Control/structure interaction during Space Station Freedom-Orbiter berthing

The berthing maneuver is essential for the construction and assembly of Space Station Freedom (SSF) and has a direct effect on the SSF assembly build up and SSF/Orbiter operations. The effects of flexible body dynamics coupled with the available control system may impose new requirements on the maneuver. The problem is further complicated by the effect of the SSF control system on the Shuttle Remote Manipulator System (SRMS). These effects will play a major role in the development of operational requirements which need to be identified and validated in order to assure total safety and maneuver execution during SSF construction. This paper presents the results of ongoing studies to investigate the Control/Structure Interaction (CSI) during the berthing operations. The problem is formulated in terms of multi-flex body equations of motion for SSF and the SRMS and on-orbit flight control systems for the SRMS and the SSF, which includes the Control Moment Gyro (CMG) and Reaction Control System (RCS) Attitude Control Systems (ACS). The SSF control system designs are based on the Preliminary Design Review (PDR) version of the Honeywell design. The simulation tool used for the analysis is briefly described and the CSI results are presented for given berthing scenarios

Integrated Modeling, Mapping, and Simulation (IMMS) Framework for Exercise and Response Planning

EmergenCy management personnel at federal, stale, and local levels can benefit from the increased situational awareness and operational efficiency afforded by simulation and modeling for emergency preparedness, including planning, training and exercises. To support this goal, the Department of Homeland Security's Science & Technology Directorate is funding the Integrated Modeling, Mapping, and Simulation (IMMS) program to create an integrating framework that brings together diverse models for use by the emergency response community. SUMMIT, one piece of the IMMS program, is the initial software framework that connects users such as emergency planners and exercise developers with modeling resources, bridging the gap in expertise and technical skills between these two communities. SUMMIT was recently deployed to support exercise planning for National Level Exercise 2010. Threat, casualty. infrastructure, and medical surge models were combined within SUMMIT to estimate health care resource requirements for the exercise ground truth

How to integrate sustainability teaching and learning in Higher Education Institutions? From context to action for transformation towards SDGs implementation: a literature review

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Teaching sustainability within the context of everyday life: steps toward achieving the sustainable development goals through the EUSTEPs module

In a world characterized by Ecological Overshoot, education can nurture sustainability-minded citizens and future leaders to help accelerate the transition towards a one-planet compatible society. Despite the essential role of Higher Education Institutions (HEIs) in contributing to a sustainable society, a holistic understanding of how to incorporate sustainability initiatives into HEIs is still lacking. Given the importance of HEIs in societies and considering the number of students, educators, and staff they host every day, ensuring that sustainability is both taught and practiced within campuses becomes fundamental. To this end, a strategic partnership was created in 2019 to set up the ERASMUS+ project EUSTEPs - Enhancing Universities’ Sustainability Teaching and Practices through Ecological Footprint. Among the main outputs of the project is a teaching module for introducing the sustainability concept to students. This module takes a 360-degree approach to teach sustainability, allowing students to endogenously realize the full complexity of sustainability, in an engaging and captivating manner. This paper thus aims to: 1) present the EUSTEPs Module, its pedagogical approach and structure, and the learning outcomes and competencies students are expected to gain; 2) review the outcomes of its first pilot teaching in four European HEIs, and 3) shed light on how this Module contributes to the development of competences and pedagogical approaches for achieving the Sustainable Development Goals (SDGs). Our findings show that 90% of the students were ‘satisfied’ or ‘very satisfied’ with the Module, rating the Ecological Footprint as the most useful teaching tool among those included in the Module, and appreciated the interactive nature of the proposed teaching. Feedback obtained from students during the pilot teaching contributed to shaping the Module’s final structure and content. The Module – an important interactive sustainability pedagogical tool – is now ready for use with students from different disciplines, thus contributing to progress towards the UN 2030 Agenda, particularly SDG 4, SDG 11, SDG 12, and SDG 13.Project “EUSTEPs: Enhancing Universities’ Sustainability Teaching and Practices through Ecological Footprint,” KA 203, Strategic Partnership in Higher Education 2019–2022, Agreement No. 2019-1-EL01-KA203-062941.info:eu-repo/semantics/publishedVersio

A comparative study of the mini-punch grafting and hair follicle transplantation in the treatment of refractory and stable vitiligo

Background: Some vitiligo lesions are resistant to all medical treatments. Objective: We sought to compare the efficacy of hair follicle transplantation and mini-punch grafting for the treatment of refractory vitiligo lesions. Methods: A total of 25 patients with stable and resistant vitiligo participated in the study. In each patient, a resistant vitiligo patch was divided into 2 equal parts. One part was treated with hair follicle transplantation and the other part with mini-punch grafting. Postsurgically, the recipient areas were exposed to narrowband ultraviolet B twice a week for 6 months. The diameter of the repigmentation around each graft was measured monthly. Results: At the end of the sixth month, 68% of follicle grafts, and 72% of mini-punch grafts, had repigmentation. The mean diameter of repigmentation around follicle grafts was 5 +/- 1.7 mm and around punch grafts was 5.3 +/- 1.6 mm. There was no significant difference between the 2 groups statistically (P = .18). Limitations: Small sample size and short time of follow-up are limitations. Conclusions: Because the results of the 2 methods are not statistically different and mini-punch grafting is much easier to do than follicular transplantation, we recommend mini-punch grafting to treat drug-resistant vitiligo

Case Report- Chronic zosteriform cutaneous leishmaniasis

Cutaneous leishmanasis (CL) may present with unusual clinical variants such as acute paronychial, annular, palmoplantar, zosteriform, erysipeloid, and sporotrichoid. The zosteriform variant has rarely been reported. Unusual lesions may be morphologically attributed to an altered host response or owing to an atypical strain of parasites in these lesions. We report a patient with CL in a multidermatomal pattern on the back and buttock of a man in Khozestan province in the south of Iran. To our knowledge, this is the first reported case of multidermatomal zosteriform CL. It was resistant to conventional treatment but responded well to a combination of meglumine antimoniate, allopurinol, and cryotherapy

Disaster risk assessment pattern in higher education centers

Disasters are one of the most important challenges which must be considered by every management system. Higher education centers have high disaster risk because of their risk factors (existence of historical and scientific documents and resources and expensive laboratory equipment in these centers emphasizes the importance of disaster management). Moreover, the existence of young volunteers of human resources in universities urges the necessity of making these people familiar with disaster management rules and responses in emergency conditions. Creating appropriate tools for disaster management assessment makes it correct and precise in higher education systems using the presented conceptual model. The present model was planned so as to cover three phases which exist before, during, and after disaster. Studies were performed in one of the largest higher education centers in Tehran: Science and Research Branch of Islamic Azad University Campus. Results showed high-risk disasters in these centers which must be taken into consideration continuously. The objective of this study was to create appropriate patterns of disaster risk management in these centers