A new method for realistic treatment of the bottom in the parabolic approximation in underwater acoustics is presented. The method utilizes a finite difference scheme for the numerical implementation of the parabolic equation and the boundary condition is introduced to the problem in the form of an impedance condition. The impedance condition for the fluid half-space bottom can be implemented analytically, while total numerical implementation is necessary for a general type bottom. A characteristic type of bottoms that can be handled by this method is the homogeneous elastic half-space. The reliability of the method is confirmed by examples where the results obtained by the method are compared with well-known results of reference problems.
The purpose of this study was to explicate the relationships between student test performance on standardized intelligence, achievement and creativity tests and teacher perceptions of these abilities. Third grade students were administered a battery of tests, and their teachers rated their intelligence, academic achievement, and creativity in comparison with all other same-aged children and in comparison with the other children in the class [Q-sort parallel]. Pearson product-moment correlations revealed that all teacher responses were significantly related to each other; they were also significantly correlated with the achievement test scores and the Cognitive Abilities Test scores. Global creativity ratings did not correspond well with the standardized test scores, but the creativity Q-sort responses were significantly related to the creativity test scores.
Our institution, a small, private liberal arts college, recently revised its core curriculum. In the Department of Mathematics, we took this opportunity to formally introduce Quantitative Literacy into the language and the reality of the academic requirements for all students. We developed a list of characteristics that we thought all QL courses should exhibit, no matter in which department they are taught. We agreed on a short list of learning outcomes for students who complete those courses. Then we conducted a preliminary assessment of those two attributes: the fidelity of QL-labeled courses to our list of desired characteristics, and our students' success in meeting the learning objectives. We also performed an attitudes survey in two courses, measuring students' attitudes towards mathematics before and after completing a QL course. In the process we have had valuable conversations with full-and part-time faculty, and we have been led to reexamine the role of adjunct faculty in our department. In this paper we list our course characteristics and include one instructor's description of how she ensured that her QL course exhibited many of those traits. We include examples of student work illustrating how they met the learning objectives, and we report on the results of our attitudes survey. Much remains to be done; we describe our preliminary conclusions and plans for the future.
Women professors at Texas A'M University were surveyed to determine the effects of a career on personal and family lifestyle, the nature of difficulties and fulfillments women experience in work, and the efficacy of career counseling. The data indicate that they have benefited through personal fulfillment, financial gain, and increased opportunities. They have encountered very little sex discrimination and few personal or family conflicts have arisen as a result of their careers. None of the women were influenced in their career choice by counselors, and most felt that they would not have benefited from career counseling. A large majority of the women would make the same choice again and would encourage other women to pursue a similar career.
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