A new three-dimensional heat flux-temperature integral relationship for half-space transient diffusion

This paper derives a new integral relationship between heat flux and temperature in a transient, three-dimensional heat conducting Cartesian half space (x>0, y∈(−∞,∞), z∈(−∞,∞)). A unified mathematical treatment has been developed based on operational and transform methods; and singular integral equation regularization. Regularization is accomplished based on a series of observations involving the diffusive nature of the operator. This newly developed relationship provides the local heat flux perpendicular to the front surface at any location within the half space. This expression suggests that an embedded plane of temperature sensors parallel to the surface can be used to acquire the local, in-depth heat flux in the x-direction. The relationship does not require a priori knowledge of the surface boundary condition which has analytically been removed in the process. The ill-posed nature of diffusion is highlighted owing to the appearance of the heating/cooling rate (°C/s) in the integrand of the new relationship. Integral relationships of this type are highly useful for experimental investigations since the in-depth heat flux can be extracted from well-established temperature transducers.     

Response,Demand, and Control: Evaluating a Three-Factor Model and Measure of Teachers’ Interactional Styles

Abstract

Theory and research in teachers’ interactional styles and authoritative teaching typically posit two factors, including response and a second factor featuring some combination of demand and control. Two survey-research projects examined how teachers construe interactional styles, with results suggesting three discrete factors: response, demand, and control. The optimal interactional style is more complex than the formula of high response and high demand/control emphasized in literature in this area.     

Structure, features, and faculty content in ARL member repositories

Questions about the optimal way to present repository content to authors, submitters, and end-users, prompted this study. The authors examined, through an observation and a survey, the institutional repositories of peer institutions in the ARL for good practices related to the presentation and organization of faculty-authored institutional repository content.     

The Relationship Between Public and Private Schooling and Anti-Semitism

No previous research has directly examined the relationship between attending a public or private school as a child and people’s attitudes toward Jews when they become adults. This article sheds new light on this issue by using a large, nationally representative survey of over 1,500 adults in the United States to see how childhood schooling is related to adult anti-Semitism. It finds that even after controlling for a variety of background characteristics, people who attended private schools exhibit more positive attitudes toward Jews than those who attended public schools.     

The impact of Teach First on pupil attainment at age 16

We evaluate whether the placement of Teach First's inexperienced new teachers into secondary schools with recruitment difficulties in disadvantaged areas in England has raised or lowered pupil attainment at the age of 16. Our matched difference‐in‐difference panel estimation approach compares the experiences of 168 schools participating early on in the scheme to those in the same region who will go on to participate in later years. We find the programme has not been damaging to these schools who joined and most likely produced school‐wide gains in GCSE results of around one grade in one of the pupils’ best eight subjects. Similarly, we estimate departmental gains of over 5% of a subject grade resulting from placing a Teach First participant in a teaching team of six teachers. The estimation approach cannot assert whether these gains arise solely through the greater teaching quality of Teach First participants compared to those they displace, or whether spillovers raise standards across the department or somehow change the ethos within the school.     

Preschool‐Age Problem Behavior and Teacher–Child Conflict in School: Direct and Moderation Effects by Preschool Organization

The hypothesis was tested that the new open‐group Norwegian day‐care centers would more than traditionally organized centers negatively affect (a) current and (b) future teacher–child relationships, and (c) the developmental legacy of preschool problem behavior. The focus was on eight hundred and fifty 4‐year‐olds from 153 centers who were followed up in first grade. Results of this natural quasi‐experiment revealed that children from open‐group centers (a) experienced less teacher–child closeness in preschool and (b) more teacher–child conflict in first grade, and (c) that high levels of preschool problem behavior forecast especially high levels of future teacher–child conflict, but only for children from open‐group centers. Results highlight the importance of spatial and social organization of day care and their translational implications.     

Neural Correlates of Face Familiarity in Institutionally Reared Children With Distinctive,Atypical Social Behavior

Although the impact of early adverse experience on neural processing of face familiarity has been studied, research has not taken into account disordered child behavior. This work compared the neural processing of familiar versus strangers' faces in 47 institutionalized children with a mean age of 54 months to determine the effects of (a) the presence versus absence of atypical social behavior and (b) inhibited versus indiscriminant atypical behavior. Results revealed a pattern of cortical hypoactivation in institutionalized children manifesting atypical social behavior and that inhibited children displayed larger neural response to a caregiver's face than to the stranger's, while indiscriminant children did not discriminate between stimuli. These findings suggest that neural correlates of face familiarity are associated with social functioning in institutionalized children.     

Student Role Play in the World Forum: Analyses of an Arctic Adventure Learning Apprenticeship*

This study analyzes new forms of student social interaction and dialogue within asynchronous communications of six middle schools and six high schools participating in the World School for Adventure Learning. In the World Forum component of the World School, students discussed, questioned, and debated with Arctic explorers, researchers, World Forum mentors, and peers about environmental issues while assuming identities of famous people. One of the three key tasks, Flash Points, generated more lengthy dialogue than other techniques (i.e., Arctic Alerts and Questions to Explorers). Analysis of the forms of learning assistance provided to students indicated that mentor electronic interactions with students typically involved feedback, questioning, and cognitive structuring of the lesson or activity; however, minimal task structuring, direct instruction, and modeling of how to interact occurred. Whereas most student questions to explorers about envir onmental issues or expedition activities were lower-level knowledge and comprehension queries, many also were at the evaluation level. Despite the restricted assistance and limited student questioning, student role-taking activities within their environmental discussions enhanced the degree of perspective-taking exhibited in their conversations. Examining these interaction patterns, forms of mentor assistance, levels of questioning, and degrees of perspective-taking provides new insights into the impact of electronic communication on student learning when role playing, though many questions remain.     

ISSUES IN COUNSELING IMMIGRANT COLLEGE STUDENTS

The immigrant population of urban community colleges has grown in recent years, creating new challenges for college counselors. Counseling intervention is essential to enable immigrant students to cope with the stresses of immigration and the effects of those stresses on their college performance. Acculturation is a process that changes with time and that affects students of different ages differently. Cultural variations among immigrants affect social and academic performance in college as well. Developing English language fluency both accompanies and is accompanied by other adjustment issues. College counselors can facilitate both student' adjustment and the college's recognition of immigrant students' cultural perspective.