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This article provides a method by which the scour and self-burial of spherical bodies, short cylinders, and truncated cones that are induced by bichromatic and bidirectional waves could be derived. The empirical scour and self-burial depth formulas for spherical bodies, short cylinders, and truncated cones are used with a bed shear stress model beneath bichromatic and bidirectional waves. Examples of the results are given for unidirectional bichromatic and bidirectional monochromatic waves. The results appear to agree qualitatively with physical expectations. [ABSTRACT FROM AUTHOR]

From Equation (1), Graph HT ht by substituting for Graph HT ht , and accordingly Graph HT ht . [Extracted from the article]

This article reports on a case study of learning and academic achievement in engineering education. Two sets of oral exams were used as a source of information in relation to students' learning and needs in the learning situation. Through ensuing interviews, patterns of learning strategies were discerned. Academically successful students utilised self-monitoring skills, such as self-evaluation and comprehension monitoring, while these skills were used only to a minor extent by those less successful. Promoting self-regulated learning could be one way to improve student learning. The research literature, however, suggests that merely teaching self-monitoring skills does not necessarily make a difference. This study therefore focuses on roles of tutors in identifying and promoting self-regulated learning. (Contains 2 tables.)

The purpose of the current article is to examine the impact of laboratory demonstrations and computer visualizations on learning in a third-year fluid mechanics course at Norwegian University of Science and Technology (NTNU). As a first step, on entering the course, students were exposed to a laboratory demonstration focusing on the nature of waves. Students were subsequently taught the theory of wave mechanics in a regular class along with exercises. Finally, the computer algebra system Maple was used to simulate physical properties of the waves using the mathematical equations. The illustrations throughout the paper are examples of some of the pedagogical devices that students were exposed to during the project. The students enjoyed the demonstrations, but there are some indications that the interventions did not help to improve learning of phenomena. (Contains 15 figures.)

This paper presents a number of case studies in Oceanography, an optional module in the third/fourth year of a Master of Science programme at Norwegian University of Science and Technology. The main objective was to gain more thorough insights into student learning by examining two sets of individual oral examinations. In addition, all students were interviewed about their intentions and behaviours when studying. These interviews, as well as being a useful source of information on learning, turned out to serve as coaching sessions as well. In their interviews, students revealed different learning approaches. The major focus of this study is directed towards the less successful students, who appeared to have problems in focusing on crucial learning issues. The authors suggest a gestalt theoretical model to embody support that might remedy the situation. Its main application has so far been within psychotherapy, but the authors argue that the principles can easily be applied in learning with potentially great benefit. (Contains 1 table.)