1,720,981 research outputs found
Numerical Investigation of Upstream Fuel Injection through Porous Media for Scramjet Engines via Surrogate-Assisted Evolutionary Algorithms
Full text linkThis is the author’s version of a work that was submitted/accepted for pub-lication in the following source: Ogawa, Hide, Capra, Bianca, & Lorrain, Philipp
NATURAL VENTILATION HEURISTICS IN HIGH-RISE RESIDENTIAL BUILDINGS: EVALUATION AND PRE- DICTION
No full textThis is the author’s version of a work that was submitted/accepted for pub-lication in the following source: Omrani, Sara, Drogemuller, Robin, Garcia-Hansen, Veronica, & Capra, Bianca (2014) Natural ventilation heuristics in high-rise residential build-ings: evaluation and prediction. In ANZASCA 2014 48th Internationa
Porous fuel injection with oxygen enrichment in a viable scramjet engine
No full textOxygen enriched, porous fuel injection has been numerically investigated in this study with the aim of understanding mixing and combustion enhancements achievable in a viable scramjet engine. Four injection configurations were studied: a fuel only case, a pre-mixed case and two staged injection cases where fuel and oxidiser were injected independently. All simulations were performed on a flight scale vehicle at Mach 8 flow conditions. Results show that the addition of oxygen with the fuel increases the mixing efficiency of the engine, however, is less sensitive to the method of oxygen addition: premixed versus staged. When\ud
the fuel-oxidiser-air mixture was allowed to combust, the method of additional oxygen delivery had a more significant impact. For pre-mixed fuel and oxidiser, the engine was found to choke, whereas in contrast, in the staged enrichment cases the engine failed to ignite. This result indicates that there exists an optimised configuration between pre-mixed and staged oxygen enrichment\ud
which results in a started, and combusting engine
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Total heat transfer measurements on a flight investigation of reentry environment model
No full textStagnation-point total heat transfer was measured on a 1:27.7 model of the Flight Investigation of Reentry Environment II flight vehicle. Experiments were performed in the X1 expansion tube at an equivalent flight velocity and static enthalpy of 11 km/s and 12.7 MJ/kg, respectively. Conditions were chosen to replicate the flight condition at a total flight time of 1639.5 s, where radiation contributed an estimated 17-36% of the total heat transfer. This contribution is theorized to reduce t
Abstract concepts made real: A pilot study examining pedagogical approaches in thermodynamics tutorials
No full textBACKGROUND OR CONTEXT\ud
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Thermodynamics is a core concept for mechanical engineers yet notoriously difficult. Evidence suggests students struggle to understand and apply the core fundamental\ud
concepts of thermodynamics with analysis indicating a problem with student learning/engagement. A contributing factor is that thermodynamics is a ‘science involving\ud
concepts based on experiments’ (Mayhew 1990) with subject matter that cannot be completely defined a priori. To succeed, students must engage in a deep-holistic approach\ud
while taking ownership of their learning. The difficulty in achieving this often manifests itself in students ‘not getting’ the principles and declaring thermodynamics ‘hard’.\ud
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PURPOSE OR GOAL\ud
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Traditionally, students practice and “learn” the application of thermodynamics in their tutorials, however these do not consider prior conceptions (Holman & Pilling 2004). As ‘hands on’ learning is the desired outcome of tutorials it is pertinent to study methods of improving their efficacy. Within the Australian context, the format of thermodynamics tutorials has remained relatively unchanged over the decades, relying anecdotally on a primarily didactic pedagogical approach. Such approaches are not conducive to deep learning (Ramsden 2003) with students often disengaged from the learning process. Evidence suggests (Haglund & Jeppsson 2012), however, that a deeper level and ownership of learning can be achieved using a more constructivist approach for example through self generated analogies. This pilot study aimed to collect data to support the hypothesis that the ‘difficulty’ of\ud
thermodynamics is associated with the pedagogical approach of tutorials rather than actual difficulty in subject content or deficiency in students.\ud
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APPROACH\ud
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Successful application of thermodynamic principles requires solid knowledge of the core concepts. Typically, tutorial sessions guide students in this application. However, a lack of deep and comprehensive understanding can lead to student confusion in the applications resulting in the learning of the ‘process’ of application without understanding ‘why’. The aim of this study was to gain empirical data on student learning of both concepts and application, within thermodynamic tutorials. The approach taken for data collection and analysis was:\ud
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- 1 Four concurrent tutorial streams were timetabled to examine student engagement/learning in traditional ‘didactic’ (3 weeks) and non-traditional (3 weeks). In each\ud
week, two of the selected four sessions were traditional and two non-traditional. This provided a control group for each week.\ud
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- 2 The non-traditional tutorials involved activities designed to promote student-centered deep learning. Specific pedagogies employed were: self-generated analogies, constructivist, peer-to-peer learning, inquiry based learning, ownership of learning and active learning.\ud
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- 3 After a three-week period, teaching styles of the selected groups was switched, to allow each group to experience both approaches with the same tutor. This also acted to mimimise any influence of tutor personality / style on the data.\ud
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- 4 At the conclusion of the trial participants completed a ‘5 minute essay’ on how they liked the sessions, a small questionnaire, modelled on the modified (Christo & Hoang, 2013)SPQ designed by Biggs (1987) and a small formative quiz to gauge the level of learning achieved.\ud
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DISCUSSION\ud
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Preliminary results indicate that overall students respond positively to in class demonstrations (inquiry based learning), and active learning activities. Within the active\ud
learning exercises, the current data suggests students preferred individual rather than group or peer-to-peer activities. Preliminary results from the open-ended questions such as “What did you like most/least about this tutorial” and “do you have other comments on how this\ud
tutorial could better facilitate your learning”, however, indicated polarising views on the nontraditional tutorial. Some student’s responded that they really like the format and emphasis on understanding the concepts, while others were very vocal that that ‘hated’ the style and just wanted the solutions to be presented by the tutor.\ud
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RECOMMENDATIONS/IMPLICATIONS/CONCLUSION\ud
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Preliminary results indicated a mixed, but overall positive response by students with more collaborative tutorials employing tasks promoting inquiry based, peer-to-peer, active, and ownership of learning activities. Preliminary results from student feedback supports evidence that students learn differently, and running tutorials focusing on only one pedagogical approached (typically didactic) may not be beneficial to all students. Further, preliminary data\ud
suggests that the learning / teaching style of both students and tutor are important to promoting deep learning in students. Data collection is still ongoing and scheduled for completion at the end of First Semester (Australian academic calendar). The final paper will examine in more detail the results and analysis of this project
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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