MCC level C formulation requirements. Shuttle TAEM targeting

The level C requirements for the shuttle orbiter terminal area energy management (TAEM) guidance and flight control functions to be incorporated into the Mission Control Center entry profile planning processor are described. This processor is used for preentry evaluation of the entry through landing maneuvers, and includes a simplified three degree-of-freedom model of the body rotational dynamics that is necessary to account for the effects of attitude response on the trajectory dynamics. This simulation terminates at TAEM-autoland interface

MCC level C formulation requirements. Shuttle TAEM guidance and flight control, STS-1 baseline

The TAEM guidance and body rotational dynamics models required for the MCC simulation of the TAEM mission phase are defined. This simulation begins at the end of the entry phase and terminates at TAEM autoland interface. The logic presented is the required configuration for the first shuttle orbital flight (STS-1). The TAEM guidance is simulated in detail. The rotational dynamics simulation is a simplified model that assumes that the commanded rotational rates can be achieved in the integration interval. Thus, the rotational dynamics simulation is essentially a simulation of the autopilot commanded rates and integration of these rates to determine orbiter attitude. The rotational dynamics simulation also includes a simulation of the speedbrake deflection. The body flap and elevon deflections are computed in the orbiter aerodynamic simulation

Shuttle program. MCC level C formulation requirements: Shuttle TAEM guidance and flight control

The Level C requirements for the shuttle orbiter terminal area energy management (TAEM) guidance and flight control functions to be incorporated into the Mission Control Center entry profile planning processor are defined. This processor will be used for preentry evaluation of the entry through landing maneuvers, and will include a simplified three degree-of-freedom model of the body rotational dynamics that is necessary to account for the effects of attitude response on the trajectory dynamics. This simulation terminates at TAEM-autoland interface

Cross Jurisdictional Boundaries to Build a Health Coalition: A Kentucky Case Study

Cross-jurisdictional sharing is accomplished through collaboration across jurisdictional boundaries to deliver essential public health services and solve problems that cannot be easily addressed by single organizations or jurisdictions. Partners across 10 counties and three public health jurisdictions of the Barren River Area Development District (BRADD) convened as Barren River Initiative to Get Healthy Together (BRIGHT), a community health improvement coalition. Focus groups and interviews with BRIGHT members indicate that the use of effective strategies to focus collaborative health improvement efforts fosters a cohesive coalition even when the group is populated by individuals from across public health jurisdictional boundaries. Focusing strategies identified included: the importance of organizing workgroups so members can draw upon expertise, adoption of a community engagement model for health assessment and improvement; and use of a facilitator, who offers guidance and administrative support to groups and focuses members on accomplishing goals

Does the Sequence of Instruction Matter During Simulation?

Introduction: Instructional strategies must be balanced when subjecting students to full-immersion simulation so as not to discourage learning and increase cognitive overload. The purpose of this study was to determine if participating in a simulation exercise before lecture yielded better performance outcomes among novice learners. Methods: Twenty-nine participants were divided into 2 groups as follows: group 1 participated in simulation exercises followed by a didactic lecture and group 2 participated in the same learning activities presented in the opposite order. Participants were administered a multiple-choice cognitive assessment upon completion of a workshop. Results: Learners who participated in the simulated exercises followed by the didactic lecture performed better on post assessments as compared with those who participated in the simulation after the lecture. A repeated-measures or nested analysis of variance generated statistically significant results in terms of model fit F (α = 0.05; 4.54) = 176.07 with a P \u3c 0.0001. Despite their higher levels of increased performance, 76% of those who participated in simulation activities first indicated that they would have preferred to participate in a lecture first. Conclusions: The findings of this study suggest that differences occur among learners when the sequencing of instructional components is altered. Learners who participated in simulation before lecture demonstrated increased knowledge compared with learners who participated in simulation after a lecture

Rapid virological surveillance of community influenza infection in general practice

No abstract available

The Effect of Inlet Temperature and Pressure on the Efficiency of a Single-stage Impulse Turbine Having a 13.2-inch Pitch-line Diameter Wheel

Efficiency tests have been conducted on a single-stage impulse turbine having a 13.2-inch pitch-line diameter wheel and a cast nozzle diaphram over a range of turbine speeds from 3000 to 17,000 rpm, pressure ratios from 1.5 to 5.0, inlet total temperatures from 1200 deg to 2000 deg R, and inlet total pressures from 18 to 59 inches of mercury absolute. The effect of inlet temperature and pressure on turbine efficiency for constant pressure ration and blade-to-jet speed ration is correlated against a factor derived from the equation for Reynolds number. The degree of correlation indicates that the change in turbine efficiency with inlet temperature and [ressure for constant pressure ration and blade-to-jet speed ration is principally a Reynolds number effect