Experimental investigation and analysis of two sources of nozzle-thrust misalignment

Asymmetry of nozzle's throat produces oscillatory type net side-force axial profile. Using mean values of localized static pressure and Mach number, scaling laws for flat-plate supersonic flow over protrusion are applied to nozzle expansion cone irregularities to give approximate indication of perturbed-pressure profiles and induced side forces

Land issues and poverty reduction: Requirements for lasting peace in Sudan and Afghanistan

Poverty reduction, Hunger, Poverty, Underdevelopment, Agricultural growth, War and peace,

Cold-flow experimental investigation and analysis of two sources of nozzle thrust misalignment

Cold flow investigation and analysis of two nozzle thrust misalignmen

Effect of the Banking Time Intervention on Student-Teacher Relationships and Problem Behaviors in Early Childhood

This study explored the role of the Banking Time intervention on student-teacher relationships and problem behaviors in early childhood. Ninety elementary students (5-7 year-olds) were placed in either an experimental or control group. Students in the experimental group participated in the Banking Time intervention with their classroom teacher. Students in the control group participated in one-on-one reading sessions. Students in both groups were evaluated pre- and post-intervention using the Student Teacher Relationship Scale (STRS; Pianta & Hamre, 2001), Teacher Report Form (TRF; Achenbach, 1991) and a behavior observation tally form. A sample of students from both groups were administered a questionnaire pre- and post-intervention. Lastly, teachers completed a likert-type survey regarding their opinions of the Banking Time intervention to maintain fidelity pre-intervention and mid-intervention. It was hypothesized that the Banking Time intervention would help to foster student-teacher relationships and ultimately lead to decreases in problem behaviors, as measured by the STRS, the TRF and the behavior observation tally form. A significant decrease in problem behavior was found in the experimental and control group when measuring behavior with the Teacher Report Form. There were no significant findings to indicate that the Banking Time intervention improved student-teacher relationships. Implications for future research are also presented