Building History: Public History Students make Community History More Accessible through Building History Projects

Historic buildings shaped, witnessed, bear evidence of, and can serve asaccessible gateways to the history of a community. They also cancontribute the development of a community’s identity. The case for thevalue of aging structures and the task of arguing for their preservationmay fall upon the shoulders of underfunded and under resourced localhistorical societies. Public history students and local historicalsocieties benefit from collaborative service-learning experiences wherestudents help the historical society document local history and buildtheir work place skills. Students also gain an awareness of theimportance of the work historical societies do and the needs of thecommunities that they serve. This presentation will discuss the learningexperiences of students in an undergraduate public history class whoworked with a local historical society to document and share the storiesof historic structures that are located the town’s historic main street.It will describe the evolution of this collaborative activity, describeproject stages, assignment topics, means of coordination betweenacademic librarian, public history professor, students, and historicalsociety, the benefits for all involved, the outcomes of the project, andnext steps that are envisioned. It will invite discussion of similarexperiences or suggestions of how the collaboration, which is expectedto be repeated, might be improved

An investigation into the use of CD-Rom technology by pupils in mainstream primary schools

The 1994 CD-ROM in Primary schools government initiative increased by over two thousand, the number of primary schools who were using CD-ROM technology with their pupils. The investigation focuses of the way that this technology was being introduced, and later used, in four schools in two English shire counties. The findings are compared and contrasted with the results from a postal survey of primary schools, with postal addresses in the same two counties, who received a complete CD-ROM system under that 1994 government initiative as well as the findings of other researchers of the same initiative. The investigation focuses on the organisation and management of the CD-ROM system within the school. The advantages and disadvantages of siting decisions are examined along with the resulting effects upon pupils' use of the system. As the government initiative provided schools with both a system and a package of CD-ROM software, the investigation looks at the titles that proved most (and least) popular with schools. Since very few CD-ROMs were developed for education, teachers' criteria for choosing commercial CD-ROMs to use within the National Curriculum are examined as are the purchasing policies and the decision making processes of the four schools. Having observed the way in which the technology was introduced to pupils in the four schools, the investigation was continued to observe the pattern of use that developed and the way in which that use changed through the primary age range. Although the use by young pupils continued to include multimedia reading books, once pupils had learnt simple ordering skills, they were introduced to the use of CD-ROMs for information collection; eventually using CD-ROMs almost exclusively to supplement, rather than supplant, traditional information sources. Teachers recognised that CDROMs contained vast sources of information but that pupils required search skills in order to access that information. The ways in which teachers attempted to teach these skills using the CD-ROMs that were available to them were investigated. Although standard referencing methods enabled pupils to find information in books using, the task was different, and often more difficult with CD-ROMs, due to the nonstandard organisations of the titles that were designed for the home market and leisured browsing. The investigation looked at the ways in which pupils in the four schools were guided to find information and the ways in which that information was recorded and used within the curriculum. This was compared with the use of traditional source. When CD-ROM technology was introduced into education, it had been expected to make changes both to the delivery of the curriculum and the ways in which pupils both collected and recorded information. The investigation looked for these anticipated changes within the four schools. As two of the schools had units for hearing impaired pupils, the investigation included observation of the ways in which the technology was used by those pupils both within the units and the mainstream classes seeking to discover possible advantages and disadvantages that the use of the technology made for pupils who could not access all of the available media. However, unlike secondary pupils, it would appear from this research that the use of CD-ROM technology brought an additional option of information source for primary pupils, but made little change to the structure of the curriculum.

A design method for entrance sections of transonic wind tunnels with rectangular cross sections

A mathematical technique developed to design entrance sections for transonic or high-speed subsonic wind tunnels with rectangular cross sections is discribed. The transition from a circular cross-section setting chamber to a rectangular test section is accomplished smoothly so as not to introduce secondary flows (vortices or boundary-layer separation) into a uniform test stream. The results of static-pressure measurements in the transition region and of static and total-pressure surveys in the test section of a pilot model for a new facility at the Ames Research Center are presented

An Adynamical, Graphical Approach to Quantum Gravity and Unification

We use graphical field gradients in an adynamical, background independent fashion to propose a new approach to quantum gravity and unification. Our proposed reconciliation of general relativity and quantum field theory is based on a modification of their graphical instantiations, i.e., Regge calculus and lattice gauge theory, respectively, which we assume are fundamental to their continuum counterparts. Accordingly, the fundamental structure is a graphical amalgam of space, time, and sources (in parlance of quantum field theory) called a "spacetimesource element." These are fundamental elements of space, time, and sources, not source elements in space and time. The transition amplitude for a spacetimesource element is computed using a path integral with discrete graphical action. The action for a spacetimesource element is constructed from a difference matrix K and source vector J on the graph, as in lattice gauge theory. K is constructed from graphical field gradients so that it contains a non-trivial null space and J is then restricted to the row space of K, so that it is divergence-free and represents a conserved exchange of energy-momentum. This construct of K and J represents an adynamical global constraint between sources, the spacetime metric, and the energy-momentum content of the element, rather than a dynamical law for time-evolved entities. We use this approach via modified Regge calculus to correct proper distance in the Einstein-deSitter cosmology model yielding a fit of the Union2 Compilation supernova data that matches LambdaCDM without having to invoke accelerating expansion or dark energy. A similar modification to lattice gauge theory results in an adynamical account of quantum interference.Comment: 47 pages text, 14 figures, revised per recent results, e.g., dark energy result

Static and dynamic pressure measurements on a NACA 0012 airfoil in the Ames High Reynolds Number Facility

The supercritical flows at high subsonic speeds over a NACA 0012 airfoil were studied to acquire aerodynamic data suitable for evaluating numerical-flow codes. The measurements consisted primarily of static and dynamic pressures on the airfoil and test-channel walls. Shadowgraphs were also taken of the flow field near the airfoil. The tests were performed at free-stream Mach numbers from approximately 0.7 to 0.8, at angles of attack sufficient to include the onset of buffet, and at Reynolds numbers from 1 million to 14 million. A test action was designed specifically to obtain two-dimensional airfoil data with a minimum of wall interference effects. Boundary-layer suction panels were used to minimize sidewall interference effects. Flexible upper and lower walls allow test-channel area-ruling to nullify Mach number changes induced by the mass removal, to correct for longitudinal boundary-layer growth, and to provide contouring compatible with the streamlines of the model in free air

Modified Regge calculus as an explanation of dark energy

Using Regge calculus, we construct a Regge differential equation for the time evolution of the scale factor $a(t)$ in the Einstein-de Sitter cosmology model (EdS). We propose two modifications to the Regge calculus approach: 1) we allow the graphical links on spatial hypersurfaces to be large, as in direct particle interaction when the interacting particles reside in different galaxies, and 2) we assume luminosity distance $D_L$ is related to graphical proper distance $D_p$ by the equation $D_L = (1+z)\sqrt{\overrightarrow{D_p}\cdot \overrightarrow{D_p}}$, where the inner product can differ from its usual trivial form. The modified Regge calculus model (MORC), EdS and $\Lambda$CDM are compared using the data from the Union2 Compilation, i.e., distance moduli and redshifts for type Ia supernovae. We find that a best fit line through $\displaystyle \log{(\frac{D_L}{Gpc})}$ versus $\log{z}$ gives a correlation of 0.9955 and a sum of squares error (SSE) of 1.95. By comparison, the best fit $\Lambda$CDM gives SSE = 1.79 using $H_o$ = 69.2 km/s/Mpc, $\Omega_{M}$ = 0.29 and $\Omega_{\Lambda}$ = 0.71. The best fit EdS gives SSE = 2.68 using $H_o$ = 60.9 km/s/Mpc. The best fit MORC gives SSE = 1.77 and $H_o$ = 73.9 km/s/Mpc using $R = A^{-1}$ = 8.38 Gcy and $m = 1.71\times 10^{52}$ kg, where $R$ is the current graphical proper distance between nodes, $A^{-1}$ is the scaling factor from our non-trival inner product, and $m$ is the nodal mass. Thus, MORC improves EdS as well as $\Lambda$CDM in accounting for distance moduli and redshifts for type Ia supernovae without having to invoke accelerated expansion, i.e., there is no dark energy and the universe is always decelerating.Comment: 15 pages text, 6 figures. Revised as accepted for publication in Class. Quant. Gra

Efficient markets: land and slave prices in Henrico County, Virginia, 1782-1863

Asset market efficiency fosters rational decisions on allocating resources, both individually and socially, and thus helps determine individuals' wealth accumulation and nations' economic growth. To date, however, there are little systematic data available for, and even less analysis of, US capital markets during the late eighteenth and mid-nineteenth centuries, a period of great transformation and growth. This paper is a preliminary exploration of market efficiency in two early US asset markets, looking at prices of land and slaves in Henrico County, Virginia, from the 1780s to the 1860s. Our hypothesis tests on both the price of and returns to Henrico County land and slaves provide evidence that land and slave markets in late eighteenth and early nineteenth century US were weak-form efficient, suggesting that available information was quickly and fully incorporated into prices in these early North American asset markets.efficient markets, random walk, Dickey-Fuller, KPSS test, slave prices, land prices

Why the Tsirelson Bound? Bub's Question and Fuchs' Desideratum

To answer Wheeler's question "Why the quantum?" via quantum information theory according to Bub, one must explain both why the world is quantum rather than classical and why the world is quantum rather than superquantum, i.e., "Why the Tsirelson bound?" We show that the quantum correlations and quantum states corresponding to the Bell basis states, which uniquely produce the Tsirelson bound for the Clauser-Horne-Shimony-Holt quantity, can be derived from conservation per no preferred reference frame (NPRF). A reference frame in this context is defined by a measurement configuration, just as with the light postulate of special relativity. We therefore argue that the Tsirelson bound is ultimately based on NPRF just as the postulates of special relativity. This constraint-based/principle answer to Bub's question addresses Fuchs' desideratum that we "take the structure of quantum theory and change it from this very overt mathematical speak ... into something like [special relativity]." Thus, the answer to Bub's question per Fuchs' desideratum is, "the Tsirelson bound obtains due to conservation per NPRF."Comment: Contains corrections to the published versio