Highly loaded multi-stage fan drive turbine: Performance of final three configurations

Results for a three-stage highly loaded fan drive turbine follow-on test program are presented. The effects of combinations of tandem and leaned bladerows on three-stage turbine performance were tested. The three-stage turbine with a tandem stator in stage two exhibited a total-to-total efficiency of approximately 0.887 as compared to 0.886 for the plain blade turbine base case

Letter to Dr. Philip Turner providing information on SEAALL, September 26, 1989

A letter from Cherry Thomas to Dr. Philip Turner providing information on SEAALL and asking Turner to share information with students

Letter to Camille Riley regarding the SEAALL Annual Meeting, May 15, 1991

A letter from Cherry Thomas to Camille Riley discussing plans and procedures for the SEAALL Annual Meeting

Letter to Hazel Johnson concerning Library School Dean letters, September 27, 1989

A letter from Martha Thomas to Hazel Johnson concerning letters to Library School Deans and Library Association Directors

Letter to Ed Edmonds regarding SEAALL membership status, October 24, 1992

A letter from Cherry Thomas to Ed Edmonds thanking Edmonds and SEAALL for electing her as a SEAALL life member

Letter to Dr. Philip Turner providing information on SEAALL, February 7, 1990

A letter from Cherry Thomas to Dr. Philip Turner providing information on SEAALL and asking Turner to share information with students

UA94/6/1 Thomas Cherry Tichenor Correspondence

Correspondence of Thomas Cherry Tichenor to his parents Thomas Alexander and David Ellen (Cherry) Tichenor regarding his time as a student at WKU, 1931-1936. Consists of typed letters, postcards and report cards. There is also a letter from W.M. Baker on Talisman stationery

La paradoja balear: ¿por qué las islas fueron colonizadas tan tarde?

Research on Mediterranean islands has pushed the evidence for initial human presence backwardsin time, with 75% occupied by the 4th millennium BC. Yet data from the Balearics suggest that themost likely window for human arrival there is in the last half, and perhaps the final third, of the 3rdmillennium BC. We refer to this disparity as the “Balearic paradox”—why were these large islandscolonized so late? We contextualize the Balearic data, suggesting that “push” and “pull” factors wouldhave affected the willingness of mainland-based agropastoralists to undertake colonization endeavors.We consider the need for improved understanding of socioeconomic, environmental, and climaticfactors in likely colonist source areas.La investigación sobre las islas mediterráneas ha hecho retroceder en el tiempo las primeras evidenciasde ocupación humana, con un 75% de ellas ocupadas en el IV milenio aC. Sin embargo, enlas Baleares los datos sugieren la llegada de los primeros humanos en la segunda mitad, o tal vez elúltimo cuarto, del III milenio aC. Nos referimos a esta disparidad como la «paradoja balear»; ¿porqué fueron estas grandes islas colonizadas tan tarde? En esta contribución, contextualizamos losdatos de las Baleares y sugerimos que diversos factores de atracción y expulsión habrían afectado lavoluntad de las comunidades agropastoriles de tierra firme por emprender esfuerzos colonizadores.Consideramos necesario mejorar nuestra comprensión de los factores socioeconómicos, medioambientalesy climáticos en las posibles áreas de origen de las colonizaciones

Variation Within Uniformity: The English Romantic Sonnet

The English Romantic poets of the early nineteenth century wrote numerous poems from genres and styles all across the poetic spectrum. From the epics of ancient origin concerning kings and fanciful settings to the political odes on fallen leaders and even the anthropological histories of what it meant to live in their time, these poets stretched their stylistic legs in many ways. One of the most interesting is their use of the short and rule-bound sonnet form that enjoyed a reemergence during their time. Though stylized throughout its existence, the sonnet most often falls into a specific form with guidelines and rule. What makes the Romantic interest in this form noteworthy is that like the other forms, they found new ways to use the sonnet as a means of poetic experimentation and creative expression. Exploring the various internal and external variations, those changes that took place within the lines and phrases of the sonnet and those that form the organizing and rhyming portions of the poem, this study seeks to establish the ways the Romantics took the uniform techniques of the sonnet and stretched its bounds to find new means of creativity. Close reading of the poems of William Wordsworth, John Keats, and Percy Bysshe Shelley reveals the variant use of caesura, creative dissonance, as well as original organization and rhyme scheme to accomplish purely Romantic goals within the uniformity of the sonnet form

Online cultural heritage materials and the teaching of history in the schools: a concept analysis of state archives and collaborative digitization program web resources

Archives have long been peripheral resources for the elementary and secondary school classroom. Digital technologies carry the promise of strengthening the teaching role of archives. With the rise of the World Wide Web, many archives--along with libraries, museums, and other memory institutions--have digitized portions of their holdings, and some have done so in support of pre-collegiate classrooms. With an exploration of the use of primary sources in the teaching of history as its foundation, this dissertation provides a concept analysis of 24 online history teaching sites maintained by state archives and collaborative statewide digitization programs in the United States. It describes the range and extent of teaching activities used by these sites to build various aspects of one form of domain-specific cognition, history thinking. These aspects include epistemology and evidence, progress and decline, agency, continuity and change, significance, empathy and moral judgment, and narrative building. This research also analyzes the primary sources directly associated with these lessons to determine the subject eras and original formats that they represent, as well as their representation of ethnic minorities, women, and children. The research leads to a proposal for the creation of a collaboratively constructed framework for the teaching of history thinking skills through the use of primary-source-rich, inquiry-based activities