Computer program for compressible flow network analysis

Program solves problem of an arbitrarily connected one dimensional compressible flow network with pumping in the channels and momentum balancing at flow junctions. Program includes pressure drop calculations for impingement flow and flow through pin fin arrangements, as currently found in many air cooled turbine bucket and vane cooling configurations

Texts From My Parents

Remember that horrible feeling you got in the pit of your stomach when you first saw that Facebook friend request from your mom? How about when your dad, who had previously criticized you for your incessant, “senseless” text messaging, started texting you about his bowel movements? All of a sudden, two worlds are beginning to merge: your family life and your social life. And as hard as you try to resist the inexplicable force pulling these worlds together, in the end you’ll probably be fruitless. Mom’s request might remain untouched in the corner of your Facebook page for a while, but eventually somehow she’ll guilt you into accepting (she did, after all, bring you into this world)

Density of States Extracted from Modified Recursion Relations

We evaluate the density of states (DOS) associated with tridiagonal symmetric Hamiltonian matrices and study the effect of perturbation on one of its entries. Analysis is carried out by studying the resulting three-term recursion relation and the corresponding orthogonal polynomials of the first and second kind. We found closed form expressions for the new DOS in terms of the original one when perturbation affects a single diagonal or off-diagonal site or a combination of both. The projected DOS is also calculated numerically and its relation to the average DOS is explored both analytically and numerically.Comment: 15 pages including 8 figures (one in color

Raising the bar: AJ\u27s Ultra Lounge

AJ of AJ\u27s Liquor and Market has embarked on a new business venture. Old customers or new, he\u27s hoping AJ\u27s Ultra Lounge will have something for everyone

Arts-Inclusive Education in Nursing Schools

Arts-Inclusive Education in Nursing Schools: An Integrative Literature Review Michelle Murtaugh, DePaul University Category: Research Abstract Background: Nursing educators have long recognized and championed the value of art within a professional nursing science curriculum, yet many nursing programs exclude the study of the arts. Research suggests that an arts-inclusive nursing curriculum not only enhances student learning, communication, self-efficacy, and clinical confidence, but also positively impacts patient outcomes. To address this gap between what is needed and what is currently offered, some schools are collaborating with art museums to offer arts-based courses in nursing sciences, designed to enhance students’ competency and confidence. Objectives: This integrative literature review explores how incorporating the arts within a nursing curriculum could contribute to students’ self-efficacy and clinical self-confidence. Methods: This integrative literature review relies on a mixed methods research design, which integrates data for a transfer of evidence across qualitative and quantitative modalities. The data are assembled as group data and converted into a display around subgroups. Conclusion: This integrative literature review endeavors to present evidence proving the need to incorporate arts-inclusive courses within the nursing curriculum in order to improve skills requisite for interprofessional team interactions, student competency and clinical confidence, and ultimately in patient care. Keywords: nursing students, education, curriculum, arts, arts-inclusive, visual arts, self-efficacy, clinical confidenc

Leading a readiness program for low-income students within a preschool setting

The solution to narrowing the achievement gap between low socioeconomic students and high socioeconomic students has included endless approaches and interventions, including full day pre-school programs (NAEP, 1999; Snow, Burns, & Griffith, 1998).This action research project focused specifically on the needs of low-income preschool students and concentrated on closing the achievement gap among the SES subgroups within the By-the-Sea School District preschool Kindergarten classrooms. Using Monahan\u27s (2003) 9-Step Change Model as a framework for change, classroom teachers worked collaboratively with the researcher to make the necessary changes to their classrooms and school to better meet the needs of low-income students. This mixed methods action research also studied the organizational culture of the Davis school (where the interventions were primarily involved), the process of change, as well as the researcher\u27s leadership as the project evolved. The success of interventions was evaluated using the PAST, Brigance, and teacher-constructed benchmark assessments. The study\u27s findings suggest the interventions may have, at a minimum, influenced or contributed to gains among student groups. While the data do not suggest a significant difference between participants and non-participants based solely on post test score performances, the growth data suggest that, while not significantly different, there are observable differences between participants and non-participants. Some data suggest that those who were in the differentiated instruction class achieved greater (although not significantly greater) growth in some areas than those who were in the technology classroom. In terms of trying to close the achievement gap between low-income students and their more advantaged peers, the growth data suggests that the low-income project participants achieved a greater (although not significantly greater) degree of growth than both the low-income non-participants and the non-low-income non-participants

The relationship of biological parent or relative involvement and academic success among special education students

The purpose of this study was to examine the relationship between biological parent and relative involvement in special education students\u27 lives and academic success. Also investigated was the relationship between biological parent and relative involvement in special education students\u27 lives and the amount of time spent out of the classroom for behavioral reasons. Other variables include age at separation, type of placement, classification, number of siblings, or if the child\u27s home school district was urban or non-urban. Each city of the urban districts examined was also analyzed. Statistical tests were performed to establish correlation between these variables and GPA scores. The subjects were seventy special education students, aged ten through eighteen, who attend a private school in New Jersey. Data was collected from school records to determine if any significant relation exists between the variables. The results suggest the presence of biological parents or relatives in special education students\u27 lives enhance academic success. The results also suggest that those special education students separated for longer amounts of time show less academic success than those students who have lived continuously with one biological parent or relative throughout their lives