Sideslip-induced static pressure errors in flight-test measurements

During lateral flight-test maneuvers of a V/STOL research aircraft, large errors in static pressure were observed. An investigation of the data showed a strong correlation of the pressure record with variations in sideslip angle. The sensors for both measurements were located on a standard air-data nose boom. An algorithm based on potential flow over a cylinder that was developed to correct the pressure record for sideslip-induced errors is described. In order to properly apply the correction algorithm, it was necessary to estimate and correct the lag error in the pressure system. The method developed for estimating pressure lag is based on the coupling of sideslip activity into the static ports and can be used as a standard flight-test procedure. The estimation procedure is discussed and the corrected static-pressure record for a typical lateral maneuver is presented. It is shown that application of the correction algorithm effectively attenuates sideslip-induced errors

Reframing the university as an emergent organization: implications for strategic management and leadership in higher education

For the most part, the organisational forms that are currently being adopted by higher education institutions are grounded in the traditional corporate models of organisation that take a rational approach to organisational design and change management. Underlying this account is an assumption of organisational autonomy and the capacity of designated leaders to direct change processes to better align their institutions with societal demands or goals. However, a case is now being made for the consideration of alternative organisational theories or models that offer a different perception on the sources and patterns of organisational change in higher education. These theories perceive organisations more as emergent entities in which change is continuous, often unpredictable and arising mainly from local interactions. The paper surveys the implications that acceptance of the alternative paradigm might have for strategising and change leadership in higher education institutions. It suggests that the accommodation of these alterative paradigms of institutional development in higher education may itself be an emergent process and considers how future research and policy formulation relating to strategic management and leadership might facilitate positive outcomes in that process

A multicenter randomized clinical trial investigating the cost-effectiveness of treatment strategies with or without antibiotics for uncomplicated acute diverticulitis (DIABOLO trial)

Background. Conservative treatment of uncomplicated or mild diverticulitis usually includes antibiotic therapy. It is, however, uncertain whether patients with acute diverticulitis indeed benefit from antibiotics. In most guidelines issued by professional organizations antibiotics are considered mandatory in the treatment of mild diverticulitis. This advice lacks evidence and is merely based on experts' opinion. Adverse effects of the use of antibiotics are well known, including allergic reactions, development of bacterial resistance to antibiotics and other side-effects. Methods. A randomized multicenter pragmatic clinical trial comparin

Enhanced prefrontal serotonin 5-HT1A currents in a mouse model of Williams-Beuren syndrome with low innate anxiety

Williams-Beuren syndrome (WBS) is a neurodevelopmental disorder caused by the hemizygous deletion of 28 genes on chromosome 7, including the general transcription factor GTF2IRD1. Mice either hemizygously (Gtf2ird1+/−) or homozygously (Gtf2ird1−/−) deleted for this transcription factor exhibit low innate anxiety, low aggression and increased social interaction, a phenotype that shares similarities to the high sociability and disinhibition seen in individuals with WBS. Here, we investigated the inhibitory effects of serotonin (5-HT) on the major output neurons of the prefrontal cortex in Gtf2ird1−/− mice and their wildtype (WT) siblings. Prefrontal 5-HT receptors are known to modulate anxiety-like behaviors, and the Gtf2ird1−/− mice have altered 5-HT metabolism in prefrontal cortex. Using whole cell recording from layer V neurons in acute brain slices of prefrontal cortex, we found that 5-HT elicited significantly larger inhibitory, outward currents in Gtf2ird1−/− mice than in WT controls. In both genotypes, these currents were resistant to action potential blockade with TTX and were suppressed by the selective 5-HT1A receptor antagonist WAY-100635, suggesting that they are mediated directly by 5-HT1A receptors on the recorded neurons. Control experiments suggest a degree of layer and receptor specificity in this enhancement since 5-HT1A receptor-mediated responses in layer II/III pyramidal neurons were unchanged as were responses mediated by two other inhibitory receptors in layer V pyramidal neurons. Furthermore, we demonstrate GTF2IRD1 protein expression by neurons in layer V of the prefrontal cortex. Our finding that 5-HT1A-mediated responses are selectively enhanced in layer V pyramidal neurons of Gtf2ird1−/− mice gives insight into the cellular mechanisms that underlie reduced innate anxiety and increased sociability in these mice, and may be relevant to the low social anxiety and disinhibition in patients with WBS and their sensitivity to serotonergic medicines

Models of classroom assessment for course-based research experiences

Course-based research pedagogy involves positioning students as contributors to authentic research projects as part of an engaging educational experience that promotes their learning and persistence in science. To develop a model for assessing and grading students engaged in this type of learning experience, the assessment aims and practices of a community of experienced course-based research instructors were collected and analyzed. This approach defines four aims of course-based research assessment—(1) Assessing Laboratory Work and Scientific Thinking; (2) Evaluating Mastery of Concepts, Quantitative Thinking and Skills; (3) Appraising Forms of Scientific Communication; and (4) Metacognition of Learning—along with a set of practices for each aim. These aims and practices of assessment were then integrated with previously developed models of course-based research instruction to reveal an assessment program in which instructors provide extensive feedback to support productive student engagement in research while grading those aspects of research that are necessary for the student to succeed. Assessment conducted in this way delicately balances the need to facilitate students’ ongoing research with the requirement of a final grade without undercutting the important aims of a CRE education