Elastic electron scattering from 3-hydroxytetrahydrofuran: experimental and theoretical studies

We report the results of measurements and calculations for elastic electron scattering from 3-hydroxytetrahydrofuran (C4H8O2). The measurements are performed with a crossed electron-target beam apparatus and the absolute cross-sections are determined using the relative flow technique. The calculations are carried out using the Schwinger multichannel method in the static-exchange plus polarization (SEP) approximation. A set of angular differential cross-sections (DCS) is provided at five incident energies (6.5, 8, 10, 15 and 20 eV) over an angular range of 20–130°, and the energy dependence of the elastic DCS at a scattering angle of 120° is also presented. Integral elastic and elastic momentum transfer cross-sections have also been derived and calculated. The results are compared with those of recent measurements and calculations for the structurally similar molecule tetrahydrofuran (C4H8O)

Typology of Environment-Related Provisions in Regional Trade Agreements

The last 25 years have witnessed a rapid increase in regional trade agreements (RTAs). Although RTAs generally aim at lowering tariff and non-tariff trade barriers, an increasing number of trade agreements extend their scope to cover specific policy areas such as environmental protection and sustainable development. This paper establishes a comprehensive typology and quantitative analysis of environment-related provisions included in RTAs. The analysis covers all the RTAs currently into force that have been notified to the WTO between 1957 and May 2016, namely 270 trade agreements. While environmental exceptions, along with environmental cooperation continue to be the most common types of environment-related provisions, many other different types of provisions are incorporated in an increasing number of RTAs. The common feature of all environment-related provisions, including environmental exceptions, is their heterogeneity in terms of structure, language and scope

Aerodynamic investigations of ventilated brake discs.

The heat dissipation and performance of a ventilated brake disc strongly depends on the aerodynamic characteristics of the flow through the rotor passages. The aim of this investigation was to provide an improved understanding of ventilated brake rotor flow phenomena, with a view to improving heat dissipation, as well as providing a measurement data set for validation of computational fluid dynamics methods. The flow fields at the exit of four different brake rotor geometries, rotated in free air, were measured using a five-hole pressure probe and a hot-wire anemometry system. The principal measurements were taken using two-component hot-wire techniques and were used to determine mean and unsteady flow characteristics at the exit of the brake rotors. Using phase-locked data processing, it was possible to reveal the spatial and temporal flow variation within individual rotor passages. The effects of disc geometry and rotational speed on the mean flow, passage turbulence intensity, and mass flow were determined. The rotor exit jet and wake flow were clearly observed as characterized by the passage geometry as well as definite regions of high and low turbulence. The aerodynamic flow characteristics were found to be reasonably independent of rotational speed but highly dependent upon rotor geometry

Cynnydd dysgu yn y dyniaethau: canfod tensiynau wrth gyfleu cynnydd yn y dyniaethau yng Nghymru

Mae’r papur hwn yn edrych ar y tensiynau sy’n codi wrth gyfleu cynnydd mewn dysgu yn nisgyblaethau’r Dyniaethau. Ar sail ein hadolygiad o ymchwil yn nisgyblaethau’r Dyniaethau, cwricwla rhyngwladol ar gynnydd yn y meysydd hyn a myfyrdodau o weithgarwch proffesiynol ym ‘Maes Dysgu a Phrofiad’ y Dyniaethau, sydd newydd gael ei ddiffinio yn y Cwricwlwm i Gymru newydd, mae’r papur hwn yn disgrifio sut mae cynnydd dysgu yn y Dyniaethau wedi’i gysyniadoli yn y cwricwlwm newydd ac wedyn yn amlinellu ac yn adolygu’n feirniadol bedair her a gododd wrth ganfod a disgrifio’r cynnydd dysgu yng nghwricwlwm newydd y Dyniaethau. Mae’r tensiynau’n cynnwys y berthynas rhwng disgyblaethau; y cydbwysedd rhwng gwybodaeth, sgiliau a gwerthoedd; y gwahaniaethau rhwng modelau cynnydd sylfaenol yn y Dyniaethau; a chydbwyso cymhlethdod y dysgu ag ystyriaethau ymarferol ar gyfer cwricwlwm cenedlaethol. Drwy ddefnyddio’r Model Newid Integredd, mae’r papur hwn yn cyfrannu drwy gynnig mewnwelediadau newydd i agweddau eang ar gynnydd dysgu yn y Dyniaethau a thrwy dynnu sylw at y buddion a heriau dichonol o wneud penderfyniadau penodol mewn perthynas â phob un o’r tensiynau hyn. Trafodir goblygiadau sy’n codi mewn perthynas â chynllunio’r cwricwlwm ac ymchwil yn y dyfodol, yn cynnwys y rôl sylfaenol sydd gan ddysgu proffesiynol wrth ddatblygu a gweithredu’r cwricwlwm

Learning Progression in the Humanities: Identifying tensions in articulating progression in Humanities in Wales.

The paper explores tensions in the articulation of progression in learning across the Humanities disciplines. Informed by our review of research in the Humanities disciplines, international curricula on progression in these areas, and reflections from professional activity within the newly defined Humanities ‘Area of Learning and Experience’ (AoLE) in the new Welsh curriculum, this paper describes how learning progression in Humanities has been conceptualised within the new curriculum and then delineates and critically reviews four challenges that emerged when identifying and describing progression in learning in the new Humanities curriculum. Tensions include the relationship between disciplines; the balance between knowledge, skills and values; the differences between underlying models of progression in Humanities; and balancing the complexity of learning with practical considerations for a national curriculum. Underpinned by the Integrity Model of Change, this paper makes a contribution, through providing new insights on broad aspects of learning progression in Humanities and highlighting potential benefits and challenges of taking particular decisions within each of these four tensions. Implications for curriculum planning and future research are offered, including the fundamental role of professional learning in curriculum development and enactment