Strength and deformation characteristics of steel fibrous concrete beams     

SINGH Bhupinder SINGH S.P KAUSHIK S.K. 《浙江大学学报(A卷英文版)》2007,8(2):257-263

INTRODUCTION Finite Element (FE) procedures are at present widely used in engineering modelling and analysis and employed extensively in the analysis of solids and structures and heat transfer and fluids (Bathe, 1996). The essence of FE solution of an engineering problem is that a set of governing algebraic equations is es-tablished which are then solved with the help of a digital computer. The first practical FE procedures were employed in linear analysis of solids and struc-tures (B…  相似文献   

Reading disability and chromosome 6p21.3: evaluation of MOG as a candidate gene     

Smith SD  Kelley PM  Askew JW  Hoover DM  Deffenbacher KE  Gayán J  Brower AM  Olson RK 《Journal of learning disabilities》2001,34(6):512-519

Linkage analysis has localized a gene influencing specific reading disability (dyslexia) to 6p21.3. The myelin oligodendrocyte glycoprotein (MOG) gene, which maps to this region, was selected as a candidate. Myelin oligodendrocyte glycoprotein is a membrane protein, a member of the immunoglobin superfamily, that is found on the outermost lamellae of mature myelin. Although the exact function of this protein is unknown, its presence in the central nervous system and the hypothesized relationship between dyslexia and temporal processing rate as well as a suggested relationship with intelligence made this gene a candidate for dyslexia. Analysis of the coding exons and adjacent splice sites in a subset of 22 children with dyslexia from 10 sibships found a missense mutation in exon 4 in 2 of the sibships. This change from the published sequence also occurred in 86 of 96 random controls, making it considerably less frequent in this small sample of individuals with dyslexia. Subsequent typing of this single nucleotide polymorphism (SNP) in 74 nuclear families in which at least one child had reading disability showed no significant difference in frequency from the controls, however. Sib-pair linkage analysis with these families did not show significant linkage with the SNP nor with a separate polymorphic dinucleotide repeat marker in the MOG gene (MOG31/32), but association analysis identified two alleles of MOG31/32 that were associated with reading disability phenotypes with a low level of significance. Thus, although alleles in the MOG gene may be in linkage disequilibrium with a locus that contributes to reading disability, it is unlikely that the MOG gene itself is involved.  相似文献   

Interparental discord and adolescent adjustment trajectories: the potentiating and protective role of intrapersonal attributes     

Davies PT  Windle M 《Child development》2001,72(4):1163-1178

This prospective study of 360 adolescent-mother dyads examined whether associations between marital discord and trajectories of adolescent depressive symptoms and delinquency varied as a function of three intrapersonal attributes: temperament, childhood behavior problems, and perceived family support. Difficult temperament (i.e., dysrhythmicity, poor task orientation) potentiated the effects of marital discord on adolescent trajectories of adjustment, whereas heightened perceptions of family support protected adolescents from the adverse effects of marital discord. Adolescents with behavior problem histories were initially less vulnerable to marital discord; however, the high levels of depressive symptoms exhibited by adolescents with childhood behavior problems persisted over time only when they were exposed to elevated marital discord. The effects of the moderators differed in terms of duration and course.  相似文献   

Developmental dyslexia: Is it different from other forms of reading disability?     

P. G. Aaron 《Annals of dyslexia》1987,37(1):109-125

A controversy whether developmental dyslexia is qualitatively different from other forms of reading disability has existed among reading specialists for many years. In the present study, the hypothesis that the etiology of dyslexia is different from that of other forms of reading disability because of differences in the components that malfunction was tested. A number of studies have shown that the two components that contribute to a large proportion of variance in reading are decoding and comprehension. It is, therefore, possible that a breakdown of different components could lead to different forms of disabilities. College students who were poor readers were assigned to two groups on the basis of their IQ. Conforming to the traditional criterion of dyslexia, those who had an IQ of 95 and above were considered as dyslexic. Those who had an IQ of 85 or below were placed in the Nonspecific Reading-Disabled group. These two groups of poor readers and a group of normal readers were administered a large number of reading-related tests. It was found that the two reading-disabled groups differed from each other in six of the seven areas assessed. There was very little overlap of scores between the two groups in these areas. The results were interpreted to suggest that poor decoding skill is the etiology of developmental dyslexia and that it differs from other forms of reading disability which are caused by generalized cognitive deficits.  相似文献   

A conceptual framework for developing an activity-based approach to career counselling     

Timo T. E. Vähämöttönen  P. Anita Keskinen  Rauno K. Parrila 《International journal for the advancement of counseling》1994,17(1):19-34

The present paper develops a conceptual framework for an activity-based approach to career counselling. The main objective of this approach is to combine clients' practical activity, such as visits to educational institutions, work practices etc., with their psychological processes leading to occupational choice. Some basic ideas that are relevant to developing an activity-based approach to counselling in postmodern work life and some recent changes in work life itself and in the individuals' relation to work are discussed. These include plasticity, which emphasizes the individuals' capability and activeness in shaping both their working environment and themselves; the nonnormative nature of the developmental tasks that postmodern work life sets for the individual; the openness and nonlinear nature of the counselling process and the implications of this on the role of the counsellor; and the usefulness of conceptualizing the counselling process as a metaphorical reality. Also, some preliminary findings from a research project aimed at developing a counselling process model which is congruent with activity-based approach are presented. The implications of these findings on the framework are also discussed.  相似文献   

The Transition to Reaching: Mapping Intention and Intrinsic Dynamics   总被引：9，自引：0，他引：9  

Esther Thelen  Daniela Corbetta  Kathi Kamm  John P. Spencer  Klaus Schneider  Ronald F. Zernicke 《Child development》1993,64(4):1058-1098

The onset of directed reaching demarks the emergence of a qualitatively new skill. In this study we asked how intentional reaching arises from infants' ongoing, intrinsic movement dynamics, and how first reaches become successively adapted to the task. We observed 4 infants weekly in a standard reaching task and identified the week of first arm-extended reach, and the 2 weeks before and after onset. The infants first reached at ages ranging from 12 to 22 weeks, and they used different strategies to get the toy. 2 infants, whose spontaneous movements were large and vigorous, damped down their fast, forceful movements. The 2 quieter infants generated faster and more energetic movements to lift their arms. The infants modulated reaches in task-appropriate ways in the weeks following onset. Reaching emerges when infants can intentionally adjust the force and compliance of the arm, often using muscle coactivation. These results suggest that the infant central nervous system does not contain programs that detail hand trajectory, joint coordination, and muscle activation patterns. Rather, these patterns are the consequences of the natural dynamics of the system and the active exploration of the match between those dynamics and the task.  相似文献   

Case‐based pedagogy as a context for collaborative inquiry in the Philippines     

Elvira L. Arellano  Tessie L. Barcenal  Purita P. Bilbao  Merilin A. Castellano  Sharon Nichols  Deborah J. Tippins 《科学教学研究杂志》2001,38(5):502-528

The purpose of this study was to investigate the potential for using case‐based pedagogy as a context for collaborative inquiry into the teaching and learning of elementary science. The context for this study was the elementary science teacher preparation program at West Visayas State University on the the island of Panay in Iloilo City, the Philippines. In this context, triple linguistic conventions involving the interactions of the local Ilonggo dialect, the national language of Philipino (predominantly Tagalog) and English create unique challenges for science teachers. Participants in the study included six elementary student teachers, their respective critic teachers and a research team composed of four Filipino and two U.S. science teacher educators. Two teacher‐generated case narratives serve as the centerpiece for deliberation, around which we highlight key tensions that reflect both the struggles and positive aspects of teacher learning that took place. Theoretical perspectives drawn from assumptions underlying the use of case‐based pedagogy and scholarship surrounding the community metaphor as a referent for science education curriculum inquiry influenced our understanding of tensions at the intersection of re‐presentation of science, authority of knowledge, and professional practice, at the intersection of not shared language, explicit moral codes, and indigenization, and at the intersection of identity and dilemmas in science teaching. Implications of this study are discussed with respect to the building of science teacher learning communities in both local and global contexts of reform. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 502–528, 2001  相似文献   

Show and tell those theories!     

Anastasia P. Samaras Ph.D. 《Early Childhood Education Journal》1994,22(1):21-23

Working with parents in cooperative nursery schools can be challenging as teacher and parents sort out their roles in implementing an appropriate curriculum. However, many of the problems that arise can be prevented by mutually sharing educational theories and how they promote young children's learning.  相似文献   

Nature watch     

P. N. Shankar  B. S. Shylaja 《Resonance》2001,6(8):82-89

In our previous article ‘On observing the night sky’¹ we had introduced the reader to the stars and constellations and suggested how they may be observed. In this article we will provide a few technical details, which we had deliberately left out earlier and also introduce the reader to a number of the other remarkable objects that may be seen in the sky.  相似文献   

A study of the effectiveness of the primary education improvement program (science) in selected schools of Northern Nigeria     

Desmond P. Brown  Jack A. Reed 《科学教学研究杂志》1982,19(4):293-298

The Primary Education Improvement Program (Science) developed in Nigeria from 1970–1980 adopted a “process approach” to the teaching of science for children in Classes One and Two of primary school. In that insufficient formative data were available a study was organized to evaluate the attainment of the program's major objectives in terms of the children's ability to practice process skills. The study also attempted to measure children's interest, active participation and understanding of the lessons, as well as the availability of materials and ease of preparing and teaching the lessons for the teachers. Data were collected by means of teacher opinionnaires and a children's test to measure the attainment of process skills. The teachers who completed the opinionnaires rated the program as successful in terms of all the measured criteria. Children in the experimental and control groups were tested and their performances were compared. The results indicated that there were some significant differences in total test scores in favor of the experimental group after one year of primary school but none after two years. The program, though highly rated by teachers, did not produce the intended changes in children's behavior.  相似文献