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The purpose of this paper is to investigate oil-gas slug formation in horizontal straight pipe and its associated pressure gradient, slug liquid holdup and slug frequency.

The abrupt change in gas/liquid velocities, which causes transition of flow patterns, was analyzed using incompressible volume of fluid method to capture the dynamic gas-liquid interface. The validity of present model and its methodology was validated using Baker’s flow regime chart for 3.15 inches diameter horizontal pipe and with existing experimental data to ensure its correctness.

The present paper proposes simplified correlations for liquid holdup and slug frequency by comparison with numerous existing models. The paper also identified correlations that can be used in operational oil and gas industry and several outlier models that may not be applicable.

The correlation may be limited to the range of material properties used in this paper.

Numerically derived liquid holdup and holdup frequency agreed reasonably with the experimentally derived correlations.

The models could be used to design pipeline and piping systems for oil and gas production.

The paper simulated all the seven flow regimes with superior results compared to existing methodology. New correlations derived numerically are compared to published experimental correlations to understand the difference between models.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

My discussion of intersexuality's changing exemplificatory position within feminist studies of science explains how its medical management has emerged as an exemplary injustice of recognition. Specifically, the surgical protocol that aims to make unusual genitalia invisible, and the medical obfuscation of intersexuality's ramifications for the cultural construction of gender, have been written as a wrong by Anne Fausto-Sterling and Suzanne Kessler. By mapping intersex treatment as a discursively produced injustice, I argue that it is accordingly within discourse that the wrongs of intersex treatment may be redressed – not by undoing past surgeries, or by punishing clinicians as personally “guilty.”

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

In translations give the original title when quoted in the book (it not being usually worth while to make a search), as :

Most academic libraries probably have in their collections, either in reference or as circulating titles, several of the works generally and rather imprecisely known as library handbooks or guides. These may include such standards as Jean Key Gates' Guide to the Use of Books and Libraries, now in its fourth edition, as well as more ephemeral efforts produced in‐house by the staffs of individual libraries and made commercially available to other institutions.

This paper intends to propose an “ontological shift SECI model” as a tool to diagnose organizations in the context of knowledge creation, and thereby support the management of knowledge creation‐related projects.

This research's hypothesis is based on existing knowledge creation theories and is tested using a case study methodology. The authors first examine the model in a completed project in order to test its validity and second, apply it in Company A's software project to demonstrate its feasibility and usefulness.

In any given project, knowledge creation activities occur in various ontological entities – individual, group, organization or social‐network. The diagnosis tool, which proved to be useful in this paper, traces such ontological shifts and makes visible all key activities of a knowledge creation project. These activities form an “ontological shift model” and trace an “activity map” which exposes underlying enablers and barriers, and provides viable solutions for improvement.

To carry out the analysis, the key activities identified in the knowledge creation‐related project have to be described in detail according to their ontological and epistemological dimensions. However, such description is complex and requires specialized expertise in knowledge creation and rich knowledge of the ongoing project.

The tool proved useful for supporting project managers in diagnosing their project's knowledge creation shortcomings. When knowledge creation breakdowns occur in a project, the tool can act as a navigator and uncover alternatives to continue the knowledge‐creating spiral.

Knowledge creation process is difficult to manage because of its cause ambiguity and intangibility. What is a knowledge creation activity? And why? This model makes explicit experienced managers' tacit solutions to knowledge creation problems. It can make organizational knowledge creation activities visible and therefore manageable for junior staff, outside consultants and even future software modeling.

The Bureau of Economics in the Federal Trade Commission has a three-part role in the Agency and the strength of its functions changed over time depending on the preferences and ideology of the FTC’s leaders, developments in the field of economics, and the tenor of the times. The over-riding current role is to provide well considered, unbiased economic advice regarding antitrust and consumer protection law enforcement cases to the legal staff and the Commission. The second role, which long ago was primary, is to provide reports on investigations of various industries to the public and public officials. This role was more recently called research or “policy R&D”. A third role is to advocate for competition and markets both domestically and internationally. As a practical matter, the provision of economic advice to the FTC and to the legal staff has required that the economists wear “two hats,” helping the legal staff investigate cases and provide evidence to support law enforcement cases while also providing advice to the legal bureaus and to the Commission on which cases to pursue (thus providing “a second set of eyes” to evaluate cases). There is sometimes a tension in those functions because building a case is not the same as evaluating a case. Economists and the Bureau of Economics have provided such services to the FTC for over 100 years proving that a sub-organization can survive while playing roles that sometimes conflict. Such a life is not, however, always easy or fun.

The research-to-practice gap occurs when practices supported as effective by research are infrequently used in applied settings, such as classrooms. This gap may be due to teachers preferring to use practices they find to be trustworthy, usable, and accessible. Instead of relying on research, teachers frequently use resources from other teachers, which may be because teachers prefer practices that are supported by evidence developed in applied settings (i.e., practice-based evidence [PBE]). Using PBE to support the application of evidence-based practices (EBPs) may increase the latter's use in classrooms. In this chapter, we discuss the advantages and disadvantages of both EBPs and PBE and how the two can complement each other to help lessen the research-to-practice gap. We also discuss mixed-methods approaches that can be used to combine EBPs with PBE.