Flow initiation study for proposed tube wind tunnel, phase I. Appendix - Re-evaluation of candidate systems

Reevaluating flow initiation systems for large tube wind tunne

You Say Bully, I Say Bullied: School Culture and Definitions of Bullying in Two Elementary Schools

Purpose This chapter examines the definitions of bullying used by students and adults in elementary schools and the effects that these definitions had within the broader school culture. Design/methodology/approach I combine interviews with 53 students and 10 adults and over 430 hours of participant observation with fifth grade students at two rural elementary schools. Findings Definitions of bullying held by those in these schools typically differed from those used by researchers. Even when individuals held definitions that were in line with those used by researchers, however, a focus on identifying bullies rather than on behaviors that fit definitions of bullying contributed to a school culture in which negative interactions were normalized and student reports of these behaviors were discouraged. Research limitations/implications This study is limited to two elementary schools in the rural Midwest and cannot be seen as representative of all schools. Support for my findings from other research combined with similar definitions and school cultures in both schools, however, suggest that these definitions and practices are part of a broader cultural context of bullying in the United States. Practical implications These findings suggest that schools might be better served by focusing less on labels like bully and more on particular behaviors that are to be taken seriously by students, teachers, staff members, and principals. Originality/value Although other researchers have studied definitions of bullying, none have combined these definitions with observational data on the broader school contexts in which those definitions are created and used

Real-time monitoring of volatile organic compounds using chemical ionization mass spectroscopy: Final report

Volatile organic compound (VOC) emission to the atmosphere is of great concern to semiconductor manufacturing industries, research laboratories, the public, and regulatory agencies. Some industries are seeking ways to reduce emissions by reducing VOCs at the point of use (or generation). This paper discusses the requirements, design, calibration, and use of a sampling inlet/quadrupole mass spectrometer system for monitoring VOCs in a semiconductor manufacturing production line. The system uses chemical ionization to monitor compounds typically found in the lithography processes used to manufacture semiconductor devices (e.g., acetone, photoresist). The system was designed to be transportable from tool to tool in the production line and to give the operator real-time feedback so the process(es) can be adjusted to minimize VOC emissions. Detection limits ranging from the high ppb range for acetone to the low ppm range fore other lithography chemicals were achieved using chemical ionization mass spectroscopy at a data acquisition rate of approximately 1 mass spectral scan (30 to 200 daltons) per second. A demonstration of exhaust VOC monitoring was performed at a working semiconductor fabrication facility during actual wafer processing

Conceptualising examinable physical education in the Irish context: Leaving Certificate Physical Education

peer-reviewedA Physical Education Development Group (PEDG) was responsible for constructing a new school subject curriculum, Leaving Certificate Physical Education (LCPE), in Ireland. This paper provides an insight into this development group and explores the process of curriculum development, and the influence of roles and power-ratios within the group, in the construction of the LCPE curriculum. Figurational sociology concepts (Elias, 1978) were drawn on to make sense of the curriculum makers’ experiences. Interviews were conducted with 10 PEDG members. The findings suggest that the members’ roles had very little, if any, influence on the curriculum development process. Findings also revolved around the unbalanced power-ratios which existed in the PEDG and highlighted the socially powerful position of ‘strong, well-established’ (in the academic field of curriculum development – participant's words) members and the other members (predominantly representing practicing teachers). We express concern for the role of teachers in the curriculum process and argue that they play a crucial and significant role in the school subject curriculum development process. This paper supports Goodson’s (1983) and Penney’s (2006) conceptualisation of the contested and socially constructed nature of the curriculum development process.peer-reviewe

Beyond screen time: a synergistic approach to a more comprehensive assessment of family media exposure during early childhood

Digital media availability has surged over the past decade. Because of a lack of comprehensive measurement tools, this rapid growth in access to digital media is accompanied by a scarcity of research examining the family media context and sociocognitive outcomes. There is also little cross-cultural research in families with young children. Modern media are mobile, interactive, and often short in duration, making them difficult to remember when caregivers respond to surveys about media use. The Comprehensive Assessment of Family Media Exposure (CAFE) Consortium has developed a novel tool to measure household media use through a web-based questionnaire, time-use diary, and passive-sensing app installed on family mobile devices. The goal of developing a comprehensive assessment of family media exposure was to take into account the contextual factors of media use and improve upon the limitations of existing self-report measures, while creating a consistent, scalable, and cost-effective tool. The CAFE tool captures the content and context of early media exposure and addresses the limitations of prior media measurement approaches. Preliminary data collected using this measure have been integrated into a shared visualization platform. In this perspective article, we take a tools-of-the-trade approach (Oakes, 2010) to describe four challenges associated with measuring household media exposure in families with young children: measuring attitudes and practices; capturing content and context; measuring short bursts of mobile device usage; and integrating data to capture the complexity of household media usage. We illustrate how each of these challenges can be addressed with preliminary data collected with the CAFE tool and visualized on our dashboard. We conclude with future directions including plans to test reliability, validity, and generalizability of these measures