Simulation of the submerged energy nozzle-mold water model system using laser-optical and computational fluid dynamics methods

The present work describes quantitative digital particle image velocimetry measurements of a full-scale water model of a thin slab mold. Different casting speeds and two submerged entry nozzles with one and two outlet ports have been investigated. The flow pattern of the single-port nozzle shows a counterclockwise-rotating double vortex that is nearly steady-state but leads to high stationary surface waves. The flow jets out of the two-port nozzle oscillate and produce a transient flow pattern with low wave amplitudes. The amplitudes for the one-port nozzle show a linear variation with the volumetric flow rate. The experimental results lead to a good interpretation of the flow phenomena and are used to validate steady-state numerical simulations with the commercial program, CFX, on the basis of the Reynolds equations. To describe anisotropic turbulence effects, the Reynolds stress model (RSM) is used for the flat single-port nozzle and the standard k-ɛ model for the mold flow. The calculated mean velocities and wave amplitudes, predicted from pressure distribution at the water surface, are generally in the consensus of the experimental data. An erratum to this article is available at .     

The Israeli-Palestinian peace process and its vicissitudes: Insights from attitude theory.

The vicissitudes of the Israeli-Palestinian peace process since 1967 are analyzed using attitudes and related concepts where relevant. The 1967 war returned the two peoples' zero-sum conflict around national identity to its origin as a conflict within the land both peoples claim. Gradually, new attitudes evolved regarding the necessity and possibility of negotiations toward a two-state solution based on mutual recognition, which became the building stones of the 1993 Oslo agreement. Lacking a commitment to a final outcome, the Oslo-based peace process was hampered by reserve options, which increased avoidance at the expense of approach tendencies as the parties moved toward a final agreement. The resulting breakdown of the process in 2000 produced clashing narratives, reflecting different anchors for judgment and classical mirror images. Public support for violence increased, even as public opinion continued to favor a negotiated two-state solution. Reviving the peace process requires mutual reassurance about the availability of a partner for negotiating a principled peace based on a historic compromise that meets the basic needs and validates the identities of both peoples. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The big-fish-little-pond effect on academic self-concept.

Marsh and Parker (1984) described the big-fish–little-pond effect ({bflpe}), whereby equally able students have lower academic self-concepts in high-ability schools than in low-ability schools. The present investigation, a reanalysis of the Youth in Transition data, supported the generality of the earlier findings and demonstrated new theoretical implications of the {bflpe}. First, differences in the academic self-concepts of Black and White students, sometimes assumed to represent response biases, were explicable in terms of the {bflpe}. Second, equally able students earned higher grades in lower ability schools. This frame-of-reference effect for grades was distinct from, but contributed to, the {bflpe} for academic self-concept. Third, a longitudinal analysis demonstrated that academic self-concept had a direct effect on subsequent school performance beyond the effects of academic ability and prior school performance. About one quarter of this effect could be explained in terms of the {bflpe}. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Extracting Electron Densities in N-Type GaAs From Raman Spectra: Theory

In this paper, we present the theory for calculating Raman line shapes as functions of the Fermi energy and finite temperatures in zinc blende, n-type GaAs for donor densities between 10¹⁶ cm⁻³ and 10¹⁹ cm⁻³. Compared to other theories, this theory is unique in two respects: 1) the many-body effects are treated self-consistently and 2) the theory is valid at room temperature for arbitrary values of the ratio R = (Q²/α), where Q is the magnitude of the normalized wave vector and α is the normalized frequency used in the Raman measurements. These calculations solve the charge neutrality equation self-consistently for a two-band model of GaAs at 300 K that includes the effects of high carrier concentrations and dopant densities on the perturbed densities of states used to calculate the Fermi energy as a function of temperature. The results are then applied to obtain the carrier concentrations from Fermi energies in the context of line shapes in Raman spectra due to the coupling between longitudinal optical phonons and plasmons. Raman measurements have been proposed as a non-destructive method for wafer acceptance tests of carrier density in semiconductor epilayers. The interpretation of Raman spectra to determine the majority electron density in n-type semiconductors requires an interdisciplinary effort involving experiments, theory, and computer-based simulations and visualizations of the theoretical calculations.     

Big-Fish--Little-Pond effect on academic self-concept: A cross-cultural (26-country) test of the negative effects of academically selective schools.

Academically selective schools are intended to affect academic self-concept positively, but theoretical and empirical research demonstrates that the effects are negative. The big-fish--little-pond effect (BFLPE), an application of social comparison theory to educational settings, posits that a student will have a lower academic self-concept in an academically selective school than in a nonselective school. This study, the largest cross-cultural study of the BFLPE ever undertaken, tested theoretical predictions for nationally representative samples of approximately 4,000 15-year-olds from each of 26 countries (N=103,558) who completed the same self-concept instrument and achievement tests. Consistent with the BFLPE, the effects of school-average achievement were negative in all 26 countries (M beta=-.20, SD=.08), demonstrating the BFLPE's cross-cultural generalizability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)