Program for refan JT8D engine design, fabrication and test, phase 2

The objective of the JT8D refan program was to design, fabricate, and test certifiable modifications of the JT8D engine which would reduce noise generated by JT8D powered aircraft. This was to be accomplished without affecting reliability and maintainability, at minimum retrofit cost, and with no performance penalty. The mechanical design, engine performance and stability characteristics at sea-level and altitude, and the engine noise characteristics of the test engines are documented. Results confirmed the structural integrity of the JT8D-109. Engine operation was stable throughout the airplane flight envelope. Fuel consumption of the test engines was higher than that required to meet the goal of no airplane performance penalty, but the causes were identified and corrected during a normal pre-certification engine development program. Compared to the baseline JT8D-109 engine, the acoustically treated JT8D-109 engine showed noise reductions of 6 PNdB at takeoff and 11 PNdB at a typical approach power setting

Contribution of thermal noise to the line width of Josephson radiation from superconducting point contacts

Contribution of thermal noise to line width of Josephson radiation from superconducting point contact

Self-Regulation in a Web-Based Course: A Case Study

Little is known about how successful students in Web-based courses self-regulate their learning. This descriptive case study used a social cognitive model of self-regulated learning (SRL) to investigate how six graduate students used and adapted traditional SRL strategies to complete tasks and cope with challenges in a Web-based technology course; it also explored motivational and environmental influences on strategy use. Primary data sources were three transcribed interviews with each of the students over the course of the semester, a transcribed interview with the course instructor, and the students’ reflective journals. Archived course documents, including transcripts of threaded discussions and student Web pages, were secondary data sources. Content analysis of the data indicated that these students used many traditional SRL strategies, but they also adapted planning, organization, environmental structuring, help seeking, monitoring, record keeping, and self-reflection strategies in ways that were unique to the Web-based learning environment. The data also suggested that important motivational influences on SRL strategy use—self-efficacy, goal orientation, interest, and attributions—were shaped largely by student successes in managing the technical and social environment of the course. Important environmental influences on SRL strategy use included instructor support, peer support, and course design. Implications for online course instructors and designers, and suggestions for future research are offered