共查询到20条相似文献，搜索用时 156 毫秒
1.
型钢混凝土转换梁以其优越的受力性能、经济效益等综合效益得到广泛的应用,但同时也存在着施工复杂且危险性大、控制难度大等问题。以具体工程为研究背景,采用理论分析、模拟分析等分析方法,从不同角度分析了托柱转换梁的施工受力安全性,并提出了大跨度梁的起拱位置及高度,其研究方法与结论可为类似工程的设计及施工提供参考。 相似文献
2.
严魁 《湖南第一师范学报》2013,(4):116-121
汽车翻译文本是阐述性信息文本,其翻译以实现传递信息为主。根据汽车翻译文本的功能和语言特征,在具体的翻译过程中,利用卡特福德翻译转换理论提出的层次转换和范畴转换（包括结构转换,词类转换,单位转换与内部体系转换）等策略,可以有效化解不同语言间相互转换的困难,有助于译者将源语文本所表达的信息内容准确无误地翻译出来。 相似文献
3.
彭少清 《南通职业大学学报》1997,(4)
按GB1158—80规定,平板平面度误差定义为“包容实际表面,且距离为最小的两平行平面的距离为△。”由于满足最小条件的平面度误差的评定基准是预先未知的,还要经过烦琐的“基准转换”过程才能获得最大平面度的最小值。因此,在实际中常用对角钱法来评定平面度误差。 对角线法是JJG117—78《平板检定规程》所规定的方法之一。它规定的理想平面A_0通过一条对角线平行,然后把各点所测得的数据向A_0平面转换,得到以A_0为基准的新的数据,从而求出最大平面度。 相似文献
4.
石少玉 《中学课程辅导(初一版)》2007,(11):39-39
角的度量单位是度、分、秒，把一个平角180等分，每一份就是一度的角，1度记作1°；把1°的角60等分，每一份叫做一分的角，记作1′；把1′的角60等分，每一份叫做1秒的角，1秒记作1″．角的度量单位是六十进位。即1°=60′，1′=60″． 相似文献
5.
6.
圆度误差的快速傅立叶变换分析 总被引：1，自引：0，他引：1
回转零件正截面轮廓的圆度误差可以视为周期函数。对正截面轮廓等角度间隔采样获得的数据点,可进行离散傅立叶变换(DFT)。通过对数据点序列的快速傅立叶变换(FFT)结果加以分析,可以发现隐藏在圆度误差信号中的各种频率成分。文章首先简要介绍了圆度误差的数学模型,然后分析了各种频率成分对圆度误差的影响。最后提出了圆度误差计算的新方法。 相似文献
7.
文学翻译不是简单的语码转换,而是不同文化间的对话,文化间又存在差异性,导致了翻译中的文化误读。以葛文浩的《丰乳肥臀》英译本为例,分析文学翻译中的文化误读,并从接受美学角度阐释文化误读存在的必然性。 相似文献
8.
9.
语码转换作为语言接触的一种常见现象,一直得到很多研究领域的重视。很多语言学家从不同角度研究了语码转换,研究的背景也各不相同。本文旨在从社会动机的角度,以外资企业为背景,探讨其双语中国员工语码转换的社会动机。主要以 相似文献
10.
常用串口通信标准种类繁多，系统设计者必须解决不同串行接口标准之间的转换问题。业界常用串口分为同步串口和异步串口。该文以常用DSP芯片的McBSP同步串口与UART异步串口之间的转换为例，探讨以CPLD来实现串行接口标准之间相互转换的低成本方案，并详细论述了该方案的软、硬件实现。该方案硬件连接简单，成本低廉，软件编程方便，可用于DSP与PC机间的串行通信等工程场合。 相似文献
11.
Kevin C. Moore 《Educational Studies in Mathematics》2013,83(2):225-245
I discuss a teaching experiment that sought to characterize precalculus students’ angle measure understandings. The study’s findings indicate that the students initially conceived angle measures in terms of geometric objects. As the study progressed, the students formed more robust understandings of degree and radian measures by constructing an arc length image of angle measures; the students’ quantification of angle measure entailed measuring arcs and conceiving multiplicative relationships between a subtended arc, a circle’s circumference, and a circle’s radius. The students leveraged these quantitative relationships to transition between units with a fixed magnitude (e.g., an arc length’s measure in feet) and various angle measure units, while maintaining invariant meanings for angle measures in different units. These results suggest that quantifying angle measure, regardless of unit, through processes that involve measuring arc lengths can support coherent angle measure understandings. 相似文献
12.
杜映岚 《江西教育学院学报》2012,33(1):191-192
《普通高中课程标准实验教科书英语》（New Senior English For China）从内容安排、编排体系到采用的教学方法和练习的设计等方面都努力体现《普通高中英语课程标准》规定的课程性质和理念。新的高中英语课程标准倡导教师结合教学实际,灵活、有创造性地使用教材,积极开发和利用各种课程资源,使学生从不同渠道、以不同方式接触和学习英语。 相似文献
13.
Floating is the act of staff moving from one unit to another based on the needs of the patients in a hospital. Many staff who float to different units express negative feelings, including anxiety and lack of self‐efficacy. However, floating is an economical and efficient method to use staff across the hospital, especially with current staffing shortages in the United States. This study investigated how the use of mobile performance support devices may help reduce anxiety and increase self‐efficacy for staff who float to different units. With access to multiple resources available on mobile devices, Bandura's social learning theory and self‐efficacy concept set the framework through modeling, observing, and imitating others in order to reproduce certain behaviors and tasks and believe in one's capability to perform. A quantitative study incorporating the retrospective pretest‐posttest design was conducted using the population of float staff, both nurses and respiratory therapists, from Children's Medical Center of Dallas. Both the State‐Trait Anxiety Inventory and General Self‐Efficacy Scale, along with a basic demographic tool, were used to explore anxiety and self‐efficacy in relation to the use of mobile performance support devices. Findings can be used to alleviate the negative feelings of staff toward the idea of floating. 相似文献
14.
Sewage source heat pump unit operates under partial load most of the time, and study on the law of coefficient of performance (COP) of the unit varying with load ratio can provide basis for the heat pump units running in high efficiency. A mathematical model determining COP, evaporation temperature and condensation temperature of a single unit was proposed. Under the condition of uniform load distribution, the model was established according to different ways of bearing partial load with the same type multiple units but different parallel operation models, and the operation characteristics of units were analyzed as well. Results show that the single screw water-source heat pump can maintain high COP only at 60%—100% load ratio, COP decreases sharply with the decrease of load ratio, and the units with parallel operation are controlled by the load ratio of a single unit according to the reduction of total load which can keep the average COP at high level within a wide load range. 相似文献
15.
16.
Therese Ferguson 《Environmental Education Research》2008,14(5):559-577
In cases where environmental education is institutionalised within schools, the curriculum can affect what and how students learn about ‘nature’ and the ‘environment’. In Jamaica, schools are considered important settings for environmental education; the curriculum therefore includes environmental issues. Using content analysis, representations of ‘nature’ and the ‘environment’ in the nation’s primary level Curriculum Guides were examined. Findings indicate that although many units emphasise an anthropocentric view of nature, this is tempered by depictions of nature’s fragility and, in some instances, nature’s ‘divine’ dimensions. Several curricular units also facilitate student’s creative engagement with nature, allowing for multiple views of the natural world. 相似文献
17.
This article provides an extended, comprehensive example of how teachers, schools, districts, and external factors (e.g., parental pressure and policy mandates) shape curriculum research in the U.S. It retrospectively examines how three different middle school curriculum units were implemented and scaled‐up in a large, diverse school system. The curriculum materials were cognitively based, hands‐on, guided inquiry units; each focused on a different “big idea” in science. The units met some criteria for instructional strategies rated by the Project 2061 Curriculum Analysis. Using evidence‐based decisions, two of the units were found to be effective and equitable, and went to scale, but one was not effective. However, the course of scale‐up was also affected by a changing policy climate, and proceeded in unpredictable ways, with small scale effects not found at large scale, and experienced teachers less effective than inexperienced teachers. Four years after funding ended, none of the units were sustained within the school district. The interactions between the demands of the units and of the school district's policy environment suggests reasons why this occurred, despite evidence that two of the units were successful with diverse learners. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 305–332, 2012 相似文献
18.
Deanna de Zilwa 《Higher Education》2007,54(4):557-574
This study explores connections between the organisational culture and values of academic units in Australian universities
and their efforts to adapt to external environmental pressures. It integrates empirical findings from case studies with theories
of organisational culture and values and adaptation. It identifies seven dimensions of academic unit’s organisational culture
and values that influenced how case study academic units adapted. Then patterns of heterogeneity and homogeneity within these
dimensions are noted and their associations with different modes of adaptation are discussed. 相似文献
19.
John Olive Günhan ?a?layan 《International Journal of Science and Mathematics Education》2008,6(2):269-292
This study examines 8th grade students’ coordination of quantitative units arising from word problems that can be solved via
a set of equations that are reducible to a single equation with a single unknown. Along with Unit-Coordination, Quantitative
Unit Conservation also emerges as a necessary construct in dealing with such problems. We base our analysis within a framework
of quantitative reasoning (Thompson, 1988; 1989; 1993; 1995) and a theory of children’s units-coordination with different
levels of units (Steffe 1994) that both encompass and are extended by these two constructs. Our data consist of videotaped
classroom lessons, student interviews, and teacher interviews. Ongoing analyses of these data were conducted during the teaching
sequence. A retrospective analysis using constant comparison methodology was then undertaken during which the classroom video,
related student interviews, and teacher interviews were revisited many times in order to generate a thematic analysis. Our
results indicate that the identification and coordination of the units involved in the problem situation are critical aspects
of quantitative reasoning and need to be emphasized in the teaching-learning process. We also concluded that unit coordination
and unit conservation are cognitive prerequisites for constructing a meaningful algebraic equation when reasoning quantitatively
about a situation. 相似文献
20.
Can extended opportunities for self-assessment over time help students develop the capacity to make better judgements about their work? Using evidence gathered through students' voluntary self-assessment of their performance with respect to assessment tasks in two different disciplines at two Australian universities, the paper focuses on the effects of sequences of units of study and the use of different types of assessment task (written, oral, analysis, and project) in the development of student judgement. Convergence between student criteria-based gradings of their own performance in units of study and those allocated by tutors was analysed to explore the calibration of students' judgement over time. First, it seeks to replicate analyses from an earlier smaller-scale study to confirm that students' judgements can be calibrated through continuing opportunities for self-assessment and feedback. Second, it extends the analysis to coherently designed sequences of units of study and explores the effects of different types of assessment. It finds that disruptive patterns of assessment within a sequence of subjects can reduce convergence between student and tutor judgements. 相似文献