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In order to better understand the research status in the field of HVDC interference in buried pipelines by numerical simulation technology, the research results of HVDC interference in buried pipelines at home and abroad were summarized. The method of calculation of numerical simulation technology was introduced, the calculation principles of two numerical simulation and calculation softwares, CDEGS and Beasy, were analyzed, and their advantages and disadvantages were compared. In addition, the application status of numerical simulation technology in the study of HVDC interference in buried pipelines was summarized. On this basic, the current problems in numerical simulation technology were pointed out, and the future calculation direction of numerical simulation technique used for HVDC interference in buried pipelines was prospected, which would provide reference and inspiration for relevant researchers and engineers.

本研究關注10位母親在COVID-19疫情下在家學習，使用質性研究方法 瞭解母親與孩子一起進行活動、觀察孩子在家中的行為以及如何影響他們的孩子。在此背景下，記錄、蒐集與分析這些故事中的四個主題，包括母親成為代理老師、在家學習的表現、反思學習方式、覺察關係品質。結果發現，母親兼代教育者所思考到的是在師生期待和學校提供之間的不可預期性，包括線上學習對孩子的影響、創造理想的互動、直接參與課程、反思學校教育的意義、心智狀態、使用媒體的社會互動，以及在家學習產生的新體驗。母親們透過成為代理教育者，可以協助導引孩子自主學習，發展相應的技能與學校互動。母親在家與孩子一起合作，降低在線上學習的無聊並建立常規，創造互動的感受與積極的學習空間。 This study highlights the diverse voices of 10 mothers of homeschoolers. Qualitative research methods were used to understand the activities that parents performed with their children, what they observed in their children’s behavior at home, and how it affected their children. For this purpose, this study was conducted according to the autoethnography, a method used to describe and collect experiences. Within the context of this study, the opinions of mothers of their children receiving transformation of school education in the home school during their quarantine period were elicited. As a result of the analysis of the interviews conducted within the context of this study, four themes gathered under these stories were picked up, including “mother to be proxy educator,” “performance of learning from home,” “reflect on form of learning” and “awareness of quality of relationship.” As a conclusion, the thoughts for the mother instead of proxy educator were found to be “unpredictability between the teachers and student” expectations and what is offered by the school, including the effects of online education on the child, creating interactional ideals, engaging in curriculum directly, reflecting on educational meaning and mindful status, social interaction of media use, and their encounter with the new experience of homeschooling. Through being a proxy educator, mothers can help children navigate their own self-learning and promote positive coping skills and school interactions. Proxy educators working with children can reduce online boredom and establish a routine, which could create a sense of interaction, and a positive learning environment.

Different oil well tubes have different influences on CO2 corrosion.In order to optimize the materials with the best corrosion resistance to CO2, it is necessary to explore the corrosion of materials of conventional oil well tubes under different conditions.Therefore, taking the production well of CO2 composite flooding injection in Block nine six of Karamay oilfield as the research object, and simulating the actual service condition of oil well pipes, the corrosion weight loss experiments on N80, 3Cr, tungsten-plated heat insulation tube and P110 oil tube materials were carried out.The Potentiodynamic polarization curve and electrochemical impedance spectroscopy(EIS)were measured by three electrode system, scanning electron microscopy(SEM), energy dispersive spectroscopy(EDS)and X-ray diffraction(XRD)were used to observe the microstructure of corrosion products.Results showed that the corrosion rate of the four kinds of materials increased first and then decreased with the increase of temperature.With the increase of pressure, the corrosion rate of the four kinds of casing steels increased.The corrosion rate of tungsten-plated heat insulation tube and 3Cr was obviously lower than that of N80 and P110.According to the corrosion morphology, the four kinds of casing steels were corroded in varying degrees.The serious corrosion occurred on the surface of N80 and P110 whereas slight corrosion occurred on the surface of the tungsten-plated heat insulation tube and the 3Cr.Therefore, the corrosion law of four oil well tubes in CO2-driven environment was obtained, the suggestions on the design and selection of oil well tubes in CO2-driven environment were proposed to select the materials with the best corrosion resistance to CO2 optimally.

Social media spreads risk awareness about COVID-19. This study aimed to explore the experience of a college professor in incorporating media multiliteracies, reflecting teaching and learning as well as interpret how to make connections between social media and in-class activities during creations. Applying action research as the research method, twenty-three undergraduate students who took “media ethics” class participated in the study, with eight works created. The results show that students identified themes of familiar misinformation as mission, transforming them into a form of reflective creation. Students could communicate the reflective disinformation on COVID-19 through sharing of redesigned messages on social media beyond the classroom. For educators, social media might foster a participatory and creative environment that allows for exchange of information and creation of new networks and organizations, thereby providing a creative educational space for discussing topics related to disasters and pandemics. Creations involving controversial COVID-19 disinformation helped students develop critical thinking and science media literacy. Moreover, students developed the ability to apply multiliteracy in daily life and share their reflections with others. The contribution of this study shows that multiliteracies as mediums indeed helped the learners raise art-based learning skills and cross-disciplinary understanding, and the teacher and students were provided opportunities to improve their professional knowledge and competence about reflective information in a co-create process. Based on these contributions, some suggestions were proposed for further art-based cross-disciplinary education research.

This study examines the roles, the functions as well as the significance of images for communication with the public on global warming issues by analyzing image representations of popular science publications on global warming. According to the present study, the “cause images” represent scientific consensus, the “effect images” correspond to catastrophic events and uncertainties resulted from global warming, and the “resolution images” signify the descriptions of technologies and norms of behaviors. Under current defined role of images for upporting text, following characteristics were observed: First, when describing scientific facts and the cause-and-effect relationships in the content, the represented images of the symbols which are commonly used by the science culture circle, which include models, numbers, figures/tables and historical photos, can eliminate doubt and allow construction of significant and credible knowledgeable narratives. Second, when explaining the impact of global warming, the represented images often lean towards showing the shifting and changing uncertainties caused by the disasters that are occurring in order to signify the chain reactions produced by the crisis of global warming. Lastly, the study also explores the key roles of sustainable energy technologies for solving the problems of warming crisis. The most common images cited are of solar energy and wind energy. Following analysis of the above mentioned findings, practical suggestions as well as innovative insight for scientific image design from a public participation.

本研究以臺灣教育脈絡為始、個人心智乃社會產物的前提下，將個人創作學習視為教育創新的途徑。研究者以G. Kress的素養論為基礎，運用多模態溝通觀點，進一步理解，創作者學習者如何描繪實務經驗與意義的轉化。本研究招募20位藝術創作碩士生，以分組團體（媒體藝術、表演藝術、視覺藝術）進行創作學習的自我敘說，以相似性原則分別從「前備經驗」、「時間醞釀」、「團體心智」與「創造連結」四個面向做討論。研究發現，自我探索特別重要，故能為作品忍受未知的境遇，並善用積極等待的狀態，在意圖中找到作品中的歧義性、聯想與探索的自由度，意圖則交織在表現中，在自我分析中轉化為創作材料。建議未來教育能將創作視為培養獨創性與社會心智的媒介，深度認識自我與世界關係的行動。 Set within the context of Taiwanese education, and based on the premise of individual mentality being a social consequence, this study poses individual creative learning as an approach to educational creativity. Based on Gunther Kress’s theory of literacy, the perspective of multimodality was employed to gain better understanding of how creative learners portray practical experience and recognize meaning in transformation. The study recruited 20 master’s students studying creative arts. They were divided into discussion groups (media arts, performance arts and visual arts), in which they engaged in self-narratives related to creative learning. Then, the similarity principle was used in the paper to identify four dimensions: “preparatory experience,” “the brewing of ideas through time,” “group mentality,” and “creative association”. The research results revealed that self-exploration was particularly important, as was enduring uncertainty in the creative process and making productive use of the positive waiting state. During this phase they were able to find ambiguities in their intent as well as freedom to associate ideas and explore creatively. Their intent is woven into their expression, which is transformed into creative materials during their self-analysis. It is proposed that education in the future should consider the creative act as a medium for cultivating innovation and social mentality, through which one can contemplate at a deeper level and become acquainted with one’s actions arising from one’s relationship with the world.

The ever-advancing technology has reformed our work environment and also redefined our life styles. The advancement of computer and cyber technology has allowed “digital” jobs and products to infiltrate different aspects of our society, influencing the ways of modern communication as well as the future course of education practices. Comparing with conventional literacy concepts about “reading, writing, listening, and speaking”, “digital literacy” lays more emphasis on the effects and changes caused by a digital context. Based on the standpoints of social constructivism and with experts in communication studies and educators as subjects, this paper reviews the book Digital Literacy for Technical communication: 21st Century Theory and Practice to analyze and discuss key knowledge and abilities required for the future and possible development of related research. Based on the compilation of the book, this review is divided into four parts. The first raises questions about the ontology of “digital literacy”, identifies the scope and meaning of “digital literacy” as defined by Spilkaet al., and confirms the discourse of this review. The second introduces the evolvement of a digital context and describes its three characteristics –authoring, publishing, and management technology – as the preconditions for developing digital literacy. The third discusses the “ fundamental knowledge” for the practice of “digital literacy” and introduces “shaping tools, information design, and content management” as references for communication and education works. The last part concludes the cultural, crosscultural, audience, and ethical perspectives introduced in this book and discusses how to connect “human and technology” for the future development of communication studies and education.

本研究的主要目的，在於反思「體罰」如何在社會文化中逐漸成為問題，並以此對教師角色（主體）進行塑造。透過Foucault的理論觀點， 本研究利用聯合新聞資料庫， 回溯1952～2005年相關「體罰」的新聞事件，透過文本論述的比較，辨析出三種不連續的體罰論述，包括1950～1960年間維護民主國家形象的體罰論述、1960～1990年間追求理性的體罰論述、1990～2005年間追求合法懲戒的體罰論述。透過新聞事件的再現，其論述對「體罰」意義的想像，同時也是型塑紀律行動者（好老師）的自我認同。不過，「去體罰」不等於「去懲罰」，學校內的管束與規範手段逐漸轉向細緻，而大眾媒體在社會角色之規訓上，則成為中介的監控機構。 This study aims at introspecting how corporal punishment gradually becomes a problem in our society, and further shaping the role of teachers, that is, the subject, by means of the results of the introspection. Through Foucault’s theoretical viewpoints, this investigation used UDN news database to recall the news events relevant to corporal punishment between 1952-2005. By reviewing and comparing texts, I found three types of discourse on corporal punishment: the discourse maintaining the image of a democratic country between 1950-1960, the one pursuing rationality between 1960-1990, and the one seeking legitimate punishment between 1990-2005. Through the representation of press, the discourses not only implement the imagination toward the meaning of corporal punishment but also shape the self-identity of the actor, that is, teacher. However, the elimination of corporal punishment is not equivalent to the elimination of punishment. The means of control and standardization in the school progressively become detailed, and the mass media become intermediary monitoring organizations in terms of social role discipline.