Ground-effect analysis of a jet transport airplane

An analysis of the ground effect of a jet transport airplane has been made. Data were obtained from recent flight tests primarily using the constant angle-of-attack approach technique. Reasonable results were obtained for ground-effect pitching moment and lift increments. These were compared with data from other sources, including computations, wind tunnel, and previous flight test. A recommended ground-effect model was developed from the results. A brief simulator study was conducted to determine the sensitivity of a particular configuration to this ground-effect model and its associated uncertainty

Guidelines for Selecting Professional Development for Early Childhood Teachers

Engaging teachers of young children in effective in-service professional development is a critical component of establishing high quality early childhood education. However, not all professional development offerings are effective in imparting new knowledge, enhancing teacher practice, or improving child outcomes, making it difficult for teachers and directors to select professional development that will benefit their centers. This paper critically reviews the research literature on professional development for early childhood education to identify what features of professional development make a difference for teacher interactions and children’s learning and development. Guidance is provided for selecting professional development opportunities which meet the needs of children and teachers. Recommendations for how to create an ongoing professional development program within an early childhood center by creating a professional learning community are also made. Such an approach supports the center to become a place that values learning and continued education for all professionals

Advanced Placement and Dual Enrollment as Related to College Readiness and Retention at a Tennessee University

The purpose of this study was to determine if there was a significant relationship between students who entered a Tennessee university for the first time in the fall of 2014 who had earned either Advanced Placement (AP) or dual enrollment credit regarding their college readiness and 1-year college retention. College readiness was defined by students’ American College Testing (ACT) sub scores in English, reading, and mathematics. The Tennessee Board of Regents (TBR) regulates the minimum sub score for each sub section that a student must obtain to be deemed college ready. College retention was defined by students who enrolled at the university in the fall of 2014 and reenrolled in the fall of 2015 at the same university. The independent variables for this study were AP credits received in AP English Language and Composition, AP English Literature and Composition, AP Statistics, AP Calculus AB, AP Calculus BC, and dual enrollment credit received in any course. The dependent variables for this study were college readiness as defined by TBR and fall-to-fall retention. A series of chi-square tests of independence were performed to examine the differences in college readiness and fall-to-fall retention between students who had earned AP or dual enrollment credit and those students who had not. The quantitative findings revealed that there is a significant relationship between students who enroll in their first college year with AP English or math credit or dual enrollment credit and first year retention rates when compared to students who do not reenroll with AP English or math credit or dual enrollment credit. There was found to be no difference in students who enrolled with AP English or math credit and students who enrolled with dual enrollment credit regarding their fall-to-fall retention rates. It was also found that AP English credit increased the likelihood that a student would be deemed college ready in both English and reading based on TBR determinations of college readiness. Credit in an AP mathematics course also increased the likelihood that a student would be deemed college ready in math based on TBR determinations of college readiness