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滦平盆地是燕山构造带内一个具有代表性的早白垩世伸展盆地.对盆地内沉积岩相和相组合的详细分析结果显示,盆地内部发育不同的沉积相带并显示明显的空间变化.盆地北部和西部边缘以冲积扇砾岩和扇三角洲砂岩、砾岩沉积为主,盆地中心为湖泊细粒沉积.河流相砂岩和砾岩主要分布于盆地的东南部.古流向和物源恢复结果证明,盆地沉积物主体来自于北部和西部老变质岩基底,仅少部分沉积物来自盆地的东南缘.盆地构造沉降和沉积充填过程主要受北缘和西缘张性断层的控制,断层下盘基底岩石的抬升与盆地边界正断层活动相关,从而成为盆地主要的物源区.滦平盆地的演化可划分为三个阶段:即早期火山喷发阶段、中期强烈断陷阶段和晚期填平阶段.滦平盆地代表了早白垩世燕山构造带其它同类盆地的发展过程,它们皆以小型独立的盆地发育为特征. 相似文献
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本文结合吕家坨矿三采区5383集中轨道巷注浆锚索应用实践,论述了锚注加固技术的原理、注浆材料、注浆有关技术参数以及注浆施工工艺,通过注浆前后对围岩物理力学特性的观测,检验了锚注加固效果,探讨了注浆锚索在吕家坨矿应用的可行性。 相似文献
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The Technology Acceptance Model (TAM) is a key model describing teachers' intentions to use technology. This meta-analysis clarifies some of the contradictory findings surrounding the relations within the TAM for a sample of 45 studies comprising 300 correlations. We evaluate the overall fit of the TAM and its structural parameters, and quantify the between-sample variation through meta-analytic structural equation modeling. The TAM fitted the data well, and all structural parameters were statistically significant. On average, the TAM variables explained 39.2% of the variance in teachers' intentions to use technology. Several sample, measurement, and publication characteristics, including teachers’ experience and the representation of the TAM variables, moderated the relations within the TAM. Overall, the TAM represents a valid model explaining technology acceptance—however, the degree of explanation and the relative importance of predictors vary across samples. Implications for further research, in particular the generalizability of the TAM, are discussed. 相似文献
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Georg Krammer Barbara Pflanzl Johannes Mayr 《Assessment & Evaluation in Higher Education》2019,44(4):596-609
Comparing self-perceived quality of teaching to students’ perception can be used in higher education to improve the quality of teaching of pre-service teachers in teacher education. However, comparing these measurements from different perspectives is only meaningful if the same constructs are being measured. To shed light on this comparison’s meaningfulness, we scrutinised whether aspects of quality of teaching are measured in the same way across pre-service teachers and their students by means of measurement invariance analyses. To do so, 272 pre-service teachers in teacher education rated aspects of their quality of teaching, and were rated by their 4851 students. Measurement invariance across these perspectives was tested in multilevel structural equation models. Strong measurement invariance held for two aspects of quality of teaching; for the third, one item lacked weak measurement invariance. Pre-service teachers perceived their quality of teaching lower than their students. In conclusion, aspects of quality of teaching can be compared across perspectives, and teacher education should encourage pre-service teachers to use students’ feedback as a valuable resource for improving their quality of teaching. 相似文献
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Growing evidence suggests that social identities may have profound implications for physical activity participation. Real-world examinations of this relationship have, however, been lacking, with research predominantly examining intentions and hypothetical scenarios. To address this shortcoming and further advance understanding in this area, the present study tested relationships between group identification, participation, two exercise-specific outcomes (exercise-specific satisfaction and group cohesion), and a broad health indicator (life satisfaction) among individuals recruited from parkrun. Participants (N = 289) completed questionnaires measuring all variables except participants’ parkrun participation, which was objectively assessed. Structural equation modeling demonstrated that group identification was significantly associated with greater participation, exercise-specific satisfaction, group cohesion, and life satisfaction. Findings provide real-world evidence of the health-related benefits associated with forming strong social identities in exercise settings. 相似文献
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通过如东县中学“科技楼”的主体结构设计,探讨当代现代重点中学办学环节中硬件设施应具备的结构设计理念和设计方法,力图达到多种结构形式及技术与经济的完美统一。 相似文献
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