Space shuttle plume simulation application. Results and math model

Pressure and gauge wind tunnel data from a transonic test of a 0.02 scale model of the space shuttle launch vehicle was analyzed to define the aerodynamic influence of the main propulsion system and solid rocket booster plumes during the transonic portion of ascent flight. Air was used as a simulant gas to develop the model exhaust plumes. A math model of the plume induced aerodynamic characteristics was developed for a range of Mach numbers to match the forebody aerodynamic math model. The base aerodynamic characteristics are presented in terms of forces and moments versus attitude. Total vehicle base and forebody aerodynamic characteristics are presented in terms of aerodynamic coefficients for Mach number from 0.6 to 1.4 Element and component base and forebody aerodynamic characteristics are presented for Mach numbers of 0.6, 1.05, 1.1, 1.25 and 1.4. The forebody data is available at Mach 1.55. Tolerances for all plume induced aerodynamic characteristics are developed in terms of a math model

The First French Republic

This thesis is intended as a study of the first French Republic during the years of 1792 and 1795. The writer might call it the Revolution itself, so completely were the years of violence under the Convention the outcome of the attempt to preserve the advantages the Constituent Assembly had gained. To understand the conditions which were outgrown and the origin and growth of the revolutionary spirit, seems, therefore, quite as necessary as to trace the history of the destruction of abuse and the struggle for liberties and rights. While novelties of historical matters are always to be suspected, the writer had endeavored, from her readings, to portray an unbiased picture of the First French Republic

Space shuttle plume/simulation application

An analysis of pressure and strain-gage data from space shuttle wind tunnel test IA119 and IA138 was performed to define the influence on aerodynamic characteristics resulting from the main propulsion system and solid rocket booster plumes. Aerodynamic characteristics of each of the elements, the components and total vehicle of the space shuttle vehicle during ascent flight was considered. Pressure data were obtained over the aft portions of the space shuttle wind tunnel model in addition to wing and elevon gage data

Small RNAs and Argonautes Provide a Paternal Epigenetic Memory of Germline Gene Expression to Promote Thermotolerant Male Fertility: A Dissertation

During each life cycle, gametes must preserve and pass on both genetic and epigenetic information, making the germline both immortal and totipotent. In the male germline the dramatic morphological transformation of a germ cell through meiosis, into a sperm competent for fertilization, while retaining this information is an incredible example of cellular differentiation. This process of spermatogenesis is inherently thermosensitive in numerous metazoa ranging from worms to man. Here, I describe the role of two redundant AGO-class paralogs, ALG-3/4, and their small RNA cofactors, in promoting thermotolerant male fertility in Caenorhabditis elegans. alg-3/4 double mutants exhibit temperature dependent sterility resulting from defective spermiogenesis, the postmeiotic differentiation of haploid spermatids into spermatozoa competent for fertilization. The essential Argonaute CSR-1 functions with ALG-3/4 to positively regulate target genes required for spermiogenesis by promoting transcription via a small RNA positive feedback loop. Our findings suggest that ALG-3/4 functions during spermatogenesis to amplify a small-RNA signal loaded into CSR-1 to maintain transcriptionally active chromatin at genes required for spermiogenesis and to provide an epigenetic memory of male-specific gene expression. CSR-1, which is abundant in mature sperm, appears to transmit this memory to offspring. Surprisingly, in addition to small RNAs targeting male-specific genes, we show that males also harbor an extensive repertoire of CSR-1 small RNAs targeting oogenesis-specific mRNAs. The ALG-3/4 small RNA pathway also initiates silencing small RNA signals loaded into WAGO vii Argonautes, which function to posttranscripitonally silence their target mRNAs. Silencing WAGO/small RNA-complexes are present in sperm and presumably transmitted to offspring upon fertilization. Together these findings suggest that C. elegans sperm transmit not only the genome but also epigenetic activating and silencing signals in the form of Argonaute/small-RNA complexes, constituting a memory of gene expression in preceding generations

Responding To Student Disclosures: A Narrative Inquiry Of Online College Instructors’ Experiences Handling Disclosures Of Personal Trauma In Their Asynchronous Online Classrooms

Research in higher education indicates students may disclose personal trauma and/or sensitive information in their college classrooms when learning about sensitive academic content; and as a result, these situations may trigger disclosure of previous and/or current personal traumatic experiences (Greener et. al., 1984; Lindecker et. al., 2021; Papadatou-Pastou et al., 2019). However, research relating to online disclosures by students, especially in asynchronous courses, is limited (Hew, 2005; Lindecker et al., 2021; Lister, et al., 2021) despite continual increase in enrollment of online studies in the United States (National Center for Educational Statistics, 2020). This research study narrows the gap in literature related to disclosures in online environments and instructors\u27 ability to recognize and respond during these difficult moments. Given the rapidly accelerating number of students taking online courses, it is critical for higher education stakeholders to reflect on the disclosures of trauma and sensitive information in online courses to better support instructors and students in remote environments. This narrative inquiry study explored the lived and told stories of asynchronous online instructors and underscores the need for additional training in higher education to better support instructors when academic content and other circumstances results in student self-disclosures of personal trauma and/or sensitive information in asynchronous courses. Using Bandura’s (1977, 1986, 1994, 1999) selfefficacy theory to guide this study and drawing on the four antecedents of performance experiences, vicarious (learning) experiences, verbal persuasion (encouragement) and physiological (emotional) states, this study answered two research questions: (1) How do instructors handle disclosure of personal trauma when teaching sensitive academic content that may trigger previous and/or current personal traumatic experiences within their asynchronous online undergraduate students? And (2) How prepared do instructors feel to recognize signs of personal trauma in their students when teaching asynchronous online classes? Findings from this study indicate instructor\u27s self-efficacy levels are generally high relative to antecedents of verbal persuasion, and physiological states. In addition, while instructor’s self-efficacy level are high with respect to performance experiences (recognition of disclosures) conversely there appears to be vulnerabilities in instructor’s self-efficacy levels surrounding performance experiences (specific to levels of preparedness with respect to instructor training/skillset when responding to disclosures) and vicarious experiences. As well, this research indicated the need for increased support and training for higher education instructors to better recognize and respond to these difficult disclosures by students in their asynchronous online courses. All participants reported providing disclaimer statements to students and the benefits of employing these disclaimer statements to asynchronous students, either regarding mental health and community resources available and/or providing messages relative to sensitive content being taught in the modules in their courses

Turning Inside Out: Reading and Writing Godly Identity in Seventeenth-Century Narratives of Spiritual Experience

Writing about personal experience was a central component of early modern Protestant devotional practice. It was also, this dissertation argues, a creative and social practice through which the godly imagined and crafted their own spiritual identities and constructed interpretive communities into which these identities might be accepted and valued. Exploring the ways in which seventeenth-century Protestants examined interior experience and transformed interiority into a legible expression of the spiritual self, this project proposes that believers used spiritual autobiography to substantiate the intangible and invisible signs of God’s grace, employing narrative and imaginative structures to render idiosyncratic personal experiences familiar, shareable, and recognizably Christian. Spiritual autobiographies are often approached as transparent records of past experience or as sources of information about the spiritual lives of believers. By contrast, this project reads personal narratives as literary texts and as creative exercises in spiritual interpretation. In order to draw out and examine the fictive and transformative elements of these “truthful” documents, I explore the autobiographical “experience” narratives of Dionys Fitzherbert (c. 1580-1641), Agnes Beaumont (1652-1720), and John Bunyan (1628-88) alongside more ostensibly literary or innovative texts like John Donne’s Devotions Upon Emergent Occasions (1624) and, most experimentally, the spiritual narratives constructed by characters in John Milton’s Samson Agonistes (1671). I argue that the process of creating and structuring godly identity through autobiographical writing cultivated spiritual assurance by providing imaginative access to inaccessible salvific truths. Looking specifically at texts that were written for circulation (in print or in manuscript, for friends or for the public), I further investigate the social functions of these deeply introspective texts, arguing that autobiographical writing allowed individuals to affirm personal godliness through shared interpretations of events and communal validation. The project complicates the notion of an “inward turn” in Protestant spirituality and alternatively offers the concept of turning the self “inside out”: using the text to place the self on display, seventeenth-century spiritual autobiographers materialized subjective experience and forged godly identities through the processes of sharing their stories with like-minded believers