The analysis of bearing systems involves the prediction of their static and dynamic characteristics. The capability to compute the dynamic characteristics for hydrodynamic bearings has been added to Bearing Design System (BRGDS), a finite element program developed by Dr. R.W. Stephenson, and the results obtained were validated. In this software, a standard finite element implementation of the Reynolds equation is used to model the land region of the bearing with pressure degrees of freedom. The assumptions of incompressible flow, constant viscosity, and no fluid inertia terms are made. The pressure solution is integrated to give the bearing load, and the stiffness and damping characteristics were calculated by a perturbation method. The static and dynamic characteristics of 60, 120 and 180 partial bearings were verified and compared for a length to diameter (L/D) ratio of 0.5. A comparison has also been obtained for the 120 bearing with L/D ratios of 0.5, 0.75 and 1.0. A 360-journal bearing was verified for an L/D ratio of 0.5 and also compared to an L/D ratio of 1.0. The results are in good agreement with other verified results. The effect of providing lubricant to the recesses has been shown for a 120 hybrid hydrostatic bearing with a single and double recess.

This study explored the publication pattern of Canadian computer scientists and compared the impact of conference papers and journal articles published by these researchers. It was found that conference proceedings are the preferred venue for scholarly communication, but the impact of conference papers is not comparable to that of journal articles. The potential reasons for the lower impact of conference papers are discussed, and possible approaches to improve the current scholarly communication system in computer science are proposed.

In this thesis we propose a feasible bibliometric assessment framework of research output quality derived from the definition of research proposed by Higher Education Funding Council for England (HEFCE). Based on this basic framework, we show that research output can be assessed from two elements: significance of new insights and effectiveness of sharing based on the new insights. We investigate this issue from two levels: research publication's quality assessment and academic journal's quality assessment. With regard to measurement of research publications, we confirm citation information is accepted as a measure of effectiveness of sharing regardless of various reasons of citation behavior. On the other hand, we observe there are no sufficient studies on bibliometric indices for significance of new insights, based on information other than citations. In this thesis, we theoretically develop some non-citation based bibliometric measurements via utilizing journal characteristics (e.g. journal acceptance rate (JAR) or journal rejection rate (JRR)). Their strength and weakness are shown in our empirical studies. Furthermore, we believe a more complete assessment for research output quality can be achieved by combining information from the two elements. Several combination approaches such as function combination (i.e. production of two indicators) and Data Envelopment Analysis (DEA) approach are proposed and testified on real data sets like the Association of "- Business School (ABS) journal ranking and Research Assessment Exercise (RAE). Secondly, we utilize a part of the HEFCE framework for journal quality assessment from wider perspectives. To this end two ranking approaches are introduced to serve different stakeholders, and Operational Research/Management Science (OR/MS) journals are employed in the empirical studies. Finally, we report a real project of the 3E (i.e. Efficacy, Efficiency, Effectiveness) theory in an international research institute ranking, jointly carried out by the Chinese Academy of Sciences (CAS), China, and the Centre for Evaluation of Research Performance (CERP), University of Kent, UK.

La pr??sente ??tude analyse d???une perspective pragmatique le journal de prison de Daniel Timsit. Le but de notre approche pragmatique est de d??finir le genre du journal intime, et d???observer si le texte de Timsit correspond aux attentes du lecteur. C???est ainsi que la premi??re partie de notre premier chapitre est consacr??e aux caract??ristiques g??n??riques de l???autobiographie et du journal intime. De l???analyse du deuxi??me et du troisi??me chapitre, il ressort que dans le journal de Timsit quelques-uns de ces principes ne sont pas respect??s : le rejet de la fiction et de la po??tique, la calendarit??, la simultan??it?? et l???insouciance de la beaut?? du style. Dans le deuxi??me chapitre, l???analyse narrative r??v??le un narrateur qui ??crit son journal au jour le jour en prison et un narrateur qui a une perspective r??trospective. Cette structure entra??ne la division du r??cit : d???un c??t??, il y a le journal intime, de l???autre, l???autobiographie. Le contraste entre les deux types de discours est mis en ??vidence par l???analyse de la simultan??it?? au niveau des d??ictiques. La narration h??t??rodi??g??tique introduit un troisi??me type de r??cit, qui rel??ve de la fiction. Dans le troisi??me chapitre, l???analyse des d??ictiques fait ressortir l???intrusion de traits fictionnels dans le journal proprement dit, par le biais des r??flexions projet??es au-del?? de l???exp??rience carc??rale. C???est toujours dans le troisi??me chapitre que nous estimons que la deuxi??me et la troisi??me personne du singulier repr??sentent des marques de la subjectivit?? dans le journal intime, tout comme la premi??re personne. Le pronom nous exprime la subjectivit?? int??gr??e dans la collectivit?? des prisonniers. L???approche pragmatique nous aide aussi ?? examiner le contexte plus large, le contexte social, politique et ??conomique, qui fait que cet ouvrage ne correspond pas aux attentes cr????es par les conventions formelles.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

This journal-article-formatted dissertation explores university professors’ and trainers’ practices in engaging students in their classrooms. By systematically examining the current literature related to engaging instruction, I identified the core components of engaging instruction, as well as the strategies to effectively engage students. Despite the paucity of available empirical studies investigating the ‘engagement’ concept for professors and trainers, the available studies were examined to understand how researchers conceptualized and operationalized “effective engagement.” Findings from this literature review provided a theoretical foundation for the research. I explored the perceptions and practices of college professors regarding engaging instruction. I interviewed seven professors face-to-face. Subsequently, I analyzed the interview transcripts using the constant comparative method. Findings from the study showed that the participants had varied views. Nevertheless, they agreed that an engaging professor must focus on learning; consider various aspects of students’ personal development including their cognitive, social, and emotional development; and take care of different student learning styles, for example, visual, auditory, and kinesthetic. Participants expressed the importance of student engagement. Body language, verbal and non-verbal cues, and eye contact were the main parameters used by the participants to evaluate student engagement. Participants also emphasized the importance of asking questions, judging from student responses and assessing instructional effectiveness by evaluating the questions asked by students. Similarly, I also explored seven trainers’ perceptions on engaging instruction and the strategies they used for engaging trainees by conducting face-to-face interviews. I utilized the constant comparison method to analyze the interview transcripts. Major findings indicate that trainers should be trainee-centered in instruction, accommodate different learning styles, elicit trainee participation by creating an encouraging class environment, and connect with trainees by building rapport early in a training session.

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The purpose of this dissertation is to understand how students distribute their attention while reading academic journal articles under time pressure. Given that most of the reading done in university is commonly time-sensitive and task-dependent, this dissertation explores how students actually shift their attention across the discrete sections of a journal article in the available time to identify and extract task-relevant information. Addressing gaps in the literature, the experiments in this dissertation observe the impact of the following three factors on strategic shifts in attention during study: (1) varied time conditions; (2) the presence/absence of summary information; and (3) the experience of the reader in terms of education level. The experimental methods used in this series of studies are consistent across all three chapters. Participants are given two 5-page academic journal articles to read on cognitive psychology for an impending test. Participants’ eye movement data are analyzed for the total adjusted viewing time the eyes spend in each section of the article, i.e., viewing time in each section was divided by the number of words in each section. The experiments in Chapter 2 examine overt attention when studying with and without a time constraint. Participants were given either 2 minutes of study time or unlimited study time. Analyses of the eye movement data reveal a reduced reading effect both when study time is restricted and unlimited. Specifically, the results showed that as time progresses, participants tend to read less and skim more, with the largest amount of adjusted time being spent on the Abstract. Chapter 3 examines further the apparent importance of the Abstract when reading under time constraint. It investigates whether people allocate more attention to the Abstract relative to other sections of the journal article based on its position or its summary content. Also, Chapter 3 explores whether the presence of an Abstract impacts what people read next in the article. Participants are given a limited time in which to read one of two versions of the articles to read, one version with an Abstract, the other without. The findings show that position, rather than summary content, seems to explain the amount of adjusted viewing time on the Abstract. Additionally, the summary information contained in an Abstract impacts what people read next in the article. Chapter 4 examines the extent to which participants’ education level impacts their use of a skimming strategy for studying. Here, participants form three different groups based on their year of study: graduates, senior undergraduates (3rd and 4th year), and junior undergraduates (1st and 2nd year). Overall, the results suggest that, when studying journal articles under time pressure, skimming behaviour changes from a primarily linear-skimming strategy (reading from beginning to end) to a more targeted-skimming strategy with increased education level. Finally, in the General Discussion in Chapter 5, a summary of the findings of this dissertation is considered in light of the literature on complex factors that impact attention and information-gain. The chapter also outlines hypotheses for future testing of overt attention while reading journal articles under time pressure.

In the decade (1992–2001), the Chinese architecture profession, (hereinafter using abbreviation the CAP) has been largely promoted to a higher level under the socialist circumstance. It is pivotal to note that the evolution of the architecture and the profession does not occur as a natural process, but rather as a result of power relations. In effect, the transformation in the architectural field is a result of interplay between many agents, with the state authority sitting as a predominant force amongst many components despite the complexity and complicity. / On the one hand, the CAP has experienced independence, self-improvement and integration into the world through the journey towards a liberalized position. On the other hand, the operation of architectural practice is highly channeled by the state authority, is closely tied to government policies and shaped by government regulations and facilitated by socio-economic dynamics. The state authority, at various levels, affects the direction of the CAP’s development as well as how it is evolving. This is implemented through interrelations not static but dynamic, that are constantly being re-enacted. / In the midst of the range of architectural phenomenon, the thesis focuses on changes of the CAP, and the relationship between the CAP and the state authority in China during a crucial decade of post–Mao reform, as reflected in the publications in Jian Zhu Xue Bao. It is based on a textual analysis of Jian Zhu Xue Bao, and observes the interrelations that occurred or re-occurred through historical review, discourse analysis and case studies. At the conceptual level, the study considers the interaction as that of power and knowledge. / Against the background provided, the dissertation argues that the underlying power–knowledge correlations react in the Chinese architectural field and at the same time; various interactions that drive the development related to the CAP are unfolding in Chinese architectural discourse. Drawing on scholarship concerning power and knowledge, findings are of four kinds related to: (1) the CAP obtained a relative autonomy; (2) the improvement of professional systems and enforcement; (3) the facilitation role of the state authority; (4) integration into international practice and discourse.

Thesis (M.A.)--University of Wisconsin--Madison, 1967. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.