Hover performance tests of baseline metal and Advanced Technology Blade (ATB) rotor systems for the XV-15 tilt rotor aircraft

Rotor hover performance data were obtained for two full-scale rotor systems designed for the XV-15 Tilt Rotor Research Aircraft. One rotor employed the rectangular planform metal blades (rotor solidity = 0.089) which were used on the initial flight configuration of the XV-15. The second rotor configuration examined the nonlinear taper, composite-construction, Advanced Technology Blade (ATB), (rotor solidity = 0.10) designed to replace the metal blades on the XV-15. Variations of the baseline ATB tip and cuff shapes were also tested. A new six-component rotor force and moment balance designed to obtain highly accurate data over a broad range of thrust and torque conditions is described. The test data are presented in nondimensional coefficient form for the performance results, and in dimensional form for the steady and alternating loads. Some wake and acoustic data are also shown

Constraining Gravitino Dark Matter with the Cosmic Microwave Background

We consider super-gravity models in which the lightest supersymmetric particle (LSP) is a stable gravitino. The next-to-lightest supersymmetric particle (NLSP) freezes out with its thermal relic density and then decays after $(10^5-10^{10})$ sec, injecting high-energy photons into the cosmic plasma. These photons heat up the electron plasma which then thermalizes with the cosmic microwave background (CMB) via Compton scattering, bremsstrahlung and double-Compton scattering. Contrary to previous studies which assume instantaneous energy injection, we solve the full kinetic equation for the photon number density with a source term describing the decay of the NLSP. This source term is based on the requirement that the injected energy be almost instantaneously redistributed by Compton scattering, hence leading to a time-dependent chemical potential. We investigate the case of a stau NLSP and determine the constraints on the gravitino and stau masses from observations of the CMB spectrum by assuming that all gravitino LSPs come from stau NLSP decays. Unlike the analytical approximations, we find that there may be a stau mass below which the constraint from the CMB spectrum vanishes.Comment: 8 pages, 6 figures, revtex4, replaced to match published versio

The Photon Dispersion as an Indicator for New Physics ?

We first comment on the search for a deviation from the linear photon dispersion relation, in particular based on cosmic photons from Gamma Ray Bursts. Then we consider the non-commutative space as a theoretical concept that could lead to such a deviation, which would be a manifestation of Lorentz Invariance Violation. In particular we review a numerical study of pure U(1) gauge theory in a 4d non-commutative space. Starting from a finite lattice, we explore the phase diagram and the extrapolation to the continuum and infinite volume. These simultaneous limits - taken at fixed non-commutativity - lead to a phase of broken Poincare symmetry, where the photon appears to be IR stable, despite a negative IR divergence to one loop.Comment: 8 pages, 4 figures, talk presented at the VI International Workshop on the Dark Side of the Universe, Leon (Mexico), June 1-6, 2010. References adde

Expression of microRNAs and target proteins in skeletal muscle of rats selectively bred for high and low running capacity

Impairments in mitochondrial function and substrate metabolism are implicated in the etiology of obesity and Type 2 diabetes. MicroRNAs (miRNAs) can degrade mRNA or repress protein translation and have been implicated in the development of such disorders. We used a contrasting rat model system of selectively bred high- (HCR) or low- (LCR) intrinsic running capacity with established differences in metabolic health to investigate the molecular mechanisms through which miRNAs regulate target proteins mediating mitochondrial function and substrate oxidation processes. Quantification of select miRNAs using the rat miFinder miRNA PCR array revealed differential expression of 15 skeletal muscles (musculus tibialis anterior) miRNAs between HCR and LCR rats (14 with higher expression in LCR; P < 0.05). Ingenuity Pathway Analysis predicted these altered miRNAs to collectively target multiple proteins implicated in mitochondrial dysfunction and energy substrate metabolism. Total protein abundance of citrate synthase (CS; miR-19 target) and voltage-dependent anion channel 1 (miR-7a target) were higher in HCR compared with LCR cohorts (~57 and ~26%, respectively; P < 0.05). A negative correlation was observed for miR-19a-3p and CS (r = 0.32, P = 0.015) protein expression. To determine whether miR-19a-3p can regulate CS in vitro, we performed luciferase reporter and transfection assays in C2C12 myotubes. MiR-19a-3p binding to the CS untranslated region did not change luciferase reporter activity; however, miR-19a-3p transfection decreased CS protein expression (∼70%; P < 0.05). The differential miRNA expression targeting proteins implicated in mitochondrial dysfunction and energy substrate metabolism may contribute to the molecular basis, mediating the divergent metabolic health profiles of LCR and HCR rat

Innovations in Teacher Development for the Knowledge Age

Lamon is a senior research scientist with the Institute for Knowledge Innovation and Technology (IKIT) and the Ontario Institute for Studies in Education of the University of Toronto. She has been with IKIT since 1996 where she was involved in the Canadian Telelearning National Centres of Excellence program designed to research information and communications technology development in K-12 education. Previously, Lamon directed the international Schools for Thought program, that integrated cognitive research from OISE/UT, Vanderbilt University and the University of California at Berkeley. Lamon received a PhD in experimental cognitive psychology from the University of Toronto. Her research as a McDonnell post-doctoral fellow led to research in elementary classrooms where students in CSILE classrooms were encouraged to become self-directed, intentional and reflective learners. Lamon is currently researching the evolution of knowledge building communities, the development of teacher expertise, and on how knowledge building & the creation of improvable artifacts increase literacy as a by-product. She is also working on Scardamalia's “Beyond Best Practice” initiative designed to study and promote innovation across sectors, ages and countries.This seminar explores the relevance and feasibility of networked communities for teacher development in developed as well as developing countries. The research was conducted in the context of a UNESCO policy and planning book addressing two challenges: preparing 15-25 million teachers needed in the next 15 years to meet UNESCO’s Education for All goal; and to address the challenge of increasing teacher competencies needed for the knowledge age. Networked communities are defined as webs of relationships that grow from computer-mediated discussions. The webs grow from conversations among people who share a common connection (e.g., teacher educators or teachers working in the same university, school, district, or discipline) and who may differ in other ways (e.g., teachers in different locations, specializing in different disciplines or pedagogies).published_or_final_versionCentre for Information Technology in Education, University of Hong Kon

Stringy Space-Time Foam and High-Energy Cosmic Photons

In this review, I discuss briefly stringent tests of Lorentz-violating quantum space-time foam models inspired from String/Brane theories, provided by studies of high energy Photons from intense celestial sources, such as Active Galactic Nuclei or Gamma Ray Bursts. The theoretical models predict modifications to the radiation dispersion relations, which are quadratically suppressed by the string mass scale, and time delays in the arrival times of photons (assumed to be emitted more or less simultaneously from the source), which are proportional to the photon energy, so that the more energetic photons arrive later. Although the astrophysics at the source of these energetic photons is still not understood, and such non simultaneous arrivals, that have been observed recently, might well be due to non simultaneous emission as a result of conventional physics effects, nevertheless, rather surprisingly, the observed time delays can also fit excellently the stringy space-time foam scenarios, provided the space-time defect foam is inhomogeneous. The key features of the model, that allow it to evade a plethora of astrophysical constraints on Lorentz violation, in sharp contrast to other field-theoretic Lorentz-violating models of quantum gravity, are: (i) transparency of the foam to electrons and in general charged matter, (ii) absence of birefringence effects and (iii) a breakdown of the local effective lagrangian formalism.Comment: 26 pages Latex, 4 figures, uses special macros. Keynote Lecture in the International Conference "Recent Developments in Gravity" (NEB14), Ioannina (Greece) June 8-11 201

Implementing virtual collaborative inquiry practises in a middle-school context

The aim of the present study was to investigate the challenges that relate to the implementation of virtual inquiry practises in middle school. The case was a school course in which a group of Finnish students (N = 14) and teachers (N = 7) completed group inquiries through virtual collaboration, using a web-based learning environment. The task was to accomplish a cross-disciplinary inquiry into cultural issues. The students worked mainly at home and took much responsibility for their course achievements. The investigators analysed the pedagogical design of the course and the content of the participants' interaction patterns in the web-based environment, using qualitative content analysis and social network analysis. The findings suggest that the students succeeded in producing distinctive cultural products, and both the students and the teachers adopted novel roles during the inquiry. The web-based learning environment was used more as a coordination tool for organizing the collaborative work than as a forum for epistemic inquiry. The tension between the school curriculum and the inquiry practises was manifest in the participants' discussions of the assessment criteria of the course.The aim of the present study was to investigate the challenges that relate to the implementation of virtual inquiry practises in middle school. The case was a school course in which a group of Finnish students (N = 14) and teachers (N = 7) completed group inquiries through virtual collaboration, using a web-based learning environment. The task was to accomplish a cross-disciplinary inquiry into cultural issues. The students worked mainly at home and took much responsibility for their course achievements. The investigators analysed the pedagogical design of the course and the content of the participants' interaction patterns in the web-based environment, using qualitative content analysis and social network analysis. The findings suggest that the students succeeded in producing distinctive cultural products, and both the students and the teachers adopted novel roles during the inquiry. The web-based learning environment was used more as a coordination tool for organizing the collaborative work than as a forum for epistemic inquiry. The tension between the school curriculum and the inquiry practises was manifest in the participants' discussions of the assessment criteria of the course.The aim of the present study was to investigate the challenges that relate to the implementation of virtual inquiry practises in middle school. The case was a school course in which a group of Finnish students (N = 14) and teachers (N = 7) completed group inquiries through virtual collaboration, using a web-based learning environment. The task was to accomplish a cross-disciplinary inquiry into cultural issues. The students worked mainly at home and took much responsibility for their course achievements. The investigators analysed the pedagogical design of the course and the content of the participants' interaction patterns in the web-based environment, using qualitative content analysis and social network analysis. The findings suggest that the students succeeded in producing distinctive cultural products, and both the students and the teachers adopted novel roles during the inquiry. The web-based learning environment was used more as a coordination tool for organizing the collaborative work than as a forum for epistemic inquiry. The tension between the school curriculum and the inquiry practises was manifest in the participants' discussions of the assessment criteria of the course.Peer reviewe