Relevant bibliographies by topics / Class interests

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Class interests'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Class interests"

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Vratusa, Vera. "Privatization and class interests." Sociologija 58, no. 3 (2016): 467–89. http://dx.doi.org/10.2298/soc1603467v.

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This paper tests the hypothesis that there exists increasing clash between declining support to privatization of remaining state and social property, public services, infrastructure and natural resources among majority of respondents in Serbia, on the one hand, and the policy of imposition of privatization by domestic and international social actors interested in ?finalization? of privatization, on the other. The main method of research is secondary analysis of data pertaining to attitudes of representative samples of respondents in Serbia on private property and privatization gathered during surveys conducted in 1989, 2003. and 2012, in local and global social and historical context of accumulation of capital systemic crisis in global proportions. Research demonstrates that scarcity and insufficient comparability of survey data on attitudes towards private property and privatization, as well as ignoring of scarce findings by the decision making power centers, are socially structured by contradictory class interests of domestic and international social actors. In conclusion the author proposes the construction of a common core of a research instrument for longitudinal, on action oriented comparative research of socializing alternatives to privatization and its destructive effects in all sub-systems of social activity, in both former ?real socialist? as well as in present ?real capitalist? societies.
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Wayne, Mike. "Aesthetics and Class Interests." Third Text 28, no. 2 (March 4, 2014): 137–48. http://dx.doi.org/10.1080/09528822.2014.890788.

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Wright, Erik Olin. "Working-Class Power, Capitalist-Class Interests, and Class Compromise." American Journal of Sociology 105, no. 4 (January 2000): 957–1002. http://dx.doi.org/10.1086/210397.

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Papadakis, Elim. "Class Interests, Class Politics and Welfare State Regime." British Journal of Sociology 44, no. 2 (June 1993): 249. http://dx.doi.org/10.2307/591219.

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Kilgore, James. "Mass Incarceration and Working Class Interests." Labor Studies Journal 37, no. 4 (December 2012): 356–72. http://dx.doi.org/10.1177/0160449x13482732.

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Scott, Barbara Ann. "Class interests and academic policy planning∗." New Political Science 6, no. 1 (December 1985): 115–39. http://dx.doi.org/10.1080/07393148508429602.

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Maug, Ernst, and Bilge Yilmaz. "Two-Class Voting: A Mechanism for Conflict Resolution." American Economic Review 92, no. 5 (November 1, 2002): 1448–71. http://dx.doi.org/10.1257/000282802762024584.

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We discuss two-class voting procedures where voters are divided into classes and a separate majority is required in each class. Examples include Chapter 11 bankruptcy proceedings and some political mechanisms. We investigate how voting mechanisms aggregate information dispersed among voters when voters have conflicts of interests as well as different information regarding a proposal. We find that two-class voting provides a significant improvement over one-class voting in all situations where voters have significant conflicts of interests, and where the voters are relatively evenly divided between interest groups. However, two-class voting is inefficient absent conflicts of interests.
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Little, Daniel. "Marxism and Popular Politics: The Microfoundations of Class Conflict." Canadian Journal of Philosophy Supplementary Volume 15 (1989): 163–204. http://dx.doi.org/10.1080/00455091.1989.10716796.

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A particularly important topic for Marxist theory is that of popular politics: the ways in which the underclasses of society express their interests and values through collective action. Classical Marxism postulates a fundamental conflict of interest among classes. It holds that exploited classes will come to an accurate assessment of their class interests, and will engage in appropriate collective actions to secure those interests. The result is a predicted variety of forms of underclass collective action: boycotts, rent strikes, tax and food riots, rebellion, and revolution. Underclass members of society instigate and support such protests because it is in their material class interest to do so. It will emerge, however, that this account is too schematic to provide a basis for explanation of popular politics. The microfoundations approach to Marxist theory will prove useful in this context because it directs us to some of the resources needed to provide a more adequate account of popular collective action.
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Zalewski, David A. "Financialization, Class Interests, and Karl Polanyi’s Protective Response." Journal of Economic Issues 53, no. 2 (April 3, 2019): 463–70. http://dx.doi.org/10.1080/00213624.2019.1594537.

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Woods, Dwayne. "State Action and Class Interests in the Ivory Coast." African Studies Review 31, no. 1 (April 1988): 93. http://dx.doi.org/10.2307/524585.

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Dissertations / Theses on the topic "Class interests"

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Flynn, Andrew. "Rural working class interests in party policy-making in post-war England." Thesis, University College London (University of London), 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324173.

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Pope, Beverley, and n/a. "Public schooling and private interests : an exploration of the links between state provided secondary schooling and the class interests of professional and professionalizing groups." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061106.094056.

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This thesis takes as its basic premise the need for more democratic educational structures and practices. By examining the restructuring of public secondary schooling provisions in New South Wales in the period after 1950 it argues that public schools in Australia are not democratic institutions. Rather than being democratic institutions public schools, it is maintained, reflect the private interests of members of so-called "professional and professionalizing groups", or, more precisely, of those with assets in credentials or assets in organization employed within monopoly capitalist enterprises and state enterprises. The employment domain of these groups is characterized by bureaucratic forms of control. The private interests of these groups are class interests in that they pertain to the maintenance of the material interests of those with assets in credentials and assets in organization through the monopoly of special knowledge and skills and reflect the class structure of a society in which monopoly capitalism has become the dominant economic, and, therefore, political and ideological, force. As the above outline suggests, in attempting to address the question of inequality in secondary schooling, marxist theories and categories, most notably those pertaining to class formation and class struggle, are drawn upon. In addition, the thesis maintains that the private interests of those with assets in credentials or assets in organization are "naturalized" in and through the ideology of individualism and of meritocracy. By examining the actual way in which the labour force was being restructured in the post-war period the thesis provides one avenue of critique of these constructions and attempts to demonstrate the limits of equality of opportunity in a class-based society.
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Campos, Ramírez Raúl, Castillo Manuel Cruz, and Arismendi Jesús Francisco Cornejo. "Why did I bring you over?!: Looking for a more sheltering regulation of diffuse interests." IUS ET VERITAS, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/123730.

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On this paper, the authors reflect over the article 82 of the Peruvian Procedural Law. that way, they debate over the defense of diffuse interests, specifically who are entitled to and how to reclaim them. then, they compare Peruvian law with other south American countries like uruguay and Brasil. Finally, they consider which would be the most adequate regulation for our society.
En el presente artículo, los autores reflexionan sobre el artículo 82 del Código Procesal Civil Peruano. Así, debaten sobre la defensa de los intereses difusos, su patrocinio y quienes se pueden reclamarlos. Continúan comparando la legislación peruana con la de otros países sudamericanos como Uruguay y Brasil; y finalmente, analizan cuál sería la regulación más idónea en nuestra sociedad.
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Neder, Paulo Braga. "A execução residual na tutela dos interesses individuais homogêneos." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/2/2137/tde-16052016-161219/.

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O presente trabalho tem como objetivo o estudo da execução residual na tutela dos interesses individuais homogêneos e as questões procedimentais que envolvem o instituto no direito processual brasileiro. Foram abordados aspectos relativos aos fundamentos do instituto no direito brasileiro, os requisitos para sua aplicação e o procedimento para a restituição da indenização devida aos indivíduos nos casos em que esta se faz necessária.
This paper aims to study the fluid recovery in the protection of homogeneous individual interests in Brazilian Law and the procedural issues surrounding the institute. The paper approached aspects related to the fundamentals of the institute in Brazilian law, the requirements for their application and the procedure for due compensation for individuals in cases where this is necessary.
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Wang, Xinsong. "Rights Consciousness, Economic Interests, and the 2003 District-Level People’s Congress Elections in China: Middle Class Motivations and Democratic Implications." Digital Archive @ GSU, 2005. http://digitalarchive.gsu.edu/political_science_theses/1.

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This thesis examines the motivations of the Chinese middle class members to run for District-level people’s congress (DPC) elections in Shenzhen and Beijing in 2003. It is interested in exploring why the middle class members wanted to run for the DPC positions that do not have real political power in China, and how their behavior can influence political change in China. By systematically analyzing the candidates’ campaign speeches and activities, this study reveals that the major motivating factors behind the middle class candidates’ decision to run for the elections were to protect their property interests and their increasing desire to defend political rights. This thesis argues that the campaigners’ actions in Shenzhen and Beijing will affect the democratization process in China.
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Rish, Ryan M. "Engaging Adolescents' Interests, Literacy Practices, and Identities: Digital Collaborative Writing of Fantasy Fiction in a High School English Elective Class." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316521200.

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Wang, Xinsong. "Rights consciousness, economic interests, and the 2003 district-level People's Congress elections In China middle class motivations and democratic implications /." unrestricted, 2005. http://etd.gsu.edu/theses/available/etd-04142005-165152/.

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Thesis (M.A.)--Georgia State University, 2005.
1 electronic text (58 p.) : digital, PDF file. Title from title screen. Kim Reimann, committee chair; Michael Herb , William Downs, committee members. Description based on contents viewed Apr. 3, 2007. Includes bibliographical references (p. 56-58).
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Hellström, Måns. "Class Struggle or Capitalist interests? : The Driving Forces of Active Labor Market Policy and the Expansion of the Welfare State." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-274627.

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The purpose of this paper is to examine the causes of welfare state expansion, specifically the causes of welfare state expenditure of active labor market policy (ALMP). ALMP aims at reducing unemployment and increasing participation in the labor market. The field of political economy has long asked the question of why certain welfare states are characterized by generous social policy, while others are not. Several theories have been presented over the years, each providing new perspectives. The two theories that could be considered to be the most prominent are the Power Resource Theory, which centers on the importance of power resources of major classes, and the Varieties of Capitalism, which is more focused on the different needs of capitalists.The specific interest of this paper is the varying orientations of ALMP. It is argued that ALMP should not be understood as a homogenous concept, but instead as a category of policy which consists of a range of tools from which a government can choose. Analyzing the expenditure of these tools separately is thus of great importance for the development of a deeper understanding of the welfare state.Using regression analysis, I analyze which of the theories mentioned above is most strongly correlated to increased expenditure of ALMP. I use a total expenditure of ALMP, as is customary within the field, but I also include two other measures for specific tools of ALMP; incentive reinforcement programs and training programs.The results indicate that when looking at the total expenditure of ALMP the VoC approach appears to better explain the cause of welfare state expenditure. However, when including the measures for the specific tools of ALMP, the classic notion of VoC is confirmed only regarding incentive reinforcement programs, and contradicted regarding training programs. Moreover, the classic notion of PRT is confirmed regarding the expenditure of training programs, albeit with quite limited evidence. Also, the classic notion within PRT finds little support in the analysis of total expenditure of ALMP and the expenditure of incentive reinforcement programs. Only making a distinction between large and small welfare states is thus argued to be a simplification. Welfare states with similar levels of social expenditure might in fact differ significantly regarding actual policy preference.It is concluded that the continued disaggregation of ALMP is necessary in order to further the research field. Acknowledging the highly heterogeneous nature of ALMP is essential when understanding its expenditure.
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Lee, Kit-lai Jemima. "Social class and career aspirations : a study of F.5 students in two schools in Hong Kong /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778518.

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Çiçek, Cuma. "Interaction of nation, religion and class : building Kurdish consensus in Turkey." Thesis, Paris, Institut d'études politiques, 2014. http://www.theses.fr/2014IEPP0010.

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Dans cette recherche, on analyse la question à savoir « comment les trois principaux types de groupes kurdes -nationale, religieuse et économique- coopèrent pour établir un consensus sur un objectif commun : une région politique kurde en Turquie ». En suivant la théorie du constructivisme, le modèle des Trois I, la sociologie de l'organisation et de la sociologie de l'action collective sont articulé pour examiner l'action collective kurde, qui est constamment reconstruite dans un contexte historiquement construit, qui est aussi constamment reconstruit par les dynamiques aux niveaux nationaux, transnationaux (géopolitiques), européens et mondiaux. Quant à la tâche empirique, on examine les conflits, les négociations, la coopération et le consensus de ces trois groupes kurdes sur la question kurde et l'influence des cinq dynamiques structurants mentionnés ci-dessus. La principale méthode utilisée dans ma recherche est l'analyse qualitative des entretiens en profondeur. Au niveau conclusion théorique, la recherche fait remarquable contribution aux théories et approches concernant les identités collectives et les groupes (étant groupe) collectives, l'État, le modèle des « Trois I », la dépendance au sentier, la géopolitique de la question kurde et l'européanisation. Au niveau empirique, la principale conclusion de l'étude est le fait que les groupes kurdes n’ont pas atteint de construire une organisation commune et des règles collectivement acceptées jusqu'ici. Les idées, les intérêts et les institutions des groupes ne sont pas équivalents ; et les intérêts particuliers des groupes ont pesé sur l'action collective dans la région kurde
In this research, I analyzed the question of “the three main types of Kurdish groups -national, religious and economic- cooperate to establish a consensus on a common purpose: a Kurdish political region in Turkey.” Following the theory of constructivism, the Three I model, the sociology of organization and the sociology of collective action are articulated to examine the Kurdish collective action, which the is constantly re-constructed in historically constructed context, which is also constantly re-constructed by dynamics at national, trans-national (geopolitical), European and global levels. As to the empirical task, I examined the conflicts, negotiations, cooperation and consensus of these three Kurdish groups regarding the Kurdish issue(s) and the influence of the above-mentioned five structuring dynamics. The principal method used in my research is the qualitative analysis of in-depth interviews. At the level of theoretical conclusion, the research makes remarkable contribution to the theories and approaches concerning the collective identities and groups(ness), the state, the “Three I” model, path dependency, the geopolitics of the Kurdish issue, and Europeanization. At the empirical level, the main conclusion of the research is the fact that the Kurdish groups have not achieved to build a common organization and accepted rules so far. The groups’ ideas, interests and institutions are not equivalent and the groups’ distinctive interests have weighed on the collective action in the Kurdish region
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Books on the topic "Class interests"

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American solutions without sacrifice: An end to special interests a return to American middle-class interests. Palm Beach: PitBull Press, 1997.

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G, Squier E. Lecture on the condition and true interests of the laboring class of America. Albany: Published at the offices of the New York State Mechanic, and Cultivator, and in New York at the Office of the New York Tribune, 1989.

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Lewis, Earl. In their own interests: Race, class, and power in twentieth-century Norfolk, Virginia. Berkeley: University of California Press, 1991.

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Wrbka, Stefan. Collective actions: Enhancing access to justice and reconciling multilayer interests? Cambridge: Cambridge University Press, 2012.

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Wrbka, Stefan. Collective actions: Enhancing access to justice and reconciling multilayer interests? Cambridge: Cambridge University Press, 2012.

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American solutions without sacrifice: An end to special interests : a return to American middle-class intersests [sic]. Palm Beach: Pitbull Press, 1996.

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Afanasʹev, M. D. Za knigoĭ: Mesto chtenii︠a︡ v zhizni sovetskogo rabochego. Moskva: Kniga, 1987.

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Za knigoĭ: Mesto chtenii͡a︡ v zhizni sovetskogo rabochego. Moskva: "Kniga", 1987.

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Gerges, Fawaz A. America and political Islam: Clash of cultures or clash of interests? Cambridge, UK: Cambridge University Press, 1999.

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Prade, Péricles. Conceito de interesses difusos. 2nd ed. São Paulo, SP, Brasil: Editora Revista dos Tribunais, 1987.

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Book chapters on the topic "Class interests"

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Haque, Ziaul. "Islamic Perspectives And Class Interests." In Islamic Economic Alternatives, 105–16. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-12287-5_5.

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Nielsen, Kai. "Class Interests, Justice and Marxism." In Marxism and the Moral Point of View, 227–54. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429035548-10.

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Brustein, William, and William Brustein. "CHAPTER 10. Class Location versus Market Interests in Macropolitical Behavior: The Social Origins of the German Nazi Party." In Reworking Class, edited by John R. Hall, 313–34. Ithaca, NY: Cornell University Press, 2019. http://dx.doi.org/10.7591/9781501725449-014.

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Hart, David M., Gary Chartier, Ross Miller Kenyon, and Roderick T. Long. "Ludwig von Mises, “On Castes, Classes, and Group Interests” (1945)." In Social Class and State Power, 203–10. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64894-1_30.

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Wetherly, Paul. "Can Capitalists Use the State to Serve Their General Interests?" In Class, Power and the State in Capitalist Society, 109–31. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230592704_6.

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Hart, David M., Gary Chartier, Ross Miller Kenyon, and Roderick T. Long. "Jeremy Bentham, “How the Demand for Political Fallacies Is Created by the State of Interests,” The Book of Fallacies (1824)." In Social Class and State Power, 47–49. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64894-1_8.

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Teranishi, Juro, and Vittorio Corbo. "Industrial Interests versus Class Interests: Conflicts over Income Distribution in the Economic Development of Japan and Brazil." In The Institutional Foundations of East Asian Economic Development, 285–317. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1007/978-1-349-26928-0_10.

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Lundahl, Mats. "Economic Interests Are Color-Blind: On Class Divisions in Haitian History." In Poverty in Haiti, 19–25. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230304932_2.

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Chibber, Vivek. "The Politics of a Miracle: Class Interests and State Power in Korean Developmentalism." In Varieties of Capitalism, Varieties of Approaches, 122–38. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230522725_7.

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Barnett, Ronald. "Realizing the World-Class University: An Ecological Approach." In Evaluating Education: Normative Systems and Institutional Practices, 269–83. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_16.

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AbstractThe ‘world-class university’ has become a trope of two rivalrous perspectives. On the one hand, it is used by cross-national and national organizations and institutions (and their leaders) to promote global positioning and achievement. On the other hand, it is deployed as a target of critique by scholars, it being observed that the term – ‘world-class university’ – presses interests, of cognitive capitalism, institutional entrepreneurialism and hierarchy amongst universities. Much less evident in these rivalrous discourses is an attempt to derive a way of holding onto the term – ‘world-class university’ – that retains links with core values of the university itself, such as those of reason, inquiry, understanding, and learning. I wish to use my chapter to mount such an inquiry and to do so by deploying an ecological approach. The university is interconnected with the world in manifold ways, through multiple ecosystems, but those ecosystems –such as those of knowledge, learning, social institutions, persons, the economy, culture and the natural environment – are impaired. Accordingly, could it not be suggested that a ‘world-class university’ would be one that draws on its resources in advancing the wellbeing of the major ecosystems of the world? Such a university would be a university in a class-of-and-for-the-world.
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Conference papers on the topic "Class interests"

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Atsari, Lidya, Agustina Agustina, and Novia Juita. "The influences of the TPS model and reading interests on writing skills of explanatory text of class VIII student." In International Conferences on Educational, Social Sciences and Technology. Padang: Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.29210/20181102.

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Chattopadhyay, Ankur, and Bobby Chindaphone. "A Nifty Inter-Class Peer Learning Model for Enhancing Student-Centered Computing Education, and for Generating Student Interests in Co-Curricular Professional Development." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658454.

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Mammadova, Nazakat. "THE ROLE OF MOTIVATION IN THE LANGUAGE TEACHING CLASSROOM." In Proceedings of the XXVII International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25032021/7466.

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Motivation refers to the forces that cause people to behave in certain ways. The students who spend the weekend in the library and the students who cannot wait to get out of class to go to the beach are both motivated, but they have different goals and interests. Of course, motivation is not the only factor in student performance. To perform well, a student must also have the right abilities and resources. Without motivation, however, even the most capable working student with excellent support will accomplish little. Problem Statement Students in today’s high schools feel disconnected from subject matter and the benefits of learning.
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A. Ross, Shawn. "Teaching Information Technology to a non-Technical Audience: A Graduate Course on IT for the Historical Profession." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2721.

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The graduate program in History at William Paterson University explicitly promotes itself as emphasizing information technology. HIST501: Information Technology for the Historical Profession, a course required of all entering graduate students, serves as a foundation for the IT literacy the program seeks to foster. Teaching HIST501 has proved challenging, however, due to the diverse interests and backgrounds of our students and a lack of integration with the broader graduate program. By structuring the course around an historical project—research, composition, and presentation of a thesis proposal— students immediately realize the relevance of IT to their research and teaching. Students learn IT applications and tools by using them to advance their proposal. By devoting class time to discussion of techniques for solving problems, while students learn the details of particular software packages on their own or through individual tutoring, a wide range of skill levels can be accommodated.
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Rodríguez, Inmaculada, Maria Salamó, and Anna Puig. "Design and Evaluation of Gamification Experiences in Computer Science Studies." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11212.

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This paper presents two gamification experiences developed in the Computer Science (CS) degree at the University of Barcelona. Usually, the CS degree suffers from low class attendance, which impacts the participation of students in in-class programming activities. Additionally, this degree includes a basic course related to human computer interaction that, despite of being valuable for the formation of students, they feel as boring and useless, far from their - heavily computer focused - interests. Then we decided to gamify a basic course of programming skills and the mentioned HCI course. We decided to use two different formats, online and physical. First, one experience was performed in “Human Factors in Computing” course of third year of studies, with 70 enrolled students. First, students attended to a 3D online theoretical class related to emotional design in “The education district” (TED) platform, which is a 3D Virtual World (VW) for educational purposes, developed by Virtway corporation. Afterwards, they participated in the ‘Game of thrones’ gamified activity where they evaluated the usability of TED. Second, we designed ‘physical’ gamified classes to increase attendance to Data Structures course, and in consequence, augment the number of programming exercises that students perform and the assistance they receive from the teacher. During the gamified sessions, the 120 enrolled students enhanced their skills in solving programming problems. The experience consisted of three kinds of challenges (with easy, medium, and hard difficulty level) solved in large, medium, and low-sized groups of students, respectively. The results of both experiences were satisfactory as evidenced by the percentage of students (>=66,7%) that rated the activities between 6 and 10 (in a 0 to 10 scale).
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Ljubičić, Gordana. "WHY SHOULD ORAL PRESENTATIONS BE INTRODUCED IN FOREIGN LANGUAGE TEACHING AT TEACHER TRAINING FACULTIES." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.431lj.

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The students of the Faculty of Education of Uzice have the English language classes during four semesters at their initial studies, that is, during the first and the third year, and again at their master studies. During the first year they mainly develop their grammatical and linguistic competences by reading and translating the texts whose topics relate to their future profession. As the groups of students are rather large there is not much time left for developing their oral skills. This problem is, to some extent, overcome during the third year of studies when the groups become smaller and the teacher is able to dedicate more time to developing speaking skills in the class. A very good speaking task is the introduction of oral presentations. The topics are carefully chosen to arouse studentsʼ interests and to make them want to engage in this kind of activity. The paper discusses the advantages and the weak points of this kind of oral tasks at the university level studies.
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Xi, Zhonghua, and Jyh-Ming Lien. "Folding Rigid Origami With Closure Constraints." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-35556.

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Rigid origami is a class of origami whose entire surface remains rigid during folding except at crease lines. Rigid origami finds applications in manufacturing and packaging, such as map folding and solar panel packing. Advances in material science and robotics engineering also enable the realization of self-folding rigid origami and have fueled the interests in computational origami, in particular the issues of foldability, i.e., finding folding steps from a flat sheet of crease patterns to desired folded state. For example, recent computational methods allow rapid simulation of folding process of certain rigid origamis. However, these methods can fail even when the input crease pattern is extremely simple. This paper attempts to address this problem by modeling rigid origami as a kinematic system with closure constraints and solve the foldability problem through a randomized method. Our experimental results show that the proposed method successfully fold several types of rigid origamis that the existing methods fail to fold.
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Liu, Chenghao, Teng Zhang, Peilin Zhao, Jun Zhou, and Jianling Sun. "Locally Linear Factorization Machines." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/319.

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Factorization Machines (FMs) are a widely used method for efficiently using high-order feature interactions in classification and regression tasks. Unfortunately, despite increasing interests in FMs, existing work only considers high order information of the input features which limits their capacities in non-linear problems and fails to capture the underlying structures of more complex data. In this work, we present a novel Locally Linear Factorization Machines (LLFM) which overcomes this limitation by exploring local coding technique. Unlike existing local coding classifiers that involve a phase of unsupervised anchor point learning and predefined local coding scheme which is suboptimal as the class label information is not exploited in discovering the encoding and thus can result in a suboptimal encoding for prediction, we formulate a joint optimization over the anchor points, local coding coordinates and FMs variables to minimize classification or regression risk. Empirically, we demonstrate that our approach achieves much better predictive accuracy than other competitive methods which employ LLFM with unsupervised anchor point learning and predefined local coding scheme.
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Taghavi, R., and S. Farokhi. "Capstone Design Sequence in Engineering Education." In ASME 2020 Fluids Engineering Division Summer Meeting collocated with the ASME 2020 Heat Transfer Summer Conference and the ASME 2020 18th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/fedsm2020-20298.

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Abstract The Capstone design requirements have become an integral part of the most engineering curricula in the United States. They all share the goal of developing multidisciplinary designs for real-world problems/applications, often with industry sponsorship. In this paper, the three-capstone design options required by the aerospace engineering department at the University of Kansas are discussed. The aerospace engineering seniors have three design options based on their career interests. These are aircraft design, propulsion system design, and spacecraft system design options. In the aircraft design, our students may select individual or team design for their competitions. In the latter two, the propulsion and spacecraft system designs, the students are grouped in a number of teams, based on the class and team size requirements. The individuals and teams participate and compete in the respective American Institute of Aeronautics and Astronautics (AIAA) Design Competitions at the end of their senior year. Participation in the AIAA Design Competition is one of the course requirements. Written and oral communication is assessed throughout the semester. In this paper, the methodology used in the aerospace engineering propulsion system capstone design is presented.
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Zhu, Weihang, Kendrick Aung, Bhavan Parikh, Jiang Zhou, Malur Srinivasan, and Thomas Matthews. "A Study of the Impact of 3D Haptic-Augmented Learning Tools on Dynamics Course." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-66339.

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This paper presents our recent investigation on the impact of 3D haptic-augmented learning tools on Dynamics, which is a basic course in most of the engineering education program. Dynamics is considered to be one of the most difficult and non-intuitive courses that engineering students encounter during their undergraduate study because the course combines basic Newtonian physics and various mathematical concepts such as vector algebra, geometry, trigonometry, and calculus and these were applied to dynamical systems. Recent advances in Virtual Reality and robotics enable the human tactual system to be stimulated in a controlled manner through 3-dimensional (3D) force feedback devices, a.k.a. haptic interfaces. In this study, 3D haptic-augmented learning tools are created and used to complement the course materials in Dynamics course. Experiments are conducted with a group of Mechanical Engineering students in the Dynamics class. The assessment result shows that the innovative learning tools: 1) allow the students to interact with virtual objects with force feedback and better understand the abstract concepts by investigating the dynamics responses; 2) stimulate the students’ learning interests in understanding the fundamental physics theories.
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Reports on the topic "Class interests"

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Lomboy, Gilson, Douglas Cleary, Seth Wagner, Yusef Mehta, Danielle Kennedy, Benjamin Watts, Peter Bly, and Jared Oren. Long-term performance of sustainable pavements using ternary blended concrete with recycled aggregates. Engineer Research and Development Center (U.S.), May 2021. http://dx.doi.org/10.21079/11681/40780.

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Dwindling supplies of natural concrete aggregates, the cost of landfilling construction waste, and interest in sustainable design have increased the demand for recycled concrete aggregates (RCA) in new portland cement concrete mixtures. RCA repurposes waste material to provide useful ingredients for new construction applications. However, RCA can reduce the performance of the concrete. This study investigated the effectiveness of ternary blended binders, mixtures containing portland cement and two different supplementary cementitious materials, at mitigating performance losses of concrete mixtures with RCA materials. Concrete mixtures with different ternary binder combinations were batched with four recycled concrete aggregate materials. For the materials used, the study found that a blend of portland cement, Class C fly ash, and blast furnace slag produced the highest strength of ternary binder. At 50% replacement of virgin aggregates and ternary blended binder, some specimens showed comparable mechanical performance to a control mix of only portland cement as a binder and no RCA substitution. This study demonstrates that even at 50% RCA replacement, using the appropriate ternary binder can create a concrete mixture that performs similarly to a plain portland cement concrete without RCA, with the added benefit of being environmentally beneficial.
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