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退火处理对紫铜组织和性能的影响 总被引：6，自引：0，他引：6
对紫铜进行了退火处理,并进行了力学性能试验和金相组织分析,结果表明退火处理能改善紫铜的组织和性能,对后续的锻造生产有指导意义。 相似文献
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对高磁感取向硅钢冷轧片进行脱碳退火前的快速加热处理,然后研究快速加热处理对产品磁性能的影响。结果表明,B800性能有了显著提高,同时铁损也有明显改善。研究表明,脱碳退火前的快速加热对初次再结晶平均晶粒尺寸影响不大,但对初次再结晶织构有影响。快速加热处理后,样品中{110}晶粒尺寸减小,数量增多,有利于提高二次再结晶整体取向的准确性,有效提高磁感。在抑制剂状态良好时,快速加热处理在保证取向准确的同时可有效地减小二次再结晶晶粒,得到磁感高、铁损低的优良综合性能。 相似文献
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《武汉工程职业技术学院学报》2016,(3)
镀层的晶粒尺寸和织构是影响热浸镀锌钢板的镀层性能的重要因素。主要探讨了镀层退火处理对镀层晶粒尺寸和织构的影响。通过金相显微镜、扫描电镜和EBSD分析手段对比研究了退火前后镀层的晶粒尺寸和织构,结果显示,通过镀层退火工艺可以得到均匀细小的镀层晶粒组织。同时,采用镀层退火处理可显著降低通常被认为对镀层冲压性能有害的锌孪晶现象,EBSD分析显示镀层的0002织构在镀层退火后显著增加,有利于提高镀层的冲压性能,减少冲压缺陷的产生。 相似文献
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用正电子湮没寿命谱方法结合硬度测试手段,对等离子体喷涂铁合金涂层退火处理后的微观结构及缺陷进行了研究,讨论了不同退火温度下缺陷的回复行为,提出退火回复的主要机制。 相似文献
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采用的两步法——先溅射成膜，后退火处理的工艺成功制备了ZnO：Tb复合薄膜，结合XRD、XPS、SEM等手段研究退火温度对薄膜结构和形貌的影响．发现退火温度950％，退火时间10小时为ZnO：Tb薄膜的最佳工艺参数——薄膜表面形成新奇T—A—ZnO结构以及不同直径和长度的螺纹状纳米棒． 相似文献
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采用射频磁控溅射技术用单晶Si(111)和载玻片制备了SiO2薄膜。对薄膜进行了不同温度的退火处理。利用X射线衍射仪,紫外-可见分光光度计和傅里叶变换红外光谱仪等测试不同退火温度下SiO2薄膜的微结构、透反射曲线和红外吸收谱。研究表明:退火后SiO2薄膜仍为四方结构,薄膜的平均晶粒尺寸随退火温度的升高逐渐增大,晶格常数与标准值相比均稍小。退火温度对薄膜平均反射率影响不明显;薄膜平均透射率随退火温度的升高先增大后减小。 相似文献
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《实验技术与管理》2013,(3):35-38
利用溶胶-凝胶法制备了氧化钒薄膜,在大气环境及400℃下、对产物进行不同时间的退火处理。利用扫描电子显微镜、X射线衍射仪、高阻仪、紫外-可见分光光度计和傅里叶红外光谱仪,对薄膜的形貌、晶态、电学和光学特性等进行了系统的分析。结果表明,退火时间明显地影响溶胶-凝胶法制备氧化钒薄膜的化学结构及光电性能:退火时间过短,薄膜中有机成分不能完全分解、并且结晶度低;退火1h时,薄膜主要成分为V2O5和VO2,此时薄膜电阻低、但光吸收性弱;退火2h以上,薄膜中的主要成分为V2O5,此时薄膜电阻变大、但光吸收性有所加强。研究了退火时间对溶胶-凝胶制备氧化钒薄膜的化学结构及光电特性的影响,揭示了相关的微观机理。 相似文献
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Increasing numbers of students with autism are being educated in mainstream schools. However, outcomes for students with autism are poor when compared to typical students and students with other developmental disabilities. In order to better understand facilitators and barriers to success at school for students with autism, research into the attitudes of key stakeholders, educators, parents, people with autism, to inclusion in mainstream schools for students with autism, was reviewed. Key themes emerging included attitudes to inclusion, the characteristics of autism and social communication in particular and interaction with the school environment, and consequent student problem behaviour. Level of knowledge and understanding of school staff emerged as the primary issue with all stakeholders identifying the need for more training. Other support needs identified included the need for structural support, resources and funding. Parents, in particular, identified the need for a collaborative approach to the education process. The findings highlight the need to translate theory into practice to increase capacity in schools to provide effective educational programmes for students with autism. 相似文献
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Michael Davies Stephen N. Elliott Kuen Fung Sin Zi Yan Nedim Yel 《International Journal of Disability, Development & Education》2018,65(1):1-21
Adjustments are considered necessary for students with disabilities to be fully included in classroom instruction, classroom assessment and external accountability tests. The 67 item Checklist of Learning and Assessment Adjustments for Students (CLAAS), translated for the Chinese community, was used by 74 teachers from Macau and Mainland China to document their application of adjustments for 319 students with special educational needs across these three settings. Results indicated consistently large gaps between adjustment use in classrooms compared with national tests, with the allowable adjustments for public testing reportedly used very little. Findings also provided evidence for the content validity of the checklist for teachers of students with disabilities in China and its utility in documenting applied adjustments. This study also indicates the potential for CLAAS to provide teachers across China with a comprehensive list of adjustments, to reflect on and review adjustment decision-making and assessment protocols for all students. 相似文献
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Many children with Asperger syndrome are not identified prior to school entry, and difficulties associated with the condition may only become evident when a child enters school. Failure to identify children with the syndrome may lead to increased risk for psychopathology, and lack of understanding of the reasons for social and communicative impairments, and the display of atypical behaviours. Therefore, there is a great need for effective screening instruments to be used with at risk children. This article reviews a number of screening instruments for Asperger syndrome and higher functioning autism spectrum disorders, and highlights the need for surveillance for the conditions among professionals who work in educational settings. 相似文献
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Rachel Johnson John R. Hegarty 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(4):479-486
Adults with learning disability pose an educational challenge for teachers and support workers. They frequently have limited skills in reading and writing, and may find it difficult to pay attention to topics of little interest to them. Nevertheless, they can be keen to use new technology, and often have hobbies and interests that are catered for on the Internet. This article describes a project aimed to highlight the advantages and weaknesses of web‐based learning for adults with learning disability, and to suggest improvements. Eight students with mild to moderate learning disability were helped to find websites related to their interests, and supported in creating multimedia work linked to those sites. Results showed the powerfully motivating effect of the websites for students, but highlighted the access difficulties posed by websites for such students. Further work in this area is needed, to develop strategies for exploiting the motivating effect of websites, and to improve the accessibility of sites for people with low literacy levels. 相似文献
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建设高质量的教育体系呼唤与之相适应的学校教育高质量的发展。立足新时代,建设高质量学校教育体系,引领中小学实现高品质发展要紧扣"四个科学":以科学理念为目,助力学校高质量发展有源可溯;以科学治理为器,保障学校高质量发展有据可依;以科学育人为本,落实学校高质量发展的根本目标;以科学评价为规,强化对学校高质量发展的激励作用。 相似文献
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Janis A. Bulgren Patricia Sampson Graner Donald D. Deshler 《Learning disabilities research & practice》2013,28(1):17-27
The Common Core State Standards for literacy in history and social studies present opportunities and challenges for teachers of and adolescents with learning disabilities (LD). In addition to reading challenges, students must engage in higher order thinking and reasoning. To provide opportunities for students to successfully respond to such challenges, teachers must have an understanding of the expectations in the Standards, and of the learning needs of students with LD. Teachers can assure success for adolescents with LD by selecting proven instructional procedures and engaging in collaboration to provide students with the supports they need. Examples of one evidence‐based practice, Content Enhancement, are provided to illustrate instructional protocols for teachers of diverse classes that include adolescents with LD. 相似文献
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Spirituality is of acknowledged and profound importance to children from mainstream school populations, but has been overlooked in respect of children with special needs. This article explores the issues related to spirituality and disabilities, and the relationship between spirituality and education for students with special needs. The following aspects are considered: (a) holistic perspectives on education for students with disabilities; (b) spirituality as an integral element of special education and interventions; and (c) implications for educational programmes for students with disabilities. This article concludes that work in addressing issues related to spirituality and the implications for working with students with disabilities need to be given serious consideration. 相似文献
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Maya Kalyanpur 《International Journal of Inclusive Education》2013,17(3):243-262
Despite government efforts to provide services for children with disabilities in line with recommendations from international aid agencies, the 2003 Census of Individuals with Disabilities found that over 90% remain unserved. This paper identifies some of the limitations of these efforts in the context of the census findings, with particular reference to the issues of under‐representation of specific groups and identification. The 2003 Education For All (EFA) programme and recent policy initiatives, the Right to Education Bill 2005, the Action Plan for Inclusion in Education of Children and Youth with Disabilities (IECYD) 2005 and the National Policy for Persons with Disabilities 2006, are examined for their responsiveness to these concerns. 相似文献
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We use three data sources to build a rationale for why intensive interventions are necessary for students with pervasive reading disabilities: current data on the performance of students with disabilities on reading achievement measures over time, observation studies on students with reading disabilities in general and special education classrooms, and findings from intensive intervention studies for students with reading disabilities. Results of these data sources indicate that students with disabilities are not making progress in reading at the same rate as students without disabilities, reading instruction for students with reading disabilities is comprised of excessive amounts of low level tasks, and findings from intensive intervention studies suggest positive impacts for students with reading disabilities. We argue that students with reading disabilities require ongoing intensive interventions that are likely to require schools to change the contexts and practices for these students. 相似文献
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Cathy Atkinson Sandra Dunsmuir Jane Lang Sarah Wright 《Educational Psychology in Practice》2015,31(2):159-173
The Children and Families Act (2014) extends statutory protections for young people with special educational needs and disabilities until age 25. Consequently the core curriculum for trainee educational psychologists (TEPs) needs to be developed beyond the current focus of work with early years and school-age children. In order to define requisite professional competencies for working with young people aged 16–25 with learning difficulties and disabilities, and mental health needs, the Delphi Technique was employed to obtain consensus amongst an expert reference group. Two rounds of an online questionnaire and a face-to-face meeting with educational psychologists (EPs) reporting expertise in working with post-16 learners enabled the identification of areas to be added to, or extended within, existing training curricula. A competency framework for EPs working with young people aged 16–25 is proposed and implications for both TEPs and practitioner EPs explored. 相似文献