Investigation of an aircraft trailing vortex using a tuft grid

With the increasing capacity of airport terminal areas, and the use of the new large jet transports, it has become important to understand the turbulent wake created by these aircraft. A study of the trailing vortex of a wing has been made using a tuft grid in a 6 foot wind tunnel. The study included an investigation of the use of mass injection at the wing tip as a means of destroying the vortex. Test results show that a fully developed, stable, vortex exists at least a distance of thirty chord lengths downstream of the wing, and that the swirl of the vortex can be reduced or eliminated by mass injection at the wing tip

Pressure investigation of NASA leading edge vortex flaps on a 60 deg Delta wing

Pressure distributions on a 60 deg Delta Wing with NASA designed leading edge vortex flaps (LEVF) were found in order to provide more pressure data for LEVF and to help verify NASA computer codes used in designing these flaps. These flaps were intended to be optimized designs based on these computer codes. However, the pressure distributions show that the flaps wre not optimum for the size and deflection specified. A second drag-producing vortex forming over the wing indicated that the flap was too large for the specified deflection. Also, it became apparent that flap thickness has a possible effect on the reattachment location of the vortex. Research is continuing to determine proper flap size and deflection relationships that provide well-behaved flowfields and acceptable hinge-moment characteristics

An experimental study of pressures on 60 deg Delta wings with leading edge vortex flaps

An experimental study was conducted in the Virginia Tech Stability Wind Tunnel to determine surface pressures over a 60 deg sweep delta wing with three vortex flap designs. Extensive pressure data was collected to provide a base data set for comparison with computational design codes and to allow a better understanding of the flow over vortex flaps. The results indicated that vortex flaps can be designed which will contain the leading edge vortex with no spillage onto the wing upper surface. However, the tests also showed that flaps designed without accounting for flap thickness will not be optimum and the result can be oversized flaps, early flap vortex reattachment and a second separation and vortex at the wing/flap hinge line

Vocabulary and grammar development in young learners of English as an additional language

Internationally, an increasing number of children learn English as an additional language (EAL). Children with EAL grow up in an environment where English is the majority language but are exposed to a different, minority language at home. Despite the increase in the number of EAL learners around the world, comparatively little is known about the development of their vocabulary and grammar at preschool age. Furthermore, the use of different methods in EAL studies can make research evidence difficult to summarize. The aim of this chapter is to provide a comprehensive review of EAL learners’ vocabulary and grammar development at preschool, drawing from studies that have used standardized tests, experimental tasks, or both. This review indicates that few studies have focused on preschool children with EAL. These suggest that, at the earliest stages of language learning, EAL learners generally know fewer words and acquire grammatical constructions at a slower pace than their English monolingual peers. These differences often persist throughout development, risking a negative impact on EAL learners’ academic attainment in an English-only school environment. Thus, this chapter also includes some suggestions for practice that could help children with EAL develop their vocabulary and grammar knowledge during and after preschool

Associated reading skills in children with a history of Specific Language Impairment (SLI)

A large cohort of 200 eleven-year-old children with Specific Language Impairment (SLI) were assessed on basic reading accuracy and on reading comprehension as well as language tasks. Reading skills were examined descriptively and in relation to early language and literacy factors. Using stepwise regression analyses in which age and nonverbal IQ were controlled for, it was found that a single word reading measure taken at 7 years was unsurprisingly a strong predictor of the two different types of reading ability. However, even with this measure included, a receptive syntax task (TROG) entered when reading accuracy score was the DV. Furthermore, a test of expressive syntax/narrative and a receptive syntax task completed at 7 years entered into the model for word reading accuracy. When early reading accuracy was excluded from the analyses, early phonological skills also entered as a predictor of both reading accuracy and comprehension at 11 years. The group of children with a history of SLI were then divided into those with no literacy difficulties at 11 and those with some persisting literacy impairment. Using stepwise logistic regression, and again controlling for IQ and age, 7 years receptive syntax score (but not tests of phonology, expressive vocabulary or expressive syntax/narrative) entered as a positive predictor of membership of the ‘no literacy problems’ group regardless of whether early reading accuracy was controlled for in step one. The findings are discussed in relation to the overlap of SLI and dyslexia and the long term sequelae of language impairment

Preliminary Design of a New Hybrid and Technology Innovative Suborbital Vehicle for Space Tourism

The general enthusiasm aroused by space tourism combined with the great technological achievement of Scaled Composites with the SpaceShipOne in 2004 initiated a new era: suborbital space tourism. As of today, most of the vehicles have been designed for performance, combining the most advanced technologies from both aeronautics and astronautics. Nevertheless, in order to become viable, vehicles must be safe enough to carry paying passengers and they must match the increasing demand. Thus, the implementation of a new design process based on adapted requirements led to a new vehicle. The latter is mainly powered by newly designed hybrid rocket engines but it also makes use of turbofans for the first segment of the climb and a safe powered landing. It takes-off and lands horizontally and is able to carry up to eight passengers and two pilots to an altitude of 109 km. The micro-gravity experienced by the passengers lasts approximately 4 minutes while the maximum load factor is reduced to 3.3 g in order to improve the passenger experience

When Learners Surpass Their Models: Mathematical Modeling of Learning from an Inconsistent Source

It has been reported in the literature that both adults and children can, to a different degree, modify and regularize the often-inconsistent linguistic input they receive. We present a new algorithm to model and investigate the learning process of a learner mastering a set of (grammatical or lexical) forms from an inconsistent source. The algorithm is related to reinforcement learning and drift-diffusion models of decision making, and possesses several psychologically relevant properties such as fidelity, robustness, discounting, and computational simplicity. It demonstrates how a learner can successfully learn from or even surpass its imperfect source. We use the data collected by Singleton and Newport (Cognit Psychol 49(4):370-407, 2004) on the performance of a 7-year-boy Simon, who mastered the American Sign Language (ASL) by learning it from his parents, both of whom were imperfect speakers of ASL. We show that the algorithm possesses a frequency boosting property, whereby the frequency of the most common form of the source is increased by the learner. We also explain several key features of Simon's ASL. © 2014 Society for Mathematical Biology

Do two and three year old children use an incremental first-NP-as-agent bias to process active transitive and passive sentences? : A permutation analysis

We used eye-tracking to investigate if and when children show an incremental bias to assume that the first noun phrase in a sentence is the agent (first-NP-as-agent bias) while processing the meaning of English active and passive transitive sentences. We also investi-gated whether children can override this bias to successfully distinguish active from passive sentences, after processing the remainder of the sentence frame. For this second question we used eye-tracking (Study 1) and forced-choice pointing (Study 2). For both studies, we used a paradigm in which participants simultaneously saw two novel actions with reversed agent-patient relations while listening to active and passive sentences. We compared English-speaking 25-month-olds and 41-month-olds in between-subjects sentence struc-ture conditions (Active Transitive Condition vs. Passive Condition). A permutation analysis found that both age groups showed a bias to incrementally map the first noun in a sentence onto an agent role. Regarding the second question, 25-month-olds showed some evidence of distinguishing the two structures in the eye-tracking study. However, the 25-month-olds did not distinguish active from passive sentences in the forced choice pointing task. In contrast, the 41-month-old children did reanalyse their initial first-NP-as-agent bias to the extent that they clearly distinguished between active and passive sentences both in the eye-tracking data and in the pointing task. The results are discussed in relation to the development of syntactic (re)parsing