Drag reduction phenomenon in viscous oil-water dispersed pipe flow: Experimental investigation and phenomenological modeling

An experimental study on drag-reduction phenomenon in dispersed oil-water flow has been performed in a 26-mm-i.d. Twelve meter long horizontal glass pipe. The flow was characterized using a novel wire-mesh sensor based on capacitance measurements and high-speed video recording. New two-phase pressure gradient, volume fraction, and phase distribution data have been used in the analysis. Drag reduction and slip ratio were detected at oil volume fractions between 10 and 45% and high mixture Reynolds numbers, and with water as the dominant phase. Phase-fraction distribution diagrams and cross-sectional imaging of the flow suggested the presence of a higher amount of water near to the pipe wall. Based on that, a phenomenology for explaining drag reduction in dispersed flow in a flow situation where slip ratio is significant is proposed. A simple phenomenological model is developed and the agreement between model predictions and data, including data from the literature, is encouraging. (c) 2011 American Institute of Chemical Engineers AIChE J, 2012

Functional thin films fabricated by plasma polymerization and their biological applications

Plasma polymerization technique is widely accepted as an effective and simple method for the preparation of functional thin films. By careful choice of precursors and deposition parameters, plasma polymers bearing various functional groups could be easily obtained. In this work, I explored the deposition of four kinds of plasma polymerised functional thin films, including the protein-resistant coatings, the thermosensitive coatings, as well as, the coatings bearing amine or epoxide groups. The deposited plasma polymers were characterized by various techniques, such as X-ray photoelectron spectroscopy, atom force microscopy, Fourier transform infrared spectroscopy, surface plasmon resonance spectroscopy, optical waveguide spectroscopy, and so on. As expected, high retention of various functional groups could be achieved either at low plasma input power or at low duty cycle (duty cycle = Ton/(Ton+Toff)). The deposited functional thin films were found to contain some soluble materials, which could be removed simply by extraction treatment. Besides the thermosentive plasma polymer (see Chapter 9), other plasma polymers were used for developing DNA sensors. DNA sensing in this study was achieved using surface plasmon enhanced fluorescence spectroscopy. The nonfouling thin films (i.e., ppEO2, plasma polymerization of di(ethylene glycol) monovinyl ether) were used to make a multilayer protein-resistant DNA sensor (see Chapter 5). The resulted DNA sensors show good anti-fouling properties towards either BSA or fibrinogen. This sensor was successfully employed to discriminate different DNA sequences from protein-containing sample solutions. In Chapter 6, I investigated the immobilization of DNA probes onto the plasma polymerized epoxide surfaces (i.e., ppGMA, plasma polymerization of glycidyl methacrylate). The ppGMA prepared at a low duty cycle showed good reactivity with amine-modified DNA probes in a mild basic environment. A DNA sensor based on the ppGMA was successfully used to distinguish different DNA sequences. While most DNA detection systems rely on the immobilization of DNA probes onto sensor surfaces, a new homogeneous DNA detection method was demonstrated in Chapter 8. The labeled PNA serves not only as the DNA catcher recognizing a particular target DNA, but also as a fluorescent indicator. Plasma polymerized allylamine (ppAA) films were used here to provide a positively charged surface.

Medienpädagogische Handlungskompetenzen: Problemorientierung und Kompetenzerwerb beim Lernen mit neuen Medien

Vor dem Hintergrund sich wandelnder (medialer) Lebenswelten von Schülerinnen und Schülern gewinnen Bestimmungsversuche um medienpädagogische Handlungskompetenzen von Lehrpersonen an Bedeutung. Der Erwerb medienpädagogischer Kompetenz, verstanden als dynamisches Zusammenspiel von domänenspezifischem Wissen und anwendungsorientiertem Können, wird in der vorliegenden Arbeit als wesentliches Lernziel der medienpädagogischen (Aus-)Bildung bestimmt. Als ein Weg zur Förderung medienpädagogischer Handlungskompetenz wird von der Autorin auf der Folie konstruktivistischer Vorstellungen über das Lehren und Lernen die Methode der Problemorientierung vorgeschlagen. Im ersten Teil der Arbeit werden Modelle und Konzepte diskutiert, die Bausteine für ein Modell medienpädagogischer Kompetenz liefern. Im zweiten Teil wird eine empirische Untersuchung zum Erwerb medienpädagogischer Handlungskompetenz auf der Basis eines von der Autorin erarbeiteten Modells vorgestellt und die Ergebnisse diskutiert. Eine kompetenztheoretische Annäherung erfolgt auf der Basis zweier Konzepte. Dies sind die Ausführungen zu einem Konzept kommunikativer Kompetenz nach Jürgen Habermas sowie dessen Überführung in die Medienpädagogik durch Dieter Baacke. Ferner wird die rezente bildungspolitische Kompetenzdebatte in Anbindung an Franz E. Weinert analysiert. Es folgt eine Zusammenschau über die methodischen Konzepte zur Erfassung von Kompetenzen in der Erziehungswissenschaft und deren Anwendbarkeit für die medienpädagogische Kompetenzforschung. Die gegenwärtig vorliegenden Entwürfe zu einer inhaltlichen Bestimmung medienpädagogischer Kompetenzen werden besprochen (Sigrid Blömeke, Werner Sesink, International Society for Technology in Education). Im Rekurs auf konstruktivistische lerntheoretische Überlegungen erfährt das problemorientierte Lernen beim Aufbau von Kompetenzen eine enorme Aufwertung. In der Arbeit wird insbesondere den Arbeiten von David Jonassen zu einer konstruktivistisch-instruktionistischen Herangehensweise bei der Gestaltung problemorientierter Lernumgebungen eine große Bedeutung zugesprochen (vgl. auch Ansätze des Goal-based Scenarios/Roger Schank und des Learning by Design/Janet Kolodner). Im zweiten Teil wird die Interventionsstudie im Kontrollgruppendesign vorgestellt. Anhand eines Modells medienpädagogischer Kompetenz, dass auf den Dimensionen Wissen einerseits und Können andererseits basiert, wurden Studierende (n=59) in einem Pre-Posttestverfahren auf diese Dimensionen getestet. Die Studierenden der Interventionsgruppe (n=30) arbeiteten über ein Semester mit einer problemorientierten Lernanwendung, die Studierenden der Kontrollgruppe (n=29) in einem klassischen Seminarsetting. Hauptergebnis der Untersuchung ist es, das die Intervention zu einem messbaren Lernerfolg beim medienpädagogischen Können führte. In der Diskussion der Ergebnisse werden Empfehlungen zur Gestaltung problemorientierter Lernumgebungen formuliert. Die Chancen einer Orientierung an problemorientierten Lernsettings für das Lernen an Hochschulen werden herausgestellt.

From fall-risk assessment to fall detection: inertial sensors in the clinical routine and daily life

Falls are caused by complex interaction between multiple risk factors which may be modified by age, disease and environment. A variety of methods and tools for fall risk assessment have been proposed, but none of which is universally accepted. Existing tools are generally not capable of providing a quantitative predictive assessment of fall risk. The need for objective, cost-effective and clinically applicable methods would enable quantitative assessment of fall risk on a subject-specific basis. Tracking objectively falls risk could provide timely feedback about the effectiveness of administered interventions enabling intervention strategies to be modified or changed if found to be ineffective. Moreover, some of the fundamental factors leading to falls and what actually happens during a fall remain unclear. Objectively documented and measured falls are needed to improve knowledge of fall in order to develop more effective prevention strategies and prolong independent living. In the last decade, several research groups have developed sensor-based automatic or semi-automatic fall risk assessment tools using wearable inertial sensors. This approach may also serve to detect falls. At the moment, i) several fall-risk assessment studies based on inertial sensors, even if promising, lack of a biomechanical model-based approach which could provide accurate and more detailed measurements of interests (e.g., joint moments, forces) and ii) the number of published real-world fall data of older people in a real-world environment is minimal since most authors have used simulations with healthy volunteers as a surrogate for real-world falls. With these limitations in mind, this thesis aims i) to suggest a novel method for the kinematics and dynamics evaluation of functional motor tasks, often used in clinics for the fall-risk evaluation, through a body sensor network and a biomechanical approach and ii) to define the guidelines for a fall detection algorithm based on a real-world fall database availability.

Entwicklung, Aufbau und Messungen eines schnellen Eiskeimzählers

Im Rahmen dieser Arbeit wurde ein neuer Eiskeimzähler FINCH (Fast Ice Nucleus CHamber) entwickelt und erste Messungen von verschiedenen Testaerosolen im Labor und atmosphärischem Aerosol durchgeführt. Die Aerosolpartikel bzw. Ice Nuclei IN werden bei Temperaturen unter dem Gefrierpunkt und Übersättigungen in Bezug auf Eis zum Anwachsen zu Eiskristallen gebracht, um sie mittels optischer Detektion zu erfassen. In FINCH ist dies durch das Prinzip der Mischung realisiert, wodurch eine kontinuierliche Messung der IN-Anzahlkonzentration gewährleistet ist. Hierbei kann mit sehr hohen Sammelflussraten von bis zu 10 l/min gemessen werden. Ebenso ist ein schnelles Abfahren von verschiedenen Sättigungsverhältnissen in Bezug auf Eis in einem weiten Bereich von 0.9 - 1.7 bei konstanten Temperaturen bis zu −23 °C möglich. Die Detektion der Eiskristalle und damit der Bestimmung der IN-Anzahlkonzentration erfolgt über einen neu entwickelten optischen Sensor basierend auf der unterschiedlichen Depolarisation des zurückgestreuten Lichtes von Eiskristallen und unterkühlten Tropfen. In Labermessungen wurden Aktivierungstemperatur und -sättigungsverhältnis von Silberjodid AgI und Kaolinit vermessen. Die Resultate zeigten gute Übereinstimmungen mit Ergebnissen aus der Literatur sowie Parallelmessungen mit FRIDGE (FRankfurt Ice Deposition freezinG Experiment). FRIDGE ist eine statische Diffusionskammer zur Aktivierung und Auszählung von Eiskeimen, die auf einem Filter gesammelt wurden. Bei atmosphärischen Messungen auf dem Jungfraujoch(Schweiz) lagen die IN-Anzahlkonzentrationen mit bis zu 4 l−1 im Rahmen der aus der Literatur bekannten Werte. Messungen der Eiskristallresiduen von Mischwolken zeigten hingegen, dass nur jedes tausendste als Eiskeim im Depositionsmode aktiv ist. Hier scheinen andere Gefrierprozesse und sekundäre Eiskristallbildung von sehr großer Bedeutung für die Anzahlkonzentration der Eiskristallresiduen zu sein. Eine weitere Messung von atmosphärischem Aerosol in Frankfurt zeigte IN-Anzahlkonzentrationen bis zu 30 l−1 bei Aktivierungstemperaturen um −14 °C. Die parallele Probenahme auf Siliziumplättchen für die Messungen der IN-Anzahlkonzentration in FRIDGE ergaben Werte im gleichen Anzahlkonzentrationsbereich.

Movement Analysis by means of inertial sensors: from bench to bedside

in the everyday clinical practice. Having this in mind, the choice of a simple setup would not be enough because, even if the setup is quick and simple, the instrumental assessment would still be in addition to the daily routine. The will to overcome this limit has led to the idea of instrumenting already existing and widely used functional tests. In this way the sensor based assessment becomes an integral part of the clinical assessment. Reliable and validated signal processing methods have been successfully implemented in Personal Health Systems based on smartphone technology. At the end of this research project there is evidence that such solution can really and easily used in clinical practice in both supervised and unsupervised settings. Smartphone based solution, together or in place of dedicated wearable sensing units, can truly become a pervasive and low-cost means for providing suitable testing solutions for quantitative movement analysis with a clear clinical value, ultimately providing enhanced balance and mobility support to an aging population.

Gestione del copyright nel tool autore AContent.

Con l’avvento di Internet, potentissimo strumento tecnologico di diffusione di informazioni e di comunicazione a distanza, anche le modalità di apprendimento sono cambiate: persino nelle scuole si tende a non utilizzare più i classici libri di testo, ma ad utilizzare dispositivi dai quali scaricare in formato elettronico, libri, dispense, test, video ed ogni altro genere di materiale di apprendimento, dando vita a un vero e proprio nuovo modo di apprendere chiamato E-learning, più veloce, comodo e ricco di alternative rispetto al vecchio modello offline che si presentava sottoforma di floppy inizialmente e poi di CD-ROM. E-learning significa, electronic based learning, ed è appunto una vera e propria metodologia di didattica che sfrutta e viene facilitata da risorse e servizi disponibili e accessibili virtualmente in rete. Al momento vi sono numerose piattaforme di E-learning, una delle quali è il nucleo di questa tesi, ovvero il tool autore AContent. Questo documento di tesi, infatti, raccoglie la descrizione della progettazione e della fase implementativa della gestione delle politiche di copyright per il tool AContent. L’obbiettivo è quello di rendere possibile l’assegnazione di un copyright a qualsiasi tipo di materiale didattico venga creato, caricato e/o condiviso sulla piattaforma in questione. Pertanto l’idea è stata quella di dare la possibilità di scegliere fra più copyright preimpostati, utilizzando degli standard di licenze riguardanti i diritti d’autore, lasciando anche l’opportunità di inserire la propria politica.

Progettazione ed implementazione di un sistema di navigazione in realtà aumentata per motocicli

Questa tesi ha l'obiettivo di mostrare i fondamenti per lo sviluppo di un sistema di navigazione per caschi motociclistici in realtà aumentata. L'applicazione implementata sfrutta i concetti principali di realtà aumentata sensor based, cioè basata su geo-localizzazione, al fine di fornire i dati di interesse all'interno del campo visivo del guidatore. Lo scopo del progetto è di realizzare un sistema in grado di interagire con l'utente attraverso i suoi movimenti, e rendere fruibili le informazioni riguardanti la navigazione all'interno di un casco. Non sono pochi i vantaggi che questi strumenti potrebbero introdurre nella guida veicolare, anche in ambito di sicurezza stradale. Infatti, in questo modo, l'utilizzatore del casco non sarà più costretto a distrarsi dalla guida per consultare le informazioni del percorso da seguire, ma avrà la possibilità di vederle proiettate direttamente all'interno del suo campo visivo. Tutte le informazioni che oggi siamo abituati a ricevere da un comune navigatore satellitare (o dal nostro smartphone), saranno disponibili nella visione reale del mondo che ci circonda in modo rapido e intuitivo. Si è scelto di utilizzare Android come sistema operativo per lo sviluppo del sistema, utilizzando la libreria droidAR per la realtà aumentata.

Understanding Research Fatigue in the Context of Community-University Relations

Community research fatigue has been understudied within the context of community-university relationships and knowledge production. Community-based research (CBR), often occurring within a limited geography and population, increases the possibility that community members feel exhausted or over-whelmed by university research —particularly when they do not see tangible results from research activities. Prompted by informal stories of research fatigue from community members, a small graduate student team sought to understand the extent to which community members experienced research fatigue, and what factors contributed to or relieved feelings of research fatigue. In order to explore these dimensions of research fatigue, semi-structured, face-to-face interviews were conducted with 21 participants, including community members (n = 9), staff and faculty (n = 10), and students (n = 2). The objective of the research was to identify university practices that contribute to research fatigue and how to address the issue at the university level. Qualitative data analysis revealed several important actionable findings: the structure and conduct of community-based research, structured reciprocity and impact, and the role of trust in research. This study’s findings are used to assess the quality of Clark University’s research relationship with its adjacent community. Recommendations are offered; such as to improve partnerships, the impact of CBR, and to develop clear principles of practice.

Teachers' professional development in a community

The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community. According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices. On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher community. Teachers' in-service training programs should be more sensitive to the culture of teacher communities and teachers' reciprocal relations. Further, teacher trainers should design teachers' in-service training of web-based learning in co-evolution with supporting networks which include the media and artefacts as well as people.

Teachers' professional development in a community

The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community. According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices. On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher community. Teachers' in-service training programs should be more sensitive to the culture of teacher communities and teachers' reciprocal relations. Further, teacher trainers should design teachers' in-service training of web-based learning in co-evolution with supporting networks which include the media and artefacts as well as people.

Teachers' professional development in a community

The goal of this article was to study teachers' professional development related to web-based learning in the context of the teacher community. The object was to learn in what kind of networks teachers share the knowledge of web-based learning and what are the factors in the community that support or challenge teachers professional development of web-based learning. The findings of the study revealed that there are teachers who are especially active, called the central actors in this study, in the teacher community who collaborate and share knowledge of web-based learning. These central actors share both technical and pedagogical knowledge of web-based learning in networks that include both internal and external relations in the community and involve people, artefacts and a variety of media. Furthermore, the central actors appear to bridge different fields of teaching expertise in their community. According to the central actors' experiences the important factors that support teachers' professional development of web-based learning in the community are; the possibility to learn from colleagues and from everyday working practices, an emotionally safe atmosphere, the leader's personal support and community-level commitment. Also, the flexibility in work planning, challenging pupils, shared lessons with colleagues, training events in an authentic work environment and colleagues' professionalism are considered meaningful for professional development. As challenges, the knowledge sharing of web-based learning in the community needs mutual interests, transactive memory, time and facilities, peer support, a safe atmosphere and meaningful pedagogical practices. On the basis of the findings of the study it is suggested that by intensive collaboration related to web-based learning it may be possible to break the boundaries of individual teachership and create such sociocultural activities which support collaborative professional development in the teacher community. Teachers' in-service training programs should be more sensitive to the culture of teacher communities and teachers' reciprocal relations. Further, teacher trainers should design teachers' in-service training of web-based learning in co-evolution with supporting networks which include the media and artefacts as well as people.

What is Practice Research in Social Work - Definitions, Barriers and Possibilities

Practice is subject to increasing pressure to demonstrate its ability to achieve outcomes required by public policy makers. As part of this process social work practice has to engage with issues around advancing knowledge-based learning processes in a close collaboration with education and research based perspectives. This has given rise to approaches seeking to combine research methodology, field research and practical experience. Practice research is connected to both “the science of the concrete” – a field of research oriented towards subjects more than objects and “mode 2 knowledge production” – an application-oriented research where frameworks and findings are discussed by a number of partners. Practice research is defined into two approaches: practice research – collaboration between practice and research – and practitioner research – processes controlled and accomplished by practitioners. The basic stakeholders in practice research are social workers, service users, administrators, management, organisations, politicians and researchers. Accordingly, practice research is necessarily collaborative, involving a meeting point for different views, interests and needs, where complexity and dilemmas are inherent. Instead of attempting to balance or reconcile these differences, it is important to respect the differences if collaboration is to be established. The strength of both practice and research in practice research is to address these difficult challenges. The danger for both fields is to avoid and reject them.

Knowledge Transfer Processes in the IS Offshore Outsourcing Transition: A Conceptual Model

Despite promising cost saving potential, many offshore software projects fail to realize the expected benefits. A frequent source of failure lies in the insufficient transfer of knowledge during the transition phase. Former literature has reported cases where some domains of knowledge were successfully transferred to vendor personnel whereas others were not. There is further evidence that the actual knowledge transfer processes often vary from case to case. This raises the question whether there is a systematic relationship between the chosen knowledge transfer process and know-ledge transfer success. This paper introduces a dynamic perspective that distinguishes different types of knowledge transfer processes explaining under which circumstances which type is deemed most appropriate to successfully transfer knowledge. Our paper draws on knowledge transfer literature, the Model of Work-Based Learning and theories from cognitive psychology to show how characteristics of know-ledge and the absorptive capacity of knowledge recipients fit particular knowledge transfer processes. The knowledge transfer processes are conceptualized as combinations of generic knowledge transfer activities. This results in six gestalts of know-ledge transfer processes, each representing a fit between the characteristics of the knowledge process and the characteristics of the knowledge to be transferred and the absorptive capacity of the knowledge recipient.

Encouraging adolescents toward mental health careers via website biographies.

This project designed, developed, implemented and is currently evaluating the effectiveness of an interactive, multi-media website designed to encourage adolescents to consider careers in mental health. This Web-based learning environment features biographies of mental health scientists. Evaluation is conducted in a systematic, structured way using cognitive achievement, usability (ease of use), and affective scales (e.g., fun to use) as outcome measures