Dual-Fuel Combustion

The implementation of a dual-fuel combustion strategy has recently been explored as a means to improve the thermal efficiencies of internal combustion engines while simultaneously reducing their emissions. Dual-fuel combustion is utilized in compression ignition (CI) engines to promote the use of more readily available gaseous fuels or more efficient, advanced combustion modes. Implementing dual-fuel injection technologies on these engines also allows (1) for improved control of the combustion timing by varying the proportion of two simultaneously injected fuels, and (2) for the use of more advanced combustion modes at high load since the two injected fuels ignite in succession reducing the high peak pressures that generally act as a limiting factor. In spark-ignited (SI) engines, the implementation of a dual-fuel combustion strategy serves as an alternative approach to avoid engine knock. The dual-fuel SI engine relies on the simultaneous injection of a low knock resistance and high knock resistance fuel to dynamically adjust the fuel mixture’s resistance to knock as required. The dual-fuel SI engine thereby successfully suppresses knock without compromising the engine efficiency. This chapter discusses the technological advancements associated to dual-fuel combustion and the respective gains in fuel efficiency and emissions reductions that have been achieved

Student Perceptions of Nursing Research Following an Experiential Learning Activity

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. Abstract Many undergraduate nursing students fail to appreciate the importance of research and its role in guiding practice. Education promoting nursing research is critical to guide nursing practice and to ensure patient quality and safety.  Experiential learning activities may provide opportunities to move undergraduate nursing research beyond the traditional classroom setting to a more engaged learning experience. This study evaluated the student’s perceptions on nursing research following an experiential learning opportunity during their senior year in a community health course.  Data were collected in May 2017 from 19 nursing students via a paper-pencil survey including open ended questions.  Two independent members of the research team completed content analysis.  The results suggest three major themes: 1) nursing research is valuable to guide practice; 2) research requires planning and organization; and 3) patients benefit by research participation.  Results of the study indicated experiential learning activities may foster student appreciation of nursing research and its role in improving patient care. Keywords: experiential learning, nursing education, qualitative study, undergraduate research DOI: 10.7176/JEP/10-18-02 Publication date:June 30th 2019

'They call me wonder woman': the job jurisdictions and workplace learning of higher level teaching assistants

This paper reports on an in-depth interview study of the roles, job jurisdictions and associated learning of higher level teaching assistants (HLTAs). This role has the core purpose of covering classes to enable teacher release for planning, preparation and assessment. HLTAs' individual job jurisdictions are described and discussed as are implications for their knowledge and practice. The HLTAs are found to have wide-ranging job domains and, sometimes, unexpected involvements which mean they have to improvise practice. The study acknowledges that these HLTAs are being creatively managed and deployed by head teachers for the sake of teachers and schools. However, they are, at times, required to take on planning and cover duties which are beyond their knowledge and training with a likely impact on children's learning. Given their training and experience it is asked if covering classes to release teachers is the most effective use of their abilities and time

Multidisciplinary Approaches: A Management Core for Applied Managment and Decision Science

The new management core curriculum was launched at South Dakota State University in 2012 designed for programs at the institution affiliated with decision sciences, applied management and economics. A task force of business and industry leaders working with faculty developed a set of key competencies for graduates from management-related programs. Based on those competencies, an ad hoc group of multidisciplinary faculty in the Colleges of Engineering, Agriculture and Biological Sciences, Education and Human Sciences, and Arts and Sciences designated a four-course sequence named the Management Core to address key elements of the competencies. The undergraduate Operations Management program, housed in the College of Engineering, is preparing for accreditation under ABET – Applied Sciences Accreditation Commission (ASAC) and has adopted the management core. The competencies developed by the external task force are reflected in the program educational outcomes. Department faculty accomplishes data collection on student outcomes and continuous improvement. Our challenge has been in working with departments in other colleges to design and execute an assessment plan for the courses in the Core that will meet divergent accreditation requirements. Philosophical differences on assessment, concerns about additional work to collect and organize outcome data, and faculty governance have been points of departure. To address these issues, a multidisciplinary Division of Economics and Management was formed which includes a Faculty Advisory Committee empowered to develop a framework for cross-disciplinary collaboration in course delivery and assessment. In recent weeks, engineering faculty have conducted workshops on outcome assessment and continuous improvement based on the ABET model for faculty in other colleges. This has produced better understanding of the assessment process and the value in well-designed outcome measures. This paper provides insight on the challenges and rewards of multidisciplinary curriculum development framed against ABET-ASAC accreditation requirements

Exploring Preschool-Age Children’s Ability to Write Letters

The purpose of this study was to examine the letter-writing ability of preschool children aged 3-5 years and the relationship between early literacy skills (i.e., alphabet knowledge, phonological awareness, and name writing) and letter-writing ability. Thirty-six children were individually assessed on letter writing and early literacy skills thought to be important for letter writing success: letter-name knowledge, letter-sound knowledge, beginning sound awareness, and name writing (i.e., writing names using letters or letter-like forms). Results showed that preschool children demonstrated substantial abilities to write upper-case and lower-case letters and children\u27s age was significantly associated with letter-writing ability. Children\u27s lower-case letter-name knowledge, letter-sound knowledge, and name writing were significantly related to letter writing comprised of upper-case and lower-case letter writing. Letter-sound knowledge and name writing significantly predicted upper-case letter writing and only letter-sound knowledge significantly predicted lower-case letter writing