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Elastic buckling of end-loaded, tapered, cantilevered beams with initial curvature
Wilson, James F.,Strong, Daniel J. Techno-Press 1997 Structural Engineering and Mechanics, An Int'l Jou Vol.5 No.3
The elastic deflections and Euler buckling loads are investigated for a class of tapered and initially curved cantilevered beams subjected to loading at the tip. The beam's width increases linearly and its depth decreases linearly with the distance from the fixed end to the tip. Unloaded, the beam forms a circular are perpendicular to the axis of bending. The beam's deflection responses, obtained by solving the differential equations in closed form, are presented in terms of four nondimensional system parameters: taper ratio ${\kappa}$, initial shape ratio ${\Delta}_0$, end load ratio f, and load angle ${\theta}$. Laboratory measurements of the Euler buckling loads for scale models of tapered initially straight, corrugated beams compared favorably with those computed from the present analysis. The results are applicable to future designs of the end structures of highway guardrails, which can be designed to give the appropriate balance between the capacity to deflect a nearly head-on vehicle back to its right-of-way and the capacity to buckle sufficiently that penetration of the vehicle may be averted.
Liu Shujie,Xu Xianxuan,Stronge James 서울대학교 교육연구소 2018 Asia Pacific Education Review Vol.19 No.4
This study employed survey research in China to investigate the relationships among teacher evaluation, teacher self-efficacy, and teacher job satisfaction, while controlling for demographic variables. Four hundred and twenty-five teachers from a medium-sized city in Heilongjiang Province participated. The study examined the teachers’ perceptions regarding using student achievement data in evaluation, finding mixed views about the inclusion of student scores, consistent with many recent studies on teacher evaluation reforms. Principal component analysis was conducted on the perception data and three factors emerged. The three factors were used in hierarchical multiple regression analyses and, in addition, three variables of teacher self-efficacy (i.e., efficacy for student engagement, efficacy for instructional strategies, and efficacy for classroom management) also were included in the analyses. The analyses found that (a) teachers’ perceptions of their evaluation have a significant explanatory power on their job satisfaction, and (b) when their perceptions of evaluation are controlled, teachers’ self-efficacy can explain additional variance in teachers’ job satisfaction. Specifically, teachers’ self-efficacy for student engagement was significantly predictive. Implications for educational policymakers and practitioners in light of enhancing teacher job satisfaction and developing rigorous teacher evaluation are discussed.
Shujie Liu,Caixiang Liu,James Stronge,Xianxuan Xu 서울대학교 교육연구소 2016 Asia Pacific Education Review Vol.17 No.1
Two research questions guided this study of teacher selection: (a) What characteristics do Chinese principals look for when hiring teachers? And (b) what is the effect of participants’ gender, experience, or school location on perceived characteristics of effective teacher candidates in hiring? Both interviews and a questionnaire survey were used to collect data from a southwest city of Shandong Province, China. In this mixed design study, quantitative results were consistent with the qualitative results. Additionally, the study results are intended to help readers better understand school principals’ perceived characteristics of effective teachers in a Chinese context and provides a framework for future comparative research between China and the USA.