An experimental study of loss sources in a fan operating with continuous inlet stagnation pressure distortion

The viability of boundary layer ingesting (BLI) engines for future aircraft propulsion is dependent on the ability to design robust, efficient engine fan systems for operation with continuously distorted inlet flow. A key step in this process is to develop an understanding of the specific mechanisms by which an inlet distortion affects the performance of a fan stage. In this paper, detailed full-annulus experimental measurements of the flow field within a low-speed fan stage operating with a continuous 60 deg inlet stagnation pressure distortion are presented. These results are used to describe the three-dimensional fluid mechanics governing the interaction between the fan and the distortion and to make a quantitative assessment of the impact on loss generation within the fan. A 5.3 percentage point reduction in stage total-to-total efficiency is observed as a result of the inlet distortion. The reduction in performance is shown to be dominated by increased loss generation in the rotor due to off-design incidence values at its leading edge, an effect that occurs throughout the annulus despite the localized nature of the inlet distortion. Increased loss in the stator row is also observed due to flow separations that are shown to be caused by whirl angle distortion at rotor exit. By addressing these losses, it should be possible to achieve improved efficiency in BLI fan systems. © 2013 by ASME.

Measurements of intake separation hysteresis in a model fan and nacelle RIG

A 1/20-scale, low speed model rig representing the fan and nacelle of a high bypass ratio jet engine has been tested under crosswind conditions. The flow conditions under which the intake flow separates and reattaches have been found to exhibit considerable hysteresis. This phenomenon has been examined by a careful test procedure in which the crosswind angle has been slowly increased and then decreased. Measurements of the hysteresis associated with separation and reattachment are presented for independent variations in stream-tube contraction ratio, ground clearance, fan operating point and Reynolds number. The results reveal that particular care must be taken to allow for any hysteresis when testing intakes under crosswind conditions. They also indicate that separation hysteresis is particularly sensitive to fan operating point and the position of the ground plane. These findings suggest that it is important for high Reynolds number intake tests and calculations to include a ground plane and a model of the downstream turbomachinery. © 2002 by the author(s).

Period Continuous Tuning of an Efficient Mid-Infrared Optical Parametric Oscillator Based on a Fan-out Periodically Poled MgO-Doped Lithium Niobate

We report a period continuously tunable, efficient, mid-infrared optical parametric oscillator (OPO) based on a fan-out periodically poled MgO-doped congruent lithium niobate (PPMgLN). The OPO is pumped by a Nd:YAG laser and a maximum idler output average power of 1.65 W at 3.93 mu m is obtained with a pump average power of 10.5 W, corresponding to the conversion efficiency of about 16% from the pump to the idler. The output spectral properties of the OPO with the fan-out crystal are analyzed. The OPO is continuously tuned over 3.78-4.58 mu m (idler) when fan-out periods are changed from 27.0 to 29.4 mu m. Compared with temperature tuning, fan-out period continuous tuning has faster tuning rate and wider tuning range.

An Englishwoman's twenty-five years in tropical Africa: being the biography of Gwen Elen Lewis, missionary to the Cameroons and the Congo, by George Hawker

http://www.archive.org/details/anenglishwomanst00hawkuoft

Bolenge : a story of gospel triumphs on the Congo by Eva May Dye

http://www.archive.org/details/bolengeastoryofg00dyeeuoft

Pioneering in the Congo. by John McKendree Springer ...

http://www.archive.org/details/pioneeringincong00spririch

A discussion on design exhibition "delivery to Sichuan" - interview with Tie Fan, senior architect at Foster & Partners

By the British "East Design Alliance" (West East Design Group) was launched, entitled "Sichuan Express" (Delivery to Sichuan) earthquake relief concept design exhibition in September 2008 from 1 to 5 at the Alan Baxter gallery...

When the shift hits the critical fan: a Foucauldian analysis

In the past 15 years in the UK, the state has acquired powers, which mark a qualitative shift in its relationship to higher education. Since the introduction and implementation of the Further and Higher Education Act 1992, the Teaching and Higher Education Act 1998 and the Higher Education Act 2004, a whole raft of changes have occurred which include the following: Widening participation; the development of interdisciplinary, experiential and workplace-based learning focused on a theory-practice dialogue; quality assurance; and new funding models which encompass public and private partnerships. The transformation of higher education can be placed in the context of New Labour’s overall strategies for overarching reform of public services, as set out in the Prime Minister’s Strategy Unit’s discussion paper The UK Government’s Approach to Public Service Reform (2006). An optimistic view of changes to higher education is that they simultaneously obey democratic and economic imperatives. There is an avowed commitment through the widening participation agenda to social inclusion and citizenship, and to providing the changing skills base necessary for the global economy. A more cynical view is that, when put under critical scrutiny, as well as being emancipatory, in some senses these changes can be seen to mobilise regulatory and disciplinary practices. This paper reflects on what kinds of teaching and learning are promoted by the new relationship between the state and the university. It argues that, whilst governmental directives for innovations and transformations in teaching and learning allegedly empower students and put their interests at the centre, reforms can also be seen to consist of supervisory and controlling mechanisms with regard both to our own practices as teachers and the knowledge/ learning we provide for the students.