A study of aircraft fire hazards related to natural electrical phenomena Final report, Jun. 1966 - Jul. 1967

Natural electrical phenomena as aircraft fire hazards, with study of flame propagation in fuel vent system

The Data Processing Pipeline for the Herschel-HIFI Instrument

The HIFI data processing pipeline was developed to systematically process diagnostic, calibration and astronomical observations taken with the HIFI science instrumentas part of the Herschel mission. The HIFI pipeline processed data from all HIFI observing modes within the Herschel automated processing environment, as well as, within an interactive environment. A common software framework was developed to best support the use cases required by the instrument teams and by the general astronomers. The HIFI pipeline was built on top of that and was designed with a high degree of modularity. This modular design provided the necessary flexibility and extensibility to deal with the complexity of batch-processing eighteen different observing modes, to support the astronomers in the interactive analysis and to cope with adjustments necessary to improve the pipeline and the quality of the end-products. This approach to the software development and data processing effort was arrived at by coalescing the lessons learned from similar research based projects with the understanding that a degree of foresight was required given the overall length of the project. In this article, both the successes and challenges of the HIFI software development process are presented. To support future similar projects and retain experience gained lessons learned are extracted.Comment: 18 pages, 5 figure

Computerized analytical technique for design and analysis of a Sabatier reactor subsystem Final engineering report

Mathematical model for computerized evaluation of Sabatier reaction kinetics in oxygen recovery from carbon dioxid

Cognitive tasks and learning

Kester, L., & Kirschner, P. A. (2012). Cognitive tasks and learning. In N. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 619-622). New York, NY: Springer.Cognitive tasks are those undertakings that require a person to mentally process new information (i.e., acquire and organize knowledge / learn) and allow them to recall, retrieve that information from memory and to use that information at a later time in the same or similar situations (i.e., transfer)

Free-floating planets in stellar clusters?

We have simulated encounters between planetary systems and single stars in various clustered environments. This allows us to estimate the fraction of systems liberated, the velocity distribution of the liberated planets, and the separation and eccentricity distributions of the surviving bound systems. Our results indicate that, for an initial distribution of orbits that is flat in log space and extends out to 50 au, 50 per cent of the available planets can be liberated in a globular cluster, 25 per cent in an open cluster, and less than 10 per cent in a young cluster. These fractions are reduced to 25, 12 and 2 per cent if the initial population extends only to 20 au. Furthermore, these free-floating planets can be retained for longer than a crossing time only in a massive globular cluster. It is therefore difficult to see how planets, which by definition form in a disc around a young star, could be subsequently liberated to form a significant population of free-floating substellar objects in a cluste

The Effects of Different Testing Methods on Retention and Comprehension of Expository

Dirkx, K. J. H., Kester, L., & Kirschner, P. A. (2011). The Effects of Different Testing Methods on Retention and Comprehension of Expository. In N. Mansour (Ed.), Programme book JURE 2011. Junior Researchers of EARLI (pp. 125). Exeter, UK: University of Exeter.In the present research the effects of different testing methods (i.e., free recall, concept mapping, and summarizing) versus restudy on retention and comprehension were investigated.This research was financially supported by the Netherlands Organization of Scientific Research (NWO 451.07.007)

Het effect van herhaalde versus nieuwe vragen in het testing-effect

Dirkx, K. J. H., Kester, L., & Kirschner, P. A. (2012, 22 June). Het effect van herhaalde versus nieuwe vragen in het testing-effect. [The effects of repeated versus new questions in the testing-effect]. Poster session presented at the meeting of the Onderwijs Research Dagen [Educational Research Days], Wageningen, The Netherlands.Het meeste onderzoek binnen het testing-effect heeft onderzocht of tussentijds toetsen helpt bij het leren, maar maakte daarbij gebruik van dezelfde vragen op de tussentijds als op de eindtoets. Vanuit een onderwijskundig perspectief is het echter relevant om te onderzoeken of tussentijds toetsen ook effect heeft op nieuwe vragen. Uit het huidige onderzoek lijkt naar voren te komen dat het testing-effect niet verder gaat dan het onthouden en toepassen van de kennis die al een keer getoetst is