Heat transfer and pressure distributions at M equals 8 on 0.029 scale models of the Viking entry vehicle

An investigation in the Langley Research Center Mach-8 Variable Density Hypersonic Tunnel was made of the pressure distributions and heat transfer rate distributions on two 0.029 scale Viking Entry Vehicle models. Comparable ranges of test Reynolds number were exercised for the two tests between run conditions around 4 million and conditions of about 1.6 million. At angles of attack less than 20 degrees the pressure ratio distribution referenced to stagnation pressure appeared invariant with Reynolds number. Increasing angle of attack results in a flatter distribution of both the windward and leeward pressure distributions; in addition, the stagnation point shifted into the windward plane. A subsequent rise in the heating rate profile on the leeward side with further increase in angle of attack is attributed to boundary layer natural transition to turbulent flow. Schlieren photographs were taken for flow field visualization and to correct model angle of attack

Women in Science — Why so Few?

Traditionally science and technology have been fields in which almost no women were employed. In recent years increasing numbers of women have been attempting to enter these fields. Affirmative action, equal opportunity and similar legislation have been enacted in an attempt to facilitate the entry of women. One of the purposes of this paper is to report briefly on a study designed to evaluate the success of women pursuing scientific careers. Since the results of this study are not encouraging, we are led to question why. The answer is likely a combination of many factors. One argument, which is invoked in response to this question, is that which claims that innate differences, besides the obvious physical ones, exist between the sexes and account for women\u27s apparent inability to progress in scientific careers on a basis equal to that of men. The major portion of this paper will be concerned with this controversial issue

You\u27ve Been Accepted ?: Homonormativity and the Imagination of Queer Higher Educational Spaces

Spaces of higher education are often over-simplified in social science discourse, but their histories and evolutions are anything but straightforward. As colleges and universities have developed from institutions of religious social order to sites of perceived tolerance and exploration, they have also emerged as significant queer spaces. Indeed, some institutions of higher learning have even gained reputations for being particularly “LGBTQ+-friendly” safe spaces. Yet it is important to understand the social, political, moral and economic underpinnings upon which these establishments have been built and desire to uphold. Despite efforts to promote inclusivity, university spaces are also situated within an intricate web of normative powers that tend to keep identities “in their place”. Utilizing a queer intersectional approach, this dissertation examines how heteronormative and homonormative powers are produced, felt and challenged by queer students in university spaces, as well as the programs those institutions provide. The aims of this study are (1) to uncover the normative discourses of power that inform queer higher educational spaces and experiences (2) to determine how homonormative imaginations of queer identities and spaces are disseminated to, reproduced by and resisted by diverse queer student populations, and (3) to discover existing and new ways to make higher educational spaces safer and better for queer students

Research Mentoring and Scientist Identity: Insights from Undergraduates and their Mentors

Background Mentored research apprenticeships are a common feature of academic outreach programs that aim to promote diversity in science fields. The current study tests for links between three forms of mentoring (instrumental, socioemotional, and negative) and the degree to which undergraduates psychologically identify with science. Participants were 66 undergraduate-mentor dyads who worked together in a research apprenticeship. The undergraduate sample was predominantly composed of women, first-generation college students, and members of ethnic groups that are historically underrepresented in science. Results Findings illustrated that undergraduates who reported receiving more instrumental and socioemotional mentoring were higher in scientist identity. Further, mentors who reported engaging in higher levels of negative mentoring had undergraduates with lower scientist identity. Qualitative data from undergraduates’ mentors provided deeper insight into their motivation to become mentors and how they reason about conflict in their mentoring relationships. Conclusions Discussion highlights theoretical implications and details several methodological recommendations