提高建筑工程质量事故分析课程教学质量的探索

建筑工程质量事故分析课程涉及面广,实践性强,理论分析和实践教学是建筑工程质量事故分析课程的重要组成部分,在理论知识能力培养的基础上,加强实践教学的质量对提高建筑工程质量事故分析这门课的教学效果具有重要的意义。     

钻孔灌注桩常见事故的处理与建议

桩基质量取决于勘察、设计、施工等许多因素,稍有不慎就有可能造成质量事故。对质量事故的分析处理是否正确,往往影响建（构）筑物的安全使用,工程造价及工期,严重的甚至炸毁整幢建筑物理。     

建筑施工中产生裂缝的原因和预防

施工项目质量问题的分析,是正确拟定质量事故处理方案的前提,是明确质量事故责任的依据。为此,要求对质量问题的分析力求全面、准确、客观;对事故的性质、危害、原因、责任都不能遗漏。要有科学的论证和判断、言之有理、论之有据,方能达到统一认识的目的。     

浅谈加强水利工程管理的措施

当前水利工程质量总体水平虽有提高,但质量问题仍然不少,质量事故时有发生.质量是水利工程的生命线.如何采取有效措施,提高水利工程质量是当前重要课题之一.     

给排水施工的质量控制与问题处理

在给排水工程施工中加强质量控制,可以很好的预防质量事故的发生.给排水施工质量控制策略不仅涉及人、材、物,还涉及到时间和空间,任何一个环节的疏漏都会影响到工程的质量,它是一项全面而细致的工作,它贯穿于工程的整个过程.对给排水系统施工项目的产品实现过程进行全过程的控制和管理,可以很好的预防质量事故的发生.     

论工程事故问题的预防及处理

介绍土建工程施工项目质量问题及必须采取有效措施,对常见的质量问题事先加以预防,对出现的质量事故应及时进行分析和处理.     

房屋建筑的质量鉴定与加固处理

以某住宅小区质量事故处理为基础,提出工程质量事故的鉴定、加固处理方法,以满足建筑物的质量要求。     

建筑工程质量事故的影响因素及分析

近几年,建筑工程质量问题十分突出,建筑物倒塌事故时有发生,不仅给人民生命财产带来极大危害,而且是社会不和谐的重要因素.工程质量事故的发生不是偶然的,有其潜在的许多因素.建筑工程质量涉及面广,事故原因从立项、报批、工程招标、设计、施工等建设各阶段以及与工程管理有关的建设单位、承包单位、设计单位、监理单位等均有关系.对影响建筑质量事故的因素进行分析与研究,避免建筑工程质量事故的发生,一直是我们建筑工作者研究与探讨的问题.本文主要对影响建筑工程质量事故的因素进行分折与探讨.     

强夯地基处理法在冬期施工中的应用

冬期施工所采取的技术措施,是以气温作为依据的。在冬期施工中,长时间持续负低温、大的温差、强风、降雪和反复的冻融,经常造成建筑施工的质量事故。冬期发生质量事故往往不易觉察,到春天解冻时,一系列质量问题才暴露出来。据资     

怎样预防高层建筑施工裂缝的措施

桩基是决定建筑物质量的关键因素,通过分析桩基质量事故的主要原因、处理方法,阐述预防高层建筑施工裂缝的措施。     

质的研究在儿童人格结构研究中的意义

在儿童人格结构研究领域,量的研究一直占据支配地位。但是,量的研究方法自身的缺陷有时难以充分表现儿童的某些人格特质。而质的研究则因重视研究的现场性、细节性、描述性和全面性而越来越显示出勃勃生机。本文主要论述了量的研究和质的研究这两种研究范式在儿童人格结构研究中的作用,探讨了质的研究对儿童人格结构研究的必要性。     

论心理学中量与质的研究

量的研究促进了科学心理学的诞生，并取得了丰硕的成果，但其自身也有难以克服的障碍。质的研究比较深入细致、全面，进行了动态的考察。但却具有主观主义的倾向。两者在理论基础、认识路线、主体的参与程度、研究程序和逻辑以及资料特点和收集方式上都存在着差异，既有区别又相互补充。把量的与质的研究结合起来是心理学研究的必然要求。     

Learning Approaches in the Architectural Education and the Role of Students’ Habitus: Case Study Pakistan

This study seeks to explore the impact of social upbringing on architectural learning. The theory of “habitus” helps to understand how students’ personality dispositions might affect the way they approach learning in the “field” of architectural education. The notions of learning approaches and knowledge codes in literature are used to develop a framework for the study that helps to explore the field of architectural education. It is a qualitative study, conducted through semi-structured interviews with 44 students in 10 architecture schools in Pakistan. Interviews explored students’ habitus as well as their learning approaches, later explored through the framework developed in the study. Interviews are transcribed and coded using Nvivo 12. A detailed analysis explores the connection between habitus and learning approaches and finds out that habitus plays a major role in determining the way students approach learning in Architecture, with most cultivated habitus students showing a deep learning approach.     

A 15‐Year Content Analysis of Three Qualitative Research Traditions

The authors conducted a qualitative content analysis on the consistency, rigor, and methodological identity of 83 phenomenological (n = 44), grounded theory (n = 25), and consensual qualitative research (n = 14) articles published between 2002 and 2016. The results indicate a distinct pattern of qualitative research practices in professional counseling.     

质的研究——教育研究方法的一种新视角

随着人类认识能力和哲学方法论的发展变化,教育研究方法在人文化和综合化中逐步成熟。本文拟从＂质的研究＂的涵义、社会起源、特征、优势与不足、发展走向及其与＂定性研究＂的联系与区别层面一一阐述,以求对＂质的研究＂这一范式有更科学的认识与理解。     

关于大众化高等教育质量评估的思考

随着我国高等教育大众化进程，高等教育质量保证越来越为人们所关注．实践证明．质量评估是质量保证的有效手段．大众化伴随着多样化，大众高等教育的质量是一个多层面、多样化的概念．与多样化的质量内涵相应，质量评估也应当从单一走向多元，实现评估主体、评估内容、评估指标体系、评估方式的多元化．     

Teaching computer-assisted qualitative data analysis to a large cohort of undergraduate students

Qualitative research is increasingly being conducted with the support of computer-assisted qualitative data analysis software (CAQDAS), yet limited research has been conducted on integrating the teaching of CAQDAS packages within qualitative methods university courses. Existing research typically focuses on teaching NVivo to small groups of postgraduate (primarily doctoral) students and mostly take the form of reflections of the trainers. In 2011, we implemented the teaching and use of a CAQDAS package, NVivo, within a large third-year undergraduate psychology research methods unit. Sixty-seven students participated in an online survey evaluating the use of NVivo in the unit. In this paper, we present quantitative and qualitative findings related to students' perceptions of the resources provided, their confidence in using NVivo, their satisfaction with the teaching and their intentions to use CAQDAS in the future. Student evaluations were generally positive, but highlighted the need for both increased class time and greater access to the CAQDAS program outside of class time to enhance opportunities for learning.     

The question of quality and qualifications: Writing inferior poems as qualitative research

The reflective and interrogative processes required for developing effective qualitative research questions can give shape and direction to a study in ways that are often underestimated. Good research questions do not necessarily produce good research, but poorly conceived or constructed questions will likely create problems that affect all subsequent stages of a study. In qualitative studies, the ongoing process of questioning is an integral part of understanding the unfolding lives and perspectives of others. This article addresses both the development of initial research questions and how the processes of generating and refining questions are critical to the shaping of a qualitative study.     

Qualitative inequality: experiences of women in Ethiopian higher education

This article examines the lived experiences of women in Ethiopian higher education (HE) as a counterpoint to understandings of gender equity informed only by data on admission, progression and completions rates. Drawing on a critical qualitative inquiry approach, we analyse and interpret data drawn from focus group discussions with female students and academic women in two public universities in Ethiopia. Individual accounts and shared experiences of women in HE revealed that despite affirmative action policies that slightly benefit females at entry point, gender inequality persists in qualitative forms. Prejudice against women and sexual violence are highlighted as key expressions of qualitative gender inequalities in the two universities. It is argued that HE institutions in Ethiopia are male-dominated, hierarchical and hostile to women. Furthermore, taken-for-granted gender assumptions and beliefs at institutional, social relational and individual levels operate to make women conform to structures of disadvantage and in effect sustain the repressive gender relations.     

心理学研究中定性研究与定量研究的定位问题

在心理学研究中,有定性研究和定量研究之分,或者有质化研究和量化研究之分。定性或质化研究通常被认为是一种人文社会科学的主观研究范式,定量研究或量化研究通常被认为是一种实证自然科学的客观研究范式。在心理学的历史中,有过定性研究占主导的时期,也有过定量研究占主导的时期。出现过定性研究对定量研究的排斥,也出现过定量研究对定性研究的排斥。在心理学的理论中,重要的是寻求定性或质化研究与定量或量化研究的关系定位。在心理学的方法中,重要的是寻求定性或质化研究与定量或量化研究的研究定位。