Structural Damage Prediction and Analysis for Hypervelocity Impacts: Handbook

This handbook reviews the analysis of structural damage on spacecraft due to hypervelocity impacts by meteoroid and space debris. These impacts can potentially cause structural damage to a Space Station module wall. This damage ranges from craters, bulges, minor penetrations, and spall to critical damage associated with a large hole, or even rupture. The analysis of damage depends on a variety of assumptions and the area of most concern is at a velocity beyond well controlled laboratory capability. In the analysis of critical damage, one of the key questions is how much momentum can actually be transfered to the pressure vessel wall. When penetration occurs without maximum bulging at high velocity and obliquities (if less momentum is deposited in the rear wall), then large tears and rupture may be avoided. In analysis of rupture effects of cylindrical geometry, biaxial loading, bending of the crack, a central hole strain rate and R-curve effects are discussed

User's Manual for Space Debris Surfaces (SD_SURF)

A unique collection of computer codes, Space Debris Surfaces (SD_SURF), have been developed to assist in the design and analysis of space debris protection systems. SD_SURF calculates and summarizes a vehicle's vulnerability to space debris as a function of impact velocity and obliquity. An SD_SURF analysis will show which velocities and obliquities are the most probable to cause a penetration. This determination can help the analyst select a shield design which is best suited to the predominant penetration mechanism. The analysis also indicates the most suitable parameters for development or verification testing. The SD_SURF programs offer the option of either FORTRAN programs and Microsoft EXCEL spreadsheets and macros. The FORTRAN programs work with BUMPERII version 1.2a or 1.3 (Cosmic released). The EXCEL spreadsheets and macros can be used independently or with selected output from the SD_SURF FORTRAN programs

Space Debris Surfaces (Computer Code): Probability of No Penetration Versus Impact Velocity and Obliquity

A unique collection of computer codes, Space Debris Surfaces (SD_SURF), have been developed to assist in the design and analysis of space debris protection systems. SD_SURF calculates and summarizes a vehicle's vulnerability to space debris as a function of impact velocity and obliquity. An SD_SURF analysis will show which velocities and obliquities are the most probable to cause a penetration. This determination can help the analyst select a shield design that is best suited to the predominant penetration mechanism. The analysis also suggests the most suitable parameters for development or verification testing. The SD_SURF programs offer the option of either FORTRAN programs or Microsoft-EXCEL spreadsheets and macros. The FORTRAN programs work with BUMPERII. The EXCEL spreadsheets and macros can be used independently or with selected output from the SD_SURF FORTRAN programs. Examples will be presented of the interaction between space vehicle geometry, the space debris environment, and the penetration and critical damage ballistic limit surfaces of the shield under consideration

Age group, location or pedagogue: factors affecting parental choice of kindergartens in Hungary

Hungary has experienced significant political, economic, demographic and social changes since the end of Soviet domination in the 1990s. The gradual move towards liberal-democracy has been accompanied by growing emphasis on individualism, choice and diversity. Universal kindergarten provision for 5-6 year olds is a long established feature of the Hungarian education system, but little is known about parental choice (Török, 2004). A case study (Yin, 2004) of factors influencing parental choice and satisfaction was undertaken in one Hungarian town. This was based on a survey of 251 parents of children attending both mixed-age and same-age groups across 12 kindergartens. Parents suggested that the most important influences were geographical location and the individual pedagogue(s). Given that traditionally each pedagogue follows ‘their’ cohort from kindergarten entry to primary school, their influence appears heightened. Although generally satisfied with their chosen arrangement, parents from same-age groups expressed significantly more confidence and satisfaction, particularly in relation to cognitive development and preparation for school. Parents appear less convinced about the trend towards mixed-age groups and questions are raised about sufficiency of evidence of their benefits in a Hungarian context and the driving factors behind change

Supporting children’s social and emotional well-being in the early years: an exploration of practitioners’ perceptions

Children’s social and emotional well-being can be supported through their experiences of early years education to promote positive life-long outcomes. This study explored the views of 10 early years practitioners in relation to supporting children’s social and emotional well-being. Data was gathered using semi-structured interviews and analysed using thematic analysis. Themes were explored in relation to practitioners’ understanding of ‘social and emotional well-being’ as well as their views on training opportunities in this area. The findings identified how early years practitioners conceptualize social and emotional well-being and highlighted the complexities and intricacies of the parent-practitioner relationship in the early years. The emotional well-being of staff was also pertinent to early years practitioners’ views. It is proposed that future research and practice focuses on opportunities for reflective discussions for early years staff and on the development of relationships

The quality of different types of child care at 10 and 18 months. A comparison between types and factors related to quality.

The quality of care offered in four different types of non-parental child care to 307 infants at 10 months old and 331 infants at 18 months old was compared and factors associated with higher quality were identified. Observed quality was lowest in nurseries at each age point, except that at 18 months they offered more learning activities. There were few differences in the observed quality of care by child-minders, grandparents and nannies, although grandparents had somewhat lower safety and health scores and offered children fewer activities. Cost was largely unrelated to quality of care except in child-minding, where higher cost was associated with higher quality. Observed ratios of children to adults had a significant impact on quality of nursery care; the more infants or toddlers each adult had to care for, the lower the quality of the care she gave them. Mothers' overall satisfaction with their child's care was positively associated with its quality for home-based care but not for nursery settings

Developing "professional love" in early childhood settings

I reference a popularly-held assumption that attachment relationships in the home and particularly, in most instances, between a mother and her child - are fundamental to the healthydevelopment of young children. Thus, when a mother returns to work following the birth of her baby, the decision-making process about choice of childcare is likely to be difficult and complex. This chapter is based on the findings of a life historical study which examined the policies, practices and relationships which underpinned and influenced the decisions taken by six mothers to return to paid employment when their infants were under 12 months of age. The mothers’ need for their infants to develop close, secure, emotional attachments with other, key adults was an overwhelming concern. My focus is on the mothers’ perceptions of love. When mothers were able to distinguish the mutually-loving attachment between caregiver and their child as an intellectual encounter, complementary to their mother - child relationship, rather than seeking to undermine their own mother-child relationships, they were able effectively to give caregivers the permission they needed to love the children in their care. The study coined the term “professional love” and showed how the issue of love in day care is highly complex. In this chapter, I urge that a space is made for further debate so that “love” can be properly conceptualised, positively valued and appropriately taught with caregivers working in infant -toddler education and care

Learning to Labour with Feeling: class, gender and emotion in childcare education and training

There is debate among early years experts about the appropriate degree of emotional engagement between nursery nurses and the children in their care. Through research into the learning cultures of further education (in the Economic and Social Research Council’s Teaching and Learning Research Programme), the author considers how prospective nursery nurses first learn to deploy emotion in their work. Few researchers have investigated the learning of feelings for caring occupations, and this article presents a detailed case study, based on both quantitative and qualitative data, of a group of childcare students throughout their two-year course. In analysing its official, unwritten, and hidden curricula, and the social practices of learning it entails, the author draws on feminist readings of Marx and Bourdieu to reveal how gendered and class-fractional positionings combine with vocational education and training to construct imperatives about ‘correct’ emotions in childcare. The author compares theorisations of emotional capital and emotional labour, and suggests we need social rather than individualised understandings of how feelings are put to work. The author concludes that emotional labour carries costs for the nursery nurse, not because children consume her emotional resources, but because her emotional labour power is controlled and exploited for profit by employers

DRAQ5 and Eosin (‘D&E’) as an Analog to Hematoxylin and Eosin for Rapid Fluorescence Histology of Fresh Tissues - Fig 6

<p>D&E (A) of an intact prostate large core needle biopsy with adenocarcinoma and a 4 <i>υ</i>m H&E (B) section from the same tissue. D&E (C) and H&E (D) of infiltrating prostatic adenocarcinoma (yellow box) adjacent to normal prostatic glands (black arrows).</p