Horizontally opposed trunnion forward engine mount system supported beneath a wing pylon

The present invention relates to an engine mount assembly for supporting an aircraft engine in aft-cantilevered position beneath the aircraft wing. The assembly includes a pair forward engine mounts positioned on opposite sides of an integrally formed yoke member wrapped about the upper half of the engine casing. Each side of the yoke is preferably configured as an A-shaped frame member with the bottom portions joining each other and the pylon. To prevent backbone bending of the engine trunnion assembly, the forward engine mounts supported at opposite ends of the yoke engage the casing along its centerline. The trunnion assembly is preferably constructed of high strength titanium machined and/or forged

Unagreement is an illusion

This is the author accepted manuscript. The final version is available from Springer via http://dx.doi.org/10.1007/s11049-015-9311-yThis paper proposes an analysis of unagreement, a phenomenon involving an apparent mismatch between a definite third person plural subject and first or second person plural subject agreement observed in various null subject languages (e.g. Spanish, Modern Greek and Bulgarian), but notoriously absent in others (e.g. Italian, European Portuguese). A cross-linguistic correlation between unagreement and the structure of adnominal pronoun constructions suggests that the availability of unagreement depends on whether person and definiteness are hosted by separate heads (in languages like Greek) or bundled on a single head (i.e. pronominal determiners in languages like Italian). Null spell-out of the head hosting person features high in the extended nominal projection of the subject leads to unagreement. The lack of unagreement in languages with pronominal determiners results from the interaction of their syntactic structure with the properties of the vocabulary items realising the head encoding both person and definiteness. The analysis provides a principled explanation for the cross-linguistic distribution of unagreement and suggests a unified framework for deriving unagreement, adnominal pronoun constructions, personal pronouns and pro

Effects of Modular Technology Education on Junior High Students' Achievement Scores

This paper, from Cory Culbertson, Chris Merrill, and Michael Daugherty, of Illinois State University, covers modular technology education for middle schoolers, and how its effect on achievement scores. The authors present a study "to examine whether technology education improves studentsâ achievement scores in the five areas of reading, language arts, mathematics, science, and social studies." A literature review is presented, as well as methods and results of the study.Â

Effects of Modular Technology Education on Junior High Students' Achievement Scores

In the quest to improve public schools, an education in basic technological concepts and systems, or "technological literacy," has been viewed as an important part of a school curriculum (Dugger & Yung, 1995, pp. 7-8). Proponents of technology education have claimed that technological knowledge may be critical to the future needs of all students in the United States. However, proponents of technology education have gone beyond technological literacy to cite even greater benefits for students educated in technology. Many technology educators have claimed that instruction in technological concepts is crucial in fully understanding the concepts in other academic subjects, particularly science and mathematics. These educators have argued that technology education allows students to apply the information that is received in other subjects to real-world situations, thereby increasing their comprehension of the subject matter (Dugger & Yung, 1995; LaPorte & Sanders, 1995; Lewis, 1999; Moss 1999). They also claim that technology education helps students to build and reinforce new patterns of knowledge that make better use of the information that is received in the classroom (Loepp, 1999). Repeatedly, experts in the technology education field have argued that technology education has the ability to strengthen students' achievement in other subjects by providing realistic and practical situations in which students can apply science, mathematics, and other skills. Some commercial curriculum vendors have adopted this argument as well, asserting that a given curriculum will help to boost student performance in mathematics, science, reading, or other areas. As high-stakes testing in basic skills continues to be implemented, it can be expected that educators and administrators will look more closely at any curriculum claiming achievement gains in core academic subjects. Technology education, then, may come under increased scrutiny for its purported benefits to core academic subjects. Target Audience: High School Faculty/Administrator

Geophysics Field Camp 2010

In the spring semester of 2010, the University of Arizona GEOS/GEN 416 Field Studies in Geophysics class, funded by the USGS, collected data in the Upper Santa Cruz River Basin, located in southeastern Arizona, near the US-Mexico border. In this region, surface water is scarce, so the population is almost entirely dependent on ground water. To understand temporal and spatial variability of ground-water quantity and quality, it is necessary to understand the hydrogeology of the subsurface. Using time-domain electromagnetic measurements (TEM), combined with other geophysical data, it is possible to interpret characteristics of the subsurface that might otherwise go unnoticed using just well logs or where well logs are not available. The goal of this work is to develop an understanding of hydrologically significant spatial variations in litho-stratigraphic units in the basin. Using forward and inverse modeling of electromagnetic fields and comparisons with measured data collected by ground based TEM surveys, it is possible to estimate depth to bedrock and water table. Through the analysis of 9 different TEM loops varying in size from 75 to 500 meters, groundwater in the region was interpreted to range from ~20 meters to ~100 meters. Correlation of groundwater with proximity to the Santa Cruz River differs between Guevavi Basin and Highway 82 Basin. Water table depth decreases with proximity to the Santa Cruz in the Guevavi Basin, but increases with proximity in the Highway 82 Basin. Furthermore, none of the TEM loops positively identified any bedrock material, and in some areas the bedrock is determined to be greater than 850 meters depth.The Geophysics Field Camp Reports are made available by the Laboratory for Advanced Subsurface Imaging (LASI) and the University of Arizona Libraries. Visit the LASI website for more information http://www.lasi.arizona.edu

Point Dilution Tracer Test to Assess Slow Groundwater Flow in an Auxiliary Karst System (Lake of Fontaine de Rivîre, Belgium)

peer reviewedThe quantification of mass transfer through auxiliary karst systems is addressed by using a specific point dilution long-term tracer test. The physical functioning of such systems is usually only inferred by hydrodynamical and environmental tracer data, whose interpretation often relies on invalidated assumptions. The new approach is a way for experimentally validating or complementing the classical approaches. The lake of Fontaine de Rivîre is an auxiliary karst system in the Frasnian limestones of the Ourthe Valley in Belgium. Its particular confinement was studied by conjunctional use of natural responses and single-point dilution tracer test, with an injection of 41 g of uranine on 22 March 2017. The tracer test was monitored during one year using fluorometers, water and charcoal samplings at five points in the lake and six points at the surface (no connection having been established outside)