJESUS:ARTISTDIRECTORY比耶稣年青:艺术家目录BESTDUTCHBOOKDESIGNS2008最佳荷兰图书设计2008ERICFISCHL:TENBREATHSDRAWINGAUTISM自我中心主义绘画AUSKUNSTLERSICHT.13FRAGEN-51INTERVIEWS艺术家的观点:13个问题-51个访谈REINHARDSTANGL:CITRONENGELB&NACHTSCHWARZ德国艺术家莱因哈德·坦格尔作品GEORGESSEURAT法国画家乔治·修拉作品集REISENMITWILLIAMTURNER威廉·透纳水彩作品SELECTEDWORKSOFMONIRSHAHROUDYFARMANFARMAIA N1979-2008伊朗当代艺术家穆尼尔·沙鲁迪·法曼法玛安作品精选1979-2008TANGIBLEVISIONS:NORTHWESTCOASTINDIANSHAMANISM ANDITSART有形的视野:印度西北海岸的萨满教艺术GARYPANTER加里·潘特THEMAGICOFTHINGS万物的魔术静物绘画SURREALISTPAINTERS超现实主义艺术家和它产生的影响致敬NORMANROCKWELL:BEHINDTHECAMERA诺曼.洛克威尔:相机背后的故事AUGUSTMACKE-GEMALDE:WERKVERZEICHNIS麦克绘画作品集:库存DADAISM达达主义作品集ILYA&EMILIAKABAKOV:UNDERTHESNOW伊利亚和艾米利亚·卡巴科夫建筑师事务所作品:冰雪之下INTERNATIONALEXHIBITIONOFCONTEMPORARYART当代艺术国际展览ANIMALSINSTONE:ARCHITECTURALSCULPTUREINNEWYOR 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9.78E+12 20.00 9.78E+12 21.00 9.78E+12 22.00 9.78E+1223.00 9.78E+12 24.00 9.78E+12 25.00 9.78E+12 26.00 9.78E+12 27.00 9.78E+12 28.00 9.78E+12 29.00 9.78E+12 30.009.78E+12 31.00 9.78E+12 32.00 9.78E+12 33.00 9.78E+12 34.00 9.78E+12 35.00 9.78E+12 36.00 9.78E+12 37.00 9.78E+1238.00 9.78E+12 39.00 9.78E+12 40.00 9.78E+12 41.00 9.78E+12 42.00 9.78E+12 43.00 9.78E+12 44.00 9.78E+12 45.009.78E+12 46.00 9.78E+12 47.00 9.78E+12 48.00 9.78E+12 49.00 9.78E+12 50.00 9.78E+12 51.00 9.78E+12 52.00 9.78E+1253.00 9.78E+12 54.00 9.78E+12 55.00 9.78E+12 56.00 9.78E+12 57.00 9.78E+12 58.00 9.78E+12 59.00 9.78E+12 60.009.78E+12 61.00 9.78E+12 62.00 9.78E+12 63.00 9.78E+12 64.00 9.78E+12 65.00 9.78E+12 66.00 9.78E+12 67.00 9.78E+1268.00 9.78E+12 69.00 9.78E+12 70.00 9.78E+12 71.00 9.78E+12 72.00 9.78E+12 73.00 9.78E+12 74.00 9.78E+12 75.009.78E+12 76.00 9.78E+12 77.00 9.78E+12 78.00 9.78E+12 79.00 9.78E+12 80.00 9.78E+12 81.00 9.78E+12 82.00 9.78E+1283.00 9.78E+12 84.00 9.78E+12 85.00 9.78E+12 86.00 9.79E+12 87.00 9.78E+12 88.00 9.79E+12 89.00 9.78E+12 90.009.78E+12 91.00 9.78E+12 92.00 9.79E+12 93.00 9.78E+12 94.00 9.78E+12 95.00 9.78E+12 96.00 9.78E+12 97.00 9.78E+1298.00 9.78E+12 99.00 9.79E+12 100.00 9.78E+12 101.00 9.78E+12 102.00 9.78E+12 103.00 9.78E+12 104.00 9.78E+12 105.009.78E+12 106.00 9.78E+12 107.00 9.78E+12 108.00 9.78E+12 109.00 9.78E+12 110.00 9.78E+12 111.00 9.78E+12 112.00 9.78E+12113.00 9.78E+12 114.00 9.78E+12 115.00 9.78E+12 116.00 9.79E+12 117.00 9.78E+12 118.00 9.79E+12 119.00 9.79E+12 120.009.79E+12 121.00 9.78E+12 122.00 9.78E+12 123.00 9.78E+12 124.00 9.78E+12 125.00 9.78E+12 126.00 9.78E+12 127.00 9.78E+12128.00 9.78E+12 129.00 9.78E+12 130.00 9.78E+12 131.00 9.78E+12 132.00 9.78E+12 133.00 9.78E+12 134.00 9.79E+12 135.009.79E+12 136.00 9.79E+12 137.00 9.79E+12 138.00 9.79E+12 139.00 9.78E+12 140.00 9.78E+12 141.00 9.78E+12 142.00 9.78E+12143.00 9.78E+12 144.00 9.78E+12 145.00 9.78E+12 146.00 9.78E+12 147.00 9.78E+12 148.00 9.78E+12 149.00 9.79E+12 150.009.79E+12 151.00 9.78E+12 152.00 9.79E+12 153.00 9.78E+12 154.00 9.79E+12 155.00 9.78E+12 156.00 9.79E+12 157.00 9.79E+12158.00 9.78E+12 159.00 9.78E+12 160.00 9.78E+12 161.00 9.78E+12 162.00 9.78E+12 163.00 9.78E+12 164.00 9.78E+12 165.009.79E+12 166.00 9.78E+12 167.00 9.78E+12 168.00 9.78E+12 169.00 9.79E+12 170.00 9.78E+12 171.00 9.79E+12 172.00 9.79E+12173.00 9.79E+12 174.00 9.79E+12 175.00 9.79E+12 176.00 9.78E+12 177.00 9.79E+12 178.00 9.79E+12 179.00 9.79E+12 180.009.78E+12 181.00 9.78E+12 182.00 9.78E+12 183.00 9.78E+12 184.00 9.78E+12 185.00 9.78E+12 186.00 9.78E+12 187.00 9.78E+12188.00 9.78E+12 189.00 9.78E+12 190.00 9.78E+12 191.00 9.78E+12 192.00 9.78E+12 193.00 9.78E+12 194.00 9.78E+12 195.009.78E+12 196.00 9.78E+12 197.00 9.78E+12 198.00 9.78E+12 199.00 9.78E+12 200.00 9.78E+12 201.00 9.78E+12 202.00 9.78E+12203.00 9.78E+12 204.00 9.78E+12 205.00 9.78E+12 206.00 9.78E+12 207.00 9.78E+12 208.00 9.78E+12 209.00 9.78E+12 210.009.78E+12 211.00 9.78E+13 212.00 9.78E+12 213.00 9.78E+12 214.00 9.78E+12 215.00 9.78E+12 216.00 9.78E+12 217.00 9.78E+12。

aceros

aceros

ACEROS MAQUINARIACOLORACEROS HERRAMIENTA PARA TRABAJO EN FRIO COLORTIPO DE ACEROANALISIS QUIMICO PROMEDIO AISI/SAE (% PESO)TIPO DE ACERO CARACTERISTICAS Y APLICACIONESACEROS HERRAMIENTA PARA TRABAJO EN CALIENTECOLORACERO CSLMNNiMOWVOTROSBHN/RC TEMPLADO ENFRIAMIENTO REVENIDO L-60.700.300.700.75 1.500.25255/25790-845aceite 400-650H-130.35 1.000.30 5.101.501.00241.22995-1040aceite400-700ACEROS HERRAMIENTA PARA TRABAJO A IMPACTOCOLORACERO CSLMNNiMOWV OTROSBHN/RC TEMPLADO ENFRIAMIENTO REVENIDO S-70.500.600.50 3.25 1.550.35245/23930-960aceite-aire 100-400S-10.500.350.30 1.500.40 2.000.20229/20900-950aceite100-400ACEROS HERRAMIENTA ALTA VELOCIDADCOLORACERO CSLMNNiMOWVOTROSBHN/RC TEMPLADO ENFRIAMIENTO REVENIDO M20.800.300.30 4.00 5.00 6.00 1.90269/281190-1230sales-aire100-700ACEROS INOXIDABLESCOLORACERO CSL MN Ni MO W V OTROS BHN/RC TEMPLADO ENFRIAMIENTO REVENIDO303 1.00 2.0018.009.000.2/0.15S180---304 1.00 2.0019.009.00189---310 1.50 2.0025.0020.00220/16---316 1.00 2.0017.0012.00 2.50180---410 1.00 1.0012.50200/14925-1010aceite 680-780416 1.00 1.2513.000.60200/14925-1010aceite 680-7804200.15 1.00 1.0013.00225/18980-1030aire 100-2004310.36 1.00 1.0018.00 1.90 1.25260/26980-1030aire-aceite620-720Dureza de entrega maxcr.Acero adecuado para inyección de plástico, de fácil soldabilidad, empleado en la industria refractaria, dados cortadores, discos cortadores, dados formadores, sierras de corte de madera, punzones, etc.Acero con adecuada resistencia al desgaste caliente, debido a sus resistencia a la fatiga térmica, es adecuado para su uso en moldes fundición refrigerados, dados extrusores para aluminio y latón, cuchillas, dados forjadores etc.cr.Acero con excelente combinación de tenacidad y resistencia al desgaste empleado en servicio pesado formado/cortado, dados formadores, cuchillas, punzones, dados cabeceadores en caliente, recortadoras, remachadorasAcero para punzonar con máxima tenacidad y resistencia al choque, dados cabeceadores para tornillos, cortadores de tubo, brocas para concreto, rodillos expansores, dados formadores, herramientas neumáticas, etc.cr.Acero adecuado para herramientas de corte, punzones, brocas, machuelos, seguetas, sierras cinta, end mills, rimas, buriles, herramientas formadoras, peines, machuelos, herramientas para mandrinado, etc.cr..15 may Austenitico (no magnético) para alta velocidad de maquinado, con adecuada resistencia a la corrosión, se usa en partes roscadas en tornos, flechas, válvulas, bujes, tuercas, etc..06 may Austenitico (no magnético) posee elevada resistencia a los agentes corrosivos y oxidantes a temperaturas del rango de 450ºC presenta buena soldabilidad, se usa en las industrias alimenticia, química y petroquímica, válvulas..25 may Austenitico (no magnético) utilizado en medios agresivos, posee mayor resistencia a la corrosión que 302 y 304, resistencia a elevadas temperaturas hasta 1,050ºC y a la formación de cascarilla, se usa en partes de hornos, incineradores y válvulas.06 may Austenitico (no magnético) buena resistencia a la corrosión y termofluencia, manejo de productos químicos y de celulosa, equipo fotográfico, equipo para fertilizar, utensilios de cocina, tubos para levadura, etc..15 may Templable para usos generales, donde se requiere de resistencia a la corrosión y propiedades mecánicas, se usa en partes de la turbina de aviones, cañones de pistolas, tornillería, piezas roscadas, válvulas, bombas, etc..15 may.15 S may Acero martensitico de libre maquinado templable, utilizado en partes de maquinaria y equipo, flechas para bomba de pozo profundo, tornillería, insertos para extinguidores de fuego, remaches, cuchillería, etc.Acero inoxidable templable al aire, cuya dureza es de 52Hrc. Usado en la fabricación de moldes de plástico, cuchillería, instrumentos quirúrgicos, válvulas, partes resistentes al desgaste, moldes de vidrio, etc.Acero templable desarrollado especialmente donde se requieren altas propiedades mecánicas y buena resistencia a la corrosión, se usa en componentes de aviación, ejes de cola de barcos, maquinaria para papel, etc.。

AUSUABOOKLETPDF下载

AUSUABOOKLETPDF下载

The Republic of Suriname Investment Guide苏里南能源矿产控股有限公司目录010*********前言概况资源优势总统特命全权特使经济现状与政府规划项目推介2.12.23.13.2人文地理政治矿产资源森林与农业资源鲍特斯总统肩负重任、信赖和荣耀。

如何利用自身自然资源的优势,跟上时代的步伐,使苏里南发展成为一个繁荣富饶的国家将成为崭新的课题。

作为一个多年的老朋友,我深知鲍特斯总统的愿望,亦基于信赖,鲍特斯总统特别委任本人PHILIP CHAU为苏里南共和国总统特命全权特使,在澳洲、亚太区乃至全世界范围寻找合适的投资者、招揽高级的专业管理人才,为苏里南尚未开发的丰沃资源投资建设,使其蓬勃发展。

我获此受命,感到无上荣耀,亦自知责任重大,不自觉地觉得已身为苏里南的一份子。

我希望有生之年能为苏里南的发展作出贡献。

2010年8月,鲍特斯领导的苏里南民族民主党在议会选举中胜出,成功当选总统。

一个划时代的苏里南,一个新兴的强大经济体系旋即诞生。

因为鲍特斯总统一生致力民生改善,基于这种长期的热诚和努力才获得万千人民的拥戴和寄予厚望。

Philip Chau总统特命全权特使01前言02随着人类重新关注环境和全球气候变化时代的来临,苏里南可能因其为全球环境最好国家之一而闻名。

苏里南位于南美洲东北海岸,东邻法属圭亚那,南界巴西,西连圭亚那,北濒大西洋。

面积16.4万平方公里,等同中国广东省,但人口只有49.2万人。

首都帕拉马里博,官方语言为荷兰语,其他主要语言包括英语、苏里南语等。

国家实行免费教育,大部分人都能说英、荷等语言。

气候属热带雨林气候,年平均气温23-27℃。

地势南高北低。

森林覆盖面积高达90%,是世界最大的森林国家之一。

同时,水力资源丰富,最重要的是流贯中部的苏里南河,年降水量在2000毫米以上。

苏里南不在飓风和地震范围之内,土地肥沃、矿产资源丰富。

目前,苏里南货币与美元的汇率是:1美元=2.78苏元。

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Notes and sources
Model
Quasi-variational formulation
Dynamic model
Utility function
To each commodity j = 1, 2, ..., l is associated a real positive number p j representing its price. p = (p 1 , p 2 , ..., p l ) ∈ Rl+ represents the price vector.
A competitive equilibrium for a pure exchange Walrasian economy: a quasi-variational approach
M. B. Donato
Notes and sources
Model
Quasi-variational formulation
Dynamic model
Walras L., Elements d’Economique Politique Pure (Corbaz, Lausanne, Switzerland, 1874). Wald A., On some systems of equations of mathematical economic, Econometria, 19, 368-403, 1936. Arrow K.J., Debreu G., Existence of an equilibrium for a competitive economy, Econometria, 22, 265-290, 1954. Border K.C., Fixed Point Theorems with Application to Economics and Game Theory. Cambridge University Press, Cambridge, United Kingdom, 1985. Dafermos S. and Zhao L., General economic equilibrium and variational inequalities, Operations Research Letters, 10, 369-376, 1991. Nagurney A. and Zhao L., A network formalism for pure exchange economic equilibria, Network Optimization Problems: Alghoritms, Complexity and Applications, Eds D.Z. Du and P.M. Pardalos (World Sientific Press, Singapore) 363-386, 1993.
Dynamic model
Utility function
To each commodity j = 1, 2, ..., l is associated a real positive number p j representing its price. p = (p 1 , p 2 , ..., p l ) ∈ Rl+ represents the price vector.
Dynamic model
Zhao L., Variational inequalities in general equilibrium: analysis and computation, Ph. D. Thesis, Division of Applied Mathematics (Brown University, Providence, Rhode Island), 1989. Dafermos S. and Zhao L., General economic equilibrium and variational inequalities, Operations Research Letters, 10, 369-376, 1991. Nagurney A., Network Economics - A Variational Inequality Approach (Kluwer Academic Publishers), 1993. Jofre A., Rockafellar R.T., and Wets R.J.-B., A Variational Inequality Scheme for Determing an Economic Equilibrium of Classical or Extended Type, Variational Analysis and Applications, Eds F. Giannessi and A. Maugeri (Springer) 553-577, 2005.
x ≡ (x1 , x2 , ..., xn )T ∈ Rnl + represents the consumption of market.
A competitive equilibrium for a pure exchange Walrasian economy: a quasi-variational approach M. B. Donato
1 2 l ea = (ea , ea , ..., ea ) ∈ Rl+ , j where ea is the initial endowment relative to the commodity j and he chooses the consumption vector l 1 2 xa = (xa , xa , ..., xa ) ∈ Rl+ , j is the consumption relative to the commodity j . where xa
Notes and sources
Model
Quasi-variational formulation
Dynamic model
Complex Networks - Equilibrium and Vulnerability Analysis with Applications Catania, 10-12 Marzo 2008
M. B. Donato
Notes and sources
Model
Quasi-variational formulation
Dynamic model
For all a = 1, ..., n and for all p ∈ P : ua (x a ) = where
l l j p j xa ≤ j =1 j =1 j p j ea xa ∈Ma (p )
Maria Bernadette Donato
A competitive equilibrium for a pure exchange Walrasian economy: a quasi-variational approach
joint research with M. Milasi and C. Vitanza
University of Messina
A competitive equilibrium for a pure exchange Walrasian economy: a quasi-variational approach M. B. Donato
Notes and sources
Model
A competitive equilibrium for a pure exchange Walrasian economy: a quasi-variational approach
M. B. Donato
Notes and sources
Model
Quasi-variational formuБайду номын сангаасation
max ua (xa ),
Ma (p ) = and
Dynamic model
The Walrasian pure exchange model
We consider a marketplace consisting of l different goods, indexed by j = 1, .., l and n agents, indexed by a = 1, ..., n. Each agent a has an initial endowment vector:
Quasi-variational formulation
Dynamic model
Walras L., Elements d’Economique Politique Pure (Corbaz, Lausanne, Switzerland, 1874). Wald A., On some systems of equations of mathematical economic, Econometria, 19, 368-403, 1936. Arrow K.J., Debreu G., Existence of an equilibrium for a competitive economy, Econometria, 22, 265-290, 1954.
Dynamic model
Zhao L., Variational inequalities in general equilibrium: analysis and computation, Ph. D. Thesis, Division of Applied Mathematics (Brown University, Providence, Rhode Island), 1989. Dafermos S. and Zhao L., General economic equilibrium and variational inequalities, Operations Research Letters, 10, 369-376, 1991. Nagurney A., Network Economics - A Variational Inequality Approach (Kluwer Academic Publishers), 1993.
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