In this study, the development of rinnenkarren systems is analyzed. During the field studies, 36 rinnenkarren systems were investigated. The width and depth were measured at every 10 cm on the main channels and then shape was calculated to these places (the quotient of channel width and depth). Water flow was performed on artificial rinnenkarren system. A relation was looked for between the density of tributary channels and the average shape of the main channel, between the distance of tributary channels from each other and the shape of a given place of the main channel. The density and total length of the tributary channels on the lower and upper sections of the main channels being narrow at their lower end (11 pieces) and being wide at their lower end (10 pieces) of the rinnenkarren systems were calculated as well as their average proportional distance from the lower end of the main channel. The number of channel hollows was determined on the lower and upper sections of these main channels. It can be stated that the average shape of the main channel calculated to its total length depends on the density of the tributary channels and on the distance of tributary channels from each other. The main channel shape is smaller if less water flows on the floor for a long time because of the small density of the tributary channels and the great distance between the tributary channels. In this case, the channel deepens, but it does not widen. The width of the main channel depends on the number and location of the rivulets developing on channel-free relief. The main channel becomes narrow towards its lower end if the tributary rivulets are denser and longer on the upper part of the main rivulet developing on the channel-free, plain terrain and their distance is larger compared to the lower end. The channel hollows develop mainly at those places where the later developing tributary channels are hanging above the floor of the main channel. Thus, the former ones are younger than the latter ones. It can be stated that the morphology of the main channels (shape, channel hollows, and width changes of the main channel) is determined by the tributary channels (their number, location and age).

In view of the large energy consumption of the regeneration process in the chemical absorption decarburization process, on the basis of the enrichment classification flow process, the nanoscale ceramic film is used as a new heat exchanger between the enriched liquid and the regeneration gas. The porous ceramic film is capable of coupling thermal-mass transfer to effectively recover part of the water vapor and the heat carried in the regeneration gas, so as to reduce the regenerative energy consumption of the system. The effects of parameters such as regeneration temperature, flow rate, molar fraction of water vapor, and MEA enrichment temperature, flow rate, and MEA concentration of shunt on the hydrothermal recovery effect of ceramic membranes of different pore sizes and lengths were studied by using the heat recovery flux and water recovery rate as the indicators. The results show that the hydrothermal recovery performance of the ceramic membrane increases with the increase of MEA enrichment flow, but decreases significantly with the increase of the enrichment temperature. At the same time, with the increase of regenerative gas velocity and the molar fraction of water vapor in the regenerative gas, the heat recovery flux will increase. The heat recovery performance of the 10 nm ceramic membrane is better than that of the 20 nm ceramic membrane.

This study aims to explore the perceptions of the Scholarship of Teaching and Learning (SoTL) of primary and secondary school teachers in C City, China, as well as the challenges they face in developing these abilities. Through narrative inquiry involving five current teachers, the research collected their personal experiences in the development of teaching and academic abilities, with data gathered through semi-structured interviews. The findings reveal that teachers are primarily driven by external forces, professional identity, personal growth, and the need to improve teaching quality in their efforts to enhance teaching and academic abilities. However, they also encounter challenges such as teaching pressures, time management difficulties, insufficient school support, and declining energy. To overcome these obstacles, teachers have adopted strategies such as time management, task allocation, and cognitive enhancement. The study concludes by recommending that through the combined efforts of teachers, schools, and society, a strong professional belief system should be established, and a supportive environment should be created to collaboratively promote the development of teaching and academic abilities among primary and secondary school teachers, thereby fostering their professional growth.