133,724 research outputs found
Measurements of small radius ratio turbulent Taylor-Couette flow
No full textIn Taylor-Couette flow, the radius ratio () is one of the key parameters of the system. For small , the asymmetry of the inner and outer boundary layer becomes more important, affecting the general flow structure and boundary layer characteristics. Using high-resolution particle image velocimetry we measure flow profiles for a radius ratio of 0.5 and Taylor number of up to . By measuring at varying heights, roll structures are characterized for two different rotation ratios of the inner and outer cylinder. In addition, we investigate how the turbulent bursts coming from the inner and outer cylinder affect the flow profiles. These results exemplify how curvature affects flow in strongly turbulent Taylor-Couette Flow
Crime and Inflation in U. S. Cities
No full textObjectivesThe current study replicates prior national-level research on the relationship between crimes committed for monetary gain and inflation in a sample of 17 U. S. cities between 1960 and 2013. Methods A random coefficients model is used to estimate the effects of inflation on the change in acquisitive crime over time, controlling for other influences. Results The estimates yield significant effects of inflation on acquisitive crime rates in the 17 cities. City-specific coefficients reveal nontrivial variation across the cities in the significance, size, and impact of inflation on acquisitive crime.Conclusions Continued low inflation rates should restrain future crime increases in many US cities. U. S. monetary policy should be evaluated with respect to its effect on crime.Accepted Author ManuscriptOLD Urban Renewal and Housin
Energy dissipation and flux laws for unsteady turbulence
No full textDirect Numerical Simulations of spatially periodic unsteady turbulence show that the high Reynolds number scalings of the instantaneous energy dissipation rate and interscale energy flux at intermediate wavenumbers are qualitatively different from the well-known cornerstone scalings of equilibrium turbulence where and are time-dependent rms velocity and integral length-scales. Instead, they both scale as where and are length and velocity scales characterizing initial/overall unsteady turbulence conditions
U. S. Marines
No full textU. S. Marines date: 1916 illustrator/author: Sidney H. Riesenberg agency: U. S. Marine Corps size: 101.6 x 76.2 cmhttps://digicom.bpl.lib.me.us/wwII_posters_recruit/1003/thumbnail.jp
Spatially-localized time dependent solutions including turbulence and their interactions in 2D Kolmogorov flow
No full textIn 2D Kolmogorov flow in small aspect ratio domains, spatially-localized solutions such as kink, traveling or time-dependent kink-antikink pars coexist. However, the conservation of the flow rate in the y direction strongly restrict combination of localized solutions and their positioning. We find that by adding a homogeneous flow U y their positioning is controlled and each of localized solutions including a spatially-localized chaos is isolated. Numerical results suggest that these isolated solutions can be elements constructing a whole flow
Enlist Today U. S. Marines
No full textEnlist Today U. S. Marines date: 1913-18 illustrator/author: Heyendeckei agency: U. S. Marine Corps size: 66 x 45.7 cmhttps://digicom.bpl.lib.me.us/wwII_posters_recruit/1006/thumbnail.jp
Remećenje uvriježenog i značaj značenja: kognitivna lingvistika u učenju i poučavanju
No full textThe emergence of this book coincided with the launch of ChatGPT and discussions about what such an open-access artificial intelligence system means for humanity and society as a whole. What this means for teachers and education is impossible to predict with certainty, but it is clear that education must change. The author believes that the success of educational systems, schools, and teachers will greatly depend on how much they focus on the uniqueness of the human mind, that is, on everything that makes a human being human: emotion, self-awareness, creativity, learning through continuous interaction with other people, and learning through the immense dynamism and variability of the social context.
The disruption of the established described in this book represents a peaceful disruption that involves educational shifts aimed at empowering the student's experience on one hand and cognitive processes on the other. When it comes to language, that is, its learning and teaching, we are addressing the inseparable triad of language, cognition, and experience. Although this may seem trivial and/or well-known, contemporary education largely neglects experiential learning, as well as the student's meaningful comprehension of new concepts and the construction of knowledge. Facts are presented to students in a "packaged" and ready-to-use manner, along with lists of rules, organized content, and ready-made and exclusive solutions. The author offers a different approach to learning and teaching and draws the reader's attention to the significance of meaning, its meaningful construction, and cognitive motivation in complex linguistic structures. The author provides an overview of cognitive processes that are in constant interaction with language, illustrates linguistic motivation through grammar, which is incorrectly considered an uninteresting list of structures and rules, and emphasizes questioning as a key component in knowledge construction.
Ultimately, the author poses a critical question: What constitutes the greatest educational challenge? She believes that it lies in developing teaching approaches that encourage students to break away from established modes of thinking and acting. However, this does not entail solely relying on the shortcuts offered by modern technology. Rather, technology should create a space of extended cognition within which ideas are realized faster and more accurately, and the student becomes a creator capable of assessing the usefulness of tech-provided information.The student's departure from conventional thinking patterns could soon become crucial given the development of artificial intelligence and open systems such as ChatGPT. This pertains to artificial intelligence that not only provides precise answers to factual questions and solves mathematical problems but also devises culinary recipes, writes essays, and summarizes scientific papers. The fundamental question is how to utilize the availability of information and the speed of idea generation offered by artificial intelligence. The response to this challenge will shape the trajectory of education. It will determine the nature of the questions posed to students, the problems they tackle, and the emphasis placed on experiential learning that engages all senses and cultivates a profound understanding of the world.Nastajanje ove knjige poklopilo se s lansiranjem ChatGPT-a i raspravama o tome što takav sustav umjetne inteligencije s otvorenim pristupom znači za čovjeka i društvo u cjelini. Što to znači za nastavnike i obrazovanje zacijelo je nemoguće sa sigurnošću predvidjeti, ali sasvim je jasno da se obrazovanje mora mijenjati. Autorica smatra da će uspješnost obrazovnih sustava, škola i nastavnika uvelike ovisiti o tome koliko će se usredotočiti na jedinstvenost čovjekova uma, dakle na sve ono što čovjeka čini čovjekom: emociju, svijest o sebi i drugim ljudima, kreativnost, učenje u neprestanoj interakciji s drugim ljudima i učenje kroz silnu dinamičnost i promjenjivost društvenog konteksta. Remećenje uvriježenog koje je opisano u ovoj knjizi predstavlja miroljubivu disrupcija koja uključuje manje ili veće obrazovne zaokrete kojima je cilj osnaživanje učenikova iskustva s jedne strane te spoznajnih procesa s druge. Kada je u pitanju jezik, odnosno njegovo učenje i poučavanje, tada govorimo o neraskidivoj trijadi jezika, kognicije i iskustva. Iako se navedeno može činiti trivijalnim i/ili dobro poznatim, suvremeno obrazovanje uvelike zanemaruje iskustveno učenje, jednako kao što zanemaruje i učenikovo spoznavanje novoga i smislenu izgradnju znanja. Činjenice se učenicima nude „upakirane“ i gotove za uporabu, kao i liste pravila, organizirani sadržaji, gotova i isključiva rješenja. Autorica nudi drukčiji pristup učenju i poučavanju te skreće čitateljevu pažnju na značaj značenja, njegovu smislenu izgradnju te kognitivnu motivaciju u složenim jezičnim strukturama. Autorica daje pregled spoznajnih procesa koji su u stalnoj interakciji s jezikom, jezičnu motiviranost oprimjeruje kroz gramatiku koja se pogrešno smatra nezanimljivom listom struktura i pravila, a postavljanje pitanja ističe kao ključnu sastavnicu u izgradnji znanja. Naposlijetku se autorica pita što je najveći obrazovni izazov. Najveći je izazov osmisliti nastavu koja će učenike odmaknuti od uvriježenog načina razmišljanja i djelovanja, ali ne nužno (i ne samo) koristeći prečice suvremene tehnologije. Tehnologija bi trebala stvoriti svojevrsni prostor proširene kognicije unutar kojega se ideje ostvaruju brže i preciznije, a učenik postaje kreativac koji je u stanju procijeniti korisnost informacije. Učenikovo odmicanje od uvriježenog načina razmišljanja moglo bi ubrzo postati presudno s obzirom na razvoj umjetne inteligencije i otvorenih sustava poput ChatGPT-a. Radi se o umjetnoj inteligenciji koja ne samo da daje precizne odgovore na činjenična pitanja i rješava matematičke zadatke, već smišlja kulinarske recepte, piše eseje i sažima znanstvene radove. Temeljno je pitanje kako iskoristiti dostupnost informacija i brzinu generiranja ideja koje nam nudi umjetna inteligencija. Upravo će odgovor na ovo pitanje odrediti smjer razvoja obrazovanja: kakva pitanja ćemo postavljati učenicima, kakve probleme će rješavati te koliko ćemo inzistirati na iskustvenom učenju koje uključuje interakciju sa svijetom koji ih okružuje i aktivira sva osjetila, individualno znanje o svijetu i svijest o svijetu
Turbulent stratified shear flow experiments: Length scale comparison
No full textStratified shear flows are ubiquitous in geophysical systems such as oceanic overflows, wind-driven thermoclines, and atmo- spheric inversion layers. The stability of such flows is governed by the Richardson Number Ri which represents a balance between the stabilizing influence of stratification and the destabilizing influence of shear. For a shear flow with velocity difference U, density difference ∆ρ and characteristic length H, one has Ri = g(∆ρ/ρ)H/U^2 which is often used when detailed information about the flow is not available. A more precise definition is the gradient Richardson Number Rig = N^2/S^2 where the buoyancy frequency N = ((g/ρ)∂ρ/∂z)^{1/2}, the mean strain S = ∂U/∂z in which z is parallel to gravity and suitable ensemble or time averages define the gradients. We explore the stability and mixing properties of a wall-bounded shear flow over a range 0.1< Rig <1 using simultaneous planar measurements of density and velocity fields using Planar Laser-Induced Fluorescence (PLIF) and Particle Image Velocimetry (PIV), respectively. The flow, confined from the top by glass horizontal boundary, is a lighter alcohol-water mixture injected from a nozzle into quiescent heavier salt-water fluid with velocity between 5 and 10 cm/s and with a relative fractional density difference of 0.0026 or 0.0052. The injected flow is turbulent with Taylor Reynolds number between 50 and 100. We compare a set of length scales that characterize the mixing properties of our turbulent stratified shear flow including the Thorpe Length L_T, the Ozmidov Length L_o, the Ellison Length L_E, and turbulent mixing lengths L_m and L_ρ
Self-archiving practice and the influence of publisher policies in the social sciences
No full textAuthors in different disciplines exhibit very different behaviours on the so-called ‘green’ road to open access, i.e. self-archiving. This study looks at the self-archiving behaviour of authors publishing in leading journals in six social science disciplines. It tests the hypothesis that authors are self-archiving according to the norms of their respective disciplines rather than following self-archiving policies of publishers, and that, as a result, they are self-archiving significant numbers of publisher PDF versions. It finds significant levels of
self-archiving, as well as significant self-archiving of
the publisher PDF version, in all the disciplines
investigated. Publishers’ self-archiving policies have
no influence on author self-archiving practice
Povijesna analiza tretmana mladih s poremećajima u ponašanju u Socijalističkoj Republici Hrvatskoj 1963.-1990.
No full textU ovom radu autorica analizira znanstvene spoznaje o problematici poremećaja u ponašanju mladih u vremenu Socijalističke Republike Hrvatske, s naglaskom na maloljetničku delinkvenciju koja je u to vrijeme bila najaktualnija tema među stručnjacima različitih profila. Prvi dio rada pruža uvid u teorijske spoznaje o mladima s poremećajima u ponašanju, kao i tretmane koji su im pružani u svrhu smanjenja i/ili otklanjanja poremećaja u ponašanju i njihove rehabilitacije. Središnji dio je analiza tretmana na temelju zakona i prakse rada s mladima. Treći dio je sinteza tadašnjih i aktualnih spoznaja o problematici. Polazna pretpostavka rada, da su praksa i tretmani imali utjecaj na smanjenje i prevenciju poremećaja u ponašanju, dakle, kako je do pozitivnih promjena došlo, ovim radom je potvrđena. Institucionalni tretman se sve više smanjuje u korist izvaninstitucionalnog, tj. odgojnih mjera kojima se mladi ne izdvajaju iz svoje okoline, a težište se prebacuje s tretmana djece i mladih s poremećajima u ponašanju, na rano otkrivanje i prevenciju poremećaja u ponašanjuIn this paper author analyzes scientific facts of youth treatment with behavioral disorders in the Socialist Republic of Croatia, highlighting juvenile delinquency which was the most actual topic among experts of different fields. First part of paper talks about theoretical knowledge about youth with behavioral disorders, same as the ways they were
treated. Purpose of different treatements was reducing and/or removing behavioral disorders and their rehabilitation. Central part is analysis of treatements based od laws and praxis in working with young people. Third part is synthesis of facts then and now about whole topic.
Starting assumption was that praxis and different treatements have had influence on reducing and preventing behavioral disorders. That assumption was confirmed in this paper. Institutional treatement is less used and non-institutional is more popular, especially now. With non-institutional measures, young people are not any more removed from their primary enviroment and focus is more on early discovering and preventing behavioral disorders
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