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Article
Publication date: 1 February 1930

O. Thornycroft and C.H. Barton

THE function and behaviour of a lubricant on certain parts of an internal‐combustion engine is so complex that the knowledge on this subject is still very incomplete. After…

24

Abstract

THE function and behaviour of a lubricant on certain parts of an internal‐combustion engine is so complex that the knowledge on this subject is still very incomplete. After several years of experimentation both with specially designed apparatus and with actual engines, the authors of these notes have reached certain conclusions which they will here endeavour to record. Some of the conclusions must, nevertheless, be regarded as opinions only, since lubrication in all its forms is not yet an exact science. For instance, the exact means by which oil lubricates a piston‐ring reciprocating within a cylinder remains very obscure. The action of the lubricant at the rings and in some bearings, such as at the gudgeon‐pin, does not lend itself to mathematical treatment because the conditions are not constant. The alternate sliding and stopping is not a strictly continuous process, and neither the “fluid” nor the “boundary” theories of lubrication can be satisfactorily applied.

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Aircraft Engineering and Aerospace Technology, vol. 2 no. 2
Type: Research Article
ISSN: 0002-2667

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Book part
Publication date: 17 December 2016

Marguerite Anne Fillion Wilson and Denise Gray Yull

While scholars recognize that parent engagement in children’s education is beneficial, much of the normative parent involvement literature rests on the assumption that…

Abstract

While scholars recognize that parent engagement in children’s education is beneficial, much of the normative parent involvement literature rests on the assumption that marginalized parents of color must be taught white middle-class norms of conduct in order to engage with the school system. In this chapter, we describe the ways our critical ethnographic implementation and analysis of the Parent Mentor Program – a parent engagement project in a small urban school district in Central New York – re-envisions parent engagement in three interrelated ways. First, we argue that the project is race-, class-, gender-, and power-conscious, drawing on the interrelated theoretical frames of Critical Race Theory and Critical Whiteness Studies. Second, we argue that the program and research are unique in utilizing the toolkit of critical ethnography to not merely describe, but also to intervene in educational inequity. Third, we argue that the program has a more holistic goal than much of the parent engagement literature, as it seeks to connect parent engagement and activism with the larger antiracist goal of using restorative justice strategies to disrupt the disproportionate disciplining of Black students. Focusing on critical ethnographic methods in practice, we analyze the shifting positionalities of a multiracial research team as we grappled with methodological dilemmas in the first three years of the program. We document how we balanced the goals of introducing a race-conscious framework and catalyzing critical consciousness with the realities of constantly renegotiating entry in a school district characterized by colorblindness and colormuteness.

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Article
Publication date: 1 May 1930

O. Thornycroft and C.H. Barton

IN an article published in the February issue of AIRCRAFT ENGINEERING the writers discussed the influence upon lubrication of various physical and chemical characteristics of…

22

Abstract

IN an article published in the February issue of AIRCRAFT ENGINEERING the writers discussed the influence upon lubrication of various physical and chemical characteristics of lubricants, practicable and otherwise.

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Aircraft Engineering and Aerospace Technology, vol. 2 no. 5
Type: Research Article
ISSN: 0002-2667

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Book part
Publication date: 1 January 2014

Rolf Aaberge and Ugo Colombino

Abstract

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Handbook of Microsimulation Modelling
Type: Book
ISBN: 978-1-78350-570-8

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Book part
Publication date: 8 October 2018

Amy Hatfield Hart

This chapter explores specializations within academic librarian practices, focusing on librarian research and collaboration. Academic librarian roles are transitioning from…

Abstract

This chapter explores specializations within academic librarian practices, focusing on librarian research and collaboration. Academic librarian roles are transitioning from service providers to specialists, researchers, and collaborators. Roles have shifted to incorporate interdisciplinary research and collaboration; embedded librarianship; research data management expertise; information literacy instruction; and core curriculum development. In order to understand this shift in roles, a mixed methods research project undertaken with a Purdue University researcher and Purdue Libraries faculty that prompted the development of a research diagrammatic metaphor modeling the components of librarian-faculty collaboration. The model demonstrates the dynamics and roles in academic collaboration and interdisciplinary research. A generalization of the model applied to two librarian-faculty collaboration scenarios exemplifies how these components facilitate engagement and project management. Potentially the model could be operationalized to understand disciplinary differences and provide a framework of accountability for both faculty and librarians engaged in research projects.

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Challenging the “Jacks of All Trades but Masters of None” Librarian Syndrome
Type: Book
ISBN: 978-1-78756-903-4

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Book part
Publication date: 2 April 2015

Anne Marie FitzGerald

School leaders in small to mid-size urban districts face shifting policy environments, increased accountability, fiscal austerity, and unfunded mandates, as they work to improve…

Abstract

School leaders in small to mid-size urban districts face shifting policy environments, increased accountability, fiscal austerity, and unfunded mandates, as they work to improve student learning and close achievement gaps. This chapter focuses on one aspect of school reform: the role of families in supporting students’ success. Given shifting demographics nationwide, recommendations for two-way partnerships with Latino families will be proffered in light of renewed definitions and an increasingly robust research base.

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Leading Small and Mid-Sized Urban School Districts
Type: Book
ISBN: 978-1-78441-818-2

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Article
Publication date: 20 August 2020

Sawaros Thanapornsangsuth and Nathan Holbert

Many initiatives seek to engage children in maker education. However, there is a paucity of research examining children’s engagement in making in low-income formal school…

265

Abstract

Purpose

Many initiatives seek to engage children in maker education. However, there is a paucity of research examining children’s engagement in making in low-income formal school settings. Likewise, little work has been done to explore the transformative perspectives of both the children and the people around them. This study aims to explore a Culturally Relevant Constructionist Design framework that emphasizes making as a way of building connections to ones’ community. The participants’ shifting perspectives and receptivity in engaging in maker activities that involve making inventions for their community, inspired by the nation’s most beloved figure, King Bhumibol are evaluated.

Design/methodology/approach

This study investigates fourth-grade students, a teacher and community members around a public school in Thailand. Using qualitative research methods, data collection includes interviews, field notes observation, photos and videos of the sessions. This paper presents three case studies that represent the shifting perspectives and receptivity of teachers, community members and students through engaging in making experience. The first case illustrates the ways in which building for others supports the students’ formation of an identity of a creator. The two cases describe a teacher and a community member who developed new-found perceptions of students as valuable contributors to the community.

Findings

The findings highlight making inventions for the community as ways to connect teachers, community members and students together. The study also identifies key perceptions and experiences that empower students’ as contributors to their community. Through the process of making, the teacher and the community members also developed new-found positive perspectives of the students. Particularly, they viewed the students beyond traditional school performance metrics, and considered their other latent abilities.

Practical implications

This study discusses these findings in light of previous research on maker education especially in low-income communities. It also showcases the role of making for the betterment of the community as a tool for engendering change in schools and empowering students to design and make personally and socially meaningful projects. The study also highlights how design-based research carried out in the international context, particularly in Thai locality and classrooms.

Originality/value

This study argues against the deficit lens that assumes a low sense of expectation for what students from lower-income schools can do. Students hold unique worldviews that lead them to create innovations relevant to their local and cultural needs. The study addresses this gap by designing a framework that emphasizes making relevant cultural connections to students’ communities. The study also showcases maker-centered experiences that enable students to express their ideas, to cultivate relationships, to help others and to see themselves in new ways. The perspectives of the participants hold implications beyond the predominant focus of maker education initiatives.

Details

Information and Learning Sciences, vol. 121 no. 11/12
Type: Research Article
ISSN: 2398-5348

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Book part
Publication date: 25 March 2019

Marja Vauras, Simone Volet and Susan Bobbitt Nolen

This chapter aims to seek insight into engagement in context, conceived through Productive Disciplinary Engagement (PDE), which can be perceived as a condition for sustained…

Abstract

This chapter aims to seek insight into engagement in context, conceived through Productive Disciplinary Engagement (PDE), which can be perceived as a condition for sustained disciplinary and interdisciplinary interest and motivation. Despite ongoing trends in the design and implementation of enriched learning environments that are expected to boost effective use of material and digital tools along with new sources of information, the empirical research on their motivational and emotional consequences is still in its infancy. These environments challenge, cognitively as well as motivationally, emotionally, and socially, both students and teachers alike. Keeping in mind the challenging times for future learning and work-life, engagement and motivation are discussed with a focus on science disciplines. In these fields, there is a strong call for proficient skills in collaborative team learning, problem-solving, and collective knowledge creation in anticipation of an uncertain, challenging future. Knowledge-intensive work and knowledge demands are escalating along with fast technological development, and simultaneously tasks that demand new, not yet even existing and partly unpredicted knowledge and expertise are increasing. In addition, knowledge and expertise are progressively more distributed, with new knowledge, products and innovations being created in collaboration that crosses disciplinary borders. In this chapter, three case illustrations in different science fields and learning contexts provide empirical evidence for the discussion on the learned lessons from these illustrated studies designed to support PDE, and the potential significance of PDE for productive collaboration, sustained disciplinary interest, and motivation given later development of adaptive expertise.

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Motivation in Education at a Time of Global Change
Type: Book
ISBN: 978-1-78754-613-4

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Book part
Publication date: 17 December 2015

Abstract

Details

Knowing, Becoming, Doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry
Type: Book
ISBN: 978-1-78441-140-4

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Article
Publication date: 1 November 2021

JooYoung Seo and Gabriela T. Richard

In response to the underexplored need for holistically inclusive makerspaces for learning, we put propose the “SCAFFOLD” framework, which considers equity, inclusion and…

869

Abstract

Purpose

In response to the underexplored need for holistically inclusive makerspaces for learning, we put propose the “SCAFFOLD” framework, which considers equity, inclusion and accessibility in the design of spaces and activities for socioculturally diverse learners.

Design/methodology/approach

This paper proposes a universal design (UD) framework that is intersectionally inclusive for learners with diverse needs in makerspaces and maker activities. This paper provides conjecture mapping to put forth theoretical and empirical arguments for the design of holistically inclusive makerspaces that consider gender equity and cultural inclusivity, as well as accessibility for diverse learners with divergent and unique abilities and dis/abilities.

Findings

Combining related literature and three existing UD frameworks (i.e. UD, web accessibility and UD for learning) and prior research on equity and inclusivity in making, this paper proposes the integration of eight principles, which leverage individuals’ diverse abilities to become agentic makers: simplicity, collaboration, accessibility, flexibility, fail-safe, object-oriented, linkability and diversity.

Research limitations/implications

Researchers who have implemented conjecture maps (Lee et al., 2018) have found them to be useful for developing theory and learning designs grounded in research and practice. However, it should be noted that design research is iterative and contextual, and conjecture maps are effective in providing visibility and rigor, but are meant to be flexible and responsive to changes in context (Lee et al., 2018; Sandoval, 2014).

Originality/value

This paper provides practical guidelines and principles for researchers, educators, instructional designers and product developers to assess and redesign makerspaces and activities that are intersectionally and universally inclusive, equitable and accessible.

Details

Information and Learning Sciences, vol. 122 no. 11/12
Type: Research Article
ISSN: 2398-5348

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