Anti-periodic traveling wave solution to a forced two-dimensional generalized KdV-Burgers equation

1. Introducton The two-dimensional KdV equation was first derived by Kadomtsev and Petviashvili in 1970 [1], and it is also referred to as the KP equation. Periodic Traveling wave solutions to the KP and modified KP equation were investigated by Chen and Wen [2]. The author considers the generalized inhomogeneous two-dimensional KdV-Burgers equation as follows. {}[()] 0,,,0,txxxxxxxyyufuuuugxytabd+++++=纬% (1.1) where f C2(); b, d and a are given constant…     

The start-up phase in a research and development work project: A foundation for development

The article is based on a research and development work project (R&D project) conducted in a Norwegian lower secondary school. The purpose of the text is to describe the researchers’ and teachers’ roles during the initial phase of such a project, and what this phase and the close cooperation between the researcher and teachers mean for the progress of the project. The reader will see how the participating teachers modify their attitudes to the project throughout the start-up phase. This phase is outlined by means of empirical data. The study shows how such a project challenges the researchers’ communicative, social and knowledge competence. Furthermore, teachers have to see the need for development and willingly participate in developmental processes, listening to and using researchers as resource persons, if a start-up phase is to be successful for subsequent development in the project.     

The Knowledge,Volition and Action Programme in Singapore: the effects of an experimental intervention programme on high ability achievement

This study hypothesises that non‐achieving behaviour of gifted adolescents in Singapore may be attributed to a lack of knowledge, volition and action on the part of the gifted. As such, an educational intervention programme, Knowledge/Volition/Action, was devised to teach pupils knowledge of the self, volition, consultation, time management and stress management. All subjects were gifted pupils in a secondary one cohort in three premier schools hosting the Gifted Education Programme (GEP). Experimental subjects (n = 57) and control subjects (n = 57) were matched by age, gender, school, class, race, socio‐economic status, academic and non‐academic achievement before being randomly selected and randomly assigned to groups. The effects of the intervention on academic and non‐academic achievement were reported using paired t‐tests. Interestingly, the intervention programme was found to be effective in augmenting the non‐academic rather than the academic achievement of the experimental group.     

Whose participation is it anyway? Examining the context of pupil participation in the UK

Helen May recently completed her doctoral studies at the University of Leeds. Her EdD thesis, written with the benefit of extensive experience of practice, focused on the engagement of children with learning difficulties in interactions in primary classrooms. In this article, Helen May draws on her familiarity with the literature to explore the topic of pupil participation. This issue has attracted considerable attention in recent years, especially since it is on the Government's agenda for education in the UK. Here, Helen May examines the political, research and pedagogical contexts in which pupil participation is currently being addressed. She notes that the adult role in bringing about pupil participation is currently emphasised in each of these contexts and expresses concern that pupil participation is therefore being portrayed as requiring professional intervention. By calling for greater exploration of pupil participation from the perspectives of pupils themselves, Helen May makes a persuasive case for seeking a more balanced recognition of the active roles that pupils and professionals can play in this area.     

Free or Fee Based Library in the Year 2000

ABSTRACT

With the rapid rise in distance education and online courses, the need to provide effective library services to the faculty and students involved in online courses is vitally important. Traditional services cannot always be transferred easily to the online environment and may need to be modified, or new services may need to be created to meet the needs of online users. This article examines the needs and wants of faculty involved in offering online courses. A Web-based survey was administered to faculty teaching an online course within the past 2 years at the authors’ organization. Faculty were asked a series of questions including their use of current library services, their emphasis on students using library services, and the services and resources they would like the library to provide in the future. Questions for the survey were inspired by LibQual comments received during our 2005 and 2007 surveys as well as comments received from both faculty and students while teaching and participating in online courses. Faculty who took the survey teach in a variety of disciplines and have different experience levels with teaching online courses. Results of the survey will be presented along with inferences from the current literature. The audience will be invited to share their innovative service ideas. Participants will gain ideas for updated or new services to faculty teaching online courses.     

The contribution of non-formal learning in higher education to student teachers’ professional competence

This article reports a mixed methods study on the contribution of various aspects of pre-service student teachers’ learning in initial teacher education (ITE) to their professional competence in a Five-year Bachelor of Education Programme in Hong Kong. Special attention is given to how student teachers’ non-formal learning in higher education contributes to their professional competence, an under-researched area in teacher education. A total of 282 student teachers participated in the quantitative survey, 18 of whom were interviewed. Although  Undergraduate Learning Experience: Formal Learning and Non-formal Learning was not the most highly rated factor, multiple regression indicated that it was the only ITE professional learning factor that significantly predicted all dimensions of professional competence. This supports the hypothesis that non-formal learning as a part of learning in higher education makes a significant contribution to student teachers’ professional competence. The qualitative findings showed that non-formal learning provided opportunities for service learning, co-curricular activities, and student exchange programmes with different objects of engagement. Student teachers constructed pedagogical content knowledge, general pedagogical knowledge, and knowledge of context through hands-on experiences, professional dialogue with practitioners, and observations of others’ practice. Such knowledge contributed to their competence in classroom teaching and to work in schools. Implications for ITE are discussed.     

Contradiction and Overdetermination in Occupy Wall Street

Contradiction and overdetermination in the work of Louis Althusser provide conceptual resources for the theorization of capitalism as a structural totality, and instances of class struggle, such as Occupy Wall Street, as part of an immanent movement of movements that is embedded within and against the differential logic of the mode of production. A reconsideration of Althusser is warranted on the grounds that his early work resonates theoretically with cutting-edge theoretical formulations of Autonomist Marxism, it remains useful to any materialist conceptualization of class struggle and history, and it provides means of assessing the conditions under which instances of class struggle transform into revolutionary situations.     

Diet and Pregnancy: Health-Care Providers and Patient Behaviors

In this study, associations between health-care providers (HCPs) discussing diet with their pregnant patients and patient dietary behavior were assessed in addition to factors related to HCPs discussing diet with their patients. Questionnaires were completed by 237 pregnant women and 31 HCPs at 12 obstetrics–gynecology clinics across the United States. Patients provided versus those not provided dietary counseling by their HCP were more likely (OR = 2.17, 95%; CI = 0.75–6.25) to engage in healthy dietary practices. HCPs that discussed multiple health behaviors were nearly four times more likely to discuss diet with their pregnant patients compared with HCP who did not discuss other health behaviors (OR = 3.67, 95%; CI = 1.10–12.28). This study indicates that HCP education can positively impact dietary behaviors of their pregnant patients.     

The Challenge of College Youth

The problem of motivation has received a great deal of attention, and many successful approaches have been developed. However, in areas such as introductory college mathematics, students often question their own potential for success. At the first sign of trouble, their fears are confirmed and many of them drop out, formally or informally. If a method could be found to improve persistence, motivational techniques would have an opportunity to succeed. In this article, the author describes a simple method to improve persistence using assessments that are normally already in place. Data are presented indicating that the method improves persistence and achievement.