California State University, Sacramento
Division of Social Work
Social Work 204D
Multi-Level Practice with Persons Experiencing
Vulnerable Life Conditions
Case Management with People with Psychiatric Disabilities & Gerontology
Spring 2010
Dr. David Demetral, Ph.D., LCSW
Phone: 278-7168
E-mail: d.demetral@https://www.doczj.com/doc/7212769070.html, & demetral@https://www.doczj.com/doc/7212769070.html,
General Description:
SW 204D represents the fourth semester practice course in the Social Work curriculum. It builds upon and expands the SW 204A/B in substantial ways. Where the SW204A/B provided an opportunity for the student/consumer to achieve competence in the provision of direct and indirect services within an agency setting, it is recognized that the Multi-Level Practice will generally move toward more autonomous practice, supervisory levels of practice, and even administrative roles within organizations. Conceptually SW 204 A/B provided increased awareness and knowledge about generalist practice, which was then primarily shaped by the field setting in which the student/consumer was placed. SW204A/B also was constructed on a ―linear‖ format in which individuals, families, groups, organizations and communities were covered one after another. SW 204D pulls from this linear base and demands that the student begins to conceptualize vertically by considering each of these levels of intervention concurrently. SW204D extends this learning conceptually by demanding integration of the foundation content into the skillful independent application of social work intervention strategies within at least two levels of intervention simultaneously. To support this expected change in sophistication and function, SW 204D provides advanced knowledge or skills in at least five areas:
1)Concepts, and models needed to understand the recovery and strengths based models
with people with psychiatric disabilities;
2)Exposure to and expectation of mastery of advanced practice skills to address complex
contemporary practice situations in Mental Health and Gerontology;
3)Ability to conduct disciplined and systematic practice based on clearly articulated
theoretical principles through exploration, synthesis, and refinement of generic and
generalists competencies; and
4)Ability to engage in theoretical and practice evaluation activities necessary to display
accountability and evidence of effective practice.
Specific Knowledge, Skills, and Values Competencies
At the conclusion of this practice course the student/consumer should be able to demonstrate mastery via written probed response, behavioral display in laboratory role-play, and behavioral display in the field practicum site of the following:
1. Knowledge of the Multi-Level relationship between social conditions, ethnic/sexual identity, economic resource availability, biological predisposition/current state and impact, psychological patterns of coping and adapting to stress and challenge, as they simultaneously
impact the presentation of the client system story (Assessed in response sets);
2. Knowledge of multiple theoretical perspectives (postmodern ecological, cognitive &
cognitive behavioral individuals, families, and skills training group(s) (Assessed in the response
sets in which the model must be identified) ;
3. Knowledg e of the specific characteristics that differentiate ―functional/adaptive‖ behavior(s)
from ―non-functional/maladaptive‖ behavior(s) in individuals, families, and groups. (Assessed in
the response sets);
4. Knowledge of multiple methods, techniques, strategies of intervention, and how to
determine which methods are related to which theoretical models and the timing for those
strategies in the support/change process (Assessed in the response sets);
5. Knowledge of the interrelationship between social condition ecologically, human behavior presentation, social policy, and accountable research methodology and how to integrate your
knowledge from these areas into your practice framework (Assessed in the response sets,
particularly those focused on gender and ethnicity and mental health conditions);
Skills Objectives:
Demonstrated behavioral competence (skills) in the classroom laboratory, the field practicum,
and in written probes:
?Initiating and completing accurate, in depth bio-psycho-social assessment. These assessments will address at least two levels of concurrent areas of intervention. Assessed in the response
sets, and Bio-Psych-Social Field Assignment.
?Skill in gathering, utilizing, and evaluating data on client systems and problems as a basis for understanding their complex characteristics (i.e. assessing the individual, family, or
small group within the context of the neighborhood/organization and specifically
identifying supports and barriers in those messo/macro contexts) (Assessed in the response
sets)
?Skills in developing in collaboration with the client’s system(s) realistic goals, objectives, and techniques designed to prevent problems, promote change, and improve the quality of
the transaction within/betwee n the client’s system and the ecology in which it exists (i.e.
developing collaborative linkages to address and support micro level client systems
change efforts) (Assessed in the field dialogue sessions)
?Skills at developing realistic contractual agreements and relationships with client systems
that permits the coordination of interventions while encouraging and protecting the rights of the client’s system to determine its own destiny (i.e. using advocacy, brokerage, mediation skills with messo and macro systems to address and facilitate supportive
commitments on behalf of the micro client system)(Assessed in the Field dialogue sessions)
?Demonstrated skillful application of intervention(s) in client systems and complex problem situations in consistent and deliberate ways that will improve, modify, or prevent
dysfunction/maladaptive coping Assessed in the response sets; in class vignettes &
discussions;
?Demonstrated skills in the areas of advocacy, brokering, and networking at the messo/macro level as well as coach, a mediator, a counselor, a teacher at the micro/mezzo
levels. (As reflected in the professional journal)
?Skills at determining and using the most appropriate strategies and tools for evaluating the effectiveness of intervention in relation to those problems identified across two of the micro/messo/macro levels concurrently (assessed in the response sets).
?Skills in gathering, recording, understanding, and utilizing primary and secondary data and research findings as a basis for change in practice techniques and strategies and as a means of evaluating movement (or lack thereof) in the client’s system (assessed in the journal write-up)
?Skills in the effective termination of service, as well as the practice strategies necessary to increase the probability of maintenance and generalization of intervention gains post intervention. This is the essence of EMPOWERMENT...teaching the client to apply strategies of micro and messo intervention when faced with a life challenge in the future. Format of the Course
Student/consumers are in multiple placements, with varying degrees of autonomous concurrent (micro/messo/macro) practice opportunities, and each section of this course is made
up of a mixture of student/consumers at different levels of competence in the expected areas. Many of the students in the course have already had exposure to mental health conditions, even the DSM IV, yet intervention within a postmodern and recovery framework has not been addressed. This course will allow the student to synthesize and reinforce their practice-based experiences with a context focused on the ―best practice‖ model of intervention with persons experiencing mental health and disability issues.
Realizing this reality, this course is structured within a process/experiential ―laboratory‖ type framework. Every week is devoted to a ―hands on‖ practice discussion/ demonstration/ simulation using specific reading and case material relevant to that section of the course (i.e. if
the class is covering depressive disorders- specific clinical (individual & family) readings and vignettes will be used to role play and discuss assessment and intervention ideas using the postmodern theoretical models as the framework for the discussion.
Methods of Evaluation:
1. Weekly Response Set Write-ups:
You are responsible for developing answers to the questions for consideration directly related
to your readings. You may develop your answer(s) using either the narrative or a bulleted outline of the essential ―critical points‖ for each question. You are to use these questions to facilitate discussion in your small ―clinical dialogue
Groups‖, and the large class discussion during the cl ass. If you do not have your response set, you will get a zero, and no late sets will be accepted. These sets are being graded on the depth and breadth of your thoughts/clinical considerations, and the completeness of your outlined answer. Your responses must be typed up.
50 points each (250)
There are (5) response sets & one web-based training due throughout the semester.
January 28th & February 11th, 2010.
March 11th & April 8th & April 15th, 2010.
*** Gerontology Web-Based Training due by 5/6/2010
(Required ONLY IF you want the Gerontology Certificate).
2. SW 204D & SWRK 295D CASE ANALYSIS (100 points). This Bio-Psycho-Social Analysis is the common analysis for all of the sections of SW204C/D & SWRK 295C/D. It is designed to assess your advanced competence in the following ―objectives‖ for all M SW II students.
Apply and provide a rationale for the use of theoretical models and intervention skills to individuals, families and/or a small group;
Fully develop, articulate and apply an integrated practice approach that is informed by empirical support;
Apply skills for culturally competent practice with and on behalf of individuals, families and small groups.
Demonstrate an increased sense of self: awareness of strengths and limitations, development of professional boundaries, and awareness of transference and counter transference,
Apply ethical decision-making models to legal and ethical dilemmas in practice.
Select evaluation strategies that are appropriate to the needs of the situation and are grounded in social work theory and research (both qualitative and quantitative methods);
Develop differential assessment, diagnosis and intervention plans based upon relevant theoretical models and the social work perspective.
Develop the conscious use of relationship as a principle skill in social work practice with and behalf individuals, families and small groups.
Apply the core aspects of advanced practice to specific practice situations (e.g., field placement, client populations, agencies, programs, and services).
Due: February 25th, 2010
3. Participation in class assignments, discussions, and exercises. This includes the completion of the readings and the questions sets. If you miss two (2) classes your grade will automatically be lowered one full letter grade. If you miss three (3) classes you will be dropped from the course. The class meets at 6:30, and a break for getting a small drink or small item for eating will be provided between 7:30 & 7:45. Please remain in the classroom during class, as frequent disruptions resulting from students getting up and leaving are not considerate to the professor, group and process. Attendance Grade is determined as follows: 10= Present, verbal and non-verbal language represent that you are psychologically supportive of classmates (avoid hostile, demeaning, invalidating verbal behaviors), the professor and their opinions, respectful of the process, prepared an sharing in the class;
8=Present, verbal and non-verbal language represent that you are psychologically supportive of classmates, the professor and their opinions, respectful of the process, do not actively participate in the process/discussion;
6= Present with hostile, un-supportive, demeaning, and generally invalidating/insensitive verbalizations.
Total: 140 Points
Total possible points: 490
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Texts: Required
1.Corcoran, Jacqueline, Cognitive-Behavioral Methods for Social Workers, Pearson
(Allyn & Bacon), ISBN 0-205-42379-5, 2006 (Required).
2.Kathleen-Dittrich, Kathleen, Social Work with Older Adults, 3rd Edition, 2009, Allyn &
Bacon (Pearson Education, Inc.) (Required), ISBN-10: 020*******) Recommended:
3.Preston & Johnson, Clinical Psychopharmacology Made Ridiculously Simple, ISBN # 0-
940780-44-5
4.Duncan, Barry and Sparks, Jacqueline, Heroic Clients, Heroic Agencies: Partners for
Change, A Manual for Client-Directed, Outcome-Informed Clinical Services Talking https://www.doczj.com/doc/7212769070.html,, Revised 2007 https://www.doczj.com/doc/7212769070.html,/bookstore.asp (cost $39.95. Click on web-site & then look for the ―Client-Directed, Outcome-Informed Treatment &
Training Manual; click on that and download your book. Phone: 773-404-5130, FAX 773-404-1840, e-mail: info@https://www.doczj.com/doc/7212769070.html,
Course Outline
Clinical Social Work Practice in Mental Health: The Recovery Model Session One: January 28th, 2010
The Recovery Model & Postmodernism
Heroic Clients Heroic Agencies: Alternative Visions of Therapist Identity ?What is your identity as a Therapist?
?What Works in Therapy
?What is the client’s theory of change?
?How do you learn about the client’s theory of change?
?How to honor the client’s theory of change.
Response Set #1: Clinical Application Paper is due: 50 Points
Dr. Demetral will e-mail Recovery Model Response Set
Readings:
Recovery Readings and Resource articles:
?Go to https://www.doczj.com/doc/7212769070.html,/cpr for Recovery Model Readings
?Click on Repository of Recovery Resources
?Click on Articles
?Click on “Definition of Recovery”; “Process of Recovery”; Facilitators of Recovery”; and Outcomes of Recovery” to get a passionate and moving
perspective and overview of the Recovery Model.
Many of the articles are available for free download by clicking on the article title. These documents are offered in Adobe Portable Document Format (PDF), viewable with Adobe Acrobat Reader software available for free download from the Adobe web site.
-6- Recovery Documents & Reports (click ctrl & left click your mouse)
Recovery Fact Sheet2005 a free download, the fact sheet features the topical headings such as: What is recovery? Is recovery possible? What is recovery like for someone living with a serious Psychiatric disability? And a list of resources that provides an opportunity for a reader to further
explores additional information on their own and at their own pace.
* Implementing Recovery-based Care: Tangible Guidance for SMHAs 2004 The National Association of State Mental Health Program Directors (NASMHPD) and the National Technical Assistance Center for State Mental Health Planning (NTAC). Description: This report features a collection of essays and information from a variety of national experts on psychiatric rehabilitation. The report includes a panel discussion on workforce issues, a preview of measurement tools now in development, case studies of successful systems and ideas at the state and local levels, and print and online resources for more information.
* Shifting to a Recovery-Based Continuum of Community Care 2003This report discusses the need for the culture of mental health care to shift to a culture based on self-determination, empowering relationships, and full participation of mental health consumers in the work and community life of society. The President's New Freedom Commission on Mental Health. Report of the Subcommittee on Consumer Issues. Rockville, MD
* Emerging New Practices in Organized Peer Support 2003This report provides and overview of peer support services in the United States in order to guide and promote understanding and integration of peer-run support within the continuum of community mental healthcare. Alexandria, VA: National Technical Assistance Center for State Mental Health Planning, National Association of State Mental Health Program Directors
Session Two: February 4th, 2010
Organizational “Visioning”: Implementation of the Recovery Model at the Macro/Messo/Micro Level in the Changing Socio-Economic Climate in California
Mr. Al Rowlett, LCSW, MBA (CSUS Graduate)
Chief Operating Officer
Turning Point Community Programs
Turning Point Community Programs has offered a path to mental health since 1976. Turning Point provides psychiatric services, support and advocacy for people working to overcome the effects of mental illness in Sacramento, Stanislaus, Merced, Yolo, Placer and Nevada County. Session Three: February 11th, 2010 Motivational Interviewing
Guest Presentation: Ms. Karen Brockopp, LCSW (CSUS Graduate)
Program Coordinator
Transitional Living and Community Support (TLCS) Readings:
1.Cocoran, Cognitive-Behavioral Methods for Social Workers, (Text) Chap. 9.
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2. Motivational Interviewing Page
Resources on motivational interviewing, including general information, links,
discussion board, training resources, and information on reprints and the ...
https://www.doczj.com/doc/7212769070.html,/ Cached
3.What is MI?
The concept of motivational interviewing evolved from experience in the treatment of ...
Our best current definition is this: Motivational interviewing is a ...
https://www.doczj.com/doc/7212769070.html,/clinical/whatismi.html - 33k - Cached
4. Motivational Interviewing
Explain the spirit of motivational interviewing. ? Identify and expand on the importance
of. change talk. ? Demonstrate the use of a tool t o measure ...
https://www.doczj.com/doc/7212769070.html,/preconference/Pre-Conf_Motivational_Interviewing.pdf - -
Cached
(Response Set #2: Type up your answers to the exercises in chapter 9 of Corcoran TEXT) Pages 221-239 (50 Points)
Session Four: February 18th, 2010 Mental Status Examinations
?What is the Mental Status Examination
?General Appearance & Behavior
?Mood
?Flow of Thought
?Insight & Judgment Outcome Informed
In Class Clinical Exercise on Mental Status Examination
?The Mental Status Exam
The Mental Status Exam is the basis for understanding the client's presentation and beginning to conceptualize their functioning into a diagnosis. ...
https://www.doczj.com/doc/7212769070.html,/learning/library/assess/mse.htm - Cached - Similar -
? [PDF]
Mental Status Examination
File Format: PDF/Adobe Acrobat - Quick View
Mental Status Examination. 1. Appearance, attitude and motor activity – dress, grooming, signs
of illness and behavior. 2. Mood and affect - range, ...
https://www.doczj.com/doc/7212769070.html,/psych_cards.pdf - Similar -
[PDF]
Mini-Mental Status Examination
File Format: PDF/Adobe Acrobat - Quick View
Mini-Mental Status Examination. The Mini-Mental Status Examination offers a quick and simple
way to quantify cognitive function and screen for cognitive ...
https://www.doczj.com/doc/7212769070.html,/pdf_files/Mini_Mental_Status_Exam.pdf - Similar -
Key DSM-IV Mental Status Exam Phrases
Key DSM-IV Mental Status Exam Phrases. This material draws strongly on David ..... For
example, in response to the statement ―That will probably remain a ...
https://www.doczj.com/doc/7212769070.html,/.../key_dsmiv_mental_status_exam_ph.htm - Cached - Similar
-8-
[FLASH]
Mental Status Exam
File Format: Shockwave Flash
Clang Associations. Thought Process is the manner in which thoughts are connected or
associated. Examples of Thought Process. Mental Status Exam...
https://www.doczj.com/doc/7212769070.html,/aitl/MSE/MSEkm.swf - Similar
[PDF]
Mental Status Exam Ideas:
File Format: PDF/Adobe Acrobat - Quick View
mini-mental status exam, which she missed one point for recall of one of the three objects, one point for sentence writing, and one point for repetition of ...
https://www.doczj.com/doc/7212769070.html,/icm/MentalStatusExam.pdf -
Session Five: February 25th, 2010 Co-Morbid Conditions (Dual Diagnosis)
Women & Residential Treatment
SWRK 295D: Bio-Psych-Social Assignment due
Readings for February 25th, 2010:
1. Substance Abuse and Mental Health Services Administration (SAMHSA ...
SAMHSA works to improve the quality and availability of substance abuse prevention, alcohol and drug addiction treatment, and mental health services.
https://www.doczj.com/doc/7212769070.html,/ - 37k - Cached - Similar pages
Click on and read
Definitions, Terminology, Classification
Screening and Assessment
Treatment Planning and Approaches
Evidence and Consensus Based Practices
Session Six: March 4th, 2010 Culture and Mental Illness
“Trans Cultural Wellness Center”
Readings:
(1)Culture and Mental Illness
Washington Post staff writer Shankar Vedantam discusses his series about how culture influences the diagnosis, treatment and outcome of mental illness.
https://www.doczj.com/doc/7212769070.html,/wp-
dyn/content/discussion/2005/06/27/DI2005062701082.html
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(2)Unit 9, Online Readings in Psychology and Culture, Center for ...
While various cultures have unique treatments for mental illness, no culture claims to have all the answers. The chapters in this unit address some of the ...
https://www.doczj.com/doc/7212769070.html,/~culture/unit9.htm - 10k
(3)Online Readings in Psychology and Culture, Unit 9, Chapter 1
The mutual embeddedness of culture and mental illness. ....Culture does not just
influence mental health and illness, but rather it is a constituent of ...
https://www.doczj.com/doc/7212769070.html,/~culture/Sam_Moreira.htm - 42k
(4)Medical Anthropology: Culture Specific Diseases
Dec 14, 2007 ... What is defined as a mild form of mental illness in one culture may be
defined as normal behavior in another. ...
https://www.doczj.com/doc/7212769070.html,/medical/med_4.htm - 27k
(5)Mental Health: Culture, Race, Ethnicity
MENTAL HEALTH: CULTURE, RACE, AND ETHNICITY A Supplement to.
Mental Health: A Report of the ...Mental health and mental illness are points on a
continuum. ...
https://www.doczj.com/doc/7212769070.html,/library/mentalhealth/cre/execsummary-1.html - 11k -
(6)In other countries, symptoms of mental illness vary, with ...
Mar 24, 2008 ... The American Psychiatric Association's diagnostic manual includes a
glossary of "culture-bound syndromes" - forms of mental illness reported ...
https://www.doczj.com/doc/7212769070.html,/news/health/articles/2008/03/24/culture_gap/ - - Cached - Similar
pages
Session Seven March 11 & March 18, 2010
Cognitive Behavioral Therapy & Skills Workshop
?Cognitive Restructuring
?Use of Cognitive Restructuring with Special Populations and Problems
?Cognitive Coping Skills
Readings:
1.Cocoran, Jacqueline, Cognitive-Behavioral Methods for Social
Workers, Chapter One, Four, Five & Six, (TEXT)
March 11th: Response Set #3: Small Group Clinical Roundtable
Type up your answers to the exercises in Chapter Four of Corcoran: 50 Points March 18th is devoted to watching and dialogue about Meichenbaum’s Cognitive- Behavioral Training Tape. This is the application of Contructionist Cognitive-
Behavior Therapy; your reading the Corcoran materials will facilitate a much more complete discussion of practice application(s).
Session Nine: March 25th, 2010
Clinical Social Work with Persons with Chronic and Persistent Mental Illness *Medication
*Social Skills Training
*Intervening with Family
*Other Ways of Healing
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Patricia Deegan, Ph.D. DVD
― Understanding the Person Who Hears Voices: A In Class Course for First Responders‖
Readings:
Case management and quality of life: assessing treatment and ...
Case management and quality of life: assessing treatment and outcomes for clients with chronic and persistent mental illness. K Jinnett, J A Alexander, ...
https://www.doczj.com/doc/7212769070.html, ? ... ? v.36(1 Pt 1); Apr 2001 - Similar -
by K Jinnett - 2001 - Cited by 20 - Related articles - All 3 versions
[PDF]
Family Involvement in the Treatment of Hospitalized Individuals ...
File Format: PDF/Adobe Acrobat - View as HTML
through schizophrenia leads to a pattern of ―chronic grief‖. The uncertainty associated with persistent mental illness creates a situation that has no ...
https://www.doczj.com/doc/7212769070.html,/journal_file/0902_V19N2-p78-192_5.pdf - Similar -
by 持續性精神病的住院病人家屬參與之治療計劃 -
DEFINITION OF SERIOUS MENTAL ILL
As a result, the definition was broadened to include more individuals and the title was changed to "severe and persistent mental illness." ...
https://www.doczj.com/doc/7212769070.html,/eda/advancedquery/smi.htm
[PPT]
Successful Vocational Approaches to Working with Individuals with ...
File Format: Microsoft Powerpoint - View as HTML
From the beginning we have served a higher percentage of individuals with chronic and persistent mental illness vs. Developmental Disabilities. ...
https://www.doczj.com/doc/7212769070.html,/ill inoisrcep/.../Successful%20Vocational%20Approaches%20to%20Working% 20with%20... -
Note: April 1st is Spring break
Module Four: Health Gerontology Social Work Practice
WEB SITE on the course outline (go to https://www.doczj.com/doc/7212769070.html, and click onto “Understanding Aging: The Social Worker’s Role” & complete the web-based training. The certificate must be produced ONLY if you desire to get the Gerontology certificate. This training must be done by May 6th, 2010.
April 8th, 2010 Social Work with Elders
*The Context of Social Work Practice with Elders
*Biological Changes and the Physical Well Being of Elders
* Psychosocial Adjustments to aging
*Conducting the Bio-Psycho-Social
-11- Readings:
? Articles - The Future of Social Work With Older Adults
The author provides an excellent review of social work with older adults and promotes methods
that give greater emphasis to the person-in-situation ...
https://https://www.doczj.com/doc/7212769070.html,/.../OlderAdults /.../Articles.htm - Cached
? Geriatric Social Work Initiative
The Geriatric Social Work Initiative (GSWI) is collaborating with social work ... social workers
and improve the care and well-being of older adults and ...
https://www.doczj.com/doc/7212769070.html,/ - Cached - Similar -
? CSWE National Center for Gerontological Social Work Education
SW with Older Adults Cover Since social work with older adults is one of the fastest growing
career fields, this brochure was designed to introduce social ...
https://www.doczj.com/doc/7212769070.html,/.../sub4_4_3SWAgingCareerBroch.html - Cached
? Families In Society
As part of Families in Society's Hot Topic teleconference and Web meeting series, the session
"Social Work With Older Adults —Changing Practice Paradigms" ...
https://www.doczj.com/doc/7212769070.html,/new/.../060201Old Adult /info.asp - Cached
April 15th , 2010 Differential Assessment and Diagnosis of Cognitive and
Emotional Problems of Elders
*Depression, Delirium, and Depression
*Anxiety Disorders
*Socio-emotional and Cognitive Problems of Elders
*Alternative Interventions in Socio-Emotional Problems of Elders
Readings:
2.
Video results for delerium depression and dementia
Geriatrics: Dementia Delirium and Depression 49 min - Aug 15, 2008
https://www.doczj.com/doc/7212769070.html,
Depression , Delirium and Dementia : What
48 min - Mar 4, 2009 https://www.doczj.com/doc/7212769070.html,
[PDF]
RECOGNIZING DELIRIUM , DEPRESSION AND DEMENTIA (3D's)
File Format: PDF/Adobe Acrobat - Quick View
Screening for Delirium , Dementia and Depression in Older Adults. Toronto, Canada: Registered
Nurses' Association of Ontario. ...
www.opadd.on.ca/.../LocalProjects-Educ.Training-3Dscomparisonchart.pdf -
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April 22, 2010 Social Work Practice with Elder Abuse and Neglect
*What Constitutes Elder Abuse and Neglect
*Risk Factors Associated with Elder Abuse and Neglect
*Assessment of Elder Abuse, Neglect, and Self-Neglect
*Adult Protective Services
Readings:
1. McInnis-Dittrich, TEXT, Social Work with Older Adults, Chapter 11.
1.National Center on Elder Abuse (NCEA)
May 13, 2009 ... Offers fact sheets, reporting numbers, news, a list of NCEA publications, bibliographies, statistics and resources.Statistics at a Glance - Types of Abuse - State
Resources https://www.doczj.com/doc/7212769070.html,/ - Cached
2.Elder Abuse and Neglect: Warning Signs, Risk Factors, Prevention, Help
Learn to recognize the types, signs and symptoms of elder abuse; how to help victims of elder abuse, and how to prevent abuse from occurring.
https://www.doczj.com/doc/7212769070.html,/.../elder_abuse_physical_emotional_sexual_neglect.htm - Cached
3.Elder Abuse: MedlinePlus
Aug 24, 2009 ...Elder abuse is doing something or failing to do something that results in harm to an elderly person or puts a helpless older person at risk ...Journal Articles -
Directories - Organizations https://www.doczj.com/doc/7212769070.html,/medlineplus/elderabuse.html - Cached - -
4.Elder abuse - Wikipedia, the free encyclopedia
Elder abuse is a general term used to describe certain types of harm to older adults. Other terms commonly used include: "elder mistreatment", ...
https://www.doczj.com/doc/7212769070.html,/wiki/Elder_abuse - Cached -
5.National Committee to Prevent Elder Abuse (NCPEA)
National Committee for the Prevention of Elder Abuse.
www.prevent https://www.doczj.com/doc/7212769070.html,/ - Cached -
6.Elder Abuse and Neglect: In Search of Solutions
This 20 page brochure was produced by APAs Office on Aging. Written for consumers, but useful to anyone who wants to know more about elder abuse.
https://www.doczj.com/doc/7212769070.html,/pi/aging/eld abuse.html - Cached
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April 29th, 2010 Working with Elders’ Suppo rt Systems: Spouses, Partners,
Families and Caregivers
*The Goals of Supportive Interventions with Older Persons
*Gay and Lesbian Couples
*Caregivers as Support Systems for Elders
*The Stressors of Readings:
Video: ―Diary of a Dutiful Daughter‖
Readings:
1. McInnis-Dittrich, TEXT, Social Work with Older Adults, Chapter 1
2.
May 6th, 2010 Dying, Bereavement, and Advanced Directives
*The Process of Dying
*The Role of the Social Worker in the Dying Process
*Bereavement and Grief & Hospice Care
Reading(s):
1. McInnis-Dittrich, TEXT, Social Work with Elders: A Biopsychosocial Approach to
Assessment and Intervention, Chapter 13.
May 13th, 2010
Last Class Celebration
Congratulations and wishing all of you the very best!!!!
-14- Appendix A: Bio-Psycho-Social Assessment & Case Analysis
You will complete a written case study from your current field placement. In order to cover the requested information, the paper should be at least 10 pages in length and can
include citations from SW 204 C/D and/or relevant professional literature. Use APA
format for your citations, have margins 1‖ on all sides, and use 12-point font. Include at least 5 references on the final reference page.
? A good paper will demonstrate the application of clinical social work values and the integration of theory and practice using clinical case material from your current field
internship. Use the following Outline Format (with the following headings) and use
Single Space.
?Give a Title to your Case Analysis. Examples:
―Beneath Anger: A Case Study of a Defiant Youth‖
―The Doctor Says I’ll Live Forever: Denial and Grief Work in a Hospice Setting‖
1.The criteria for grading this assignment:
Quality/Detail of Case Information (Sections I to V ): 5 points
Quality of Human Diversity (Section VI) 5 points
Quality of Case Formulation (Section VII) 25 points
Quality of Literature & Theory Review (Section VIII): 20 points
Quality of Intervention Plan (Section IX): 20 points
Quality of Ethical Analysis (Section X) 15 points
Quality of Self-Assessment (Section XI) 10 points
Total Points: 100
I. IDENTIFYING INFORMATION
1.Demographic Information: Provide enough general demographic data of your
client system so that the instructor can understand the client system: Pseudonym,
age, gender, marital status, number and ages of children, ethnicity, occupation,
school grade.
2.Referral Information: The client could be self-referred or mandated to be there by
a parent, spouse or an institution such as CPS, or probation.
3.Your Contact with Client: Discuss the number of interviews/contacts that you
have had with this client system and a brief summary of information gathered
during these contacts.
4.Collateral Contact: Note any collateral contacts (i.e., contacts with CPS, a
psychiatrist, family member, community leaders, etc.) you have had on behalf of
this client system and the information obtained from these and other sources.
II. PRESENTING PROBLEM
1.Detailed description of the Problem: Describe the problem using the client's own
words (if possible). What precipitated the current difficulty? Does the client even
think that he or she has a problem? Include in this section why the client is coming for help now. This may be obvious in some case studies (i.e., because of a crisis) or it may be less obvious (e.g., a couple who has had marital issues for years and just now they are seeking help).
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?Description of family or household: Who is in the household (names, ages) and relationship (natural child, stepparent, friend, partner). What is the quality
of these relationships?
?Social Network: Who are the relevant extended family members, friends, peer groups, community or club affiliations.
?Guardianship Information: Is the client in Protective Custody, or is the client's child in Protective Custody. What child welfare department is currently
working with the client/family?
?Economic situation: How is the client system financially supported? Who is working; nature of employment; receiving public assistance, social security?
?Physical environment/Housing: nature of living circumstances (apartment,
group home, crowded conditions, homeless; neighborhood
IV. PREVIOUS MENTAL HEALTH HISTORY
?History: Discuss the nature of the difficulties and the treatment. What level of care (outpatient, inpatient) did he or she receive? What was the outcome of
treatment?
?Current Attitudes: Based on this histo ry what is the client’s attitude towards mental health providers, medication, psychotherapy or whatever intervention
may be suggested?
V. BACKGROUND INFORMATION (Genogram & or Eco-Map is welcome addition) ?Family Background: Provide a description of family of origin and family of procreation (if applicable).
?Marital/intimate relationship history.
?Education and/or Vocational Training.
?Military History.
?Use and Abuse of alcohol or drugs: Discuss this in terms of the client and the client’s family.
Biological/Medical/Health Issues:
?Significant Medical History: Describe significant diseases, hospitalizations, accidents, or other significant medical history.
?Current Medical Condition or Possible Risk Factors: Describe significant
medical or health situations such as insomnia, asthma, allergies, heart troubles,
headaches, and stomachaches.
?Medical Attention: Does the client have a physician or clinic? Has the client had regular medical attention? Does the client have medical insurance making
medical visits possible?
VI. Human Diversity Issues
?Discussion of issues: Discuss any relevant variations that impact this case: ethnicity, sexual orientation, social class, ability level, gender, developmental
stage (Erickson’s stages, for example), religious affili ation, club member, group affiliation, relationship status, age, disabilities, immigration status,
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military status, gang status, etc.
?Exposure to Discrimination: Discuss the extent to which this client system has been exposed to prejudice, discrimination, stereotyping, ageism, sexism,
heterosexism, ableism, etc.
?―Cultural‖ Beliefs Impacting Work Together: This section is about how the
client responds or might respond to you in light of human diversity issues.
Think beyond ethnic cultural issues. A 15-year old teenage boy may not trust
you because you are from different generation and you don’t know the music
that he likes. An 82-year-old white male may be hesitant to work with a 25-
year-old Asian-American worker because of his history in WWII (in combat
with the Japanese) and because he thinks she can never truly understand his
problems with impotency.
VII. YOUR ANALYSIS OR CASE FORMULATION
?Key Issue or Problem: What is the key issue or problem from your perspective?
How does your perspective compare with the client’s? How serious is the
problem?
?Contributing Factors: What internal factors (thoughts, behaviors, personality issues, circumstances) seem to be contributing to the problems? What external
factors are contributing to the problem (poverty, alcoholic father, national
tragedy)?
?Strengths, Resources and Protective Factors: List the internal and external strengths and resources of the client system. How have these strengths and
resources impacted the client system’s current situation?
?Client Motivation: What is the client’s motivation to change? Does he or she have ambivalence about the change? Does he or she want someone else to
change? Related to this, what is the client’s potential to benefit from
intervention.
VIII. LITERATURE REVIEW
?Problem: Discuss what your 204C/D or any relevant literature has to say about your client’s main issues. What does the literature say is the best way to
assess and to treat the client’s main issue(s)? What are the ―best practices‖ for
this problem? This may or may not be what you are going to do with the client.
More so, I want you to get an idea of what is recommended whether you are
embarking on that or not.
?Integrated-theoretical Foundation: Identify the theories that have assisted you in your assessment and intervention (i.e., conflict theory, cognitive theory,
behavioral theory, existential theory, constructivist theory, narrative, feminist
theory, Erickson’s developmental theory, family systems theory, objects relations theory, etc.). Please cite your sources for this information.
-17- IX. INTERVENTION PLAN
?Long and short Term Goals: What are the long and short-term goals for this client? What strategies will you use or have you used to help your client reach
these goals?
X. ETHICAL ANALYSIS: Discuss any ethical conflicts or issues that have come up in this
case or situation and how you handled them.
XI. SELF-ANALYSIS:
?Counter transference Issues: Counter transference, in the broad sense, is any projection by a social worker that can potentially get in the way of helping a
client. What issue or issues come up for you in working with this client system?
Identify the feelings that you have that may hinder or help the intervention
process.
?Your Need for Supervision and Training: Discuss what you need in order to better work with this client system. Be as specific as possible with what kind
of supervision you need (I would like my Field Instructor to role-play this case
with me, where I act as the client at times.) As well, what kind of training
would be helpful? Any ethical issues/dilemmas?
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Appendix B:
204CD Case Analysis Rubric
Course-Embedded Assessment
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陕西科技大学试题课程化学反应工程（A卷）班级 学号姓名 一、（15分）某液相反应伴随着不希望的副反应发生 dC dt C C 2A B 2.00.2 k A B Q k2 +Q dC dt k C C 1A B 0.6 1.2 A B P k1 +P 其中：P为目的产物，Q为副产物。 1、（10分）从有利于目的产物生成的观点，将下列接触方式按从优到劣的顺序重新进行排列，并简述其理由。 2、（5分）若k 1 =k 2 ,C A0 =C B0 。试写出P瞬时选择性S P 的计算式 二、假定气-固相催化反应为由以下基元步骤组成 A A S S k k k k A A A B D σσ σσ ??→ +←?? ??→ ++ ←?? ①若A吸附为速率控制步骤，试推导反应速率方程 ②若该反应在等温平推流反应器中进行，操作压力为0.1MPa，反应物A、B的 加料比符合化学计量系数，催化剂床层压强降可以忽略，试求当A转化率为 0.8时，各组分的分压。
三、实验测得体积为31.0m 反应器的停留时间分布统计特征值为： 22 t 0.5s t 1.0s σ== ① 拟采用多釜串联模型描述该反应器，试求模型参数。 ② 若用轴向扩散模型描述该反应器，试求模型参数 ③ 在两个反应器中，进行A 的液相反应 3B A 3 D A 2A B r 0.5C mol m s A D r 2.0C mol m s →=→= 反应条件下，纯A 进料，进料得体积为31.0m ，试求A 的转化率和B 的收率。 四、在直径为0.5m 固定床反应器中等温进行一级不可逆气-固催化反应A P →。原料液的流量为30.5m ，假定反应物在反应器中呈平推流，反应温度下的本征反应速率常数为332.010m s -??。若采用直径为5mm φ的球形催化剂，内扩散有效扩散系数-621.010m ?，催化剂颗粒密度为331.810kg m ?，催化剂床层高度为3.0m ，堆积密度为331.010kg m ?，外扩散的影响可以忽略。 试计算：①催化剂的内扩散有效因子 ②反应器出口处A 的转化率 ③以A 的浓度A C 为纵坐标，径向距离r 为横坐标，绘制出催化剂颗粒内 的浓度分布示意图。 附公式：x x x x e e tanhx e e ---=+ 五、气体A 与液体B ，可按拟一级反应对待，已知下列情况，,,L AL k k D 和α值。 试求两种情况下β和η值，并进行讨论。
1、新建一个windows form 窗体应用程序。 2、在该窗体加载时，输入如下代码 [csharp] view plaincopy Thread P_thread = new Thread( () => //lambda表达式（参数列表）=>{执行语句} lambda表达式是比匿名方法更加简洁的一种匿名函数语法 { while (true) {//public Object Invoke (Delegate method)在(拥有此控件的基础窗口句柄的)线程上执行指定的委托。 //关于为何使用invoke方法，参见C#中跨线程调用控件的线程安全性方法一文 this.Invoke( (MethodInvoker)delegate()//methodinvoke 表示一个委托，该委托可执行托管代码中声明为void 且不接受任何参数的任何方法。 //在对控件的Invoke 方法进行调用时或需要一个简单委托又不想自己定义时可以使用该委托。 { this.Refresh(); Graphics P_Graphics = CreateGraphics(); // Control.CreateGraphics方法，为控件创建Graphics。 //public Graphics CreateGraphics () 返回值为控件的Graphics。Graphics 类提供将对象绘制到显示设备的方法 //public void DrawString( // string s, // Font font, // Brush brush, // PointF point //)在指定位置point并且用指定的Brush 和Font 对象绘制指定的文本字符串s。 P_Graphics.DrawString("系统时间:" + DateTime.Now.ToString("yyyy年MM月dd日HH时mm分ss秒"), new Font("宋体", 15), Brushes.Blue, new Point(10, 10)); });//this.invoke Thread.Sleep(1000); }//while
化工原理 --课程设计 目录 １.任务书 (3) ２.设计说明……………………4-8
３.工艺计算.....................9-17４.设备的结构计算............18-24５.课程设计说明及汇总......25-26６.设计评论 (26) ７.参考文献 (27) ８.附页………………………23-24 任务书 一．设计题目：二次蒸汽冷凝器 二．设计原始数据： （1）质量流量：Wh=(2000+20*28)*1.3=3328kg/h 真空度：275.6mmHg
（2）冷却水 进口温度：20℃ 出口温度：自定（26℃） 当地大气压：750mmHg 三．设计要求： （1）工艺设计：确定设备的主要工艺尺寸，如：管径、管长、管子数目、管程数目等，计算K0。 （2）结构设计：确定管板、壳体、封头的结构和尺寸；确定连接方式、管板的列管的排列方式、管法兰、接管法兰、接管等组件的结构。 （3）绘制列管式换热器的装配图及编写课程设计说明书四．设计时间： 2010年12月20日~2010年12月25日 设计学生：常小龙指导教师：李磊 设计说明 一、设计目的 课程设计是化工原理课程教学中综合性和实际性
较强的教学环节，是理论联系实际的桥梁，是使学生体察工程实际问题复杂性的初次尝试。通过化工原理课程设计，要求学生能综合运用本课程和前修课程的基本知识，进行融会贯通的独立思考，在规定的时间内完成指定的化工设计任务，从而得到化工设计的主要程序和方法，培养学生分析和解决工程实际问题的能力。同时，通过课程设计，还可以培养学生树立正确的设计思想，培养实事求是，严肃认真，高度负责的工作作风。二、该设备的作用及在生产中的应用 换热器是实现传热过程的基本设备。而此设备是比较典型的传热设备，它在工业中的应用十分广泛。例如：在炼油厂中作为加热或冷却用的换热器、蒸馏操作中蒸馏釜和冷凝器、化工厂蒸发设备的加热室等。 三、工艺流程示意图
wincc系统日期时间获取 系统时间的获得，有两种办法，一是建立TAG，二是使用函数获取系统时间 方法一： 在[Tag Management]添加新的驱动"System Info.chn",然后在新添加的[SYSTEM INFO]新建连接,这样就可以创建实际TAG了; 下面新建几个TAG: 名字:date, 数据类型:text tag 8-bit character set,地址设定为Function:date,format:"MM-DD-YYYY" 名字:time, 数据类型:text tag 8-bit character set,地址设定为Function:Time,format:"HH:MM:SS" 根据上面的方法依次建立year,mon,day,week等TAG,请分别设置对应的format内容 TAG建立完成了,就可以读到系统时间了。新建一个图形文件,分别放置几个静态文本框[static text],把TEXT属性连接到上面新建的TAG,就可以显示系统日期时间,利用WEEK还能显示今天是星期几了. 方法二: 使用 C脚本获得系统时间 #include "apdefap.h" char* _main(char* lpszPictureName, char* lpszObjectName, char* lpszPropertyName) { time_t timer;
struct tm *ptm; char *p; time(&timer); ptm=localtime(&timer); p=SysMalloc(9); sprintf(p,"%04d:%02d:%02d",ptm->tm_year+1900,ptm->tm_mon+1,p tm->tm_mday); return(p); } 其中 //系统时间已经获得 //年: ptm -> tm_year+1900 //月: ptm-> tm_mon+1 //日: ptm -> tm_mday //星期: ptm -> tm_wday *注意这个,tm_wday返回的是整数，必须经过转换才能用来表示星期几
labView中如何获取windows当前系统时间 《labview8.2入门到精通》的PPT，第4章里面有个练习是“写一个VI获取当前系统时间，并将其转换为字符串和浮点数”。完成效果如图。我要怎么来获取当前系统的时间呢？ 程序如下，还是比较简单的，用到的函数都在编程---定时和编程---数值---转换里 问题: 我从一个仪器当中读取到了GPS时间，并想在LabVIEW中以较高的分辨率设定Windows系统时间。我注意到LabVIEW的时间函数选版中有获取时间/日期的VI，但没有设定时间的VI。如何才能在LabVIEW中实现时间设定？
解答: LabVIEW中没有现成的VI用于系统时间设定，但可以通过Windows SDK来实现。参考以下的步骤，通过调用库函数节点的方式，调用kernel32.dll中SetSystemTime函数，可以设定系统时间： 1. 在程序框图中放置一个调用库函数节点。双击此节点打开调用 库函数对话框。 2. 点击浏览按钮并选择kernel32.dll （一般放置于 "C:\WINDOWS\system32\kernel32.dll"）。 3. 在函数名下拉列表中选择"SetSystemTime" 。 4. 在调用规范下拉列表中选择"stdcall (WINAPI)" 。 5. 在返回类型中选择“数值”以及“有符号8位整数”。 6. 点击添加参数并在类型中选择“匹配至类型”，接着在数据格式 中选择“句柄指针”。 7. 点击确定按钮，完成对调用库函数节点的配置。 8. 这个函数以一个包含八个双字节（16位整数）的结构体作为参 数。在LabVIEW中，需要创建一个包含八个双字节的簇来传 递这个参数。八个双字节分别为年、月、星期、日、小时、分 钟、秒以及毫秒。将此簇连接至调用库函数节点的参数1。 9. 输入相应的值，并运行程序以设定系统时间。
课程物理化学（工科）学期2017-3补考 班级学号姓名 一．填空（16） 1. 电解槽中放有AB电解质溶液，已知A+离子的运动速率是B_离子运动速率的1.5倍，该溶液 中B_的迁移数t- = 2. 亚稳状态包括_________________________________ . 3. 硅胶的胶团结构______________________________ . 4. 憎液胶体的特征有__________________ ___.制备方法有______________。 5. 胶体的动力性质表现为______________________ . 6. 弱电解质的极限摩尔电导率可用_______________ 求得。 7. 浓度为b的Na3PO4溶液，正负离子活度系数分别为γ+，γ-，则平均活度系数 γ±=__________,平均活度a±=__________, 离子强度I=______. 8. 复杂反应速率方程近似处理方法有_____________________ . 二．判断（14） 1. 质量作用定律对任何反应都适用（） 2．界面层中某组分的浓度处处是均匀的。（） 3. 弱电解质的电离度在极限时，电离度也能等于1. ( ) 4. 吸附是一自发过程，其吸附量都为正值。（） 5. 胶体聚沉的价数规则是，反粒子价数越高，聚沉值越高。（） 6. A + B == C + 3D 不可能是基元反应。（） 7.表面活性剂具有润湿、起泡等作用，则其相反作用就不具有。（） 二、表面化学（12） 25o C时刮300cm2的肥皂溶液的表面,其中肥皂的含量为4.013×10-5mol,溶液本体内等量溶
课程设计 （安全人机工程课程设计——————说明书）题目：寝室桌椅的安全人机优化设计 班级：2012级安管1班 学号： 学生姓名： 指导老师：刘艳宾 重庆安全技术职业院学院
目录 人体参数———————————————————————3 4 5 电脑桌高度的确定——————————————————— 5 6 电脑桌材质和颜色选择——————————————————7 电脑桌标准尺寸—————————————————————8 宿舍电脑桌分析————————————————————9 10 电脑桌设计———————————————————————11 座椅设计理念——————————————————————12 座椅结构————————————————————————13 座椅建模————————————————————————14 座椅渲染效果——————————————————————15 结束语—————————————————————————16 参考文献—————————————————————16
学生公寓电脑桌的人机学分析与设计 摘要：通过对大学生寝室电脑桌的尺寸，外形进行分析，结合安全人机工程学中的有关知识，以及人的主要尺寸，对大学生电脑桌进行评估及改进。 关键词：安全人机工程学人体参数舒适安全 人体的主要参数： 表1 人体测量尺寸主要参数如下（CM）： 项目百分位 数 男（尺 寸） 女（尺 寸） 尺寸平 均值 坐高50 908 855 881.5 坐姿眼高50 798 739 768.5 坐姿肘高50 263 + 413 251 + 382 654.5 小腿加足高50 坐姿大腿厚 度 95 151 151 151 坐姿膝高95 532 493 512.5 电脑桌的整体要求： 桌面的高度、键盘的抽屉、走线等要符合自己实际情况和工作习惯。 电脑桌的高度应该适中，根据安全人机工程学的知识可知，电脑桌的高度应以第5百分位至第95百分位的人体尺
陕西科技大学试题纸 课程化工原理班级 学号姓名 1、离心泵的工作点是 改变工作点的可用措施、 2、理想流体与非理想流体的根本区别是，空 气的粘度随温度的升高而，水的粘度随温度的降低而。 3、连续性方程式u1d12＝u2d22适用于下列种情况 a、理想流体 b、任何流体 c、不可压缩流体 d、不可压缩理想流体 4、离心泵的叶片形状采用叶片，β 90o 5、理想流体在图示的管道里流动，则有 a、p A> p B b、p A＝ p B c、p A< p B 6、绝对压强为2m水柱，则其真空度为 mmHg。 7、流体在并联管路中流动时，各支管的相等。 8孔板流量计安装时，孔板的扩大口应对着流动的游方向。 9、试比较离心泵的下列参数若当输送比水的密度小的液体时则泵的压头 H ，流量Q ，功率N ，效率η。（增加、 减少或不变） 10、离心泵的特性曲线有、 。 11、离心泵通常用调节流量，而往复泵用调节流量。 12、厚度不同的三种材料构成三层平壁，各层接触良好，已知b1>b2>b3,导 热系数λ1<λ2<λ3，在稳定传热过程中，各层的热阻R1 R2 R3； 各层导热速率Q1 Q2 Q3。
二、如图：阀门两侧装有U型压差 计，已知流体和指示液的密度分别 为ρ,ρ0指示液读数为R,管道中 流体速度为u,试推导: 1、计算阀门阻力的表达式; 2、计算阀门阻力系数ζ的表达式 三、如图：有一 用水吸收混合 其中氨的常压 逆流吸收塔，水 由水池用离心 泵送至塔顶经 喷头喷出。泵入 口和出口均为 Φ89×3.5mm， 以无缝钢管管 中流量为40m3 ／h，池中水深 2m，池底至塔顶 喷头入口处的 垂直距离为 20m。管子的摩擦系数为λ＝0.03，入口管长为20m，出口管长为32m（包括管件、阀门等所有阻力当量长度）喷头入口处的压强为120Kpa（表压），设泵的效率为65％，试求泵所需的功率，Kw。（水的密度取1000kg/m3）。 四、水以17m3/h的流量经一水平 扩大管段，小管内径d1＝40mm， 大管内径d2＝80mm，如图所示的 倒U型压差计上指示液的读数R 为170mm。求水流经1，2界面间 扩大管段的阻力损失为多少 J/kg。 五、某炉壁由内向外依次为耐火 砖、保温砖、和普通建筑砖等， 耐火砖：λ1＝ 1.4w／ （m〃℃）,b1=220mm；保温砖λ2 ＝0.15w／（m〃℃）,b2=120mm； 建筑砖λ3＝0.8w／（m〃℃）,b3=230mm。已测得炉壁内外表面的温度为900℃和60℃，求单位面积的热损失和各层接触面的温度。
C#获取当前系统时间 2010-01-02 16:24 －－DateTime 数字型 System.DateTimecurrentTime=new System.DateTime(); 取当前年月日时分秒 currentTime=System.DateTime.Now; 取当前年 int 年=currentTime.Year; 取当前月 int 月=currentTime.Month; 取当前日 int 日=currentTime.Day; 取当前时 int 时=currentTime.Hour; 取当前分 int 分=currentTime.Minute; 取当前秒 int 秒=currentTime.Second; 取当前毫秒 int毫秒=https://www.doczj.com/doc/7212769070.html,lisecond; （变量可用中文） 取中文日期显示——年月日时分 string strY=currentTime.ToString("f"); //不显示秒 取中文日期显示_年月 string strYM=currentTime.ToString("y"); 取中文日期显示_月日 string strMD=currentTime.ToString("m"); 取当前年月日，格式为：2003-9-23 string strYMD=currentTime.ToString("d"); 取当前时分，格式为：14：24 string strT=currentTime.ToString("t"); DateTime.Now.ToString();//获取当前系统时间完整的日期和时间DateTime.Now.ToLongDateString();//只显示日期 xxxx年xx月xx日，一个是长日期 DateTime.Now.ToShortDateString();//只显示日期 xxxx-xx-xx 一个是短日期 //今天 DateTime.Now.Date.ToShortDateString(); //昨天的 DateTime.Now.AddDays(-1).ToShortDateString(); //明天的 DateTime.Now.AddDays(1).ToShortDateString(); //本周(注意这里的每一周是从周日始至周六止） DateTime.Now.AddDays(Convert.ToDouble((0 - Convert.ToInt16(DateTime.Now.DayOfWeek)))).ToShortDateString(); DateTime.Now.AddDays(Convert.ToDouble((6 - Convert.ToInt16(DateTime.Now.DayOfWeek)))).ToShortDateString(); //上周，上周就是本周再减去7天 DateTime.Now.AddDays(Convert.ToDouble((0 - Convert.ToInt16(DateTime.Now.DayOfWeek))) - 7).ToShortDateString();
VC++中其实还是通过调用它自带的CTime类来完成的获取当前系统时间的，我们做一个小程序来了解这个过程吧！对话框里只有两个显示框和两个按钮，点下按钮显示当前时间。就这么一个小程序。 （1）建立应用程序外壳 创建一个新的AppWizard项目，命名为shiyan,选择Dialog based;其他都选用默认属性，单击Finish完成生成应用程序的步骤。进入对话框界面以后，按下图所示布置显示框和功能按钮。 （2）设置参数 其中上面的显示文本框设为CString型，命名为m_show,ID号为IDC_show。下面的显示文本框设为CString型，命名为m_show1,ID号为IDC_show1。 （3）编译程序 start键程序： void CDate1Dlg::Onstart() { //count=0; SetTimer(1,1000,NULL); // TODO: Add your control notification handler code here
} stop键程序： void CDate1Dlg::Onstop() { KillTimer(1); // TODO: Add your control notification handler code here } （4）增加计时器控件 View -> ClassWizard -> MessageMaps -> CUse progressDlg,加入WM_TIMER函数，编辑程序： void CDate1Dlg::OnTimer(UINT nIDEvent) { if(nIDEvent==1) { // count++; UpdateData(1); CTime mtime=CTime::GetCurrentTime();//获取当前时间 char i; CString w; i=char (mtime.GetDayOfWeek()); //获取当前时间的天数是这个星期的第几天，这里要注意了，系统上默认的一个星期的第一天是星期日，最后一天是周六，大家千万不要搞错了。我也是试了才知道的。 switch(i)//将数字状换成字符就不会出现星期7这种情况了 { case 2:
人机工程学中剪刀设计研究 摘要：本文从人的生理特征出发，根据人机工程学的相关原理，分析了手工剪刀在使用过程中存在的问题，并给出了解决的方法。 关键词：人机工程学、手工剪刀、裁缝剪刀。 图一图二 正文： 一、工具与人机工程学 应用人机工程学原理进行手工工具设计的意义和作用手工工具例如榔头、钳子、剪刀、扳手等是人们在日常生活和某些特定的工作中经常要用到的一些工具，它们的主要的作用区域是手、腕、臂以及上肢部分，如果设计不当，给使用者带来的累积损伤疾病（指由于不断重复使用身体某部分而导致的肌肉、骨髓的疾病）是十分严重的。在美国，与工作有关的上肢损伤（WUEDS）( 劳动统计部（BLS）定义为累计损伤疾病) 占到所有与工作有关的肌骨损伤的11%，上肢累积的损伤疾病占职业疾病的比例超过60%，其中与手部工具有关的损伤超过26 万例，相关的医疗费用高达 4 亿美元。通过应用人机工程学原理对手工工具的使用方式、使用状态以及造成累计损伤疾病原因的分析，一方面可以提高工作效率和质量，另一方面可以提高安全性、减少疲劳和压力，增加工作的满意度和改善生活的质量。为了更好地研究手工工具与人的上肢间的关系，我们先引入一些人机工程学的概念。人体的上肢系统主要包括：肩、大臂、小臂、腕、手和骨、肌肉、腱、韧带、神经，为了更好地描绘关节的运动，1988 年Putz Anderson 提出了如下一些术语：（1）曲腕桡向偏差（radial deviation）：手沿大拇指方向腕部弯曲；尺骨偏差：（ulnar deviation）：手沿小指方向腕部弯曲。（2）关节弯曲、伸展弯曲：减小相邻骨之间角度的运动；伸展：增大相邻骨之间的运动。下面我们以手工剪刀为例进行具体的分析。2. 手工剪刀的种类手工剪刀是指长度在20c m 以内，单手使用的剪刀。它通常应用于剪纸、剪毛发、剪树枝等生活或工作活动中。之所以限制手工剪刀的长度在20c m 以内，是根据G B10000-88 的标准，95% 的男子（18-60 岁）手长小于196cm，95% 的女子（18-60 岁）手长小于183c m。因此，20c m 可以保证绝大多数人的使用要求。
陕西科技大学期末考试复习题 ——第五期 陕西科技大学编 机电过控系审
第一篇工业化学基础 陕西科技大学试题纸 课程工业化学基础班级 学号姓名 题号一二三四五六七八九十总分 得分 阅卷人 一，填空，25分，每题1分 1、合成氨原料气中的硫分为无机硫H2S和有机硫CS 2、COS、硫醇、噻吩、硫醚等。 2、气体脱硫方法按脱硫剂的形态可分为两类，一类是干法脱硫，一类是湿法脱硫。湿法脱硫可分为物理吸收法、化学吸收法与直接氧化法三类。 3、煤气发生炉可根据使用气化剂和煤气热值不同，一般可以分为空气煤气、混合煤气、水 煤气、半水煤气。 4、热能回收有两种方式，一种是余热副产蒸汽，一种是加热锅炉给水。 5、煤的气化是指利用煤或半焦与气化剂进行多相反应产生碳的氧化物、氢气、甲烷的过程。 6、对于移动床气化炉而言，炉内料层可分为六个层带，自上而下分别为空气层、干燥层、 干馏层、还原层、氧化层、灰渣层。 7、合成氨过程中，要求半水煤气的组成满足：n(CO+H2)/n(N2)=3.1-3.2。 8、根据自控水平及维护炉内工作状况稳定的原则，一般循环时间为2.5-3min。 9、在间歇制气过程中，要求在正常生产条件下，吹出物量不应超过总入炉燃料量的4%，一般生产1 m3的半水煤气，约消耗0.95-1.05m3的空气。 10、烃类蒸汽转化催化剂中，活性组分是镍，但其以氧化镍形式存在于催化剂中，因此在使用时必须先用氢气或一氧化碳进行还原。 ,11、目前常用于合成氨原料气精制的方法有铜氨液洗涤法、甲烷化法和液氮洗涤法。 12、铜洗工艺流程由吸收和再生两部分组成。 13、氨合成塔通常由外筒和内件两部分组成。 14、目前常用合成塔塔形有冷管式和冷激式。 15、提高压力、降低温度和减少惰性气体，平衡氨含量随之提高。 16、合成氨温度控制的关键是催化床层热点温度和入口温度的控制。 17.硫铁矿的焙烧，主要是矿石中的二硫化铁与空气中的氧反应，生成二氧化硫炉气。 18.硫铁矿焙烧，当空气过剩量大时，最后生成红棕色的固态物质三氧化二铁；当空气过剩量小时，则生成黑色固态物质四氧化三铁。 19.影响硫铁矿焙烧速率的因素有温度、矿料的粒度和氧的浓度。 20.沸腾焙烧炉的炉内空间可分为空气室、沸腾层和上部燃烧空间三部分。 21.二氧化硫催化氧化器通常采用多段换热的形式，段间换热主要有间接换热式和 冷激式两种。间接换热又分为内部间接换热和外部间接换热。
C++获取时间方法有多种，其中比较实用的是localtime函数 我们来看下下面这个范例 struct tm t; //tm结构指针 time_t nowT; //声明time_t类型变量 time(&nowT); //获取系统日期和时间 t = localtime( &nowT); //获取当地日期和时间 printf("%4d年%02d月%02d日%02d:%02d:%02d\n", t.tm_year + 1900, t.tm_mon + 1, t.tm_mday, t.tm_hour, t.tm_min, t.tm_sec); //格式化输出本地时间 该方法是调用了localtime函数进行时间获取，使用时得包含time.h头文件 #include
陕西科技大学试题纸 课程化工原理(A卷) 班级 学号姓名 一、填空选择（45分） 1、以下单元操作中涉及动量传递的是。 A萃取B蒸发C沉降D吸收 2、某设备内的绝对压强为400mmHg（当地大气压为100kpa），则其真空度为 kgf/cm2；若另一设备的绝对压强为950mmHg，则其表压强为 Pa。 3、液体在等径管中作稳定流动，液体由于流动而有摩擦阻力损失，流体的流速沿管长。（增大，减少，不变） 4、当20℃的甘油（ρ＝1261kg/m3,μ=1499mPa.s,在内径为100mm的管内流动时，若体积流量为30m3/h，则雷诺数Re为，流体的流动型态为。 5、流体在圆形直管中作滞流流动时，若平均流速增大一倍，则其能量损失为原来损失的________倍；在圆形直管中完全湍流流动时，若平均流速增大一倍，则其能量损失为原来损失的________倍。 6、用孔板流量计测量流体流量时，随流量的增加，孔板前后的压差值将 _____________，改用转子流量计，转子前后压差值将_____________。 7、如附图所示，管中水的流向为A→B, 则 p A与p B的关系是。 (A) p A＞p B(B) p A＞p B＋ρgh (C) p A＞p B－ρgh (D) p A＜p B 8、离心泵的主要部件有、、和轴封装置等；其特性曲线有。 9、离心泵用来输送常温的水，已知泵的性能为：Q＝0.05 m3／s时H＝20m ；管路特性为Qe ＝0.05m3／s时，He＝18m，则在该流量下，消耗在调节阀门上的压头增值ΔH＝ m；有效功率增值ΔNe＝ kw。 10、离心泵的允许吸上真空度越大，则其抗汽蚀能力。
PHP获取系统当前时间date函数.txt偶尔要回头看看，否则永远都在追寻，而不知道自己失去了什么。男人掏钱是恋人关系，女人掏钱是夫妻关系，男女抢着掏钱是朋友关系。男人爱用眼睛看女人，最易受美貌迷惑；女人爱用心看男人，最易受伤心折磨。使用函式 date() 实现 显示的格式: 年-月-日小时:分钟:秒 相关时间参数: a - "am" 或是 "pm" A - "AM" 或是 "PM" d - 几日，二位数字，若不足二位则前面补零; 如: "01" 至 "31" D - 星期几，三个英文字母; 如: "Fri" F - 月份，英文全名; 如: "January" h - 12 小时制的小时; 如: "01" 至 "12" H - 24 小时制的小时; 如: "00" 至 "23" g - 12 小时制的小时，不足二位不补零; 如: "1" 至 12" G - 24 小时制的小时，不足二位不补零; 如: "0" 至 "23" i - 分钟; 如: "00" 至 "59" j - 几日，二位数字，若不足二位不补零; 如: "1" 至 "31" l - 星期几，英文全名; 如: "Friday" m - 月份，二位数字，若不足二位则在前面补零; 如: "01" 至 "12" n - 月份，二位数字，若不足二位则不补零; 如: "1" 至 "12" M - 月份，三个英文字母; 如: "Jan" s - 秒; 如: "00" 至 "59" S - 字尾加英文序数，二个英文字母; 如: "th"，"nd" t - 指定月份的天数; 如: "28" 至 "31" U - 总秒数 w - 数字型的星期几，如: "0" (星期日) 至 "6" (星期六) Y - 年，四位数字; 如: "1999" y - 年，二位数字; 如: "99" z - 一年中的第几天; 如: "0" 至 "365" 可以自由设定显示的内容,连接符号或是显示位置,例如date("m-d H") 或者date("dmY");?>等php中的日期处理 加入时间：2004-12-18 17:35:22 大小:12 KB 阅读次数:1405PHP中的日期处理 转贴：xiaxia 日期：2004-05-26 人气：9 我正打算用PHP编写一种帮助处理系统。我发现我必须知道处理完最后一位客户的问题后已经过去了多长时间？当我过去用ASP时解决这个问题相当简单，ASP有相应的函数 DateDiff 可以给出两个日期间间隔多少月、多少天和多少秒。当我搜寻完PHP手册后我发现PHP并没
C语言中如何获取时间？精度如何？ 1 使用time_t time( time_t * timer ) 精确到秒 2 使用clock_t clock() 得到的是CPU时间精确到1/CLOCKS_PER_SEC秒 3 计算时间差使用double difftime( time_t timer1, time_t timer0 ) 4 使用DWORD GetTickCount() 精确到毫秒 5 如果使用MFC的CTime类，可以用CTime::GetCurrentTime() 精确到秒 6 要获取高精度时间，可以使用 BOOL QueryPerformanceFrequency(LARGE_INTEGER *lpFrequency) 获取系统的计数器的频率 BOOL QueryPerformanceCounter(LARGE_INTEGER *lpPerformanceCount) 获取计数器的值 然后用两次计数器的差除以Frequency就得到时间。 7 Multimedia Timer Functions The following functions are used with multimedia timers. timeBeginPeriod/timeEndPeriod/timeGetDevCaps/timeGetSystemTime //********************************************************************* //用标准C实现获取当前系统时间的函数 一.time()函数 time(&rawtime)函数获取当前时间距1970年1月1日的秒数，以秒计数单位，存于rawtime 中。#include "time.h" void main () { time_t rawtime; struct tm * timeinfo; time ( &rawtime );
生产实习（专业实践）报告 实习时间：201 3 年 2 月 25 日至 3 月 13 日 专业名称：材料化学 学号： 201002010124 姓名：万科新 指导老师：孔新刚 实习地点：山东淄博
生产实习（专业实践）报告格式、内容要求 一、生产实习（专业实践）报告包括内容 （一）封面； （二）正文： 实习报告正文内容必须包含下面四个方面： （1）实习目的：言简意赅，点明主题。 （2）实习单位及岗位介绍：要求详略得当、重点突出，重点应放在实习岗位的介绍。 （3）实习安排：简单介绍整个实习过程的总体安排。 （4）实习内容及过程：这是重点，篇幅不少于2000字。要求内容详实、层次清楚；侧重实际动手能力和技能的培养、锻炼和提高，但切忌日记或记帐式的简单罗列。 （5）实习总结及体会：这是精华，篇幅不少于500字。要求条理清楚、逻辑性强；着重写出对实习内容的总结、体会和感受，特别是自己所学的专业理论与实践的差距和今后应努力的方向。 二、生产实习（专业实践）版面及编写标准 （一）生产实习（专业实践）报告书写格式必须符合科技文件书写格式与要求，文字部分不少于3500字，单位标注统一正确，用A4纸单面打印，与封面在左侧装订成册。 （二）生产实习（专业实践）报告的版面要求 1、在页面设置中设置如下： （1）页边距：上：2.8厘米、下：2.2厘米，左：2.8厘米、右：2.2厘米；纸张纵向。 （2）纸张：A4； （3）版式：页眉、页脚均为：1.5厘米； （4）文档网格：字符-----每行36；行----每页32。 2、生产实习（专业实践）报告设有页眉及页码。页眉为“陕西科技大学生产实习（专业实践）报告”，页码设在页脚处。页眉、页码均为小5号宋体、居中。 3、生产实习（专业实践）打印、排版规范 一级标题为四号黑体，左起打印，段前段后各0.5行，二级标题为小四号黑体，左起打印，段前段后各0.5行，三级及以下标题为五号黑体，左起打印。其它文中部分字体为五号宋体。
内容： Q:如何获取时间？精度如何？ A: 1 使用time_t time( time_t * timer ) 精确到秒 计算时间差使用double difftime( time_t timer1, time_t timer0 ) 2 使用clock_t clock() 得到的是CPU时间精确到1/CLOCKS_PER_SEC秒 3 使用DWORD GetTickCount() 得到的是系统运行的时间精确到毫秒 4 如果使用MFC的CTime类，可以用CTime::GetCurrentTime() 精确到秒 5 要获取高精度时间，可以使用 BOOL QueryPerformanceFrequency(LARGE_INTEGER *lpFrequency)获取系统的计数器的频率 BOOL QueryPerformanceCounter(LARGE_INTEGER *lpPerformanceCount)获取计数器的值 然后用两次计数器的差除以Frequency就得到时间。 6 还有David的文章中提到的方法： Multimedia Timer Functions The following functions are used with multimedia timers. timeBeginPeriod/timeEndPeriod/timeGetDevCaps/timeGetSystemTime timeGetTime/timeKillEvent/TimeProc/timeSetEvent 精度很高 Q:GetTickCount()函数，说是毫秒记数，是真的吗，还是精确到55毫秒？ A: GetTickCount()和GetCurrentTime()都只精确到55ms(1个tick就是55ms)。如果要精确到毫秒，应该使用timeGetTime函数或QueryPerformanceCounter函数。具体例子可以参考QA001022 "VC++中使用高精度定时器"、QA001813 "如何在Windows实现准确的定时"和QA004842 "timeGetTime函数延时不准"。 Q:vc++怎样获取系统时间，返回值是什么类型的变量呢？ GetSystemTime返回的是格林威志标准时间 GetLocalTime，和上面用法一样，返回的是你所在地区的时间，中国返回的是北京时间VOID GetSystemTime( LPSYSTEMTIME lpSystemTime // address of system time structure ); 函数就可以获得了，其中LPSYSTEMTIME 是个结构体 含：年，月，日，周几，小时，分，秒，毫秒。 以下是Time的MSDN文档: Compatibility in the Introduction. Libraries LIBC.LIBSingle thread static library, retail versionLIBCMT.LIBMultithread static library, retail versionMSVCRT.LIBImport library for MSVCRT.DLL, retail version Return Value time returns the time in elapsed seconds. There is no error return. Parameter timer Storage location for time Remarks
人机工程学案例分析报告 摘要：高校宿舍公寓的设计合理性、舒适性越受重视。本文主要是运用人机工程学的知识，从国家标准以及全国高校宿舍情况出发对于我校 5 号宿舍楼的内部的尺寸、方位上进行合理的评价与分析，并在此基础上提出了一些合理的改善措施。 关键字：宿舍公寓 人机工程学分析 评价 第1页共8 页 我校女生公寓的人机学评析和改进设计 2 1 选题背景 当今中国高校的学生宿舍己经公寓化，服务性设施也在改进。了解高校学生宿舍的发展情况，将使本文的评析更加具有现实针对性。1 )解放后到文化大革命以前，学生宿舍每层有集中的盥洗室和卫生间。2) 1977 年文化大革命后，新学生宿舍楼采用砖混结构中廊式布局，通常6-7 层，每层采用集中的盥洗室和卫生间。中央走道两侧排列房间和公用的盥洗室及卫生间。3)2000 年以来宿舍分三类：①每层采用集中的盥洗室和卫生间；②旅馆式学生公寓，每个房间都有独立的盥洗室和卫生间，；③高层学生公寓，是为解决高校扩招学生增多问题而建，设施设计上受很多条件限制，电梯、盥洗室和卫生间。我校女生公寓楼属第二种类型一一拥有独立的卫生间学生公寓，但在在卫生间的设计方面受到了面积、空间等因素的限制。本文将在基本不突破这些限制的前提下，作进一步评析，提出改进设计方案，使之更加宜人。国家标准中宿舍设计的行业标准与设计规范居室的面积要求 表1 居室类型与人均使用面积人数项目每室居住人数（人）人均使用2 面积(m / 人）单层床、高架床双层床1 16 — 2 8 — 3～4 5 — 6 — 4 8 — 3 类型1类2类3类4类 储藏空间 壁柜、吊柜、书架 4)居室的床位布置尺寸不应小于下列规定: (1)两个单床长边之间的距离0.60m。(2)两床床头之间的距离0.10m。(3)两排床或床与墙之间的走道宽度1.20m。5)居室的储物空间(1)居室应有储藏空间，每人净储藏空间不宜小于0.50m3；严寒、寒冷和夏热冬冷地区可适当放大。(2)储藏空间的净深不应小于0.55m。设固定箱子架时，每格净空长度不宜小于0.80m，宽度不宜小于0.60m,高度不宜小于0.45m。书架的尺寸，其净深不应小于0.25m，每格净高第2页共8 页