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Respect plays a crucial role in maintaining feedback interactions and sustaining student engagement with feedback. However, previous feedback literature has only mentioned respect in anecdotal accounts, and as a unidimensional notion. Drawing upon the philosophical distinctions among kinds of respect, this conceptual paper argues that respect is multi-faceted and constitutes an important aspect of student feedback literacy. We identify "evaluative," "directive" and "care" respect as three essential kinds of respect in the co-constructive process of feedback. "Institutional" and "obstacle" respect also influence learners' knowing, being and acting in feedback interactions. The feeling of disrespect arises when there are tensions over respect-related perceptions and practices between people with different roles. As educators, we can promote respect in feedback through facilitating dialogues in the co-constructive process, minimising cues of disrespect resulting from tensions around learners' interpretation, expectation or embodiment of respect, and nurturing a safe space to reflect on and practice respect.

To progress with their learning, students need to be able to make judgements about the quality of their own work and the work of others. This capability is known as evaluative judgement. The importance of evaluative judgement is well-established, but environments in which learners practice this capability remain unknown. This paper explores whether learners practice evaluative judgement within qualitative self-assessment. We conducted a thematic analysis of students' qualitative self-assessments from years one, three and four of construction management and building surveying courses and analysed approximately 430 pages of text. Our analysis indicated that learners often practised evaluative judgement during qualitative self-assessment even when such pedagogical activity was not specifically designed for this purpose. While constructing their professional knowledge, learners made evaluations of the quality of work, their own and the work of others. Based on our findings, we recommend that qualitative self-assessment is embedded within curricula to enable learners to practice evaluative judgement. [ABSTRACT FROM AUTHOR]

Students' dissatisfaction with peer assessment has been widely documented. While most relevant literature places focus on the cognitive (content and uptake of feedback) or structural (feedback design) dimensions, students' emotions in peer assessment have received scant attention. This study investigates the social-affective impacts of peer assessment by analysing students' appeal letters addressed to their tutors, reflective posts in the online discussion forum and responses to a survey. A thematic analysis of data indicated three main aspects of students' (dis)satisfaction: content, scores and process of peer assessment. The most negative emotion that students expressed was related to 'disrespectful' behaviour and attitudes of peer reviewers, whereas the feeling of appreciation was triggered by the helpful feedback attributes which were perceived as reflecting reviewers' respect to others' works. Students generally held mixed feelings toward peer assessment, valuing learning in the process of providing and receiving feedback but showing resistance to using peer assessment for summative purposes. The findings highlight the significance of respect in peer assessment and argue that the perceived lack of mutual respect seems to underpin the nature of students' dissatisfaction. This study carries implications for nurturing students' respectful attitudes and behaviour in and through peer assessment.

Increasing significance has been ascribed to student engagement, as a measure of success of both teachers and programs. However, since users of the term commonly tend not to explain, rationalise or problematise their understanding of engagement, its value to understand or transform learning may be limited. While clarification has occurred in conceptual work, there is a lack of empirical work that extends beyond understandings of engagement-as-behaviour, as well as insufficient work exploring what students understand engagement to be. Further, much work on engagement is rooted in physical campuses and face-to-face delivery, which represents an incomplete picture of how students actually engage in study. This article investigates student perceptions of engagement in two blended learning Initial Teacher Education programs. It offers a critical discussion of how research can be re-considered in light of changing learning contexts and changing understandings of ways to investigate engagement. The findings of this study support previous work that found multiple levels and meanings of student engagement exist. New complex and multidimensional models of engagement are proposed, which can open new possibilities for designing studies and analysing findings. This article argues that including and questioning physical, virtual and political contexts and power, affect, relationships, linearity and essential measurability are important features of new models of engagement.

The accurate perception of external environment information through the robot foot is crucial for the mobile robot to evaluate its ability to traverse terrain. Adequate foot-end contact signals can provide robust support for robot motion control and decision-making processes. The shape and uncertain rotation of the wheel-legged robot foot end represent a significant challenge to sensing the robot foot-end contact state, which current foot-end sensing schemes cannot solve. This paper presents a sensing method for the tire stress field of wheel-legged robots. A finite element analysis was conducted to study the deformation characteristics of the foot-end tire under force. Based on this analysis, a heuristic contact position estimator was designed that utilizes symmetrical deformation characteristics. Strain sensors, arranged in an array, extract the deformation information on the inner surface of the tire at a frequency of 200 Hz. The contact position estimator reduces the dimensionality of the data and fits the eigenvalues to the estimated contact position. Using support vector regression, the force estimator utilizes the estimated contact position and sensor signal to estimate the normal reaction force, designated as FZ. The sensing system is capable of detecting the contact position on the wheel circumference (with a root mean square error of 1.150°), as well as the normal force of 160 N on the Z axis (with a root mean square error of 6.04%). To validate the efficacy of the sensor detection method, a series of randomized and repeated experiments were conducted on a self-constructed test platform. This novel approach offers a promising avenue for perceiving contact states in wheel-legged robots. [ABSTRACT FROM AUTHOR]

[1]Benzothieno[3,2-b][1]benzothiophene (BTBT) and anthracene (An) are the most promising planar building blocks for constructing p-type small molecules for high-performance organic field-effect transistors (OFETs). Herein, we report three novel conjugates, namely, An-BTBT, BTBT-An-BTBT, and An-BTBT-An, which are dyad and triad molecules, by combining An and BTBT units. The differences in photophysical characteristics, molecular packing structures, and charge carrier mobilities of the three compounds were systematically studied. All three compounds display blue fluorescence in tetrahydrofuran (THF) solution, while An-BTBT-An and BTBT-An-BTBT exhibit greenish fluorescence in thin-film state, especially for the BTBT-An-BTBT film, which exhibits a photoluminescence quantum yield (PLQY) of up to 11.6%. Moreover, all three compounds exhibit typical p-type transport properties in polycrystalline OFETs with the lowest mobility for BTBT-An-BTBT (0.22 cm² V-1 s-1) and the highest mobility for An-BTBT-An (1.20 cm² V-1 s-1). Furthermore, An-BTBT-An single crystal OFETs demonstrate the maximum mobility of up to 5.4 cm² V-1 s-1, while the hole mobility of BTBT-An-BTBT single crystals only reaches 0.4 cm² V-1 s-1. Notably, BTBT-An-BTBT single crystals as an active layer in phototransistors exhibit excellent performance, achieving a photoresponsivity of 5375 A W-1 and a photosensitivity up to B105. [ABSTRACT FROM AUTHOR]

Objective: Retropharyngeal lymphadenectomy is challenging. This study investigated a minimally invasive approach to salvage retropharyngeal lymphadenectomy in patients with nasopharyngeal carcinoma. Methods: An anatomical study of four fresh cadaveric heads was conducted to demonstrate the relevant details of retropharyngeal lymphadenectomy using the endoscopic transoral medial pterygomandibular fold approach. Six patients with nasopharyngeal cancer with retropharyngeal lymph node recurrence, who underwent retropharyngeal lymphadenectomy with the endoscopic transoral medial pterygomandibular fold technique at the Eye and ENT Hospital of Fudan University from July to December 2021, were included in this study. Results: The anatomical study demonstrated that the endoscopic transoral medial pterygomandibular fold approach offers a short path and minimally invasive approach to the retropharyngeal space. The surgical procedure was well tolerated by all patients, with no significant post-operative complications. Conclusion: The endoscopic transoral medial pterygomandibular fold approach is safe and efficient for retropharyngeal lymphadenectomy. [ABSTRACT FROM AUTHOR]

Despite compelling evidence of its potential effectiveness, uptake of self and peer assessment in higher education has been slower than expected. As with other assessment practices, self and peer assessment is ultimately enabled, or inhibited, by the actions of individual academics. This paper explores what academics see as the benefits and challenges of implementing self and peer assessment, through the analysis of interviews with 13 Australian academics. Thematic analysis of our qualitative data identified seven themes of benefits and five challenges. Our academics showed strong belief in the power of self and peer assessment as formative assessment, contrary to past literature which has focussed on the accuracy of students' marking. This paper therefore brings insights as to not only what academics value about self and peer assessment but also identifies potential inhibitors in practice. Recommendations are made about improving the design and implementation of self and peer assessment in higher education.