980 resultados para American Society for Metals Handbook


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Issues for 1905-1919 include papers published subsequently in revised form in the institute's Transactions.

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Part of illustrative matter is folded.

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Includes Transactions of the 16th-46th annual meeting of the American Society of Tropical Medicine.

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Vol. 1 has subtitle: Devoted to original articles, reviews of dental publications, the latest improvements in surgical and mechanical dentistry, and biographical sketches of distinguished dentists.

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Vol. for 1914 lacks numbering but constitutes 1st.

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Title from caption.

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Standard upward-burning promoted ignition tests (“Standard Test Method for Determining the Combustion Behavior of Metallic Materials in Oxygen-Enriched Atmospheres,” ASTM G4-124 [1] or “Flammability, Odor, Offgassing, and Compatibility Requirements and Test Procedures for Materials in Environments that Support Combustion,” NASA-STD-6001, NASA Test 17 [2]) were performed on cylindrical iron (99.95% pure) rods in various oxygen purities (95.0–99.98%) in reduced gravity onboard NASA JSC's KC-135 to investigate the effect of gravity on the regression rate of the melting interface. Visual analysis of experiments agrees with previous published observations showing distinct motions of the molten mass attached to the solid rod during testing. Using an ultrasonic technique to record the real-time rod length, comparison of the instantaneous regression rate of the melting interface and visual recording shows a non-steady-state regression rate of the melting interface for the duration of a test. Precessional motion is associated with a higher regression rate of the melting interface than for test periods in which the molten mass does not show lateral motion. The transition between the two types of molten mass motion during a test was accompanied by a reduced regression rate of the melting interface, approximately 15–50% of the average regression rate of the melting interface for the entire test.

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The need for continuous recording rain gauges makes it difficult to determine the rainfall erosivity factor (R-factor) of the (R)USLE model in areas without good temporal data coverage. In mainland Spain, the Nature Conservation Institute (ICONA) determined the R-factor at few selected pluviographs, so simple estimates of the R-factor are definitely of great interest. The objectives of this study were: (1) to identify a readily available estimate of the R-factor for mainland Spain; (2) to discuss the applicability of a single (global) estimate based on analysis of regional results; (3) to evaluate the effect of record length on estimate precision and accuracy; and (4) to validate an available regression model developed by ICONA. Four estimators based on monthly precipitation were computed at 74 rainfall stations throughout mainland Spain. The regression analysis conducted at a global level clearly showed that modified Fournier index (MFI) ranked first among all assessed indexes. Applicability of this preliminary global model across mainland Spain was evaluated by analyzing regression results obtained at a regional level. It was found that three contiguous regions of eastern Spain (Catalonia, Valencian Community and Murcia) could have a different rainfall erosivity pattern, so a new regression analysis was conducted by dividing mainland Spain into two areas: Eastern Spain and plateau-lowland area. A comparative analysis concluded that the bi-areal regression model based on MFI for a 10-year record length provided a simple, precise and accurate estimate of the R-factor in mainland Spain. Finally, validation of the regression model proposed by ICONA showed that R-ICONA index overpredicted the R-factor by approximately 19%.

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The hypothesis that the same educational objective, raised as cooperative or collaborative learning in university teaching does not affect students’ perceptions of the learning model, leads this study. It analyses the reflections of two students groups of engineering that shared the same educational goals implemented through two different methodological active learning strategies: Simulation as cooperative learning strategy and Problem-based Learning as a collaborative one. The different number of participants per group (eighty-five and sixty-five, respectively) as well as the use of two active learning strategies, either collaborative or cooperative, did not show differences in the results from a qualitative perspective.