A critical review of experimental results and
Critical Review怎么写
Critical Review怎么写Writing a Critical ReviewThe advice in this brochure is a general guide only. We strongly recommend that you also follow your assignment instructions and seek clarification from your lecturer/tutor if needed.Purpose of a Critical ReviewThe critical review is a writing task that asks you to summarize and evaluate a text. The critical review can be of a book, a chapter, or a journal article. Writing the critical review usually requires you to read the selected text in detail and to also read other related texts so that you can present a fair and reasonable evaluation of the selected text.What is meant by critical?At university, to be critical does not mean to criticize in a negative manner. Rather it requires you to question the information and opinions in a text and present your evaluation or judgment of the text. To do this well, you should attempt to understand the topic from different perspectives (i.e. read related texts) and in relation to the theories, approaches and frameworks in your course. What is meant by evaluation or judgment?Here you decide the strengths and weaknesses of a text. This is usually based on specific criteria. Evaluating requires an understanding of not just the content of the text, but also an understanding of a text’s purpose, the intended audience and why it is structured the way it is.What is meant by analysis?Analyzing requires separating the content and concepts of a text into their main components and then understanding how these interrelate, connect and possibly influence each other.Structure of a Critical ReviewCritical reviews, both short (one page) and long (four pages), usually have a similar structure. Check your assignment instructions for formatting and structural specifications. Headings are usually optional for longer reviews and can be helpful for the reader.IntroductionThe length of an introduction is usually one paragraph for a journal article review and two or three paragraphs for a longer book review. Include a few opening sentences that announce the author(s) and the title, and briefly explain the topic of the text. Present the aim of the text and summarize the main finding or key argument. Conclude the introduction with a brief statement of your evaluation of the text. This can be a positive or negative evaluation or, as is usually the case, a mixed response.SummaryPresent a summary of the key points along with a limited number of examples. You can also briefly explain the author’s purpose/intentions throughout the text and you may briefly describe how the text is organized. The summary should only make up about a third of the critical review. CritiqueThe critique should be a balanced discussion and evaluation of the strengths, weakness and notable features of the text. Remember to base your discussion on specific criteria. Good reviews also include other sources to support your evaluation (remember to reference).You can choose how to sequence your critique. Here are some examples to get you started: •Most important to least impor tant conclusions you make about the text.•If your critique is more positive than negative, then present the negative points first and thepositive last.•If your critique is more negative than positive, then present the positive points first and the negative last.•If there are both strengths and weakness for each criterion you use, you need to decide overall what your judgment is. For example, you may want to comment on a key idea in the text and have both positive and negative comments. You could begin by stating what is good about the idea and then concede and explain how it is limited in some way. While this example shows a mixed evaluation, overall you are probably being more negative than positive.•In long reviews, you can address each criteria you c hoose in a paragraph, including both negative and positive points. For very short critical reviews (one page or less) where your comments will be briefer, include a paragraph of positive aspects and another of negative.•You can also include recommendatio ns for how the text can be improved in terms of ideas, research approach; theories or frameworks used can also be included in the critique section. ConclusionThis is usually a very short paragraph.•Restate your overall opinion of the text.•Briefly prese nt recommendations.•If necessary some further qualification or explanation of your judgment can be included. This can help your critique sound fair and reasonable.ReferencesIf you have used other sources in you review you should also include a list of references at the end of the review.Summarizing and paraphrasing for the critical reviewSummarizing and paraphrasing are essential skills for academic writing and in particular, the critical review. To summarize means to reduce a text to its main points and its most important ideas. The length of your summary for a critical review should only be about one quarter to one third of the whole critical review. The best way to summarize is to:1.Scan the text. Look for information that can be deduced from the introduction, conclusion and the title and headings. What do these tell you about the main points of the article?2.Locate the topic sentences and highlight the main points as you read.3.Reread the text and make separate notes of the main points. Examples and evidence do not need to be included at this stage. Usually they are used selectively in your critique.Paraphrasing means putting it into your own words. Paraphrasing offers an alternative to using direct quotations in your summary (and the critique) and can be an efficient way to integrate your summary notes.The best way to paraphrase is to:1.Review your summary notes2.Rewrite them in your own words and in complete sentencese reporting verbs and phrases (eg; The author describes…, Smith argues that …).4.If you include unique or specialist phrases from the text, use quotation marks.。
critical review范文
IntroductionIn Man’s Search for Meaning, Viktor E. Frankl tells the very per sonal story of his experience as a prisoner in a concentration camp during the Holocaust. He presents this story in the form of an ess ay in which he shares his arguments and analysis as a doctor and psychologist as well as a former prisoner. This paper will review Fra nkl’s story as well as his main arguments, and will evaluate the qu ality of Frankl’s writing and focus on any areas of weakness within the story.SummaryThis section contains a summary of Man's Search. Frankl begins his book by stating that his purpose in writing the book is not to present facts and details of the Holocaust, but to provide a persona l account of the everyday life of a prisoner living in a concentration camp. He states, “This tale is not concerned with the great horror s, which have already been described often enough (though less oft en believed), but…it will try to answer this question: How was ever yday life in a concentration camp reflected in the mind of the aver age prisoner?”(21). Frankl then goes on to describe the three stag es of a prisoner’s psychological reactions to being held captive in a concentration camp.The first phase, which occurs just after the prisoner is admitted to the camp, is shock. The second phase, occurring once the priso ner has fallen into a routine within the camp, is one of apathy, or “the blunting of the emotions and the feeling that one could not anymore”(42). The third phase, which occurs after the prisoner ha s been liberated from the camp, is a period of “depersonalization”, in which “everything appears unreal, unlikely, as in a dream”(11 0). In this phase, released prisoners also feel a sense of “bitterness and disillusionment”when returning to their former lives (113). Fr ankl describes each of these phases using psychological theory and provides personal experiences to exemplify each of the stages.Author’s ArgumentsAs described above, Frankl’s main purpose for writing this book is to pr esent and analyze the average prisoner’s psychological reactions to the every day life of a concentration camp. His three main arguments are his presentat ion and analysis of each of the psychological stages that the average concent ration camp prisoner experiences: shock, apathy and depersonalization. He b ases his analyses of each of these stages on the actions of the prisoners and his own personal thoughts and reactions as he experienced life in a concent ration camp.For example, Frankl argues that the second phase of apathy forces “the prisoner’s life down to a primitive level”(47) in which “all efforts and all e motions were centered on one task: preserving one’s own life and that of t he other fellow”(47). He bases this theory on events he witnessed while livi ng in the camp himself, and states, “It was natural that the desire for food was the major primitive instinct around which mental life centered. Let us ob serve the majority of prisoners when they happened to work near each other and were, for once, not closely watched. They would immediately start discu ssing food”(48). Frankl continuously uses examples from his experiences in t he concentration camp to illustrate and strengthen his psychological argumen ts throughout the text.EvaluationThis section contains an evaluation of Frankl’s book. Firstly, the author i s a survivor of the Holocaust and was a prisoner of a concentration camp hi mself, which gives him the personal insight to be able to comment on the ps ychological conditions of an average prisoner. However, this also creates a bi as and because of his personal experience, he is unable to be entirely objecti ve in writing his analysis. Frankl acknowledges this bias in the beginning of his book, by stating, “Only the man inside knows. His judgments may not b e objective, his evaluations may be out of proportion. This is inevitable. An attempt must be made to avoid any personal bias, and that is the real difficu lty of a book of this kind”(24-25). Although he is aware of this bias, it crea tes a partiality that will sway the readers throughout his story and it serves a s a minor weakness in his writing style.A second weakness in Frankl’s writing is in the assumptions he sometim es makes to prove his point. He makes overarching generalizations several ti mes in his book, making statements that, although may have been true for hi mself and those around him, might not have been true for every prisoner in every concentration camp during the Holocaust. For example, in one instance, he says, “The prisoner of Auschwitz , in the first phase of shock, did not fear death”(37). It is very bold to say that no prisoner of Auschwitz, one of t he most well-known and deadly concentration camps of the Holocaust, did n ot fear death, as death was all around them and was a very real threat in th eir daily lives. Although he might have not feared death during his phase of shock, it is impossible for him to guarantee that no prisoner was at all fearf ul of death in this first psychological phase, and for him to make overarching assumptions like this is a weakness to the overall quality of his book.Finally, Frankl sometimes becomes too technical and verbose in his writin g style, which makes it very hard for the average reader to understand. One example of this is as follows. Frankl states, “I remember an incident when t here was an occasion for psychotherapeutic work on the inmates of a whole hut, due to an intensification of their receptiveness because of a certain exter nal situation”(102). This sentence, which is overly wordy and complicated, m akes it difficult for the average reader to understand exactly what he is sayin g. A reader can easily get frustrated when trying to decipher the author’s m eaning due to overly complicated language, and this is a third weakness of F rankl’s writing.ConclusionThis critical review has evaluated the book Man’s Search for Meaning by Viktor E. Frankl. The psychological theories that Frankl presents are very inte resting and he does a good job of illustrating these theories with his own pe rsonal experiences. However, his writing is weakened by the presence of bias, the overarching assumptions he occasionally makes, and his sometimes overl y technical and verbose language.。
胫骨骨缺损循证临床诊疗指南
索 。 检 索 过 程 中 用 到 的 自 由 词 为 “ｔｉｂｉａ”、“ｔｉｂｉａｌ”、“ｂｏｎｅ ｌｏｓｓ”、 “ｄｅｆｅｃｔ”、 “ｍａｌｕｎｉｏｎ”、 “ｎｏｎｕｎｉｏｎ”、 “Ｉｌｉｚａｒｏｖ”、 “ｂｏｎｅ ｔｒａｎｓｐｏｒｔ” 等；同时，检索相应的医学主题词。 完成数据库检索后，进行手 工检索相关文献的参考文献，以防止漏检文献。
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中 华 显 微 外 科 杂 志 ２０１６ 年 １２ 月 第 ３９ 卷 第 ６ 期 Ｃｈｉｎ Ｊ Ｍｉｃｒｏｓｕｒｇ， Ｄｅｃｅｍｂｅｒ， ２０１６， Ｖｏｌ． ３９， Ｎｏ．６
时、补充或单用的修复方法（３ 级推荐）。 ２．Ｍａｓｑｕｅｌｅｔ 技 术 （膜 诱 导 技 术 ） 推 荐 条 目 １０：Ｍａｓｑｕｅｌｅｔ 技 术 是 治 疗 胫 骨 骨 缺 损 的 一 种 方
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中 华 显 微 外 科 杂 志 ２０１６ 年 １２ 月 第 ３９ 卷 第 ６ 期 Ｃｈｉｎ Ｊ Ｍｉｃｒｏｓｕｒｇ， Ｄｅｃｅｍｂｅｒ， ２０１６， Ｖｏｌ． ３９， Ｎｏ．６
胫骨骨缺损循证临床诊疗指南（２０１６ 年版）
中国医师协会骨科医师分会显微修复工作委员会 中国康复医学会修复重建外科专业委员会骨缺损及骨坏死学组
ＤＯＩ：１０．３７６０ ／ ｃｍａ．ｊ．ｉｓｓｎ１００１-２０３６．２０１６．０６．００１ 共 同 通 信 作 者 ：喻 爱 喜 ，武 汉 大 学 中 南 医 院 ，Ｅｍａｉｌ：ｙｕａｉｘｉ６６６＠１６３． ｃｏｍ；赵德伟 ，大连大学附属中山医院 ，Ｅｍａｉｌ：ｚｈａｏｄｅｗｅｉ２０００＠１６３．ｃｏｍ
实验试剂配制英语作文
实验试剂配制英语作文Title: Experiment Reagent Preparation。
In scientific research, the preparation of experimental reagents is a fundamental process that lays the groundwork for accurate experimentation and reliable results. Here, we delve into the meticulous procedures and considerations involved in the preparation of experiment reagents.Understanding the Basics:Experimental reagents are chemical substances used in laboratory experiments to bring about a specific reaction, measure a parameter, or aid in the analysis of samples. The accuracy and reliability of experimental results heavily depend on the quality and precision of these reagents.Ingredients Selection:The first step in preparing experimental reagents is tocarefully select the appropriate ingredients. This involves considering factors such as the purity of chemicals, their compatibility with other reagents, and their stability over time. Analytical grade or higher purity chemicals are typically preferred to minimize impurities that couldaffect experimental outcomes.Measurement and Calculation:Accurate measurement of ingredients is crucial to ensure the desired concentration and properties of thefinal reagent. This often requires precise laboratory instruments such as analytical balances and volumetric glassware. Calculations are then performed to determine the exact amounts of each ingredient needed based on the desired concentration and volume of the final solution.Safety Precautions:Safety is paramount when handling chemicals in the laboratory. Before beginning the preparation process, it is essential to review the safety data sheets (SDS) for allchemicals involved and take appropriate precautions to minimize risks. This may include wearing personalprotective equipment (PPE) such as gloves, goggles, and lab coats, as well as working in a well-ventilated area to prevent exposure to harmful fumes.Mixing and Dissolution:Once the ingredients are accurately measured, they are carefully mixed or dissolved in a solvent to form the final reagent solution. The mixing process should be thorough to ensure homogeneity and uniformity of the solution. In some cases, gentle heating or agitation may be required to aidin the dissolution of solids or the formation of a homogeneous mixture.Quality Control:Quality control checks are essential at various stages of the preparation process to ensure the integrity of the final reagent. This may involve visual inspection for any signs of contamination or impurities, as well as analyticaltesting to verify the concentration and purity of the reagent. Any deviations from expected values should be investigated and addressed before the reagent is used in experiments.Storage and Stability:Proper storage conditions are critical to maintaining the stability and efficacy of experimental reagents. Reagents should be stored in tightly sealed containers away from light, heat, and moisture to prevent degradation. Itis also important to label containers clearly with the contents, concentration, and preparation date to facilitate proper inventory management and traceability.Conclusion:In conclusion, the preparation of experimental reagents is a meticulous process that requires careful attention to detail, adherence to safety protocols, and strict quality control measures. By following standardized procedures and best practices, scientists can ensure the reliability andreproducibility of their experimental results, ultimately advancing our understanding of the natural world.。
论文总结汇报标题大全
论文总结汇报标题大全1. The Impact of Artificial Intelligence on Business: A Review of Current Research and Future Trends2. Exploring the Relationship between Social Media Use and Mental Health: A Systematic Review3. The Role of Corporate Social Responsibility in Sustainable Development: A Comparative Analysis of European and Asian Organizations4. Understanding Consumer Behavior in the Digital Age: A Literature Review5. The Influence of Employee Motivation on Organizational Performance: An Empirical Study in the Banking Sector6. Gender Diversity in Corporate Boards: A Review of Empirical Studies and its Implications for Firm Performance7. The Role of Technology in Enhancing Teaching and Learning:A Critical Review of Educational Research8. The Impact of Climate Change on Agriculturally Dependent Communities: A Systematic Literature Review9. Exploring the Relationship between Leadership Styles and Employee Engagement: An Empirical Study in the Retail Sector 10. The Effects of Online Advertising on Consumer Purchase Behavior: A Meta-Analysis of Experimental Studies11. Corporate Governance Practices and Firm Performance: A Comparative Analysis of Developed and Emerging Economies 12. The Benefits and Challenges of E-commerce Adoption for Small and Medium-sized Enterprises: A Systematic Review13. The Role of Emotional Intelligence in Effective Leadership: A Review of Theoretical Frameworks and Empirical Studies14. The Influence of Mergers and Acquisitions on Organizational Culture: A Systematic Review15. Entrepreneurship and Economic Growth: A Comparative Analysis of Developed and Developing Countries16. The Impact of Globalization on Income Inequality: A Review of Theoretical Perspectives and Empirical Evidence17. The Role of Innovation in Sustainable Business Practices: A Review of Literature18. Exploring the Link between Corporate Social Responsibility and Financial Performance: A Meta-Analysis of Empirical Studies 19. The Impact of Social Media Marketing on Brand Equity: An Empirical Study in the Fashion Industry20. Understanding the Relationship between Job Satisfaction and Employee Performance: A Review of Research.。
critical review 评论
IV. Writing guidelines
Summarizing and paraphrasing are essential skills for the critical review.
P81-82
1. the introduction
Introduce the text, the author, the author’s argument and your writing purpose Provide the background ***Conclude with your evaluation.
Many people think what the government, the church, doctors, religious leaders, and teachers think.
5. labels
People tend to ignore individual differences in oversimplifying, distorting the truth, stereotyping and usually inciting anger and rejection.
3. Hasto remain fixed in our own judgments, which are often prejudiced, intolerant, emotional, and self-righteous.
4.Reliance on authority
4. The conclusion
Restate and recommend further qualification or explanation.
V. Patterns and language features
critical evaluation 评估
critical evaluation 评估Critical evaluation is the process of carefully examining and analyzing a subject, idea, or piece of information to determine its strengths, weaknesses, and overall quality. It involves assessing the credibility of sources, evaluating the validity and reliability of evidence, and considering alternate perspectives or interpretations.The purpose of critical evaluation is to make informed judgments and decisions based on thorough and objective analysis. It requires critical thinking skills such as logical reasoning, evidence-based reasoning, and intellectual humility.In the context of academic or scientific research, critical evaluation involves assessing the methodology, data collection methods, sample sizes, statistical analysis, and limitations of a study. It also includes evaluating the relevance, significance, and contribution of the research to the field.In general, the process of critical evaluation involves the following steps:1. Identify the purpose and context: Understand the purpose and context in which the subject or information is presented. Consider the author's background, motives, and any potential biases.2. Assess the credibility of the source: Evaluate the authority, expertise, and reputation of the source or author. Consider whether the information is published in a reputable journal or from a reliable institution.3. Analyze the evidence: Examine the evidence provided to support the claims or arguments. Assess the quality and reliability of the evidence, such as whether it is based on sound research methods or supported by empirical data.4. Consider alternative perspectives: Look for alternate viewpoints or interpretations that challenge or support the subject or information. Assess the logical consistency and coherence of the presented arguments.5. Evaluate the strengths and weaknesses: Identify the strengths and weaknesses of the subject or information. Assess the validity of the reasoning, the clarity of the presentation, and the coherence of the overall argument.6. Formulate a conclusion: Based on the critical evaluation, develop an informed and supported judgment or conclusion. Consider the implications and potential impact of the subject or information.Overall, critical evaluation is a fundamental skill that helps individuals make informed decisions based on objective analysis and evidence. It is essential for academic research, decision-making, problem-solving, and maintaining intellectual integrity.。
评论信英文作文六下
评论信英文作文六下A Critical Examination of the Educational System in the United States.The United States educational system, once a beacon of academic excellence, has been facing increasing scrutiny and criticism in recent years. Despite significantfinancial investment and technological advancements, the system continues to grapple with systemic challenges that hinder student achievement and perpetuate inequities. A comprehensive examination of the current state of education in the US reveals an array of issues that warrant urgent attention.Funding Disparities and Resource Allocation.One of the most pressing concerns in the US educational system is the glaring disparity in funding between schools in different districts. Wealthy districts with higher property values can afford to invest more in their schools,providing students with access to state-of-the-art facilities, smaller class sizes, and specialized programs. In contrast, schools in low-income areas are often underfunded and overcrowded, with limited resources to support student learning. This funding gap creates an uneven playing field, disadvantaging students from underprivileged backgrounds and exacerbating educational inequalities.Curriculum and Standardized Testing.The content and delivery of the curriculum in US schools have also come under fire. Critics argue that the focus on standardized testing has narrowed the curriculum, leaving little room for creativity, exploration, and critical thinking. Teachers are forced to "teach to the test," emphasizing rote memorization and test-taking strategies over conceptual understanding and problem-solving skills. This rigid approach stifles student curiosity and limits their ability to develop a genuine love of learning.Teacher Quality and Professional Development.The quality of teachers is another crucial factor that impacts student achievement. While there are many dedicated and highly effective educators in the US, the system faces challenges in attracting and retaining qualified teachers, particularly in high-needs schools. Low salaries, limited professional development opportunities, and excessive paperwork can discourage talented individuals from pursuing teaching as a career. As a result, many schools are forced to hire underqualified or inexperienced teachers, which affects the quality of instruction and student outcomes.Inequities in Access and Opportunity.The US educational system also perpetuates significant inequities in access and opportunity. Students from racial and ethnic minority groups, low-income families, and students with disabilities face systemic barriers thatlimit their educational attainment. These barriers include discriminatory practices, biases in testing and placement, and a lack of support services. As a result, these studentsare less likely to graduate from high school, attend college, or achieve high levels of educational success.School Climate and Student Well-being.The school climate and student well-being play a vital role in academic achievement and overall student development. However, many US schools struggle to create a positive and supportive learning environment. Issues such as bullying, violence, and chronic absenteeism can disrupt the learning process and negatively impact student mental health. Furthermore, the emphasis on high-stakes testing and the pressure to perform can lead to anxiety and stress among students, impairing their academic performance and overall well-being.Conclusion.The current state of education in the United States is characterized by systemic challenges that hinder student achievement and perpetuate inequities. Funding disparities, narrow curricula, teacher quality issues, access barriers,and a lack of focus on student well-being are among the pressing concerns that need to be addressed. To build a truly equitable and effective educational system, policymakers, educators, and society as a whole must work together to implement comprehensive reforms that prioritize student success, empower teachers, and ensure that all students have access to high-quality educational opportunities.。
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Department of Mechanical Engineering, University of Maryland, Baltimore County, MD 21250, USA Received in final revised form 26 February 1999
Keywords: Constitutive models; High strain rate; Impact loading;n It is now well known that the mechanical behaviors, such as yield stress, ductility, and strength, etc., of materials will change under dierent strain-rate loadings and temperatures. The consideration of rate and temperature dependence of material behavior is very important in the design of structures. An understanding of deformation behavior of metals over a wide range of temperatures and strain rates is of importance in metal forming, high-speed machining, high-velocity impact, penetration mechanics, explosive-metal interaction, and other similar dynamic conditions. Flow stress measures the strength and is the resistance to plastic ¯ow of the material at any instant under any strain rate. The rate sensitivity, de®ned as the amount of change of ¯ow stress because of a change of strain rate, is the major resistance to instability. Therefore, the accurate determination and description of the
International Journal of Plasticity 15 (1999) 963±980
A critical review of experimental results and constitutive models for BCC and FCC metals over a wide range of strain rates and temperatures
* Corresponding author. 0749-6419/99/$ - see front matter # 1999 Elsevier Science Ltd. All rights reserved. PII: S0749-6419(99)00021-2
964
R. Liang, A.S. Khan / International Journal of Plasticity 15 (1999) 963±980
Abstract Four currently utilized constitutive models for metals (i.e. Johnson±Cook, Zerilli±Armstrong, Bodner±Partom and Khan±Huang) are investigated and used to predict the mechanical behaviors of the materials and compared with experimental results. Limitations for each model in describing work-hardening behavior of metals are discussed. # 1999 Elsevier Science Ltd. All rights reserved.
rate dependence of mechanical behavior of materials, along with the temperature dependence and work hardening of those materials have attracted considerable attention from material and mechanics scientists for more than ®ve decades. Since the pioneering works of von Karman (1950) and Taylor (1942), great progress has been made both experimentally and analytically and several constitutive models have been proposed based on experimental observations. For ductile metals, large plastic deformation often leads to failure by localized deformation and shear band. This process is strain, strain rate, and temperature dependent. Realistic constitutive modeling of materials at large strains and high strain rates, including temperature eects, is a complex task. Body-centered cubic (BCC) metals, such as tantalum, exhibit a high-temperature and strain-rate sensitivity, and their mechanical properties are strongly aected by impurities. Armstrong et al. (1988) had attributed this behavior to the rate-controlling mechanism of the thermal component of the ¯ow stress, whereas in face-centered cubic (FCC) metals the rate-controlling mechanism is the overcoming of dislocation forests by individual dislocations. It has been shown that the activation volume (or area) decreases with plastic strain for FCC metals and is constant for BCC metals. Therefore an increase in strain rate should only produce a translation, (upward or downward) of the stress±strain curve for BCC metals, whereas the work-hardening curves should ``fan out'' in FCC metals. The activation volume for BCC metals is much smaller than for FCC metals, yielding a much higher temperature and strainrate sensitivity. While a large number of studies have probed the mechanical behaviors of a broad spectrum of metals, the details of the underlying deformation mechanisms remain poorly understood and in some cases controversial, (Hoge and Mukherjee, 1977; Christian, 1983; Gray and Rollett, 1992; and Gourdin and Lassila, 1995). Heat is generated by the plastic deformation in high strain-rate ¯ows, resulting in thermal softening. If the deformation occurs slowly, such as in quasi-static loading conditions, most of the generated heat is conducted and/or convected away from the slowly deforming regions and the body remains in an isothermal condition. At the other extreme, when deformations occur rapidly, for example in high velocity impact or explosive loading, the process is essentially adiabatic, as there is not sucient time for redistribution of the generated heat. For the intermediate rates of deformation, both the heat generation and heat conduction need to be considered. The main objective of the present investigation is to get an understanding of several currently utilized constitutive models and to see the applicability to correlate with the measured ®nite plastic deformation for BCC materials. In the development of material constitutive models, the main interest is on the description of work-hardening behavior of materials at dierent strains, strain rates, and temperatures. An accurate description of a material response over a wide range of loading environments, as well as having predictive capabilities outside the measured range, is in great demand. In most published studies the experiments and constitutive modeling were based on the uniaxial deformation. The same uniaxial experimental results that were used to determine material constants were used again to show ``good agreement'' with the same constitutive model. This approach is