Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Feb. 14, 2007). Includes bibliographical references.

A study for scaffolding strategies in the project approach for kindergarten teacher Abstract The purpose of this research is an inquiry for kindergarten teachers¡¦ implement of project approach and types of scaffolding strategies. This study used qualitative research methods, with an implementation project approach for early childhood teacher. Through the way of participation in observation, collect project approach interaction and dialogue, and analysis of inductive teaching scaffolding strategies types. In addition, analysis of interviews with the teacher implementation project approach, while collecting important files, classes for data of triangular detection. The conclusions of this study provided as follows: First, preschool teachers in the implementation of a project approach, in the course of their choice of topic is consistent with the child's interest. Chard (1998), proposed five features to review teachers implementation topics course of history, their schema definition, and structural characteristics, helping children's physical and mental development. Project approach teachers in topic scenarios enhance early childhood learning and improve mental development. Second, demonstrate seven types of scaffolding strategies, including language-scaffold being most often introduced. Teachers used scaffold strategy to assist in the construction of knowledge, or to construct preschool curriculum orientation. Third, teachers with scaffold strategies, certainly help young children learning. The effectiveness of teacher practical knowledge and capacity enhancement, cognitive schema provides a learning environment. The attitude of parents is another factor of obstacles. Finally, prevalent in present, manpower shortage problem led to the heavy workload for the teachers in the kindergartens. Eventually, it is worth concerning the teaching time was deprived and the teaching quality and effectiveness was affected as well.

Previous research has observed that approach motivation can both increase and decrease attentional breadth. How does the same motivation have these seemingly divergent effects? Three studies tested the hypothesis that mental construal levels help to determine the breadth of approach-motivated attention. In all studies, construal levels were manipulated to be high or low and breadth of attention was assessed in the context of high approach motivation. Study 1 found that higher trait approach motivation predicts increased attentional breadth, but only following the induction of a high-level (versus low-level) mental construals. Study 2 found that, while viewing images of appetitive objects (i.e., desserts), high-level construals increased attentional breadth relative to low-level construals. Study 3, however, found little evidence that high (versus low) construal levels influenced attentional breadth while viewing images of appetitive or neutral objects. These results help to reconcile divergent past findings regarding approach motivation and breadth of attention, but the results fall short of providing definitive evidence for the hypothesized role of mental construal levels in approach-motivated attentional breadth.

Abstract This paper proposes a novel approach to analyze the inverse problems of elastohydrodynamic lubrication (EHL). First, a finite-difference method is employed to discretize the elastic deformation and the force balance equations. The discretizing equations can be rearranged into a matrix form. The pressure distribution can be expressed in an appropriate function and then substituting it into the matrix form. The least-squares error method is adopted to find the undetermined coefficients, which generates a smooth pressure distribution based upon a small number of measuring points on the film thickness map and overcomes the problems of pressure fluctuations obtained from the traditional methods. The apparent viscosity can be solved from the Reynolds equations by using the least-squares method to predict the optimum value of the pressure-viscosity index ( ). The proposed method is applied to analyze four kinds of the inverse problems, namely, EHL of line contacts, EHL of point contacts, pure squeeze EHL motion of circular contacts, and elastohydrodynamic thin film lubrication (EHTFL). This paper discusses the effects of the implemented errors on the predicted value of apparent viscosity. The errors are implemented at the film thickness, the load, the effective elastic modulus, the viscosity at ambient pressure, and the mean velocity. Results show that the implemented errors in load and effective elastic modulus have a significant influence on the accuracy of the results, but the errors in average velocity and in the viscosity at ambient pressure do not have a significant effect. In these implemented errors, the resolution of the film thickness measurement plays the most important role in determining the accuracy of the apparent viscosity. Even when errors in the film thickness measurements are deliberately introduced, the inverse approach still provides a satisfactory value of the pressure-viscosity index. The resulting apparent viscosity errors are much smaller than those generated when using the traditional inverse method. The inverse approach can allow higher measurement error than traditional inverse method, and the allowable resolution range can be increased to about 3-10 times. Base on the viscous adsorption theory, the modified Reynolds equation is derived for EHTFL. In this theory, the film thickness between lubricated surfaces is simplified as three fixed layers across the film, and the viscosity and the density of lubricant vary with pressure in each layer. The difference between classical EHL and EHTFL is investigated to find the important parameters of EHTFL. Results show that the proposed model can reasonably calculate the film thickness and the viscosity under EHTFL. Adsorbent layer thickness and viscosity significantly influence the lubrication characteristics of the contact conjunction. The inverse approach is developed to evaluate the pressure of contact region, pressure-viscosity index ( ) of oil film, and the film thickness and viscosity of adsorbent layer under EHTFL. This paper also uses a self-development EHL tester with the optical interferometry equipment to observe the EHL film thickness map of circular contacts under the steady state and the pure squeeze motion. The inverse approach can be used to estimate the pressure distribution on a film thickness map obtained from optical EHL tester. By using this pressure distribution, the estimated pressure-viscosity index can be obtained. Result shows that the inverse approach predicts a larger value of the pressure-viscosity index than the actual value. The error between the actual and the estimated values of is less than 7 percent. When the minimum film thickness is less than 30 nm, the inverse approach based on EHTFL theory can reduce the error between the actual and the estimated values of .

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

People everywhere strive for an ideal view of the self, but the conception of “ideal” differs importantly across cultures. In Western societies, the ideal self entails the possession of high self-esteem, whereas in East Asian cultures the ideal self entails maintenance of “face,” or successful performance of social roles and obligations. Within each cultural context, aspirations for an ideal self are facilitated by a network of psychological processes. One such psychological process is approach and avoidance motivations: approach motivation is useful for Westerners’ pursuit of high self-esteem whereas avoidance motivation is useful for East Asians’ concerns for face maintenance. Review of prior research renders support to this theorizing. Because approach and avoidance motivations are fundamental psychological processes, cross-cultural research on this topic is a great venue for investigating the ways in which culture shapes psychological processes. This dissertation examines the implication of cultural differences in approach and avoidance motivations in two domains. Studies 1 and 2 investigated the motivational consequences of a fit between culturally encouraged motivation and focus of self-regulation that a task at hand calls for. In comparisons of Canadians and Japanese, these studies found that individuals’ motivation for a task is enhanced when culturally encouraged motivation matched with focus of self-regulation required for the task. The second set of studies (Study 3 and 4) examined cognitive consequences of approach-avoidance motivation cultural difference. These studies found that a type of information that people are attuned to differs as a function of cultural differences in approach-avoidance motivations. Implications of the findings and future directions are discussed.

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People everywhere strive for an ideal view of the self, but the conception of “ideal” differs importantly across cultures. In Western societies, the ideal self entails the possession of high self-esteem, whereas in East Asian cultures the ideal self entails maintenance of “face,” or successful performance of social roles and obligations. Within each cultural context, aspirations for an ideal self are facilitated by a network of psychological processes. One such psychological process is approach and avoidance motivations: approach motivation is useful for Westerners’ pursuit of high self-esteem whereas avoidance motivation is useful for East Asians’ concerns for face maintenance. Review of prior research renders support to this theorizing. Because approach and avoidance motivations are fundamental psychological processes, cross-cultural research on this topic is a great venue for investigating the ways in which culture shapes psychological processes. This dissertation examines the implication of cultural differences in approach and avoidance motivations in two domains. Studies 1 and 2 investigated the motivational consequences of a fit between culturally encouraged motivation and focus of self-regulation that a task at hand calls for. In comparisons of Canadians and Japanese, these studies found that individuals’ motivation for a task is enhanced when culturally encouraged motivation matched with focus of self-regulation required for the task. The second set of studies (Study 3 and 4) examined cognitive consequences of approach-avoidance motivation cultural difference. These studies found that a type of information that people are attuned to differs as a function of cultural differences in approach-avoidance motivations. Implications of the findings and future directions are discussed.

Thesis (M.A.)--Ohio State University, 2005. / Includes bibliographical references (leaves 243-247). Available online via OhioLINK's ETD Center

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