Performance retention of the RB211 powerplant in service

An understanding of the mechanisms of deterioration is essential in order that features to counteract performance degradation can be built into the basic design of an engine and nacelle. Furthermore, the interpretation must be continued in service for effective feedback to provide modifications which may be necessary in maintaining a satisfactory performance retention program. The in service assessment must be accurate as to magnitude and causes and this requires consideration of: (1) the powerplant as a complete entity, i.e., the engine components and nacelle including the thrust reverser; (2) measurement of performance in flight rather than by sole reliance on the scaling of test cell data to flight conditions (although some correlation should be possible); and (3) the relationship of engine parts condition to overhaul performance and in flight deterioration level of that engine. These aspects are addressed by consideration of the RB211 engine in service in both the Lockheed L1011 Tristar and Boeing 747 aircraft

The Effectiveness of Pre-Service Principal Preparation Programs on Instructional School Leadership in High Stakes Testing Grades

In today’s world of accountability, the preparation of school leaders has never been more critical. Many states are now developing policies and processes that seek to enhance school leadership preparation programs. Enhancing school leadership preparation programs is particularly important in the area of instructional leadership because research suggests that instructional leaders have a significant direct effect on student outcomes. The purpose of this study was to explore principals’ perceptions of relationships between training in their pre-service principal preparation programs and their effectiveness as in-service instructional leaders in New Jersey schools. The study is significant because the preparation of school leaders impacts the success of their students. Twelve in-service principals participated in semi-structured interviews designed to explore their perceptions of the emphasis that their pre-service programs placed on three skills associated with effective instructional leadership: 1) setting high expectations, 2) establishing a positive school climate, and 3) instructional practice. Results of the interviews showed that while all principals used these skills in their current practice, they did not attribute their training primarily to their pre-service principal preparation programs. Instead, they relied on alternative methods of training to gain these critical skills. Based on participant responses, recommendations are made for ongoing research to improve principal preparation programs through embedded practical opportunities

The case for new academic workspaces

Executive summary: This report draws upon the combined efforts of a number of estates professionals, architects, academics, designers, and senior managers involved in the planning of new university buildings for the 21st century. Across these perspectives, all would agree – although perhaps for different reasons - that this planning is difficult and that a number of particular considerations apply in the design of academic workspaces. Despite these difficulties, they will also agree that when this planning goes well, ‘good’ buildings are truly transformational – for both the university as a whole and the people who work and study in them. The value of well-designed buildings goes far beyond their material costs, and endures long after those costs have been forgotten ..

British Sikhs in complementary schooling: the role of heritage language proficiency and ‘culture learning’ in ethnic identity and bicultural adaptation

While the debate regarding bilingual benefits persists within the cognitive sciences, education research has documented various functions that heritage languages (HL) serve their speakers through bicultural adaptation. The present study adopted a mixed-methods approach to gauge HL proficiency and use, cultural participation and ethnic and mainstream identities, and to examine multiple perspectives on HL learning with complementary schooling (CS) among British Sikhs. Seventy-four 6- to 15-year-olds completed scales for perceived oral and literate abilities, language use across contexts, British and Sikh identifications, and participation in cultural activities. Children filled in open-ended items, while parents and teachers discussed in interviews and focus groups, their motivations for HL learning and CS experiences. The majority of children self-reported ‘good’ proficiency, which differed between generations as impacted by home use and was associated with cultural participation and Sikh identification. Most children referred to practical utility while most parents regarded culture retention as the dominant motivation for HL learning. Teachers discussed how teaching beyond the second generation and language shifts presented both challenges and opportunities. Still, all parties corroborated on the pertinence of HL maintenance as facilitated by CS through ‘culture learning’ towards a strong ethnic identity and bicultural adaptation

How to find an attractive solution to the liar paradox

The general thesis of this paper is that metasemantic theories can play a central role in determining the correct solution to the liar paradox. I argue for the thesis by providing a specific example. I show how Lewis’s reference-magnetic metasemantic theory may decide between two of the most influential solutions to the liar paradox: Kripke’s minimal fixed point theory of truth and Gupta and Belnap’s revision theory of truth. In particular, I suggest that Lewis’s metasemantic theory favours Kripke’s solution to the paradox over Gupta and Belnap’s. I then sketch how other standard criteria for assessing solutions to the liar paradox, such as whether a solution faces a so-called revenge paradox, fit into this picture. While the discussion of the specific example is itself important, the underlying lesson is that we have an unused strategy for resolving one of the hardest problems in philosophy

Artesunate reduces but does not prevent posttreatment transmission of Plasmodium falciparum to Anopheles gambiae.

Combination therapy that includes artemisinin derivatives cures most falciparum malaria infections. Lowering transmission by reducing gametocyte infectivity would be an additional benefit. To examine the effect of such therapy on transmission, Gambian children with Plasmodium falciparum malaria were treated with standard regimens of chloroquine or pyrimethamine-sulfadoxine alone or in combination with 1 or 3 doses of artesunate. The infectivity to mosquitoes of gametocytes in peripheral blood was determined 4 or 7 days after treatment. Infection of mosquitoes was observed in all treatment groups and was positively associated with gametocyte density. The probability of transmission was lowest in those who received pyrimethamine-sulfadoxine and 3 doses of artesunate, and it was 8-fold higher in the group that received pyrimethamine-sulfadoxine alone. Artesunate reduced posttreatment infectivity dramatically but did not abolish it completely. The study raises questions about any policy to use pyrimethamine-sulfadoxine alone as the first-line treatment for malaria