Response of tantalum capacitors to fast transient overvoltages

Report describes tests used to determine minimum time for capacitors to fail due to overvoltage and maximum amount of overvoltage that capacitors could sustain without permanent damage

A model for effective learning in competition: a pedagogical tool to enhance enjoyment and perceptions of competency in physical education lessons for young children

To date, little research on competition has focused on young children (6–7-year-olds). A total of ninety-seven participants (51 boys and 46 girls) from two English primary schools completed two physical education (PE) lessons, which included three different activity challenges. The control group undertook the same activities in both lessons. The experimental group did likewise but were set high-, low-, or mid-level targets in lesson two based on individual scores from lesson one. The children completed a post-session questionnaire to assess (i) enjoyment levels and (ii) which activity they perceived they performed best in. The results found that children both improved and enjoyed the lesson most when low- or mid-level targets were set. Indeed, when targets were absent (in the control group), children’s competency scores regressed. Likewise, children perceived that they performed best in the activity where lower targets were set. Their perceived competency included both tangible and intangible reasons. From these results, it is recommended that for practitioners working with 6–7-year-old children, the most effective learning in competition uses individualised and competitive targets and challenges as a means to garner greater enjoyment in PE. Understanding each child’s self-efficacy and motivation is key, which requires ongoing evaluation and assessment during PE lessons

Castle’s competition model for building confidence and competence in action

Introduction: Previously, Castle (2017) proposed a model of effective learning in competition that encouraged teachers to plan more effectively to introduce competition as a pedagogical tool within their lessons. Far too often competition is seen as an end product, something to do at the end of the learning process to promote what has been accomplished. Yet Castle’s model for effective learning in competition promotes how competition could be used as part of the teaching and learning process. One of the four main aims of the National Curriculum in England (DfE, 2013) focuses on competition being key - ‘taking part in competitive sports’, highlighting the importance of this research. In 2017-2018, the researchers are extending Castle’s competition theoretical model to investigate the application of the model to current teaching practice, within two, two-form entry primary (elementary) school so to investigate if the model can be used as a tool to build confidence and competence of children learning physical through competition.. Both schools have achieved School Games Gold awards and are considered by Ofsted as outstanding in their provision of Physical Education and School Sport. Methods: This paper will report on the comparison between the two schools and the application of the Castle competition model to physical activity challenges designed around fundamental movement skills. It will consider how competition can foster improvement in performance, what types of competition generates the most confidence and competence in Physical Education lessons, the type that children engage in most and the preference of the different types of competition. Results and Conclusion: The data is currently in collection, it will analyse the children’s performance and scores within the physical activity challenges. The children’s improvement and engagement will be assessed to evaluate the Castle competition model and if confidence and competence can be enhanced

Analysis of Fluvial Suspended Sediment Load Contribution through Anthropocene History to the South Atlantic Bight Coastal Zone, U.S.A.

Discerning the effects of anthropogenic activities (i.e., reservoir construction, land use change), as opposed to those of natural processes (i.e., climate variability), on suspended sediment flux has become an increasingly difficult challenge. This contribution presents water and suspended sediment flux from five major watersheds that discharge into the southeastern U.S. Atlantic, a region that is currently considered sediment starved. Three periods of Anthropocenetime were defined and evaluated: (1) “pre-European conditions” (1680–1700), (2) “pre-dam conditions (1905-1925), and (3) post-dam conditions (1985-2005). Physical and hydrologic watershed data were used to run a climate-driven hydrological transport numerical model (HydroTrend) to estimate suspended sediment flux for each period. Results indicate that the suspended sediment contribution to the South Atlantic Bight coastal zone increased by up to 145% as a result of accelerated soil erosion conditions caused by the arrival of European settlers and has since declined by approximately 55%, primarily because of the construction of large resevoirs. This trend suggests a return to pre-European sediment yields, approximately 100 years after historic peak of soil erosion in the southeastern Piedmont. Our results indicate that variations in sediment yield between time periods are primarily caused by direct anthropogenic forcings, while climate changes over the periods considered have played an insignificant role

Tantalum capacitor behavior under fast transient overvoltages

Tantalum capacitors were tested to determine failure time when subjected to short-duration, high-voltage surges caused by lightning strikes. Lightning is of concern to NASA because of possible damage to critical spacecraft circuits. The test was designed to determine the minimum time for tantalum capacitor failure and the amount of overvoltage a capacitor could survive, without permanent damage, in 100 microseconds. All tested exhibited good recovery from the transient one-shot pulses with no failure at any voltage, forward or reverse, in less than 25 microseconds

Maximal Oxygen Uptake, Sweating and Tolerance to Exercise in the Heat

The physiological mechanisms that facilitate acute acclimation to heat have not been fully elucidated, but the result is the establishment of a more efficient cardiovascular system to increase heat dissipation via increased sweating that allows the acclimated man to function with a cooler internal environment and to extend his performance. Men in good physical condition with high maximal oxygen uptakes generally acclimate to heat more rapidly and retain it longer than men in poorer condition. Also, upon first exposure trained men tolerate exercise in the heat better than untrained men. Both resting in heat and physical training in a cool environment confer only partial acclimation when first exposed to work in the heat. These observations suggest separate additive stimuli of metabolic heat from exercise and environmental heat to increase sweating during the acclimation process. However, the necessity of utilizing physical exercise during acclimation has been questioned. Bradbury et al. (1964) have concluded exercise has no effect on the course of heat acclimation since increased sweating can be induced by merely heating resting subjects. Preliminary evidence suggests there is a direct relationship between the maximal oxygen uptake and the capacity to maintain thermal regulation, particularly through the control of sweating. Since increased sweating is an important mechanism for the development of heat acclimation, and fit men have high sweat rates, it follows that upon initial exposure to exercise in the heat, men with high maximal oxygen uptakes should exhibit less strain than men with lower maximal oxygen uptakes. The purpose of this study was: (1) to determine if men with higher maximal oxygen uptakes exhibit greater tolerance than men with lower oxygen uptakes during early exposure to exercise in the heat, and (2) to investigate further the mechanism of the relationship between sweating and maximal work capacity

NGNP Infrastructure Readiness Assessment: Consolidation Report

The Next Generation Nuclear Plant (NGNP) project supports the development, demonstration, and deployment of high temperature gas-cooled reactors (HTGRs). The NGNP project is being reviewed by the Nuclear Energy Advisory Council (NEAC) to provide input to the DOE, who will make a recommendation to the Secretary of Energy, whether or not to continue with Phase 2 of the NGNP project. The NEAC review will be based on, in part, the infrastructure readiness assessment, which is an assessment of industry's current ability to provide specified components for the FOAK NGNP, meet quality assurance requirements, transport components, have the necessary workforce in place, and have the necessary construction capabilities. AREVA and Westinghouse were contracted to perform independent assessments of industry's capabilities because of their experience with nuclear supply chains, which is a result of their experiences with the EPR and AP-1000 reactors. Both vendors produced infrastructure readiness assessment reports that identified key components and categorized these components into three groups based on their ability to be deployed in the FOAK plant. The NGNP project has several programs that are developing key components and capabilities. For these components, the NGNP project have provided input to properly assess the infrastructure readiness for these components

NGNP Infrastructure Readiness Assessment: Consolidation Report

The Next Generation Nuclear Plant (NGNP) project supports the development, demonstration, and deployment of high temperature gas-cooled reactors (HTGRs). The NGNP project is being reviewed by the Nuclear Energy Advisory Council (NEAC) to provide input to the DOE, who will make a recommendation to the Secretary of Energy, whether or not to continue with Phase 2 of the NGNP project. The NEAC review will be based on, in part, the infrastructure readiness assessment, which is an assessment of industry's current ability to provide specified components for the FOAK NGNP, meet quality assurance requirements, transport components, have the necessary workforce in place, and have the necessary construction capabilities. AREVA and Westinghouse were contracted to perform independent assessments of industry's capabilities because of their experience with nuclear supply chains, which is a result of their experiences with the EPR and AP-1000 reactors. Both vendors produced infrastructure readiness assessment reports that identified key components and categorized these components into three groups based on their ability to be deployed in the FOAK plant. The NGNP project has several programs that are developing key components and capabilities. For these components, the NGNP project have provided input to properly assess the infrastructure readiness for these components