Experiments on near-wall structure of three-dimensional boundary layers

Investigations of three-dimensional turbulent boundary layers have shown basic differences between two- and three-dimensional flows. These differences can significantly impact the modeling of three-dimensional flows since many flow models are based on results from two-dimensional boundary layers. In many cases the shear stress vector direction has been shown to lag relative to the direction of the mean velocity gradient as the cross flow grows downstream. Coincidence of these vectors is necessary for a scalar eddy viscosity modeling assumption. A second effect is a reduction in magnitude of the shear stress and/or the shear stress to turbulence energy ratio, a(sub 1). This reduction has been observed in several experiments. Recent numerical simulations also indicate wall-layer structural differences between two- and three-dimensional boundary layers. The differences in structure between two- and three-dimensional boundary layers was also addressed in the experiment of Littell & Eaton. The experiment used two-point correlations to investigate the vortical structures in a three dimensional boundary layer on a spinning disk. It was found that each sign of longitudinal vortex is equally likely to exist, but one sign of vorticity is associated with a structure which is better at producing ejections. The goal of the current investigation is to study the structure of the inner layers. Among other questions, the differences between the effects deduced from the three-dimensional flow simulations and the effects seen in experiments can be examined. The research concentrates on the structure of the wall-layer through flow visualization and direct turbulence measurements down to y(+) = 5

Measurements of skin-friction of systematically generated surface roughness

The flow conditions at which a given surface will begin to show the effects of roughness in the form of increased wall shear stress above that of the hydraulically-smooth wall and the behavior of frictional drag in the transitionally-rough regime are still poorly understood. From a practical standpoint, the engineering correlations to predict this behavior should be based on information that can be obtained solely from the surface topography, thus excluding any information that requires hydrodynamic testing. The goal of this work is to take a systematic approach when generating surface roughness where the roughness parameters can be controlled. Three surfaces with fixed amplitude and varying power-law spectral slope (E(κ) ∼ κP; P = -0.5, -1.0, -1.5) were generated and replicated using high-resolution 3D printing. Results show that the surface with the shallower spectral slope, P = -0.5, produces the highest drag, whereas the surface with the steeper spectral slope, P = -1.0, produces the least drag. This highlights that some roughness scales do not contribute significantly to the drag. In fact, the effective slopes, ES of the investigated surfaces were less than 0.35, which indicates that the surfaces are in the so-called “wavy” regime (Schultz and Flack, 2009). A high-pass filter of 1 mm (corresponding to  ∼ 10 times of the roughness height) was applied. By removing the long-wavelength roughness scales, the correlation between the filtered roughness amplitude and the frictional drag showed the correct trend

{2,6-Bis[(di-tert-butyl­phosphino)­methyl]­phenyl}chloridonickel(II)

In the title compound, [Ni(C24H43P2)Cl], the Ni atom adopts a distorted square-planar geometry, with the P atoms of the 2,6-bis­[(di-tert-butyl­phosphino)meth­yl]phenyl ligand trans to one another. The P—Ni—P plane is twisted out of the plane of the aromatic ring by 21.97 (6)°

[2,6-Bis(di-tert-butyl­phosphinometh­yl)­phen­yl-κ3 P,C 1,P′](nitrato-κO)nickel(II)

The NiII atom in the title compound, [Ni(C24H43P2)(NO3)], adopts a distorted square-planar geometry with the P atoms in a trans arrangement. The compound contains a twofold rotational axis with the nitrate group offset from this axis, except for an O atom of the nitrate group, generating two positions of 50% occupancy for the other atoms of the nitrate group

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students’ understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship

Design and baseline characteristics of the finerenone in reducing cardiovascular mortality and morbidity in diabetic kidney disease trial

Background: Among people with diabetes, those with kidney disease have exceptionally high rates of cardiovascular (CV) morbidity and mortality and progression of their underlying kidney disease. Finerenone is a novel, nonsteroidal, selective mineralocorticoid receptor antagonist that has shown to reduce albuminuria in type 2 diabetes (T2D) patients with chronic kidney disease (CKD) while revealing only a low risk of hyperkalemia. However, the effect of finerenone on CV and renal outcomes has not yet been investigated in long-term trials. Patients and Methods: The Finerenone in Reducing CV Mortality and Morbidity in Diabetic Kidney Disease (FIGARO-DKD) trial aims to assess the efficacy and safety of finerenone compared to placebo at reducing clinically important CV and renal outcomes in T2D patients with CKD. FIGARO-DKD is a randomized, double-blind, placebo-controlled, parallel-group, event-driven trial running in 47 countries with an expected duration of approximately 6 years. FIGARO-DKD randomized 7,437 patients with an estimated glomerular filtration rate >= 25 mL/min/1.73 m(2) and albuminuria (urinary albumin-to-creatinine ratio >= 30 to <= 5,000 mg/g). The study has at least 90% power to detect a 20% reduction in the risk of the primary outcome (overall two-sided significance level alpha = 0.05), the composite of time to first occurrence of CV death, nonfatal myocardial infarction, nonfatal stroke, or hospitalization for heart failure. Conclusions: FIGARO-DKD will determine whether an optimally treated cohort of T2D patients with CKD at high risk of CV and renal events will experience cardiorenal benefits with the addition of finerenone to their treatment regimen. Trial Registration: EudraCT number: 2015-000950-39; ClinicalTrials.gov identifier: NCT02545049

Teaching open and reproducible scholarship: A critical review of the evidence base for current pedagogical methods and their outcomes

In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students’ understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship

Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

In recent years, the scientific community has called for improvements in the credibility, robustness, and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (1) students’ scientific literacies (i.e., students’ understanding of open research, consumption of science, and the development of transferable skills); (2) student engagement (i.e., motivation and engagement with learning, collaboration, and engagement in open research), and (3) students’ attitudes towards science (i.e., trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship