Application of feal intermetallic phase matrix based alloys in the turbine components of a turbocharger

This paper presents a possible application of the state-of-the-art alloys based on the FeAl intermetallic phases as materials for the manufacture of heat-proof turbine components in an automobile turbocharger. The research was aimed at determining the resistance to corrosion of Fe40Al5CrTiB alloy in a gaseous environment containing 9 % O2 + 0,2 % HCl + 0,08 % SO2 + N2. First the kinetics of corrosion processes for the considered alloy were determined at the temperatures of 900 °C, 1 000 °C and 1 100 °C, which was followed by validation under operating conditions. To do so, the tests were carried out over a distance of 20 000 km. The last stage involved examination of the surfaces after the test drive. The obtained results are the basis for further research in this field

Yeast Bax Inhibitor, Bxi1p, Is an ER-Localized Protein that Links the Unfolded Protein Response and Programmed Cell Death in \u3cem\u3eSaccharomyces cerevisiae\u3c/em\u3e

Bax inhibitor-1 (BI-1) is an anti-apoptotic gene whose expression is upregulated in a wide range of human cancers. Studies in both mammalian and plant cells suggest that the BI-1 protein resides in the endoplasmic reticulum and is involved in the unfolded protein response (UPR) that is triggered by ER stress. It is thought to act via a mechanism involving altered calcium dynamics. In this paper, we provide evidence that the Saccharomyces cerevisiae protein encoded by the open reading frame, YNL305C, is a bona fide homolog for BI-1. First, we confirm that yeast cells from two different strain backgrounds lacking YNL305C, which we have renamed BXI1, are more sensitive to heat-shock induced cell death than wildtype controls even though they have indistinguishable growth rates at 30°C. They are also more susceptible both to ethanol-induced and to glucose-induced programmed cell death. Significantly, we show that Bxi1p-GFP colocalizes with the ER localized protein Sec63p-RFP. We have also discovered that Δbxi1 cells are not only more sensitive to drugs that induce ER stress, but also have a decreased unfolded protein response as measured with a UPRE-lacZ reporter. Finally, we have discovered that deleting BXI1 diminishes the calcium signaling response in response to the accumulation of unfolded proteins in the ER as measured by a calcineurin-dependent CDRE-lacZ reporter. In toto, our data suggests that the Bxi1p, like its metazoan homologs, is an ER-localized protein that links the unfolded protein response and programmed cell death

FeAl Intermetallic Alloy: Its Heat-Resistant and Practical Application

Intermetallic phases, as a group of materials which have a great practical importance, both in the past and in the present day, are subject of research on the basis of physicochemical and mechanical properties. The presented studies were conducted for Fe40Al5Cr0.2TiB intermetallic alloy, their purpose was to determine the corrosion resistance of this alloy in an oxidizing environment, at temperatures up to 1373 K. The test material was made of Fe40Al5Cr0.2TiB intermetallic alloy after plastic processing. The kinetics of corrosion, allotropic variants according to the temperature of the process and the surface condition after corrosion were determined during the study. Based on the results obtained, the verification was performed under operating conditions. Taking into account the properties of the FeAl alloys, the working conditions and material requirements of turbochargers, studies have been undertaken to determine the possibility of the use of Fe40Al5Cr0.2TiB intermetallic alloys for components of the hot turbocharger of the automobile with compression ignition engines. The components of the hot turbocharger parts were used from the test material. The tests distance of turbocharger was 80,000 km

Identification And Remediation Of Children\u27s Errors In Subtraction

Three studies were conducted in order to determine the source and frequency of children\u27s difficulties in subtraction and to examine different approaches to remediation. In Study 1, 56 third grade children were asked to solve subtraction problems and were observed and questioned regarding their solution processes. Analysis of verbal reports and written solutions suggested that the main source of difficulty involved borrowing procedures. Children who had difficulty either attempted to borrow incorrectly or made inversion errors, that is, they ignored the location of the digits and subtracted the smaller number from the larger. Study 2 examined two minimally intrusive methods of remediation. Eighty third grade children were given either instructions to borrow, promised rewards for accurate performance or no intervention and were asked to solve a series of subtraction problems requiring borrowing. Neither experimental condition resulted in a significant increase in the number of problems solved correctly. Those children who initially failed to solve any problems correctly responded to instructions with a decrease in inversion errors and an increase in borrowing errors. These results suggested that more intensive instruction was required. In Study 3, 67 third and fourth grade children were assigned to one of three conditions: Component skills Training, Criterion Training or a regular classroom control condition. The Component Skills Training condition attempted to teach the skills required for borrowing in a step by step fashion with feedback, while the Criterion Training condition simply provided feedback in the form of correctly worked solutions. Children who solved fewer than 60 percent of the problems correctly on a pretest significantly increased the number of problems solved correctly on posttests conducted 1-2 days and two weeks following training. These increases were reflected by a reduction of errors involving borrowing. Those children who did not complete the training programs successfully showed patterns of performance across days which were suggestive of fatigue, boredom, or the presence of some other interfering factor. In all, the results suggested that intensive programming through careful attention to contingencies, as well as an appreciation of how program variables interact with learner characteristics and development may be necessary for effective remedial intervention in subtraction

Acceptance test of voltage quality of wind farms connected to SN network

His study is a description of basic quality parameters of voltage with discussing basic requirements that must be complied with by generator installations connected to electroenergetic networks. The requirements for wind power stations have been particularly included, cooperating with SN electroenergetic network SN 15 kV-20 kV

Um diálogo entre Vygotsky e o sistema teórico da afetividade ampliada : o teatro na educação básica e o desenvolvimento socioemocional humano

Orientadora: Profa. Dra. Helga Loos-Sant'AnaTese (doutorado) - Universidade Federal do Paraná, Setor de Educação, Programa de Pós-Graduação em Educação. Defesa: Curitiba, 31/03/2014Inclui referências : f. 400-416Resumo: Os aspectos afetivo-emocionais tradicionalmente têm sido minimizados quanto à importância que desempenham no processo desenvolvimental humano. Na sociedade, as consequências disso podem ser percebidas no crescimento dos quadros de distúrbios psicológicos com repercussões também no âmbito acadêmico, sendo a falta de motivação escolar uma delas. Acredita-se que a Arte, por sua ação integradora dos mecanismos cognitivos, sociais e afetivos, contribui de modo efetivo para fomentar tanto desenvolvimento socioemocional como os processos de ensino-aprendizagem no contexto escolar. Com o suporte teórico de Vygotsky e do Sistema Teórico da Afetividade Ampliada (STAA), entende-se que a sensibilidade pode participar e até mesmo ser um modo de ensino-aprendizagem, o que torna possível realizar a Educação como um processo unificado e significativo em termos de desenvolvimento humano. No trabalho com teatro a partir da vivência de algumas modalidades teatrais como a Contação de Histórias, a Improvisação, Jogos Dramáticos, Jogos Teatrais, Montagem e Apresentação Final, o enfoque deu-se nos constructos "catarse? e "zona de desenvolvimento proximal?, tal como desenvolvidos por Vygotsky, bem como as principais dimensões psíquicas abordadas pelo Sistema Teórico da Afetividade Ampliada, inter-relacionando-os, de maneira a observar as suas dinâmicas e como atuam no sentido de proporcionar desenvolvimento socioemocional de adolescentes. O viés metodológico para o estudo empírico contemplou enfoque misto, o que resultou em cinco momentos distintos: (1) aplicação de escalas e inventários padronizados (motivação escolar, crenças autorreferenciadas, ansiedade e habilidades sociais), enquanto indicadores iniciais de desenvolvimento socioemocional; (2) oficina de teatro com a vivência de diversas modalidades dramáticas; (3) aplicação do instrumento "para completar"; (4) questionário logo após a Apresentação Final; (5) reaplicação das mesmas escalas e inventários padronizados, no sentido de aferir se houve ou não incremento nos indicadores de desenvolvimento socioemocional entre os aprendizes. Os participantes foram 25 adolescentes entre 09 e 14 anos, alunos do 4º ano (segundo semestre/2012), que progrediram ao 5º ano (primeiro semestre/ 2013) de duas escolas municipais de Guarapuava, centro-sul do Paraná. Realizou-se uma análise integrativa, combinando os dados quantitativos com os qualitativos, de maneira a abarcar o maior número de dados indicadores da ação da catarse, via ZDPs nas atividades teatrais, mobilizadoras afetivas dos constructos ligados à célula psíquica e promotoras da ampliação das suas dimensões, de modo a impelir o desenvolvimento socioemocional entre/dos aprendizes. Verificou-se que as atividades teatrais em ambiente escolar possibilitam conhecer, incrementar e mobilizar funções cognitivas, afetivas e sociais, sendo a base afetiva-volitiva (as emoções) responsável pelas trocas e interações inter e intrapsíquicas nos constructos da psique e consequente ampliação das suas dimensões; portanto, promotoras de desenvolvimento humano.Abstract: The affective-emotional aspects have traditionally been minimized concerning the importance they play in human developmental process. In society, the consequences can be seen in the growth of psychological disorders with repercussions also in the academic realm, as the lack of school motivation one of them. It is believed that art, by its integrative action of cognitive, social and affective mechanisms, contributes effectively to promote both social-emotional development as the processes of teaching and learning in the school context. With the technical support of Vygotsky and Theoretical System of Extended Affectivity (TSEA), it is understood that the sensitivity can participate and even be a way of teaching and learning, which makes it possible to carry out education as a unified and meaningful process developmental terms. In working with theater from the experience of some theatrical varieties such as Storytelling, the Improvisation, Dramatic Games, Theater Games, Montage and Final Presentation, the focus was given on the constructs of 'catharsis' and 'zone of proximal development' as developed by Vygotsky, as well as the main psychological dimensions addressed by the Theoretical System of Extended Affection, interrelating them in order to observe their dynamics and how they work towards providing socio-emotional development of adolescents. The methodological bias for the empirical study included a mixed approach, which resulted in five distinct stages: (1) implementing of standardized scales and inventories (school motivation, self-referenced beliefs, anxiety and social skills), as early indicators of socio-emotional development, (2) theater workshop with the experience of several dramatic modalities, (3) application of the instrument "to complete"; (4) questionnaire immediately after the Final Presentation, (5) reapplication of the same scales and standardized inventories, in order to assess whether there was or not an increase in the indicators of socio-emotional development among students. The participants were 25 adolescents from 09 to 14 years, students of the 4th year (according semester/2012), who progressed to the 5th year (first semester/2013) of two public schools in Guarapuava, central Paraná, Brazil. It was conducted an integrative analysis combining quantitative with qualitative data in order to cover the largest number of indicators of the action of catharsis data via ZPDs in theatrical activities, the affective mobilizer of the constructs related to the psychic cell and promoters of the expansion of its dimensions, in order to propel the socio-emotional development between/of the apprentices. It was verified that theatrical activities in a school environment allow to meet enhance and mobilize cognitive, affective and social functions with the affective-volitional basis (emotions) responsible for exchanges and interactions in inter and intra-psychic constructs of the psyche and the consequent extension of its dimensions, therefore promoting human development

Dynamic Localization in Quantum Wires

In the paper the dynamic localization of charged particle (electron) in a quantum wire under the external non-uniform time-dependent electric field is considered. The electrons are trapped in a deep 'dynamic' quantum wells which are the result of specific features of the potential imposed on 2D electron gas: the scale of spatial nonuniformity is much smaller then the electron mean free path (L_1 << \bar{l}) and the frequency is much greater then \tau^{-1}, where \tau is the electron free flight time. As a result, the effect of this field on the charged particle is in a sense equivalent to the effect of a time-independent effective potential, that is a sequence of deep 'dynamic' quantum wells were the elelctrons are confined. The possible consequeces of this effect are also discussed and similarity with the classical Paul traps are emphasized.Comment: 21 pages, 1 figur

Żywienie kliniczne w uczelniach medycznych w Polsce. Dlaczego żywienie kliniczne nie jest nauczane na studiach medycznych?

Niedożywienie jest chorobą. Figuruje w Międzynarodowej Klasyfikacji Chorób i Przyczyn Zgonów (ICD 10, E40–E46) i jak każda choroba powinno być rozpoznawane i leczone zgodnie z obowiązującymi zasadami. Jest to tym ważniejsze, że w momencie przyjęcia do szpitala występuje ono u 35–55% chorych na choroby nienowotworowe i u 40–80% chorych na nowotwory. Związane z chorobą niedożywienie jest bezpośrednią przyczyną zwiększonej chorobowości, śmiertelności, przedłużonego pobytu w szpitalu i zwiększonych kosztów leczenia. Tymczasem mimo że w Polsce od 2012 roku ocena stanu odżywienia jest obowiązkowa, niedożywienie jest rzadko rozpoznawane i jeszcze rzadziej leczone. Główną przyczyną niedożywienia związanego z chorobą będącego najczęstszym jatrogennym powikłaniem hospitalizacji jest brak wiedzy lekarzy na temat znaczenia stanu odżywienia w profilaktyce i leczeniu chorób spowodowany nieuwzględnieniem leczenia żywieniowego w kształceniu przeddyplomowym lekarzy