Transition to turbulence in the free convection boundary layers on an inclined heated plate

An experimental study has been made of transition to turbulence in the free convective flows on a heated plate. Observations have been made with the plate vertical and inclined at angles up to about 50° to the vertical, both above and below the plate. A fibre anemometer was used to survey the region of intermittent turbulence. Information has thus been obtained about the range of Grashof numbers over which transition takes place. Even when the plate is vertical the region of intermittent turbulence is long. When it is inclined, this region becomes still longer in the flow below the plate as a result of the stabilizing stratification, a Richardson number effect. It is possible to have a whole flow such that it should be described as transitional, not laminar or turbulent. It was noticed that in this flow and the vertical plate one, the velocity during the laminar periods could be either of two characteristic values, one of them close to zero. The behaviour above an inclined plate could be interpreted largely as a trend towards the behaviour described in a preceding paper.

Blowout bifurcation and spatial mode excitation in the bubbling transition to turbulence

The transition to turbulence (spatio-temporal chaos) in a wide class of spatially extended dynamical system is due to the loss of transversal stability of a chaotic attractor lying on a homogeneous manifold (in the Fourier phase space of the system) causing spatial mode excitation Since the latter manifests as intermittent spikes this has been called a bubbling transition We present numerical evidences that this transition occurs due to the so called blowout bifurcation whereby the attractor as a whole loses transversal stability and becomes a chaotic saddle We used a nonlinear three-wave interacting model with spatial diffusion as an example of this transition (C) 2010 Elsevier B V All rights reserved

Transition to turbulence in the Reynolds' experiment

In this study we simulate numerically the Reynolds' experiment for the transition from laminar to turbulent flow in a pipe. We present a discussion of the results from a dynamical systems perspective when a control parameter, the Reynolds number, is increased. The Landau scenario, where the transition is described by the excitation of infinite oscillatory modes within the fluid, is not observed. Instead what happens is best explained by the Ruelle-Takens scenario in terms of strange attractors. The Lyapunov exponent and fractal dimension for the attractor are calculated together with a measure of complex behaviour called the Lempel-Ziv complexity. (C) 2001 Elsevier B.V. B.V. All rights reserved.

Bypass transition to sustained thermoacoustic oscillations in a linearly stable rijke tube

In this paper we examine triggering in a simple linearly-stable thermoacoustic system using techniques from flow instability and optimal control. Firstly, for a noiseless system, we find the initial states that have highest energy growth over given times and from given energies. Secondly, by varying the initial energy, we find the lowest energy that just triggers to a stable periodic solution. We show that the corresponding initial state grows first towards an unstable periodic solution and, from there, to the stable periodic solution. This exploits linear transient growth, which arises due to nonnormality in the governing equations and is directly analogous to bypass transition to turbulence. Thirdly, we introduce noise that has similar spectral characteristics to this initial state. We show that, when triggering from low noise levels, the system grows to high amplitude self-sustained oscillations by first growing towards the unstable periodic solution of the noiseless system. This helps to explain the experimental observation that linearly-stable systems can trigger to self-sustained oscillations even with low background noise. © 2010 by University of Cambridge. Published by the American Institute of Aeronautics and Astronautics, Inc.

Bubbling transition to spatial mode excitation in an extended dynamical system

We investigated the transition to spatio-temporal chaos in spatially extended nonlinear dynamical systems possessing an invariant subspace with a low-dimensional attractor. When the latter is chaotic and the subspace is transversely stable we have a spatially homogeneous state only. The onset of spatio-temporal chaos, i.e. the excitation of spatially inhomogeneous modes, occur through the loss of transversal stability of some unstable periodic orbit embedded in the chaotic attractor lying in the invariant subspace. This is a bubbling transition, since there is a switching between spatially homogeneous and nonhomogeneous states with statistical properties of on-off intermittency. Hence the onset of spatio-temporal chaos depends critically both on the existence of a chaotic attractor in the invariant subspace and its being transversely stable or unstable. (C) 2008 Elsevier B.V. All rights reserved.

Transition to quantum turbulence in finite-size superfluids

A novel concept of quantum turbulence in finite size superfluids, such as trapped bosonic atoms, is discussed. We have used an atomic (87)Rb Bose-Einstein condensate (BEC) to study the emergence of this phenomenon. In our experiment, the transition to the quantum turbulent regime is characterized by a tangled vortex lines formation, controlled by the amplitude and time duration of the excitation produced by an external oscillating field. A simple model is suggested to account for the experimental observations. The transition from the non-turbulent to the turbulent regime is a rather gradual crossover. But it takes place in a sharp enough way, allowing for the definition of an effective critical line separating the regimes. Quantum turbulence emerging in a finite-size superfluid may be a new idea helpful for revealing important features associated to turbulence, a more general and broad phenomenon. [GRAPHICS] Amplitude versus elapsed time diagram of magnetically excited BEC superfluid, presenting the evolution from the non-turbulent regime, with well separated vortices, to the turbulent regimes, with tangled vortices (C) 2011 by Astro Ltd. Published exclusively by WILEY-VCH Verlag GmbH & Co. KGaA

SYNCHRONIZATION OF CHAOS AND THE TRANSITION TO WAVE TURBULENCE

We investigated the transition to wave turbulence in a spatially extended three-wave interacting model, where a spatially homogeneous state undergoing chaotic dynamics undergoes spatial mode excitation. The transition to this weakly turbulent state can be regarded as the loss of synchronization of chaos of mode oscillators describing the spatial dynamics.

Direct numerical simulation of transition and turbulence in compressible mixing layer

The three-dimensional compressible Navier-Stokes equations are approximated by a fifth order upwind compact and a sixth order symmetrical compact difference relations combined with three-stage Ronge-Kutta method. The computed results are presented for convective Mach number Mc = 0.8 and Re = 200 with initial data which have equal and opposite oblique waves. From the computed results we can see the variation of coherent structures with time integration and full process of instability, formation of Lambda-vortices, double horseshoe vortices and mushroom structures. The large structures break into small and smaller vortex structures. Finally, the movement of small structure becomes dominant, and flow field turns into turbulence. It is noted that production of small vortex structures is combined with turning of symmetrical structures to unsymmetrical ones. It is shown in the present computation that the flow field turns into turbulence directly from initial instability and there is not vortex pairing in process of transition. It means that for large convective Mach number the transition mechanism for compressible mixing layer differs from that in incompressible mixing layer.

Supporting fathers in the transition to parenthood

Knowledge of the experience of parenthood is usually from a woman’s perspective. The resulting outcome is that knowledge about the experience of fatherhood has been limited. Fathers are starting to change this situation by sharing their experience as is evidenced by the overall response of 267 fathers to this study. This paper focuses on the exploration of 22 men’s feelings and beliefs about fatherhood; and their expectations and views about parenting. The paper will also investigate how fathers’ antenatal expectations matched the reality of early family life including emotional well-being, attitudes to parenting, adjustment to family life and sources of support. The quantitative and qualitative data of the 22 fathers who responded to both the antenatal and postnatal questionnaires used within this paper are drawn from a larger Queensland survey of women and men during the antenatal and postnatal period.

Transition to school of diverse learners

This thesis examines the approaches taken by early years teachers in supporting the inclusive school transition of diverse learners. A Thesis by Publication format has been employed, where instead of traditional thesis chapters, scholarly journal articles are presented in an ordered sequence in two sections. The first set of journal articles establishes a synthesis of approaches to diversity and inclusion and to transition to school, in order to set a clear theoretical position arising from the literature. The second set of journal articles reports empirical evidence from three school sites on diversity, inclusion and transition to school, discussed in relation to both the first set of papers and to additional literature. The relationship between these articles, and the methodology used for the theoretical papers, is outlined in linking summaries of the challenges the papers seek to address.

Paving for diverse pathways : using industry-linked learning to support Performing Arts students in their transition to protean careers

Statistics presented in Australia Council reports such as Don’t Give Up Your Day Job (2003), and Artswork: A Report On Australians Working in the Arts 1 and 2 (1997, 2005), and in other studies on destinations for Performing Arts graduates, demonstrate the diversity of post-graduation pathways for our students, the prevalence of protean careers, and the challenges in developing a sense of professional identity in a context where a portfolio of work across performance making, producing, administration and teaching can make it difficult for young artists to establish career status and capital in conventional terms (cf. Dawn Bennett, “Academy and the Real World: Developing Realistic Notions of Career in the Performing Arts”, Arts & Humanities in Higher Education, 8.3, 2009). In this panel, academics from around Australia will consider the ways in which Drama, Theatre and Performance Studies as a discipline is deploying a variety of practical, professional and work-integrated teaching and learning activities – including performance-making projects, industry projects, industry placements and student-initiated projects – to connect students with the networks, industries and professional pathways that will support their progression into their career. The panellists include Bree Hadley (Queensland University of Technology), Meredith Rogers (La Trobe University), Janys Hayes (Woolongong University) and Teresa Izzard (Curtin University). The panelists will present insights into the activities they have found successful, and address a range of questions, including: How do we introduce students to performance-making and / or producing models they will be able to employ in their future practice, particularly in light of the increasingly limited funds, time and resources available to support students’ participation in full-scale productions under the stewardship of professional artists?; How and when do we introduce students to industry networks?; How do we cater for graduates who will work as performers, writers, directors or administrators in the non-subsidised sector, the subsidised sector, community arts and education?; How do we category cater for graduates who will go on to pursue their work in a practice-as-research context in a Higher Degree?; How do we assist graduates in developing a professional identity? How do we assist graduates in developing physical, professional and personal resilience?; How do we retain our connections with graduates as part of their life-long learning?; Do practices and processes need to differ for city or regionally based / theoretically or practically based degree programs?; How do our teaching and learning activities align with emergent policy and industrial frameworks such as the shift to the “Producer Model” in Performing Arts funding, or the new mentorship, project, production and enterprise development opportunities under the Australia Council for the Arts’ new Opportunities for Young and Emerging Artists policy framework?

The transition to school of children with developmental disabilities : views of parents and teachers

The transition from early intervention programs to inclusive school settings presents children with developmental disabilities with a range of social challenges. In Queensland, in the year of transition to school, many children with developmental disabilities attend an Early Childhood Development Program for 2 to 3 days each week and also begin attendance in a mainstream program with the latter increasing to full-time attendance during the year. Quantitative and qualitative data were collected by parent interviews and teacher questionnaires for 62 children participating in the Transition to School Project regarding their perceptions of the success of the transition process and the benefits and challenges of inclusion. Both parents and teachers saw a range of benefits to children from their inclusion in ‘regular’ classrooms, with parents noting the helpfulness of teachers and their support for inclusion. Challenges noted by parents included the school’s lack of preparation for their child’s particular developmental needs especially in terms of the physical environment while teachers reported challenges meeting the needs of these children within the context and resources of the classroom. Parents were more likely than teachers to view the transition as easy. Correlational analyses indicated that teachers were more likely to view the transition as easy when they felt that the child was appropriately placed in a ‘regular’ classroom. Findings from this project can inform the development of effective transition-to-school programs in the early school years for children with developmental disabilities.