This book describes the Asymptotic Modal Analysis (AMA) method to predict the high-frequency vibroacoustic response of structural and acoustical systems. The AMA method is based on taking the asymptotic limit of Classical Modal Analysis (CMA) as the number of modes in the structural system or acoustical system becomes large in a certain frequency bandwidth. While CMA requires both the computation of individual modes and a modal summation, AMA evaluates the averaged modal response only at a center frequency of the bandwidth and does not sum the individual contributions from each mode to obtain a final result. It is similar to Statistical Energy Analysis (SEA) in this respect. However, while SEA is limited to obtaining spatial averages or mean values (as it is a statistical method), AMA is derived systematically from CMA and can provide spatial information as well as estimates of the accuracy of the solution for a particular number of modes. A principal goal is to present the state-of-the-art of AMA and suggest where further developments may be possible. A short review of the CMA method as applied to structural and acoustical systems subjected to random excitation is first presented. Then the development of AMA is presented for an individual structural system and an individual acoustic cavity system, as well as a combined structural-acoustic system. The extension of AMA for treating coupled or multi-component systems is then described, followed by its application to nonlinear systems. Finally, the AMA method is summarized and potential further developments are discussed.
Author(s): Shung Sung, Dean Culver, Donald Nefske, Earl Dowell
Series: Multilingual Education, 41
Publisher: Springer
Year: 2022
Language: English
Pages: 268
City: Cham
Foreword by Yang Zhao
Foreword by Xuesong Gao
References
Preface
Acknowledgements
Contents
About the Authors
Abbreviations
List of Figures
List of Tables
List of Excerpts
List of Vignettes
1 Introduction
1.1 Background
1.2 SA as a Context for Language Education
1.2.1 Definition and Types of SA
1.2.2 Academic Debates on Short-Term SA
1.2.3 Four Key Constructs of SA
1.3 About This Study
1.3.1 Theoretical Foundation: The Ecological Perspective on Language Education
1.3.2 Research Site: The Sydney-Beijing Program
1.3.3 Research Questions and Methodology
1.3.4 The Structure of the Book
References
2 Settings and Interaction Opportunities in the SA Program
2.1 Introduction
2.2 Survey Results: Student Perceptions of SA Interaction Opportunities
2.2.1 Classroom Interaction Frequencies
2.2.2 Out-of-Class Interaction Frequencies
2.2.3 Technology-Mediated Interaction Frequencies
2.2.4 Summary of Survey Results
2.3 Four Critical Settings of SA and Their Affordances for Interaction
2.3.1 The Classroom: Formal Learning
2.3.2 The Campus: A “Safe” Zone
2.3.3 The Social Space: Breaking the “Bubble”
2.3.4 The Virtual Space: Bridging Connections
2.4 A Common Challenge: Insufficient Organised Out-of-Class Activities
2.5 Discussion: Maximising the Settings for Interaction from an Ecological Perspective
2.6 Concluding Remarks
References
3 Language Affordances and Emergence: Authentic Language Use in the SA Program
3.1 Introduction
3.2 Survey Results: Enhanced Chinese Language (CL) Use in Authentic Contexts
3.2.1 CL Use Frequencies
3.2.2 Perceived CL Abilities in Class Tasks
3.2.3 Perceived CL Abilities in Authentic Tasks
3.2.4 Summary of Survey Results
3.3 Authentic Language Learning in Class: Contextualised Language Use
3.3.1 Language Use Related to Authentic Social Contexts
3.3.2 Language Use in in Situ Contexts
3.3.3 Language Use in Personalised Contexts
3.4 Utilising Authentic Resources Out of Class: Autonomous Language Use
3.4.1 Surviving Social Life Beyond Class
3.4.2 Self-Initiated Language Use
3.4.3 Collaboration-Promoted Language Use
3.4.4 Mobile-Assisted Language Use
3.5 Noticing and Interpreting the Authentic Experience
3.6 Discussion: Facilitating Authentic Language Use in SA from an Ecological Perspective
3.7 Concluding Remarks
References
4 The Cultural, Intercultural, and Symbolic Dimensions of SA
4.1 Introduction
4.2 Culturally-Oriented Learning During SA: Views on “Chinese Culture”
4.2.1 Culture-Integrated Course Contents: Level-Relevant Patterns
4.2.2 Cultural Excursions: “Old Meets New”
4.2.3 Interpersonal Interactions: “Unique Details”
4.3 Interculturally-Oriented Learning During SA: Views on “Culture” and Self
4.3.1 Relative and Historical Views on Culture
4.3.2 Self-Awareness as an Intercultural Person
4.3.3 Increased Motivation for Learning Chinese
4.4 A Challenge: The Lack of Guided “In-Depth” Culture Learning
4.5 Towards Symbolically-Oriented Learning During SA: Discourse, Subjectivity, and Historicity
4.5.1 Classroom Discourses for Implicit Activation of Symbolic Competence
4.5.2 Missed Opportunities for Explicit Guidance on Symbolic Competence
4.5.3 Discussion: Possibilities for Developing Symbolic Competence During SA
4.6 Concluding Remarks
References
5 The Influence of Identity and Self-Concept on Personalised Trajectories of SA
5.1 Introduction
5.2 The Influence of Demographic Identity Categories
5.2.1 Australian Nationality
5.2.2 Chinese Heritage Background
5.2.3 Ethnic Background and Previous Experiences of Non-heritage Learners
5.2.4 Age and Gender
5.3 The Influence of Linguistic Self-Concepts on Individual Perceptions
5.3.1 Self-Concept as a Language Learner: Goals and Expectations
5.3.2 Self-Concept as an (In)competent Language User
5.4 The Influence of Re-entry Learner Identity as a Prolonged Effect
5.5 Discussion: Understanding Identities in Multiple Timescales
5.5.1 Three Critical Timescales for Understanding the Influence of Identity
5.5.2 How to Deal with Identities in Multiple Timescales for SA?
5.6 Concluding Remarks
References
6 An Ecological Approach to SA: Theoretical and Methodological Perspectives
6.1 Introduction
6.2 SA as “Multilingual” Learning Space
6.3 Redefined Goals and Constructs of Language Education from the Ecological Perspective
6.3.1 Interaction
6.3.2 Language Learning
6.3.3 Culture Learning
6.3.4 Identity
6.4 Ecologically-Oriented Methodology
6.5 Concluding Remarks
References
7 Conclusion
7.1 Summary of Findings
7.2 Implications of the Study
7.2.1 Theoretical Implications
7.2.2 Practical Implications
7.3 Researching SA from an Ecological Perspective: Future Directions
References
Afterword: A Book for SA in a Special Time—The COVID-19 Complexity
References
Appendix A Pre-departure Survey (Survey 1)
Appendix B End-of-Program Survey (Survey 2)
Appendix C The Aims and Designs of the Likert Scales in the Surveys
Appendix D Demographic Features of Survey Participants
Appendix E Face-to-Face Semi-structured Interview Protocol
Appendix F Email Interview Questionnaire
Appendix G Transcription Conventions
Appendix H Full Version of Excerpts and Vignettes with Chinese Characters
Appendix I Students’ Knowledge About Chinese Culture
References
Further Readings
