A comparison of the gas-blast and centrifugal-accelerator erosion testers: The influence of particle dynamics

The gas-blast and centrifugal-accelerator testers are the two most commonly used erosion testers. An experimental and analytical study was made of the effect of particle characteristics (size, shape and concentration) on particle dynamics in each of these testers. Analysis showed that in the gas-blast tester both particle velocity and the dispersion angle of the particle jet were relatively sensitive to the particle characteristics. Particle characteristics, within the ranges studied, had little influence in the centrifugal accelerator tester. Consequently, during an erosion test, the range of particle velocities and dispersion angles in the gas-blast tester ismuch wider than in the centrifugal-accelerator tester. It was concluded that the centrifugal-accelerator tester gave closer control of the important erosion test parameters and therefore more consistent erosion test measurements. However, one drawback of the centrifugal-accelerator tester is the need to account for erosion effects associated with the impact of rotating particles, an inherent feature of this tester.

Modeling X-ray photoionized plasmas produced at the Sandia Z-facility

In experiments at the high-power Z-facility at Sandia National Laboratory in Albuquerque, New Mexico, we have been able to produce a low density photoionized laboratory plasma of Fe mixed with NaF. The conditions in the experiment allow a meaningful comparison with X-ray emission from astrophysical sources. The charge state distributions of Fe, Na and F are determined in this plasma using high resolution X-ray spectroscopy. Independent measurements of the density and radiation flux indicate unprecedented values for the ionization parameter xi = 20-25 erg cm s(-1) under nearly steady-state conditions. First comparisons of the measured charge state distributions with X-ray photoionization models show reasonable agreement, although many questions remain.

Increasing Staff and Student Capacity to Use the Communication Facility in Queen's Online in Order to Support Learning and Teaching on a BSW Programme

In this article the authors explore and evaluate developments in the use of information and communications technologies (ICT) within social work education at Queen's University Belfast since the inception of the new degree in social work. They look at the staff development strategy utilised to increase teacher confidence and competence in use of the Queen's Online virtual learning environment tools as well as the student experience of participation in modules involving online discussions. The authors conclude that the project provided further opportunity to reflect on how ICT can be used as a platform to support a whole course in a systematic and coordinated way and to ensure all staff remained abreast of ongoing developments in the use of ICT to support learning which is a normative expectation of students entering universities. A very satisfying outcome for the leaders is our observation of the emergence of other 'experts' in different aspects of use of ICT amongst the staff team. This project also shows that taking a team as opposed to an individual approach can be particularly beneficial