Effect of Thermal Protection System on Vibration of Aerospace Structural Panels

At the end of Space Shuttle mission, it re-enters the earth\u27s atmosphere with a speed that exceeds 17000 mph, slowing down to landing speed causes friction that results in external surface high temperatures, as high as 3000 °F which is above the melting point of steel. While in Orbit, the orbiter airframe and major systems are exposed to external temperature fluctuations between the day and night phase from -200 °F to +200 °F during each 90-minute orbit. Therefore, to protect the Orbiter, its occupants, its airframe and major systems from the temperature extremes, special thermal shields were invented known as the Thermal Protection System (TPS) to withstand stresses and vibrations that are experienced during launch as well as thermally induced stresses imposed during temperature changes. Adding these thermal tiles to the structure changes its material properties since they are an addition to the mass. Modes are dependent on the material properties such as mass, stiffness and damping properties also determined by the boundary conditions of the structure. Any change in either the material properties or the boundary conditions will change the modes causing the structure to vibrate differently. This study is intended to further develop methodologies that can accurately measure, monitor and predict the condition of the Thermal Protection System (TPS) of primary and secondary structural components of the Space Shuttle. In addition, investigate the structural and non-structural systems as the non-structural mass can affect the evaluation of vibration structure. The research is performed using a combination of experimental methods that consist of physical impact tests, analytical methods, monitoring techniques and data analysis techniques

Effect of dietary energy and phosphorus on nutrients digestibility, blood constituents, and ovarian structures in ewes

Forty five mixed breed ewes of 3-3.5 years of age and 40-50 Kg live body weight were used in this study. The ewes were housed inside an open yard with shade and concrete floor. They were fed on the control diet for one month before the beginning of the experiment. At the onset of the breeding season, the animals were classified randomly into nine groups five, per each. Nine diets including the control one were formulated with three levels of digestible energy (DE, 2.2, 2.5 and 2.8&#160;Mcal/Kg diet), each at three levels of phosphorus (low, normal and high) in a 3x3 factorial design. The nine diets were designates as NENP, NELP, NEHP, HENP, HELP, HEHP, LENP, LELP and LEHP. First litter in each diet designates the energy level while, the third litter designates the phosphorus level (H, high, N, normal and L, low). The litters E and P stand for energy and phosphorus, respectively. The animals were fed the respective experimental diets and water ad-libitum&#160;for one month after the beginning of the breeding season. A metabolism trial was carried out during the last week of the experiment. Blood samples were taken regularly twice weekly for biochemical examination. Throughout the period of the experiment, the animals were examined regularly by using&#160;ultrasonography. The results of this study indicated that, levels of energy and phosphorus affect significantly (P<0.05) nutrients digestibility, some blood constituents and ovarian structure. [Vet World 2009; 2(12.000): 456-461

Ovarian Follicular Fluid Constituents in Relation to Stage of Estrus Cycle and Size of the Follicle in Buffalo

The goal of the present study was to evaluate the difference in constituent of the ovarian follicular fluid in different stages of the estrus cycle and in medium and large sized follicle and also to evaluate the relation between serum and follicular fluid constituents in cyclic buffalos. A total of 34 clinically healthy buffalo (Bubals bubals), aged 7-10 years, were sent for slaughter in Moesha Abattoir, Assiut province in winter 2009. Blood samples and the whole genital tract of each animal were collected. The stage of the cycle (proestrus n= 8, estrus n= 7, metestrus n= 7 and diestrus n= 12) was determined post mortem. Biochemical analysis of serum and follicular fluid was performed through measuring total protein, albumin, chloride, potassium, phosphorus, magnesium, glucose, cholesterol, triglyceride, urea, creatinine levels and lactate dehydrogenase (LDH) activity. Results of the present study revealed that during the estrus cycle, only follicular triglyceride, urea, creatinine and phosphorus level showed significant changes. A positive correlation was found between follicular albumin, phosphorus levels and follicular diameter. Total protein, albumin, globulins, glucose, chloride and creatinine were significantly higher in the serum than that in the follicular fluid. Follicular triglyceride level and potassium level were significantly higher than serum level. Follicular LDH activity was higher in large sized follicle than small sized one. Further studies are required to elucidate the relation between concentration of urea and creatinine in the follicular fluid and oocyte viability. [Vet. World 2010; 3(6.000): 263-267

Empathic Skills Training As a Means of Reducing Cyberbullying among Adolescents: An Empirical Evaluation

Cyberbullying is a form of aggression in which electronic communication such as e-mails, mobile phone calls, text messages, instant messenger contacts, photos, social networking sites and personal webpages are used to threaten or intimidate individuals. Cognitive-behavioral therapy (CBT) counselling based on empathic training may reduce cyberbullying among adolescents. The present study investigated the impact of developing empathy skills in reducing cyberbullying among a sample of adolescents using two groups (i.e., an experimental group and control group). The experimental group received counselling intervention based on CBT with special focus on improving empathy whereas the control group received CBT general counselling. The participants comprised 217 adolescents (experimental group = 98 adolescents, control group = 119 adolescents) with a mean age of 15.1 years (SD ± 1.5). The measures included the Toronto Empathy Questionnaire (TEQ) and the Bullying, Cyberbullying Scale for Adolescents (BCS-A). Results showed that there were statistically significant differences on TEQ scores and BCS-A scores in the experimental and control groups after the intervention but more so in favor of the experimental group in terms of reduced levels of cyberbullying (both victimization and perpetration). Positive gains among the experimental group in both empathy and reduced cyberbullying remained at two-month follow-up. It is recommended that teachers and school counselors tackling cyberbullying should use empathy training as part of their cyberbullying prevention programs.</jats:p

Empathic Skills Training As a Means of Reducing Cyberbullying among Adolescents: An Empirical Evaluation

Cyberbullying is a form of aggression in which electronic communication such as e-mails, mobile phone calls, text messages, instant messenger contacts, photos, social networking sites and personal webpages are used to threaten or intimidate individuals. Cognitive-behavioral therapy (CBT) counselling based on empathic training may reduce cyberbullying among adolescents. The present study investigated the impact of developing empathy skills in reducing cyberbullying among a sample of adolescents using two groups (i.e., an experimental group and control group). The experimental group received counselling intervention based on CBT with special focus on improving empathy whereas the control group received CBT general counselling. The participants comprised 217 adolescents (experimental group = 98 adolescents, control group = 119 adolescents) with a mean age of 15.1 years (SD &plusmn; 1.5). The measures included the Toronto Empathy Questionnaire (TEQ) and the Bullying, Cyberbullying Scale for Adolescents (BCS-A). Results showed that there were statistically significant differences on TEQ scores and BCS-A scores in the experimental and control groups after the intervention but more so in favor of the experimental group in terms of reduced levels of cyberbullying (both victimization and perpetration). Positive gains among the experimental group in both empathy and reduced cyberbullying remained at two-month follow-up. It is recommended that teachers and school counselors tackling cyberbullying should use empathy training as part of their cyberbullying prevention programs