Experimental design for research on shock-turbulence interaction

Report investigates the production of acoustic waves in the interaction of a supersonic shock and a turbulence environment. The five stages of the investigation are apparatus design, development of instrumentation, preliminary experiment, turbulence generator selection, and main experiments

Soot oxidation rates in gas turbine engines

A basis is proposed for extrapolating soot oxidation rate measurements obtained in laboratory flames to the more extreme operating conditions of gas turbine combustion chambers. The proposal is based on the observation that, within probable experimental uncertainty, the limited soot oxidation measurements correlate with the more extensive measurements of the surface oxidation rates of macroscopic samples of pyrographite. The soot oxidation rates thus determined for the conditions of a typical gas turbine combustion chamber are considerably lower than estimates which were based on simple extrapolations of the flame data

Shock-tube measurements of carbon to oxygen atom ratios for incipient soot formation with C2H2, C2H4 and C2H6 fuels

The critical atomic carbon to oxygen ratios, Phi sub C, for incipient soot formation in shock heated acetylene, ethylene, ethane/oxygen/ argon mixtures was measured over the temperature range 2000 K to 2500 K for reactant partial pressures between 0.1 and 0.4 atoms. Absorption of light from a He-Ne laser at 6328A was was used to detect soot. It was observed that the values of Phi sub C for all three fuels increased uniformly with temperature such that at the highest temperatures Phi sub C was considerably greater than unity, i.e. greater than the value of about unity at which solid carbon should have been precipitated on a thermochemical equilibrium basis. Observations were made over periods extending up to about one millisecond, which was well in excess of the time required for the major heat release of the combustion reactions. The relevance of these experimental findings to the problem of soot formation in gas turbine combustion chambers is discussed

Effects of hydrostatic pressure on the mechanical behavior of body centered cubic refractory metals and alloys

Hydrostatic pressure on mechanical behavior of body centered cubic refractory metals and alloy

Effects of hydrostatic pressure on the mechanical behavior of body centered cubic refractory metals and alloys Interim technical report

Effects of hydrostatic pressure on mechanical behavior of body centered cubic refractory metals and alloy

Unfulfilled promises of equity: racism and interculturalism in Chilean education

In rural Araucanía secondary schools, prescriptive and formal government programmes for interculturalism – designed to overcome differentials between Indigenous and non-Indigenous pupils in educational outcomes – have had limited impact. Drawing on research across four schools, this article examines how the dynamics between state-led top-down prescriptive guidelines interface with teacher practice, school objectives, and existing racializing dynamics to produce diverse educational outcomes. Drawing on in-depth qualitative research involving over 100 pupils and teachers, this article identifies two key in-school processes that work to undercut official policy effectiveness. First, state policies do little to challenge staff and institutionalized racism, thereby perpetuating the marking of Indigenous pupils as Other. Combined with lack of political will and resources for teacher training and lesson preparation, this leaves educational inequalities in place. Second, the institutional allocation of time and resources to intercultural education reinforces widespread devaluation of indigenous knowledge among teachers, educators and public opinion. Nevertheless, the study also found that in certain schools these conditions did not prevent the adoption of pedagogies that affirmed Indigenous difference and challenged the dominance of whiteness. Informed by a critical theorisation of the power and unmarked nature of racial inequality, this article argues that whiteness is neither recognised nor challenged in rural secondary schools in southern Chile, despite its ubiquity and pervasive influence on curriculum, pedagogies and institutional arrangements.The authors gratefully acknowledge the Economic and Social Research Council (ESRC UK) research grant (RES-062-23-3168) which funded the research documented here.This is the final version of the article. It first appeared from Taylor & Francis via http://dx.doi.org/10.1080/13613324.2015.109517

Whitened Geographies and Education Inequalities in Southern Chile

In this paper we draw on critical geographies and sociologies of race and education to explore ways in which the meanings and conducts of whiteness are reproduced in and through Chilean secondary education in an indigenous-majority area. We focus on links between socio-economic, geographical and racial criteria to understand how the privileges of whiteness are naturalised in the region’s educational provision and among Mapuche indigenous pupils. Although socio-economic inequalities are widely recognised to structure inequality between young people in Chile, we highlight the pervasiveness and unmarked nature of whiteness in the educational system in relation to the socio-spatial segregation of Mapuche pupils, secondary teachers’ attitudes, and young peoples’ self-positioning in the nation. These combine to marginalise and disempower Mapuche populations across the landscape of rural secondary schools in the Araucanía region of Chile.This work was supported by the Economic and Social Research Council [grant number RES-062- 23-3168].This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Intercultural Studies on 3 March 2015, available online: http://wwww.tandfonline.com/10.1080/07256868.2015.1008433

Indigenous citizens in the making: civic belonging and racialized schooling in Chile

This paper explores expressions of sociocultural and political subjectivity among indigenous youth located within four secondary boarding schools in the Araucanía Region of Chile. For rural indigenous students, these schools are a primary site in which they come to gain a sense of themselves as members of civil society and as future citizens. Drawing on young peoples’ experiences in boarding facilities and expressions regarding sociopolitical positioning, we analyse the ways Mapuche youth engage with the racially and class-inflected hierarchies of inequality present in the school, the region and beyond. Within these school spaces, little intellectual space afforded young people to consider how civic inclusion can be renegotiated in relation to indigenous identifications. Nevertheless, the young people demonstrate a capacity to engage critically with national discourses from media and schooling. Whilst not widely engaged in politicized youth activism, the pupils demonstrated agency by positioning themselves critically in quotidian and negotiated re-workings of the meaning of citizenship.This work was supported by the Economic and Social Research Council [grant number RES-062-23-3168]This is the accepted manuscript. The final version is available at http://dx.doi.org/10.1080/13562576.2015.105696