Improved elastomer for use with oxygen difluoride

Method improves resistance of CIS-1,4-poly(butadiene) elastomers to attack by oxygen difluoride at low temperatures by replacing silica reinforcement with less reactive substances. Improved elastomeric compound is utilized in bladders, diaphragms, valves, O-rings and seals

The calculated effect of trailing-edge flaps on the take-off of flying boats

The results of take-off calculations are given for an application of simple trailing-edge flaps to two hypothetical flying boats, one having medium wing and power loading and consequently considerable excess of thrust over total resistance during the take-off run, the other having high wing and power loading and a very low excess thrust. For these seaplanes the effect of downward flap settings was: (1) to increase the total resistance below the stalling speed, (2) to decrease the get-away speed, (3) to improve the take-off performance of the seaplane having considerable excess thrust, and (4) to hinder the take-off of the seaplane having low excess thrust. It is indicated that flaps would allow a decrease in the high angles of wing setting necessary with most seaplanes, provided that the excess thrust is not too low

Amplitude control of quantum interference

Usually, the oscillations of interference effects are controlled by relative phases. We show that varying the amplitudes of quantum waves, for instance by changing the reflectivity of beam splitters, can also lead to quantum oscillations and even to Bell violations of local realism. We first study theoretically a generalization of the Hong-Ou-Mandel experiment to arbitrary source numbers and beam splitter transmittivity. We then consider a Bell type experiment with two independent sources, and find strong violations of local realism for arbitrarily large source number $N$; for small $N$, one operator measures essentially the relative phase of the sources and the other their intensities. Since, experimentally, one can measure the parity of the number of atoms in an optical lattice more easily than the number itself, we assume that the detectors measure parity.Comment: 4 pages; 4 figure

Active Learning: Effects of Core Training Design Elements on Self-Regulatory Processes, Learning, and Adaptability

This research describes a comprehensive examination of the cognitive, motivational, and emotional processes underlying active learning approaches, their effects on learning and transfer, and the core training design elements (exploration, training frame, emotion-control) and individual differences (cognitive ability, trait goal orientation, trait anxiety) that shape these processes. Participants (N = 350) were trained to operate a complex computer-based simulation. Exploratory learning and error-encouragement framing had a positive effect on adaptive transfer performance and interacted with cognitive ability and dispositional goal orientation to influence trainees’ metacognition and state goal orientation. Trainees who received the emotion-control strategy had lower levels of state anxiety. Implications for developing an integrated theory of active learning, learner-centered design, and research extensions are discussed

Minimum Detection Efficiencies for a Loophole-Free Bell-type Test

We discuss the problem of finding the most favorable conditions for closing the detection loophole in a test of local realism with a Bell inequality. For a generic non-maximally entangled two-qubit state and two alternative measurement bases we apply Hardy's proof of non-locality without inequality and derive an Eberhard-like inequality. For an infinity of non-maximally entangled states we find that it is possible to refute local realism by requiring perfect detection efficiency for only one of the two measurements: the test is free from the detection loophole for any value of the detection efficiency corresponding to the other measurement. The maximum tolerable noise in a loophole-free test is also evaluated.Comment: 4 pages, 2 figure

Adaptive Guidance: Enhancing Self-Regulation, Knowledge, and Performance in Technology-Based Training

Considerable research has examined the effects of giving trainees control over their learning (Steinberg, 1977, 1989; Williams, 1993). The most consistent finding of this research has been that trainees do not make good instructional use of the control they are given. Yet, today’s technologically based training systems often provide individuals with significant control over their learning (Brown, 2001). This creates a dilemma that must be addressed if technology is going to be used to create more effective training systems. The current study extended past research that has examined the effects of providing trainees with some form of advisement or guidance in addition to learner control and examined the impact of an instructional strategy, adaptive guidance, on learning and performance in a complex training environment. Overall, it was found that adaptive guidance had a substantial effect on the nature of trainees’ study and practice, self-regulation, knowledge acquired, and performance

Toward a Theory of Learner-Centered Training Design: An Integrative Framework of Active Learning

[Excerpt] The goal of this chapter, therefore, is to develop an integrative conceptual framework of active learning, and we do this by focusing on three primary issues. First, we define the active learning approach and contrast it to more traditional, passive instructional approaches. We argue that the active learning approach can be distinguished from not only more passive approaches to instruction but also other forms of experiential learning based on its use of formal training components to systematically influence trainees\u27 cognitive, motivational, and emotion self-regulatory processes. Second, we examine how specific training components can be used to influence each of these process domains. Through a review of prior research, we extract core training components that cut across different active learning interventions, map these components onto specific process domains, and consider the role of individual differences in shaping the effects of these components (aptitude-treatment interactions [ATIs]). A final issue examined in this chapter concerns the outcomes associated with the active learning approach. Despite its considerable versatility, the active learning approach is not the most efficient or effective means of responding to all training needs. Thus, we discuss the impact of the active learning approach on different types of learning outcomes in order to identify the situations under which it is likely to demonstrate the greatest utility. We conclude the chapter by highlighting research and practical implications of our integrated framework, and we outline an agenda for future research on active learning

Work Teams

Work teams are composed of two or more individuals; who exist to perform organizationally relevant tasks; share one or more common goals; interact socially; exhibit interdependencies in task workflows, goals, and/or outcomes; maintain and manage boundaries; and are embedded in a broader organizational context that sets boundaries, constrains the team, and influences exchanges with other units in the organization. Work team effectiveness is enabled by team processes that combine individual efforts into a collective product

Team Learning, Development, and Adaptation

[Excerpt] Our purpose is to explore conceptually these themes centered on team learning, development, and adaptation. We note at the onset that this chapter is not a comprehensive review of the literature. Indeed, solid conceptual and empirical work on these themes are sparse relative to the vast amount of work on team effectiveness more generally, and therefore a thematic set of topics that are ripe for conceptual development and integration. We draw on an ongoing stream of theory development and research in these areas to integrate and sculpt a distinct perspective on team learning, development, and adaptation

A Typology of Virtual Teams: Implications for Effective Leadership

As the nature of work in today\u27s organizations becomes more complex, dynamic, and global, there has been an increasing emphasis on far-flung, distributed, virtual teams as organizing units of work. Despite their growing prevalence, relatively little is known about this new form of work unit. The purpose of this paper is to present a theoretical framework to focus research toward understanding virtual teams and, in particular, to identify implications for effective leadership. Specifically, we focus on delineating the dimensions of a typology to characterize different types of virtual teams. First, we distinguish virtual teams from conventional teams to identify where current knowledge applies and new research needs to be developed. Second, we distinguish among different types of virtual teams, considering the critical role of task complexity in determining the underlying characteristics of virtual teams and leadership challenges the different types entail. Propositions addressing leadership implications for the effective management of virtual teams are proposed and discussed