A sodium fluoride sensitive mutant of Aspergillus nidulans

Fluoride is a widely spread naturally occurring substance in many foods and is used extensively for industrial purposes. The addition of fluoride to drinking water has been assumed to be safe. However, a number of studies have indicated that sodium fluoride is both genotoxic and cytotoxic to mammalian cells (Tsutsui et al. 1984 Mut. Res. 139:193-198). There is conflicting evidence suggesting that NaF is not genotoxic (Kram et al. 1978 Mut. Res. 57:51-55; Martin et al. 1979 Mut. Res. 66:159-167; Li et al. 1987 Mut. Res. 192:191-202) and can suppress the activity of polyfunctional alkylating agents (Obe and Slacik-Erben 1973 Mut. Res. 18:369-371)

Space shuttle abort separation pressure investigation. Volume 2, Part B: Orbiter data at Mach 5

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Space shuttle abort separation pressure investigation. Volume 6: Orbiter data at Mach 2

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Investigation of the McDonnell-Douglas orbiter and booster shuttle models in proximity at Mach numbers 2.0 to 6.0. Volume 7: Proximity data at Mach 4 and 6, interference free and launch vehicle data

Aerodynamic data obtained from a space shuttle abort stage separation wind tunnel test are presented. The .00556 scale models of the orbiter and booster configuration were tested in close proximity using dual balances during the time period of April 21 to April 27 1971. Data were obtained for both booster and orbiter over an angle of attack range from -10 to 10 deg for zero degree sideslip angle. The models were tested at several relative incidence angles and separation distances and power conditions. Plug nozzles utilizing air were used to simulate booster and orbiter plumes at various altitudes along a nominal ascent trajectory. Powered conditions were 100, 50, 25 and 0 percent of full power for the orbiter and 100, 50 and 0 percent of full power for the booster. Pitch control effectiveness data were obtained for both booster and orbiter with power on and off. In addition, launch vehicle data with and without booster power were obtained utilizing a single balance in the booster model. Data were also obtained with the booster canard off in close proximity and for the launch configuration

Space shuttle abort separation pressure investigation. Volume 1, Part B: Booster data at Mach 5

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Space shuttle abort separation pressure investigation. Volume 3: Booster data at Mach 3

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Space shuttle abort separation pressure investigation. Volume 1, Part A: Booster data at Mach 5

Pressure data obtained from a joint Langley Research Center (LaRC)/Marshall Space Flight Center (MSFC) Space Shuttle about stage separation wind tunnel test are presented. The .00556 scale models of the McDonnell-Douglas orbiter and booster configurations were tested in proximity in Tunnel A of the Von Karman Facility (VKF), Arnold Engineering Development Center (AEDC). Mach numbers were 5.0, 3.0, and 2.0 and nominal Reynolds numbers were 1.09, 1.60, and 1.74 million per foot, respectively. Pressure data were obtained for the booster upper surface and orbiter lower surface at angles of attack of -10 deg, -5, 0, 5, and 10 deg for zero degrees sideslip. The models were tested at incidence angles of 0 and 5 deg for several separation distances and power conditions. Plug nozzles utilizing air were used to simulate booster and orbiter plumes at various altitudes along a nominal ascent trajectory. Powered conditions were 100, 50, and 0 percent of full power for the orbiter and 100, 50 and 0 percent of full power for the booster. Data were also obtained with the booster canard off in close proximity

Methods for the thematic synthesis of qualitative research in systematic reviews

<p>Abstract</p> <p>Background</p> <p>There is a growing recognition of the value of synthesising qualitative research in the evidence base in order to facilitate effective and appropriate health care. In response to this, methods for undertaking these syntheses are currently being developed. Thematic analysis is a method that is often used to analyse data in primary qualitative research. This paper reports on the use of this type of analysis in systematic reviews to bring together and integrate the findings of multiple qualitative studies.</p> <p>Methods</p> <p>We describe thematic synthesis, outline several steps for its conduct and illustrate the process and outcome of this approach using a completed review of health promotion research. Thematic synthesis has three stages: the coding of text 'line-by-line'; the development of 'descriptive themes'; and the generation of 'analytical themes'. While the development of descriptive themes remains 'close' to the primary studies, the analytical themes represent a stage of interpretation whereby the reviewers 'go beyond' the primary studies and generate new interpretive constructs, explanations or hypotheses. The use of computer software can facilitate this method of synthesis; detailed guidance is given on how this can be achieved.</p> <p>Results</p> <p>We used thematic synthesis to combine the studies of children's views and identified key themes to explore in the intervention studies. Most interventions were based in school and often combined learning about health benefits with 'hands-on' experience. The studies of children's views suggested that fruit and vegetables should be treated in different ways, and that messages should not focus on health warnings. Interventions that were in line with these suggestions tended to be more effective. Thematic synthesis enabled us to stay 'close' to the results of the primary studies, synthesising them in a transparent way, and facilitating the explicit production of new concepts and hypotheses.</p> <p>Conclusion</p> <p>We compare thematic synthesis to other methods for the synthesis of qualitative research, discussing issues of context and rigour. Thematic synthesis is presented as a tried and tested method that preserves an explicit and transparent link between conclusions and the text of primary studies; as such it preserves principles that have traditionally been important to systematic reviewing.</p

Using resource graphs to represent conceptual change

We introduce resource graphs, a representation of linked ideas used when reasoning about specific contexts in physics. Our model is consistent with previous descriptions of resources and coordination classes. It can represent mesoscopic scales that are neither knowledge-in-pieces or large-scale concepts. We use resource graphs to describe several forms of conceptual change: incremental, cascade, wholesale, and dual construction. For each, we give evidence from the physics education research literature to show examples of each form of conceptual change. Where possible, we compare our representation to models used by other researchers. Building on our representation, we introduce a new form of conceptual change, differentiation, and suggest several experimental studies that would help understand the differences between reform-based curricula.Comment: 27 pages, 14 figures, no tables. Submitted for publication to the Physical Review Special Topics Physics Education Research on March 8, 200