Distribution of heavy metals in Xiamen seawater and in the MEEE enclosures

In IDL-1113

The SEM results of the relationships among variables.

The SEM results of the relationships among variables.</p

The hypothesized model of the study.

Based on the job demands-resources model, this study explored the relationships among emotional labor strategies, job demands of teaching, job resources, and teaching efficacy for university teachers. The results, based on a sample of 316 university teachers from China, showed that the teachers preferred to convey authenticity by expressing deep acting and naturally felt emotion. Furthermore, deep acting and naturally felt emotions were found to have a significant positive effect on teaching efficacy, whereas surface acting did not have any significant relationship with teaching efficacy. As organizational variables, job demands significantly positively affected surface acting, deep acting, and naturally felt emotion. In contrast, job resources positively affected surface and deep acting, but no significant relationship with naturally felt emotions was found. These results highlight that university teachers from China could benefit from adopting authentic emotional labor strategies, specifically deep acting and naturally felt emotions, as the most effective strategies in teaching. Based on the above findings, this paper concludes with recommendations for university administrators to alleviate the emotional labor of college faculty. For example, universities should pay more attention to teachers’ emotional state, provide resources to support them, and give more space and support to college teachers in teaching.</div

Descriptive statistics and correlation matrix.

Based on the job demands-resources model, this study explored the relationships among emotional labor strategies, job demands of teaching, job resources, and teaching efficacy for university teachers. The results, based on a sample of 316 university teachers from China, showed that the teachers preferred to convey authenticity by expressing deep acting and naturally felt emotion. Furthermore, deep acting and naturally felt emotions were found to have a significant positive effect on teaching efficacy, whereas surface acting did not have any significant relationship with teaching efficacy. As organizational variables, job demands significantly positively affected surface acting, deep acting, and naturally felt emotion. In contrast, job resources positively affected surface and deep acting, but no significant relationship with naturally felt emotions was found. These results highlight that university teachers from China could benefit from adopting authentic emotional labor strategies, specifically deep acting and naturally felt emotions, as the most effective strategies in teaching. Based on the above findings, this paper concludes with recommendations for university administrators to alleviate the emotional labor of college faculty. For example, universities should pay more attention to teachers’ emotional state, provide resources to support them, and give more space and support to college teachers in teaching.</div

Construct validity analysis.

Based on the job demands-resources model, this study explored the relationships among emotional labor strategies, job demands of teaching, job resources, and teaching efficacy for university teachers. The results, based on a sample of 316 university teachers from China, showed that the teachers preferred to convey authenticity by expressing deep acting and naturally felt emotion. Furthermore, deep acting and naturally felt emotions were found to have a significant positive effect on teaching efficacy, whereas surface acting did not have any significant relationship with teaching efficacy. As organizational variables, job demands significantly positively affected surface acting, deep acting, and naturally felt emotion. In contrast, job resources positively affected surface and deep acting, but no significant relationship with naturally felt emotions was found. These results highlight that university teachers from China could benefit from adopting authentic emotional labor strategies, specifically deep acting and naturally felt emotions, as the most effective strategies in teaching. Based on the above findings, this paper concludes with recommendations for university administrators to alleviate the emotional labor of college faculty. For example, universities should pay more attention to teachers’ emotional state, provide resources to support them, and give more space and support to college teachers in teaching.</div

Review on monolayer CBN superabrasive wheels for grinding metallic materials

A state-of-the-art review on monolayer electroplated and brazed cubic boron nitride (CBN) superabrasive wheels for grinding metallic materials has been provided in this article. The fabrication techniques and mechanisms of the monolayer CBN wheels are discussed. Grain distribution, wheel dressing, wear behavior, and wheel performance are analyzed in detail. Sample applications of monolayer CBN wheel for grinding steels, titanium alloys, and nickel-based superalloys are also provided. Finally, this article highlights opportunities for further investigation of monolayer CBN grinding wheels