Getting expert systems off the ground: Lessons learned from integrating model-based diagnostics with prototype flight hardware

As an initial attempt to introduce expert system technology into an onboard environment, a model based diagnostic system using the TRW MARPLE software tool was integrated with prototype flight hardware and its corresponding control software. Because this experiment was designed primarily to test the effectiveness of the model based reasoning technique used, the expert system ran on a separate hardware platform, and interactions between the control software and the model based diagnostics were limited. While this project met its objective of showing that model based reasoning can effectively isolate failures in flight hardware, it also identified the need for an integrated development path for expert system and control software for onboard applications. In developing expert systems that are ready for flight, artificial intelligence techniques must be evaluated to determine whether they offer a real advantage onboard, identify which diagnostic functions should be performed by the expert systems and which are better left to the procedural software, and work closely with both the hardware and the software developers from the beginning of a project to produce a well designed and thoroughly integrated application

‘It’s like equality now; it’s not as if it’s the old days’: an investigation into gender identity development and football participation of adolescent girls

This article explores the influence participating in football has on the development of adolescent girls’ gender identity, an area which currently lacks academic attention. Data were taken from an ethnographic study with a group of adolescent girls and boys and compared to Jeanes’ research. A social constructionist framework was deployed with links to both critical theory and feminist literature. Qualitative and participatory methods were used to fully engage with the complex issue of gender identity. The girls within this study were aware of the normative gender expectations linked to ‘being a female’ but did not find this restrictive. The girls moved between many changing identities and organised their ‘web of selves’ accordingly. The apparent need to measure success by the parameters of male standards created a barrier to girls’ identity development

Academic Functioning and Mental Health in Adolescence

The current study examines patterns of academic functioning and mental health in 184 middle school children and the relation of such patterns to their prior and subsequent functioning. Data were collected from children during their second, third, fourth, eighth, and ninth grade school years. Cluster analyses were used to delineate patterns of academic functioning and mental health during eighth grade. The authors examined the relation of these patterns to academic functioning and mental health 1 year later the transition to high school, and then examined the long-term developmental roots of the eighth grade patterns using data collected during elementary school years. Results indicated variegated patterns of academic and emotional functioning at eighth grade and stability in these patterns across the high school transition. Some long-term continuity was found among children showing uniformly positive or negative functioning at eighth grade. Studying child functioning across multiple domains and time periods is discussed.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68127/2/10.1177_0743558499142002.pd

Psychology and aggression

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68264/2/10.1177_002200275900300301.pd

Sex Differences in Self-Concept and Symptoms of Depression During the Transition to College

In an investigation of sex differences in adaptation to college, real and ideal self-concept and symptoms of depression were studied longitudinally in a sample of 287 students. Survey data were collected at a summer orientation and one semester into freshman year. No sex differences in self-concept were found before college, but males' real self-concept became more positive over the transition. Females were more depressed than males at both times, although depressive symptom scores increased in both sexes. Real self-concept scores were negatively correlated with depressive symptoms in both sexes at both times, while the discrepancy between real and ideal self-concepts was positively correlated with depressive symptoms among females before college and in both sexes midway through freshman year. A one-year follow-up revealed that females' real self-concept scores increased to match those of males by mid-sophomore year. These sex differences are discussed in relation to psychological development during adolescence.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/45284/1/10964_2004_Article_411446.pd

Positive health: connecting well-being with biology.

Two key types of well-being, eudaimonic and hedonic, are reviewed. The first addresses ideas of self-development, personal growth and purposeful engagement, while the second is concerned with positive feelings such as happiness and contentment. How well-being varies by age and socio-economic standing is briefly summarized, followed by examination of its biological correlates (neuroendocrine, immune, cardiovascular, rapid eye movement (REM) sleep). Preliminary findings on a sample of ageing women showed that those with higher levels of eudaimonic well-being had lower levels of daily salivary cortisol, pro-inflammatory cytokines, cardiovascular risk, and longer duration REM sleep compared with those showing lower levels of eudaimonic well-being. Hedonic well-being, however, showed minimal linkage to biomarker assessments. Future research directions building on these initial findings are discussed