Thermal analysis and design of a cooling system for a Mach 14 nozzle

The analysis and design of a Mach 14 converging diverging nozzle wall liner is provided. The analysis indicates that: no fin on the coolant side of the nozzle wall is optimum, the thermal stresses are dominant, and the critical area is very near the throat. The molybdenum alloy TZM, with a wall thickness of 2.0 mm in the throat area, appears to be the only material capable of meeting design requirements. Additionally, cooling water at 2000 psia with a flow velocity of 25 m/s in the coolant passages is required

From Ashcroft to Larios: Recent Redistricting Lessons From Georgia

In this Article, we explore the impact of a court-ordered and implemented re-crafting of state legislative districts in the state of Georgia. First, we explore the notion of “fairness” in legislative redistricting and identify the factors associated with a “fair” map. We then describe the partisan nature of the 2001 Georgia state legislative redistricting and the political consequences of this most effective gerrymander. We also describe the two legal challenges to the Georgia maps—Georgia v. Ashcroft and Larios v. Cox—and discuss the path of both cases to the U.S. Supreme Court. We then explore the expected and observed consequences of the Court-ordered and implemented redistricting that undid the unconstitutional Georgia gerrymander, and draw conclusions regarding the prospect for how court remedies can affect partisan bias in redistricting plans

Education, class and gender in George Eliot and Thomas Hardy

This dissertation examines the relationship between education, class and gender in The Mill on the Floss (1860) and Daniel Deronda (1876) by George Eliot; and in The Woodlanders (1887) and Jude the Obscure (1896) by Thomas Hardy. The Introduction discusses how, in nineteenth-century Britain, education was intended to improve individuals and society. The Introduction establishes the Marxist and feminist critical background of the study, and briefly surveys the nineteenth-century debates on The Education Question, and on education for women. The novels examined show education failing to \u27improve.\u27 Maggie Tulliver, in The Mill on the Floss, and Jude Fawley in Jude the Obscure cannot gain access to the knowledge they seek. They \u27educate\u27 themselves, without guidance; their \u27educations\u27 increase their alienation. Grace Melbury, in The Woodlanders, is sent from her rural home to London, to be educated as a \u27lady.\u27 This is impelled by her father\u27s social ambition, and has a disruptive, alienating effect on Grace. Daniel Deronda, in the novel of his name, has the advantages of social position, and of being a man, but his social and psychological integration are unconvincing. Textual analysis shows each narrator establishing a proprietary distance from subject matter and characters, and using a voice which identifies with the educated readership of the novels. Eliot\u27s narrators attempt to moderate the presentation of characters\u27 suffering, and to re-affirm family and community. Hardy\u27s narrators maintain an aloof, rationalistic stance, leaving characters to suffer alone. This contrast in aesthetic ideology has many causes, amongst which are the difference in gender between the two authors, and the fact that Hardy wrote at a later time than Eliot. The failure of education to socially or psychologically integrate characters is common to both authors. All four novels depict education as unable to change character, leading to the conclusion that education reinforced distinctions of class and gender, instead of removing them

Evaluation of the drawings in a new South African textbook for science and technology : a comparison between groups

Bibliography: leaves 171-181.The purposes of this study are: 1) to investigate learners' and teachers' perceptions and evaluations of 40 illustrations in a new South African school textbook for Natural Science and Technology, and 2) to compare assessments of the illustrations made by different groups of users, e.g. by classes in advantaged and disadvantaged schools; learners speaking different home language; learners of different grade levels; biology teachers compared with biology learners; and so on. Repeated null hypotheses are used to test each dependent variable against each independent variable. These are: 1) That, when rating the quality of a given textbook illustrations, no significant differences will occur between the expressed levels of satisfaction of two given samples of respondents (e.g. the disadvantaged and advantaged learners; the grade 8 and grade 9 learners; the high school and primary school teachers; and the science learners and the science teachers)

Unwinding into Being

Spontaneously arising physical expression is the birthright of every human being. This spontaneity is motivated by the intelligent dynamism of Life to facilitate our maturation into the fullness of our Being. Spontaneous expression began to guide our maturation even before our conception...and continued throughout our life in the womb. During our fetal development—and into our infancy— our movements were initiated by the activity of developing systems of motor neurons; the sensory impulses resulting from these movements in turn stimulated the development of sensory neuron systems that refined and defined higher neural centres…and thus played a pivotal role in our developing sense of Self. However, during childhood, our expression of spontaneity was increasingly restricted…until it was largely limited to yawns, hiccups and muscle twitches. This restriction resulted in tissue changes that compromised the neuroendocrinal capacities that are essential for our maturation into the full potential of our incarnation. Fortunately—regardless of how compromised our tissues and neuroendocrinal capacities may be—our Beings eagerly await the reawakening of spontaneous expression. The initial expressions of our reawakened spontaneity gradually evolve into expressions of profound devotion to Life/God/Love. These expressions initiate remarkable transformations of our neuroendocrinal system that can awaken extrasensory and transcendental capacities—including a stunning array of healing capacities

The classroom implementation of indigenous knowledge in the science curriculum by science teachers in the Western Cape province, South Africa

Includes bibliographical referencesThe South African policy document of the Revised National Curriculum Statement (RNCS) for Natural Science (Department of Education, 2002), the National Curriculum Statement (NCS) for Life Science (Department of Education, 2003), and the Curriculum and Assessment Policy Statement (CAPS) for Natural Science and Life Science (Department of Education, 2011) recognises and affirms the critical role of Indigenous Knowledge Systems (IKS) in science education. These policy documents expect the science teachers to integrate indigenous knowledge in their lessons. This study strove to establish how selected high school science teachers in the Western Cape Province responded to the inclusion of indigenous knowledge in their teaching. The present study employed a multi-method approach, involving different research methods used in parallel or sequence but are not integrated until inferences are made (Johnson, Onwuegbuzie & Turner, 2007). This study took place in two main sequential data collection phases, namely, the quantitative data collection phase ((QUAN) and the qualitative data collection phase (qual). This contemporary approach was employed in order to provide credible and trustworthy answers to the following research questions, namely, 1) To what extent are the science teachers in the Western Cape Province integrating scientific and indigenous knowledge, as required by the Department of Education? If not, what are their reasons for this? 2) What are the teachers' views about and understanding of the nature of science and indigenous knowledge as well as their views on how the two worldviews can be integrated in the classroom? 3) How effective was the treatment in enhancing the teachers' ability to integrate science and indigenous knowledge in the classroom? 4) To what extent can the model of Snively and Corsiglia (2001) be useful for measuring change as the teachers implement the integration of indigenous knowledge in the science classroom? For the QUAN phase, the researcher adapted a questionnaire and a new questionnaire, the Nature of Indigenous Knowledge Questionnaire (NOIKQ), was developed. The purpose of this questionnaire was to obtain a detailed description of high schools science teachers' understanding of scientific and indigenous knowledge, as well as the problems the teachers encounter in their implementation of Learning Outcome 3 of Life Sciences and Natural Science. After the pilot study of the questionnaire and subsequent modifications to it, data were collected. Convenience sampling and purposeful sampling characterised the samples of respondents and schools. This sampling strategy ensured a total sample of 370 high school science teachers in 80 public schools, represented by urban and township schools in the Western Cape Province. The results of the QUAN phase indicated that the teachers did not receive training on how to integrate science and indigenous knowledge, and that they did not have sufficient knowledge of indigenous knowledge to teach this aspect confidently to their learners. An inquiry was embarked on in order to train the science teachers in how to integrate indigenous knowledge in the science classrooms. A workshop was chosen as an intervention to improve the teaching skills of the teachers and to develop new methods of teaching. A quasi-experimental design was chosen to establish how effective the intervention was. In this quasi-experimental design, one group of five teachers was assigned to the intervention, whilst the other group of six teachers received no intervention at all. This intervention was based on the model of Snively and Corsiglia (2001) for integrating IK in the science curriculum. These teachers had participated in the survey and were selected for their particular interest in the research study. Classroom observations and three teacher and six learner interviews were used for collecting qualitative data to establish the effectiveness of the intervention. A finding from this study is that the worldviews that the teachers bring into the classroom have implications for approaches they take to include IKS in their lessons. The results of the qualitative phase indicated that, given the teachers background (i.e., cultural, political and social), teachers interpreted and implemented IKS in different ways in the curriculum. The teachers who attended the workshop and were trained to integrate indigenous knowledge in the science curriculum were more confident than those teachers who were not trained to integrate IK in the science curriculum. This increased confidence resulted from the workshop which enhanced the teachers' IK content knowledge and made them less dependent on the learners for examples of IKS. The study offers important implications and recommendations to teachers and policy- makers regarding the implementation of the integration of IKS in the science curriculum, as well as fruitful avenues for further research