On the Interconnection of Incompatible Solid Finite Element Meshes Using Multipoint Constraints

Incompatible meshes, i.e., meshes that physically must have a common boundary, but do not necessarily have coincident grid points, can arise in the course of a finite element analysis. For example, two substructures may have been developed at different times for different purposes and it becomes necessary to interconnect the two models. A technique that uses only multipoint constraints, i.e., MPC cards (or MPCS cards in substructuring), is presented. Since the method uses only MPC's, the procedure may apply at any stage in an analysis; no prior planning or special data is necessary

Nonlinear Analysis of a Bolted Marine Riser Connector Using NASTRAN Substructuring

Results of an investigation of the behavior of a bolted, flange type marine riser connector is reported. The method used to account for the nonlinear effect of connector separation due to bolt preload and axial tension load is described. The automated multilevel substructing capability of COSMIC/NASTRAN was employed at considerable savings in computer run time. Simplified formulas for computer resources, i.e., computer run times for modules SDCOMP, FBS, and MPYAD, as well as disk storage space, are presented. Actual run time data on a VAX-11/780 is compared with the formulas presented

Young Children's Mathematical Patterning

YOUNG CHILDREN'S MATHEMATICAL PATTERNING Jillian Fox Queensland University of Technology, Brisbane, Australia Mathematical patterning is fundamental to the development of mathematics. Steen (1990), in fact, argued that "Mathematics is the science and language of patterns" (p. 5). The years prior to formal schooling (pre-compulsory education and care services) are widely recognised as a period of critical development where the salient role of patterning features significantly. In a multi-case study children’s engagement in mathematical patterning experiences was investigated as was the teachers’ involvement in, and influence on these experiences. The study was conducted in one preschool and one preparatory year setting. These sites were typical learning environments for Queensland children in the year prior to compulsory schooling. Multiple sources of data were collected. These data comprised semi-structured interviews with each teacher, copies of their daily programs and video-taped observation of the classes. Ten episodes of mathematical patterning were identified and categorised as teacher-planned, teacher-initiated, or child-initiated. Two episodes were initiated by children and the other eight were guided by the teachers. The nature of the teacher intervention in the child-initiated activities was of particular interest. Frameworks were developed to guide the examination of these episodes, with these frameworks being informed by the conceptual framework of Stein, Grover and Henningsen (1996). The findings of this case study suggest that child-initiated episodes containing mathematical patterning are productive learning occurrences. During unstructured play times, children initiated activities that explored repeating patterns, pattern language, and the elements of linear patterns. These episodes were rich opportunities where children shared, refined, and developed their knowledge of patterns. Thus, child-initiated experiences can be powerful learning opportunities with the potential to develop children’s knowledge of mathematical patterning in meaningful contexts. The findings also suggest that teachers’ understanding of patterning as well as their engagement in, and influence on child-initiated episodes impacts significantly on the outcomes of the event. Teachers play a myriad of salient roles to assist the development of mathematical patterning. The role of the teacher in questioning, providing resources, being involved, and offering encouragement has the potential to enrich mathematical patterning experiences and extend the children’s existing knowledge. Likewise, teachers’ limited knowledge of patterning concepts and processes, and the confines of their teaching competencies can hinder the outcomes of patterning events. The poster will illustrate some of the above findings and will include a focus on how teachers’ intervention can either extend or inhibit children’s development of mathematical patterning. Many early childhood professionals now agree that children should be "guided if not taught" to do some mathematics (Ginsburg et. al., 1999). When teachers understand what to teach, when to teach, and how to teach, they can provide rich opportunities for children to engage in patterning experiences, and capitalise on child-initiated learning activities. Ginsburg, H. P., Inoue, N. & Seo, K. H. (1999). Young children doing mathematics: Observations of everyday activities. In J. Copely (Ed.). Mathematics in the early years (pp.88-99). Reston, VA. National Council of Teachers of Mathematics. Steen, L. A. (Ed.). (1990). On the shoulders of giants: New approaches to numeracy. Washington DC: National Academy Press in Stein, M. K., Grover, B. W. & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Education Research Journal, 33, 455-488

Loretta Lynn: Voicing Feminism

The goal was to examine country music artist Loretta Lynn – how did her music reflect feminist ideals of the ‘60s and ‘70s, how did her life correspond to these ideals, and what impact did she have for women in country music

Person-centred advocacy: Some ethical issues

In the second of two articles on advocacy for people with dementia Mike Fox with Lesley Wilson considers some of the ethical issues arising from advocacy work within a residential home that was due to close

Person-centred advocacy for people with dementia - a personal account

In the first of two articles on advocacy for people with dementia, Mike Fox and Lesley Wilson describe an advocacy project based in a residential home and consider the issues and themes that arose

Why Are Women Still Not Running for Public Office?

Analyzes the factors behind women's underrepresentation in public office; the degree to which gender affects political ambition, perceptions of politics, and willingness to campaign; and the reasons women are less likely to run for office than men

Solution of enforced boundary motion in direct transient and harmonic problems

The current versions of NASTRAN, i.e., NASA, MSC, and MAC support nonzero boundary displacements only in the static analysis. Forcing functions in the dynamic analysis formats allow only forces and pressures to exercise the mathematical model. A DMAP alter sequence to circumvent this limitation is described. For the direct harmonic problem, a simple change to module FRRD is incorporated to effect a more efficient use of the code

Experimental data on wind-induced vibrations of a paraboloidal reflector antenna model

Experimental data on wind induced vibrations of paraboloidal reflector antenna mode