Design and Analysis of Vibration Test Fixtures for Payloads

The project addresses the design principles and performs finite element analysis (FEA) of vibration fixtures used for testing of space payloads at MIT Lincoln Laboratory. A review of standards that govern vibration testing of space and general payloads is presented. A set of principles and a tutorial for the design of vibration test fixtures is presented. The validation of the design principles is achieved through FEA of a vibration test fixture that involves a structure with panels, rails and support blocks. The FEA code PATRAN/NASTRAN is used and analysis of the three-dimensional computational results leads to design modifications that involve an added third panel. The redesigned fixture has increased stiffness, as well as reduced stress and displacement of its rails

Introduction of CAA into a mathematics course for technology students to address a change in curriculum requirements

The mathematical requirements for engineering, science and technology students has been debated for many years and concern has been expressed about the mathematical preparedness of students entering higher education. This paper considers a mathematics course that has been specifically designed to address some of these issues for technology education students. It briefly chronicles the changes that have taken place over its lifetime and evaluates the introduction of Computer Assisted Assessment (CAA) into a course already being delivered using Computer Aided Learning (CAL). Benefits of CAA can be categorised into four main areas. 1. Educational – achieved by setting short, topic related, assessments, each of which has to be passed, thereby increasing curriculum coverage. 2. Students – by allowing them to complete assessments at their own pace removing the stress of the final examination. 3. Financial – increased income to the institution, by broadening access to the course. Improved retention rate due to self-paced learning. 4. Time – staff no longer required to set and mark exams. Most students preferred this method of assessment to traditional exams, because it increased confidence and reduced stress levels. Self-paced working, however, resulted in a minority of students not completing the tests by the deadline

Scaling Virtualized Smartphone Images in the Cloud

Üks selle Bakalaureuse töö eesmärkidest oli Android-x86 nutitelefoni platvormi juurutamine pilvekeskkonda ja välja selgitamine, kas valitud instance on piisav virtualiseeritud nutitelefoni platvormi juurutamiseks ning kui palju koormust see talub. Töös kasutati Amazoni instance'i M1 Small, mis oli piisav, et juurutada Androidi virtualiseeritud platvormi, kuid jäi kesisemaks kui mobiiltelefon, millel teste läbi viidi. M1 Medium instance'i tüüp oli sobivam ja näitas paremaid tulemusi võrreldes telefoniga. Teostati koormusteste selleks vastava tööriistaga Tsung, et näha, kui palju üheaegseid kasutajaid instance talub. Testi läbiviimiseks paigaldasime Dalviku instance'ile Tomcat serveri. Pärast teste ühe eksemplariga, juurutasime külge Elastic Load Balancing ja automaatse skaleerimise Amazon Auto Scaling tööriista. Esimene neist jaotas koormust instance'ide vahel. Automaatse skaleerimise tööriista kasutasime, et rakendada horisontaalset skaleerimist meie Android-x86 instance'le. Kui CPU tõusis üle 60% kauemaks kui üks minut, siis tehti eelmisele identne instance ja koormust saadeti edaspidi sinna. Seda protseduuri vajadusel korrati maksimum kümne instance'ini. Meie teostusel olid tagasilöögid, sest Elastic Load Balancer aegus 60 sekundi pärast ning me ei saanud kõikide välja saadetud päringutele vastuseid. Serverisse saadetud faili kirjutamine ja kompileerimine olid kulukad tegevused ja seega ei lõppenud kõik 60 sekundi jooksul. Me ei saanud koos Load Balancer'iga läbiviidud testidest piisavalt andmeid, et teha järeldusi, kas virtualiseeritud nutitelefoni platvorm Android on hästi või halvasti skaleeruv.In this thesis we deployed a smartphone image in an Amazon EC2 instance and ran stress tests on them to know how much users can one instance bear and how scalable it is. We tested how much time would a method run in a physical Android device and in a cloud instance. We deployed CyanogenMod and Dalvik for a single instance. We used Tsung for stress testing. For those tests we also made a Tomcat server on Dalvik instance that would take the incoming file, the file would be compiled with java and its class file would be wrapped into dex, a Dalvik executable file, that is later executed with Dalvik. Three instances made a Tsung cluster that sent load to a Dalvik Virtual Machine instance. For scaling we used Amazon Auto Scaling tool and Elastic Load Balancer that divided incoming load between the instances

Безопасность и качество пищевых продуктов = Practical Food Safety and Food Quality : практикум

Даны описания практических и лабораторных работ, проводимых в рамках курсов «Международные стандарты и безопасность продуктов питания» и «Контроль качества биотехнологических продуктов». Задания сопровождаются подробными комментариями. Используются активные формы обучения, такие как работа в команде, игровые технологии и пр. Для иностранных и российских студентов, обучающихся на английском языке, изучающих пищевую биотехнологию, контроль качества и безопасность пищевых продуктов

A pedagogical framework for embedding C&IT into the curriculum

This paper proposes a methodology for effectively embedding communication and information technologies (C&IT) into the curriculum. This builds on existing frameworks for designing courses involving C&IT. A hypothetical illustration of this process is provided, and issues relating to the adoption and application of the methodology are identified

Small-group teaching in geography.

The manual guides staff in geography departments through the purposes, advantages and disadvantages of small-group teaching as an educational device in geography degrees. The manual covers issues of authority, roles, syllabus, learning outcomes and skills. It highlights areas of potential difficulty and how to cope with these. There is a wide range of examples of how small-group teaching can be used with different types of material, students at different stages, and to achieve a variety of learning outcomes and skills

Learning to chat: developing a pedagogical framework for facilitating online synchronous tutorial discussion

The adoption of blended learning in higher education has precipitated the use of technology to conduct tutorials through online synchronous discussion (OSD). The review of literature on OSD identifies a lack of pedagogical guidance for facilitating effective tutorials by this means. The research on computer mediated communication (CMC) is critically discussed alongside established literature on socio-constructivist theory and approaches to teaching and learning with technology. The literature identifies several key responsibilities that should be considered when facilitating an online tutorial. These were embedded in the delivery of an online tutorial with first year undergraduate students. The tutorial was critically evaluated through questionnaire and focus group and a transcript of the discussion was subject to content analysis. The study argues that both tutor and student have roles within a tutorial. Furthermore, isolating the pedagogical role from managerial, intellectual and social roles, as argued in existing models, is ineffective. An alternative framework and considerations for facilitating online synchronous tutorial discussion are presented. Tutors should consider the size of the group, the nature of the tutorial and the characteristics of the application