The Flow Self-Regulating Hydrostatic Screw and Nut

1979 ◽  
Vol 101 (3) ◽  
pp. 364-375 ◽  
Author(s):  
R. Bassani
Keyword(s):  
Self Regulation ◽  
The Self ◽  
Pumping Power ◽  
Total Flow ◽  
Special Shape ◽  
Lead Screw ◽  
Global Efficiency ◽  
Better Than

The new principle of flow self-regulation is applied to hydrostatic screws and nuts. These self-regulating hydrostatic screws and nuts permit a continuous and automatic distribution of the total flow in two half flows in the two recesses merely due to the special shape of the double thread. Formulas are presented and compared with those of ordinary hydrostatic screws and nuts supplied by two pumps. The comparison shows that the self-regulating screws and nuts have a stiffness equal to that of ordinary ones supplied by two pumps, and also that they have pumping and friction dissipated power and therefore a total dissipated power generally equal to those of ordinary ones supplied by two pumps. Their global efficiency is comparable to that of ordinary hydrostatic screws and nuts supplied by two pumps and is consequently better than that of the ordinary ones supplied by only one pump but through two flow regulators. A calculation example is presented, of a self-regulating hydrostatic lead-screw and nut, dissipating minimum pumping power. Finally a prototype of a screw and nut of this kind is shown.

scholarly journals Mirarse a uno mismo: Acerca de la afectación como engranaje clave de las políticas de reforma curricular

2018 ◽  
Vol 26 ◽  
pp. 42
Author(s):  
Carla Andrea Villagran
Keyword(s):  
School Reform ◽  
Daily Life ◽  
Self Regulation ◽  
The Self ◽  
Research Project ◽  
Self Reflection ◽  
The Subject ◽  
The Government ◽  
Curriculum Policies ◽  
Better Than

This article presents the results of a research project that seeks to describe and analyze the curricular policies of reform in the daily life of schools, paying particular attention here to the processes of regulation and self-regulation that they produce and impose on their subjects. From the Foucauldian notion of governmentality we understand that curriculum policies and regulations, technologies, and behaviors produce performative effects (Ball, 2002, 2012), which affect not only the life of the institutions but also of the subject (Ahmed, 2004, Berlant, 2011). Thus, the question that orientates this article is woven around the articulation of the government of others and self-government (Foucault, 1988, 2009) as a key mode of school reform technologies and the modes of social affectation. The processes of reform cross subjects through performative technologies (Ball, 2002) and constitute a part of what Rose (2012) called the ethopolytic, that is, these processes act at the level of feelings and beliefs, and put the self in check. As a hypothesis, it is argued that judgment, self-reflection and self-responsibility are attached to questions that teachers ask themselves in the call to become better than they are. 

Does binge eating play a role in the self-regulation of moods?

2000 ◽  
Vol 35 (4) ◽  
pp. 298-313 ◽  
Author(s):  
Wesley C. Lynch ◽  
Andrea Everingham ◽  
Jane Dubitzky ◽  
Mimi Hartman ◽  
Tim Kasser
Keyword(s):  
Binge Eating ◽  
Self Regulation ◽  
The Self

Four-Year Follow-Up of a Meditation-Based Program for the Self-Regulation of Chronic Pain

1986 ◽  
Vol 2 (3) ◽  
pp. 159-774 ◽  
Author(s):  
J. Kabat-Zinn ◽  
L. Lipworth ◽  
R. Burncy ◽  
W. Sellers
Keyword(s):  
Chronic Pain ◽  
Self Regulation ◽  
The Self

SOCIAL LOAFING AND SELF-BELIEFS: PEOPLE'S COLLECTIVE EFFORT DEPENDS ON THE EXTENT TO WHICH THEY DISTINGUISH THEMSELVES AS BETTER THAN OTHERS

1998 ◽  
Vol 26 (4) ◽  
pp. 329-340 ◽  
Author(s):  
Emmanuelle Charbonnier ◽  
Pascal Huguet ◽  
Markus Brauer ◽  
Jean-Marc Monteil
Keyword(s):  
Social Life ◽  
The Self ◽  
Social Loafing ◽  
Significant Component ◽  
Easy Task ◽  
Collective Effort ◽  
Better Than

An experiment tested whether the belief that one is better than others on performance aspects of the self moderates social loafing, the tendency for individuals to expend less effort when working collectively than when working individually. French students performed an easy task either coactively or collectively. They were then asked to rate how they individuate themselves from others on personal abilities within various domains of social life. The loafing effect was especially strong in participants who perceived themselves as better than others, suggesting that self-beliefs related to one's feeling of uniqueness is a significant component of social loafing. This finding is discussed from the perspective of Karau and Williams' (1993) Collective Effort Model.

When Praising Yourself Insults Others: Self-Superiority Claims Provoke Aggression

2017 ◽  
Vol 43 (7) ◽  
pp. 1008-1019 ◽  
Author(s):  
Carolien Van Damme ◽  
Eliane Deschrijver ◽  
Eline Van Geert ◽  
Vera Hoorens
Keyword(s):  
The Self ◽  
Decision Task ◽  
Actual Decision ◽  
Better Than

We tested the prediction, derived from the hubris hypothesis, that bragging might serve as a verbal provocation and thus enhance aggression. Experiments 1 and 2 were vignette studies where participants could express hypothetical aggression; Experiment 3 was an actual decision task where participants could make aggressive and/or prosocial choices. Observers disliked an explicit braggart (who claimed to be “better than others”) or a competence braggart as compared with an implicit braggart (who claimed to be “good”) or a warmth braggart, respectively. Showing that explicit and competence bragging function as verbal provocations, observers responded more aggressively to the explicit and competence braggart than to the implicit and warmth braggart, respectively. They did so because they inferred that an explicit and a competence braggart viewed other people and them negatively, and therefore disliked the braggart. Rather than praising the self, braggarts are sometimes viewed as insulting others.

The Appointed Actuary.

1987 ◽  
Vol 41 ◽  
pp. 559-629
Author(s):  
Edward A. Johnston
Keyword(s):  
Life Insurance ◽  
Financial Services ◽  
Self Regulation ◽  
Professional Role ◽  
The Self ◽  
Insurance Companies ◽  
Prudential Supervision ◽  
Government Supervision ◽  
The Uk

1.1 A paper about the Appointed Actuary is essentially a paper about prudential supervision of life insurance companies. The system which has operated in the UK since the mid-1970's is only partly one of Government supervision. Through the professional role of the Appointed Actuary, it also contains elements of a system of self-regulation with the Institute and Faculty of Actuaries standing in place of SRO's. Unlike the self-regulatory arrangements of the Financial Services Act. though, this second part of the system has grown up by custom and practice and in certain respects it is not codified. However it enables the Insurance Companies Act to be operated successfully.

scholarly journals Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School

2012 ◽  
Vol 2012 ◽  
pp. 1-14 ◽  
Author(s):  
Manuela Leidinger ◽  
Franziska Perels
Keyword(s):  
Primary School ◽  
Self Regulation ◽  
The Self ◽  
Structured Learning ◽  
Process Data ◽  
Learning Materials ◽  
Self Regulated Learning ◽  
Powerful Learning ◽  
Regulated Learning ◽  
Evaluation Of Learning

The aim of the intervention based on the self-regulation theory by Zimmerman (2000) was to promote a powerful learning environment for supporting self-regulated learning by using learning materials. In the study, primary school teachers were asked to implement specific learning materials into their regular mathematics lessons in grade four. These learning materials focused on particular (meta)cognitive and motivational components of self-regulated learning and were subdivided into six units, with which the students of the experimental group were asked to deal with on a weekly basis. The evaluation was based on a quasiexperimental pre-/postcontrol-group design combined with a time series design. Altogether, 135 fourth graders participated in the study. The intervention was evaluated by a self-regulated learning questionnaire, mathematics test, and process data gathered through structured learning diaries for a period of six weeks. The results revealed that students with the self-regulated learning training maintained their level of self-reported self-regulated learning activities from pre- to posttest, whereas a significant decline was observed for the control students. Regarding students’ mathematical achievement, a slightly greater improvement was found for the students with self-regulated learning training.

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