An integral-equation approach to problems of vibrating beams

In this paper integral equations are applied for the calculation of the normal modes of vibrating beams. Both exact and approximate methods of solving the integral equation are considered. The Green's function, or kernel, of the integral equation is constructed for both uniform and nonuniform beams. Solutions for the normal modes of a uniform cantilever are given. A nonuniform, naturally-twisted turbine blade is studied in detail and the first and second normal modes are calculated by the integral-equation method.     

Mainstreaming: Parental perceptions

Parents of learning disabled, mentally retarded, and emotionally disturbed children were surveyed regarding their reactions to mainstreaming handicapped children. Results indicated that parents of learning disabled children were significantly more supportive of this educational procedure than were the other two groups of parents. Possible reasons for this difference are discussed.     

Consultation outcome as a result of in-service resource teacher training

The effects of learning disabilities teacher training for consultation with classroom teachers were investigated. Twelve learning disabilities resource teachers and 60 elementary school classroom teachers within one school system served as subjects. Four learning disabilities resource teachers received communication skills training, and four resource teachers received conceptual assumptions training. In addition, four resource teachers served as a control group for the study. Each resource teacher conducted three 20- to 30-minute conferences with each of five elementary school teachers. Following the third conference, information was collected concerning: (a) classroom teacher ratings of satisfaction with services, (b) joint ratings of the child's progress toward goals set during the first conferences, (c) the percentage of recommendations implemented, and (d) classroom teacher ratings of joint responsibility, and of resource teacher respect, empathy, and congruence. There were three findings in this study. First, no differences resulting from either type of training were found at posttest for classroom teacher respect, resource teacher congruence, joint responsibility, or joint ratings of the child's progress. Second, training resource teachers in communication skills resulted in significantly higher classroom teacher ratings of resource teacher empathy. Finally, significant differences due to resource teacher experiences prior to this study were noted with classroom teacher ratings of the child's progress, and the number of recommendations implemented.     

Relationship between toy and material use and the occurrence of social interactive behaviors by normally developing preschool children

The purpose of this naturalistic study was to identify the kinds of social behaviors that normally developing preschool children exhibit while manipulating various toys and materials found in most preschool settings. One hundred fifteen 3-, 4-, and 5-year-olds in four day-care centers were observed during free play periods. Thirty-eight available toys and play materials were rated as to whether they were used in an Isolate, Parallel, Sharing/Cooperative, or Physical Assistance context. The resulting data on toy/material use are discussed in terms of selecting physical stimuli in social behavior modification efforts that clearly set the occasion for positive social interaction.