Hover performance tests of baseline metal and Advanced Technology Blade (ATB) rotor systems for the XV-15 tilt rotor aircraft

Rotor hover performance data were obtained for two full-scale rotor systems designed for the XV-15 Tilt Rotor Research Aircraft. One rotor employed the rectangular planform metal blades (rotor solidity = 0.089) which were used on the initial flight configuration of the XV-15. The second rotor configuration examined the nonlinear taper, composite-construction, Advanced Technology Blade (ATB), (rotor solidity = 0.10) designed to replace the metal blades on the XV-15. Variations of the baseline ATB tip and cuff shapes were also tested. A new six-component rotor force and moment balance designed to obtain highly accurate data over a broad range of thrust and torque conditions is described. The test data are presented in nondimensional coefficient form for the performance results, and in dimensional form for the steady and alternating loads. Some wake and acoustic data are also shown

The Photon Dispersion as an Indicator for New Physics ?

We first comment on the search for a deviation from the linear photon dispersion relation, in particular based on cosmic photons from Gamma Ray Bursts. Then we consider the non-commutative space as a theoretical concept that could lead to such a deviation, which would be a manifestation of Lorentz Invariance Violation. In particular we review a numerical study of pure U(1) gauge theory in a 4d non-commutative space. Starting from a finite lattice, we explore the phase diagram and the extrapolation to the continuum and infinite volume. These simultaneous limits - taken at fixed non-commutativity - lead to a phase of broken Poincare symmetry, where the photon appears to be IR stable, despite a negative IR divergence to one loop.Comment: 8 pages, 4 figures, talk presented at the VI International Workshop on the Dark Side of the Universe, Leon (Mexico), June 1-6, 2010. References adde

Factor VIII:C concentrate purified from plasma using monoclonal antibodies: human studies

Conventional clotting factor concentrates have, until recently, been of intermediate purity, containing less than 1% of the coagulation factor, and greater than 99% extraneous plasma proteins such as fibrinogen, fibronectin, gamma globulins, and traces of many others. We report here the results of a new factor VIII concentrate that is purified from human plasma using a mouse monoclonal antibody to factor VIII:vWF in an affinity chromatography system. The resultant concentrate has an activity of between 3,000 and 5,000 U/mg protein before albumin is added as a stabilizer. Seven patients with severe hemophilia A and no inhibitor who were positive for antibody to human immunodeficiency virus (HIV) have been treated solely with this concentrate for over 24 months. Factor usage in these patients has ranged from 611 U/kg/yr to 2,022 U/kg/yr. These patients have infused approximately once per week on the average, most often for joint hemorrhages. The efficacy of the concentrate is excellent. No allergic reactions have occurred and no factor VIII antibodies have developed. In these seven patients mean CD4 counts stabilized (856 +/- 619 at screen v 778 +/- 686 at 24 months) and there was reversal of skin test anergy. In a comparison group on conventional intermediate purity concentrate chosen retrospectively decreases in mean CD4 cell counts similarly did not occur. However, the number of the comparison patients who were anergic increased over the course of the study. These observations indicate the possibility that more highly purified concentrates may stabilize immune function in HIV seropositive patients

Are better communicators better readers? : an exploration of the connections between narrative language and reading comprehension

The association between receptive language skills and reading comprehension has been established in the research literature. Even when the importance of receptive skills for reading comprehension has been strongly supported, in practice lower levels of skills tend to go unnoticed in typically developing children. A potentially more visible modality of language, expressive skills using speech samples, has been rarely examined despite the longitudinal links between speech and later reading development, and the connections between language and reading impairments. Even fewer reading studies have examined expressive skills using a subgroup of speech samples – narrative samples – which are closer to the kind of language practitioners can observe in their classrooms, and are also a rich source of linguistic and discourse-level data in school-aged children. This thesis presents a study examining the relationship between expressive language skills in narrative samples and reading comprehension after the first two years of formal reading instruction, with considerable attention given to methodological and developmental issues. In order to address the main methodological issues surrounding the identification of the optimal linguistic indices in terms of reliability and the existence of developmental patterns, two studies of language development in oral narratives were carried out. The first of the narrative language studies drew data from an existing corpus, while the other analysed primary data, collected specifically for this purpose. Having identified the optimal narrative indices in two different samples, the main study examined the relationships between these expressive narrative measures along with receptive standardised measures, and reading comprehension in a monolingual sample of eighty 7- and 8-year-old children attending Year 3 in the UK. Both receptive and expressive oral language skills were assessed at three different levels: vocabulary, grammar and discourse. Regression analyses indicated that, when considering expressive narrative variables on their own, expressive grammar and vocabulary, in that order, contributed to explain over a fifth of reading comprehension variance in typically developing children. When controlling for receptive language however, expressive skills were not able to account for significant unique variance in the outcome measure. Nonetheless, mediation analyses revealed that receptive vocabulary and grammar played a mediating role in the relationship between expressive skills from narratives and reading comprehension. Results and further research directions are discussed in the context of this study’s methodological considerations.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Inducible Nitric Oxide Synthase Provides Protection Against Injury-Induced Thrombosis in Female Mice

Nitric oxide (NO) is an important vasoactive molecule produced by three NO synthase (NOS) enzymes: neuronal (nNOS), inducible (iNOS) and endothelial NOS (eNOS). While eNOS contributes to blood vessel dilation that is generally thought to protect against the development of hypertension, iNOS has been primarily implicated as a disease-promoting isoform leading to protein-bound 3-nitrotyrosine formation in aortic lesions and select organs during atherogenesis. Despite this, iNOS may also play a physiological role, via the modulation of cyclooxygenase and thromboregulatory eicosanoid production. Herein, we examined the role of iNOS in a murine model of thrombosis. Blood flow was measured in carotid arteries of male and female wild-type (WT) and iNOS-deficient mice following ferric chloride-induced thrombosis. Female WT mice were less susceptible to thrombotic occlusion than male counterparts, but this protection was lost upon iNOS deletion. In contrast, male mice (with and without iNOS deletion) were equally susceptible to thrombosis. The protective effect that iNOS affords female WT mice was not associated with a change in the balance of thromboxane A2 (TxA2) and antithrombotic prostacyclin (PGI2). Our findings, however, suggest that iNOS generates a protective source of NO in female WT mice that attenuates the effects of vascular injury. Thus, although iNOS is likely detrimental during atherogenesis, physiological iNOS levels may play a protective role in preventing thrombotic occlusion, a phenomenon that may be enhanced in female mice

Grouping of nanomaterials to read-across hazard endpoints: a review

The use of non-testing strategies like read-across in the hazard assessment of chemicals and nanomaterials (NMs) is deemed essential to perform the safety assessment of all NMs in due time and at lower costs. The identification of physicochemical (PC) properties affecting the hazard potential of NMs is crucial, as it could enable to predict impacts from similar NMs and outcomes of similar assays, reducing the need for experimental (and in particular animal) testing. This manuscript presents a review of approaches and available case studies on the grouping of NMs to read-across hazard endpoints. We include in this review grouping frameworks aimed at identifying hazard classes depending on PC properties, hazard classification modules in control banding (CB) approaches, and computational methods that can be used for grouping for read-across. The existing frameworks and case studies are systematically reported. Relevant nanospecific PC properties taken into account in the reviewed frameworks to support grouping are shape and surface properties (surface chemistry or reactivity) and hazard classes are identified on the basis of biopersistence, morphology, reactivity, and solubility.JRC.F.3-Chemicals Safety and Alternative Method

High-Energy gamma-ray Astronomy and String Theory

There have been observations, first from the MAGIC Telescope (July 2005) and quite recently (September 2008) from the FERMI Satellite Telescope, on non-simultaneous arrival of high-energy photons from distant celestial sources. In each case, the highest energy photons were delayed, as compared to their lower-energy counterparts. Although the astrophysics at the source of these energetic photons is still not understood, and such non simultaneous arrival might be due to non simultaneous emission as a result of conventional physics effects, nevertheless, rather surprisingly, the observed time delays can also fit excellently some scenarios in quantum gravity, predicting Lorentz violating space-time "foam" backgrounds with a non-trivial subluminal vacuum refractive index suppressed linearly by a quantum gravity scale of the order of the reduced Planck mass. In this pedagogical talk, I discuss the MAGIC and FERMI findings in this context and I argue on a theoretical model of space-time foam in string/brane theory that can accommodate the findings of those experiments in agreement with all other stringent tests of Lorentz invariance. However, I stress the current ambiguities/uncertainties on the source mechanisms, which need to be resolved first before definite conclusions are reached regarding quantum gravity foam scenarios.Comment: 34 pages latex, 12 eps figures incorporated, uses special macros. Based on invited plenary talk at DICE 2008 Conference (Castiglioncello, Italy), September 22-26 200

The prospective kindergarten and elementary school teachers’ understanding of the ratio concept

Este artigo centra-se na compreensão que futuros educadores e professores dos primeiros anos de escolaridade evidenciam do conceito de razão. No estudo participaram 81 estudantes do 2º ano da Licenciatura em Educação Básica, de uma universidade portuguesa, aos quais foi aplicado um questionário, incidindo em quatro dimensões: significado de razão; usos do conceito de razão; representação simbólica de razão; e representações para explicação do conceito de razão. Em termos de resultados, as maiores frequências foram obtidas para a: ideia de razão como comparação/relação entre grandezas; crença em que o conceito de razão pode ser usado em contextos diversificados; crença em que pode ser representado através de operações envolvendo letras, números ou apenas os sinais das operações, quando é pedida a sua representação simbólica, e através de diagramas e representações gráficas, quando é solicitada a descrição da sua explicação. Estes resultados revelam fragilidades no conhecimento matemático dos estudantes, sobretudo no que se refere à definição do conceito de razão e às suas representações.This paper focuses on the prospective kindergarten and elementary school teachers’ understanding of the ratio concept. Eighty-one undergraduates preparing to become kindergarten and primary school teachers, in a Portuguese university, participated in the study. They answered to a questionnaire aiming at evaluating their understanding of the ratio concept based on four dimensions: meaning of ratio; use of the ratio concept; symbolic representations of ratio; and representations for explaining the ratio concept. As far as results are concerned, the highest frequencies were obtained for: the idea of ratio as a comparison/relationship between two magnitudes; the belief that this concept is used in several contexts; the belief that it can be represented through operations with letters, figures or operation signals, as in symbolic representations; and through diagrams and graphical representations, as in representations for explaining the ratio concept. The results show weaknesses in prospective teachers’ mathematical knowledge of ratio, namely with regard to its definition and representations.Este trabalho contou com o apoio de Fundos Nacionais através da FCT – Fundação para a Ciência e a Tecnologia no âmbito do projecto PEst-OE/CED/UI1661/2014 do CIEd-UM.info:eu-repo/semantics/publishedVersio

Implementing virtual collaborative inquiry practises in a middle-school context

The aim of the present study was to investigate the challenges that relate to the implementation of virtual inquiry practises in middle school. The case was a school course in which a group of Finnish students (N = 14) and teachers (N = 7) completed group inquiries through virtual collaboration, using a web-based learning environment. The task was to accomplish a cross-disciplinary inquiry into cultural issues. The students worked mainly at home and took much responsibility for their course achievements. The investigators analysed the pedagogical design of the course and the content of the participants' interaction patterns in the web-based environment, using qualitative content analysis and social network analysis. The findings suggest that the students succeeded in producing distinctive cultural products, and both the students and the teachers adopted novel roles during the inquiry. The web-based learning environment was used more as a coordination tool for organizing the collaborative work than as a forum for epistemic inquiry. The tension between the school curriculum and the inquiry practises was manifest in the participants' discussions of the assessment criteria of the course.The aim of the present study was to investigate the challenges that relate to the implementation of virtual inquiry practises in middle school. The case was a school course in which a group of Finnish students (N = 14) and teachers (N = 7) completed group inquiries through virtual collaboration, using a web-based learning environment. The task was to accomplish a cross-disciplinary inquiry into cultural issues. The students worked mainly at home and took much responsibility for their course achievements. The investigators analysed the pedagogical design of the course and the content of the participants' interaction patterns in the web-based environment, using qualitative content analysis and social network analysis. The findings suggest that the students succeeded in producing distinctive cultural products, and both the students and the teachers adopted novel roles during the inquiry. The web-based learning environment was used more as a coordination tool for organizing the collaborative work than as a forum for epistemic inquiry. The tension between the school curriculum and the inquiry practises was manifest in the participants' discussions of the assessment criteria of the course.The aim of the present study was to investigate the challenges that relate to the implementation of virtual inquiry practises in middle school. The case was a school course in which a group of Finnish students (N = 14) and teachers (N = 7) completed group inquiries through virtual collaboration, using a web-based learning environment. The task was to accomplish a cross-disciplinary inquiry into cultural issues. The students worked mainly at home and took much responsibility for their course achievements. The investigators analysed the pedagogical design of the course and the content of the participants' interaction patterns in the web-based environment, using qualitative content analysis and social network analysis. The findings suggest that the students succeeded in producing distinctive cultural products, and both the students and the teachers adopted novel roles during the inquiry. The web-based learning environment was used more as a coordination tool for organizing the collaborative work than as a forum for epistemic inquiry. The tension between the school curriculum and the inquiry practises was manifest in the participants' discussions of the assessment criteria of the course.Peer reviewe

GLAST and Lorentz violation

We study possible Lorentz violations by means of gamma-ray bursts (GRB) with special focus on the Large Array Telescope (LAT) of GLAST. We simulate bursts with gtobssim and introduce a Lorentz violating term in the arrival times of the photons. We further perturb these arrival times and energies with a Gaussian distribution corresponding to the time resp. energy resolution of GLAST. We then vary the photon flux in gtobssim in order to derive a relation between the photon number and the standard deviation of the Lorentz violating term. We conclude with the fact that our maximum likelihood method as first developed in [1] is able to make a statement whether Nature breaks the Lorentz symmetry if the number of bursts with known redshifts is of the order of 100.Comment: 13 pages, 8 figures and 2 tables, Accepted for publication by JCAP after a couple of revision