Phillip Cornwell is a Professor of Mechanical Engineering at Rose-Hulman Institute of Technology. He received his Ph.D. from Princeton University in 1989 and his present interests include structural dynamics, structural health monitoring, and undergraduate engineering education. Dr. Cornwell has received an SAE Ralph R. Teetor Educational Award in 1992, and the Dean’s Outstanding Teacher award at Rose-Hulman in 2000 and the Rose-Hulman Board of Trustee’s Outstanding Scholar Award in 2001. He was one of the developers of the Rose-Hulman Sophomore Engineering Curriculum, the Dynamics Concept Inventory, and he is a co-author of Vector Mechanics for Engineers: Dynamics, by Beer, Johnston, Cornwell, and Self.

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Session 2566 Integrating the Mechanical Engineering Core Donald E. Richards Rose-Hulman Institute of Technology Abstract This paper describes a new paradigm for integrating engineering courses—a systems, conserva- tion and accounting, and modeling approach. The paper presents a historical background of this approach and discusses the motivation. The overall framework is presented, including the impor- tant concepts and definitions, the basic conservation and accounting equations, and a common problem solving approach. A detailed development is presented for conservation of linear mo- mentum to illustrate how the equations are developed. Several examples are included to demon- strate how students solve problems using problem-specific models developed from the general equations instead of using a “plug-and-chug” approach. Experience with using this approach for teaching and curriculum design is discussed. Results to date indicate that this approach can im- prove student performance and help them develop a more integrated understanding of material that has traditionally been taught as unrelated topics. Introduction Imagine for a moment what it is like to be a freshman or sophomore engineering student. After a heavy dose of physics, chemistry, and mathematics, you are excited to finally be taking engineer- ing courses. Although you may have done well in physics, you discover that engineering courses are noticeably different, and you may struggle with them. Faced with a plethora of apparently un- related courses, you (and sometimes the faculty teaching the courses) miss the underlying con- cepts and themes. To you, it seems these courses are a set of unrelated topics each with its own special set of tricks. As faculty teaching these courses, we are frequently struck by our students’ failure to make con- nections. Why can’t they see the connections? Who among us hasn’t felt frustration when a stu- dent asks “Which free-body diagram do you want, the physics one, the statics one, the dynamics one, or the one from fluid mechanics?” Or “Which energy balance should I use, the one from physics, dynamics, fluid mechanics, heat transfer, or thermodynamics.”a a My thanks to Lynn Bellamy and Don Evans for sharing the stories underlying these quotations. Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Education

Agents of change face opposition from multiple angles, yet see opportunity in unexplored corners. In higher education, pressures are mounting: the global economy is uncertain and dynamic, intellectual content is widely accessible, institutional costs are rising, and alternatives to a traditional degree are growing. In this paper, we describe the evolution of the Making Academic Change Happen (MACH) workshop, in which both faculty and staff learn to become effective change agents. The fundamental learning outcome from our workshop planning and development process was the realization that becoming a change agent requires the acquisition of skills outside the realm of typical faculty experience-strategic thinking, creating working partnerships, and garnering support for far reaching ideas. To be successful, faculty must intentionally learn these skills and practice them in advance of their deployment. As a result, MACH is a manifestation of the philosophy "you have to do it to know it" (i.e., practice and feedback help develop mastery). While we believe that the in-person MACH experience is invaluable for supporting change initiatives, we have identified key resources that individuals can utilize on their own. These resources are readily available, inexpensive, and outside the realm of typical faculty development, making them essential in the process of becoming a change agent.

ISSUE: Staff relies on the Infection Control Practitioner (ICP) to provide recommendations as it relates to isolation. Hand written notes between two ICP were inconsistent on providing past medical history, type of isolation, reasoning, duration, culture(s) if applicable, and additional prevention strategies the staff should implement to prevent the transmission of communicable disease. Periodically, hand written notes were removed from the chart during the “thinning” process and found upon transfer to a receiving unit as staff could not determine reasoning for the isolation. Information specific to the disease was available in the Infection Control (IC) Manual but staff found it easier to page the ICP rather than access the information from a computer.

During the 1995-96 academic year, Rose-Hulman offered a new sophomore engineering curriculum as part of its participation in the National Science Foundation funded Foundation Coalition. The paper briefly describes the curriculum and discusses the assessment of the first year of the program. The Rose-Hulman/Foundation-Coalition Sophomore Engineering Curriculum consists of two parallel course streams-applied mathematics and engineering science-and integrates material both across and within these streams. This curriculum is required of all electrical and computer engineering majors and is an option for mechanical engineering and civil engineering majors. Assessment was an important part of the first year program with emphasis on providing information to faculty for improving the effects of the curriculum on student learning

The case for cooperation between faculty and departments in lab development is made. The benefits of collaboration between faculty and students (the consumers of the product) are presented. The planned Fluid Science Learning Center at Rose-Hulman is used as an example. The advantages of mutual efforts are illustrated through discussion of concept, funding, and completion

Technical Briefs Natural Convection Heat Transfer From a Discrete Thermal Source on a Vertical Surface T. L. Ravine, T. L. Ravine Department of Mechanical Engineering, The Ohio State University, Columbus, OH 43210 Search for other works by this author on: This Site PubMed Google Scholar D. E. Richards D. E. Richards Department of Mechanical Engineering, The Ohio State University, Columbus, OH 43210 Search for other works by this author on: This Site PubMed Google Scholar Author and Article Information T. L. Ravine Department of Mechanical Engineering, The Ohio State University, Columbus, OH 43210 D. E. Richards Department of Mechanical Engineering, The Ohio State University, Columbus, OH 43210 J. Heat Transfer. Nov 1988, 110(4a): 1007-1009 (3 pages) https://doi.org/10.1115/1.3250572 Published Online: November 1, 1988 Article history Received: August 28, 1985 Online: October 20, 2009

Forced convection heat transfer in coiled annular ducts was investigated experimentally. Average heat transfer coefficients were obtained for both laminar and transition flows. Two coiling diameters and two annulus radius ratios were used in the study. The data were correlated with Dean number and Reynolds number separately and compared with the available studies of coiled circular tubes and straight annular ducts. It was found that coiling augments the heat transfer coefficients above the values for a straight annulus especially in the laminar region. However, the augmentation is less than would be expected for a coiled circular tube. The augmentation decreases as the flow enters the transition region.

Technical Briefs Natural Convection Heat Transfer From a Discrete Thermal Source on a Channel Wall T. L. Ravine, T. L. Ravine Department of Mechanical Engineering, The Ohio State University, Columbus, OH 43210 Search for other works by this author on: This Site PubMed Google Scholar D. E. Richards D. E. Richards Department of Mechanical Engineering, The Ohio State University, Columbus, OH 43210 Search for other works by this author on: This Site PubMed Google Scholar Author and Article Information T. L. Ravine Department of Mechanical Engineering, The Ohio State University, Columbus, OH 43210 D. E. Richards Department of Mechanical Engineering, The Ohio State University, Columbus, OH 43210 J. Heat Transfer. Nov 1988, 110(4a): 1004-1007 (4 pages) https://doi.org/10.1115/1.3250571 Published Online: November 1, 1988 Article history Received: August 28, 1985 Online: October 20, 2009

(1) The hydrolysis of 32P- or myo-[2-3H]inositol-labelled rat liver microsomal phospholipids by rat liver lysosomal enzymes has been studied. (2) The relative rates of hydrolysis of phospholipids at pH4.5 are: sphingomyelin>phosphatidylethanolamine>phosphatidylcholine> phosphatidylinositol. (3) The predominant products of phosphatidylcholine and phosphatidylethanolamine hydrolysis are their corresponding lyso-compounds, indicating a slow rate of total deacylation. (4) Ca2+ inhibits the hydrolysis of all phospholipids, though only appreciably at high (>5mm) concentration. The hydrolysis of sphingomyelin is considerably less sensitive to Ca2+ than that of glycerophospholipids. (5) Analysis of the water-soluble products of phosphatidylinositol hydrolysis (by using myo-[3H]inositol-labelled microsomal fraction as a substrate) produced evidence that more than 95% of the product is phosphoinositol, which was derived by direct cleavage from phosphatidylinositol, rather than by hydrolysis of glycerophosphoinositol. (6) This production of phosphoinositol, allied with negligible lysophosphatidylinositol formation and a detectable accumulation of diacylglycerol, indicates that lysosomes hydrolyse membrane phosphatidylinositol almost exclusively in a phospholipase C-like manner. (7) Comparisons are drawn between the hydrolysis by lysosomal enzymes of membrane substrates and that of pure phospholipid substrates, and also the possible role of phosphatidylinositol-specific lysosomal phospholipase C in cellular phosphatidylinositol catabolism is discussed.

1. A phosphodiesterase that cleaves glycerophosphoinositol into glycerophosphate and inositol has been detected in rat tissues. 2. The enzyme requires Mg2+ (Mn2+) and has a pH optimum of 7.7. 3. The richest sources of the enzyme are kidney and intestinal mucosa. In pancreas subcellular fractions it occurs largely in the microsomal fraction. 4. The enzyme is inhibited by excess substrate and by the reaction product glycerophosphate. 5. Temperature-stability studies and other observations distinguish the enzyme from other membrane-bound phosphodiesterases active at an alkaline pH e.g. glycerophosphoinositol inositophosphohydrolase, glycerophosphocholine diesterase, inositol cyclic phosphate phosphodiesterase and phosphodiesterase I.

Introduction N efforts have been made to develop simple prediction schemes for skin friction and to evaluate Reynolds analogy factors 2Ch/Cf for turbulent supersonic and hypersonic boundary-layer flows on flat plates or equivalent zero pressure gradient surfaces. Such correlation schemes, which are useful for predicting turbulent heat transfer, are available for somewhat limited combinations of Mach number and wall cooling. l In this Note, a correlation of heat-transfer data is established for zero-pressure-gradient turbulent boundary layers with high wall cooling (Tw/Taw (hw/haw) >0.01. Although Me and hw/haw cannot be varied independently using room temperature models, hw/haw can be varied over a wide range, whereas the corresponding range of Me is relatively narrow.

British Polymer JournalVolume 6, Issue 3 p. 189-189 Book Review The Chemistry of Organolithium Compounds. B. J. Wakefield. Pergamon. 1974. pp. 335. £5.00 D. E. Richards, D. E. RichardsSearch for more papers by this author D. E. Richards, D. E. RichardsSearch for more papers by this author First published: May 1974 https://doi.org/10.1002/pi.4980060305AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume6, Issue3May 1974Pages 189-189 RelatedInformation

Research Article| May 01 1957 The mechanism of the reaction between di-(2-chloroethyl) sulphone (mustard-gas sulphone) and amino acids G. E. Francis; G. E. Francis 1Department of Biochemistry, The Medical College of St Bartholomew's Hospital, London, E.C. 1 Search for other works by this author on: This Site PubMed Google Scholar Denise E. Richards; Denise E. Richards 1Department of Biochemistry, The Medical College of St Bartholomew's Hospital, London, E.C. 1 Search for other works by this author on: This Site PubMed Google Scholar A. Wormall A. Wormall 1Department of Biochemistry, The Medical College of St Bartholomew's Hospital, London, E.C. 1 Search for other works by this author on: This Site PubMed Google Scholar Author and article information Publisher: Portland Press Ltd © 1957 CAMBRIDGE UNIVERSITY PRESS1957 Biochem J (1957) 66 (1): 142–144. https://doi.org/10.1042/bj0660142 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Cite Icon Cite Get Permissions Citation G. E. Francis, Denise E. Richards, A. Wormall; The mechanism of the reaction between di-(2-chloroethyl) sulphone (mustard-gas sulphone) and amino acids. Biochem J 1 May 1957; 66 (1): 142–144. doi: https://doi.org/10.1042/bj0660142 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAll JournalsBiochemical Journal Search Advanced Search This content is only available as a PDF. © 1957 CAMBRIDGE UNIVERSITY PRESS1957 Article PDF first page preview Close Modal You do not currently have access to this content.

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THE nitrogen mustards readily inactivate certain enzymes1 and they also react with many other proteins2, including the components of hæmolytic complement3. Although it has been established by various investigators that the amino, sulphydryl, sulphide, carboxyl and pyridine groups of proteins are affected by the action of the nitrogen mustards4, there appears to be no precise quantitative information about the combination of the mustard with proteins.