The structure of water and the interaction between in the binary mixture of methanol-water and isopropanol-water at various mole fractions of alcohols were investigated by Raman spectroscopy. The results show that the tetrahedral hydrogen bonding network of water molecules is expanded at 0 < X methanol < 0.4, and the coordination number of water molecules becomes lower at 0.4 < Xmethanol < 0.5, which is due to the aggregation of methanol molecules under hydrophobic hydration as the molar fraction of methanol increases, resulting in a decrease in the total area of interaction between hydrophobic groups and water molecules in solution. In turn, the hydrophilic groups of methanol molecules break the hydrogen bonds between water molecules by forming hydrogen bonds with the free water molecules around them. When Xmethanol > 0.5, the hydrogen bonding network of water molecules becomes loose and eventually exists in solution as clusters of varying sizes. Due to the difference in chain length, the number of alkyl groups in isopropanol and methanol is different, so the hydrophobic group interacts with water more strongly and has a stronger effect on “breaking up” the water clusters.
This study investigates the influences of action research on primary school English instruction from five dimensions in the classroom, viz., types of questions, language errors, gestures, facial expressions, and interpersonal distance. Four English teachers’ 9 real classroom teaching videos before and after action research are collected and annotated by using ELAN software. The results show that primary school English teachers in Chinese rural areas prefer closed questions to open questions; They make some language errors; Deictic gestures are the most common gestures used, while metaphoric gestures, beat gestures and iconic gestures are rare; Teachers have the same preference for three types of facial expressions, and teachers’ serious expressions accounts for most of the time; They seldom keep an intimate distance or personal distance from their students. Second, Action research is effective to motivate teachers in rural areas, who make great progress in all five dimensions after AR: more open questions are asked; pragmatic errors and grammatical errors are reduced; deictic gestures increase; apathetic decrease, and more intimate distance is exhibited in the interpersonal distance dimension. Third, teacher’s English teaching competence is partly transferrable to her future professional development, and this is also the long-lasting effect of AR.
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