Stationary Statistics of Turbulence as an Attractor

A calculational approach in fluid turbulence is presented. Use is made of the attracting nature of the fluid-dynamic dynamical system. An approach is offered that effectively propagates the statistics in time. Loss of sensitivity to an initial probability density functional and generation of stationary statistical effects is speculated.Comment: A correction to the integration measure on page 6 has been inserte

Open-Loop Woofer-Tweeter Control on the LAO Multi-Conjugate Adaptive Optics Testbed

Advances in micro deformable mirror (DM) technologies such as MEMs, have stimulated interest in the characteristics of systems that include a high stroke mirror in series with a high actuator count mirror. This arrangement is referred to as a woofer-tweeter system. In certain situations it may be desirable or necessary to operate the woofer DM in open-loop. We present a simple method for controlling a woofer DM in open loop provided the device behaves in an approximately linear fashion. We have tested a mirror that we believe meets our criterion, the ALPAO DM52 mirror. Using our open-loop method we fit several test Kolmogorov wavefronts with the mirror and have achieved an accuracy of approximately 25 nm rms surface deviation over the whole clear aperture, and 20 nm rms over 90% of the aperture. We have also flattened the mirror in open loop to approximately 11 nm rms residual.Comment: 5 pages, 3 figures, to be published in proceedings of The 6th International Workshop on Adaptive Optics for Industry and Medicin

Attachment Quality Across Contexts: The Mediating Role of Cognitive-Affective Traits

Attachment quality throughout the lifespan has been found to be impacted by a variety of factors including prior attachments with parents and other adults (Rholes, Simpson, & Friedman, 2006). The mechanisms that impact the transmission of attachment to parent-child attachment quality has not been fully explored. Individual differences such as traits involving appraisal of self and others and affective components have been found to be important in relationship functioning across contexts (Eisenberg, 2000). Thus, the current study evaluated the relationship between adult attachment quality and parent-child attachment quality and specifically examined the mediating effects of cognitive-affective traits (i.e. trait forgiveness, trait gratitude, guilt and shame proneness) on this relationship. The current study also evaluated the differences between mothers and fathers. Participants consisted of 424 parents (55.4% mothers and 44.6% fathers) of children ages 6-18 years old, within the continental United States. Participants self-reported their demographic characteristics, attachment quality with adults in their lives, attachment quality with their children, and their trait gratitude, forgiveness, and proneness to experience guilt and shame. Results demonstrated adult attachment predicted parent-child attachment quality and was partially mediated by trait gratitude, reparative action tendency, and withdraw action tendency (both indicators of guilt and shame proneness). Results suggested the potential for continuity of attachment quality in the parent-child attachment dyad is partially explained by these cognitive-affective traits. Results also found there were no meaningful differences between fathers and mothers suggesting these mechanisms operate similarly despite prior research supporting differences between mothers and fathers. Implications, limitations, and direction for future research were discussed

Somewhere Warm: A Collection of Short Stories

“Somewhere Warm” is a collection of short stories about the journey of a middle-aged woman whose house is foreclosed. The collection focuses on the relationships between the woman and the people in her life and how losing her house affected not just her, but also her family, particularly her daughter.https://digitalcommons.slc.edu/undergrad_selectedworks/1004/thumbnail.jp

Uncle Tom Mania: Slavery, Minstrelsy, and Transatlantic Culture in the 1850s

Pop Culture Icon Interpretations of the Effect of Stowe\u27s Novel When Harriet Beecher Stowe visited the White House in the 1860s, President Lincoln is said to have greeted her with the words: So you are the little lady who started the great war. Today, while historians debate abo...

Racial Socialization: Relationship Between Black Identity, Perceptions Of Discrimination, And Academic Outcomes

Racial tension in the academic environment has been prevalent in American society since Brown v. The Board of Education. Racial socialization serves as a practice utilized by Black American parents to provide their children with a cultural orientation as to what it means to be Black in America. Educators’ ability to create and maintain meaningful relationships across cultural differences impacts students’ perceptions on how they are being treated. Because perceived discrimination is associated with depressive symptomatology, it is critical to understand how Black American adolescents make racial meaning of themselves, particularly in the learning environment. The researcher utilized a quantitative, correlational study design to discover the relationship between participants’ racially socialized experiences, perceptions of discrimination and academic outcomes in a Midwestern, suburban secondary institution. The researcher also utilized academic outcome indicators such as school attachment and academic engagement as precursors to academic achievement. The results indicated that there was no statistically significant relationship between racially socialized experiences, perceived discrimination, and grade point average; however, there was a statistically significant correlation between students’ perceptions of discrimination and school attachment. Additionally, the relationship between racial socialization experiences and perceptions of discrimination was statistically significant

Long-term retention of a simple motor skill.

Historically in motor skills research, there has been an emphasis on acquisition and limited work on retention. Recent reviews by Adams (1987) and Schendel, Shields, and Katz (1978) summarize the empirical retention research as vague, qualitative ’\u27principles, which do not integrate retention results with acquisition phenomena. The present study describes pursuit rotor retention over a much longer period than any previous research. Thirteen subjects who had taken part in an earlier rotary pursuit acquisition study were retested an average of 15.5 years after original practice. Matched age control groups were given the same amount of acquisition practice and retested after a one-week retention interval, so that all subjects had the same amount of total practice but differed in length of retention interval. The results provided data for testing and revising two principles of retention: (i) forgetting increases as a positive function of the retention interval; (ii) relearning is more rapid than the original learning. It was found that subjects retested after a 15.5 year period of no practice perform much like naive subjects, with essentially a slow, linear increase in performance during initial continuous practice. After the first rest, performance jumps in one large increment up to the performance pattern and level of the control groups, but shows more rapid decrement in the later parts of the practice period. A reinterpretation of these and other retention phenomena as schedule-induced differences in performance was made, showing that forgetting is simply the decay in reminiscence over long periods of time and not the decay of learning. Apparent losses in performance upon initial retest measure merely the predictable changes in reminiscence as its reappearance is depressed by the continuous or highly massed retest conditions, and rapid relearning to previous acquisition levels is simply the predictable reappearance of reminiscence after the first postrest practice during retesting. Four principles of pursuit rotor performance are stated and used to describe retention phenomena in terms of acquisition phenomena. Finally, some preliminary suggestions are made for the extention of Kimble\u27s theory of skill acquisition

The Leadership Practices of Non-Traditional Students Pursuing a Bachelor\u27s Degree: A Predictive Study

This non-experimental, regression study examined the relationship between leadership practices and academic achievement for a non-traditional student population. The study was conducted at a small, four-year private college in Eastern North Carolina. The sample consisted of N=146 (73 male, 73 female) non-traditional students enrolled in an accelerated bachelor\u27s degree program. Volunteer participants completed the survey which consisted of the Leadership Practice Inventory-Self (LPI) (Kouzes & Posner, 1998) assessment and a demographic questionnaire. Kouzes and Posner\u27s (2007) model of Transformational Leadership Theory is used to explain the leadership practices of non-traditional students. The results of the survey were analyzed using hierarchal multiple regression statistics. The analysis showed the strength of the relationship between the predictor variables (leadership practices) and the criterion variable (GPA) while controlling for demographic and academic data. The results of this study suggest that the leadership practice of Enable Others to Act did have a statistically significant negative relationship on the participants\u27 GPA