Pulsatile fully developed flow in rectangular channels     

Vivian O&#x;Brien 《Journal of The Franklin Institute》1975,300(3):225-230

Solutions for pulsatile fully developed flow of Newtonian viscous fluid in a straight rectangular channel can be synthesized from analytic solutions of steady flow and oscillatory flow. A new steady solution is presented that is valid for all duct aspect ratios. Also new oscillatory solutions are given, showing dependence on a “viscous diffusion length”, the square root of the kinematic viscosity divided by frequency.  相似文献   

Preschoolers Reduce Inequality While Favoring Individuals With More     

Vivian Li  Brian Spitzer  Kristina R. Olson 《Child development》2014,85(3):1123-1133

Inequalities are everywhere, yet little is known about how children respond to people affected by inequalities. This article explores two responses—minimizing inequalities and favoring those who are advantaged by them. In Studies 1a (N = 37) and 1b (N = 38), 4‐ and 5‐year‐olds allocated a resource to a disadvantaged recipient, but judged advantaged recipients more positively. In Studies 4 (N = 38) and 5 (N = 74), a delay occurred between seeing the inequality and allocating resources, or stating a preference, during which time participants forgot who was initially more advantaged. Children then favored advantaged recipients on the preference and resource allocation measures, suggesting an implicit “affective tagging” mechanism drives the tendency to favor the advantaged. In contrast, reducing inequalities through resource allocation appears to require explicit reasoning.  相似文献   

The Rochford review,pre-key stage standards and the engagement model – what does it all mean to schools for children with SLD and PMLD?     

Vivian Hinchcliffe 《Support for Learning》2022,37(1):62-79

The Rochford Review heralded new arrangements for statutory assessment for children with SLD and PMLD working below the national curriculum standard. New assessment arrangements, the pre-key stage standards and the engagement model, relate to two groups of pupils: pupils ‘not yet engaged’ and pupils ‘engaged’ in subject-specific study. This article looks at what these terms mean and examines what is involved in the new assessment arrangements.  相似文献