CHEMICALS IN AGRICULTURE AND FOOD

Agribusiness,

INEL Spray-forming Research

Spray forming is a near-net-shape fabrication technology in which a spray of finely atomized liquid droplets is deposited onto a suitably shaped substrate or mold to produce a coherent solid. The technology offers unique opportunities for simplifying materials processing without sacrificing, and oftentimes substantially improving, product quality. Spray forming can be performed with a wide range of metals and nonmetals, and offers property improvements resulting from rapid solidification (e.g., refined microstructures, extended solid solubilities and reduced segregation). Economic benefits result from process simplification and the elimination of unit operations. Researchers at the Idaho National Engineering Laboratory (INEL) are developing spray-forming technology for producing near-net-shape solids and coatings of a variety of metals, polymers, and composite materials. Results from several spray forming programs are presented to illustrate the range of capabilities of the technique as well as the accompanying technical and economic benefits. Low-carbon steel strip greater than 0.75 mm thick and polymer membranes for gas/gas and liquid/liquid separations that were spray formed are discussed; recent advances in spray forming molds, dies, and other tooling using low-melting-point metals are described

Wind tunnel investigation of rotor lift and propulsive force at high speed: Data analysis

The basic test data obtained during the lift-propulsive force limit wind tunnel test conducted on a scale model CH-47b rotor are analyzed. Included are the rotor control positions, blade loads and six components of rotor force and moment, corrected for hub tares. Performance and blade loads are presented as the rotor lift limit is approached at fixed levels of rotor propulsive force coefficients and rotor tip speeds. Performance and blade load trends are documented for fixed levels of rotor lift coefficient as propulsive force is increased to the maximum obtainable by the model rotor. Test data is also included that defines the effect of stall proximity on rotor control power. The basic test data plots are presented in volumes 2 and 3

Variable camber rotor study

Deployment of variable camber concepts on helicopter rotors was analytically assessed. It was determined that variable camber extended the operating range of helicopters provided that the correct compromise can be obtained between performance/loads gains and mechanical complexity. A number of variable camber concepts were reviewed on a two dimensional basis to determine the usefulness of leading edge, trailing edge and overall camber variation schemes. The most powerful method to vary camber was through the trailing edge flaps undergoing relatively small motions (-5 deg to +15 deg). The aerodynamic characteristics of the NASA/Ames A-1 airfoil with 35% and 50% plain trailing edge flaps were determined by means of current subcritical and transonic airfoil design methods and used by rotor performance and loads analysis codes. The most promising variable camber schedule reviewed was a configuration with a 35% plain flap deployment in an on/off mode near the tip of a blade. Preliminary results show approximately 11% reduction in power is possible at 192 knots and a rotor thrust coefficient of 0.09. The potential demonstrated indicates a significant potential for expanding the operating envelope of the helicopter. Further investigation into improving the power saving and defining the improvement in the operational envelope of the helicopter is recommended

A new view of body image : a school-based participatory action research project with young Aboriginal women

Research continues to suggest that young women experience body image concerns; nevertheless, the majority of this body image research has focused on white women, and the experiences of young Aboriginal women have typically been overlooked. When research has included Aboriginal women, it has generally been quantitative in nature (e.g., Gittelsohn et al., 1996; Marchessault, 2004; Story et al., 1995) and has highlighted body dissatisfaction that is equal to and even greater than that experienced by white women. Despite the alarming statistics suggesting that body image concerns are common among Aboriginal women, few researchers have engaged young Aboriginal women in qualitative research projects that seek to highlight their unique experiences. My previous research with young Aboriginal women (i.e., Fleming et al., 2006; McHugh & Kowalski, in press) are some of the first Canadian studies to have an exclusive focus on Aboriginal women’s body image experiences. This research suggested that young Aboriginal women’s body image experiences may not be as negative as previous quantitative research has suggested, but highlighted the need to work with young women to develop strategies for positively managing body image experiences. Therefore, the purpose of this research was to engage in a collaborative, school-based participatory action research (PAR) project in partnership with a local high school to provide young women, primarily young Aboriginal women, with an opportunity to manage their body image experiences in an effective manner. Students, teachers, and staff of Nutana Collegiate participated in this project, which took place over a 10-month period from September 2006 to June 2007. All Nutana school members were welcomed to participate and many took part in the various action initiatives that were developed. A group of seven young Aboriginal women formed a core group of participants who were primarily responsible for the development and implementation of most action initiatives. A five phase PAR model, which was based on the work of Stringer and Genat (2004), was proposed as the methodological framework for this project. However, given the emergent and dynamic nature of PAR processes, and the unique features of the school community, the manner in which the project actually unfolded was quite different from the original plan. This project ultimately had two phases, the Relationship Building Phase and the Action Phase. In an effort to develop relationships with school community members, during the Relationship Building phase I engaged in the three general processes of: familiarization, making connections, and giving back to the school. My commitment to these processes supported my initial goal to develop trusting relationships with community members, which subsequently formed a strong foundation for the development of effective and successful action initiatives. Eight action initiatives, which were represented by three themes, were developed and implemented as part of the Action phase. The three themes were: (1) Promoting Positive Body Image Experiences, (2) Self-Expression, and (3) Creating Awareness. The development and implementation of action at various levels (i.e., individual, school, provincial, and national) was the most significant outcome of this research. The success and relevance of the various action initiatives was demonstrated by the words of the participants, the overall support of various school members, and the commitment of the core group to the goals of this PAR project. Although there were methodological challenges and considerations that needed to be navigated throughout this PAR project, findings from this research suggest that universities and local high schools can and should work together to develop school-based body image programs for young Aboriginal women. As well, and maybe most importantly, this research highlights the strength of using PAR methodologies when engaging young Aboriginal women in body image research

EMERGING POLICY EDUCATION OPPORTUNITIES

Teaching/Communication/Extension/Profession,