Preliminary Orbit Determination System (PODS) for Tracking and Data Relay Satellite System (TDRSS)-tracked target Spacecraft using the homotopy continuation method

The Preliminary Orbit Determination System (PODS) provides early orbit determination capability in the Trajectory Computation and Orbital Products System (TCOPS) for a Tracking and Data Relay Satellite System (TDRSS)-tracked spacecraft. PODS computes a set of orbit states from an a priori estimate and six tracking measurements, consisting of any combination of TDRSS range and Doppler tracking measurements. PODS uses the homotopy continuation method to solve a set of nonlinear equations, and it is particularly effective for the case when the a priori estimate is not well known. Since range and Doppler measurements produce multiple states in PODS, a screening technique selects the desired state. PODS is executed in the TCOPS environment and can directly access all operational data sets. At the completion of the preliminary orbit determination, the PODS-generated state, along with additional tracking measurements, can be directly input to the differential correction (DC) process to generate an improved state. To validate the computational and operational capabilities of PODS, tests were performed using simulated TDRSS tracking measurements for the Cosmic Background Explorer (COBE) satellite and using real TDRSS measurements for the Earth Radiation Budget Satellite (ERBS) and the Solar Mesosphere Explorer (SME) spacecraft. The effects of various measurement combinations, varying arc lengths, and levels of degradation of the a priori state vector on the PODS solutions were considered

Effective Action for High-Energy Scattering in Gravity

The multi-Regge effective action is derived directly from the linearized gravity action. After excluding the redundant field components we separate the fields into momentum modes and integrate over modes which correspond neither to the kinematics of scattering nor to the one of exchanged particles. The effective vertices of scattering and of particle production are obtained as sums of the contributions from the triple and quartic interaction terms and the fields in the effective action are defined in terms of the two physical components of the metric fluctuation.Comment: 15 pages, LATE

Double logarithms, ln2(1/x)ln^2(1/x), and the NLO DGLAP evolution for the non-singlet component of the nucleon spin structure function, g1g_1

Theoretical predictions show that at low values of Bjorken $x$ the spin structure function, $g_1$ is influenced by large logarithmic corrections, $ln^2(1/x)$, which may be predominant in this region. These corrections are also partially contained in the NLO part of the standard DGLAP evolution. Here we calculate the non-singlet component of the nucleon structure function, $g_1^{NS}=g_1^p-g_1^n$, and its first moment, using a unified evolution equation. This equation incorporates the terms describing the NLO DGLAP evolution and the terms contributing to the $ln^2(1/x)$ resummation. In order to avoid double counting in the overlapping regions of the phase-space, a unique way of including the NLO terms into the unified evolution equation is proposed. The scheme-independent results obtained from this unified evolution are compared to the NLO fit to experimental data, GRSV'2000. Analysis of the first moments of $g_1^{NS}$ shows that the unified evolution including the $ln^2(1/x)$ resummation goes beyond the NLO DGLAP analysis. Corrections generated by double logarithms at low $x$ influence the $Q^2$-dependence of the first moments strongly.Comment: 13 pages, latex, 2 figures; Appendix adde

Formative peer assessment in a CSCL environment

In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalised in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case-based virtual seminar, in which students were asked to conduct research and write a report in small multidisciplinary teams. The assessment assignments contained the discussion of assessment criteria, the assessment of a group report of a fellow group, and writing an assessment report. A list of feedback rules was one of the assessment tools. A qualitative oriented study was conducted, focussing on the attitude of students towards peer assessment and practical use of peer assessment assignments and tools. Results showed that students’ attitude towards peer assessment was positive and that assessment assignments had added value. However, not all students fulfilled all assessment assignments. Recommendations for implementation of peer assessment in CSCL environments as well as suggestions for future research are discussed

An inquiry-based learning approach to teaching information retrieval

The study of information retrieval (IR) has increased in interest and importance with the explosive growth of online information in recent years. Learning about IR within formal courses of study enables users of search engines to use them more knowledgeably and effectively, while providing the starting point for the explorations of new researchers into novel search technologies. Although IR can be taught in a traditional manner of formal classroom instruction with students being led through the details of the subject and expected to reproduce this in assessment, the nature of IR as a topic makes it an ideal subject for inquiry-based learning approaches to teaching. In an inquiry-based learning approach students are introduced to the principles of a subject and then encouraged to develop their understanding by solving structured or open problems. Working through solutions in subsequent class discussions enables students to appreciate the availability of alternative solutions as proposed by their classmates. Following this approach students not only learn the details of IR techniques, but significantly, naturally learn to apply them in solution of problems. In doing this they not only gain an appreciation of alternative solutions to a problem, but also how to assess their relative strengths and weaknesses. Developing confidence and skills in problem solving enables student assessment to be structured around solution of problems. Thus students can be assessed on the basis of their understanding and ability to apply techniques, rather simply their skill at reciting facts. This has the additional benefit of encouraging general problem solving skills which can be of benefit in other subjects. This approach to teaching IR was successfully implemented in an undergraduate module where students were assessed in a written examination exploring their knowledge and understanding of the principles of IR and their ability to apply them to solving problems, and a written assignment based on developing an individual research proposal

Implementing Jet Aircraft Training in a University Setting: Instructor Perceptions and Lessons Learned

This paper presents the findings of a phenomenological study of instructor pilot first-hand experiences when conducting training for collegiate flight students in a jet aircraft. While jet training has been conducted in simulators in the past, this was one of the first instances of training in an actual aircraft. A total of 22 students completed training in a very light jet aircraft during the spring semester of their junior year at the subject university. A group of four instructors conducted both simulator and flight training with the students. Surveys were used to collect data from instructors longitudinally throughout the length of the 16-week semester. At the conclusion of the training period, participants completed a structured interview. The results of those interviews suggested that students excelled in areas such as avionics programming, use of standardized operating procedures, and checklist usage. Students were challenged by the increased operating speeds of the jet aircraft, descent planning, and lesson preparedness. The instructors offered suggestions to enhance the course and provided a summary of the lessons learned

Biochemical Suppression of Small-Molecule Inhibitors: A Strategy to Identify Inhibitor Targets and Signaling Pathway Components

SummaryIdentification of small-molecule targets remains an important challenge for chemical genetics. We report an approach for target identification and protein discovery based on functional suppression of chemical inhibition in vitro. We discovered pirl1, an inhibitor of actin assembly, in a screen conducted with cytoplasmic extracts. Pirl1 was used to partially inhibit actin assembly in the same assay, and concentrated biochemical fractions of cytoplasmic extracts were added to find activities that suppressed pirl1 inhibition. Two activities were detected, separately purified, and identified as Arp2/3 complex and Cdc42/RhoGDI complex, both known regulators of actin assembly. We show that pirl1 directly inhibits activation of Cdc42/RhoGDI, but that Arp2/3 complex represents a downstream suppressor. This work introduces a general method for using low-micromolar chemical inhibitors to identify both inhibitor targets and other components of a signaling pathway