A JAG in La La Land

As the development of highways, it is quite normal for buses running in a speed around 100km/h. When buses are running in a high speed, they may suffer from the influence of side wind disturbances at anytime. Sometimes, it may result in traffic accidents. Therefore, the study of bus stability under side wind disturbances becomes more and more important. Due to restrictions of real tests, computer simulation can be used to study this subject. The bus side wind response character is reflected through the driver’s manoeuvre , so open-loop analysis is hard to give a comprehensive evaluation of the side wind stability of the bus. Therefore, closed-loop analysis is studied in this thesis. An ADAMS bus model and a side wind force model are developed in this thesis, along with two driver models, the PID control model and the preview curvature model. The driver models are built in Simulink and co-simulation between ADAMS/View and Simulink is conducted. The results of co-simulation show that the two driver models can both control the bus from deviating from the desired course under side wind disturbances. The PID control model is simple and shows a very good control effect. The maximum lateral displacement of the bus by PID control model is just 0.0205m under maximum side wind load 1000N and 2500Nm when preview time is 1.2s, while it is 0.0702m by preview curvature model, however, it is difficult to determine the coefficients Kd, Kp, and Ki in the PID controller. The preview curvature model also shows a good control effect in terms of the maximum lateral displacement and yaw angle of the bus. Comparing these two models, the PID control model is more sensitive to deviations, with quicker response and larger steering input. The bus model system is stable under side wind disturbances. Through driver ’s proper steering manoeuvre, the bus is well controlled. The closed-loop analysis is a good method to study the bus stability under side wind disturbances

Allies in Progress: The Public-SchoolInstitutions We’ve Ignored

This article highlights some of the successes the Humanities Out There (HOT) program at the University of California, Irvine had when partner- ing with progressive institutions, namely with the Chicano/Latino Studies program at the university and with the arts program in a local high school. The first program engaged students in exploring the history underlying their communities, and the second helped students to dramatize their life experi- ences before a local public using their home languages. Analyzing what en- abled HOT’s successes, I urge others sponsoring youth literacy to seek out, and make alliance with, progressive institutions within public education

Exposure to Urbanized Poverty and Attitude Change: A Longitudinal Case Study on Service-Learning with Rural Undergraduate Criminal Justice Students

Criminal justice departments recognize the value of connecting students to real-world problems through service-learning activities. Yet, challenges exist in exposing students to diverse populations. The current study stepped outside the classroom, involving an extra-curricular group of criminal justice students, in a unique service-learning project. Students from a rurally located university traveled to the most poverty-stricken area in Los Angeles, California, known as Skid Row. Students partnered with The Burrito Project, making and serving 950 burritos to people living on the streets. To assess the impact on exposure to poverty, students completed a pre and post-test utilizing the Undergraduate Perceptions of Poverty Tracking Survey. Four years later, follow-up interviews were conducted. Survey results suggest no significant changes pre/post project completion while longitudinal interviews yielded rich data on the project impact. Future directions including criminal justice students within service-learning projects are discussed, especially considering inclusion of students early within their academic careers

Connecting to History through Service-Learning: A Qualitative Case Study Investigating Student Engagement in Core History Courses

Surveys have shown that students are not enthusiastic about taking history in college; some describe the discipline as boring and unnecessary. College is a setting where students are investing in themselves, exploring new knowledge to build a career, and gaining insight into the person they want to become in the future. Learning history through a traditional lecture method where memorization of names, dates, and events seems to be the norm is not appealing to students. Universities, promoting the thought that a well-rounded education is beneficial, commonly add history to the collection of general education core courses that are required for degree completion. With this outlook, students enter history classrooms with a \u27check-box\u27 mentality and do not put much interest into what they may learn from the course. Using an experiential learning theory, this qualitative case study sought to find out to what degree students in a higher education U.S. history core course would be engaged with and learn history content by performing a service-learning project that was linked to the course\u27s objectives. The data consisted of project assignments including participant diaries, auto-photograph presentations, and virtual discussion questions. The results of the study found that through the experience of service-learning students made new discoveries about themselves and what they liked or found useful. Students self-reported a connection to history. Because of their service-learning experience, they reported that the project was useful to their learning of history, with some changing their attitudes about the utility of the discipline. This study serves as a model for history instructors on how using experiential learning strategies in the classroom can motivate student learning. Also, servant leadership professionals can use this study to promote discipline-specific service-learning endeavors