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A growing number of academics relocate abroad to work as expatriates in the university sector. While this employee group seems to have a highly constructive influence on the performance of university organizations, some problems in relation to effective inclusion of these individuals have been noted. In order to further advance the theoretical understanding regarding integration efforts in international university organizations, the purpose of this paper is to explore how two types of inclusive management, empowering management (identity-blind) vs English management communication (identity-conscious), affect local and expatriate academics.

Using responses generated from a survey of 792 local and 620 expatriate academics, this paper assesses the effects of inclusive management on job engagement and stress among the two groups.

The results show that one type of inclusive management, empowering management (identity-blind), has a favorable influence on job engagement and stress in both subsamples. The other type, English management communication (identity-conscious), increases stress for local academics but has no effect on the expatriates. These findings are useful for theory development in relation to employee inclusion in international organizations.

The authors have little knowledge about how inclusive management functions in international organizations. Testing the effect of identity-blind and identity-conscious inclusive management practices among two different groups of local and expatriate academics provides new insight to this area. In particular, the use of English management communication provides new knowledge on the integration of majority and minority groups in international organizations.

This paper aims to investigate the delamination wear properties of a carbon strip in a carbon strip rubbing against a copper wire at the high-sliding speed (380 km/h) with or without electrical current.

The friction and wear properties of a carbon strip in a carbon strip rubbing against a copper wire are tested on the high-speed wear tester whose speed can reach up to 400 km/h. The test data have been collected by the high-speed data collector. The worn surfaces of the carbon strip are observed by the scanning electron microscope.

It was found that there was a significant increase of the delamination wear with the decrease of the normal load when the electric current is applied. The size of the flake-like peeling also increases with the decrease of normal load. The delamination wear extends gradually from the edge of the erosion pits to the surrounding area with the decrease of the normal load. However, the delamination wear never appears in the absence of electric current. It is proposed that the decreased normal load and the big electrical current are the major causes of the delamination wear of the carbon strip.

The experimental test at high-sliding speed of 380 km/h was performed for the first time, and the major cause of the delamination was discovered in this paper.

An accurate and fast dynamic analysis innovative approach for vehicle parts is provided for engineering practice.

This paper presents an innovative dynamic analysis approach for vehicle parts based on parallel optimization algorithm with CUDA.

This project is supported by the National Science Foundation of China (No. 51805076, No. U1708255 and No. 51775093), the Fundamental Research Funds for the Central Universities (No. N170503011) and the Natural Science Foundation of Liaoning Province, China (No. 20180551058).

This paper presents an innovative approach for vehicle parts using parallel optimization algorithm based on CUDA, which can improve the computing accuracy and speed effectively.

A major justification for the state subsidy of university education at public institutions (and, in some countries, of private universities too) is the economic and social benefits accruing to society as whole from a significantly university-educated workforce and citizenship. Based upon a broad range of research findings, a particular societal benefit emanating from higher education relates to good citizenship: that it leads to more open mindedness and tolerant political attitudes. We examined these issues using a representative sample of students from Israeli universities to clarify the extent to which these outcomes would be paralleled in the Israeli setting, where the university experience differs markedly from that found typically in the West.

The research is based on a comparison of political tolerance levels between first- and final-year students enrolled in regular undergraduate study programs (of four days a week or more). However since a change in tolerance is likely to be contingent also on the amount of time that the student spends on campus during the study year, we introduce, as a control group, students enrolled in compressed study programs (of three days a week or less) and compare changes in their tolerance levels with tolerance changes of students enrolled in regular programs. Research questionnaires were distributed to undergraduate students at three universities from the three major districts in Israel–north, south and center. The achieved sample size was 329 students.

Using Difference-in-Differences techniques, we looked for any changes in students' general political tolerance, over the course of their studies. Surprisingly, we found no such effect on political tolerance attitudes. Israeli students are older and often married and though nominally full-time students, they often hold down a full-time job. Thus they come and go to attend lectures but do not otherwise spend much time on campus. Given the somewhat perfunctory nature of the university experience for most Israeli students, it does not to lead to more open-minded and tolerant political attitudes.

Some broader, practical applications of the research, beyond the Israeli case, are presented, particularly related to distance learning and to the impact of COVID-19. Attention is given to more recent “Cancel culture” developments on university campuses.

The results have wider implications, to other university setting in other countries. Changes in political attitudes may occur in university settings where campus life is well developed, with opportunities for student interaction, formally in extra-curricular events or through social mixing outside the lecture hall. Where the university experience is more minimally confined to attendance at lectures these desirable outcomes may not be forth coming. These findings are relevant to other university frameworks where campus attendance is marginal, such as in open university education and, even more explicitly, in purely internet-based higher education study.

The Chinese government hopes to achieve the goal of benefiting citizens by building a National Integrated Online Government Service Platform (NIOGSP). However, citizens' low adoption of the platform makes it difficult for the government to achieve its goal. Research on the influencing factors of citizen adoption of NIOGSP can help the government fully understand the concerns and needs of its citizens and take targeted measures to increase citizen adoption.

First, this research builds a model of the citizen adoption process, including attention, retention and motivation, based on an observational learning model. Next, research variables are determined based on social cognitive theory, literature review and real-world needs. Finally, based on the questionnaire survey and structural equation model, the influencing factors of each stage of the citizen adoption process model are studied and the relationship between the three stages of the model is verified.

Results show that perceived usefulness (PU) and self-efficacy (SE) positively affect attention. SE positively affects retention, while perceived privacy (PP) negatively affects retention. PU, social influence, PP and anxiety positively affect motivation.

The conclusion of this study can provide reference for governments in various countries to establish and improve online one-stop government. In addition, this study verifies the citizen adoption process model and finds that there is no obvious causal relationship between attention and retention, but both have positive effects on motivation.

The purpose of this paper is to explore the emotions reported by a group of student teachers (STs) after viewing their own teaching videos and those of their peers, as well as the reasons for those emotions. It also investigated the perceived influence of the STs’ emotions on their learning from the videos.

The case study involved 12 STs, and was situated in the context of a science methods course on a postgraduate teaching diploma program. The emotions associated with watching different types of video materials were investigated using a variety of data-collection methods, including written surveys, student-generated metaphors, and interviews. The emotion labels/words (e.g. horrible, joyful) and metaphors the STs used to describe their video-viewing experience, as well as the reasons for their emotions, were analyzed. The perceived influence of the participants’ emotions on their learning from the different types of video material was also analyzed qualitatively.

The findings suggested that most of the STs experienced negative emotions when viewing their own videos, whereas all of them reported positive emotions when viewing their peers’ videos. Distinct groups of STs displaying similar emotions while viewing the different video materials were distinguished. Their characteristics and the reasons for their emotions were identified. Analysis of the perceived influence of emotions suggested that they exert differential influences on learning from video materials, with the negative emotions associated with viewing one’s own videos reported to hinder such learning in most cases.

This study represents one of the few attempts to investigate the emotions related to STs’ video-viewing experience. The case study problematizes the lack of attention to the emotions associated with ST’s video-viewing experience in existing scholarship and highlights the fact that research findings on in-service teachers’ emotions associated with viewing different types of video material might not be transferable to novice teachers. The identification of distinct groups of STs who experience particular emotions when viewing different types of video material, as well as the differing perceived influence of those emotions on their learning, has implications for the effective use of videos to enhance learning in initial teacher education.

The purpose of this paper is to draw on previous work in multiple disciplines to establish a theoretical framework for clinical decision-making that incorporates non-medical factors, such as race/ethnicity, into the way physicians make decisions in the practice of medicine. The proposed Rapid Clinical Decision in Context (RCDC) model attempts to understand the influence of various contextual elements on physicians’ decision-making process. The RCDC model provides a basis for future studies to move beyond documentation of areas where disparities exist to understand the causes of the disparities and designing interventions to address those causes. The paper concludes with a discussion on possible studies to test the proposed model.

The purpose of this paper is to assess the importance of group position and consciousness in predicting people’s perceptions of police fairness in China.

This study used survey data collected from 1,095 respondents in Shanghai. Multivariate regression was used to analyze the effects of group positions and group consciousness variables on perceived police fairness, controlling for personal, experiential and neighborhood factors.

Regardless of their own hukou status, individuals who live in high migrant areas expressed less favorable attitudes toward police fairness. Meanwhile, people who displayed greater degrees of sensitivity to bias in law rated police fairness less favorably, whereas people who expressed higher levels of moral alignment with the law and belief in no choice but to obey the police rated police fairness more favorably. Lower levels of neighborhood disorder and higher degrees of cohesion were also associated with more positive evaluations of police fairness.

The authors’ measure of migrant concentration was constructed based on respondents’ own assessments of this neighborhood feature. Future studies should consider using objective measures to supplement the construction of migrant concentration variables. The authors’ group consciousness variables are limited as they are general, non-residential status specific and only capture part of the traditionally conceptualized variable of group consciousness. Future study should employ better-worded items that can tap precisely into people’s various dimensions of social consciousness based on their group status.

Training officers has to give a high priority to the principles of both procedural and distributive justice, and implement performance and evaluation policies that support fair and responsive police behavior, particularly during situations where citizens report crime to and seek help from the police.

Despite their high relevance, variables reflecting group position have received marginal attention in previous research on public evaluations of the police in China. This study represents a first attempt to examine how the interactions between residence status and the level of neighborhood migrant concentration influence Chinese attitudes toward police fairness.