To assist separation of low viscosity oils steam coils or electric heaters are fitted () of the oily water separator.
If a refrigeration compressor were short cycling on the low pressure cutout switch, the probable cause for this might be the ().
low-density lipoprotein, LDL (低密度的脂蛋白)
In an operating refrigeration system low on refrigerant, a liquid line sight glass will()
As to the low speed diesel engine, if you want to change the coolant flow for a certain cylinder, you can regulate ().
The sensing line for the low pressure cutout switch to a refrigeration system is located ().
Low compression in a diesel engine can be caused by ()
The efficiency and output capacity of a low pressure distilling plant will be reduced if the last effect shell ()
In large, low-speed, main propulsion diesel engine, position ring groove wear usually occurs at the()
Questions 16 to 20 are based on the following passage. In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed “to give children a good start academically” as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents. In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education. Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens. In Japan’s preschool education, the focus is on ()