Plasma focus as a pulsed power source

The plasma focus is a remarkable natural phenomena that achieves significant space-time compression of both particle and field energy. Depending on the mode of operation, about 20 percent of the bank energy can be concentrated into the kinetic energy of a thin, dense, cylindrically convergent gas shell, or into a small-diameter, high-$nu$/$gamma$ relativistic electron burst and oppositely directed ion burst. The kinetic energy of the fast ions and electrons can exceed the applied voltage by a factor of greater than 100. The different modes of energy concentration by the plasma focus are presented and discussed both in terms of their role in the direct yield of the focus and for the case of a plasma focus supplemented by various fusionable targets. (auth

Removal of Tannic Acid From Aqueous Solution by Cloud Point Extraction and Investigation of Surfactant Regeneration by Microemulsion Extraction

The aim of this work is the extraction of tannic acid (TA) with two commercial nonionic surfactants, separately: Lutensol ON 30 and Triton X-114 (TX-114).The experimental cloud point extraction results are expressed by four responses to surfactant concentration and temperature variations: extent of TA extraction (E), remaining solute (X s,w) and surfactant (X t,w) concentrations in dilute phase and volume fraction of coacervate (Φc) at equilibrium. An empirical smoothing method was used and the results are represented on three dimensional plots. In optimal conditions, the extraction extent of TA reaches 95 and 87 % using TX-114 and Lutensol ON 30, respectively. Sodium sulfate, cetyltrimethylammonium bromide (CTAB) addition and pH effect are also studied. Finally, the possibility of recycling of the surfactant is proved

1. Matching Measurement Instruction to Classroom-Based Evaluation: Perceived Discrepancies, Needs, and Challenges

Teacher knowledge about measurement, testing practices, and what teachers should be taught have been recurrent topics of concern in the past two and a half decades. Conant (1963) first captured measurement professionals\u27 interest with his book The Education of American Teachers. That book stimulated a National Council on Measurement in Education (NCME) symposium regarding the implications of his recommendations for measurement instruction. Papers presented at the meeting were published in the first volume of the Journal of Educational Measurement (JEM). Thus, in a sense, the issue before us is one of the most enduring in the NCME organization. Since that initial volume of the JEM, the issues confronting us today have surfaced repeatedly. Work by the authors Goslin (1967), Mayo (1964, 1967), and Rudman et a1. (1980) stands as perhaps the most significant early efforts. Goslin and Mayo tended (a) to highlight the importance of teaching teachers about testing, (b) to define the content emphasized in measurement courses, and (c) to identify the major differences in teachers\u27 and measurement professionals\u27 perceptions regarding what should be emphasized in measurement courses. The review of literature by Rudman et al. in general served to heighten concerns about the measurement practices that take place in the classroom. Their review cites numerous individuals who have argued that teachers are not sufficiently knowledgeable, that the wrong content is being emphasized in teaching teachers, and that measurement specialists are not sufficiently knowledgeable about teacher testing practices. They put the issue in perspective with the following statement:A troublesome aspect in this area is the paucity of descriptive material compared to the abundance of prescriptive articles, essays and the like dealing with the specifics of how teachers used test results in their classroom. When coupled with the information supplied by Beck and Stetz (in press) concerning the relatively inaccurate perceptions of measurement specialists who write about teacher testing behavior, positive conclusions about how teachers use tests can be only fragile speculations at best. (p. 20) Since 1980, numerous studies have been conducted. Teachers have been surveyed and interviewed to learn about teacher attitudes and evaluation practices, teachers and students have been observed in the classroom, teacher certification requirements for educational measurement (or lack thereof) have been identified and noted, and professors of educational measurement courses along with elementary and secondary teachers have been surveyed to assess what is and should be taught in these measurement courses

Net present value analysis of plant investment to add capacity

Master of AgribusinessDepartment of Agricultural EconomicsAllen M. FeatherstoneProviding a recommendation on whether to make a capacity expanding capital investment in an existing butter plant is the subject of this thesis. This is important as the success of this project will have a significant impact on the future profitability of Land O'Lakes and provide a significant home for its member's milk production. The dairy industry has undergone change over the past decades. Milk production has moved from the traditional production area of the Upper Midwest to drier, more arid areas such as California. This has led to milk price premiums in the Upper Midwest and since milk is the major input to butter manufacturing, it has become more attractive to produce butter in other areas such as California. Much of the data collected in review of the industry were obtained from the USDA. This data were used to describe the industry and focus on the number of butter plants over time, the milk productivity per cow, and the total milk production by state. It provides a clear picture of fewer bigger plants, more productive cows, and a dramatic shift in milk production to the West, primarily California. A Net Present Value (NPV) model is developed to analyze the trade off between the initial capital investment and less costly milk procurement over time. The model also considers maintenance costs, salvage values, plant startup delays, and a one time salvage value gain by shutting down an Upper Midwest plant. After the initial model is developed, sensitivity analysis is conducted, focusing on key variables such as demand growth, and the spread between California and Upper Midwest milk prices. The conclusion is that additional investment in California butter production would be profitable, earning a positive NPV and an Internal Rate of Return (IRR) greater than the Land O'Lakes cost of capital. The solution is robust as they remain the same even after modeling lower demand and smaller milk price differentials. Therefore, I recommend that Land O'Lakes move ahead with this capital investment

Stakeholders to be Involved in the Evaluation of PD

This form can be used by evaluators to assess professional development (PD) programs for educators. This resource is part of the Professional Development Formative Assessment System (PD-FAS). PD-FAS was created by the Formative Assessment for Advanced Technician Education 2 (FAS4ATE2) project.The evaluation form is organized according to stakeholders. Stakeholders include the principal investigator (PI), professional development facilitator/instructor, internal/external evaluator, professional development participants, and the participants' students. Evaluators can reflect on the roles each stakeholder plays in PD programs. Other professional development materials from this project are available to view separately

Example of Assessment vs. Evaluation

This 2-page document, from Edmonds Community College, provides examples of the differences between the purpose of assessment and evaluation. This resource is part of the Professional Development Formative Assessment System (PD-FAS). PD-FAS was created by the Formative Assessment for Advanced Technician Education 2 (FAS4ATE2) project.The differences provided in this resource are given in the context of quizzes. The following are a few examples of the purpose of quiz evaluation:Quiz is administered by the instructor.The instructor corrects, scores, likely grades the quiz, and potentially comments on individual quiz responses.Instructor records scores/grades for all students. (Informally notes the general achievement of students.)The following are a few examples of the purpose of quiz assessment:The quiz is administered by the instructor, but learners individually correct/score their own quiz.Learners and instructors review the items and answers in the context of intended learning objectives.Learners review their personal performance in the context of the learning objectives and rate their work based on a pre-established scale.Related professional development resources are available to view separately