Hot-wire and hot-film anemometry

The circuit techniques, electronics, dynamic properties, and the applications of the anemometers are given

Suggesting Cooking Recipes Through Simulation and Bayesian Optimization

Cooking typically involves a plethora of decisions about ingredients and tools that need to be chosen in order to write a good cooking recipe. Cooking can be modelled in an optimization framework, as it involves a search space of ingredients, kitchen tools, cooking times or temperatures. If we model as an objective function the quality of the recipe, several problems arise. No analytical expression can model all the recipes, so no gradients are available. The objective function is subjective, in other words, it contains noise. Moreover, evaluations are expensive both in time and human resources. Bayesian Optimization (BO) emerges as an ideal methodology to tackle problems with these characteristics. In this paper, we propose a methodology to suggest recipe recommendations based on a Machine Learning (ML) model that fits real and simulated data and BO. We provide empirical evidence with two experiments that support the adequacy of the methodology

Automated Identification and Differentiation of Spectrally Similar Hydrothermal Minerals on Mars

Early telescopic observations corroborated hydration related absorptions on Mars in the infrared. Images from the Viking missions led to speculation of hydrothermal alteration and were followed by two missions which mapped the spatial variability of the ~ 3 m hydration feature. Since then, the Compact Reconnaissance Imager for Mars (CRISM) has provided high spatial resolution (up to 18m) spectral identification of a suite of hydrothermal and diagenetic minerals which have illuminated a range of formation mechanisms. Presence/absence and spatial segregation or mixing of minerals like prehnite, epidote, chlorite amphiboles, and mixed-layer Fe/Mg smectite-chlorite provide valuable evidence for the geologic setting of deposits on Earth, and these phases are often used as temperature and aqueous chemistry indicators in terrestrial systems. Mapping the distribution of these phases will help to answer whether Mars had widespread conditions favorable for low-grade metamorphism and diagenesis, or only focused hydrothermal systems in areas of high heat flow. Further characterizing the chemistry and structure of these phases will then help to answer how most of the widespread Fe/Mg phyllosilicates formed, further defining early geochemical cycling and climate. A fully automated approach for accurate mapping of important hydrothermal mineral phases on Mars has been a challenge. Due to overlapping features in the M-OH region (~2.2-2.4 m), the strongest absorption features of chlorite, prehnite, and epidote in the short-wave infrared are difficult to distinguish from one another and from the most commonly occurring hydrated silicates on Mars, Fe/Mg smectites. Weaker absorptions are present in both prehnite and epidote which help to distinguish them from chlorite and smectites, but their relative strength in the presence of noise and spatial mixing is often too low to confidently identify them without the noise suppression and feature enhancement methods described here. The spectral signatures of mixed-layer Fe/Mg smectite-chlorite and partially chloritized Fe/Mg smectites have not yet been adequately assessed. Here we evaluate the effectiveness of two empirical and statistical methods for identifying and differentiating these phases using CRISM data

The contribution of grass and clover root turnover to N leaching

Sources of inorganic and organic N leaching from grass-clover mixtures at field sites in Denmark, Germany and Iceland were investigated. Grass or clover was labelled with 15N-urea four times (autumn 2007, spring, summer and autumn 2008) prior to the leaching season in autumn and winter 2008. Soil water was sampled at 30 cm depth and analyzed for 15N-enrichment of dissolved inorganic N (DIN) and dissolved organic N (DON). Most 15N was recovered in DON for both labelled grass and clover at all sites. At the Danish site, grass and clover contributed more to the DON pool than the DIN whereas the opposite was observed at the German and Icelandic sites. The results show that both clover and grass contribute directly to N leaching from the root zone in mixtures, and that clover contribution is higher than grass. Furthermore, the present study indicates that roots active in the growth season prior to the drainage period contribute more to N leaching than roots active in the growth season the previous year, which is consistent with estimates of root longevity at the three sites

Assessment and Accountability: An Exploration of Teachers\u27 Practices in Assessing English Language Proficiency

Assessment is an important component in an education program. Current educational policy includes large scale assessments with stringent accountability requirements. All students are expected to meet standards for achievement, including those who have historically not been successful. Students from non-English language backgrounds are one of the populations of students who do not achieve academic success at the same rate as other students. This population of students is increasing in our nation\u27s schools, causing this achievement gap to be of greater concern. Added to the concern is the requirement that English Language Learners (ELLs) must meet rigorous standards in both academic achievement and English language proficiency. The assessment of ELLs is controversial for a number of reasons. Language is highly complex and assessment must reflect that complexity. English language proficiency assessment has become a “high stakes” issue as school districts are held accountable for student progress in this area. This research study examines the assessment of ELLs from the perspective of their teachers. Based on a theoretical foundation that supports a social constructivist view of Instruction and assessment, the research design involves mixed methods with a naturalistic perspective. Ten teachers from three states participated in the study, involving interviews, a questionnaire and an online focus group. Themes emerged from the data documenting that teachers use a variety of assessment to understand ELLs, their background and the context of assessment influences their perspectives, teachers know about their students and their relationship with the large scales assessments and accountability is multifaceted and varied. Several assertions and recommendations were developed from these findings. The passion teachers of ELLs have for their students supports them in maintaining a commitment despite challenges. The teachers have found a way to negotiate between assessment that is more holistic and the large scale high stakes tests. Teachers need to be supported in finding a voice in accountability systems. Assessments need to encompass holistic approaches to language. More research needs to be conducted on the construct of English language proficiency