Towards Autonomous Aviation Operations: What Can We Learn from Other Areas of Automation?

Rapid advances in automation has disrupted and transformed several industries in the past 25 years. Automation has evolved from regulation and control of simple systems like controlling the temperature in a room to the autonomous control of complex systems involving network of systems. The reason for automation varies from industry to industry depending on the complexity and benefits resulting from increased levels of automation. Automation may be needed to either reduce costs or deal with hazardous environment or make real-time decisions without the availability of humans. Space autonomy, Internet, robotic vehicles, intelligent systems, wireless networks and power systems provide successful examples of various levels of automation. NASA is conducting research in autonomy and developing plans to increase the levels of automation in aviation operations. This paper provides a brief review of levels of automation, previous efforts to increase levels of automation in aviation operations and current level of automation in the various tasks involved in aviation operations. It develops a methodology to assess the research and development in modeling, sensing and actuation needed to advance the level of automation and the benefits associated with higher levels of automation. Section II describes provides an overview of automation and previous attempts at automation in aviation. Section III provides the role of automation and lessons learned in Space Autonomy. Section IV describes the success of automation in Intelligent Transportation Systems. Section V provides a comparison between the development of automation in other areas and the needs of aviation. Section VI provides an approach to achieve increased automation in aviation operations based on the progress in other areas. The final paper will provide a detailed analysis of the benefits of increased automation for the Traffic Flow Management (TFM) function in aviation operations

Onward and upward? An empirical investigation of gender and promotions in Information Technology Services

The shaky ascent of women up the organizational ladder is a critical factor that may contribute to the lack of women in information technology (IT). In this study, we examine the effect of gender on the likelihood of employee promotions. We further examine whether women get an equal lift in promotion likelihood from performance improvements, work experience, and training as men. We analyze archival promotion data, as well as demographic, human capital, and administrative data for 7,004 employees at a leading IT services firm located in India for the years 2002–2007 and for multiple levels of promotion. We develop robust econometric models that consider employee heterogeneity to identify the differential effect of gender and performance on promotions. We find that, contrary to expectations, women are more likely to be promoted, on average. However, looking deeper into the heterogeneous main effects using hierarchical Bayesian modeling reveals more nuanced insights. We find that, ceteris paribus, women realize less benefit from performance gains than men, less benefit from tenure within the focal firm, but more benefit from training than men. These results suggest that despite the disparity in returns to performance and experience improvements, women can rely on signaling mechanisms such as training to restore parity in promotions. We find that the effects of gender and performance vary with the level of employee promotion; although not as much as men, women benefit more from performance gains at higher organizational levels. Our findings suggest several actionable managerial insights that can potentially make IT firms more inclusive and attractive to women

How career variety promotes the adaptability of managers: a theoretical model

This paper presents a theoretical model showing how managerial adaptability develops from career variety over the span of the person’s career. By building on the literature of career theory, adult learning and development, and career adjustment, we oVer a new conceptualization of managerial adaptability by identifying its behavioral, cognitive, and socio-emotional dimensions, discuss how these competencies can develop from the variety of managers’ cumulative career experiences, and propose several individual and career-related factors that moderates the relationship between managerial career variety and adaptability

Aligning Best Practices in Student Success and Career Preparedness: An Exploratory Study to Establish Pathways to STEM Careers for Undergraduate Minority Students

Undergraduate minority retention and graduation rates in STEM disciplines is a nationally recognized challenge for workforce growth and diversification. The Benjamin Banneker Scholars Program (BBSP) was a five-year undergraduate study developed to increase minority student retention and graduation rates at an HBCU. The program structure utilized a family model as a vehicle to orient students to the demands of college. Program activities integrated best K-12 practices and workforce skillsets to increase academic preparedness and career readiness. Findings revealed that a familial atmosphere improved academic performance, increased undergraduate research, and generated positive perceptions of faculty mentoring. Retention rates among BBSP participants averaged 88% compared to 39% among non-participant STEM peers. The BBSP graduation rate averaged 93% compared to 20% for non-participants. BBSP participants were more likely to gain employment in a STEM field or enter into a professional study. This paper furthers the body of research on STEM workforce diversity and presents a transferrable model for other institutions

Capturing flight system test engineering expertise: Lessons learned

Within a few years, JPL will be challenged by the most active mission set in history. Concurrently, flight systems are increasingly more complex. Presently, the knowledge to conduct integration and test of spacecraft and large instruments is held by a few key people, each with many years of experience. JPL is in danger of losing a significant amount of this critical expertise, through retirement, during a period when demand for this expertise is rapidly increasing. The most critical issue at hand is to collect and retain this expertise and develop tools that would ensure the ability to successfully perform the integration and test of future spacecraft and large instruments. The proposed solution was to capture and codity a subset of existing knowledge, and to utilize this captured expertise in knowledge-based systems. First year results and activities planned for the second year of this on-going effort are described. Topics discussed include lessons learned in knowledge acquisition and elicitation techniques, life-cycle paradigms, and rapid prototyping of a knowledge-based advisor (Spacecraft Test Assistant) and a hypermedia browser (Test Engineering Browser). The prototype Spacecraft Test Assistant supports a subset of integration and test activities for flight systems. Browser is a hypermedia tool that allows users easy perusal of spacecraft test topics. A knowledge acquisition tool called ConceptFinder which was developed to search through large volumes of data for related concepts is also described and is modified to semi-automate the process of creating hypertext links

SPEC Kit 356 Diversity and Inclusion

Today, diversity is defined beyond racial and ethnic groups and includes gender, sexual orientation, ability, language, religious belief, national origin, age, and ideas. The increase of published literature about cultural competencies, microaggressions, and assessment of diversity issues, as well as the inclusion of social justice movements in libraries, suggests diversity-related activities have increased and evolved over the last seven years. Over this time span, several libraries have obtained funding to support strategies to increase the number of minority librarians on their staff and support their advancement within the organization. There also appears to be an increase in the number of diversity or multicultural groups at the local, state, and national levels. However, these changes have not been consistently documented. Therefore, it is important to re-examine this topic to evaluate the impact of evolving endeavors, to see if more ARL libraries are involved, to see how diversity plans have changed over the years, and to document the current practices of research libraries. The main purpose of this survey was to identify diversity trends and changes in managing diversity issues in ARL libraries through exploring the components of diversity plans and initiatives since 2010, acknowledge library efforts since the 1990s, provide evidence of best practices and future trends, and identify current strategies that increase the number of minority librarians in research libraries and the types of programs that foster a diverse workplace and climate. The survey was conducted between May 1 and June 5, 2017. Sixty-eight of the 124 ARL member institutions responded to the survey for a 55% response rate. Interestingly, only 22 of the respondents to the 2010 SPEC survey participated in this survey, but this provides an opportunity to explore the diversity and inclusion efforts of a new set of institutions in addition to seeing what changes those 22 institutions have made since 2010. The SPEC Survey on Diversity and Inclusion was designed by Toni Anaya, Instruction Coordinator, and Charlene Maxey-Harris, Research and Instructional Services Chair, at the University of Nebraska-Lincoln. These results are based on responses from 68 of the 124 ARL member libraries (55%) by the deadline of June 12, 2017. The survey’s introductory text and questions are reproduced below, followed by the response data and selected comments from the respondents. The purpose of this survey is to explore the components of diversity plans created since 2010, identify current recruitment and retention strategies that aim to increase the number of minority librarians in research libraries, identify staff development programs that foster an inclusive workplace and climate, identify how diversity programs have changed, and gather information on how libraries assess these efforts

Learning by Seeing by Doing: Arithmetic Word Problems

Learning by doing in pursuit of real-world goals has received much attention from education researchers but has been unevenly supported by mathematics education software at the elementary level, particularly as it involves arithmetic word problems. In this article, we give examples of doing-oriented tools that might promote children\u27s ability to see significant abstract structures in mathematical situations. The reflection necessary for such seeing is motivated by activities and contexts that emphasize affective and social aspects. Natural language, as a representation already familiar to children, is key in these activities, both as a means of mathematical expression and as a link between situations and various abstract representations. These tools support children\u27s ownership of a mathematical problem and its expression; remote sharing of problems and data; software interpretation of children\u27s own word problems; play with dynamically linked representations with attention to children\u27s prior connections; and systematic problem variation based on empirically determined level of difficulty

The Professional Artist as Public School Educator: A Research Report of the Chicago Arts Partnerships in Education

Over the past eight years, the Chicago Arts Partnerships in Education (CAPE) has undergone an extensive regimen of program research and evaluation, utilizing both staff members and external consultants to collect, analyze, and interpret information on program effectiveness. This information has been used to shape and strengthen the partnership program each year in response to the needs of students, teachers and teaching artists as well as to changing political and cultural pressures within the Chicago Public School System. In addition,the documentation and publication of insights and lessons learned through arts integration experiences in the schools has contributed significantly to the wider body of research in the field of arts education.During the early years of the program, evaluation efforts focused on general descriptions of the program goals and objectives along with initial impacts on student life.Positive trends were identified in terms of administrative and faculty attitudes and increased involvement in thearts partnerships, due mainly to student interest. More recently, a closer, more detailed analysis of CAPE's growing influence on student learning, teaching practice and school climate has highlighted the value of quality, arts integrated instruction, including evidence of positive effects on standardized math and reading test scores.Last year, our research turned to program sustainability, partly in light of reduced funding, as well as to the assimilation of new partnership schools and an increasing organizational focus on the professional development of participating teachers and artists. In the vast majority of cases, CAPE partnerships have evolved through trials and successes to bring lasting effects on administrators, teachers, and students.Through these studies, it is increasingly apparent that the participation of well-trained teaching artists is a valuable, and in some cases vital, addition to the general education of youth. The presence and artistic know-how brought to the classroom by these talented, dedicated professionals can, and is, having notable, sustainable influence on whole school improvement through transforming the daily learning experiences of educators and students alike. Not only does the presence of a quality arts program enliven a school atmosphere and promote the advancement of artistic skills and aesthetic knowledge, but a closer look at rigorous arts integrated activities in the classroom is revealing important insights into the cognitive benefits of arts education. Not only can artfully constructed lessons that authentically bridge the arts and academic content domains assist in the acquisition of artistic understanding, but they can enhance learning across the academic curriculum and, perhaps more importantly, the underlying thinking curriculu