This study focuses on the hydrochemical characteristics of 47 water samples collected from thermal and cold springs that emerge from the Hammam Righa geothermal field, located in north-central Algeria. The aquifer tha...This study focuses on the hydrochemical characteristics of 47 water samples collected from thermal and cold springs that emerge from the Hammam Righa geothermal field, located in north-central Algeria. The aquifer that feeds these springs is mainly situated in the deeply fractured Jurassic limestone and dolomite of the Zaccar Mount. Measured discharge temperatures of the cold waters range from 16.0 to 26.5 ℃ and the hot waters from 32.1 to 68.2 ℃. All waters exhibited a near-neutral pH of 6.0-7.6. The thermal waters had a high total dis- solved solids （TDS） content of up to 2527 mg/l, while the TDS for cold waters was 659.0-852.0 mg/l. Chemical analyses suggest that two main types of water exist： hot waters in the upflow area of the Ca-Na-SO4 type （Ham- mam Righa） and cold waters in the recharge zone of the Ca-Na-HCO3 type （Zaccar Mount）. Reservoir tempera- tures were estimated using silica geothermometers and fluid/mineral equilibria at 78, 92, and 95℃ for HR4, HR2, and HRI, respectively. Stable isotopic analyses of the δ18O and δD composition of the waters suggest that the thermal waters of Hammam Righa are of meteoric origin. We conclude that meteoric recharge infiltrates through the fractured dolomitic limestones of the Zaccar Mount and is conductively heated at a depth of 2.1-2.2 km. The hotwaters then interact at depth with Triassic evaporites located in the hydrothermal conduit （fault）, giving rise to the Ca-Na-SO4 water type. As they ascend to the surface, the thermal waters mix with shallower Mg-rich ground- water, resulting in waters that plot in the immature water field in the Na-K-Mg diagram. The mixing trend between cold groundwaters from the recharge zone area （Zaccar Mount） and hot waters in the upflow area （Hammam Righa） is apparent via a chloride-enthalpy diagram that shows a mixing ratio of 22.6 〈 R 〈 29.2 %. We summa- rize these results with a geothermal conceptual model of the Hammam Righa geothermal field.展开更多
Flipped classroom model led to the transformation of university teachers＇ teaching role. From the perspective of the sociology of knowledge, the teacher professional development is a process of transformation of the ...Flipped classroom model led to the transformation of university teachers＇ teaching role. From the perspective of the sociology of knowledge, the teacher professional development is a process of transformation of the role of teachers, and role transformation and the way of actors involved in the knowledge are associated. Participating in knowledge in different ways, role types are also different. Thus, changing the way ofparticipating in knowledge is the basic way to participate in the transformation of the role. Classification of roles is not the classification ofhumans.A social may might play many roles of many types in his life andmay have the function of a variety of roles at the same time. Meanwhile, it can be transferred between characters, especially in the case of depending on the same knowledge system.As long as the ways of involvement are different,the functions and types of roles are also different. University teachers are those who play a variety of roles of knowledge and society, some being the teaching teachers of organization and dissemination of knowledge, some being scientific and teaching teachers who focus on organizing and disseminating knowledge as well as knowledge creation, and knowledge creation and heavy teacher teaching and research, while others are knowledge creation based research teachers. In the field of the sociology of knowledge, university teachers should be scientific teaching roles depending on a deep knowledge and participating in knowledge in a variety of ways. From the perspective of the sociology of knowledge, according to Eph · Znaniecki＇ s role classification, university teachers participate in knowledge in three ways： teaching, learning and researching. Teaching, learning and researching are relative but different ways of participating in knowledge. State they are relative because itshows teaching can promote learning, learning can promote researching, researching can also promote learning and teaching. The homochromous interaction of teaching, leaming and researching, knowledge is in constant state of development and generation.展开更多
To observe the therapeutic efficacy of music electric stimulation of points in treating anxiety. Methods： By adopting a design of multi-centered randomized controlled trial （RCT）, a total of 270 patients with anxie...To observe the therapeutic efficacy of music electric stimulation of points in treating anxiety. Methods： By adopting a design of multi-centered randomized controlled trial （RCT）, a total of 270 patients with anxiety were randomized into a treatment group and a medication group. The treatment group was intervened by music electric stimulation of points, while the medication group was intervened by oral administration of doxepin. The two groups were evaluated by using Hamilton anxiety rating scale （HAMA） and Chinese revised edition of self-rating anxiety scale （SAS-CR） before and after the intervention. The therapeutic efficacies were also compared. Results： The total effective rate was 93.6% in the treatment group versus 92.3% in the medication group, and the between-group difference was statistically insignificant （P〉O.05）. After the treatment, the aggregate scores of HAMA and SAS-CR were significantly changed in both groups （both P〈0.001）, and the inter-group differences were statistically insignificant （P〉O.05）. Conclusion： Music electric stimulation of points can produce equivalent efficacy in treating anxiety compared to doxepin. Thus, it can be taken as a choice in the treatment of anxiety.展开更多
基金the MEXT(Ministry of Education,Culture,Sports,Science and Techn ology,Japan)Ph.D.scholarship providing support for the first author during this studythe G-COE of Kyushu University for funding this research
文摘This study focuses on the hydrochemical characteristics of 47 water samples collected from thermal and cold springs that emerge from the Hammam Righa geothermal field, located in north-central Algeria. The aquifer that feeds these springs is mainly situated in the deeply fractured Jurassic limestone and dolomite of the Zaccar Mount. Measured discharge temperatures of the cold waters range from 16.0 to 26.5 ℃ and the hot waters from 32.1 to 68.2 ℃. All waters exhibited a near-neutral pH of 6.0-7.6. The thermal waters had a high total dis- solved solids （TDS） content of up to 2527 mg/l, while the TDS for cold waters was 659.0-852.0 mg/l. Chemical analyses suggest that two main types of water exist： hot waters in the upflow area of the Ca-Na-SO4 type （Ham- mam Righa） and cold waters in the recharge zone of the Ca-Na-HCO3 type （Zaccar Mount）. Reservoir tempera- tures were estimated using silica geothermometers and fluid/mineral equilibria at 78, 92, and 95℃ for HR4, HR2, and HRI, respectively. Stable isotopic analyses of the δ18O and δD composition of the waters suggest that the thermal waters of Hammam Righa are of meteoric origin. We conclude that meteoric recharge infiltrates through the fractured dolomitic limestones of the Zaccar Mount and is conductively heated at a depth of 2.1-2.2 km. The hotwaters then interact at depth with Triassic evaporites located in the hydrothermal conduit （fault）, giving rise to the Ca-Na-SO4 water type. As they ascend to the surface, the thermal waters mix with shallower Mg-rich ground- water, resulting in waters that plot in the immature water field in the Na-K-Mg diagram. The mixing trend between cold groundwaters from the recharge zone area （Zaccar Mount） and hot waters in the upflow area （Hammam Righa） is apparent via a chloride-enthalpy diagram that shows a mixing ratio of 22.6 〈 R 〈 29.2 %. We summa- rize these results with a geothermal conceptual model of the Hammam Righa geothermal field.
文摘Flipped classroom model led to the transformation of university teachers＇ teaching role. From the perspective of the sociology of knowledge, the teacher professional development is a process of transformation of the role of teachers, and role transformation and the way of actors involved in the knowledge are associated. Participating in knowledge in different ways, role types are also different. Thus, changing the way ofparticipating in knowledge is the basic way to participate in the transformation of the role. Classification of roles is not the classification ofhumans.A social may might play many roles of many types in his life andmay have the function of a variety of roles at the same time. Meanwhile, it can be transferred between characters, especially in the case of depending on the same knowledge system.As long as the ways of involvement are different,the functions and types of roles are also different. University teachers are those who play a variety of roles of knowledge and society, some being the teaching teachers of organization and dissemination of knowledge, some being scientific and teaching teachers who focus on organizing and disseminating knowledge as well as knowledge creation, and knowledge creation and heavy teacher teaching and research, while others are knowledge creation based research teachers. In the field of the sociology of knowledge, university teachers should be scientific teaching roles depending on a deep knowledge and participating in knowledge in a variety of ways. From the perspective of the sociology of knowledge, according to Eph · Znaniecki＇ s role classification, university teachers participate in knowledge in three ways： teaching, learning and researching. Teaching, learning and researching are relative but different ways of participating in knowledge. State they are relative because itshows teaching can promote learning, learning can promote researching, researching can also promote learning and teaching. The homochromous interaction of teaching, leaming and researching, knowledge is in constant state of development and generation.
基金supported by Scientific Project of the Third Hospital of Mianyang,Sichuan Province,No.(12) 2013~~
文摘To observe the therapeutic efficacy of music electric stimulation of points in treating anxiety. Methods： By adopting a design of multi-centered randomized controlled trial （RCT）, a total of 270 patients with anxiety were randomized into a treatment group and a medication group. The treatment group was intervened by music electric stimulation of points, while the medication group was intervened by oral administration of doxepin. The two groups were evaluated by using Hamilton anxiety rating scale （HAMA） and Chinese revised edition of self-rating anxiety scale （SAS-CR） before and after the intervention. The therapeutic efficacies were also compared. Results： The total effective rate was 93.6% in the treatment group versus 92.3% in the medication group, and the between-group difference was statistically insignificant （P〉O.05）. After the treatment, the aggregate scores of HAMA and SAS-CR were significantly changed in both groups （both P〈0.001）, and the inter-group differences were statistically insignificant （P〉O.05）. Conclusion： Music electric stimulation of points can produce equivalent efficacy in treating anxiety compared to doxepin. Thus, it can be taken as a choice in the treatment of anxiety.
