Relevant bibliographies by topics / Grow your own

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Grow your own'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Grow your own.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Grow your own"

1

Law, Bridget Murray, and Alex Johnson. "Can You Grow Your Own?" ASHA Leader 20, no. 1 (January 2015): 48–50. http://dx.doi.org/10.1044/leader.ftr3.20012015.48.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Schneider, David. "Grow Your Own?" American Scientist 94, no. 5 (2006): 408. http://dx.doi.org/10.1511/2006.61.408.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Jones, David. "Grow your own." Nature 380, no. 6571 (March 1996): 206. http://dx.doi.org/10.1038/380206a0.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Ross, Philip E. "Grow Your Own." Scientific American 293, no. 6 (December 2005): 25–26. http://dx.doi.org/10.1038/scientificamerican1205-25.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Allen, Bobby, and Marianne H. Stacy. "Grow Your Own." Clearing House: A Journal of Educational Strategies, Issues and Ideas 62, no. 8 (April 1989): 360–61. http://dx.doi.org/10.1080/00098655.1989.10114094.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Schmidt, Michael, and Lars Søndergaard. "Grow your own valve." EuroIntervention 13, no. 12 (December 2017): e1379-e1380. http://dx.doi.org/10.4244/eijv13i12a219.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Watson-Druee, Neslyn. "Grow your own staff." Nursing Management 1, no. 2 (May 1994): 24–25. http://dx.doi.org/10.7748/nm.1.2.24.s24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Straiton, Jenny. "Grow your own brain." BioTechniques 66, no. 3 (March 2019): 108–12. http://dx.doi.org/10.2144/btn-2019-0019.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Youngman, Angela. "Grow your own grub." 5 to 7 Educator 2009, no. 54 (June 2009): xx—xxi. http://dx.doi.org/10.12968/ftse.2009.8.6.42206.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Leslie, Mitch. "Grow-your-own synapses." Journal of Cell Biology 156, no. 1 (January 3, 2002): 11. http://dx.doi.org/10.1083/jcb1561rr3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Grow your own"

1

Holacka, Karin V. "A Comparison of Principals’ Perceptions of Preparedness Based on Leadership Development Opportunities." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84217/.

Full text
Abstract:
This research study identified the frequency in which six public school districts in Texas provided principals with effective development opportunities prior to the principalship excluding university or certification programs. A purposive sample of over 200 principals from six school districts in the Dallas/Fort Worth area were asked to participate in the study yielding a response rate of 41%. Respondents identified through a questionnaire their leadership development opportunities and perceptions of preparedness on nine standards common to the profession. Principals were nominally grouped for comparison. The perceptions of preparedness for principals who received effective leadership development opportunities were compared to those who did not receive these same opportunities using an independent samples t-test to determine statistical significance (p < .05). Peer coaching yielded the most statistically significant results in three standards. This finding indicates principals who receive peer coaching prior to the principalship compared to those who did not perceive themselves as more prepared in the areas of community collaboration, political, social, economic, legal, and cultural context, and curriculum, instruction and assessment. Effect size was measured for the statistically significance standards to determine practical significance. Each of the five statistically significant standards yielded a medium effect size indicating that the leadership development methods received by participants explained approximately 30% of the difference.
APA, Harvard, Vancouver, ISO, and other styles
2

DeLozier, John. "Community College Grow Your Own Leadership: A Phenomenological Study of Employee Perceptions of Individual and Organizational Leadership Development." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3623.

Full text
Abstract:
Community colleges often face challenges with leadership as a result of retirements and turnover. In reaction to these challenges some community colleges have developed Grow Your Own (GYO) leadership development programs. Although the topic of leadership and leadership development has been researched extensively, more research is necessary concerning GYO programs and their perceived impact on participants and their colleges. This study was designed to determine the perceived development of GYO participants as well as the perception of a GYO’s impact on the organization. Guilford Technical Community College (GTCC) in Greensboro, North Carolina has had a GYO program for 30 years. A qualitative research method with a phenomenological theory design was used in this study. After obtaining permission from GTCC the 10 study participants were recruited through emails. Interviews were semi structured with questions designed to encourage discussion around the topic of leadership development. After each participant was interviewed, transcripts of the interview were made by the researcher and those transcripts were coded to determine themes. After the coding analysis was complete, common themes emerged. Each of the participants reported to have had previous roles in leadership prior to coming to GTCC. Most of the participants reported positive change because of attendance in the GYO in the areas of relationship building, networking, changed perspective of college role and mission, and better preparedness for future leadership opportunities. These findings supported earlier research that found GYO programs to be successful in creating valuable relationships across the organization. Research also supported the common theme of relationships formed both horizontally and vertically within the organization. Another common theme addressed in earlier research was the development of social capital development within the GYO program. This happens when individuals are brought together around information, given an action point, and asked to solve relevant organizational problems. This study may be useful for community colleges that already offer a GYO opportunity or are considering developing a GYO opportunity. Further research may be needed to determine the impact of the GYO leadership development training on those reporting to the participants of the program.
APA, Harvard, Vancouver, ISO, and other styles
3

Huysman, John. "RURAL TEACHER SATISFACTION: AN ANALYSIS OF BELIEFSAND ATTITUDES OF RURAL TEACHERS' JOB SATISFACTION." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3434.

Full text
Abstract:
The purpose of this research was to understand the beliefs and attitudes of teachers that affect their perceptions of job satisfaction in one small rural Florida school district. Data collected included a self-administered survey of Likert-type items measuring 20 factors for job satisfaction (96% response rate), individual semi-structured interviews, and focus groups. Analysis of the data confirmed prior research suggesting that multiple factors influence job satisfaction. Intrinsic satisfaction factors were the best predictors of overall job satisfaction: security, activity, social service, variety, and ability utilization. Extrinsic factors were most likely to predict overall dissatisfaction: recognition, company policies, opportunities for advancement, co-workers, and compensation. Interviews and focus groups further confirmed how participants projected personal significance onto these factors and how they interacted. The complexity of these interactions stemmed from personal perceptions and values participants placed on individual extrinsic factors and linked those values to other extrinsic factors. Consequently, other extrinsic factors took on perceptions of dissatisfaction based on the original factor. In addition, this research revealed several issues not previously reported in studies of rural teaching. First, "role confusion" emerged as a major source of job dissatisfaction for teachers who were either raised in the community or who had spent a considerable number of years in the community. These teachers often found themselves frustrated at work because of conflicting expectations and perceptions between their professional roles as teachers and their social roles in the community. Second, a high majority of teachers interviewed expressed dissatisfaction because they believed other teachers to have undue influence and power. However, interview data suggested that power was distributed properly but pervasive informal decision making processes led to the widespread perception of favoritism. In addition, teachers often exercised influence because no one opposed them. This study suggests that research to gain a better understanding of the sociology of rural communities needs to be conducted in rural education generally and specifically in rural teacher job satisfaction. Rural teachers' job satisfaction is complexly intertwined with a wide range of factors. Suggested uses for this study include an invitation for rural administrators and teachers to incorporate issues related to job satisfaction into their school improvement and professional development strategies. Addressing the factors influencing rural teacher job satisfaction, which have been previously overlooked, affords rural administrators a new opportunity to positively influence teacher retention, teacher quality, student achievement, and school climate.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Curriculum and Instruction EdD
APA, Harvard, Vancouver, ISO, and other styles
4

Morrison, Heath. "A critical evaluation of a school system's effort to develop and implement a "grow your own" principal preparation program." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2356.

Full text
Abstract:
Thesis (Ph. D.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
APA, Harvard, Vancouver, ISO, and other styles
5

Forbes, Shawna. "The Lived Experience of a Community College Grow-Your-Own Leadership Development Program from the Perspective of Program Graduates: A Phenomenological Study." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1573319856332381.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Stanton, Nicole Lynn. "How does your prairie (re)grow?: Interactions of seed additions with resource availability, heterogeneity, and disturbance on recruitment and diversity in a restored tallgrass prairie." Thesis, Kansas State University, 2014. http://hdl.handle.net/2097/18205.

Full text
Abstract:
Master of Science
Division of Biology
John M. Blair
Temperate grasslands are among the most threatened biomes in the world, with the largest historical losses due to conversion to agricultural land. While much of this biome has already been converted, there is concern the last remaining remnants in North America will be converted in response to increasing demand for crops used for ethanol production. Thus, restoring grasslands post-anthropogenic disturbance is increasingly important for conserving grassland biodiversity. Two major challenges for prairie restorations are establishing the many subdominant and rarer species found in native prairie, and offsetting the typical decline in richness and diversity over time as restorations age. Repeated seed addition of targeted species is commonly used to override low and declining plant richness and diversity. While this is generally effective early in restoration (i.e., as communities are establishing), its effectiveness in later stages (i.e., when established communities are often losing diversity) remains unknown. I investigated plant community responses to combinations of resource manipulations and disturbances coupled with a seed addition in a 15-yr old restored grassland to test the hypothesis that spatial resource heterogeneity increases the rate of colonization into established prairie restoration communities. Seeds were added to a long-term restoration experiment involving soil depth manipulations (deep, shallow) crossed with nutrient manipulations (reduced N, ambient N, enriched N). Seedling emergence was generally low and only 8 of the 14 forb species added were detected in the first growing season. I found no effect of increased resource heterogeneity on the abundance or richness of seedlings. There was a significant nutrient effect (p<0.1, α=0.1) on seedling abundance, with higher emergence in the enriched N than the ambient N treatment. I also found unexpected nutrient effects on richness, diversity and Mean C (Mean C = Σ CoCi*Ai, where CoC=Coefficient of Conservatism and A=relative abundance of the ith species). All values, except Mean C, were higher in the enriched N treatment than in either the reduced or ambient N treatments. Mean C was lowest in the enriched N treatment, and highest in the whole-plot control, suggesting that the majority of species contributing to higher richness and diversity in the enriched N treatment were “weedier” species. In a separate experiment, I found no effect of small-scale disturbances (aboveground biomass removal or soil disturbance) on seedling abundance or seedling richness. I did find a marginal effect of disturbance type on seedling richness (p=0.11, α=0.1), with higher seedling richness in the soil disturbance than the aboveground biomass removal treatment. I did not find any disturbance effects on community response variables. These results indicate that recruitment from seed additions into well-established restored communities is relatively low in the first year following a seed addition, regardless of resource availability and heterogeneity. Follow-up studies to determine recruitment rates in subsequent years are needed to elucidate whether recruitment responses are driven more by individual species differences or by environmental mechanisms.
APA, Harvard, Vancouver, ISO, and other styles
7

"A comprehensive evaluation of a school system's grow your own principal preparation program." THE GEORGE WASHINGTON UNIVERSITY, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3344418.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

"Building Interests in a Career in Teaching Among Latina/o Students at a Charter School." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53900.

Full text
Abstract:
abstract: Teacher shortage crisis were consistent across the nation. Higher education institutions, K-12 school districts, and political leaders were actively seeking solutions to ensure classrooms did not sit vacant and were not staffed by individuals who are unqualified to teach. This mixed methods action research study examined one strategy for teacher recruitment by targeting high school students who attended a Title 1 school. Due to the growing Hispanic population in Arizona, coupled with the underrepresentation of Hispanic teachers compared to the number of Hispanic students, a particular focus was devoted to targeting Hispanic high school students as they represented a potential untapped pipeline of future educators. The study was conducted to explore factors that might increase student interest in declaring education as a major upon graduating from high school and eventually pursuing teaching as a career. Three theoretical frameworks guided the study: (a) Theory of Planned Behavior, (b) Self-Efficacy, and (c) Social Cognitive Career Theory. A total of 20 participants engaged in the intervention over the course of three weeks. The intervention included engagement in curriculum exposing students to the teaching profession as well as clinical experiences. Data gathered included pre- and post- intervention survey results and semi-structured interview questions. It was anticipated the intervention would increase students’ interest in becoming a teacher. Results demonstrated a decrease in intention post-intervention. Future research should examine alternative recruitment approaches for students who do not already have an interest in pursuing the profession.
Dissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2019
APA, Harvard, Vancouver, ISO, and other styles
9

"The effect of a school-year-long in-service leadership development grow-your-own program on new and veteran assistant principals' perceived leadership effectiveness." UNIVERSITY OF NEBRASKA AT OMAHA, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3359754.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Grow your own"

1

Klein, Carol. Grow your own fruit. London: Mitchell Beazley, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Grow your own strawberries. London: Franklin Watts, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Malam, John. Grow Your Own Sandwich. Chicago, Ill: Heinemann Library, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Yemm, Helen. Grow your own flowers. London: Mitchell Beazley, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Mansour, N. S. Grow your own cucumbers. Corvallis, Or: Extension Service, Oregon State University, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Mansour, N. S. Grow your own peppers. Corvallis, Or: Extension Service, Oregon State University, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Mansour, N. S. Grow your own peppers. [Corvallis, Or.]: Oregon State University, Extension Service, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Malam, John. Grow Your Own Soup. London: Raintree, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Keith, Smith. Grow your own bushfoods. Frenchs Forest, N.S.W: New Holland, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Klein, Carol. Grow your own vegetables. London: Mitchell Beazley, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Grow your own"

1

Reynolds, Bob. "Grow your Own — Growth Companies." In Excellence in Accountancy, 41–46. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-12085-7_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Meulenberg, Frans, and Wim Pinxten. "You don’t Grow Old on Your Own." In Ethics and Health Policy, 79–87. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3870-6_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Bearce, Stephanie. "Science Lab Grow Your Own Crystals." In Twisted True Tales from Science Explosive Experiments, 47–49. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239277-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Toshalis, Eric. "Grow Your Own Teachers for Urban Education." In Handbook of Urban Education, 523–43. 2nd ed. Second edition. | New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429331435-39.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Cabitza, Federico, Angela Locoro, and Carla Simone. "“You Cannot Grow Viscum on Soil”: The “Good” Corporate Social Media Also Fail." In COOP 2016: Proceedings of the 12th International Conference on the Design of Cooperative Systems, 23-27 May 2016, Trento, Italy, 57–74. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33464-6_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

"Grow-Your-Own Model." In Strategies for Developing and Supporting School Leaders, 50–60. Routledge, 2016. http://dx.doi.org/10.4324/9781315690643-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

"Grow-Your-Own Model." In Strategies for Developing and Supporting School Leaders, 61–71. Routledge, 2016. http://dx.doi.org/10.4324/9781315690643-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

"Own-able — How You Expand and Stay True to Your DNA." In Expand, Grow, Thrive, 115–44. Emerald Publishing Limited, 2018. http://dx.doi.org/10.1108/978-1-78743-781-420181008.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

"Ann: A Grow-Your-Own Story." In The Frontier Nurse Practitioner. New York, NY: Springer Publishing Company, 2017. http://dx.doi.org/10.1891/9780826169129.0005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

"The Developmental Approach—Grow Your Own Robot." In How to Grow a Robot. The MIT Press, 2020. http://dx.doi.org/10.7551/mitpress/12511.003.0015.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Grow your own"

1

Jansma, P. A. "Trisha", and Mary Ellen Derro. "If You Want Good Systems Engineers, Sometimes You Have To Grow Your Own!" In 2007 IEEE Aerospace Conference. IEEE, 2007. http://dx.doi.org/10.1109/aero.2007.352993.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Blakey, Claire, and Christine Barnes. "P-264 Grow your own palliative care clinical nurse specialists." In People, Partnerships and Potential, 16 – 18 November 2016, Liverpool. British Medical Journal Publishing Group, 2016. http://dx.doi.org/10.1136/bmjspcare-2016-001245.283.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Manning, Leah, Gary Guy, and Susan Butler. "How to Export Water and Grow Supplies in Your Own Basin: Balancing Agricultural, Urban, and Environmental Water Needs in the Lower Colorado River." In World Environmental and Water Resources Congress 2008. Reston, VA: American Society of Civil Engineers, 2008. http://dx.doi.org/10.1061/40976(316)48.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Amresh, Ashish, and Leigh Small. "Make your garden grow: designing a physical activity estimation improvement game." In 2014 IEEE 3rd International Conference on Serious Games and Applications for Health (SeGAH). IEEE, 2014. http://dx.doi.org/10.1109/segah.2014.7067075.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Murray, Mark. "Technology Dependence Beyond Control Systems." In 2004 International Pipeline Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/ipc2004-0366.

Full text
Abstract:
Operations has grown beyond relying only on SCADA infrastructure — can you operate without your non-scada infrastructure? As the operator of the world’s longest and most complex liquids pipeline, Enbridge Pipelines Inc. relies heavily on automated systems to control, monitor, maintain our pipeline system. As the scope of automation continues to expand beyond the SCADA control system, so to does the dependence on ancillary computer applications such as pipeline scheduling, electronic ticketing, nominations and oil accounting. Uninterrupted operation of the pipeline system now depends on an increasingly complex electronic infrastructure and new levels of reliability are required from this infrastructure. This paper will describe the inherent risks as we continue to increase the automation of pipelining functions such as scheduling, oil accounting and electronic ticketing. We will discuss the type of technological threats (system failure, design flaws, security) and the strategies adopted by Enbridge for mitigating each of them. Further to the risks, this paper will explore the infrastructure components where exceptional risk mitigation is required, and the measures that Enbridge has taken to minimize the risks associated with those components. Specific areas to be analysed include; wide and local area networks, power and environmental systems, system clustering, hot and cold standby systems, network segment isolation and system backup solutions. Attention will also be paid to the increasing dependence on shared infrastructure services such as the Internet and telecommunications. For each of these technology areas, we will discuss the level of adoption within Enbridge, and the value proposition for these decisions. We will attempt to answer the questions; Why go that far? Why not go further? Finally, we will discuss the technology infrastructure requirements for business resumption. We will discuss system and site redundancy alternatives employed by Enbridge, the challenges involved in establishing business resumption plans, and how they are used by Enbridge to minimize the operational risk to our pipeline.
APA, Harvard, Vancouver, ISO, and other styles
6

AL-Rukabi, M. N., and V. I. Leunov. "Evaluation of tomato hybrids with different level of ripe rate under hydroponic conditions (fitopyramide)." In Растениеводство и луговодство. Тимирязевская сельскохозяйственная академия, 2020. http://dx.doi.org/10.26897/978-5-9675-1762-4-2020-49.

Full text
Abstract:
Greenhouse tomatoes are divided into early, medium and late-maturing. The days from seedling germination to the first harvest are taken into account. Tomato has a huge potential for heterosis in terms of precocity, overall yield, signs of resistance and uniformity. The preferred agricultural method is hydroponics, which allows you to grow plants without using soil, only using mineral nutrient solutions in water. The cultivation of tomato plants on the " Fitopyramida " will allow to sell their products in the periods with the highest realized prices. An experiment on variety testing of 11 tomato hybrids of different product groups that differ in precocity allowed us to select the most adapted to the conditions of the " Fitopyramida " technology, including the indeterminate beef Ruddy ball F1, cherry hybrids Elf F1 and orange-fruited cherry Magic harp F1. the determinant hybrid Captain F1 showed Good results.
APA, Harvard, Vancouver, ISO, and other styles
7

Dotson, Rhett, Ryan Sager, Fernando Curiel, and Marcus Le Roy. "Judge Me by My Size, Do You? How Reliable Are Dent Assessments Based on ILI Data?" In 2020 13th International Pipeline Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/ipc2020-9501.

Full text
Abstract:
Abstract Pipeline dents have historically been regulated and assessed using dent depth as the primary metric. Many of the earliest analytical models for dent remaining life are based upon depth. Current assessment guidelines from ASME and the Code of Federal Regulations utilize depth as a primary metric. Consequently, ILI geometry tool capabilities are stated in terms of dent depth. However, the best modern dent assessments, including both strain and fatigue assessments, are based on dent shape. At a minimum, these models require both axial and circumferential dent profiles, or the models may utilize the full three-dimensional shape of the dent. The utilization of advanced dent assessments is expected to grow in the future as the methods are incorporated into API Recommended Practices and US regulations. While operators may have confidence in the ability of an ILI tool to confidently capture the dent depth, the shape of a dent is a recent consideration that is not addressed by current tool specifications. Unlike depth alone, dent shape is often a function of sensor coverage, speed, and caliper technology. Unfortunately, there is virtually no information available on the reliability of these assessment methods when they are based on ILI data. To-date, there have been no published comparisons examining the variation in strain or fatigue life in identical dents between multiple inspections. The reliability of these dent assessment methods is critical when choosing safety factors or reinspection intervals. This study presents a first look at the repeatability of strain and remaining life assessments based on two separate geometry inspection using different technologies. The study examines dent strain according to ASME B31.8 and fatigue life calculated using shape factors and finite element methods for 257 dents. The paper examines the variation in each of the methods and provides guidance on how users should understand the results when they are based on a single geometry inspection.
APA, Harvard, Vancouver, ISO, and other styles
8

Fukuda, Shuichi. "Divergent Engineering." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-51588.

Full text
Abstract:
This is a position paper. Traditional engineering has focused on the design goal and all efforts have been paid to achieve design requirements and design specifications with the highest quality. Such engineering is indeed necessary to develop very high tech products or very sophisticated products. But on the other hand, there are needs for engineering which makes the most of the available resources. To borrow Theodore Roosevelt’s words, “Do what you can, with what you have, where you are” is the philosophy of such an approach. Current engineering is convergent engineering or tree-structured engineering. We invent or use many technologies to achieve our high goal. But if we look at the developing countries, local people are not capable of using such high sophisticated systems and what makes the matter worse, materials, etc. which are needed are not available locally. For them, what is more important is how they can utilize their own local materials or resources and develop a system which can be used and repaired by themselves. Thus, not only physical resources, but such resources as human, etc. must be considered how to utilize them in order to cater to their local needs. And in fact, if we are successful in developing such local products by utilizing their own local resources, it would increase employment and the market will grow up. In short, low-end to high-end industrial development can be expected. To achieve this, we need divergent engineering. An engineering to think how we can make the most of the resources at hand. The product thus developed may be low tech, but has quality and performance to satisfy the local needs enough. And it should be added that such low tech products would serve to cater to quickly aging society as well. Products that call for high capabilities cannot be used by seniors. So unless products are for a professional user, even in advanced countries, most of which are suffering from the problem of quick aging populations, very high tech and sophisticated products will not meet the aging customers’ needs or expectations. We need much simpler and intuitive engineering. Engineering is an activity to satisfy our dreams. But current convergent technology is too much stuck on the traditional path. Convergent engineering helps engineering going higher and higher, but it does not help it going wider and wider. It requires high expertise not only on the side of the producer, but also on the side of the customer. To expand engineering wider and wider, we need divergent engineering. This paper discussed the importance of divergent engineering and describes its importance with illustrative examples.
APA, Harvard, Vancouver, ISO, and other styles
9

Guinn, John, and Srujan Gondipalli. "Improving Energy Efficiency Through Thermal Control of a Modular Data Center." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-85556.

Full text
Abstract:
As the IT industry’s demand for greater power density racks grows, the operating cost associated with power and cooling IT equipment remains an ever present concern facing data centers. A key component in reducing Total Cost of Ownership (TCO) for a facility is to optimize their cooling system design. Hewlett-Packard has developed a self contained enclosure for high density servers and mass storage devices called a Modular Data Center (MDC). This unit is intended to reduce issues that have plagued large scale data centers by increasing cooling capacity and efficiency. This paper takes a look at the thermal control logic for the MDC and explains ways to decrease energy costs by developing a thermal control scheme centered on optimizing Power Usage Efficiency (PUE). Tests were conducted to understand the relationships between fan power and fan speed, facility power and thermal capacity. Areas of large power drains were isolated and analyzed. Tests showed that there are two parts in managing power usage on the MDC, system and facility control. In the development of a smarter control algorithm, the fans and water valve (“system”) performance curves provided a road map to the hardware’s capability. This was accomplished by understanding how key variables such as inlet water temperature, water flow rate and fan speed impact the behavior of server inlet air temperature and cooling capacity. Facility control comes from optimizing what equipment is in place to support the MDC (i.e. dedicated chiller, campus chiller, pumps, etc…) within a data center. A significant goal of this project was to minimize the dependency MDC has on external cooling by optimizing the variables that affect facility power. For instance controlling heat removal rate and exiting water temperature affects chiller power; while water flow rate affects pump power. Knowledge of your system and facility’s capabilities directly impacts power management. Thermal performance testing of the heat exchanger in the MDC provided insight into how increasing thermal efficiency at the heat exchanger produced an overall drop in facility power. Tests revealed that the optimized thermal control system achieved an infrastructure energy savings up to 33% with a PUE improvement from 1.35 to 1.23 for a 100KW IT heat load. The results show that characterizing and incorporating the behavior of the fans and heat exchanger into the thermal control system produced an improved Power Usage Efficiency (PUE) and a smarter control method.
APA, Harvard, Vancouver, ISO, and other styles
10

Bruce, William A., Jared Proegler, Brad Etheridge, Steve Rapp, and Russell Scoles. "An Alternative Approach to Time Delay Prior to Inspection for Hydrogen Cracking." In 2018 12th International Pipeline Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/ipc2018-78305.

Full text
Abstract:
Hydrogen-assisted cracking in welds, which is also referred to as ‘hydrogen cracking’ or ‘delayed cracking,’ often requires time to occur. The reason for this is that time is required for the hydrogen to diffuse to areas with crack susceptible microstructures. Prior to inspection for hydrogen cracking, general good practice indicates that a sufficient delay time should be allowed to elapse — to allow any cracks that are going to form to do so and for the cracks to grow to a detectable size. What is a ‘sufficient’ delay time? Why does a delay time tend to be required for some applications (e.g., installation of a hot tap branch connection) and not for others (e.g., construction of an offshore pipeline from a lay barge)? This paper will address these and other related questions and present the results of recent experimental work on this subject. When determining appropriate delay times prior to inspection, it is important to consider not only the time-dependent nature of hydrogen cracking, but also the expected susceptibility of the weld to cracking. From a time-dependent nature standpoint, longer delay times decrease the chance that cracking can occur after inspection has been completed. From a probability standpoint, if measures can be taken to assure that the probability of cracking is extremely low, then determining an appropriate delay time becomes a moot point. In other words, if the weld is never going to crack, it does not matter when you inspect it. The probability of cracking can be minimized by using more conservative welding procedures (i.e., by designing out the risk of hydrogen cracking during procedure qualification). For example, if hydrogen levels are closely controlled by using low-hydrogen electrodes or a low-hydrogen welding process, or if the hydrogen in a weld made using cellulosic-coated electrodes is allowed to diffuse away after welding by careful application of preheating and slow cooling, or the use of post-weld preheat maintenance (i.e., post-heating), the probability of cracking is significantly reduced, and immediate inspection may be justified. This alternative approach to time delay prior to inspection for hydrogen cracking, which can allow for immediate inspection, will be presented.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Grow your own"

1

Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

Full text
Abstract:
Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
APA, Harvard, Vancouver, ISO, and other styles
2

Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Linguistically and Culturally Sustaining Mentoring and Instruction (LCSMI) in Teacher Education: Surveys for Teacher Candidates, Mentors, and University Instructors. Oregon State University, August 2021. http://dx.doi.org/10.5399/osu/1148.

Full text
Abstract:
These surveys were developed from the Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs (Kibler et al., 2021: https://ir.library.oregonstate.edu/concern/defaults/j9602713n). They are designed for use in teacher education programs for purposes of assessing program strengths and needs and improving program quality.
APA, Harvard, Vancouver, ISO, and other styles
3

Lavadenz, Magaly, and Anaida Colón-Muñiz. The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.5.

Full text
Abstract:
This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and consortia; 3) offer financial supports; and 4) enhance university-based credentialing routes, internship and residency programs.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Grow your own' for particular source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography