Saving out of Different Types of Income

macroeconomics, financial savings,

Environmental calibration chamber operations

Thermal vacuum capabilities are provided for the development, calibration, and functional operation checks of flight sensors, sources, and laboratory and field instruments. Two systems are available. The first is a 46 cm diameter diffusion pumped vacuum chambler of the bell jar variety. It has an internal thermal shroud, LN2 old trap, two viewing ports, and various electrical and fluid feedthroughs. The other, also an oil diffusion pumped system, consists of a 1.8 m diameter by 2.5 m long stainless steel vacuum tank, associated pumping and control equipment, a liquid nitrogen storage and transfer system and internal IR/visible calibration sources. This is a two story system with the chamber located on one floor and the pumping/cryogenic systems located on the floor below

Active Facilitation: What Do Specialists Need to Know and How Might They Learn It?

Sustained, innovative professional development is now widely acknowledged as essential to the improvement of mathematics instruction in the nation’s schools. In recent years, this recognition has prompted the production of a variety of materials designed to support new teacher development programs. However, with the availability of such materials, serious concerns arise as to the kinds of knowledge required of professional development providers, often teachers who have been assigned Mathematics Specialist roles, and the means by which this knowledge is to be acquired. The authors of this paper address such questions in the context of one professional development seminar, Developing Mathematical Ideas [1]. Our paper builds on the research of Remillard and Geist who identify the potential for learning in those moments of discontinuity—“openings in the curriculum —in which the beliefs, knowledge, and commitments of seminar participants diverge from those of facilitators or materials developers [2]. By looking closely at several such moments. we establish how successful facilitation entails deep content knowledge, awareness of seminar goals, and appreciation of the beliefs and understandings of seminar participants. We then describe the kinds of supports available to DMI facilitators to help them cultivate the skills and knowledge needed to exploit these openings productively. While the paper focuses particularly on professional development seminars. we suggest that our conclusions apply to Mathematics Specialists‘ tasks more generally

Invariant Variation Problems

The problems in variation here concerned are such as to admit a continuous group (in Lie's sense); the conclusions that emerge from the corresponding differential equations find their most general expression in the theorems formulated in Section 1 and proved in following sections. Concerning these differential equations that arise from problems of variation, far more precise statements can be made than about arbitrary differential equations admitting of a group, which are the subject of Lie's researches. What is to follow, therefore, represents a combination of the methods of the formal calculus of variations with those of Lie's group theory. For special groups and problems in variation, this combination of methods is not new; I may cite Hamel and Herglotz for special finite groups, Lorentz and his pupils (for instance Fokker), Weyl and Klein for special infinite groups. Especially Klein's second Note and the present developments have been mutually influenced by each other, in which regard I may refer to the concluding remarks of Klein's Note.Comment: M. A. Tavel's English translation of Noether's Theorems (1918), reproduced by Frank Y. Wang. Thanks to Lloyd Kannenberg for corrigend

Numerical propulsion system simulation: An interdisciplinary approach

The tremendous progress being made in computational engineering and the rapid growth in computing power that is resulting from parallel processing now make it feasible to consider the use of computer simulations to gain insights into the complex interactions in aerospace propulsion systems and to evaluate new concepts early in the design process before a commitment to hardware is made. Described here is a NASA initiative to develop a Numerical Propulsion System Simulation (NPSS) capability

A study of liquid propellant autoignition

Data and theory pertinent to the autoignition of liquid oxygen/liquid hydrogen and liquid oxygen propellants were reviewed. Physical models of the processes supporting or contributing to autoignition were developed. Emphasis was placed on the description of the physical environment and its relationship to the autoignition phenomenon

Towards an integrated approach to the recognition of professional competence and academic learning

Purpose – The purpose of this paper is to discuss the benefits of reclaiming the idea of professional competence and challenges fragmented approaches to academic qualification and professional recognition. It is argued that academic programmes that are integrated with the requirements for professional recognition can resolve the potentially unhelpful differentiation between “theory” and “practice” and between “knowledge” and “competence”. Design/methodology/approach – Three contextualised case studies are presented to demonstrate a range of possibilities for developing academic programmes that integrate professional competence in the fields of construction, aviation and management. Findings – It is argued that the examples described provide some evidence that where competence is conceived of as a matter of open on-going professional development, it can be effectively integrated and aligned with the intended outcomes of academic qualifications. Furthermore, that the examples described demonstrate that the idea of professional competence can operate to ground knowledge in practice contexts and ensure that professional values are positioned as a requirement of being qualified. Originality/value – The diversity of the examples provided across three distinct sectors illustrate the potential for wider curriculum development opportunities for higher education practitioners. The need to align professional body recognition with academic qualification for higher and degree apprenticeships may also indicate significant implications for policy in this area. The cases presented provide evidence that academic qualifications can be developed that are at the same time recognised by employers as delivering a professionally competent workforce. This kind of development activity can provide both an incentive for employers to pay for education and training and opening opportunities for career progression for those in work