Search results

The purpose of this paper is to investigate the effect of urea–formaldehyde (UF) nanoparticles on the barrier property and delamination resistance for epoxy coating in a 3.5% NaCl aqueous solution.

The UF resin was synthesized via sol–gel method, and UF/epoxy composite coating was prepared through ball-milling process; the microstructure and chemical composition of UF resin were observed using the Fourier transform infrared spectroscopy, scanning electron microscopy and transmission electron microscopy; the bonding strength of coating/metal interface was investigated through adhesion test; the mechanical properties of the coatings were studied by tensile tests; and the barrier and corrosion resistance properties were verified using salt spray test, cathodic delamination test and electrochemical impedance spectroscopy measurements.

The experimental results indicated that the UF resin presented uniformly dispersed nanoparticles in the epoxy matrix and enhanced the bonding strength of coating/metal interface and then improved the delamination resistance for composite coating, which resulted in the enhancement of the barrier property and corrosion resistance for UF/epoxy composite coating.

In this paper, an easily prepared blending compounding coating with excellent corrosion resistance property was synthesized via sol–gel method and ball-milling process. The effects of UF nanoparticles on the barrier property and delamination resistance were investigated in detail.

The purpose of this paper is to examine the relationship among training design, trainee motivation and work environment on the transfer of learning for teachers enrolled in a continuing professional education (CPE) training program and the confirmation of potential positive, predictive relationships of trainee motivation, work environment and training design to transfer of learning. This study investigated the contribution of training efficiency and relevance as measured by the training design; work environment as measured by work autonomy, work complexity and work variability; and trainee’s motivation of training (learning- and job-oriented) to the transfer of knowledge and skills from the training program to their workplace. Both direct and indirect effects of mentioned components on the learning transfer were explored.

This study included 160 teachers working in high-needs schools with large numbers of English learners (ELs) Southwest USA. Teachers in this study primarily needed professional development to empower them and enhance their instructional capacity for ELs and economically challenged students. During the recruitment, participants completed a demographic information (e.g. gender, ethnicity, number of years teaching, age, educational background) survey.

A mediation model with training design as the mediating factor was developed and analyzed. The results revealed that training design fully mediated the relationship between trainees’ work environments and the transfer of knowledge, skills and attitude acquired from the training to their workplace. Furthermore, it partially mediated the relationship between learning-oriented motivation and the transfer of learning. These findings further amplify the significance of CPE program training design and foster important considerations for future research regarding the isolation of specific training design aspects that significantly contribute to the mediation of these relationships.

Considering the significance of learning transfer in developing professional knowledge and skills for target employees and trainees, confirming the mediating effects of training design on training transfer holds critical implications for future research. Specific and purposeful attention needs to be given to the design of CPE training. Investigations into the effects of training design and successful elements such as the training platform (online, hybrid or in-person), sample size, group structure, facilitation and participant demographics are warranted.

The finding of this research provides a preliminary guide for scholar-practitioners. Results of the study confirmed the role that learning-oriented motivation, job-oriented motivation, work variability or flexibility, work complexity and training design play in transfer of learning. In practice, training professionals will be more comfortable pinpointing the factors that lead to the transfer of learning or the lack of it.

Learning transfer has been found to be imperative for target employees and trainees to develop professional knowledge, skills and attitudes. Results of this study reveal variables that promote the positive transfer of learning to the workplace.

The purpose of this study was to explore intrinsic and extrinsic motivations that led 28 teachers of emergent bilingual (EB) students to seek a master's in educational administration with a focus on bilingual/English as a second language (ESL).

To address the study objectives, the authors used a qualitative phenomenological design. The authors conducted online interviews with 28 teachers of EBs. The authors used the self-determination theory as the theoretical framework.

Primarily, teachers of EBs were intrinsically motivated to seek the principalship. The authors identified additional motivators that were not found in the previous literature which heretofore was based on general education teachers' responses. Those motivators were, gain advice from mentors, promote cultural awareness, commit to a campus-wide impact, increase awareness of the importance of bilingual/ESL education programs, and foster a relationship with the school community.

Identifying the intrinsic and extrinsic motivators for teachers of EBs who desire to move into a principal position may aid faculty in university principal preparation programs and administrators in school districts to support and mentor these teachers to better serve as leaders in high need schools.

There is little known about intrinsic and extrinsic motivations of teachers of EBs which influence their decisions to change their career paths to become principals.

The purpose of this paper is to study the effect of cyclic hydrostatic pressure on the protective performance of cathodic protection (CP) system consisting of Zn‐Bi sacrificial anode and Ni‐Cr‐Mo‐V steel.

The anode and cathode polarization curves of the driving potential and current for CP were investigated in case of cyclic hydrostatic pressure (0‐3.5 MPa) and compared with that at atmospheric pressure. The morphologies of the anode material with and without corrosion products were observed by scanning electron microscopy.

The experimental results revealed that the cyclic hydrostatic pressure had significant influence on the CP system. The anode potential instantaneously responded to the cyclic hydrostatic pressure and the discharge performance decreased due to the deposition of corrosion product. Also, the CP system exhibited higher slope parameter under cyclic hydrostatic pressure, indicating that the CP system cannot provide adequate protection for Ni‐Cr‐Mo‐V steel.

The results presented in this paper clearly show the effect of cyclic hydrostatic pressure on the sacrificial anode CP system, and present a foundation for further research on the practical application of sacrificial anode under cyclic hydrostatic pressure environment.

The purpose of this paper is to explore key factors driving four types of brand relationships, which will explain the reasons why different relationships can form in theory and direct brand managers to build brand relationships in practice.

A sample of 702 data was collected through four branch scales. The empirical methods of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were used in turn to extract the key factors driving every kind of brand relationships.

The conclusion is that the established instrument relationships are driven by three factors which are: sociogroup pressure, condition restriction and saving the existing; the established emotion relationships are driven by four factors which are company reputation, approval of geography, approval of authority and word of mouth; the acquired instrument relationships are driven by three factors which are low price, brand homogeneity and attempt on new products: and the acquired emotion relationships are driven by six factors which are brand meaning, the staffs' service, marketing promotion, product design, product value and brand element.

There were three limitations in this research. First, the limitation of the sample structure decided this research as an exploratory one. Second, this research only adopted a static perspective although a relationship is a dynamic concept. Third, a few items were not drawn up appropriately so that the fitness of a few models was not perfect.

The formation mechanisms of different brand relationships have not been entirely explored in the former literatures. Based on a new sortation theory of four brand relationships in China, this research exploratorily put forward the completed key factors driving every kind of relationships.