On the prediction of critical flutter conditions from subcritical response data and some related wind-tunnel experience

Methods of interpreting response measurements which could be amenable to flight flutter testing procedures were studied analytically and in the wind tunnel. One suggested scheme, which requires evaluation, is an iterative technique in which derivatives obtained from subcritical response data are used to indicate the approach to flutter. A simplification of this procedure was considered by examining the manner in which a single characteristic of the subcritical response behaves in relation to variations of the density or dynamic pressure in the approach to flutter. The use of this single parameter scheme was examined for random excitation as well as for sinusoidal forcing. The feasibility of the method is illustrated by several examples and the relative merits of random and sinusoidal excitation are discussed

Disciplinary Literacy in English Language Arts: Exploring the Social and Problem‐Based Nature of Literary Reading and Reasoning

Despite many calls for K–12 disciplinary literacy instruction—instruction that teaches students the specialized ways of reading, writing, and reasoning of the academic disciplines—there are questions about what disciplinary literacy instruction means for the prominent school domain of English language arts. This article investigates the disciplinary literacy practices and teaching approaches of 10 university‐based literary scholars who participated in semistructured interviews and verbal protocols with literary fiction. Findings point to the fundamentally social and problem‐based nature of academic work with literature and to a set of six shared literary literacy practices that scholars use in their work with literature. These findings were generated as part of a larger study that compared literacy practices and teaching approaches of 10 university‐based scholars and 12 high school English language arts teachers (Rainey, 2015).Chinese尽管许多人呼吁从幼儿园到高中(K‐12)都要采用学科读写教学 (教授学生各学科领域专门的阅读、写作和推理方法),然而学科读写教学对英语语言艺术这门重要的学科而言,究竟所指是什么?本文考查10位教授大学文学的学者所采用的学科读写教学实践和教学方法,他们参与了半结构式的访谈调查和有关文学小说的放声思考报告调查。结果发现这些学者处理文学学术工作的手法,是具有社会性和以解决问题为主的基要本质,而且他们都有一套共同的六种文学读写文化实践的做法。这些研究结果的产生是属于一个更大的研究(雷尼,2015年)的一部分,该研究旨在比较10位任职大学的学者和12位任职高中的英语语言艺术教师在读写文化实践上和读写教学方法上的异同。SpanishA pesar de llamamientos para la alfabetización de disciplinas en los grados K‐12—instrucción que le enseña a los estudiantes las formas especializadas de lectura, escritura y razonamiento de las disciplinas académicas—hay dudas sobre lo que es la alfabetización de disciplinas en el campo importante de las artes lingüísticas del inglés. Este artículo investiga las prácticas de la alfabetización de disciplinas y los acercamientos a la enseñanza de 10 profesores universitarios de literatura quienes participaron en entrevistas semiestructuradas y protocolos orales con la ficción literaria. Las conclusiones indican la naturaleza fundamentalmente social y basada en la solución de problemas del trabajo académico en cuanto a la literatura y a un grupo de seis prácticas de alfabetización literaria que los profesores universitarios tienen en común al trabajar con la literatura. Estas conclusiones surgieron como parte de un estudio mayor que comparó las prácticas de alfabetización y las aproximaciones a la enseñanza de 10 profesores universitarios y 12 maestros de inglés en la escuela secundaria (Rainey, 2015).Arabicعلى الرغم من الدعوات الكثيرة للتعليمات المنهجية (literacy instruction) لصفوف الروضة إلى الثانوية ‐ التعليمات التي تعلم الطلاب الطرق المتخصصة للقراءة وللكتابة، وللتفكير المتعلقة بالتخصصات الأكاديمية ‐ هناك تساؤلات حول ما تعنيه التعليمات المنهجية للمجال الدراسي البارز في فنون اللغة الإنجليزية. هذه المقالة تحقق في ممارسات التعليمات المنهجية وأساليب التدريس ل 10 علماء جامعيين والذين شاركوا في مقابلات شبه منظمة وبروتوكولات شفوية في الأدب الروائي. وتشير النتائج إلى الطبيعة الاجتماعية والمتشابكة الأساسية للعمل الأكاديمي الأدبي. وتشير ايضا الى ستة ممارسات مشتركة للتعليمات المنهجية الأدبية والتي يستخدمها العلماء في عملهم مع الأدب. تم إستخلاص هذه النتائج كجزء من دراسة أكبر والتي قارنت ممارسات تعليمية وأساليب التدريس من 10 علماء جامعيين ومعلمين فنون اللغة الإنجليزية من 12 مدرسة ثانوية (ريني ، 2015).RussianНесмотря на многочисленные призывы к обучению грамотности на материале отдельных предметов в старших классах – то есть к развитию чтения, письма и рассуждения на темы школьных дисциплин, – остается открытым вопрос о развитии грамотности на уроках родного, т.е. английского языка. В статье исследуются методы развития грамотности и подходы к обучению, которые применяли десять университетских преподавателей. Эти ученые дали полуструктурированные интервью и позволили вести записи на своих занятиях художественной литературой со студентами. Результаты свидетельствуют о том, что научная работа с такими текстами по природе своей социальна, основана на проблематизации и существует шесть методов развития грамотности, которыми пользовались все преподаватели литературы. Результаты были получены в рамках более крупного исследования, где сравнивались методы и подходы десяти университетских преподавателей и двенадцати школьных учителей словесности (Rainey, 2015).FrenchMalgré de nombreuses appels en vue d’un enseignement de la liitératie en tant que discipline – un enseignement présentant aux élèves les différentes façons de lire, écrire, et raisonner des disciplines académiques – il demeure des questions sur ce que signifie un enseignement de la liitératie en tant que discipline dans le cas de ce domaine scolaire majeur qu’est l’anglais à l’école. Cet article examine les pratiques de la littératie en tant que discipline et les approches pédagogiques d’universitaires enseignant la lttératie dans 10 universités qui ont participé à des entretiens semi‐structurés et à des protocoles verbaux relatifs à la fiction littéraire. Les résultats mettent en évidence la nature sociale fondamentale et basée sur un problème du travail académique dans le cas de la littérature et un ensemble de six pratiques communes de litttératie de la liitérature que les utilisent dans leur travail avec la littérature. Ces résultats sont une partie d’un travail plus large qui compare les pratiques de littératie et les approches pédagogiques de 10 enseignants d’université et de 12 professeurs d’anglais au lycée (Rainey, 2015).Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/135650/1/rrq154.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/135650/2/rrq154_am.pd

What Does it Mean to Read Literary Works? The Literacy Practices, Epistemologies, and Instructional Approaches of Literary Scholars and High School English Language Arts Teachers.

Despite many calls for K-12 disciplinary literacy instruction—instruction that teaches students the specialized ways of reading, writing, and reasoning of the academic disciplines—few researchers have focused on what disciplinary literacy instruction means for the prominent school domain of English language arts (ELA). This study investigates and compares the disciplinary literacy practices and teaching approaches of a group of ten university-based literary scholars who taught undergraduate literary studies courses and a group of twelve high school ELA teachers who taught with literary works. I conducted semi-structured interviews and think alouds using multiple short stories. Data sources included 71 audio-recorded interviews, along with multiple classroom observations. I used constant comparative analysis (Glaser, 1965) to identify patterns among and across the two groups of participants. I found that the literary scholars and some of the high school ELA teachers in this study seemed to share some problem-based ways of making meaning with literary works and approaches to teaching students to make meaning with literary works. The remaining high school ELA teachers focused on students’ comprehension and strategy use absent disciplinary purposes, and they did not demonstrate disciplinary purposes or practices in their own reading. I also found major differences among the institutional contexts of this study. Whereas the contexts of the university seemed to support the literary scholars’ disciplinary literacy instruction, the contexts of the suburban school district seemed to constrain high school teachers’ disciplinary literacy instruction. This pattern of constraint was most notable for the group of high school teachers who shared literary literacy practices and instructional approaches with the university-based scholars; the more discipline-aligned high school teachers regularly expressed dissatisfaction in their abilities to provide sufficient instruction to their students. Together, the findings of this study suggest that holding disciplinary understandings and disciplinary literacy practices is necessary but not sufficient for instructors’ abilities to provide disciplinary literacy instruction to students. This has implications for literacy education research, teacher education and professional development efforts, and education policy.PhDEducational StudiesUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/113618/1/erainey_1.pd

Characterization of the monocyte-specific esterase (MSE) gene

Carboxylic esterases are widely distributed in hematopoietic cells. Monocytes express the esterase isoenzyme (termed 'monocyte-specific esterase', MSE) that can be inhibited by NaF in the alpha-naphthyl acetate cytochemical staining. We examined the expression of MSE in normal cells and primary and cultured leukemia-lymphoma cells. The MSE protein was demonstrated by isoelectric focusing (IEF); MSE mRNA expression was investigated by Northern blotting and reverse transcriptase-polymerase chain reaction (RT-PCR). The following samples were positive for MSE protein and Northern mRNA expression: 20/24 monocytic, 4/32 myeloid, and 1/20 erythroid-megakaryocytic leukemia cell lines, but none of the 112 lymphoid leukemia or lymphoma cell lines; of the normal purified cell populations only the monocytes were positive whereas, T, B cells, and granulocytes were negative; of primary acute (myelo) monocytic leukemia cells (CD14-positive, FAB M4/M5 morphology) 14/20 were Northern mRNA and 11/14 IEF protein positive. RT-PCR revealed MSE expression in 29/49 Northern-negative lymphoid leukemia-lymphoma cell lines. The RT-PCR signals in monocytic cell lines were on average 50-fold stronger than the mostly weak trace expression in lymphoid specimens. On treatment with various biomodulators, only all-trans retinoic acid significantly upregulated MSE message and protein levels but could not induce new MSE expression in several leukemia cell lines; lipopolysaccharide and interferon-gamma increased MSE expression in normal monocytes. Analysis of DNA methylation with sensitive restriction enzymes showed no apparent regulation of gene expression by differential methylation; the MSE gene is evolutionarily conserved among mammalian species; the half-life of the human MSE transcripts was about 5-6 h. The extent of MSE expression varied greatly among different monocytic leukemia samples. However, the MSE overexpression in a significant number of specimens was not associated with gene amplification, gross structural rearrangements or point mutations within the cDNA region. Taken together, the results suggest that MSE expression is not absolutely specific for, but strongly associated with cells of the monocytic lineage; MSE is either not expressed at all or expressed at much lower levels in cells from other lineages. The biological significance, if any, of rare MSE messages in lymphoid cells detectable only by the hypersensitive RT-PCR remains unclear. Further studies on the regulation of this gene and on the physiological function of the enzyme will no doubt be informative with respect to its striking overexpression in some malignant cells and to a possible role in the pathobiology of monocytic leukemias

War and dissociation : the case of futurist aesthetics

Thanks to their deliberate engagement in state propaganda Italian Futurists deserved a prominent spot in the history of military aesthetics in the 20th century. However, under what looked like an unequivocal expression of support for war, lied a deep philosophical disagreement concerning its existential and epistemological value. The bone of contention concerned the effects of warfare on perception and, consequently, the means of its depiction. The author analyses this intellectual disagreement within the group and focuses, in particular, on its philosophical implications