Stresses and deformations in pipe flanges subjected to creep at high temperatures

Various solutions have been made for determining the stresses in pipe flanges using the theory of elasticity (I). There are many cases, however, of pipe flanges which are subjected to stresses and at the same time a high temperature such that creep occurs.This paper gives an analysis of the stresses and deformations produced in a circular ring of rectangular cross section subjected to twisting couples uniformly distributed along its center line. Such a solution will also give an approximate analysis of the pipe flange. This approximation is justified in view of the complexity of the problem and the uncertainties still present in the fundamental creep-stress relation for metals. In the solution of this problem a deflection theory is also developed for straight beams subjected to bending accompanied by creep.     

How a Dummy Replaces a Student's Test and Gets an F (Or,How Regression Substitutes for t tests and ANOVA)

Using dummy variables, this note offers a convenient illustration to demonstrate that regression can replace both the one‐factor analysis of variance and the two‐population t test with independent random samples. The exercise also helps to develop students’ intuition regarding regression coefficients.     

Why do Chinese students cheat? Initial findings based on the self-reports of high school students in China

Academic dishonesty is recognised as a serious problem in Australia, and educators have been searching for ways to prevent its escalation. It is important to understand what factors influence cheating. This study used a sample of 446 grade 7 to 9 students, 160 from Macao and 286 from Zhuhai in China, to examine the personal and contextual aspects of academic dishonesty. The findings suggest that involvement and task orientation in the classroom environment (contextual aspects) and intrinsic value and utility value (personal aspects) are associated with students’ attitudes toward the acceptability of cheating and cheating behaviour in mathematics. Some suggestions for reducing academic dishonesty are included in the paper.     

The remedial programme for out-of-school and drop-out children in Rwanda

This article discusses an educational practice that has been introduced in Rwanda, which aims to bring back into the formal education system children who are out-of-school or unschooled, even though they are over the legal enrolment age. The authors analyse this intensive programme, designed for children at that age and adapted to their daily living conditions, which are particularly difficult. They also examine the factors underlying this innovative approach, its originality and the features that make it a good practice that could be applied in other contexts. The minimal conditions for success, the implications for teacher training, the obstacles faced and the strategies devised to overcome these obstacles are also discussed.

Engineering ethics education in the USA: Content,pedagogy and curriculum

Interest in engineering ethics education developed significant momentum in the USA as the 20th century drew to a close. Nevertheless, nearly 80% of engineering graduates are not required to take ethics-related courses. The content of engineering ethics education consists of 'microethical' issues focusing on individual professional responsibility and 'macroethical' issues dealing with the development of technology. The pedagogical framework of engineering ethics education has evolved primarily toward utilization of case studies and codes of ethics, in some instances supplemented by an introduction to moral theory. Substantial progress has been made in the development of case materials, including highprofile cases, everyday cases, quantitative cases and cases highlighting 'good works'. Cases are widely disseminated in textbooks and online. Online resources include interactive case studies and a rich variety of other ethics-related materials. Prominent curriculum models in the USA include a required course in engineering ethics, ethics-across-the-curriculum projects, and integration of engineering ethics and science, technology and society material. Changes in accreditation criteria for US engineering schools will potentially elevate the prominence of instruction in engineering ethics and the societal context of engineering. Many challenges remain, most notably the need for US engineering faculty to accept greater responsibility for engineering ethics education.     

Criticality in international higher education research: a critical discourse analysis of higher education journals

The current study utilizes the theory of planned behavior (Ajzen Organizational Behavior and Human Decision Processes, 50, 179–211 Ajzen 1991) to examine an instructor confirmation-interaction model in the instructional communication context to discover a means by which instructors might cultivate positive student attitudes and increase beliefs that interactions with instructors would be beneficial in the future. Specifically, the model examines how teacher confirmation (Ellis 2000) influences students’ behavioral intention to communicate with instructors. Surveys were distributed to 343 college students (41.7% male and 58.1% female) in a basic communication course. Results were primarily consistent with the proposed model; teacher confirmation was significantly related to attitudes toward communicating with an instructor, subjective norms, and perceived behavioral control. Subjective norms and perceived behavioral control were also positively related to students’ behavioral intention to communicate with the instructor. However, results reveal attitudes toward communicating do not predict students’ behavioral intention to communicate with instructors. It is recommended that future models examine a more contemporary, hi-tech representation of attitude toward student-instructor interactions as it may produce a significant association with students’ behavioral intent to communicate with them. The study concludes with theoretical and practical implications to examine student classroom communication via the confirmation-interaction model and the theory of planned behavior.     

Nutritional practices associated with low energy availability in Division I female soccer players

Abstract

The purpose of this study was to examine macronutrient intake, energy density and energy intake distribution that may be associated with low energy availability (EA) in Division I female soccer players. The energy intake, exercise energy expenditure and EA of 19 participants (18–21 years) was assessed during the pre-, mid- and postseasons. Repeated measures analysis of variance was performed to examine the changes across the season. Chi-square analysis was performed to examine the distribution of participants meeting the American College of Sports Medicine recommendations for carbohydrate and protein consumption. Independent t-tests were used to compare differences between groups. The proportion of athletes who did not meet the American College of Sports Medicine recommendations for carbohydrate intake (6–10 g . kg^–1 BW) was significantly greater in the low (<30 kcal . kg^–1 LBM) than higher (≥30 kcal . kg^–1 LBM) EA group (χ² (1) = 7.5; P = 0.006). Participants with low compared to higher EA consumed a lower energy dense dinner (0.8 ± 0.1 vs. 1.4 ± 0.1 kcal . g^–1; P = 0.004) after a soccer match during midseason. No differences in the percentage (%) of kilocalories from food (84.5 ± 2.0% vs. 84.7 ± 2.6%), sports drinks (7.3 ± 1.4% vs. 6.0 ± 3.2%), other drinks (7.6 ± 1.5 % vs. 6.0 ± 1.5%) or bars/gels/beans (1.7 ± 0.6 vs. 3.0 ± 1.5) were observed in participants with low compared to higher EA (P > 0.05) during the pre- and midseasons. Identifying inadequate carbohydrate intake and the practice of consuming lower energy dense meals may be important in preventing low EA conditions and consequently the Female Athlete Triad.     

Motivating Project-Based Learning: Sustaining the Doing,Supporting the Learning

Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an argument for why projects have the potential to help people learn; indicate factors in project design that affect motivation and thought; examine difficulties that students and teachers may encounter with projects; and describe how technology can support students and teachers as they work on projects, so that motivation and thought are sustained.     

Implementing an advanced composition program with faculty from across the curriculum

For the past several years, Central Michigan University has staffed the advanced composition course required of all undergraduates with faculty from both the English department and also from other departments throughout the university. Central Michigan's experiences in developing a political constituency supportive of improving students' writing skills and in establishing faculty development workshops to assist faculty in preparing to teach this new advanced writing course are discussed. Further, the experiences of non-English faculty teaching this distinctive course are described. The impact of the writing program on other university units is reviewed. This successful program might provide a model for other universities.John S. Dinan received his Ph.D. in composition and rhetoric from the University of Massachusetts. He is Director of the Developmental Writing Program at Central Michigan University. Joseph E. Finck received his Ph.D. in nuclear physics from Michigan State University. He was a member of the first class of non-English advanced composition faculty at Central Michigan University. Dr. Finck teaches a section of the course with a physical science theme. William Miles is Professor, Reference Librarian, and Coordinator of Bibliographic Instruction in the Central Michigan University Libraries. He received his M.A. in English from Wayne State University and his M.L.S. from the University of Michigan. Mary Scheuer Senter received her Ph.D. in sociology from the University of Michigan. As interim Vice-Provost in the 1980s, she worked with colleagues to improve student writing skills and studied factors affecting the success of nontraditional students.