• Journal of Biosystems Engineering
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• v.14 no.4
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• pp.251-261
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• 1989

The amount of grain loss incurred during harvesting operation through the chaff-outlet of combine may not be negligible. To minimize this grain loss and optimize condition of combining, it may be necessary that the amount of chaff-outlet loss dependent on varying crop condition is to be estimated as exactly as possible. This study was thus intended to develop the monitor that could indicate the amount of grain loss occurred through the chaff-outlet of combine during harvesting operation. The function of this monitor is to measure at the sounding board the impact sound of paddy kernels which could be distinguished from those of other threshing products through chaff-outlet, and from vibration or noise created by the combine engine and other moving parts. To develop such monitor, the frequency distributions of each sound generated by the impact of grain and chaff, the sound generated by the impact of the mixture of grain and chaff, and vibration or noise created by the combine engine and other moving parts were investigated experimentally. From the results of frequency analyses, the trainsducer adequate for the monitering system was selected and sounding board was constructed. The grain loss monitor thus obtained was tested by attaching the sounding board to the chaff-outlet of combine.

• Ocean Systems Engineering
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• v.9 no.1
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• pp.43-77
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• 2019

A local-analytic-based Navier-Stokes solver has been employed in conjunction with a compound ocean structure motion analysis program for time-domain simulation of passing ship effects induced by multiple post-Panamax class ships in the exact condition of a real waterway. The exact seabed bathymetry was reproduced to the utmost precision attainable using the NOAA geophysical database for Virginia Beach, NOAA nautical charts for Hampton Roads and Norfolk harbor, and echo sounding data for the navigation channel and waterfront facilities. A parametric study consists of 112 simulation cases with various combinations of ship lanes, ship speeds, ship heading (inbound or outbound), channel depths, drift angles, and passing ship coupling (in head-on or overtaking encounters) were carried out for two waterfront facilities at NAVSTA Norfolk and Craney Island Fuel Terminal. The present paper provides detailed parametric study results at both locations to investigate the site-specific passing ship effects on the motion responses of ships moored at nearby piers.

• Ocean and Polar Research
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• v.31 no.1
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• pp.1-9
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• 2009

When evaluating acoustic methods for measuring physical parameters in the ocean, economical and technical considerations are paramount. As an indirect method of estimating ocean dynamics, acoustic tomography has advantages over more conventional approaches. It allows the reconstruction of temperature and flow fields from the acoustic impulse time-of-flight measured along the rays propagating from the source to the receiver. However, many problems require complicated and expensive systems. To use the acoustic tomography method to best effect, developing hardware systems with sources and receivers mounted permanently on the sea bottom is crucial. Akulichev et al. presented some experimental results from shallow zones of the World Ocean that served as a motive for developing a multifunction system with acoustic hardware and software. Here we present technical features and the sea test results of the system.

• Korean Journal of Child Studies
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• v.1
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• pp.65-81
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• 1980

This study is aimed at investigating the compensatory education which was already implemented or is being implemented in the U.S.A. and Japan; and at studying the types of programs and their characteristics; and at sounding out the possibilities of the application of such programs in family and social conditions is Korea. In order to achieve the above mentioned objectives, the established items for the study are as follows: (1) Various types of early children's education (2) Programs of compensatory education for the disadvantaged Children (3) Head Start Program, Early Training Project and Montessori School (4) Integrated Preschool Programs (5) Day-Care Center for employed mothers We investigated the various compensatory education programs for the preschool children who are in economically, socially, culturally disadvantaged conditions. Head Start Programs were federally supported programs for preschool children and opened as summer programs in 1965 for the first time. The purpose of Head Start has been to give preschool children the kinds of experiences they need in preparation for school. The Head Start children were found to be significantly better prepared for school than the normal children. However, after six to eight months, their initial advantages had virtually. disappeared and then the simple problem with Head Start and other such programs was that little long-term good could be evidenced unless the high quality educational environment was maintained. Therefore, to solve this problem, three other programs were funded as part of the overall Head Start. These three programs are the Parent-Child Center, Home Start, and the Child and Family Resources Program. The Early Training Project for disadvantaged children was implemented by Klaus and Gray of Peabody College in 1962. The program was a field research study concerned with the development and testing over time of procedures for improving the educability of young children from low income homes. Its major concern was to study whether it was possible to offset the progressive retardation observed in the public schooling careers of children, living in deprived circumstances. Children, who were trained through the Early Training Project were superior to control groups in the test of IQ and vocabulary as well as linguistic abilities, and preparation for reading. This project showed the possibilities which could prevent preschool children from being disadvantaged socially, culturally and mentally. In 1907, Montessori School was established by Maria Montessori in Italy and her school program has been introduced at present to several countries in the world as one compensatory educations. She first began her experimental methods with retarded children, followed by disadvantaged children from the tenements of Rome. The Montessori approach futures a prepared environment and carefully designed, self-correcting materials. The Montessori curriculum presents tastes that feature sequence, order, and regularity, in addition to those that develop motor and sensory skills. She was interested in children's intellectual development and in developing good work habits. One of the latest developed programs for disadvantaged children is "Integrated Preschool Program" which has successfully integrated handicapped and nonhandicapped children. Several studies have showed that handicapped children in integrated school environments are accepted by and interact with their nonhandicapped peers. In fact, this program provides a number of potential, and perhaps opportunities for nonhandicapped children to serve as valuable resources in fostering the development of their handicapped peers. Next we turn to Japanese programs which are divided into two different types. One is Day-Care Center which was established by Child Welfare Law and the other is kindergarten organized by School Education Law. The kindergarten opened in 1876 and it has been part of school systems since 1947 by the implementation of education law, and the Day-Care Center which started in 1890 for the employed mothers. was changed into Day-Nursery by the enactment of child welfare law in 1947. The laws and operational regulations for the Day-Nursery were set up and were put in effect by the establishment standard acts of children welfare facilities, and the Day-Nursery has been operated in various types by the increasing demand, chiefly because of the socio-economical changes of family structures in both urban and suburban areas. Nursery education for physically and mentally disadvantaged children is for those who are blind, deaf and dumb, mentally retarded; physically disadvantaged by accidents or diseases. Montessori education in Japan was started in 1968 and many research groups for studying Montessori were organized. In 1977, Montessori remedial education society was also organized in which they started a number of studies; a study for developing materials; in-service training for the remedial education; and seminars and lectures, etc It is strongly suggested that we study the early educations that are being implemented in Japan and a variety of compensatory educations that were already implemented in the U.S.A. and modify them for the organization of our own model and properly accommodate them to our social needs.