148 research outputs found

    Cross flow induced vibrations in staggered arrays of cylindrical structures

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    Flow induced vibrations cause by instability is the subject of this investigation. The bulk of the work performed is theoretical in nature, the comparison with some of existing experimental data is given for each of four models described. First model encompasses the effects of prescribed motion on the cylinder. Such circumstances occur in the case of vortex shedding initiated instability. The reduced velocity within the cylinder array is low and there is no coupling between the adjacent cylinders. Second model assumes certain form of vibration and corresponding behavior of the perturbed velocity field in temporal and one of spatial coordinates thus transforming partial differential equations into ordinary differential equations and takes into account the motion of the neighboring cylinder. This corresponds to fluid elastic controlled instabilities. The resulting equations are solved analytically. The model is used for better understanding of the equations of cylinder motion as well as for quick estimates of threshold of instability. Third model relaxes an assumption about the form of vibration in spatial direction and uses the vorticity formulation of equation of fluid motion to account for fluid-solid interaction. This model analysis is of two phase (air-water mixture) flow. The void fraction distribution is found to be the single most decisive factor to determine the onset of instability for such a domain. In conclusion, two distinct mechanism were found to be responsible for flow induced vibration caused instabilities, (1) outside source controlled periodic excitation (such as vortex shedding) -- described by the first model and (2) fluid elastic forces -- described by second, third and fourth models. For the values of reduced velocity below 0.7 first model is proposed, for the values above 0.7, the rest

    Comparison of Raspberry bushy dwarf virus isolates from Hungary and Slovenia

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    In 2006 and 2007 samples of grapevine and Rubus species were collected and analysed by DAS-ELISA to survey the presence of Raspberry bushy dwarf virus (RBDV) in Slovenia and Hungary. Seven varieties of raspberry from one Hungarian collection orchard were found to be infected. In Slovenia the presence of RBDV was confirmed only in three samples of wild Rubus. None of the 133 samples from different locations in Hungary proved to be infected with RBDV, although this virus is found to be widely distributed in grapevine in neighbouring Slovenia. Serological characterisation with three monoclonal antibodies (R2, R5 and D1) was performed on positive samples. Selected positive samples were partially sequenced. The results of serological and molecular analyses were compared with the analyses of raspberry and grapevine isolates obtained in Slovenia from other projects and published RBDV sequences from the GeneBank database to study the variability among hosts and locations. Isolates from grapevine grouped separately from the black raspberry isolate and all the red raspberry isolates. RBDV isolates from Hungarian samples formed a subgroup within red and black raspberry group.Keywords: RBDV, variability, Rubus, raspberry, grapevine, sequences, monoclonal antibodie

    Pyridazines. XI. Some Reactions of 1,2,5-Thiadiazolo( 3,4-d) pyridazines

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    The synthesis of several substituted 1,2,5-thiadiazolo-(3,4-d)- pyridazines is described. In addition, two new tricyclic systems were obtained and some reactions with ring opening of the fused thiadiazolo ring are described

    Subdomain BEM formulations for the solution of bio-heat problems in biological tissue with melanoma lesions

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    © 2017 Elsevier Ltd The main objective of the research presented in this paper is the development of efficient subdomain BEM solvers for the solution of steady-state and transient bio-heat problems in biological tissue, particularly involving melanoma of different sizes such as Clark II and IV. The short-term goal of the work is to investigate which of the numerical schemes implemented here produces the highest accuracy and efficiency, as a first step towards the long-term goal of solving inverse bio-heat problems for tumour diagnostics, i.e. the detection of tumour size and tumour parameters. The numerical results show that quadratic elements produce high accuracy with coarser meshes, and are thus more computationally efficient for this type of problem. It was also found that, for transient problems, a BEM formulation using the time-dependent fundamental solution of the diffusion equation was more efficient than the use of the fundamental solution of the Laplace equation with a finite difference time discretisation scheme, as much larger time steps could be used for the same accuracy. This work proposes that the subdomain BEM with quadratic elements and a time-dependent fundamental solution provides high accuracy and reduced computational time, and is thus indicated for the inverse analysis of bio-heat problems

    Comience aquí, o aquí, no aquí: Introduções para repensar a política e a metodologia educativa em uma era pós-verdad

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    This special issue takes up urgent questions about how we education scholars might think and do policy and methodology in what has come to be known as the post-truth era. The authors in this special issue grapple with questions about the roles and responsibilities of educational researchers in an era in which research and policy have lost their moorings in T/truth. Collectively they reconceptualize educational research and policy in light of post-truths, anti-science sentiment, and the global rise of right-wing populism. At the same time we editors wonder whether post-truth is given a bad rap. Could post-truth have something productive to offer? What does post-truth open up for educational research and policy? Or, is the real issue of this special issue a collective despair of our own insignificance and obsolescence in the wake of post-truth. Whatever we editors and authors aimed to do, this special issue will not be heard by post-truth adherents and partisans. Perhaps its only contribution is encouragement to stay with the troubles of a post-truth era, even as we despair the consequences of our research and policy creations.Este número especial plantea preguntas urgentes sobre cómo los académicos de la educación pueden pensar y hacer políticas y metodologías en una era posverdad. Los autores se enfrentan a preguntas sobre los roles y responsabilidades de los investigadores educativos en un momento en que la investigación y la política han perdido sus amarres en V/verdad. En conjunto, reconceptualizan la investigación y la política educativa a la luz de las posverdades, el sentimiento anticientífico y el auge mundial del populismo de derecha. Los editores también se preguntan si a la posverdad se le da una mala reputación. ¿Podría la posverdad tener algo productivo que ofrecer? ¿Qué abre la posverdad a la investigación y la política educativa? O bien, ¿es el problema real de este número especial una desesperación colectiva de nuestra propia insignificancia y obsolescencia después de la posverdad? Independientemente de lo que nosotros (los editores y autores) pretendamos hacer, este número especial no será escuchado por los partidarios y partidarios de la posverdad. Quizás su única contribución sea un estímulo para permanecer con los problemas de una era posverdad, incluso cuando nos desesperamos por las consecuencias de nuestras investigaciones y creaciones de políticas.Esta dossiê especial levanta questões urgentes sobre como os estudiosos da educação podem pensar e fazer políticas e metodologias em uma era pós-verdade. Os autores se deparam com questões sobre os papéis e responsabilidades dos pesquisadores educacionais em um momento em que a pesquisa e a política perderam seus laços na verdade. Juntos, eles reconceitualizam a pesquisa e a política educacional à luz das verdades posteriores, do sentimento anti-científico e da ascensão mundial do populismo de direita. Os editores também se perguntam se a verdade posterior recebe uma má reputação. A pós-verdade poderia ter algo produtivo para oferecer? O que abre a verdade depois da pesquisa e da política educacional? Ou o verdadeiro problema desta questão especial é um desespero coletivo de nossa própria insignificância e obsolescência depois da verdade posterior? Independentemente do que nós (editores e autores) pretendemos fazer, esta edição especial não será ouvida pelos apoiadores e apoiadores da verdade posterior. Talvez sua única contribuição seja um incentivo para permanecer com os problemas de uma era pós-verdade, mesmo quando nos desesperamos com as conseqüências de nossa pesquisa e elaboração de políticas
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