Application of CAE in Teaching Vibration Engineering

CAE has enabled vibrational problems, which were regarded as intractable 20 years ago, to be solvable by students using computational support. The paper describes a problem set to final year undergraduates which concerns the torsional vibrational response of a three degrees of freedom system which is subjected simultaneously to three different arbitrarily varying torques. The solution involves the use of standard library routines for matrix multiplication and eigensolutions, a Runge-Kutta routine to solve a second order differential equation and general competence in writing software.     

Combined updating on science and pedagogy for experienced teachers

This paper describes the structure and unique features of an inservice training course for science teachers (Pädagogik und Fachdidaktik für Lehrer, PFL). The course is based on the view that most issues of classroom practice are at the same time issues of pedagogy, methodology and subject knowledge. Therefore, the close connection between the participants' work required during the course and their teaching situation is most important: the teachers selected issues of direct concern to their daily work, performed research on these issues by methods of action research, analysed their findings, took appropriate action and documented the process in written form. They were supported by a team of mentors. A preliminary evaluation indicates a high degree of satisfaction of the participants and provides suggestions for the improvement of initial teacher education. In the PFL-project inservice science teacher education is considered not only an opportunity for professional development of individual teachers, but also a contribution to the development of science education and—in a larger context—school development.     

Half a century of Islamic education in Dutch schools

During the second half of the twentieth century, faithful followers of non-Western religions immigrated into Western European countries. Their children were a challenge for the respective educational system in the host countries. In the Dutch context, the educational system consists of public and private schools in which religion is the most dividing factor. Private schools are largely denominational schools with, as main denominations, Roman Catholics and Protestants, while state schools are presented as religiously neutral. How did this dual system cope with the import of a relatively new religion like Islam? In our contribution, we describe half a century’s history of Islamic children in Dutch schools by addressing the following questions. In what way did state and denominational schools on the one hand and the government on the other hand try to include Islamic pupils (and their parents) and facilitate their integration into the Dutch educational system and by consequence into Dutch society? And, the other way around, how did these new comers adapt themselves to the Dutch educational system, and did they stimulate, directly or indirectly, reflection on religion and values? We come to the conclusion that the most influential initiatives came from both Christian and Islamic schools as a consequence of their focus on the importance of the formation of pupil identity and life orientation and that teachers’ knowledge about and attitude regarding (religious) diversity are pivotal in processes of learning about and from each other as a precondition for integration into a society characterised by diversity.     

Maternal responsiveness and child compliance: the role of mood as a mediator

Parpal and Maccoby demonstrated that responsive maternal play increases children's compliance. They suggested that positive mood induction might be one mechanism mediating this effect. Study 1 tested the hypothesis that a responsive maternal play procedure would indeed induce a positive mood. 32 4-year-olds and their mothers participated. Half of the mothers were trained in a responsive play technique prior to a laboratory play session; half of them were not trained. Postplay self-reports of mood indicated that responsive play increased positive mood but did not affect arousal levels. Study 2 tested the hypothesis that experimentally induced positive mood increases compliance in the types of tasks reported in the Parpal and Maccoby's research. 24 4-year-olds were randomly assigned to either a positive or negative mood induction and then tested for response to maternal compliance demands. Children induced into positive moods complied more and complied with shorter latencies than children induced into negative moods. The fact that maternal responsiveness induces a positive mood points to a mechanism that may be significant in both attachment and socialization beyond infancy.     

Ureaplasma urealyticum and large colony mycoplasma colonization in female children and its relationship to sexual contact, age, and race.

In order to determine if Ureaplasma urealyticum (Uu) or large colony mycoplasma (LCM) colonization was related to a history of sexual abuse, the type of sexual contact, an enlarged vaginal introitus transverse diameter (greater than 4 mm), age or race, 452 female children, ages 1-12 years, were evaluated by the Child Sexual Abuse Team at Wake Medical Center in Raleigh, NC. Thirty-six girls were deleted because of inadequate cultures. When controlled for race and age, Uu throat (T), vaginal (V), and rectal (R) colonization and LCM vaginal and rectal colonization were not related to any of the other variables listed above. The enlarged vaginal introital diameter was related to a history of sexual abuse (p less than .001). Uu and LCM vaginal colonization rates were increased in black girls as compared to white girls (p less than .05). Uu V, Uu R, LCM V, and LCM R colonization increased with age. In our study population, Uu and LCM colonization was not a useful marker of sexual contact.     

在线教育：质量的紧迫性

远程教育自从芝加哥大学十九世纪90年代开始提供继续教育课程以来的百年曲折历史中,使用了很多的技术。其中最旱的形式——文字教材,至今仍然为发展中国家所青睐,尽管计算机为基础的在线教育日益得到普及。西方国家在线教育惊人的发展表明,即使在发展中国家它也会很快为其自身掘出一块地盘——至少城市地区是如此。由此看来,在线教育应是值得受关注的一个领域。     

Effects of a prenatal care intervention on the self-concept and self-efficacy of adolescent mothers

The objective of this study was to examine changes in self-concept and self-efficacy during the childbearing year among adolescent mothers (defined as young mothers up to age 20) who were involved in a behavioral intervention. Subjects included a sample of 282 urban, pregnant adolescents (94% African American, 4% white, 2% other). The Tennessee Self-Concept Scale (TSCS) was used to measure self-concept. A scale to measure the self-efficacy of the adolescent mother during the childbearing year was developed and evaluated. Questionnaires were administered during intake for prenatal care and in the postpartum period. In the larger study, the intervention was a peer-centered, mastery modeling intervention designed to increase self-efficacy, improve self-concept, and improve long- and short-term perinatal outcomes. The results in this portion of the data showed that self-concept increased significantly for young women in the experimental group but did not change significantly for young women in the control group. Changes were noted in the TSCS for overall self-concept as well as for several subscores, including identity, self-satisfaction, behavior, the personal self, the family self, and the social self. However, differences between groups did not reach significance once age, parity, site, and time were accounted for, except on TSCS subscales of identity and personal self. Between intake for prenatal care and postpartum, self-efficacy changed significantly for both the experimental and the control groups. Both groups increased in self-efficacy for labor and delivery and decreased in self-efficacy for infant care. In this group of mostly African American teens, peer support and small group care demonstrated positive effects on self-concept. Professional and peer interactions were equally associated in intervention and nonintervention groups with regard to self-efficacy.     

The Comprehensive Childhood Maltreatment Inventory: early development and reliability analyses

OBJECTIVE: Our goal was to develop a reliable measure of childhood maltreatment that could be used to evaluate retrospective memories among adults across a broad range of potentially abusive caregiver behaviors. METHOD: These behaviors were organized into 31 items that query age at onset, frequency across 4 developmental periods, relationship of the perpetrator(s), and respondents' perception of the experience. Additional factors directly relevant to each of the individual 4 categories of childhood maltreatment were also queried. RESULTS: Preliminary data collected from 95 college students, find the measure to have excellent test-retest reliability, and 2 of 4 subscales to possess adequate internal consistency. CONCLUSIONS: Reasons for low internal consistency for the Physical Maltreatment and Physical Neglect categories and the relative importance of test-retest reliability as compared to internal consistency in a questionnaire of this type are discussed.     

Why is sexual abuse declining? A survey of state child protection administrators.

OBJECTIVES: Cases of substantiated sexual abuse have declined approximately 39% nationwide from 1992 to 1999, according to estimates from the National Child Abuse and Neglect Data System (NCANDS). Despite the dramatic nature of the decline, little discussion of the trend has occurred at either the national or the state level. Aims of the research were to: (1) gather state-level information about possible sources of the sexual abuse decline, (2) identify child protection trends that might be contributing to the decline, and (3) assess the level of awareness of the decline in state child protection offices. METHODS: Telephone interviews were conducted with child protection administrators in 43 states. RESULTS: More than half of the officials in states with large declines were unaware of any discussion of the declines within their agency or in the public at large within their state. State officials cited a diverse array of possible causes for the decline, including: (1) increased evidentiary requirements to substantiate cases, (2) increased caseworker caution due to new legal rights for caregivers, and (3) increasing limitations on the types of cases that agencies accept for investigation. More than half also mentioned the effectiveness of prevention programs, increased prosecution, and public awareness campaigns, implying that a portion of the decline may result from a real decline in occurrence. CONCLUSIONS: Responses from child protection officials have inherent biases, but they are useful in generating hypotheses for further study in trying to account for the decline. The results suggest that further discussion and increased analysis of child maltreatment system data are important next steps.