Thesis (Master)--İzmir Institute of Technology, İzmir, 2005 / Includes bibliographical references.

Thesis (Ph. D.)--University of Michigan, 1934. / Cover title. By G.M. Hebbard and W.L. Badger. Reprinted from the Industrial and engineering chemistry, Analytical ed., v. 5, no. 6, November 15, 1933, and from Industrial and engineering chemistry, v. 26, no. 4, April, 1934. "Literature cited": p. 362,424.

Thesis--John Hopkins Univ. / Vita. Bibliography: leaves 45-46.

The main task of this diploma thesis is a draft design low-regenerative feedwater heater. There is conducted thermal and hydraulic calculation of this device. After that there is detaily described the method for controlling the temperature of the outlet water. Conclusion includes calculations for sizing wall thickness of the main tires. Projection drawing is part of the work as a supplement.

<p> Learning processes have been demonstrated to play an integral role in drug tolerance. More recently, researchers have found that associative mechanisms also play an important role in the adaptation to cold exposure (Riccio, MacArdy & Kissinger, 1991). The present study investigated the effect of contextual stimuli on temperature response to repeated heat stress. Rats receiving repeated heat exposures (56°C, 10 min, 6 trials) demonstrated adaptation to the heat as measured by a decrease in hyperthermia. The tolerance to the heat stress was not disrupted by changing the contextual cues associated with the heat. These findings demonstrate tolerance to repeated heat stress but do not provide evidence of associative learning in this adaptation. Future experiments should assess the question of thermoregulation and associative processes using highly discriminant conditioning environments.</p> / Thesis / Master of Science (MSc)

Thesis (M.Sc.(Hons.))--University of Wollongong, 2006. / Typescript. Includes bibliographical references.

Thesis (M.S.)--Florida State University, 2006. / Advisor Juan C. Ordonez, Florida State University, College of Engineering, Dept. of Mechanical Engineering. Title and description from dissertation home page (viewed Sept. 19, 2006). Document formatted into pages; contains x, 267 pages. Includes bibliographical references.

Limb haemodynamic responses during heat-stress and the importance of local vs. central temperature-sensitive mechanisms towards their regulation remain poorly understood, both at a whole-limb level and within individual tissues (i.e. skeletal muscle and skin). The aims of this thesis were to 1) investigate the haemodynamic responses at rest to direct thermal challenges both at a local level and during progressive elevations in systemic heat stress, 2) to ascertain the contribution of local vs. systemic mechanisms towards this regulation, and 3) to investigate the same responses during single-legged small-muscle mass exercise to near maximal levels. Results from Chapters 4 and 5 characterised the haemodynamic responses during isolated cooling and heating of the arm and leg, and provided evidence of alterations in both skin and skeletal muscle blood flow controlled solely through local temperature-sensitive mechanisms. While local cooling led to modest decreases in limb blood flow due to decreases in mean blood velocity alone, increases during heating occurred as a result of an increased antegrade flow, a diminished retrograde flow, and a reduction in the potentially pro-atherogenic oscillatory shear index. In Chapter 6, whole-body heating with isolated single leg cooling displayed the continued control of limb blood flow via local thermosensitive mechanisms alone, as cooled leg blood flow remained unchanged despite significant elevations in core temperature, cardiac output, and opposing heated leg blood flow. Furthermore, elevations in heated leg V̇O2 suggested a possible metabolic contribution to the observed skeletal muscle hyperaemic response. During incremental single-legged knee-extensor exercise to near maximal levels, blood flow was determined by a combination of metabolic workload and local tissue temperatures, regardless of whether systemic heat stress was present. Chapter 7 revealed that whilst skin and muscle blood flow in the leg continued to increase in line with local temperatures to levels of severe heat stress, rapid cooling of the leg when hyperthermic resulted in a similar reverse response in muscle tissues only, as skin blood flow remained elevated despite the abolition of high skin and subcutaneous temperatures. In addition, evidence was provided that moderate levels of whole-body heat stress provided little additional benefit to anti-atherogenic shear profiles than that experienced during isolated limb heating alone. Taken together, these findings suggest that local thermosensitive mechanisms dominate limb blood flow control during direct rapid heating in humans both at rest and during small muscle mass exercise, but that underlying central mechanisms may act to maintain flow when local temperatures are reduced in the face of high core temperatures.

An experimental investigation has been undertaken to study operating temperatures and heat fluxes in the cylinder walls and cylinder head of a modern diesel engine. Temperatures were measured under a wide range of speed and torque at more than one hundred locations in the block and cylinder head of the engine employing conventional thermocouples arranged to obtain one-dimensional metal thermal gradients and subsequently deduce the corresponding heat fluxes and surface temperatures. Results observed in the cylinder bores revealed that in addition to heat transferred by convection and radiation from combustion gases, the temperature and heat flux distributions are considerably affected by heat conduction from piston rings and skirt through the oil film, and by frictional heat generated at these components. The heat fluxes and surface temperatures obtained in the cylinder head combined with gas pressure measurements were used to evaluate existing formulae to predict heat transfer coefficients from combustion gases to the chamber walls. The evaluation confirmed the significant variation previously observed between the various methods. As a consequence, a modified correlation has been proposed to estimate the gas-side heat transfer coefficient. This new correlation is considered to be an improved tool for estimating the heat transfer coefficients from combustion gases in modern diesel engines. Additionally, the results observed in the cylinder bores were used to develop a simple model from first principles to estimate the heat transferred from piston rings and skirt to the cylinder wall.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-05-06T12:51:07Z No. of bitstreams: 1 arquivo total.pdf: 27144583 bytes, checksum: 1cfeb04081720e2946794bce37e16961 (MD5) / Made available in DSpace on 2016-05-06T12:51:07Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 27144583 bytes, checksum: 1cfeb04081720e2946794bce37e16961 (MD5) Previous issue date: 2015-02-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research was performed in the State School Immaculate Conception in the city of Cabedelo, with 40 high school students. For this work were developed two learning situations (SA) focusing on the "initial questioning," three stages of the first of a dynamic call pedagogical moments proposed by Delizoicov. To guide the implementation of the SA was developed a teaching situation (SE). The SA were developed with students in the form of texts containing history of Science and questions where students should discuss, argue and develop a response to questions about the text and the daily about the heat and temperature concepts. Completing the practice a pre-test with multiple choice questions about the concepts of heat and temperature was applied. The students' answers were analyzed using the approach of conceptual profiles proposed by Mortimer. The ideas expressed by students were confronted with current scientific ideas to diagnose conceptual cognitive barriers. In the analysis of students' responses to the SA were identified 25 conceptual cognitive barriers, of which 10 were in the category related to cold concepts, heat and temperature, and were classified as belonging to the animist areas, substantialistic and realistic conceptual profile. In the pre-test were identified 9, these two had already been identified in the responses of the students regarding the SA. These 9 conceptual cognitive barriers were classified as belonging to the substantialist and realistic areas of conceptual profile. These conceptual cognitive barriers should be considered by the teacher during the development of classes and, with it, the teacher should seek to develop practices aimed at overcoming them, should make students aware of the need to build new knowledge (scientific) that may better explain phenomena occurring daily, and causing them to rethink about the world they live in. / Esta investigação foi realizada na Escola Estadual Imaculada Conceição, na cidade de Cabedelo, com 40 estudantes do ensino médio. Para a realização deste trabalho foram desenvolvidas duas situações de aprendizagem (SA) focalizando a “problematização inicial”, a primeira de três etapas de uma dinâmica chamada de momentos pedagógicos proposta por Delizoicov. Para orientar a aplicação das SA foi desenvolvida uma situação de ensino (SE). As SA foram desenvolvidas com os estudantes na forma de textos contendo história da Ciência e questões onde os estudantes deveriam debater, argumentar e desenvolver uma resposta para questões sobre o texto e o cotidiano a respeito dos conceitos de calor e temperatura. Completando a prática foi aplicado um pré-teste com questões de múltipla escolha a respeito dos conceitos de calor e temperatura. As respostas dos estudantes foram analisadas utilizando a abordagem dos perfis conceituais propostos por Mortimer. As ideias expressas pelos estudantes foram confrontadas com as ideias científicas vigentes para diagnosticar barreiras cognitivas conceituais. Na análise das respostas dos estudantes para as SA foram identificadas 25 barreiras cognitivas conceituais, das quais 10 se encontravam na categoria relacionada aos conceitos de frio, calor e temperatura, e foram classificadas como pertencentes às zonas animista, substancialista e realista do perfil conceitual. No pré-teste foram identificadas 9, destas 2 já tinham sido identificadas nas respostas dos estudantes referentes as SA. Estas 9 barreiras cognitivas conceituais foram classificadas como pertencentes às zonas substancialista e realista do perfil conceitual. Estas barreiras cognitivas conceituais devem ser consideradas pelo professor durante o desenvolvimento das aulas e, com isso, o professor deve buscar desenvolver práticas que visem a superação das mesmas, devendo conscientizar os estudantes da necessidade de construírem novos conhecimentos (científicos) que possam explicar melhor fenômenos que ocorrem diariamente, e fazendo-os repensar sobre o mundo em que vivem.