Thesis (M.S.)--Florida State University, 2004. / Advisor: Dr. Yousef Haik, Florida State University, College of Engineering, Dept. of Mechanical Engineering. Title and description from dissertation home page (viewed June 16, 2004). Includes bibliographical references.

Electrowetting on dielectric (EWOD) is a technique for reducing the apparent contact angle of a fluid droplet, which has many promising applications in the fields of optics, digital displays, and lab-on-a-chip research. In this thesis, a design is presented for a novel single circuit device for achieving continuous droplet motion, by using the current-rectifying properties of valve metals to create diode-like behavior. This contrasts with existing designs, which require an array of individual electrodes to achieve motion in discrete steps. We are able to demonstrate continuous droplet motion across a 28mm-long test strip with an applied voltage of 303 V and a velocity of 5.59 mm/s (at 370 V) using an ionic-fluid electrolyte (BMIM-PF6), and have achieved actuation at as low as 185 V, with a maximum observed velocity (at 300 V) of 13.8 mm/s using a 1M sodium sulfate solution.

Microwave filters play key roles in controlling the frequency response at specific locations of any communications, radar, or test system. Microwave resonators provide the frequency selective building blocks necessary for filter design. Reconfigurable/ tunable microwave resonators have facilitated the design of tunable filters. Recently, MEMS based tuning mechanisms developed widely tunable resonators maintaining high Q; however, limit in the number of reconfiguration states. This thesis proposes a fluidic-reconfigurable Xband SIW resonator capable of continuous tunability across the reconfiguration range. A dielectric post of fluidic dispersions with variable material properties embedded in a two inductive post static SIW resonator defines the tuning mechanism. The development of an analytical closed-form expression for the resonant frequency and Q across reconfiguration, a circuit model, and full-wave simulation predicts the tunable performance with estimated material properties of the fluidic dispersion. Measured data on an initial tunable SIW resonator design showed good reconfiguration performance but more losses than expected which could potentially be explained from the discovery of a major design error not associated with the resonator itself. A second tunable SIW resonator designed and fabricated proves the material properties of the fluidic dispersions contain more losses than estimated and hinder the resonators performance. By comparing simulated and measured data new estimates for the material properties of the fluidic dispersion are proposed which agree with trends in recent literature. Low-loss fluidic dispersions will enable a significant performance increase in the current tunable SIW resonator. Two low-cost material measurement systems are designed to expedite research efforts in finding low-loss microwave fluidics. Both systems accurately compute dielectric constant but not loss tangents. The initial systems provide necessary first steps in the design of future highly accurate material measurement systems.

Circulation control involves tangentially blowing air around a rounded trailing edge in order to augment the lift of a wing. The advantages of this technique over conventional mechanical controls are reduced maintenance and lower observability. Despite the technology first being proposed in the 1960s and well-studied since, circulation control is not in widespread use today. This is largely due to the high mass flow requirements. Increasing the jet velocity increases both the efficiency (in terms of mass flow) and effectiveness. However, as the jet velocity exceeds the speed of sound, shock structures form which cause the jet to separate. Recent developments in the field of fluidic thrust vectoring (FTV) have shown that an asymmetrical convergent-divergent nozzle capable of producing an irrotational vortex (IV) has the potential to prevent separation through eliminating stream-wise pressure gradients. In this study, the feasibility of preventing separation at arbitrarily high jet velocities through the use of asymmetrical nozzle geometries designed to maintain irrotational (and stream-wise pressure gradient free) flow is explored. Furthermore, the usefulness of an adaptive nozzle geometry for the purpose of extending circulation control device efficiency and effectiveness is defined. Through a series of experiments, the flow physics of supersonic curved wall jets is characterised across a range of nozzle geometries. IV and equivalent area ratio symmetrical convergent-divergent nozzles are compared across three slot height to radius ratios (H/R): H/R = 0.1, H/R = 0.15, H/R = 0.2. The conclusion of this study is that at low H/R (0.1 and 0.15), there is no significant difference in behaviour between IV and symmetrical nozzles, whilst at high H/R (0.2), the IV nozzles begin separating whilst correctly expanded due to the propagation of pressure upstream from the edge of the reaction surface via the boundary layer. Consequently, it is shown that symmetrical nozzles of equivalent mass flow at high H/R have a higher separation NPR compared to IV nozzles. Specifically, the elimination of favourable, in addition to adverse stream-wise pressure gradients contradicts the expected behaviour of IV nozzles. The separation NPR for nozzles tested in this study, in addition to past studies is subsequently plotted against the throat height to radius ratios (A*/R). This shows that in fact, no previous experiments have shown a higher separation NPR for IV nozzles compared to symmetrical nozzles of equivalent mass flow. The overall outcome is that neither fixed geometry IV, nor adaptive nozzles are justified to maintain attachment, or to improve efficiency. This is because fixed nozzle geometries designed for higher separation NPR do not show any performance deficit when operating at lower NPRs. However, the throat height could be varied to maximise effectiveness (at the expense of mass flow). The contributions to new knowledge made by this study are as follows: the development of a new method of combining shadowgraph and schlieren images to simplify and enhance visualisation of supersonic flows; the use of pressure sensitive paint (PSP) to study the structure of the supersonic curved wall jet before and after separation; the identification of a clear mechanism for the separation of supersonic curved wall jets, valid over a broad range of nozzle geometries (including a clarification of previously unexplained behaviour witnessed in prior studies); the explanation that reattachment hysteresis occurs due to the upstream movement of the point of local separation at full separation (specifically, this explains why certain geometries such as backward-facing steps prevent reattachment hysteresis).

Este é um estudo sobre o que leva professores a vivenciarem o mal-estar docente. O conceito construído é o de que o mal-estar docente é um dos traços da profissão professor na contemporaneidade e evidencia-se através da manifestação das dificuldades ou impossibilidades de lidar com as problemáticas que estão presentes na escola. A manifestação do mal-estar docente se dá através de relatos de sentimentos de angústia, desconforto e impotência, resultantes do tensionamento nas relações estabelecidas e mediante a necessidade de intervenção do professor, em situações que se colocam no cotidiano de sua prática, e as reais possibilidades dessa intervenção. Esse conceito foi elaborado ao longo do processo de pesquisa, através dos estudos teóricos e da análise dos dados coletados. A pesquisa de campo realizou-se com professores de escolas da Rede Municipal, Estadual e Particular da cidade de Porto Alegre. Buscou-se levantar a percepção dos professores acerca das situações que causam mal-estar no cotidiano de seu trabalho na escola. Algumas das conclusões parciais podem ser apontadas, tais como: o mal-estar docente está presente tanto nas escolas da Rede Pública quanto nas da Rede Particular. Os principais fatores de mal-estar advêm da relação com o aluno, com a comunidade escolar, com as colegas e equipe diretiva. Nessas relações ganha destaque o mal-estar relacionado ao aluno incluído nas escolas após a democratização do ensino e no que se refere ao aluno que não está mobilizado para aprender. O sentimento de solidão do professor ao lidar com os problemas do cotidiano escolar, também se configura como fator de mal-estar docente. Através da revisão de literatura é possível constatar que o mal-estar docente não é uma questão recente, mas adquire características diferenciadas no momento atual tornando-se um fenômeno complexo constituído por inúmeros fatores relacionados às transformações que vêm acontecendo na sociedade e no ofício do professor. Partindo desse patamar de análise, foi possível construir a afirmativa de que o mal-estar docente, mais do que um incômodo ou sentimento difuso e passageiro, ou um ciclo degenerativo da eficácia docente, é um fenômeno que não está situado apenas no individuo, mas nas relações que se estabelecem na escola e na sociedade e, portanto, podemos nos referir a mal-estares. / The purpose of this study is to investigate the reasons that lead teachers to experience the ill-being of teaching in general. The concept here construed is that the ill-being of teaching is inherent in the teaching profession in contemporaneity, and becomes apparent through the manifestation difficulties or impossibilities in dealing with the problematic issues always present in the school environment. The ill-being of teaching is expressed through reports of feelings of anguish, discomfort and powerlessness that are manifest in the tension generated by the needs of the teacher's intervention in situations that are present in their daily practices and the real possibilities of such intervention. The concept has been elaborated throughout the research process, through theoretical studies and the analysis of the data gathered. The field research was performed with the help of teachers in both City and State Public Schools and in Private Schools in Porto Alegre city. The research aimed at identifying the teachers' perception about the events that can lead to the feeling of illbeing when performing their daily routines at school. Some partial conclusions may be pointed out, such as that the feeling of ill-being is present both in public and private schools. The major factors responsible for the feeling of ill-being arise from the relationships between teacher and student, between the teacher and the school community, between the teachers and their peers, and the school management team. It is noteworthy to emphasize the feeling of ill-being related to the students that have been included in the schools after the universalization of compulsory education, and specially, to those students who do not appear motivated to learn. The feeling of loneliness that overpowers the teachers when dealing with the daily school problems has also been identified as one of the reasons of the feeling of ill-being of teaching. Through literature research and review, it has also been noticed that the feeling of illbeing of teaching does not present itself as a brand new issue, but it has acquired differentiated characteristics in the current moment, thus becoming a more complex phenomenon that is construed by multiple factors related to the transformation that the society and the teaching profession have been subject to. Starting from such analysis threshold, it has been possible to construe the premise that the feeling of illbeing of teaching represents more than a nuisance or a diffuse and fleeting feeling, or even a degenerative cycle of the teaching efficacy, but it ultimately represents a phenomenon that does not reside in the individual only, but rather resides in the relationships that are established within the school and within the society, and therefore may be referred to as ill-beings.

Este é um estudo sobre o que leva professores a vivenciarem o mal-estar docente. O conceito construído é o de que o mal-estar docente é um dos traços da profissão professor na contemporaneidade e evidencia-se através da manifestação das dificuldades ou impossibilidades de lidar com as problemáticas que estão presentes na escola. A manifestação do mal-estar docente se dá através de relatos de sentimentos de angústia, desconforto e impotência, resultantes do tensionamento nas relações estabelecidas e mediante a necessidade de intervenção do professor, em situações que se colocam no cotidiano de sua prática, e as reais possibilidades dessa intervenção. Esse conceito foi elaborado ao longo do processo de pesquisa, através dos estudos teóricos e da análise dos dados coletados. A pesquisa de campo realizou-se com professores de escolas da Rede Municipal, Estadual e Particular da cidade de Porto Alegre. Buscou-se levantar a percepção dos professores acerca das situações que causam mal-estar no cotidiano de seu trabalho na escola. Algumas das conclusões parciais podem ser apontadas, tais como: o mal-estar docente está presente tanto nas escolas da Rede Pública quanto nas da Rede Particular. Os principais fatores de mal-estar advêm da relação com o aluno, com a comunidade escolar, com as colegas e equipe diretiva. Nessas relações ganha destaque o mal-estar relacionado ao aluno incluído nas escolas após a democratização do ensino e no que se refere ao aluno que não está mobilizado para aprender. O sentimento de solidão do professor ao lidar com os problemas do cotidiano escolar, também se configura como fator de mal-estar docente. Através da revisão de literatura é possível constatar que o mal-estar docente não é uma questão recente, mas adquire características diferenciadas no momento atual tornando-se um fenômeno complexo constituído por inúmeros fatores relacionados às transformações que vêm acontecendo na sociedade e no ofício do professor. Partindo desse patamar de análise, foi possível construir a afirmativa de que o mal-estar docente, mais do que um incômodo ou sentimento difuso e passageiro, ou um ciclo degenerativo da eficácia docente, é um fenômeno que não está situado apenas no individuo, mas nas relações que se estabelecem na escola e na sociedade e, portanto, podemos nos referir a mal-estares. / The purpose of this study is to investigate the reasons that lead teachers to experience the ill-being of teaching in general. The concept here construed is that the ill-being of teaching is inherent in the teaching profession in contemporaneity, and becomes apparent through the manifestation difficulties or impossibilities in dealing with the problematic issues always present in the school environment. The ill-being of teaching is expressed through reports of feelings of anguish, discomfort and powerlessness that are manifest in the tension generated by the needs of the teacher's intervention in situations that are present in their daily practices and the real possibilities of such intervention. The concept has been elaborated throughout the research process, through theoretical studies and the analysis of the data gathered. The field research was performed with the help of teachers in both City and State Public Schools and in Private Schools in Porto Alegre city. The research aimed at identifying the teachers' perception about the events that can lead to the feeling of illbeing when performing their daily routines at school. Some partial conclusions may be pointed out, such as that the feeling of ill-being is present both in public and private schools. The major factors responsible for the feeling of ill-being arise from the relationships between teacher and student, between the teacher and the school community, between the teachers and their peers, and the school management team. It is noteworthy to emphasize the feeling of ill-being related to the students that have been included in the schools after the universalization of compulsory education, and specially, to those students who do not appear motivated to learn. The feeling of loneliness that overpowers the teachers when dealing with the daily school problems has also been identified as one of the reasons of the feeling of ill-being of teaching. Through literature research and review, it has also been noticed that the feeling of illbeing of teaching does not present itself as a brand new issue, but it has acquired differentiated characteristics in the current moment, thus becoming a more complex phenomenon that is construed by multiple factors related to the transformation that the society and the teaching profession have been subject to. Starting from such analysis threshold, it has been possible to construe the premise that the feeling of illbeing of teaching represents more than a nuisance or a diffuse and fleeting feeling, or even a degenerative cycle of the teaching efficacy, but it ultimately represents a phenomenon that does not reside in the individual only, but rather resides in the relationships that are established within the school and within the society, and therefore may be referred to as ill-beings.

abstract: This paper details ink chemistries and processes to fabricate passive microfluidic devices using drop-on-demand printing of tetraethyl-orthosilicate (TEOS) inks. Parameters space investigation of the relationship between printed morphology and ink chemistries and printing parameters was conducted to demonstrate that morphology can be controlled by adjusting solvents selection, TEOS concentration, substrate temperature, and hydrolysis time. Optical microscope and scanning electron microscope images were gathered to observe printed morphology and optical videos were taken to quantify the impact of morphology on fluid flow rates. The microscopy images show that by controlling the hydrolysis time of TEOS, dilution solvents and the printing temperature, dense or fracture structure can be obtained. Fracture structures are used as passive fluidic device due to strong capillary action in cracks. At last, flow rate of passive fluidic devices with different thickness printed at different temperatures are measured and compared. The result shows the flow rate increases with the increase of device width and thickness. By controlling the morphology and dimensions of printed structure, passive microfluidic devices with designed flow rate and low fluorescence background are able to be printed. / Dissertation/Thesis / Masters Thesis Mechanical Engineering 2016

Este é um estudo sobre o que leva professores a vivenciarem o mal-estar docente. O conceito construído é o de que o mal-estar docente é um dos traços da profissão professor na contemporaneidade e evidencia-se através da manifestação das dificuldades ou impossibilidades de lidar com as problemáticas que estão presentes na escola. A manifestação do mal-estar docente se dá através de relatos de sentimentos de angústia, desconforto e impotência, resultantes do tensionamento nas relações estabelecidas e mediante a necessidade de intervenção do professor, em situações que se colocam no cotidiano de sua prática, e as reais possibilidades dessa intervenção. Esse conceito foi elaborado ao longo do processo de pesquisa, através dos estudos teóricos e da análise dos dados coletados. A pesquisa de campo realizou-se com professores de escolas da Rede Municipal, Estadual e Particular da cidade de Porto Alegre. Buscou-se levantar a percepção dos professores acerca das situações que causam mal-estar no cotidiano de seu trabalho na escola. Algumas das conclusões parciais podem ser apontadas, tais como: o mal-estar docente está presente tanto nas escolas da Rede Pública quanto nas da Rede Particular. Os principais fatores de mal-estar advêm da relação com o aluno, com a comunidade escolar, com as colegas e equipe diretiva. Nessas relações ganha destaque o mal-estar relacionado ao aluno incluído nas escolas após a democratização do ensino e no que se refere ao aluno que não está mobilizado para aprender. O sentimento de solidão do professor ao lidar com os problemas do cotidiano escolar, também se configura como fator de mal-estar docente. Através da revisão de literatura é possível constatar que o mal-estar docente não é uma questão recente, mas adquire características diferenciadas no momento atual tornando-se um fenômeno complexo constituído por inúmeros fatores relacionados às transformações que vêm acontecendo na sociedade e no ofício do professor. Partindo desse patamar de análise, foi possível construir a afirmativa de que o mal-estar docente, mais do que um incômodo ou sentimento difuso e passageiro, ou um ciclo degenerativo da eficácia docente, é um fenômeno que não está situado apenas no individuo, mas nas relações que se estabelecem na escola e na sociedade e, portanto, podemos nos referir a mal-estares. / The purpose of this study is to investigate the reasons that lead teachers to experience the ill-being of teaching in general. The concept here construed is that the ill-being of teaching is inherent in the teaching profession in contemporaneity, and becomes apparent through the manifestation difficulties or impossibilities in dealing with the problematic issues always present in the school environment. The ill-being of teaching is expressed through reports of feelings of anguish, discomfort and powerlessness that are manifest in the tension generated by the needs of the teacher's intervention in situations that are present in their daily practices and the real possibilities of such intervention. The concept has been elaborated throughout the research process, through theoretical studies and the analysis of the data gathered. The field research was performed with the help of teachers in both City and State Public Schools and in Private Schools in Porto Alegre city. The research aimed at identifying the teachers' perception about the events that can lead to the feeling of illbeing when performing their daily routines at school. Some partial conclusions may be pointed out, such as that the feeling of ill-being is present both in public and private schools. The major factors responsible for the feeling of ill-being arise from the relationships between teacher and student, between the teacher and the school community, between the teachers and their peers, and the school management team. It is noteworthy to emphasize the feeling of ill-being related to the students that have been included in the schools after the universalization of compulsory education, and specially, to those students who do not appear motivated to learn. The feeling of loneliness that overpowers the teachers when dealing with the daily school problems has also been identified as one of the reasons of the feeling of ill-being of teaching. Through literature research and review, it has also been noticed that the feeling of illbeing of teaching does not present itself as a brand new issue, but it has acquired differentiated characteristics in the current moment, thus becoming a more complex phenomenon that is construed by multiple factors related to the transformation that the society and the teaching profession have been subject to. Starting from such analysis threshold, it has been possible to construe the premise that the feeling of illbeing of teaching represents more than a nuisance or a diffuse and fleeting feeling, or even a degenerative cycle of the teaching efficacy, but it ultimately represents a phenomenon that does not reside in the individual only, but rather resides in the relationships that are established within the school and within the society, and therefore may be referred to as ill-beings.

La mucoviscidose est une maladie génétique mortelle qui limite ou empêche la production de composés antimicrobiens tels que l’hypothiocyanite (OSCN-) et la lactoferrine. L’objectif de cette étude est de produire un médicament contenant ces deux composés antimicrobiens (10 mL). Cependant l’hypothiocyanite est instable et nécessite une production juste avant administration. Pour cela, une unité de production de médicament portable, destinée à une utilisation par le patient à domicile, est développée avec un appareil réutilisable comprenant le système de pilotage du procédé et une cassette jetable composée par le circuit fluidique et le module membranaire. Le développement du circuit fluidique associé à un module membranaire nécessaire à la purification de l’hypothiocyanite, présent dans le milieu réactionnel, en prenant en compte les contraintes pharmaceutiques, constitue le verrou scientifique et technologique de cette thèse. Au travers de deux géométries membranaires testées, l’étude des paramètres opératoires pour la réalisation de la réaction enzymatique (mécanique des fluides, ultrafiltration, réaction) a permis de mieux appréhender et d’optimiser la production d’hypothiocyanite mais aussi de mettre en évidence les paramètres clés de l’élimination de la glycérine, présente initialement dans les membranes. En parallèle des essais cliniques modifiant les contraintes imposées, l’unité de production et la cassette jetable développées ont permis d’obtenir des résultats proches de ces nouvelles contraintes. / Cystic fibrosis is a fatal genetic disease that limits or prevents antimicrobial compounds such as hypothiocyanite (OSCN-) or lactoferrin. The aim of this study is to produce a drug with those two antimicrobial compounds (10 mL). However hypothiocyanite is unstable and requires production just prior to administration. In order to do so, a portable drug production unit, to be used by the patient at home, is developed. It is made with a reusable device including a control process system and a disposable cassette composed by a fluidic circuit and a membrane module. The scientific and technological challenge of this work is the development of a fluidic circuit incorporating the membrane module for the purification of hypothiocyanite present in a reaction medium while taking into account pharmaceutical constraints. Through two membrane geometries tested, the study of operating parameters to achieve enzymatic reaction (fluid mechanics, ultrafiltration and reaction) allowed to better understand and to optimize the hypothiocyanite production. Furthermore it highlighted the important parameters of the removal of glycerin, initially contained in the membranes. Finally the production unit and the disposable cassette allowed to obtain results close to the specifications. Even though these specifications were redefined and more stringent for clinical trials.

The development of low form factor flight controls is driven by the benefits of reducing the installed volume of the control device and/or minimising the change in external geometry, with particular application to flight control of low observable aircraft. For this work, the term "low form factor" does not refer to the aspect ratio of the control device rather the overall installed volume. This thesis compares the use of low form factor geometric and fluid devices on a NACA 0015 aerofoil section through two-dimensional numerical analysis and low speed wind tunnel experiments. The geometric spoiler is implemented as a small (boundary layer scale) variable height tab oriented normal to the local surface, referred to as a Micro Geometric Spoiler (MiGS). The fluidic spoiler is implemented as an air jet tangential to the local surface acting in the forward direction, referred to as a Counter-Flow Fluidic Spoiler (CFFS). Two chordwise spoiler locations were considered: 0.35c and 0.65c. Numerical analysis was undertaken using a commercial CFD code using an unsteady solver and k-omega shear-stress-transport turbulence model. Experimental forces and moments were measured via an overhead force balance, integrated surface pressures and pressure wake survey. Device performance is assessed against the magnitude of control achievable compared to macro scale spoilers and trailing edge controls (effectiveness), the ratio of aerodynamic output to control input (efficiency or gain), the shape of control response curve (linearity), and the degree of control cross coupling. Results show that the MiG and CFF spoilers work by a similar mechanism based on inducing flow separation that increases the pressure ahead of the spoiler and reduces the pressure downstream. Increasing control input increases drag and reduces lift, however the change in pitching moment is dependent on chordwise location. Chordwise location has a significant effect on effectiveness, efficiency, linearity and separability. Forward MiGS location gives the largest drag gain however the control response is strongly nonlinear with angle of attack and there is a significant undesirable coupling of drag with pitching moment. Aft MiGS location significantly improves control linearity and reduces pitching moment coupling however the drag gain is much reduced. For the CFFS, the control linearity with respect to control input and angle of attack is good for both forward and aft locations, with the aft location giving the largest gain for lift and drag. The control response trends predicted from numerical analysis are good, however a calibration factor of around ½ has to be applied to the control input momentum to match the experimentally observed gains. Furthermore numerical control drag polars under predict the change in lift with change in drag at low blowing rates. Through the use of a CFFS device on both the upper and lower surfaces of a wing section it is possible to generate control drag inputs fully decoupled from both lift and pitching moment, thus potentially simplifying device control law implementation within an integrated yaw control system.