Design of an all-attitude flight control system to execute commanded bank angles and angles of attack

A flight control system for use in air-to-air combat simulation was designed. The input to the flight control system are commanded bank angle and angle of attack, the output are commands to the control surface actuators such that the commanded values will be achieved in near minimum time and sideslip is controlled to remain small. For the longitudinal direction, a conventional linear control system with gains scheduled as a function of dynamic pressure is employed. For the lateral direction, a novel control system, consisting of a linear portion for small bank angle errors and a bang-bang control system for large errors and error rates is employed

A Cyberbullying Needs Assessment in a Middle School Population: Identifying a Direction for Nurses

Cyberbullying is a fairly new phenomenon that most adolescents will experience or be exposed to during their lifetime. It produces devastating outcomes on those who are victims and perpetrators of cyberbullying. There is a limited amount of research regarding the prevention of cyberbullying. The evidence that is available is mostly exploratory in nature. Currently, the literature recommends conducting a needs assessment to validate the problem, raise awareness, and identify potential solutions that are specific to a population and/or setting. Therefore, the purpose of this scholarly project was to administer a cyberbullying needs assessment at a local west Michigan middle school. Two conceptual frameworks were used to guide this project: the model for evidence-based practice change and the social cognitive theory. The sample included 296 seventh and eighth grade students from a local west Michigan middle school. The Cyberbullying and Online Aggression Instrument created by Hinduja and Patchin (2014) was used. Three qualitative questions were asked. These pertained to how teachers, peers and parents could prevent cyberbullying. Descriptive statistics were used to report the data and categories were identified from the qualitative data. Findings included that most students at this middle school have been exposed to cyberbullying. Differences were observed in cyberbullying methods between the seventh and eighth grade students. Differences were also observed in cyberbullying frequency between male and female students. Based on the findings, recommendations related to future prevention efforts are made for this west Michigan middle school

575 Tlingit verbs: a study of Tlingit verb paradigms

Thesis (Ph.D.) University of Alaska Fairbanks, 2013The Tlingit language, indigenous to Southeast Alaska and neighboring parts of British Columbia and the Yukon territory, is related to the Athabascan languages and the recently extinct language Eyak. Like Athabascan and Eyak, Tlingit verbal morphology is highly complex. The conjugation of Tlingit verbs is unpredictable in certain respects, making the documentation of verb forms from native speakers critical, due to the highly endangered state of the language, and because this has never before been documented for Tlingit. The objectives of the research presented here are twofold: 1) to document complete paradigms for 575 verbs, and; 2) to create a reference for second language learners and teachers of Tlingit. For each of the verbs included in the research, twelve modes were systematically documented through consultation with a group of native speakers. The newly documented forms were compiled into a database using Toolbox software and additionally organized into a user-friendly online database, hosted on the Goldbelt Heritage Foundation website. Based on the documented forms, descriptions of each of the twelve modes were written, with second language students and teachers as the target audience. The descriptions of each mode include information pertaining to the semantics, morphology, and verb stem variation, and are intended to assist second language learners in mastering the difficult task of conjugating Tlingit verbs. Another critical item included for each verb entry is the verb theme, which illustrates all of its component parts including thematic prefix, conjugation prefix, classifier, and stem. The accompanying detailed description of each element of the verb theme serves as a grammatical sketch of the Tlingit verb for language learners. An additional result of the research is a set of nine prefix combination charts. Because the Tlingit verb has many prefix positions, there are a number of regular contractions that take place in conjugating a verb. The prefix combination charts illustrate the regular contractions that take place between the thematic prefixes, conjugation prefixes, aspect prefixes, subject prefixes, and classifiers, to name a few. These charts show language learners how to switch between subject prefixes for a given verb

Dynamic stability of space vehicles. Volume 14 - Testing for booster propellant sloshing parameters

Recommended procedures for stability, control, and structural loading analysis of large liquid fueled rocket booster sloshing parameter

Calculation of the forces and moments on a slender fuselage and vertical fin penetrating lateral gusts

A theory is presented for calculating the variation with frequency of the lateral-force and yawing-moment coefficients due to sinusoidal side gusts passing over the profile of a simple fuselage-vertical-fin combination. The analysis is based on slender-body theory. The method considers the penetration effect of both fuselage and vertical tail in calculating side force and yawing moment due to side gusts, as opposed to a simple lag concept which considers the flow angle to be uniform over the configuration

Ungrading: Reflections Through a Feminist Pedagogical Lens

Ungrading is a pedagogical approach in which no grades are given on any assignments. Instead, students are provided with many opportunities to submit work and gain feedback. The goal is to shift student focus from achieving a grade to growth as a learner and a person. As instructors, our ungrading approach utilized personalized learning plans, checkpoint reflections, and student-professor learning conferences to put agency in the hands of our students. We employed this method in upper-level biology and computer science courses and provide critical reflections here regarding our experiences and the connections between this approach and feminist STEM pedagogy tenets. We were impressed with students’ self-reported feelings of engagement with the material, enthusiasm for risk-taking, and reduced stress. Feminist themes of reducing the classroom power gap, active student participation, and addressing and disrupting systems of oppression are met through student ownership of their learning and challenging of traditional power dynamics between the student and professor