Aeroelastic Instabilities of Large Offshore and Onshore Wind Turbines: Preprint

This paper examines the aeroelastic stability of a 5-MW conceptual wind turbine mounted on a floating barge and presents results for onshore and offshore configurations for various conditions

Modal Dynamics of Large Wind Turbines with Different Support Structures

This paper presents modal dynamics of floating-platform-supported and monopile-supported offshore wind turbines

Definition of a 5-MW Reference Wind Turbine for Offshore System Development

This report describes a three-bladed, upwind, variable-speed, variable blade-pitch-to-feather-controlled multimegawatt wind turbine model developed by NREL to support concept studies aimed at assessing offshore wind technology

Great Plains Turbulence Environment: Its Origins, Impact, and Simulation

This paper summarizes the known impacts of nocturnal turbulence on wind turbine performance and operations

Opposing roles for striatonigral and striatopallidal neurons in dorsolateral striatum in consolidating new instrumental actions.

Comparatively little is known about how new instrumental actions are encoded in the brain. Using whole-brain c-Fos mapping, we show that neural activity is increased in the anterior dorsolateral striatum (aDLS) of mice that successfully learn a new lever-press response to earn food rewards. Post-learning chemogenetic inhibition of aDLS disrupts consolidation of the new instrumental response. Similarly, post-learning infusion of the protein synthesis inhibitor anisomycin into the aDLS disrupts consolidation of the new response. Activity of D1 receptor-expressing medium spiny neurons (D1-MSNs) increases and D2-MSNs activity decreases in the aDLS during consolidation. Chemogenetic inhibition of D1-MSNs in aDLS disrupts the consolidation process whereas D2-MSN inhibition strengthens consolidation but blocks the expression of previously learned habit-like responses. These findings suggest that D1-MSNs in the aDLS encode new instrumental actions whereas D2-MSNs oppose this new learning and instead promote expression of habitual actions