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Next-generation aircraft designs often incorporate multiple large propellers attached along the wingspan. These highly flexible dynamic systems can exhibit uncommon aeroelastic instabilities, which should be carefully investigated to ensure safe operation. The interaction between the propeller and the wing is of particular importance. It is known that whirl flutter is stabilized by wing motion and wing aerodynamics. This paper investigates the effect of a propeller onto wing flutter as a function of span position and mounting stiffness between the propeller and wing. The analysis of a comparison between a tractor and pusher configuration has shown that the coupled system is more stable than the standalone wing for propeller positions near the wing tip for both configurations. The wing fluttermechanism is mostly affected by the mass of the propeller and the resulting change in eigenfrequencies of the wing. For very weak mounting stiffnesses, whirl flutter occurs, which was shown to be stabilized compared to a standalone propeller due to wing motion. On the other hand, the pusher configuration is, as to be expected, the more critical configuration due to the attached mass behind the elastic axis.
Hochtemperaturtechnik
(1990)
Hochtemperaturtechnik. Interne Arbeitssitzung des GVC-Fachausschusses 'Hochtemperaturtechnik'
(1989)
How different diversity factors affect the perception of first-year requirements in higher education
(2021)
In the light of growing university entry rates, higher education institutions not only serve larger numbers of students, but also seek to meet first-year students’ ever more diverse needs. Yet to inform universities how to support the transition to higher education, research only offers limited insights. Current studies tend to either focus on the individual factors that affect student success or they highlight students’ social background and their educational biography in order to examine the achievement of selected, non-traditional groups of students. Both lines of research appear to lack integration and often fail to take organisational diversity into account, such as different types of higher education institutions or degree programmes. For a more comprehensive understanding of student diversity, the present study includes individual, social and organisational factors. To gain insights into their role for the transition to higher education, we examine how the different factors affect the students’ perception of the formal and informal requirements of the first year as more or less difficult to cope with. As the perceived requirements result from both the characteristics of the students and the institutional context, they allow to investigate transition at the interface of the micro and the meso level of higher education. Latent profile analyses revealed that there are no profiles with complex patterns of perception of the first-year requirements, but the identified groups rather differ in the overall level of perceived challenges. Moreover, SEM indicates that the differences in the perception largely depend on the individual factors self-efficacy and volition.
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