Static aerodynamic characteristics of a 0.035-scale model of a modified NKC-135 airplane at a Mach number of 0.28

A 0.035-scale model fo a modified NKC-135 airplane was tested in 12-foot pressure wind tunnel to determine the effects on the static aerodynamic characteristics of modifications to the basic aircraft. Modifications investigated included: nose, lower fuselage, and upper fuselage radomes; wing pylons and pods; overwing probe; and air conditioning inlets. The investigation was performed at a Mach number of 0.28 over a Reynolds number range from 6.6 to 26.2 million per meter. Angles of attack and sideslip varied from -8 deg to 20 deg and from -18 deg to 8 deg, respectively, for various combinations of flap, aileron, and rudder deflections. A limited analysis of the test results indicates that the addition of the radomes reduces lateral-directional stability and control effectiveness of the basic aircraft

High-attitude low-speed static aerodynamic characteristics of an F-4D fighter airplane model with leading edge slats

An investigation was conducted to determine the effects of two-position leading edge slats on the low speed aerodynamic characteristics of a swept wing twin-jet supersonic fighter airplane model at high angle of attack and various Reynolds numbers. The investigation was performed at a Mach number of 0.20 over a range of angle of attack from 19 deg to 90 deg and angles of slideslip from -10 deg to 30 deg and Reynolds numbers from 1.97 to 13.12 million per meter

Examination of Teachers\u27 Perceptions of the Importance of Academic Enablers, Feasibility of Academic Enabler Instruction, and Academic Enabler Instruction Practices

Academic enablers are beliefs, attitudes, and behaviors that help an individual to succeed academically. The four academic enablers identified by DiPerna and Elliott (2000) and measured by the Academic Competence Evaluation Scales (DiPerna & Elliott, 2000) include engagement, interpersonal skills, motivation, and study skills. A wealth of literature has detailed the critical importance of academic enablers to academic success, as well as identified specific ways which teachers can instruct students in development of these skills. While DiPerna and Elliott (2000) note that teachers\u27 perceptions of the importance of these skills and related behaviors can assist in informing intervention for individual students, research has not examined the perceived importance of academic enablers at the classroom level, or how perceived importance relates to perceived feasibility of and actual practice of instruction in these skills. The current study examines how important teachers perceive academic enablers, how feasible they perceive instruction in these skills, and how often they engage in instruction in these skills in the classroom. Results from the study indicate that teachers perceive all academic enablers (and related behaviors) to be at least moderately important, and instruction in the core academic enablers to be at least moderately feasible. Participating teachers reported engaging in instruction in each of the four core enablers on average between once a month and once a week. Differences among grade clusters (e.g., K-2, 3-5, and 6-8) in average ratings of these variables were found to be miniscule, if present at all. Among the three variables, only Average Feasibility Rating and Average Instruction Frequency were found to be significantly correlated. Limitations of the current study, as well as suggestions for future research, are discussed

A study of the molecular emission and of the life times of the metastable states in the afterglow spectrum of a mercury discharge

Two methods of studying the spectrum in the early afterglow of a pure mercury sample are discussed. Using a time-sampling technique, information about the intensity of the spectrum as a function of time in the afterglow can be obtained. The intensities of two molecular bands, centered at 3350A and 4850A, are studied. The method of formation of the diatomic mercury molecule and the emission of radiation in the two bands are shown to be density dependent. Mechanisms are presented which explain both the molecular formation and the radiation in the two bands. In an absorption study, the half-lives of the metastable and resonance states of mercury are measured. The half-lives indicate that there is a depopulation mechanism of the 6³P₂ state at all atom densities and that there is a definite depopulation mechanism of the 6³P₀ state at the very high densities. The depopulation of the 6³P₂ state is shown to be related to an ionization process which is the cause of the enhancement in the intensity of the line spectra. The depopulation mechanism for the 6³P₀ state is the formation of the mercury molecule which occurs with increasing frequency at high atom densities --Abstract, page [iv]

Examination of Teachers\u27 Perceptions of the Importance of Academic Enablers, Feasibility of Academic Enabler Instruction, and Academic Enabler Instruction Practices

Academic enablers are beliefs, attitudes, and behaviors that help an individual to succeed academically. The four academic enablers identified by DiPerna and Elliott (2000) and measured by the Academic Competence Evaluation Scales (DiPerna & Elliott, 2000) include engagement, interpersonal skills, motivation, and study skills. A wealth of literature has detailed the critical importance of academic enablers to academic success, as well as identified specific ways which teachers can instruct students in development of these skills. While DiPerna and Elliott (2000) note that teachers\u27 perceptions of the importance of these skills and related behaviors can assist in informing intervention for individual students, research has not examined the perceived importance of academic enablers at the classroom level, or how perceived importance relates to perceived feasibility of and actual practice of instruction in these skills. The current study examines how important teachers perceive academic enablers, how feasible they perceive instruction in these skills, and how often they engage in instruction in these skills in the classroom. Results from the study indicate that teachers perceive all academic enablers (and related behaviors) to be at least moderately important, and instruction in the core academic enablers to be at least moderately feasible. Participating teachers reported engaging in instruction in each of the four core enablers on average between once a month and once a week. Differences among grade clusters (e.g., K-2, 3-5, and 6-8) in average ratings of these variables were found to be miniscule, if present at all. Among the three variables, only Average Feasibility Rating and Average Instruction Frequency were found to be significantly correlated. Limitations of the current study, as well as suggestions for future research, are discussed