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

Deep Learning Design for Social Innovation: Participatory Radio for Developing 21C Skills with Disenfranchised Learners

Deep Learning Design has been proposed as an approach to Technology Enhanced Learning (TEL) that foregrounds principles of learning and con-text over simply extrapolating the affordances of new technologies. An original application of this approach has been within contexts necessitating social innovation to promote the inclusion, non-formal learning and employability of disenfranchised learners across Europe – RadioActive101. This approach has actively developed, implemented and evaluated five radio hubs with at-risk young people and other disenfranchised groups to develop digital competencies and employability skills for the 21st Century. This Learning Design and associated competencies are mapped to a progression and accreditation model linking EU key competencies to RadioActive101 activities and performances that are recognised through open electronic 'badges'. Evaluation findings showed particularly positive results, and impact and value beyond the non-formal learning of technical and employability skills, such as improvements in confidence, self-esteem and general self-efficacy of individuals and organisational learning and development. We conclude this article by asking how and whether current approaches to learning design can accommodate such essential psychosocial dimensions of learning

Defect Induced Ferromagnetism in Undoped ZnO Nanoparticles

Undoped ZnO nanoparticles (NPs) with size ∼12 nm were produced using forced hydrolysis methods using diethylene glycol (DEG) [called ZnO-I] or denatured ethanol [called ZnO-II] as the reaction solvent; both using Zn acetate dehydrate as precursor. Both samples showed weak ferromagnetic behavior at 300 K with saturation magnetization Ms = 0.077 ± 0.002 memu/g and 0.088 ± 0.013 memu/g for ZnO-I and ZnO-II samples, respectively. Fourier transform infrared(FTIR) spectra showed that ZnO-I nanocrystals had DEG fragments linked to their surface. Photoluminescence (PL) data showed a broad emission near 500 nm for ZnO-II which is absent in the ZnO-I samples, presumably due to the blocking of surface traps by the capping molecules. Intentional oxygen vacancies created in the ZnO-I NPs by annealing at 450 °C in flowing Ar gas gradually increased Ms up to 90 min and x-ray photoelectron spectra (XPS) suggested that oxygen vacancies may have a key role in the observed changes in Ms. Finally, PL spectra of ZnO showed the appearance of a blue/violet emission, attributed to Zn interstitials,whose intensity changes with annealing time, similar to the trend seen for Ms. The observed variation in the magnetization of ZnO NP with increasing Ar annealing time seems to depend on the changes in the number of Zn interstitials and oxygen vacancies

Intense physical activity is associated with cognitive performance in the elderly

Numerous studies have reported positive impacts of physical activity on cognitive function. However, the majority of these studies have utilised physical activity questionnaires or surveys, thus results may have been influenced by reporting biases. Through the objective measurement of routine levels of physical activity via actigraphy, we report a significant association between intensity, but not volume, of physical activity and cognitive functioning. A cohort of 217 participants (aged 60–89 years) wore an actigraphy unit for 7 consecutive days and underwent comprehensive neuropsychological assessment. The cohort was stratified into tertiles based on physical activity intensity. Compared with individuals in the lowest tertile of physical activity intensity, those in the highest tertile scored 9%, 9%, 6% and 21% higher on the digit span, digit symbol, Rey Complex Figure Test (RCFT) copy and Rey Figure Test 30-min recall test, respectively. Statistically, participants in the highest tertile of physical activity intensity performed significantly better on the following cognitive tasks: digit symbol, RCFT copy and verbal fluency test (all P<0.05). The results indicate that intensity rather than quantity of physical activity may be more important in the association between physical activity and cognitive function