FearNot! An Anti-Bullying Intervention: Evaluation of an Interactive Virtual Learning Environment

Original paper can be found at: http://www.aisb.org.uk/publications/proceedings.shtm

A Bohmian approach to quantum fractals

A quantum fractal is a wavefunction with a real and an imaginary part continuous everywhere, but differentiable nowhere. This lack of differentiability has been used as an argument to deny the general validity of Bohmian mechanics (and other trajectory--based approaches) in providing a complete interpretation of quantum mechanics. Here, this assertion is overcome by means of a formal extension of Bohmian mechanics based on a limiting approach. Within this novel formulation, the particle dynamics is always satisfactorily described by a well defined equation of motion. In particular, in the case of guidance under quantum fractals, the corresponding trajectories will also be fractal.Comment: 19 pages, 3 figures (revised version

Pupil participation in Scottish schools: final report

This research was commissioned by Learning and Teaching Scotland (LTS) to evaluate the nature of pupil participation in primary and secondary schools across Scotland. The specific objectives of the research were: <p>· To describe what school staff and pupils understand by the term ‘pupil participation’.</p> <p>· To describe the range and usage of pupil participation mechanisms employed in schools.</p> <p>· To describe how school staff respect and respond to pupils’ views and ideas, and those of the wider community.</p> <p>· To identify the characteristics of schools and classrooms that facilitate effective pupil participation.</p> <p>· To identify possible barriers to the development of pupil participation in schools and to make suggestions about how these can be overcome.</p> <p>· To capture examples of effective practice of pupil participation.</p> <p>· To make suggestions about how pupil participation can help support the implementation of the Curriculum for Excellence.</p&gt

Coulomb plus power-law potentials in quantum mechanics

We study the discrete spectrum of the Hamiltonian H = -Delta + V(r) for the Coulomb plus power-law potential V(r)=-1/r+ beta sgn(q)r^q, where beta > 0, q > -2 and q \ne 0. We show by envelope theory that the discrete eigenvalues E_{n\ell} of H may be approximated by the semiclassical expression E_{n\ell}(q) \approx min_{r>0}\{1/r^2-1/(mu r)+ sgn(q) beta(nu r)^q}. Values of mu and nu are prescribed which yield upper and lower bounds. Accurate upper bounds are also obtained by use of a trial function of the form, psi(r)= r^{\ell+1}e^{-(xr)^{q}}. We give detailed results for V(r) = -1/r + beta r^q, q = 0.5, 1, 2 for n=1, \ell=0,1,2, along with comparison eigenvalues found by direct numerical methods.Comment: 11 pages, 3 figure

Semiclassical energy formulas for power-law and log potentials in quantum mechanics

We study a single particle which obeys non-relativistic quantum mechanics in R^N and has Hamiltonian H = -Delta + V(r), where V(r) = sgn(q)r^q. If N \geq 2, then q > -2, and if N = 1, then q > -1. The discrete eigenvalues E_{n\ell} may be represented exactly by the semiclassical expression E_{n\ell}(q) = min_{r>0}\{P_{n\ell}(q)^2/r^2+ V(r)}. The case q = 0 corresponds to V(r) = ln(r). By writing one power as a smooth transformation of another, and using envelope theory, it has earlier been proved that the P_{n\ell}(q) functions are monotone increasing. Recent refinements to the comparison theorem of QM in which comparison potentials can cross over, allow us to prove for n = 1 that Q(q)=Z(q)P(q) is monotone increasing, even though the factor Z(q)=(1+q/N)^{1/q} is monotone decreasing. Thus P(q) cannot increase too slowly. This result yields some sharper estimates for power-potential eigenvlaues at the bottom of each angular-momentum subspace.Comment: 20 pages, 5 figure

A summary of research relating to second and third grade reading

Thesis (Ed.M.)--Boston UniversityPURPOSE: To discover the reliability of the adjustment scale using two raters. This study was conducted to help determine whether the instrument used in this study gives a reliable measure of classroom adjustment. PROCEDURE: The teacher checklist of classroom adjustment devised at Boston University School of Education was the instrument used. The instrument was built to follow the activities of a normal classroom day [TRUNCATED

Limits of space-times in five dimensions and their relation to the Segre Types

A limiting diagram for the Segre classification in 5-dimensional space-times is obtained, extending a recent work on limits of the energy-momentum tensor in general relativity. Some of Geroch's results on limits of space-times in general relativity are also extended to the context of five-dimensional Kaluza-Klein space-times.Comment: Late

Self-similar static solutions admitting a two-space of constant curvature

A recent result by Haggag and Hajj-Boutros is reviewed within the framework of self-similar space-times, extending, in some sense, their results and presenting a family of metrics consisting of all the static spherically symmetric perfect fluid solutions admitting a homothety.Comment: 6 page

Pupil participation in Scottish schools: how far have we come?

The United Nations Convention on the Rights of the Child (UN, 1989), which applies to all children under the age of 18, established the overarching principles guiding pupil participation. In most European states, signatories to the Convention have enacted policies to promote the voice of the child or young person in decisions that affect them. In education systems strategies to enhance the pupil participation are an increasing feature of deliberation on education for citizenship, curriculum flexibility, pedagogical approaches and assessment for learning. Despite the positive policy context and professional commitment to principles of inclusion, translating policy intentions so that the spirit of the legislation is played out in the day-to-day experiences of pupils is a constant challenge. This article reports on research that examines how pupil participation is understood and enacted in Scottish schools. It considers how the over-laying of diverse policies presents mixed messages to practitioners