聚集纺纱工艺原理及优越性

聚集纺纱是一种新型纺纱技术 ,其在设备上的实现主要通过对传统牵伸装置的改进。 Rieter和 Suessen等设备采用多孔皮圈或透气的网格皮圈在气流的作用下聚集纤维 ,也有的设备采用大直径的有孔空心滚筒代替原有的前下输出罗拉 ,并在气流的作用下对纤维进行有效而又柔和的约束 ;同时介绍了聚集纺纱的优越性及其对后道工序的影响     

与印度纺织服装行业“共舞”之道

印度是世界上第二大纺织服装生产国,从现实与长远发展看,印度是我国纺织服装行业在国际贸易中的主要竞争对手。本文在分析中国与印度在纺织服装国际贸易中竞争地位的基础上,提出中国纺织服装行业应在行业自律、市场策略、产品策略与社会责任等方面加强竞争实力,才能长期保持对印度纺织服装行业的竞争优势。     

传统儒商文化与现代商人理想人格的型塑

传统儒商文化与现代社会的重要结合点之一,即是从传统商业文化的现代转型出发,将儒商文化作为现代商人理想人格型塑的必要思想资源,从商人精神的觉醒与儒商身份意识的自觉,以地方商帮为依托进行商业文化生态的现代性重建。     

翻边机上夹紧油缸弯曲受力分析

二步法旋压机包含翻边机、压鼓机。通常封头厂希望翻边机(在设备规格确定的条件下)能加工厚的封头,同时要求加工封头最小直径,这二者之间很多时候是矛盾的,所以如何配置的上夹紧油缸外径最小,是加工封头最小直径的关键。     

Enhancing student engagement in large management accounting lectures

The education literature suggests a student-focused teaching strategy to improve students’ engagement in a lecture. However, in traditional accounting lectures students take the role of passive and anonymous recipients of knowledge. This paper reports on two cycles of an action research project, developing and refining a blended learning model, with the purpose of enhancing students’ engagement in the lectures of a large management accounting course. Results of our study find that engagement was enhanced with the implementation of this model. This study contributes to the accounting education literature through reporting evidence from action research and the effective implementation of a blended learning model that accounting educators can use.     

儒商文化与现代和谐社会之建构

从美国学人余英时、杜维明,日本学人涩泽容一等人关于儒商文化的相关论述中,可以探寻并创发出儒商文化与现代社会的结合点及相关问题域。作为中国本土思想资源的重要组成部分,儒商文化精神是本土自发的商业活动之内生、原发的动力,也是现代和谐社会建构中的重要精神资源。传统儒商文化是今天商道重建,新型商业伦理精神、现代和谐诚信式商业伦理生态秩序建构,现代经理人后备队的理想人格型塑的必要思想资源,对当今和谐社会建构的实践意义十分重大。     

节能、环保-车用乙醇汽油研发的风向标

面对着经济建设的飞速发展,汽车燃料问题成为最大的发展瓶颈,故而推广使用车用乙醇汽油是大势所趋.本文阐述了车用乙醇汽油对我国的能源替代有着广阔的发展前景;同时,指出推广使用车用乙醇汽油任重而道远.     

基于CCAI的大学计算机公共课程混合学习模式研究

CCAI(云计算辅助教学)将成为教学改革的强大动力,混合学习是传统与现代教学模式的结合。分析传统教学环境与数字化教学环境学习特点,地方高校计算机公共课程教学存在问题;阐述云计算原理及CCAI教学环境;研究基于CCAI的地方高校大学计算机公共课程混合学习模式。     

Student satisfaction and commitment towards a blended learning finance course: A new evidence from using the investment model

The present study uses an amended version of a well-known investment model to investigate the levels of satisfaction and commitment of finance students enrolled on a blended e-learning programme. First, it presents new empirical evidence for the validity of each construct and validates the proposed investment model. Second, it examines whether students’ grade point average (GPA) scores influence their levels of satisfaction and commitment the course. A random sample of 100 undergraduate students enrolled at King Khalid University in Saudi Arabia was surveyed using both qualitative and quantitative approaches. The proposed investment model was suitable for predicting the levels of student satisfaction and commitment in a blended learning environment, especially finance courses. However, the levels of satisfaction and commitment among students did not reach the proposed cut-off point for high commitment/satisfaction, which implied that levels of student satisfaction and commitment were only in the middle of the range. Specifically, the results showed a significant negative correlation between the level of satisfaction and GPA score, but a significant positive correlation between student commitment and GPA score. The study also highlights areas in which further research and analysis is recommended.     

Blended versus face-to-face: Evidence from a graduate corporate finance class

The author compared students' perceptions of prelecture videos replacing face-to-face (F2F) classes in blended and F2F graduate corporate finance classes. Using 176 anonymous survey responses from eight F2F and two blended classes during the 2014–2016 year, the author found that students in the blended classes had a greater belief that prelecture videos could replace F2F classes than did students in the F2F classes. Students in the blended classes showed a greater understanding of the flipped lecture format and performed better than students in the F2F classes. Students in the blended classes also tended to rate the instructor's teaching effectiveness lower than students in the F2F classes.