Extent and Nature of Deer Damage to Commercial Nurseries in New York

We surveyed nursery producers in New York to determine the extent, nature and economic impact of deer damage to their operations, and to assess their attitudes towards deer. Seventy-three percent of the producers experienced deer damage to their crops in 1988. Average costs for replacement were nearly $6,000 per grower for those reporting damage estimates (and over$8,000 if 1 extreme value was included). Statewide damage estimates ranged from $500,000 to$1.2 million (depending on assumptions). Forty-six percent used damage control, which cost an average of about $2,000 per grower. More than 80% of the producers were classified as nonaccepting of deer damage and deer populations. We also reviewed several deer damage studies to compare economic and attitudinal impacts of deer damage to various agricultural constituencies. Nursery producers, orchardists, and Christmas tree growers appear to incur the greatest per capita deer damage costs. Of agriculturists, nursery producers and orchardists appear to be the least accepting of deer and deer damage. Deer managers and policy makers may need to consider the nursery producers in the same at risk category as orchardists

Fire protection and recompression systems for a hypobaric research chamber Final report, Jul. - Dec. 1967

Fire detection-extinguishment and automatic rapid recompression systems for hypobaric spacecraft cabin simulator

Traditionally taught students learn; actively engaged students remember

A common narrative in physics education research is that students taught in lecture-based classes learn less than those taught with activity-based reformed methods. We show this narrative is simplistic and misses important dynamics of student learning. In particular, we find students of both methods show equal short-term learning gains on a conceptual question dealing with electric potential. For traditionally taught students, this learning rapidly decays on a time scale of weeks, vanishing by the time of the typical end-of-term post-test. For students in reform-based classes, however, the knowledge is retained and may even be enhanced by subsequent instruction. This difference explains the many previous pre- and post-test studies that have found minimal learning gains in lecture-based courses. Our findings suggest a more nuanced model of student learning, one that is sensitive to time-dependent effects such as forgetting and interference. In addition, the findings suggest that lecture-based courses, by incorporating aspects designed to reinforce student understanding of previously covered topics, might approach the long-term learning found in research-based pedagogies

Minimal Trinification

We study the trinified model, SU(3)_C x SU(3)_L x SU(3)_R x Z_3, with the minimal Higgs sector required for symmetry breaking. There are five Higgs doublets, and gauge-coupling unification results if all five are at the weak scale, without supersymmetry. The radiative see-saw mechanism yields sub-eV neutrino masses, without the need for intermediate scales, additional Higgs fields, or higher-dimensional operators. The proton lifetime is above the experimental limits, with the decay modes p -> \bar\nu K^+ and p -> \mu^+ K^0 potentially observable. We also consider supersymmetric versions of the model, with one or two Higgs doublets at the weak scale. The radiative see-saw mechanism fails with weak-scale supersymmetry due to the nonrenormalization of the superpotential, but operates in the split-SUSY scenario.Comment: 23 pages, uses axodra

Critical Radius of Insulation

The critical radius of insulation is a counterintuitive concept within the study of heat transfer. The theory states that adding insulation to a cylindrical or spherical object will increase the rate of heat loss rather than decrease it, if the radius (thickness) of the insulation is at its “critical” value. The Critical Radius of Insulation Senior Project is designed to demonstrate this phenomenon to Heat Transfer students via a portable apparatus. The concept will be demonstrated with a cylindrical object which is heated by way of a separate voltage source. Thermocouples will display the temperature of the cylinder while insulation is added along with ambient air temperature, showing a distinct decrease in temperature caused by the addition of insulation. The design team conducted preliminary experiments using 1Ω, 2Ω, and 10Ω power resistors in an attempt to demonstrate the critical radius theory and evaluate the viability of using power resistors as the heated cylinder. The experiments were unsuccessful in demonstrating the critical radius theory but showed that the prototype setup was a viable design that could demonstrate this theory if the insulation material, insulation thickness, and power resistor diameter were properly modified. Based on the preliminary testing and analysis, a conceptual prototype model was developed. After further testing, the team determined that power resistors would take too long to reach steady state temperatures for a short classroom demonstration and that the diameters of the resistors were too large to demonstrate this theory with the appropriate experimental margin. Other studies were conducted using different heated cylinders starting with Calrod® heating elements. Testing was conducted with these heaters and 3D printed PLA insulation with great success. The heat loss for this setup was greater with the insulation than without, so the team used this heater and insulation combination to create a functioning structural prototype. Once the structural prototype was constructed and thoroughly tested, the team was able to successfully create a portable demonstration apparatus that physically shows the critical radius of insulation theory at work. This document details the iterative design process used to achieve the final design, the final design description, the manufacturing process used to build the final design, the verification and testing process, and conclusions about the overall project and the teams experience. The team’s overall objectives for this project are to first understand the concept of the critical radius of insulation and the experimental variables and assumptions that are important to proving it. The next step is to design and build an apparatus that can be used as a classroom demonstration and test this apparatus to ensure it is safe, easy to use, and clearly demonstrates critical radius theory. A supplemental handout also needs to be created to simply describe the theory to Heat Transfer students that will be witnessing this demonstration