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金属材料的残余应力对力学试验的影响 总被引：1，自引：0，他引：1
金属材料中残余应力对力学疲劳试验，硬度试验、冲击试验、拉伸、压缩试验都产生一定影响，尽管无法从数值上对它精确计算，但却可以对它定性地进行估算。修正和人为克服，使试验数据更精确。 相似文献
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压力容器在进行压力试验时，须先对在试验压力作用下的强度进行理论校核，合格后才能进行实际操作。通过综合分析和实例验证得出：在液压试验时，对碳素钢和低合金钢容器当PL≤0．19p、对高合金钢容器当PL≤0．1p时，则不必校核压力试验时的强度，可直接进行液压试验的实际操作；对作气压试验的容器，无论何种情况都不必校核压力试验时的强度，可直接进行气压试验的实际操作。 相似文献
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一、随机试验的要求１．重复实验时的条件必须保持不变，否则试验失去意义。２．试验可能出现的所有结果必须事先知道，否则试验结果不可估摸。３．一次试验有且只有一个结果出现，但试验前不知道会出现哪种结果。二、随机试验的结果随机试验的结果称为随机事件，其分为基本事件与复合事件。所谓基本事件，是指在随机试验中每一种可能出现的最简单的、再也不能分解的事件。所谓复合事件是指由有限个基本事件复合而成的事件，其通过基本事件以集合的运算关系形式所表示。三、随机试验的分类随机试验，按其完成的步骤来分，可划分为基本试验与… 相似文献
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我省物理学科自１９８９年起就开展了“中学物理教学目标管理”教改试验，取得了丰硕成果．在这个试验的基础上，以素质教育为指南，开展在教师指导下，学生主动探究、创造性学习活动、构建“探究导学”新的教学模式，于１９９８年１月起大面积开展“中学物理素质教育目标与导学”教改新试验，并被确定为省级重点课题，这是对我们１０年教改试验的充分肯定、也是教改试验的继续和发展．ｌ教改试验的整体思路 教改试验的目标是：面向２１世纪。落实素质教育，培养创新人才。教改试验的指导思想是迎接知识经济挑战，树立面向全体、全面发展、… 相似文献
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（本讲适合高中）“数学这门学科，需要观察，也需要试验”是著名数学家欧拉的一句名言．物理、化学和生物的试验需要仪器设备，而数学的试验只需要大脑和草稿纸．中学数学中平面几何添加辅助线的过程是最常见的试验．试验的思想和理念经常出现在各级数学竞赛中，例如，2011年全国高中数学联赛一试的数列问题，就可以通过数学试验猜测该数列的通项公式，然后，利用数学归纳法进行证明． 相似文献
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郭毅 《金陵职业大学学报》2002,17(1):56-58
采用计算机系统管理沥青混合料试验过程即建立试验数据库管理系统，是施工技术发展的一个重要方向，研制过程中的关键是设计初期对整个系统的结构、设计策略及总体设计过程的分析和确定，然后沿着该设计思路一步步具体实现，本依据沥青混合料试验过程，提出了适合本试验的微机管理系统设计思想，开发了沥青混合试验微机管理系统。 相似文献
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哈佛大学医学院的新制教育试验陈昌贵笔者在访美期间，曾有幸读到一些有关哈佛大学医学院进行新制教育试验的文章，并颇有兴趣地到该院访问，与一些对新制教育试验比较了解的人士座谈，感到深受启发，觉得有必要将其试验的情况介绍给国内的读者。一、新制教育试验的经过与... 相似文献
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Stephen Petrina 《Interchange》2004,35(1):81-126
What should be learned? How should it be organized for teaching? These seemingly simple questions are deceivingly political. Curriculum theorists are preoccupied with the politics of the first question at the expense of the realpolitik of the second. Instructional designers are preoccupied with the realpolitik of the second question at the expense of the politics of the first. I argue that conceptual distances between curriculum theory and instructional design are based on divisions of labour established during the 1960s. After decades of neglect, curriculum theorists, and specifically critical theorists, appear clueless when it comes to curriculum design and the realpolitik of their causes. When it comes to the realpolitik of practice their political causes are formless. Quite the opposite of critical theorists, instructional theorists nearly mastered the realpolitik of form but have no political causes. I argue that, to contradict the status quo of C&;I, curriculum theorists will have to dirty their hands with the realpolitik of form and instructional designers will have to clutter their heads with theory. 相似文献
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理本论是朱熹哲学思想的核心和最高范畴,也是朱熹整个学术思想的核心和理论基础。这是一个具有客观唯心主义性质和伦理本位色彩的哲学范畴。其本体论哲学的构建是通过对传统文化中儒、道、佛三家思想的全面吸收和改造而完成的。具体讲:吸收佛学本体论的思维模式并将之改造为道德本体论;吸收儒学的道德学说并将之改造为伦理本位的哲学:吸收道家的认识论思想并将之改造为伦理体验的认识论。 相似文献
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It is known by entropy theory that image is a source correlated with a certain characteristic of probability. The entropy rate of the source and ? entropy (rate-distortion function theory) are the information content to identify the characteristics of video images, and hence are essentially related with video image compression. They are fundamental theories of great significance to image compression, though impossible to be directly turned into a compression method. Based on the entropy theory and the image compression theory, by the application of the rate-distortion feature mathematical model and Lagrange multipliers to some theoretical problems in the H.264 standard, this paper presents a new the algorithm model of coding rate-distortion. This model is introduced into complete test on the capability of the test model of JM61e (JUT Test Model). The result shows that the speed of coding increases without significant reduction of the rate-distortion performance of the coder. 相似文献
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A range of sociological work has theorized neoliberal regulative regimes, suggesting the contradictions contained in the enactment of policy and foregrounding the painful effects of these processes on subjectivities produced within performative school cultures. This paper contributes to this body of work by tracing the movement of desire in teaching assistants’ subjective relations to workplace practices of remuneration. We do this through an analysis of a series of group- and individual-free associative interviews with teaching assistants working in primary schools. Drawing on a Lacanian account of the way processes of identification channel affect, as desire, through signifying chains within a discursive field, we explore the associative chains of meaning that overdetermine the subjectivities produced within performative practices of remuneration. We suggest that the complex and contradictory chains of signification embodied in the school environment constitute a space where fragile teaching assistant subjectivities reiterate previous relations to an ambiguous Other. 相似文献
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Clarence W. Joldersma 《Interchange》2008,39(1):21-47
This article explores the question: Why are students of worth? Educationally, an answer often involves a Kantian response:
They are of worth because they are always ends and never means. This response is usually connected to a notion of autonomy
interpreted as individual, rational self-determination. The article argues for a different answer. The essay begins with a
recent educational example of construing worth as rational autonomy. Meira Levinson, in her book The Demands of Liberal Education (1999), argues for a version of rational autonomy which is taken in the essay as a Kantian response to the question. The
essay then turns to Kant’s own understanding of intrinsic human worth as ends. Although the essay agrees in general with the
notion of end, it criticizes Kant’s version of rational autonomy. Instead, it argues for a notion of worth as irreplaceable
singularity. Both the critique of the Kantian answer and theessay’salternative are shaped by the philosophy of Emmanuel Levinas.
Here technical notions of “the other,” proximity and singularity are brought to bear on the question of human worth. The Levinasian
alternative, so the essay argues, better answers the question of student worth by highlighting the incomparability of the
student as a singular other. 相似文献
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吴琍华 《湘潭师范学院学报(社会科学版)》2005,27(1):38-40
高校文化的内部功能有：(1)影响成员意识和规范成员行为，(2)增强学校凝聚力，(3)调节学校内部的社会关系；外部功能有：(1)利用组织意识指导学校与环境互动，(2)利用高校文化特征树立学校形象，(3)利用特定的高校文化适应环境。高校文化的内容包括：意识体系，制度性规范，行为基本模式，象征性符号和模范人物故事和传说等。高校文化的主要特征应与各校特有专业相联系。高校文化内部传播的目的是维持学校内部统一、实现整体协调和整体运作；外部传播的目的是突出本校的文化个性，给公众留下深刻的识别印象，扩大本校对，公众的影响力。 相似文献
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古丽尼萨·恰布达尔汗 《新疆教育学院学报》2008,24(4)
本文主要讨论平移集合的最基本性质,即集合的并,合的平移性,集合的基数的平移性,集合的有界性的平移性,极值性的平移性,可数集合的平移性等问题。 相似文献
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管秀丽 《读与写:教育教学刊》2008,5(5):1-3
Theodore Dreiser is now regarded as one of the pre-eminent American realistic novelists of the first half of the twentieth century.an anatomist of the American Dream.In his great work An American Tragedy,Dreis- er exposes and criticizes mercilessly the corruption and black side of American society.The disillusionment of the American Dream is an important theme of the fiction.This paper illustrates "An American Tragedy" is the re- flection of disillusionment of the American Dream in the perspectives of the tragedy of a mortal,the tragedy of American society,and the tragedy of the American Dream. 相似文献
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Yaroslav Senyshyn 《Interchange》1998,29(4):425-437
Students have to be punished if they have made a serious transgression. Avoidance of punishment will lead to serious complications. But punishment is inseparably linked with guilt and forgiveness. The inability of individuals to forgive themselves was regarded by Kierkegaard to be an emanation of individual false pride, a kind of vanity. This type of despair, a psychological and spiritual disorder, is a serious and debilitating problem. The inability to escape this despair of forgiveness can lead to a loss of genuine humanness. Unchecked, this despair can lead to unrelatedness of self to itself and fear of the possibility of freedom. Thus the self-knowledge attainable in despair over the forgiveness of an offense would lead to what we would call a successful rehabilitation of the individual and his or her conjunct reintegration into society. Kierkegaard's ideas on punishment are interesting — historically and philosophically speaking — because they represent a softening of a harsh view of punishment by stressing the humanizing aspects of guilt and forgiveness. 相似文献
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《Educational Philosophy and Theory》2009,41(2):155-165
This paper discusses the most persistent controversial issue that occurred in Western educational philosophy ever since Socrates questioned the Sophists: the role of truth in teaching. Ways of teaching these kinds of controversy issues are briefly considered to isolate their epistemic characteristics, which will enable the interpretation of Plato and Dewey as exemplars of rationalism and empiricism regarding the role of knowledge in the curriculum and thus include their partial truths in the epistemic ethos of teaching. The consideration of pedagogy will then include the partial truths of rationalism and empiricism in the epistemic ethos of teaching by following Kant's 'Concepts without percepts are empty; perceptions without conceptions are blind'.
This claim, however, is narrowed down in two ways compatible with postmodernism and the heavy emphasis on constructionism in faculties of education. After quoting Harry Broudy's statement that the educational epistemic ethos should be domain-specific, guided by the experts' inquiry protocols in each curricular area, it is narrowed down further with Maxine Greene's explication that it should be pluralistic and lesson-specific. This epistemic ethos is not argued as a synthesis but as an aggregate of the partial truths of various epistemologies in the spirit of the postmodern doubt in any one theory of knowledge without throwing out the baby with the dirty bath water.
Finally, the streams of consciousness involved in teaching and learning good knowledge are described phenomenologically to disclose how truth can be disclosed in teaching, thereby grounding propositional knowledge, for example, ontologically in the being of the student and in the being of the world. 相似文献
This claim, however, is narrowed down in two ways compatible with postmodernism and the heavy emphasis on constructionism in faculties of education. After quoting Harry Broudy's statement that the educational epistemic ethos should be domain-specific, guided by the experts' inquiry protocols in each curricular area, it is narrowed down further with Maxine Greene's explication that it should be pluralistic and lesson-specific. This epistemic ethos is not argued as a synthesis but as an aggregate of the partial truths of various epistemologies in the spirit of the postmodern doubt in any one theory of knowledge without throwing out the baby with the dirty bath water.
Finally, the streams of consciousness involved in teaching and learning good knowledge are described phenomenologically to disclose how truth can be disclosed in teaching, thereby grounding propositional knowledge, for example, ontologically in the being of the student and in the being of the world. 相似文献