制动盘表面螺旋纹理的消除方法   总被引：1，自引：0，他引：1  

Adrián RODRíGUEZ  L.Norberto LóPEZ de LACALLE  Asier FERNáNDEZ  Stephan BRAUN 《浙江大学学报(A卷英文版)》2014,15(1):53-60

创新要点：提出以冲刷代替传统磨削过程对制动盘进行抛光;研究扶取规定表面质晕下的最优冲刷条件。  相似文献   

Semiotics from a Social Constructivist Perspective     

Stephan  Michelle  Akyuz  Didem 《International Journal of Science and Mathematics Education》2022,20(7):1499-1519

International Journal of Science and Mathematics Education - Semiotics is the study of symbols and the creation of their meaning through social interactions. In this paper, we explore more deeply...  相似文献   

Data-driven approaches to education governance and their implications     

Skedsmo  Guri  Huber  Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2022,34(1):1-4

Educational Assessment, Evaluation and Accountability -  相似文献   

Terror and the Internet     

Stephan A. Weichert Ph.D. 《广播与电子媒介杂志》2013,57(1):156-157

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Pierre de Coubertin (1863–1937) — Olympism. Selected writings     

Stephan Wassong 《Sportwissenschaft》2001,31(3):343-346

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Teaching Introductory Business Statistics Using the DCOVA Framework     

David M. Levine  David F. Stephan 《Decision Sciences Journal of Innovative Education》2011,9(3):395-400

Introductory business statistics students often receive little guidance on how to apply the methods they learn to further business objectives they may one day face. And those students may fail to see the continuity among the topics taught in an introductory course if they learn those methods outside a context that provides a unifying framework. The DCOVA problem‐solving framework that presents discrete steps to define, collect, organize, visualize, and analyze data addresses these concerns while helping to enhance the perceived value of taking statistics courses.  相似文献   

Building face,construct, and content validity through use of a modified Delphi: adapting grounded theory to build an environmental field days observation tool     

Joe E. Heimlich  Stephan P. Carlson  Martin Storksdieck 《Environmental Education Research》2011,17(3):287-305

Environmental field days offer a distinct opportunity to connect students with science and the environment. The literature on field days, informed by research on field trips, provides a framework for best practices. If there are best practices, however, then presence or lack of the practice should have a discernable impact on the outcomes of the field day and should be measurable and some of them should be observable. The Delphi process was modified to ground the theory and to end the Delphi using a subset of the panel in a face‐to‐face meeting to move from consensus to instrument construction. This paper describes the process and shows a summary of the findings of each of the rounds of the Delphi. The use of a Delphi method for determining consensus around the validity of the theory emerging from the research and literature on field days was appropriate and shows that this type of testing against grounded theory can prove useful for building measures to test the emergent theoretical constructs. Modifying the Delphi to focus on the theoretical constructs emerging from the initial analysis allowed the process to function as a true Delphi and eliminated the long process of construct identification.  相似文献   

Acceleratory match-play demands of a Super Rugby team over a competitive season     

Shaun M. Owen  Rachel E. Venter  Stephan du Toit  Wilbur J. Kraak 《Journal of sports sciences》2015,33(19):2061-2069

The match-play demands of rugby union have increased over time, and these demands should be quantified so as to provide a basis for optimal player loading during training. The primary aim of this article was to quantify accelerations, decelerations, impacts and aggregated body demands during the first half of match-play in a Super Rugby team. The secondary aim was to determine whether these characteristics are position-specific. Thirty-three players were monitored for 14 matches using global positioning system units with inbuilt microtechnology. Players were grouped according to positional roles and data were analysed for those who completed the entire duration of the first half of a given match. Forwards sustained more (d = 0.44) high-intensity impacts and greater (d = 0.26) aggregated body demands, while backs had more moderate (d = 0.55) and heavy accelerations (d = 0.76), and moderate (d = 0.23) and heavy decelerations (d = 0.54). These differences suggest that conditioning and recovery strategies should reflect the physical demands placed on players in different playing positions. Forwards should be conditioned with a focus on impacts and require longer recovery for the same duration of playing time, whereas conditioning for backs should emphasise rapid accelerations and decelerations.  相似文献   

Taking away and determining the difference—a longitudinal perspective on two models of subtraction and the inverse relation to addition     

Christoph Selter  Susanne Prediger  Marcus Nührenb?rger  Stephan Hu?mann 《Educational Studies in Mathematics》2012,79(3):389-408

Subtraction can be understood by two basic models—taking away (ta) and determining the difference (dd)—and by its inverse relation to addition. Epistemological analyses and empirical examples show that the two models are not relevant only in single-digit arithmetic. As curricula should be developed in a longitudinal perspective on mathematics learning processes, the article highlights some exemplary steps in which the inverse relation is discussed in light of the two models, namely mental subtraction, the standard algorithms for subtraction, negative numbers and manipulations for solving algebraic equations. For each step, the article presents educational considerations for fostering a flexible use of the two models as well as of the inverse relation between subtraction and addition. In each section, a mathe-didactical analysis is conducted, empirical results from literature as well as from our own case studies are presented and consequences for teaching are sketched.  相似文献   

The acceptability of lies: A comparison of Ecuadorians and Euro-Americans     

Marisa Mealy  Walter Stephan  I. Carolina Urrutia 《Int J Intercult Relat》2007,31(6):689-702

This study examined differences between Ecuadorian and Euro-American college students in the perceived acceptability of lies. Six different lie domains were examined: flattery, impression management, conflict avoidance, enhancement of others’ self-esteem, self-aggrandizement, and instrumental lies. Overall, Euro-Americans rated lies as more acceptable than Ecuadorians. In both cultures, lies motivated by a desire to benefit others were considered to be more acceptable than lies that primarily benefited the self. Additionally, lying to the outgroup was perceived as being more acceptable than lying to the ingroup. These results were interpreted in light of the findings that Ecuadorians scored higher on measures of uncertainty avoidance and power distance, whereas Euro-Americans scored higher on levels of independence. The implications of these findings for intercultural relations and future directions for research are discussed.  相似文献