New porous medium Poisson-Nernst-Planck equations for strongly oscillating electric potentials

We consider the Poisson-Nernst-Planck system which is well-accepted for describing dilute electrolytes as well as transport of charged species in homogeneous environments. Here, we study these equations in porous media whose electric permittivities show a contrast compared to the electric permittivity of the electrolyte phase. Our main result is the derivation of convenient low-dimensional equations, that is, of effective macroscopic porous media Poisson-Nernst-Planck equations, which reliably describe ionic transport. The contrast in the electric permittivities between liquid and solid phase and the heterogeneity of the porous medium induce strongly oscillating electric potentials (fields). In order to account for this special physical scenario, we introduce a modified asymptotic multiple-scale expansion which takes advantage of the nonlinearly coupled structure of the ionic transport equations. This allows for a systematic upscaling resulting in a new effective porous medium formulation which shows a new transport term on the macroscale. Solvability of all arising equations is rigorously verified. This emergence of a new transport term indicates promising physical insights into the influence of the microscale material properties on the macroscale. Hence, systematic upscaling strategies provide a source and a prospective tool to capitalize intrinsic scale effects for scientific, engineering, and industrial applications

AN EXPERIMENTALIST CRITIQUE OF PROGRAMMED INSTRUCTION

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/72136/1/j.1741-5446.1962.tb00100.x.pd

Flatness-based feed-forward control of an HVDC power transmission network

Abstract-An efficient and well-established technology for power transmission across long distances is high voltage direct current transmission (HVDC). However, HVDC is up to now almost completely limited to peer-to-peer connections or networks with peers situated closely to each other. This contribution introduces the flatness-based design of a feedforward control of tree-like, i.e. cycle-free, HVDC transmission networks comprising two or more converter stations. The resulting control concept allows a flexible determination of the power distribution within the network. Furthermore, effects like power losses and delays due to wave propagation, which are related especially to long transmission lines, can be easily taken into account. Numerical simulations for an example network are included to prove the value of the results

The role of individual and social variables in task performance.

This paper reports on a data-based study in which we explored - as part of a larger-scale British-Hungarian research project - the effects of a number of affective and social variables on foreign language (L2) learners’ engagement in oral argumentative tasks. The assumption underlying the investigation was that students’ verbal behaviour in oral task situations is partly determined by a number of non-linguistic and non-cognitive factors whose examination may constitute a potentially fruitful extension of existing task-based research paradigms. The independent variables in the study included various aspects of L2 motivation and several factors characterizing the learner groups the participating students were members of (such as group cohesiveness and intermember relations), as well as the learners’ L2 proficiency and ‘willingness to communicate’ in their L1. The dependent variables involved objective measures of the students’ language output in two oral argumentative tasks (one in the learners’ L1, the other in their L2): the quantity of speech and the number of turns produced by the speakers. The results provide insights into the interrelationship of the multiple variables determining the learners’ task engagement, and suggest a multi-level construct whereby some independent variables only come into force when certain conditions have been met

Sidescan Sonar Image, Surficial Geologic Interpretation, and Bathymetry of the Long Island Sound Sea Floor off Hammonasset Beach State Park, Connecticut

Ongoing research by the U.S. Geological Survey (USGS) in Long Island Sound, a major East Coast estuary surrounded by the most densely populated region of the United States, is building upon cooperative research with the State of Connecticut that was initiated in 1982. During the initial phase of this cooperative program, geologic framework studies in Long Island Sound were completed and results published (Lewis and Needell, 1987; Needell and others, 1987; Lewis and Stone, 1991). Emphasis of the present program in Long Island Sound is shifting from framework studies toward studies of the sediment distribution, processes that control this sediment distribution, nearshore environmental concerns, and the relation of benthic community structures to the sea-floor geology. Because of the enormous surrounding population, large inputs of anthropogenic wastes (e.g., fertilizer and sewage) and toxic chemicals have produced stresses on the environment of the Sound, causing degradation and potential loss of benthic habitats (Long Island Sound Study, 1994). To examine this problem, we are constructing sidescan sonar mosaics (complete-coverage acoustic images) of the sea floor within areas of special interest, such as in areas affected by seasonal hypoxia like the Norwalk survey or near major coastal resources like the Hammonasset Beach survey (fig.1). The mosaic that we have constructed off Hammonasset Beach State Park and which is presented herein allows insight into the geological variability of the sea floor, which is one of the primary controls of benthic habitat diversity. It also provides a detailed framework for future research, monitoring, and management activities, and it improves our understanding of the complex processes that control the distribution of bottom sediments, benthic habitats, and associated infaunal community structures off one of the most significant coastal recreational facilities within the State of Connecticut. Because precise information on environmental setting is important to the selection of sampling sites and to the accurate interpretation of point measurements, the sidescan sonar mosaics also act as base maps for subsequent sedimentological, geochemical, and infaunal sampling and bottom photography

The dose makes the poison: have “field realistic” rates of exposure of bees to neonicotinoid insecticides been overestimated in laboratory studies?

Recent laboratory based studies have demonstrated adverse sub-lethal effects of neonicotinoid insecticides on honey bees and bumble bees, and these studies have been influential in leading to a European Union moratorium on the use of three neonicotinoids, clothianidin, imidacloprid, and thiamethoxam on “bee attractive” crops. Yet so far, these same effects have not been observed in field studies. Here we review the three key dosage factors (concentration, duration and choice) relevant to field conditions, and conclude that these have probably been over estimated in many laboratory based studies

Upscaled phase-field models for interfacial dynamics in strongly heterogeneous domains

We derive a new effective macroscopic Cahn-Hilliard equation whose homogeneous free energy is represented by 4-th order polynomials, which form the frequently applied double-well potential. This upscaling is done for perforated/strongly het- erogeneous domains. To the best knowledge of the authors, this seems to be the first attempt of upscaling the Cahn-Hilliard equation in such domains. The new homog- enized equation should have a broad range of applicability due to the well-known versatility of phase-field models. The additionally introduced feature of systemati- cally and reliably accounting for confined geometries by homogenization allows for new modeling and numerical perspectives in both, science and engineering. Our results are applied to wetting dynamics in porous media and to a single channel with strongly heterogeneous walls

Gender and educational leadership in England: a comparison of secondary headteachers' views over time

In the context of gender being a barrier to accessing leadership, this paper presents a comparison of the views of men and women head teacher (principals) of secondary schools in England in the 1990s and in 2004. The same survey instrument was used on both occasions. The perceptions of the head teachers show change in some areas and no change in others. Overall, women are more likely to become head teachers and are now less likely to be categorised into pastoral roles, but in some cases women still meet prejudice from governors and others in the wider community. Women head teachers are more likely to have partners and children than in the 1990s, sharing equally or carrying most of the domestic responsibilities, whereas male colleagues are most likely to have partners who take the majority of responsibility in the home. Essentialist stereotypes about women and men as leaders still prevail, although both the women and men head teachers see themselves as adopting a traditionally ‘feminine’ style of leadership. Women head teachers are likely to see some benefits in being a woman in a role stereotypically associated with men. However, there has been an increase in the proportion of women who feel that they have to prove their worth as a leader, and this may be linked with increased levels of accountability in schools

Inclusive School Community: Why is it so Complex?

This paper addresses the question: why is it so hard for school communities to respond to diversity in learners, staff and parents in inclusive ways? The authors draw on theory and recent professional experience in Queensland, Australia, to offer four guiding principles that address traditional assumptions about learning that result in inequality of opportunity and outcomes for students. The authors suggest these principles to support the development of a more inclusive school community: (1) develop a learning community incorporating a critical friend; (2) value and collaborate with parents and the broader community; (3) engage students as citizens in school review and develop¬ment; and (4) support teachers’ critical engagement with inclusive ideals and practices. The authors describe how the principles can work in concert in a school community