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141.
Scratch test and friction test were performed to evaluate the internal and external interface behaviors of TiAlSiN coating, respectively. The critical compressive and shearing stress of coating failure during scratch test were calculated and the values are 30.84 MPa and 4.98 MPa respectively. The average friction coefficients of TiAlSiN coating against 2Cr12Ni4Mo3VNbN steel are 0.70 (sliding speed 50 m/min), 0.63 (sliding speed 100 m/min), and 0.81 (sliding speed 150 m/min). The elements diffusion was analyzed by EDS. Al and Si element of coating material diffuse to the steel disc, except Ti element. The oxidation decreases with the increase of sliding speed, but the adhesion increases with the increase of sliding speed. More Al element diffuses to the steel disc at the high sliding speed, but the diffusion of Si element keeps almost constant at different sliding speeds. 相似文献
142.
冲突是家族企业最突出的特征之一,家族企业内部冲突问题持续得到学者的关注,成为家族企业研究领域中发展最快的其中一个问题。通过对公开发表的40篇国外研究文献的系统梳理,总结了国外家族企业内部冲突研究的成果,清晰地呈现其研究方向,最后对该领域未来的研究趋势进行了展望,以期为国内的相关研究提供借鉴。 相似文献
143.
质量管理体系评审是组织的最高管理者评价质量管理体系的适宜性、充分性、有效性和效率的重要方式,是质量管理体系改进循环中最高层次、非常重要的活动。基于ISO9000标准,以兰州石化职业技术学院为例,探讨了高职院校质量管理体系评审的方法,给出了高职院校有效进行质量管理体系评审的实施模式和方法。 相似文献
144.
不赞同言语行为是威胁面子行为,其调节策略可以缓和其语力.基于Muntigl & Tumbill(1998)的不赞同言语行为的调节策略模式,试图总结归纳汉语不赞同言语行为的调节模式,以期深刻理解汉文化背景下的不赞同言语行为. 相似文献
145.
目前有关同一性测量的研究,根据其理论依据的不同可以分为两种取向:一是以玛西亚理论为基础,在探索与承诺两维度下的不断延伸与补充;一是以新的同一性理论如认同风格理论、认同资源理论、认同过程理论等为依据的测量。虽然,其理论点与测量重点不同,但他们的相互配合和补充更能解释青少年同一性形成过程中的不同方面的问题。 相似文献
146.
Julie P. Martin Nathan Hyungsok Choe Jared Halter Margaret Foster Jeffrey Froyd Maura Borrego Erica R. Winterer 《科学教学研究杂志》2019,56(4):440-464
Numerous national reports have identified the importance of significantly improving pathways that begin with Latinx students enrolling in 2-year institutions and ultimately completing baccalaureate degrees in STEM fields at 4-year institutions. Many programs using multiple interventions have been designed, implemented, and studied to achieve this goal. To synthesize what has been learned from studies of these programs, this article presents a systematic review of published studies of programs designed to support Latinx student success in 2-year institutions and successful transfer to 4-year institutions, particularly for STEM majors. A total of 49 quantitative, 9 qualitative, and 16 mixed-methods studies published as reports, articles, or dissertations since 1980 were identified that met the criteria for the review. Studies covered a wide range of interventions, including mentoring, counseling, advising, study groups, tutoring, scholarships, orientations, career services, undergraduate research, articulation agreements, and transfer programs. Individually, these studies report positive influences on student success outcomes, including 2- and 4-year graduation, transfer to a 4-year institution, retention, and success in individual courses. However, the number of qualifying studies was surprisingly small, considering the importance of improving success of Latinx students and the length of time during which the problem has been repeatedly emphasized. Few interventions have been undertaken from explicitly assets-based perspectives or theoretical frameworks. The lack of explicit frameworks underlying interventions—combined with a sole/primary focus on students—suggests many interventions were approached from a deficit-based perspective. Further, the study found no pattern of replication studies that might confirm effectiveness of potentially promising interventions. Based on our analysis of evaluations presented in the studies, it does not appear that the research community has developed agreed-upon methods to evaluate commonly agreed-upon outcomes. Finally, no intervention has been sufficiently supported that widespread implementation could be recommended. 相似文献
147.
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149.
Qilong Zhang 《Asia-Pacific Journal of Teacher Education》2019,47(1):18-31
For over three decades, the discourse of quality has permeated the field of research, and there has been increasing policy interest for research assessment. In light of three conceptual perspectives and relying on a systematic literature review, this paper explores four non-traditional dimensions of criteria for assessing the quality of research on initial teacher education (ITE). The four dimensions are: innovative research questions; use for practice; research capacity building; and contribution to platforms and protocols. Covering empirical ITE research articles of Australia and New Zealand from January 2005 to October 2017, the review reveals that the majority of the articles meet most of the new criteria, which shows a different picture to that viewed through the traditional lens of research quality. The review is not intended to provide a ready-to-use framework for quality assessment of research on ITE but to exemplify the possibility that a long-contemplated, unconventional perspective on quality of research on ITE can be operationalised. 相似文献
150.
The Teacher Behavior Inventory: validation of teacher behavior in an interactive lecture environment
Siti Nurma Hanim Hadie Asma’ Hassan Saiful Bahri Talip Muhamad Saiful Bahri Yusoff 《Teacher Development》2019,23(1):36-49
Students’ rating of teacher behaviors provides valuable information on teaching improvement and instructional quality. Unfortunately, there is a lack of new validated instruments for measuring teacher behaviors. The Teacher Behaviors Inventory is an old inventory that was initially developed to measure teaching behaviors as regards lecture-based instructions, which is effected through the use of low-inference items. The aim of this study was to assess its continued suitability in the present educational setting by examining its construct validity and internal consistency through the lens of one lecturer’s teaching behaviors, as rated by 527 students after six interactive lectures. The variables evaluated, as mentioned above, were achieved after an items removal process, which resulted in a 32-item version. Apart from being valid and reliable, this condensed version allows for immediate assessment of teaching behaviors after an instruction session as the rating procedure is now more straightforward and less time-consuming, and also enables a reduction in rating errors. Therefore, the 32-item format serves as a practical diagnostic feedback tool in the present educational arena, permitting a longitudinal teaching behavior assessment to enhance teachers’ professional development. 相似文献