Laboratory experiments on wave propagation through saturated and partially saturated porous media have often been conducted on porous cylinders that were initially fully saturated and then allowed to dry while continuing to acquire data on the wave behavior. Since it is known that drying typically progresses from the outside to the inside, a sensible physical model of this process is concentric cylinders having different saturation levels--the simplest example being a fully dry outer cylindrical shell together with a fully wet inner cylinder. We use this model to formulate the equations for wave dispersion in porous cylinders for patchy saturation (i.e., drainage) conditions. In addition to multiple modes of propagation obtained numerically from these dispersion relations, we find two distinct analytical expressions for torsional wave modes.

We derive the rest-frame K-band luminosity function for galaxies in 32 clusters at 0.6 < z < 1.3 using deep 3.6 {micro}m and 4.5 {micro}m imaging from the Spitzer Space Telescope InfraRed Array Camera (IRAC). The luminosity functions approximate the stellar mass function of the cluster galaxies. Their dependence on redshift indicates that massive cluster galaxies (to the characteristic luminosity M*{sub K}) are fully assembled at least at z {approx} 1.3 and that little significant accretion takes place at later times. The existence of massive, highly evolved galaxies at these epochs is likely to represent a significant challenge to theories of hierarchical structure formation where such objects are formed by the late accretion of spheroidal systems at z < 1.

This study investigated patterns of computer interaction by gifted children who use computers extensively. There were two objectives: (a) To examine how these particular children came to learn various computer applications and programming, where they began, and how; and (b) To explore the number and variety of uses these gifted children have for their various computer interactions. The study led to several conjectures about the interactions of gifted children and computers. There is evidence that schools do not well serve gifted children regarding computer use. As a result, many gifted children learn what they know about computers and computer applications at home or elsewhere. Further evidence indicates that, without formal instruction in school, these children have constructed their own ideas of what computers are for and what they are able to do with them. Though many of these uses are no different from the ones that other children and adults have discovered, the study found some idiosyncratic uses and meanings. Along with the `what` of research, there is the question of `why` it is important and worth pursuing. This research has the promise of contributing to knowledge in the area of gifted and talented education, in that by understanding better …