Preview of Forest Grove School District v. T.A.

Should disabled children who do not get the individualized help they need at public schools be able to force their public schools to pay for them to attend private schools? The Supreme Court will grapple with that question during oral arguments on April 28 in Forest Grove School District v. T.A. In her preview of the case, E. Chaney Hall boils the case down to statutory interpretation of the Individuals with Disabilities Education Act. Hall points out that though 1997 amendments to the act narrowed students\u27 ability to force public schools to pay private-school tuition, those amendments did not completely foreclose tuition payments in cases where a school provided no special education whatsoever. Hall argues that, as a matter of equity, the Court should interpret the Individuals with Disabilities Education Act to permit tuition reimbursement for disabled children who do not receive any special education from their public schools

Measurements of Solid Spheres Bouncing Off Flat Plates

Recent years have seen a substantial increase of interest in the flows of granular materials whose rheology is dominated by the physical contact between particles and between particles and the containing walls. Considerable advances in the theoretical understanding of rapid granular material flows have been made by the application of the statistical methods of molecular gas dynamics (e.g., Jenkins and Savage (1983), Lun et al. (1984)) and by the use of computers simulations of these flows (e.g., Campbell and Brennen (1985), Walton (1984)). Experimental studies aimed at measurements of the fundamental rheology properties are much less numerous and are understandably limited by the great difficulties involved in trying to measure velocity profiles, solid fraction profiles, and fluctuating velocities within a flowing granular material. Nevertheless, it has become clear that one of the most severe problems encountered when trying to compare experimental data with the theoretical models is the uncertainty in the material properties governing particle/particle or particle/wall collisions. Many of the theoretical models and computer simulations assume a constant coefficient of restitution (and, in some cases, a coefficient of friction). The purpose of the present project was to provide some documentation for particle/wall collisions by means of a set of relatively simple experiments in which solid spheres of various diameters and materials were bounced off plates of various thickness and material. The objective was to provide the kind of information on individual particle/wall collisions needed for the theoretical rheological models and computer simulations of granular material flows: in particular, to help resolve some of the issues associated with the boundary condition at a solid wall. For discussion of the complex issues associated with dynamic elastic or inelastic impact, reference is made to Goldsmith (1960) and the recent text by Johnson (1985)

Method of purifying metallurgical grade silicon employing reduced pressure atmospheric control

A method in which a quartz tube is charged with chunks of metallurgical grade silicon and/or a mixture of such chunks and high purity quartz sand, and impurities from a class including aluminum, boron, as well as certain transition metals including nickel, iron, and manganese is described. The tube is then evacuated and heated to a temperature within a range of 800 C to 1400 C. A stream of gas comprising a reactant, such as silicon tetrafluoride, is continuously delivered at low pressures through the charge for causing a metathetical reaction of impurities of the silicon and the reactant to occur for forming a volatile halide and leaving a residue of silicon of an improved purity. The reactant which included carbon monoxide gas and impurities such as iron and nickel react to form volatile carbonyls

Surmounting Solo Status: Beliefs and Previous Experience Buffer Solo Women\u27s Learning

Solo status, defined as being the only member of one\u27s social category in an otherwise homogenous group, has been shown to have detrimental effects on performance, independent of a stereotype being salient, and persists until the minority has breached the 33% mark. While previous research has fully explored performance and perception aspects of solo status, little research has examined its effect on learning or on potential moderating variables. The current study examined white female college students\u27 (n=120) ability to learn and perform when placed in a solo status group (i.e., three white males) or a control group (i.e., two white males and one white female). Participants completed two learning stages and a performance stage, throughout which participants were taught and tested on shorthand, an un-stereotyped, academic task. Participants also completed measures of previous experience with solo status and endorsement of traditional gender roles. Results revealed that the performance of participants in the solo condition during testing was better when they reported having frequently presented as a solo in social and academic settings compared to those with less solo experience. Further, results also revealed that when presenting as a solo, the learning and subsequent performance of material was better for participants who denied traditional gender roles compared to those who endorsed them, while participants in the control condition revealed the opposite effect, with learning and performance decreasing as rejection of traditional gender roles increased. Combined, these results suggest that previous solo status experience as well as a rejection of traditional gender roles may allow women to overcome the detrimental effects of presenting as a solo during learning and testing, possibly providing participants with an ability to cope when learning and performing as a solo member

A Study of Non-Manual Vocational Adjustment of Twenty-Five 1970-1971 Work Experience Program Graduates

Chapter One presents the background of the study and a general description of the study. Included In this chapter are: (1) an explanation of the Work Experience Program, (2) an introduction to the study, (3) the statementof the problem studied, (4) the hypotheses on which the research were based, (5) an assumption of.the results of the study, (6) the significance of the study, (7) definitions of terms used in the study, (8) delimitations assigned to the study, (9) procedures used in collection of data, and (10) procedures used in the treatment of data. Chapter One concludes with a brief overview of the organisation of the remainder of the study