Effect of the boundary layer upon the flow in a conical hypersonic nozzle

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/76641/1/AIAA-2269-288.pd

Detonability of RDX dust in air/oxygen mixtures

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/77369/1/AIAA-9528-470.pd

Mineral carbonation of peridotite fueled by magmatic degassing and melt impregnation in an oceanic transform fault

Most of the geologic CO2 entering Earth's atmosphere and oceans is emitted along plate margins. While C-cycling at mid-ocean ridges and subduction zones has been studied for decades, little attention has been paid to degassing of magmatic CO2 and mineral carbonation of mantle rocks in oceanic transform faults. We studied the formation of soapstone (magnesite-talc rock) and other magnesite-bearing assemblages during mineral carbonation of mantle peridotite in the St. Paul's transform fault, equatorial Atlantic. Clumped carbonate thermometry of soapstone yields a formation (or equilibration) temperature of 147 ± 13 °C which, based on thermodynamic constraints, suggests that CO2(aq) concentrations of the hydrothermal fluid were at least an order of magnitude higher than in seawater. The association of magnesite with apatite in veins, magnesite with a δ13C of -3.40 ± 0.04‰, and the enrichment of CO2 in hydrothermal fluids point to magmatic degassing and melt-impregnation as the main source of CO2. Melt-rock interaction related to gas-rich alkali olivine basalt volcanism near the St. Paul's Rocks archipelago is manifested in systematic changes in peridotite compositions, notably a strong enrichment in incompatible elements with decreasing MgO/SiO2. These findings reveal a previously undocumented aspect of the geologic carbon cycle in one of the largest oceanic transform faults: Fueled by magmatism in or below the root zone of the transform fault and subsequent degassing, the fault constitutes a conduit for CO2-rich hydrothermal fluids, while carbonation of peridotite represents a vast sink for the emitted CO2

An improvement of the Berry--Esseen inequality with applications to Poisson and mixed Poisson random sums

By a modification of the method that was applied in (Korolev and Shevtsova, 2009), here the inequalities $$\rho(F_n,\Phi)\le\frac{0.335789(\beta^3+0.425)}{\sqrt{n}}$$ and $$\rho(F_n,\Phi)\le \frac{0.3051(\beta^3+1)}{\sqrt{n}}$$ are proved for the uniform distance $\rho(F_n,\Phi)$ between the standard normal distribution function $\Phi$ and the distribution function $F_n$ of the normalized sum of an arbitrary number $n\ge1$ of independent identically distributed random variables with zero mean, unit variance and finite third absolute moment $\beta^3$. The first of these inequalities sharpens the best known version of the classical Berry--Esseen inequality since $0.335789(\beta^3+0.425)\le0.335789(1+0.425)\beta^3<0.4785\beta^3$ by virtue of the condition $\beta^3\ge1$, and 0.4785 is the best known upper estimate of the absolute constant in the classical Berry--Esseen inequality. The second inequality is applied to lowering the upper estimate of the absolute constant in the analog of the Berry--Esseen inequality for Poisson random sums to 0.3051 which is strictly less than the least possible value of the absolute constant in the classical Berry--Esseen inequality. As a corollary, the estimates of the rate of convergence in limit theorems for compound mixed Poisson distributions are refined.Comment: 33 page

Nonlinear DC-response in Composites: a Percolative Study

The DC-response, namely the $I$-$V$ and $G$-$V$ charateristics, of a variety of composite materials are in general found to be nonlinear. We attempt to understand the generic nature of the response charactersistics and study the peculiarities associated with them. Our approach is based on a simple and minimal model bond percolative network. We do simulate the resistor network with appropritate linear and nonlinear bonds and obtain macroscopic nonlinear response characteristics. We discuss the associated physics. An effective medium approximation (EMA) of the corresponding resistor network is also given.Comment: Text written in RevTEX, 15 pages (20 postscript figures included), submitted to Phys. Rev. E. Some minor corrections made in the text, corrected one reference, the format changed (from 32 pages preprint to 15 pages

The shock wave ignition of dusts

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/76582/1/AIAA-9095-997.pd

The Electrical-Thermal Switching in Carbon Black-Polymer Composites as a Local Effect

Following the lack of microscopic information about the intriguing well-known electrical-thermal switching mechanism in Carbon Black-Polymer composites, we applied atomic force microscopy in order to reveal the local nature of the process and correlated it with the characteristics of the widely used commercial switches. We conclude that the switching events take place in critical interparticle tunneling junctions that carry most of the current. The macroscopic switched state is then a result of a dynamic-stationary state of fast switching and slow reconnection of the corresponding junctions.Comment: 14 pages, 5 figures,Typographic correctio

Scapegoat: John Dewey and the character education crisis

Many conservatives, including some conservative scholars, blame the ideas and influence of John Dewey for what has frequently been called a crisis of character, a catastrophic decline in moral behavior in the schools and society of North America. Dewey’s critics claim that he is responsible for the undermining of the kinds of instruction that could lead to the development of character and the strengthening of the will, and that his educational philosophy and example exert a ubiquitous and disastrous influence on students’ conceptions of moral behavior. This article sets forth the views of some of these critics and juxtaposes them with what Dewey actually believed and wrote regarding character education. The juxtaposition demonstrates that Dewey neither called for nor exemplified the kinds of character-eroding pedagogy his critics accuse him of championing; in addition, this paper highlights the ways in which Dewey argued consistently and convincingly that the pedagogical approaches advocated by his critics are the real culprits in the decline of character and moral education