Voids formed from solidifying tin particles in solid aluminium

In this study, voids commonly associated with tin particles in two aluminium alloys containing microalloying additions (0.01 at.%) of tin have been observed by transmission electron microscopy. The voids were generated by quenching the alloys at moderate rates (10²–10³ K s^?1) from a temperature (718 K) in excess of the melting temperature (501 K) of elemental tin in tin–microalloyed aluminium. Estimates of the void volume as a function of the volume of the associated tin particle reveal a linear relationship consistent with the excess volume resulting from the solidification of the tin particle. The formation and stabilisation of shrinkage voids in metallic alloys are suggested to arise from a combination of high vacancy supersaturation, the large volumetric misfit strain of the solidifying tin particle and a reduction in void surface energy associated with segregation of alloying elements.     

Characterization of quasicrystalline primary intermetallic particles in Mg?8wt%Zn?4wt%Al casting alloy

The quasicrystal structure of primary intermetallic particles found in the ascast microstructure of a permanent mould-cast Mg-8wt%Zn-4wt%Al alloy has been characterized using transmission electron microscopy. Most primary intermetallic particles have an average composition of Mg     

马克思著述知多少?--从"书志学"方面进行的清理、考证与统计

对于像马克思这样从少年时代便开始写作、毕生最善于用文字表述其对世界的理解和看法的思想家,其留下的文本及其相关文献是我们诠释其思想虽非唯一但的确是非常重要的依凭[2];而从总体上对其著述进行比较清楚的梳理和尽可能准确的统计,将有助于从宏观上把握思想家写作的特点、文体的类型、文本的曲折历程和思想被接受的种种复杂情形,是文本研究中一项必不可少的工作.     

Task‐ and self‐related pathways to deep learning: The mediating role of achievement goals,classroom attentiveness,and group participation

Background The expectancy‐value and achievement goal theories are arguably the two most dominant theories of achievement motivation in the contemporary literature. However, very few studies have examined how the constructs derived from both theories are related to deep learning. Moreover, although there is evidence demonstrating the links between achievement goals and deep learning, little research has examined the mediating processes involved. Aims The aims of this research were to: (a) investigate the role of task‐ and self‐related beliefs (task value and self‐efficacy) as well as achievement goals in predicting deep learning in mathematics and (b) examine how classroom attentiveness and group participation mediated the relations between achievement goals and deep learning. Sample The sample comprised 1,476 Grade‐9 students from 39 schools in Singapore. Methods Students' self‐efficacy, task value, achievement goals, classroom attentiveness, group participation, and deep learning in mathematics were assessed by a self‐reported questionnaire administered on‐line. Structural equation modelling was performed to test the hypothesized model linking these variables. Results and conclusions Task value was predictive of task‐related achievement goals whereas self‐efficacy was predictive of task‐approach, performance‐approach, and performance‐avoidance goals. Achievement goals were found to fully mediate the relations between task value and self‐efficacy on the one hand, and classroom attentiveness, group participation, and deep learning on the other. Classroom attentiveness and group participation partially mediated the relations between achievement goal adoption and deep learning. The findings suggest that (a) task‐ and self‐related pathways are two possible routes through which students could be motivated to learn and (b) like task‐approach goals, performance‐approach goals could lead to adaptive processes and outcomes.     

工作场所欺负的内容结构与测量

采用实证研究的方法对中国文化背景下工作场所欺负（workplace bullying）的内容结构及其测量进行了研究。通过自行研制的工作场所欺负内容问卷,对全国7个城市750名企业员工进行问卷调查,获得了436份有效问卷。探索性因素分析（N=229）表明,我国工作场所欺负内容由人身攻击、工作压制和社会排斥三个维度构成。三因素模型在验证性因素分析（N=207）中得到了较好地验证。内部一致性分析和回归分析的结果也表明,基于我国文化背景下编制的工作场所欺负问卷具有较好的信度和效度,其对员工情感承诺和离职意向等具有一定的预测作用。     

G.E.摩尔的问题意识

哲学的产生和发展总是与思想者对问题的探求紧密相连。在现代西方哲学和伦理学的发展历程中,哲学家和伦理学家对问题的发掘和探究尤为明显。作为现代西方元伦理学的开创者,G.E.摩尔(G.E.Moore)即表现出了强烈的问题意识,他以问题为契机展开其伦理学体系的理论进程;这一点对我们具有重要的借鉴意义。综观摩尔的伦理学,给人留下深刻印象的地方主要有两点,即问题和分析。摩尔伦理学研究的突出特色首先表现在他对问题的重视上。经粗略统计,摩尔在《伦理学原理》一书中至少提出了114个问题(当然包括那些重复的提问),或者说至少有114处采取了疑…     

未完成的文本如何表述思想?——对《德意志意识形态》写作过程的考察

面对历史文本,只有深入研究留存下来的那些宝贵材料,尽可能客观地理解和再现作者当时的写作语境和曲折过程,才能使对其思想所进行的阐释、概括和评价有一个坚实的基础。该文根据作者收集到的资料,结合自己的分析和判断,对《德意志意识形态》写作过程进行了详细的勾勒和梳理。结论是:它不是一部计划中的、完整的著述,即事先并没有经过十分严密的通盘考虑和筹划,而是由多个事端引发,写作计划和框架结构几经变动、更改,由若干写法不同、篇幅长短不均的章节所组合而成的相当松散的著述,并且最终也没有全部完成并出版。这种状况表明,长期以来不考证这一文本的写作过程、刊布情形、版本源流,只是凭借由别人编辑而成的、俨然是一部“完整”的著述就对其内容进行解读,甚至单纯根据其中的只言片语便对其思想进行概括和评论,会造成多少误读和歧解!而现在是改变这种研究状况的时候了。     

来源记忆与年老化

来源记忆不同于项目记忆,它更容易受年老化的影响,与这一现象有关的因素既有生理的又有心理的,前额皮层功能老化是影响老年人来源记忆的生理因素,而注意分配困难以及记忆加工困难是影响老年人来源记忆的两个重要心理因素。     

青少年自我意识的功能结构及测评的研究

研究者认为自我意识是个体对自己及与周围环境的关系诸方面的认识、体验和调节的多维度、多层次的心理功能系统;并参考国内外相关的自我意识理论和量表,以城市中学生为被试,经过三个步骤,采用《青少年自我意识量表》,对青少年自我意识的心理结构进行了探索性和验证性研究。研究结果表明：青少年自我意识的功能结构基本可以分为三个维度八个因素（即体貌评价、能力评价、品德评价、自尊感、自信感、自觉性、情绪自控、自制力与坚持性）;自编《青少年自我意识量表》包括个人因子共38个项目;该量表的内部一致性信度和分半信度比较高,也具有较好的结构效度。