螺杆、星轮啮合副瞬时接触线分布参数的分析

建立三种不同母面按一次包络形成的螺杆、星轮啮合副的瞬时接触线的数学模型,利用计算机对影响瞬时接触线分布的主要参数进行分析,为瞬时接触线的分布对啮合工作状态的影响的研究提供理论依据。     

Student Academic Support: A Validity Test

Given the significant support system changes that students often experience at the university level, college students often view fellow students as their primary source of academic support. This study offers validity evidence for the Student Academic Support Scale (SASS), a 15-item, multidimensional measure that assesses informational, esteem, motivational, and venting support. Confirmatory factor analysis (CFA) of the SASS revealed close model fit, replicated prior CFA tests (Thompson & Mazer, 2009 Thompson , B. , & Mazer , J. P. ( 2009 ). College student ratings of student academic support: Frequency, importance, and modes of communication . Communication Education , 58 , 433 – 458 .[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]), and ultimately provided additional evidence for content validity. More important, correlations between student academic support, student motivation, affective learning, and engagement suggest that the SASS construct is related to other theoretically similar constructs, providing initial evidence for construct validity. Pedagogical implications and recommendations for future research are discussed.     

Assessing the Effects of Instructor Enthusiasm on Classroom Engagement,Learning Goal Orientation,and Academic Self-Efficacy

Enthusiasm is widely regarded as one of the most essential and desirable qualities and characteristics of effective teachers. This study is designed to assess the effects of teacher enthusiasm on student classroom engagement, learning goal orientation, and academic self-efficacy. Participants include 165 college students enrolled in basic communication classes. Results indicate that teacher enthusiasm is an effective predictor of student behavioral, cognitive, and emotional engagement, intrinsic goal orientation, and academic self-efficacy, but it is not a significant predictor of extrinsic goal orientation. Consequently, this study demonstrates the power of teacher enthusiasm in predicting and shaping students' behavior in the classroom.     

Culture,Communication, and Peacebuilding: A Reflexive Multi-Dimensional Contextual Framework

Abstract

This article argues that intercultural communication scholars should play a central role in advancing the study and practice of peacebuilding. A reflexive, multi-dimensional and contextualized framework for viewing peacebuilding is proposed, with a focus on personal, relational, and structural dimensions. Three topical areas—community engagement, intercultural dialogue, and alliance building—are used to illustrate the framework and point to possibilities for additional research and development. Seven strategies for applying this framework in the complex arena of intractable conflicts are proposed and described.     

Examining the generalizability of the User Engagement Scale (UES) in exploratory search

The user experience is an integral component of interactive information retrieval (IIR). However, there is a twofold problem in its measurement. Firstly, while many IIR studies have relied on a single dimension of user feedback, that of satisfaction, experience is a much more complex concept. IIR in general, and exploratory search more specifically, are dynamic, multifaceted experiences that evoke pragmatic and hedonic needs, expectations, and outcomes that are not adequately captured by user satisfaction. Secondly, questionnaires, which are typically the means in which user’s attitudes and perceptions are measured, are not typically subjected to rigorous reliability and validity testing. To address these issues, we administered the multidimensional User Engagement Scale (UES) in an exploratory search environment to assess users’ perceptions of the Perceived Usability (PUs), Aesthetics (AE), Novelty (NO), Felt Involvement (FI), Focused Attention (FA), and Endurability (EN) aspects of the experience. In a typical laboratory-style study, 381 participants performed three relatively complex search tasks using a novel search interface, and responded to the UES immediately upon completion. We used Principal Axis Factor Analysis and Multiple Regression to examine the factor structure of UES items and the relationships amongst factors. Results showed that three of the six sub-scales (PUs, AE, FA) were stable, while NO, FI and EN merged to form a single factor. We discuss recommendations for revising and validating the UES in light of these findings.     

Developing Engaging Learning Experiences in Preservice Education

Abstract

Opportunities to learn how to develop engaging learning experiences are vital for preservice teachers. This article describes an in-class modeling activity, provides assignment guidelines, and includes examples of candidates' completed tasks when developing technology-integrated instruction using Quick Response (QR) codes. The content of participants' (n?=?75) tasks were analyzed for complexity following the SAMR model (Pnuentedura 2013 Pnuentedura, R. 2013. SAMR: An EdTech quintet perspective. Retrieved from http://www.hippasus.com/rrpweblog/archives/2013/07/29/SAMRAnETQPerspective.pdf [Google Scholar]). Most candidates enhanced instructional experiences (73%), while others transformed them (27%) by developing engaging collaborative experiences that culminated in students creating a product using technology tools. Observations revealed that candidates appreciated learning how QR codes could be used to make learning experiences more engaging. Candidates showed a willingness to use their own smart devices for learning purposes. Aligning appropriate curriculum content standards with assigned tasks was achieved by all participants.     

Young people, citizenship and citizenship education in Zimbabwe

Citizenship education in Zimbabwe is based on the claim that young people lack citizenship virtues. This study set out to investigate these assumptions by assessing high school students’ knowledge of, attitudes towards and participation levels in citizenship issues. Findings show that while students are knowledgeable about citizenship issues they are however, hesitant about involvement in political activities. The study concludes that the reported claims are partly not valid. In a politically sensitive environment students are unwilling to engage in political activities. They accurately assess the situation and adopt a position which other citizens in similar circumstances might take.     

The effect of activity type on the engagement and interaction of young children with disabilities in inclusive childcare settings

The engagement and adult and peer interaction of 37 young children with a range of disabilities was measured in free play, group, and meal-routine activities in inclusive childcare settings. A significant effect for activity type was found for total engagement, active engagement, and passive engagement, with the children being more engaged in free-play and meal-routine activities than group activities. Free-play and meal-routine activities provided better opportunities for active engagement than did group activities, but children were more actively engaged during meal-routine activities than during free play. Passive engagement was more commonly observed during group activities. Children interacted more with their peers during free play. When children with a diagnosis of autism spectrum disorder were compared with children with other disabilities, they were found to be significantly less engaged during free play and interacted less with their peers. The implications of these findings for inclusive practice in childcare settings are discussed.