Use of Social Comparisons in Interviews About Young Adults' Experiences of Chronic Illness.

This is a freely-available open access publication. Please cite the published version which is available via the DOI link in this record.In this article I examine how young adults used social comparisons in research interviews about their experiences of chronic illness. The interviews were originally conducted not only to provide data for academic analysis but also to generate experiential accounts for publication online as part of an Internet-based health information resource for patients, professionals, and the public wanting to learn about people's real-life experiences of illness in the United Kingdom. Through secondary analysis of these data, I show how the young adults used various social comparisons to represent themselves and their experiences to the target audience. Two new concepts-analogues and foils-are introduced to describe how the young adults likened themselves to, and contrasted themselves with, different reference groups in their accounts. Through these and related strategies, they created positive renditions of their experiences for the audience, helping to inform and support others in the process.Economic and Social Research Counci

The Production of HI in Photodissociation Regions and A Comparison with CO(1-0) Emission

The gas at the surfaces of molecular clouds in galaxies is heated and dissociated by photons from young stars both near and far. HI resulting from the dissociation of molecular hydrogen H2 emits hyperfine line emission at 21 cm, and warmed CO emits dipole rotational lines such as the 2.6 mm line of CO(1-0). We use previously developed models for photodissociation regions (PDRs) to compute the intensities of these HI and CO(1-0) lines as a function of the total volume density n in the cloud and the far ultraviolet flux G0 incident upon it and present the results in units familiar to observers. The intensities of these two lines behave differently with changing physical conditions in the PDR, and, taken together, the two lines can provide a ground-based radio astronomy diagnostic for determining n and G0 separately in distant molecular clouds. This diagnostic is particularly useful in the range Gzero <~ 100, 10 cm^{-3} <~ n <~ 10^5 cm^{-3}, which applies to a large fraction of the volume of the interstellar medium in galaxies. If the molecular cloud is located near discrete sources of far-UV (FUV) emission, the PDR-generated HI and CO(1-0) emission on the cloud surface can be more easily identified, appearing as layered ``blankets'' or ``blisters'' on the side of the cloud nearest to the FUV source. As an illustration, we consider the Galactic object G216 -2.5, i.e. ``Maddalena's Cloud'', which has been previously identified as a large PDR in the Galaxy. We determine that this cloud has n ~ 200 cm^{-3}, G0 ~ 0.8, consistent with other data.Comment: 13 Pages, 3 Figures. Accepted for publication in the Astrophysical Journa

Understanding Teacher Leadership in Middle School Mathematics: A Collaborative Research Effort

We report findings from a collaborative research effort designed to examine how teachers act as leaders in their schools. We find that teachers educated by the Math in the Middle Institute act as key sources of advice for colleagues within their schools while drawing support from a network consisting of other teachers in the program and university-level advisors. In addition to reporting on our findings, we reflect on our research process, noting some of the practical challenges involved, as well as some of the benefits of collaboration

Building Middle-Level Mathematics Teachers\u27 Capacities as Teachers and Leaders: The Math in the Middle Institute Partnership

This article describes professional development for middle-level mathematics teachers offered through the Math in the Middle Institute Partnership, a National Science Foundation-funded project to build teachers’ capacities to improve mathematics learning for all students. An overview of the project, including descriptions of its goals and curriculum are provided. Detailed descriptions of two mathematics courses and one pedagogy course are offered. The mathematics courses included here are the introductory course to the Math in the Middle Institute, as well as one of the final math courses of the Institute in which participants apply mathematical knowledge and processes to real-world problems. The pedagogy course features curriculum that enables teachers to acquire an understanding of the nature and purpose of action research, and launches teachers into planning and implementing systematic inquiry in their own mathematics classrooms around topics of their choosing. The varied abilities of teachers, as well as growth in teachers’ mathematical and pedagogical capacities, are represented by several samples of student work provided within the article. In addition, mathematical and pedagogical products of student work are also provided through the project’s URL links. Improving teacher quality is identified as a national need in mathematics education and one many universities and schools across the country are working in partnership to try to address. This article describes a professional development project aimed at improving mathematics teaching and learning in the middle grades. An overview of the project, along with a close look at several of its course offerings, are presented highlighting mathematical and pedagogical goals, challenges, and accomplishments

An individualised, contextualised and child-centred determination of the child’s best interests, and the implications of such an approach in the South African context

This contribution deals with the approach that should be adopted when applying the concept of “the best interests of the child” and evaluating the individual factors that are used in determining what is in the child’s best interests. Section 28(2) of the Constitution of the Republic of South Africa, 1996 and Constitutional Court decisions are used as the main sources of guidance on the correct approach. The submission is made that an individualised, contextualised and child-centred determination of the child’s best interests is required. In view of our constitutional values of tolerance of and respect for diversity and pluralism, it is further submitted that we must move away from a mainly Judaeo-Christian, Eurocentric interpretation of “the best interests of the child” to an approach that takes the cultural and religious circumstances, interests and needs of the individual child into account. It is concluded that all factors that are shown to be relevant because they have, or could have, a negative or positive impact on the individual child should be taken into account in a contextualised child-centred way without reducing other constitutionally-protected rights and interests to nothing

Results of Millikan Library Forced Vibration Testing

This report documents an investigation into the dynamic properties of Millikan Library under forced excitation. On July 10, 2002, we performed frequency sweeps from 1 Hz to 9.7 Hz in both the East-West (E-W) and North-South (N-S) directions using a roof level vibration generator. Natural frequencies were identified at 1.14 Hz (E-W fundamental mode), 1.67 Hz (N-S fundamental mode), 2.38 Hz (Torsional fundamental mode), 4.93 Hz (1st E-Wovertone), 6.57 Hz (1st Torsional overtone), 7.22 Hz (1st N-S overtone), and at 7.83 Hz (2nd E-Wovertone). The damping was estimated at 2.28% for the fundamental E-W mode and 2.39% for the N-S fundamental mode. On August 28, 2002, a modal analysis of each natural frequency was performed using the dense instrumentation network located in the building. For both the E-W and N-S fundamental modes, we observe a nearly linear increase in displacement with height, except at the ground floor which appears to act as a hinge. We observed little basement movement for the E-W mode, while in the N-S mode 30% of the roof displacement was due to basement rocking and translation. Both the E-W and N-S fundamental modes are best modeled by the first mode of a theoretical bending beam. The higher modes are more complex and not well represented by a simple structural system