bluuebunny/crossref_metadata_2025_split huggingface dataset:
c‐Type method of unified CAMG and FEA. Part 1: Beam and arch mega‐elements—3D linear and 2D non‐linear
Authors: Ray Debabrata 
Published: September 2003

AbstractComputer‐aided mesh generation (CAMG) dictated solely by the minimal key set of requirements of geometry, material, loading and support condition can produce ‘mega‐sized’, arbitrary‐shaped distorted elements. However, this may result in substantial cost saving and reduced bookkeeping for the subsequent finite element analysis (FEA) and reduced engineering manpower requirement for final quality assurance. A method, denoted as c‐type, has been proposed by constructively defining a finite element space whereby the above hurdles may be overcome with a minimal number of hyper‐sized elements. Bezier (and de Boor) control vectors are used as the generalized displacements and the Bernstein polynomials (and B‐splines) as the elemental basis functions. A concomitant idea of coerced parametry and inter‐element continuity on demand unifies modelling and finite element method. The c‐type method may introduce additional control, namely, an inter‐element continuity condition to the existing h‐type and p‐type methods. Adaptation of the c‐type method to existing commercial and general‐purpose computer programs based on a conventional displacement‐based finite element method is straightforward. The c‐type method with associated subdivision technique can be easily made into a hierarchic adaptive computer method with a suitable a posteriori error analysis. In this context, a summary of a geometrically exact non‐linear formulation for the two‐dimensional curved beams/arches is presented. Several beam problems ranging from truly three‐dimensional tortuous linear curved beams to geometrically extremely non‐linear two‐dimensional arches are solved to establish numerical efficiency of the method. Incremental Lagrangian curvilinear formulation may be extended to overcome rotational singularity in 3D geometric non‐linearity and to treat general material non‐linearity. Copyright © 2003 John Wiley & Sons, Ltd.
Finite cover method for linear and non‐linear analyses of heterogeneous solids
Authors: Terada Kenjiro , Asai Mitsuteru , Yamagishi Michihiro 
Published: September 2003

AbstractWe introduce the finite cover method (FCM) as a generalization of the finite element method (FEM) and extend it to analyse the linear and non‐linear mechanical behaviour of heterogeneous solids and structures. The name ‘FCM’ is actually an alias for the manifold method (MM) and the basic idea of the method has already been established for linear analyses of structures with homogeneous materials. After reviewing the concept of physical and mathematical covers for approximating functions in the FCM, we present the formulation for the static equilibrium state of a structure with arbitrary physical boundaries including material interfaces. The problem essentially involves the discontinuities in strains, and possibly has the discontinuities in displacement caused by interfacial debonding or rupture of material interfaces. We simulate such non‐linear mechanical behaviour after presenting simple numerical examples that demonstrate the equivalence between the approximation capabilities of the FCM and those of the FEM. Copyright © 2003 John Wiley & Sons, Ltd.
Impaired dynamic cerebral autoregulation in eclampsia
Authors: Oehm E. , Reinhard M. , Keck C. , Els T. , Spreer J. , Hetzel A. 
Published: September 2003

AbstractEclampsia is frequently associated with brain edema, cerebral infarction or hemorrhage. Its underlying cerebrovascular pathophysiology is still poorly understood. We examined cerebral autoregulation by a non‐invasive multimodal assessment in a 28‐year‐old primaparous woman with postpartal eclampsia. Transcranial Doppler sonography showed considerably increased cerebral blood flow velocity (CBFV) of all basal cerebral vessels. Magnetic resonance imaging demonstrated multifocal vasogenic brain edema. Using transfer function analysis, a severely decreased phase shift between respiratory‐induced 0.1‐Hz oscillations of arterial blood pressure and CBFV was observed, indicating substantial disturbance of dynamic cerebral autoregulation (DCA). In contrast, CO2‐vasomotor reactivity of the right middle cerebral artery was only slightly reduced. We therefore assume that the cerebral arteriolar dysfunction in eclampsia leads primarily to an impairment of the autoregulatory mechanism that is followed by different degrees of arteriolar vasodilation. Because of its probably high sensitivity to hemodynamic disturbances, assessment of DCA might be of great value in early pre‐eclampsia for risk prediction of cerebral arteriopathy and eclampsia. Copyright © 2003 ISUOG. Published by John Wiley & Sons, Ltd.
Prenatal diagnosis of ranula at 21 weeks of gestation
Authors: Önderoǧlu L. , Saygan‐Karamürsel B. , Deren Ö. , Bozdaǧ G. , Tekşam Ö. , Tekınalp G. 
Published: September 2003

AbstractA fetal sublingual cystic lesion was diagnosed by routine prenatal ultrasonography at 21 weeks of gestation and followed up until term in a tertiary care center. Fetal growth was normal as was the amniotic fluid volume. Ex utero intrapartum treatment was performed and the cyst was aspirated to allow breathing and swallowing during planned Cesarean section. The cyst was totally excised when the newborn was 27 days of age and histological examination revealed a mucous cyst of the mouth floor. Copyright © 2003 ISUOG. Published by John Wiley & Sons, Ltd.
Fetal blood sampling in twin pregnancies
Authors: Antsaklis A. , Daskalakis G. , Souka A. P. , Kavalakis Y. , Michalas S. 
Published: September 2003

AbstractObjectiveTo evaluate the role of fetal blood sampling for prenatal diagnosis in twin pregnancies.MethodsThis was a retrospective study of 84 twin pregnancies that had undergone fetal blood sampling between the years 1977 and 2000. These results were compared with those from a similar study on amniocentesis and chorionic villus sampling.ResultsMiscarriage occurred in 3.6% of cases after fetal blood sampling. The total fetal loss rate was 13.6% and the fetal loss that could be attributed to the procedure was 8.2%. The procedure‐related fetal loss rate was dependent on the indication for fetal blood sampling. The rates of preterm delivery at ≤ 32 weeks, preterm delivery at ≤ 35 weeks, perinatal mortality at ≤ 28 weeks, perinatal mortality at > 28 weeks and neonatal mortality were 16.9%, 28.3%, 10.9%, 3.1% and 7.7%, respectively.ConclusionFetal blood sampling in twin pregnancies carries higher risks for the fetus than do amniocentesis and chorionic villus sampling. However, it remains useful in evaluating the fetal condition in special circumstances such as hydrops and infection. Copyright © 2003 ISUOG. Published by John Wiley & Sons, Ltd.
Bony fragments in the uterus: an association with secondary subfertility
Authors: Basu M. , Mammen C. , Owen E. 
Published: September 2003

AbstractBone within the uterine cavity is an unusual finding in women with secondary subfertility, and is usually associated with a past history of termination of pregnancy. The etiology is unknown, but theories include retained fetal bone and osseous metaplasia of endometrial tissue. We describe the cases of three subfertility patients, all with a history of surgical termination of pregnancy. Each patient underwent a hysteroscopy after highly echogenic foci were seen in the uterus on transvaginal ultrasound examination. During hysteroscopy, several coral‐like bony fragments were seen and removed by sharp curettage. On histological examination, these fragments were found to be mature, necrotic bone. This case report confirms the importance of routine baseline evaluation of the endometrium in subfertile women with a history of termination of pregnancy. Copyright © 2003 ISUOG. Published by John Wiley & Sons, Ltd.
The conservative management of early pregnancy complications: a review of the literature
Authors: Condous G. , Okaro E. , Bourne T. 
Published: September 2003

AbstractEarly pregnancy complications include miscarriage, ectopic pregnancies, adnexal masses and pregnancies of unknown location. In this review, we evaluate the role of conservative management in these complications. We also evaluate the role of transvaginal sonography for diagnosis, treatment and follow up.When managing women with early pregnancy complications, it is important to recognise the normal sonographic milestones in the first trimester. Understanding the pattern of serum human chorionic gonadotropin change in early normal pregnancy and the correlation between low serum progesterone levels and the spontaneous resolution of a pregnancy are also important concepts.Guidelines for assessing suitability for conservative management should be strictly governed by evidence based protocols. Women can then be offered expectant or medical treatment as appropriate. Copyright © 2003 ISUOG. Published by John Wiley & Sons, Ltd.
Venous Doppler ultrasound in 146 fetuses with congenital heart disease
Authors: Gembruch U. , Meise C. , Germer U. , Berg C. , Geipel A. 
Published: September 2003

AbstractObjectiveTo assess the influence of isolated congenital heart disease (CHD) on fetal venous Doppler blood flow velocity waveforms.MethodsDoppler flow velocimetry was performed in the inferior vena cava and ductus venosus in 146 consecutive fetuses with antenatally diagnosed CHD. Gestational age ranged between 19 and 39 weeks. Fetuses with isolated CHD without non‐immune hydrops fetalis (NIHF) (Group A, n = 89) were separated from seven fetuses showing isolated CHD with NIHF (Group B) and 50 cases complicated by chromosomal or other extracardiac malformations, intrauterine growth restriction or non‐cardiogenic NIHF (Group C). The control group comprised 109 healthy fetuses of uncomplicated pregnancies. Individual peak velocity index for veins (PVIV) measurements were converted into their Z‐scores (delta values) for statistical analysis.ResultsThere was no statistical difference between fetuses with isolated CHD (Group A) and controls, for the delta PVIV of neither the ductus venosus nor the inferior vena cava. Statistical analysis revealed significant differences between non‐isolated CHD fetuses (Group C) and controls for both vessels. However, in a separate analysis of isolated right heart malformations compared with the remaining isolated heart malformations (Groups A and B), a significant difference was observed for the ductus venosus, but not the inferior vena cava. There was an overall survival of 62%. In Group A, 58% of fetuses survived despite increased PVIV and 22% of fetuses with normal venous Doppler had an adverse outcome. All fetuses with cardiogenic NIHF (Group B) died.ConclusionDoppler studies of the ductus venosus and inferior vena cava in fetuses with isolated CHD do not present sufficient alterations to be a reliable marker for screening purposes for CHD in mid‐second‐ and third‐trimester fetuses. Furthermore, venous Doppler did not predict fetal outcome in cases of isolated CHD. Abnormal venous Doppler results were mainly attributable to myocardial dysfunction and also to severe right heart obstruction even in the absence of congestive heart failure. Therefore, venous Doppler studies are clinically helpful in indirectly monitoring cardiac function in fetuses with cardiac malformations. Copyright © 2003 ISUOG. Published by John Wiley & Sons, Ltd.
Globalisation and its Impact Upon Education: prospects and challenges
Authors: Garratt Dean , Phillips Robert , Piper Heather 
Published: September 2003

Book reviewed in this article:Education in Transition: international perspectives on the politics and processes of change R. Griffin (Ed)Education in a Globalized World: the connectivity of economic power, technology and knowledge N. StromquistCitizenship and the Challenge of Global Education A. Osler & K. Vincent
Engagement Mentoring for ‘Disaffected’ Youth: A new model of mentoring for social inclusion
Authors: COLLEY HELEN 
Published: September 2003

AbstractThis article presents a critical analysis of mentoring for social inclusion. It traces its dramatic international expansion as a tool of education policies in the 1990s, and identifies a new model, ‘engagement mentoring’, which seeks to re‐engage ‘disaffected’ young people with the formal labour market, and to engage their commitment to dominant interests through shaping their dispositions in line with ‘employability’. Mentors are treated as vehicles for these objectives, their dispositions also subject to transformation according to gendered stereotypes of care. The model is illustrated by a case study of engagement mentoring, and feminist readings of Bourdieu and Marx are used to relocate it within the socio‐economic context from which it is usually disembedded. The article concludes that engagement mentoring constructs the habitus of both mentor and mentee as a raw material subjected to an emotional labour process.
Definitions of the ‘Subject’: The relations between the discourses of educational assessment and the psychology of motivation and their constructions of personal reality
Authors: TUNSTALL PAT 
Published: September 2003

AbstractThis article engages critically in a study of two areas of academic discourse, educational assessment and the psychology of motivation, in order to examine the dialectical relationships between their modes of classification, ordering and defining, and the construction of personal realities. Its approach draws on post‐structuralist thinking associated with critical discourse analysis and Foucault's genealogical method. The first section raises questions about the use of metaphor and its function; the second provides ‘readings’ of three research texts on children's attributions for their different ideological assumptions; the third brings together issues about the ‘subject’ and ‘emancipation’. The text raises questions about educational assessment's positioning within a paradigm associated with the social construction of knowledge.
Motives for ‘Laddishness’ at School: Fear of failure and fear of the ‘feminine’
Authors: JACKSON CAROLYN 
Published: September 2003

Abstract‘Laddish’ behaviours in school have been identified as impediments to the academic progress of some boys and girls. This article provides and discusses empirical evidence to support Jackson's proposal in an earlier article that ‘laddish’ behaviours may act to protect the self‐worth and/or social worth of many boys, and that ‘laddishness’ may be prompted by both a fear of academic failure and a fear of the ‘feminine’. Drawing upon data from interviews with 50 boys across two secondary schools, the article focuses upon a key characteristic of ‘laddishness’, namely, the overt rejection of academic work. It is suggested that overtly rejecting academic work serves a dual function for some boys. First, it enables them to act in ways currently consistent with hegemonic forms of masculinity in their schools. Secondly, it provides an excuse for failure and augments success.
Countering Learner ‘Instrumentalism’ through Creative Mediation
Authors: JEFFREY BOB 
Published: September 2003

AbstractOne of the most significant features of the educational reforms introduced since 1989 has been the emphasis on raising achievement levels. One of the dangers of this emphasis is that teachers and learners become instrumental in their approach to teaching and learning. Research on the creative mediation of policy shows that primary teachers appropriate reforms and adapt them to ensure a high level of learner involvement in learning. This pilot study of three Year 5 and 6 classes focuses on the creative teaching strategies used to maintain learner involvement in the wake of all the reforms of the 1990s. In particular, the study uses learner perspectives as a major part of the data set. The tentative conclusions are that the clarification of learning objectives with the learners and the reconstruction of appropriate creative learning contexts has had an effect in countering learner instrumentalism. These approaches were effective in developing learners' awareness of the learning process and enabled them to articulate perspectives concerning those processes. However, the study did not find much evidence of teachers incorporating these learner perspectives into their curriculum and pedagogic programmes.
‘Learning Careers’ or ‘Assessment Careers’? The Impact of Assessment Systems on Learning
Authors: ECCLESTONE KATHRYN , PRYOR JOHN 
Published: September 2003

AbstractTwo increasingly important strands in current educational thinking are reflected in growing interest amongst researchers, policy‐makers and qualification designers in formative assessment strategies that motivate learners and enhance their educational attainment. In addition, a body of research suggests that learners develop ‘learning careers’ from primary education, through the National Curriculum into post‐compulsory education and beyond. This article engages with this work in order to highlight some key factors in ‘learning careers’, particularly in relation to the impact of formative assessment practices. It aims to relate findings from research on formative assessment in primary and further education, carried out by the authors, to studies which use Bourdieu's notions of ‘habitus’, ‘field’, ‘cultural capital’ and ‘social capital’ to explore learning careers and learning identities in different sectors of education. The article evaluates whether the concept of ‘assessment careers’ illuminates a specific strand within young people's ‘learning careers’. In particular, it asks whether the concept might offer more precise insights about how practices produced by different assessment systems, particularly those purporting to promote formative assessment, affect learners' identities and dispositions for learning.
Is Mathematics T.I.R.E.D? A Profile of Quiet Disaffection in the Secondary Mathematics Classroom
Authors: NARDI ELENA , STEWARD SUSAN 
Published: September 2003

AbstractResearch often focuses on disaffection in the mathematics classroom as evident in disruptive behaviour, absenteeism or special needs: thus, it ignores a group of students whose disaffection is expressed in a tacit, non‐disruptive manner, namely as disengagement and invisibility. Ignoring this often large group implies that the math ematical potential of these learners may remain defunct. This article reports on a one‐year study of quiet disaffection conducted in three Year 9 mathematics classrooms in Norfolk. Through extensive observation and interviewing of seventy 13/14 year‐old pupils, a profile of quiet disaffection from secondary school mathematics was constructed. It is proposed that its characteristics include: Tedium, Isolation, Rote learning (rule‐and‐cue following), Elitism and Depersonalisation. The proposed characteristics are described and exemplified. Finally, the themes that emerged from the students' statements about their images of effective mathematics teaching (Nature of Classroom Activities—the notion of ‘Fun’, Teaching Styles; Role of the Teacher; Role of Stratification Structures such as Setting) are outlined.
Social Capital: An analytical tool for exploring lifelong learning and community development
Authors: KILPATRICK SUE , FIELD JOHN , FALK IAN 
Published: September 2003

AbstractIn her recent contribution to the British Educational Research Journal, Pauline McClenaghan identified the link between social capital and community development, particularly community development education, as a core area where scholarly and policy interests overlap. She concluded that the concept of social capital is unable to grapple with the complex social divisions that characterise contemporary Europe. The authors of this article question her account on three main grounds: the definition of social capital, which they hold is overly narrow, and does not deal with what Woolcock calls the ‘linking’ role of social networks; the presentation of the theoretical foundations of community development, which they believe is flawed in certain key respects; and a lack of clarity in the relationship between the research and the findings reported. The authors then present their own theoretically informed account of social capital as a means of understanding the role of community development, the challenges that it can face and the role of adult education for community development.
Curriculum as policy: some implications of contemporary policy studies for the analysis of curriculum policy, with particular reference to post‐primary curriculum policy in the Republic of Ireland
Authors: Looney Anne 
Published: September 2003

ABSTRACTAn overview of contemporary curriculum discourse shows a worrying drift to the technical; in current curriculum debates, technique is winning out over substance, procedures over principles. This article shows how this theoretical vacuum is ascribed by many in the field to the dominance of the Tyler rationale in curriculum planning. However, the symptoms of means‐end rationality are not confined to curriculum ‐ they are found across the breadth of educational studies and have reached epidemic proportions, suggests the article, in the discourse of educational reform. A number of serious implications for the lack of analysis of curriculum policy are identified and particular reference is made to the Republic of Ireland where, it is suggested, the size of the education system should facilitate greater debate. Instead, the discussions focus on the management rather than the meaning of change. In searching for sources for new curriculum theory,the author suggests that the field of policy studies offers considerable potential, in particular the work of Stephen Ball on mapping the policy cycle. The possibilities for a theory of curriculum as policies are explored. A model of a curriculum policy cycle is proposed and subjected to some analysis.
Implementing media education in the Hong Kong secondary curriculum
Authors: Cheung Chi‐Kim 
Published: September 2003

ABSTRACTThe tremendous influence of today's mass media can hardly be matched by the sum of its works from the past. There are more sources of media, more types of information and entertainment, more interactive modes for consuming these messages of the mass media in a more interconnected global village available than ever before. Since many pupils spend much of their time on the media, the call for media education is urgent. This article first describes the aims and objectives of media education, then portrays the power of the media and how the education sectors have responded. Finally, it argues for the need to implement media education into the secondary curriculum in response to proposed curriculum reform in Hong Kong.
Entitlement to attainment: tensions in the National Numeracy Strategy
Authors: Askew Mike , Millett Alison , Brown Margaret , Rhodes Valerie , Bibby Tamara 
Published: September 2003

ABSTRACTThis article examines models of entitlement that are being encouraged through the implementation of the English National Numeracy Strategy in relation to models presented in earlier policy documents. The argument is developed that the rhetoric has moved from entitlement as access to an appropriate curriculum, through entitlement to equality of teaching experience, towards entitlement to equality of learning outcome. However, we argue that in practice models of entitlement that were differentiated as a result of perceived differences in pupils have not been replaced with models of entitlement to outcomes, but merely that later models have overlaid earlier ones. This is made evident by the mixed messages that schools and teachers are exposed to and the variety of strategies adopted in schools. We suggest this places teachers in a situation of tension: on the one hand trying to ensure all pupils reach a standard level of attainment and on the other still trying to differentiate the curriculum to meet perceived individual needs.