The correction for spectral mismatch effects on the calibration of a solar cell when using a solar simulator

A general expression was derived to enable calculation of the calibration error. The information required includes the relative spectral response of the reference cell, the relative spectral response of the cell under test, and the relative spectral irradiance of the simulator (over the spectral range defined by cell response). The spectral irradiance of the solar AMX is assumed to be known

Florida marine biotechnology: research, development and training capabilities to advance science and commerce

The level of activity and interest in “marine biotechnology” among Florida university faculty and allied laboratory scientists is reported in this document. The information will be used to (1) promote networking and collaboration in research and education, (2) inform industry of possible academic partners, (3) identify contacts interested in potential new sources of funding, and (4) assist development of funding for a statewide marine biotechnology research, training and development program. This document is the first of its kind. Institutions of higher learning were given the opportunity to contribute both an overview of campus capabilities and individual faculty Expressions of Scientific Interest. They are listed in the table of contents. (104pp.

Results of the 1978 NASA/JPL balloon flight solar cell calibration program

The 1978 scheduled solar cell calibration balloon flight was successfully completed. Thirty six modules were carried to an altitude of above 36 kilometers. Recovery of telemetry and flight packages was without incident. These calibrated standard cells are used as reference standards in simulator testing of cells and arrays with similar spectral response characteristics. The factors affecting the spectral transmission of the atmosphere at various altitudes are summarized

Results of the 1980 NASA/JPL balloon flight solar cell calibration program

Thirty-eight modules were carried to an altitude of about 36 kilometers. In addition to the cell calibration program, an experiment to evaluate the calibration error versus altitude was performed. The calibrated cells can be used as reference standards in simulator testing of cells and arrays

Results of the 1979 NASA/JPL balloon flight solar cell calibration program

Calibration of solar cells to be used as reference standards in simulator testing of cells and arrays was accomplished. Thirty-eight modules were carried to an altitude of about 36 kilometers during the solar cell calibration balloon flight

Results of the 1981 NASA/JPL balloon flight solar cell calibration program

The calibration of the direct conversion of solar energy through use of solar cells at high altitudes by balloon flight is reported. Twenty seven modules were carried to an altitude of 35.4 kilometers. Silicon cells are stable for long periods of time and can be used as standards. It is demonstrated that the cell mounting cavity may be either black or white with equal validity in setting solar simulators. The calibrated cells can be used as reference standards in simulator testing of cells and arrays

A dialectical approach to theoretical integration in developmental-contextual identity research

Future advances in identity research will depend on integration across major theoretical traditions. Developmental-contextualism has established essential criteria to guide this effort, including specifying the context of identity development, its timing over the life course, and its content. This article assesses four major traditions of identity research - identify status, eudaimonic identity, sociocultural theory, and narrative identity - in light of these criteria, and describes the contribution of each tradition to the broader enterprise of developmental-contextual research. This article proposes dialectical integration of the four traditions, for the purpose of generating new questions when the tensions and contradictions among theoretical traditions are acknowledged. We provide examples from existing literature of the kinds of research that could address these questions and consider ways of addressing the validity issues involved in developmental-contextual identity research

A randomized comparison of branded sodium stibogluconate and generic sodium stibogluconate for the treatment of visceral leishmaniasis under field conditions in Sudan.

OBJECTIVE: To compare the outcome of treatment of Sudanese kala-azar patients treated under field conditions with either branded sodium stibogluconate (SSG) (Pentostam GlaxoWellcome) or generic SSG (Albert David Ltd, Calcutta, supplied by International Dispensary Association, Amsterdam). METHOD: Randomised comparison. 271 patients were treated with Pentostam and 245 with generic SSG. RESULTS: No statistically significant differences in cure rate or mortality were detected between Pentostam and generic SSG. No differences in side-effects between the two drugs were noted. The initial cure rate at the time of discharge was 93.7 and 97.6%, respectively; the death rate during treatment 5.9 and 2.4%. Six months follow up was achieved in 88.5% of the discharged patients. Two patients had died in the Pentostam group and two had died in the generic SSG group, giving a final death rate of 7.5 and 3.7%. The number of relapses in the Pentostam and generic SSG groups were 3 and 1, respectively. The final cure rates, calculated at 6 months after discharge, were 91.3% and 95.9%. CONCLUSION: No difference was observed in the performance of generic SSG compared to Pentostam for the treatment of visceral leishmaniasis in Sudan. Generic SSG can be routinely and safely used for the treatment of kala-azar. Generic SSG costs only 1/14 of the price of Pentostam. The use of generic SSG may make treatment of kala-azar affordable for national governments in Africa

Supporting Children’s Social and Emotional Well-Being in the Early Years: An Exploration of Practitioners’ Perceptions

Children’s mental health and social and emotional well-being is at the forefront of the government’s agenda. Educational settings in the United Kingdom (UK) have a responsibility to promote children and young people’s social and emotional well-being and mental health from the earliest stages. The impact of intervention in the Early Years (EY) has been found to have huge benefits within the specific context of social and emotional well-being. Early education offers an ideal context within which children’s social and emotional well-being can be supported and promoted to ensure positive life-long outcomes. As such, research and theory highlight the important position and responsibility of adults working in the EY as role models for young children and in creating an environment which promotes their social and emotional well-being. However, there is currently limited research in the UK which explores the views of EY practitioners in relation to supporting children’s social and emotional well-being. Therefore, this study aimed to address these gaps in the research by obtaining the views of 10 EY practitioners working in Local Authority (LA) children’s centres within an inner-city location. Data was gathered using semi-structured interviews and analysed using thematic analysis. Themes were explored and discussed in relation to practitioner’s understanding of ‘social and emotional well-being’. Their views on supporting children’s social and emotional well-being were explored along with their views on current and future training opportunities in this area. Several distinct findings emerged in relation to EY practitioners’ conceptualisation of social and emotional well-being and the complexities and intricacies of the parent-practitioner relationship in the EY. In addition, the emotional well-being of staff was pertinent to EY practitioners’ views in this area. This suggests potential for further development in relation to promoting relationships with parents and carers within EY settings and allowing EY practitioners to discuss the emotional demands of their work in a reflective capacity. It is hoped this study will enable Educational Psychology services (EPS) and EY settings to build and develop upon current practices related to supporting children’s emotional well-being in the EY

Creating stable molecular condensate using a generalized Raman adiabatic passage scheme

We study the Feshbach resonance assisted stimulated adiabatic passage of an effective coupling field for creating stable molecules from atomic Bose condensate. By exploring the properties of the coherent population trapping state, we show that, contrary to the previous belief, mean-field shifts need not to limit the conversion efficiency as long as one chooses an adiabatic passage route that compensates the collision mean-field phase shifts and avoids the dynamical unstable regime.Comment: 4+\epsilon pages, 3 figure