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The purpose of this paper is to study the effect of chromium content on the microstructure and corrosion resistance of Ni-Cr coating.

Ni-Cr coating was prepared by pulse current electrodeposition with trivalent chromium. On the basis of studying effect of electroplating parameters on composition and morphology, Ni-Cr alloy coatings with various chromium contents were obtained. The microstructure was characterized by scanning electron microscopy, X-ray diffractometer and transmission electron microscopy. Corrosion behavior was studied by potentiodynamic polarization and electrochemical impedance spectroscopy techniques.

Electrodeposited chromium was solidly dissolved in nickel and refined the grain of the coating. With the increase of Cr content, the corrosion resistance of Ni-Cr coating was enhanced, which is due to the formation of continuous nickel hydroxide and compact chromium oxide passive films.

Ni-Cr alloy coating without penetration crack was prepared in trivalent chromium electrolyte, and the mechanism of its excellent corrosion resistance was proposed.

In this chapter, the author compares two representations of the child from two famous films by the Fifth Generation’s top director in China, Chen Kaige, Yellow Earth (1984) and Together (2002). The girl’s story in the former and the boy’s story in the latter show respectively the dissolution of the Party/state as an extended family home, and it being replaced by the atomized, fluid, and flexible family home in the new state-led neo-liberal order. Compared with the girl, the boy in the new century tries to convey an equally lyrical articulation of the family/home, but differently, with a strong sense of his subjectivity. Thus, the boy’s voice in Together, self-reflective, artistically innovative, and affective, becomes a voice of resistance against authoritarian neoliberalism in post-socialist China.

This paper aims to revel the leakage characteristics of the bent-axis piston pump considering elastohydrodynamic deformation via a dynamic leakage model.

A dynamic leakage model of bent-axis piston pump based on elastohydrodynamic lubrication theory is proposed, which is used to present the leakage characteristics of bent-axis piston pump. The model is composed of three parts. First, the dynamic gap in the piston ring-cylinder bore interface (PRCB) is described via the elastohydrodynamic lubrication equations. Then, the PRCB leakage is presented based on the dynamic gap. Finally, combined with leakage equation of the valve plate-cylinder block interface (VPCB), the total leakage model is proposed. Through the numerical simulation and experiment, the leakage characteristics of bent-axis piston pump considering elasto-hydrodynamic deformation are studied.

The PRCB leakage is negatively correlated with VPCB leakage under the range of 800–1400 r/min and 1–25 MPa. When the discharge pressure is less than the critical pressure, the PRCB leakage is the main factor affecting the total leakage in bent-axis piston pump. On the contrary, the VPCB leakage is the main factor. The critical pressure increases with increasing speed

The effect of operating parameters has a significant effect on the elastic deformation of piston ring without considering wear of friction pairs in bent-axis piston pump. There is a critical phenomenon in the leakage, which is related to the operating parameters, and provides a novel idea for extracting wear information from leakage and evaluating the status of bent-piston pump.

The purpose of this paper is to discuss the use of mixed methods research in a major three year project and focuses on the contribution of quantitative and qualitative approaches to study school improvement. It discusses the procedures and multiple data sources used in studying improvement using the example of a recent study of the role of leadership in promoting improvement in primary and secondary schools’ academic results in England. Although the definition of improvement used was based on robust analyses of data on students’ academic outcomes, the mixed methods design enabled a broader perspective to be achieved.

The study illustrates how the multilevel analysis of students’ national assessment and examination results based on national data sets for primary and secondary schools in England were used to investigate the concept of academic effectiveness based on value-added methodology. Using three successive years of national results a purposive sample of schools were identified that could be classified as both effective and improving over the period 2003-2005. In addition, surveys and interviews were used to gather evidence of the role of stakeholder perceptions in investigating school improvement strategies and processes.

National student attainment data sets were used for the identification of improving and effective schools and revealed the importance of considering their different starting points in their classification of three distinctive improvement groups. The combination of quantitative survey data from headteachers and key staff with qualitative case study data enabled a range of analysis strategies and the development of statistical models and deeper understanding of the role of leadership.

The limitations of a focus on only academic outcomes and “value-added” measures of student progress are discussed. The challenges and opportunities faced in analysis and integration of the different sources of evidence are briefly explored.

The study contributes to the knowledge base on the identification of school improvement and use of performance data. The findings on strategies and processes that support improvement are of relevance to policy makers and practitioners, especially school leaders.

The mixed methods design adopted in the study enabled the research to combine rigorous quantitative and in-depth qualitative data in new ways to extend and make new claims to knowledge about the role of school leadership in promoting school improvement based on the study of effective and improved schools’ experiences.

This study aims to explore the impact of school leadership, particularly that of the principal (head teacher), on school improvement in England.

The study adopts a mixed‐methods (MM), longitudinal design to investigate the leadership of a sample of academically effective and improving schools identified from analyses of national assessment and examination data sets. In addition, questionnaire surveys of principals and key staff and 20 qualitative school case studies were conducted. The paper reports results from the questionnaire analyses and changes in measures of school performance over three school years using data from 378 primary and 362 secondary schools. Confirmatory factor analysis and structural equation models (SEM) test direct and indirect effects of school leadership and school and classroom processes in predicting changes in schools' academic results.

The analyses identified robust underlying dimensions of leadership and school and classroom processes and highlighted strategies and actions that school principals and staff had adopted to raise pupil attainment. The SEM models reveal both direct and indirect effects of leadership on a range of school and classroom processes that in turn predicted changes (improvements) in schools' academic performance.

This original empirical study presents new results on the leadership of a large sample of effective and improving primary and secondary schools in England. A dynamic model is presented predicting changes in schools' academic performance over three years and identifying direct effects of leadership on school and classroom processes and indirect effects on improvements in schools' academic results.

In this chapter, the author, drawing on his extensive career as a researcher and teacher educator, examines variations in the work and lives of teachers and the educational backdrops with which they interact – what Ivor Goodson called the ‘genealogies of context’. His work develops Michael Huberman’s seminal research on the lives of secondary teachers and, in doing so, provides empirical evidence which challenges linear views of the development of teacher expertise and highlights the key roles of professional identity, commitment and school culture in career long effective and successful teaching.

This special “Anbar Abstracts” issue of the Journal of Business & Industrial Marketing is split into seven sections covering abstracts under the following headings: Marketing strategy; Customer service; Sales management; Promotion; Product management; Marketing research/customer behavior; Sundry.