J. Yin, P. Pilidis, K.W. Ramsden and S.D. Probert
The requirements imposed upon advanced short take‐off and vertical landing (ASTOVL) aircraft give rise to challenging demands on their propulsion systems. One possible approach is…
Abstract
The requirements imposed upon advanced short take‐off and vertical landing (ASTOVL) aircraft give rise to challenging demands on their propulsion systems. One possible approach is to have a high‐performance turbofan of traditional design and an additional, but separate, fan to provide a major part of the lift during the take‐off and landing manoeuvres. For such a design, there are several quite‐different choices of layout for providing the power to drive the remote fan by means of the core engine. These include shaft‐driven and bleed‐driven options. The choice will depend on the anatomy and required thermodynamic‐performance of the whole system. In this paper, several pertinent alternative engine‐designs are discussed. Four of these, based on a high‐performance low‐bypass‐ratio core engine, are studied in detail and their behaviours compared. Prima facie, the preferred choice is the engine with the shaft‐driven fan. A slightly less acceptable choice is the high‐pressure turbine exit‐bleed driven remote‐fan.
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A key challenge for higher education institutions around the world is to provide active and engaging learning encounters for a new generation of students to develop their skills…
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A key challenge for higher education institutions around the world is to provide active and engaging learning encounters for a new generation of students to develop their skills for work in a rapidly changing environment. Typically, these students are accustomed to being digitally connected 24/7 and they have real-time access to truly global learning resources. The challenge facing higher education providers is how to create active and engaging learning encounters within an aging stock of infrastructure by a generation of traditional academics, both of which generally foster teacher-led instruction.
In considering this conundrum, this chapter is viewed through two lenses: (1) a teacher practising problem-based learning (PBL) for more than 20 years and (2) an educational planner who designs learning spaces. Together the paper explores the challenges of pedagogy and design, some disruptors that are making change imperative and, specifically, the opportunities available in both pedagogy and design to create new learning activities and spaces. The paper argues that curricula need to be dominated by collaborative investigation and problem solving in spaces that encourage and afford such activity.
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Seeking to build an objective scientific approach to psychiatry, American psychiatrists, physiologists, and psychologists began to turn to the conditional reflex method of Ivan…
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Seeking to build an objective scientific approach to psychiatry, American psychiatrists, physiologists, and psychologists began to turn to the conditional reflex method of Ivan Pavlov from the late 1920s. The generation of “neurotic” animals in the laboratory was critical to the emergence of a new experimental psychiatry in the United States. To understand the development of this field of research, the chapter will draw first on Mary Morgan’s identification of the mediatory and intermediary role of models and their ability to surprise and generate new questions, and second, upon her recent work on narratives in science. It will argue that it was through discursive and descriptive techniques that traced over time the tangled and interconnected lives of experimental subjects, that such elements of unpredictability in the animal laboratory were transformed into tools of research and put to disciplinary uses, promoting the clinical relevance of this new objective approach to psychiatric medicine.
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G.G. Chowdhury and Sudatta Chowdhury
Digital library research has attracted much attention in the most developed, and in a number of developing, countries. While many digital library research projects are funded by…
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Digital library research has attracted much attention in the most developed, and in a number of developing, countries. While many digital library research projects are funded by government agencies and national and international bodies, some are run by specific academic and research institutions and libraries, either individually or collaboratively. While some digital library projects, such as the ELINOR project in the UK, the first two phases of the eLib (Electronic Libraries) Programme in the UK, and the first phase of DLI (Digital Library Initiative) in the US, are now over, a number of other projects are currently under way in different parts of the world. Beginning with the definitions and characteristics of digital libraries, as proposed by various researchers, this paper provides brief accounts of some major digital library projects that are currently in progress, or are just completed, in different parts of the world. There follows a review of digital library research under sixteen major headings. Literature for this review has been identified through a search on LISA CD‐ROM database, and a Dialog search on library and information science databases, and the resulting output has been supplemented by a scan of the various issues of D‐Lib Magazine and Ariadne, and the websites of various organisations and institutions engaged in digital library research. The review indicates that we have learned a lot through digital library research within a short span of time. However, a number of issues are yet to be resolved. The paper ends with an indication of the research issues that need to be addressed and resolved in the near future in order to bring the digital library from the researcher‘s laboratory to the real life environment.
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Analyses of teaching and learning in higher education are increasingly being based on a distinction between surface and deep learning. This distinction is helpful for…
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Analyses of teaching and learning in higher education are increasingly being based on a distinction between surface and deep learning. This distinction is helpful for investigating approaches used by teachers as well as student preferences for teaching and learning. Surface learning places an emphasis on memorizing facts and information as well as the relatively passive reproduction of content. In contrast, deep learning involves an intention to understand, the critical assessment of content and relating new information to past knowledge in meaningful ways. There has been an assumption that in the U.A.E. there is an orientation to surface learning in schools and higher education. To examine this assumption, an adaptation of questionnaires used with Western students (the Approaches to Study Skills Inventory for Students) was used with a small sample of ZU students. There are limitations in the use of this procedure and difficulties in interpreting the results. However, the results suggest that ZU students show strong beliefs and preference for deep learning approaches in addition to surface learning approaches. This finding is consistent with evidence obtained from student responses to assessment tasks, where there was evidence of deep learning. It was concluded that learning outcomes for ZU students could be enhanced by employing deep learning approaches to teaching and learning.