Robert Stuhlman interview (2) conducted on October 26, 1984 about the Boonshoft School of Medicine at Wright State University

This is the second of two interviews with Dr. Robert Stuhlman, Director of the Laboratory Animal Resources and the Interdisciplinary Teaching Laboratories in the Wright State University School of Medicine. In this interview, Dr. Stuhlman discusses the two programs under his direction in the period after the arrival of Dr. William Sawyer as the second Dean of the School of Medicine. Dr. Stuhlman continues with the impact of new School of Medicine programs on his two programs and what lies ahead in the future for both of his programs and the School of Medicine. In the second part of the interview Dr. Stuhlman relates his thoughts on some of the key individuals in the formation and development of the Wright State University School of Medicine

Investigation of juncture stress fields in multicellular shell structures

Discontinuity stress fields in thin elastic multicellular shell structures subject to inertial, pressure, and thermal loadin

On the Coefficient of Absorption of Photoelectrons in Silver and Platinum

The coefficient of absorption can be defined by the constant α in the exponential relation N=N0e-at. The precise physical interpretation of such an exponential law when applied to a beam of electrons moving through a metal plate of thickness t is not so simple as its mathematical expression would lead one to suppose. It may, however, lie interpreted if we assume that there exists no scattering or energy transformation as the beam of electrons passes through the metal. If α x is taken as that fraction of the number which is absorbed when the beam of electrons passes normally through a very thin screen of thickness x (cm), then for a plate of thickness t (cm), N=N0e-at, in which N0 is the intensity of the beam when it enters, and N that of the beam when it emerges from the slab of material in which the absorption has taken place

Antisocial behaviour and teacher–student relationship quality: The role of emotion‐related abilities and callous–unemotional traits

Background: Childhood antisocial behaviour has been associated with poorer teacher-student relationship (TSR) quality. It is also well-established that youth with antisocial behaviour have a range of emotion-related deficits, yet the impact of these students’ emotion-related abilities on the TSR is not understood. Furthermore, the addition of the Limited Prosocial Emotions specifier in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) indicates that understanding the role of callous-unemotional (CU) traits for youth with antisocial behaviour problems is of particular importance. Aims: The aim of this study was to investigate the association between antisocial behaviour difficulties and the TSR by examining the influence of emotion-related abilities and CU traits. Sample: Twelve teachers from 10 primary schools provided anonymised information on 108 children aged 6-11 years. Results: Antisocial behaviour was associated with higher teacher-student conflict (but not closeness) as well as higher emotion lability/negativity and lower emotion understanding/empathy. Emotion lability/negativity was associated with higher teacher-student conflict (but not closeness), and emotion understanding/empathy was associated with lower teacher-student conflict and higher closeness. CU traits was associated with higher teacher-student conflict and lower teacher-student closeness (controlling for antisocial behaviour more broadly). We found no evidence of a moderating effect of CU traits or emotion-related abilities on the association between antisocial behaviour and TSR quality. Conclusions: Interventions for behaviour difficulties should consider teacher-student relationships in the classroom. Strategies which aim to improve teacher-student closeness as well as reduce teacher-student conflict may be of particular value to students with high CU traits

Teacher Wellbeing: The Importance of Teacher–Student Relationships

Many studies have examined the importance of teacher-student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher-student relationships for the wellbeing of teachers guided by the Transactional Model of Stress and Coping of Lazarus (1991). Based on theories on interpersonal relationships, it is postulated that teachers have a basic need for relatedness with the students in their class that originates from the close proximity between teacher and student. It is discussed that teachers internalize experiences with students in representational models of relationships that guide emotional responses in daily interactions with students, and changes teacher wellbeing in the long run. In addition, the notion of mental representations of relationships at different levels of generalization could offer a window to understand how individual teacher-student relationships may affect the professional and personal self-esteem of teachers. Lastly, it is argued that the influence of student misbehavior on teacher stress may be more fully understood from a relationship perspective. The review shows that few studies have directly tested these propositions and offers suggestions for future research