Rendezvous strategy impacts on CTV avionics design, system reliability requirements, and available collision avoidance maneuvers

Rockwell International is conducting an ongoing program to develop avionics architectures that provide high intrinsic value while meeting all mission objectives. Studies are being conducted to determine alternative configurations that have low life-cycle cost and minimum development risk, and that minimize launch delays while providing the reliability level to assure a successful mission. This effort is based on four decades of providing ballistic missile avionics to the United States Air Force and has focused on the requirements of the NASA Cargo Transfer Vehicle (CTV) program in 1991. During the development of architectural concepts it became apparent that rendezvous strategy issues have an impact on the architecture of the avionics system. This is in addition to the expected impact on propulsion and electrical power duration, flight profiles, and trajectory during approach

LARCRIM user's guide, version 1.0

LARCRIM is a relational database management system (RDBMS) which performs the conventional duties of an RDBMS with the added feature that it can store attributes which consist of arrays or matrices. This makes it particularly valuable for scientific data management. It is accessible as a stand-alone system and through an application program interface. The stand-alone system may be executed in two modes: menu or command. The menu mode prompts the user for the input required to create, update, and/or query the database. The command mode requires the direct input of LARCRIM commands. Although LARCRIM is an update of an old database family, its performance on modern computers is quite satisfactory. LARCRIM is written in FORTRAN 77 and runs under the UNIX operating system. Versions have been released for the following computers: SUN (3 & 4), Convex, IRIS, Hewlett-Packard, CRAY 2 & Y-MP

Device for quickly sensing the amount of O2 in a combustion product gas

A sensing device comprising an O2 sensor, a pump, a compressor, and a heater is provided to quickly sense the amount of O2 in a combustion product gas. A sample of the combustion product gas is compressed to a pressure slightly above one atmosphere by the compressor. Next, the heater heats the sample between 800 C and 900 C. Next, the pump causes the sample to be flushed against the electrode located in O2 sensor 6000 to 10,000 times per second. Reference air at approximately one atmosphere is provided to the electrode of O2 sensor. Accordingly, the O2 sensor produces a voltage which is proportional to the amount of oxygen in the combustion product gas. This voltage may be used to control the amount of O2 entering into the combustion chamber which produces the combustion product gas

Remarks on finite rank projections

AbstractIf every n-dimensional subspace of X∗ is the range of a projection of norm less than C, then every subspace of X with codimension n is the range of a projection having norm less than 1 + C. Also, projection constants of finite-dimensional spaces are determined by finite-dimensional superspaces. It is further demonstrated that spheres cannot, in general, be nicely embedded into unit balls of finite-dimensional spaces

An Exploration of Master\u27s Degree Field Study and Teacher and Student Behavior in P.E

This study analyzed two teacher and their corresponding student behavioral systems to determine whether discipline-specific ongoing education may play a role in gaining expertise in physical education. Field systems analysis (FSA) was used to analyze an all-encompassing categorical system, which was created by induction and then used to deductively analyze the two teachers and their corresponding students. Interview data were used as well, in conjunction with FSA, to understand more completely what role each teacher\u27s ongoing education may have played in their behavioral systems. Both teachers received training from the same undergraduate physical education program and were of the same gender and had the same years of teaching experience. These two teachers taught the same content to the same number of students in one physical education lesson. The results exhibited differences in each teacher\u27s behavioral system, as the teacher with ongoing education within-field exhibited a higher percentage of instructional elements that were more common, complex and predictable in their elemental chains. The teacher who received ongoing education out-of-field exhibited more managerial elements in their behavior system, while exhibiting less common, complex and predictable elemental chains. The students\u27 data exhibited much of the same phenomenon, as the students who were taught by the within-field teacher exhibited more content learning elements that were more common, complex and predictable in their elemental chains. The students who were taught by the out-of-field teacher exhibited more non-content learning elements, while exhibiting less common, complex and predicable elemental chains. The interview data paralleled the behavioral systems for each teacher, as the within-field teacher revealed an ongoing education tailored to delivering physical education content to students, while the out-of-field teacher revealed how his ongoing education dealt with more managerial concerns