Non-intrusive speed sensor

A computerized literature search was performed to identify candidate technologies for remote, non-intrusive speed sensing applications in Space Shuttle Main Engine (SSME) turbopumps. The three most promising technologies were subjected to experimental evaluation to quantify their performance characteristics under the harsh environmental requirements within the turbopumps. Although the infrared and microwave approaches demonstrated excellent cavitation immunity in laboratory tests, the variable-source magnetic speed sensor emerged as the most viable approach. Preliminary design of this speed sensor encountered no technical obstacles and resulted in viable and feasible speed nut, sensor housing, and sensor coil designs

Nonintrusive shaft speed sensor

Reusable rocket engines such as the Space Shuttle Main Engines (SSME), the Orbital Transfer Vehicles (OTV), etc., have throttling capabilities that require real-time, closed-loop control systems of engine propellant flows, combustion temperatures and pressures, and turbopump rotary speeds. In the case of the SSME, there are four turbopumps that require real-time measurement and control of their rotary speeds. Variable-reluctance magnetic speed sensors were designed, fabricated, and tested for all four turbopumps, resulting in the successful implementation and operation of three of these speed sensors during each of the 12 Shuttle flights

Students’ Motivation and Instructors’ Technology Use in Higher Education: A Case Study in the Gulf Region

The purpose of this study was to research a problem presented in Middle East countries: Students’ boredom and lack of motivation to interact in their classrooms in higher education. The focus of the study was to find ways in which technology can be used as a means to motivate students to interact with each other and with the learning activities in classrooms. Keller’s motivational theory and its components (Attention, Relevance, Satisfaction, Confidence [ARCS]) provided the theory to address the relationship between technology and student interest in the classroom. Keller posited that these four categories operated together to motivate students to interact in the classroom. The study was conducted in a public college in the Gulf nation. The participants were 600 students and 30 instructors. Four surveys were used in this study; three of them were given to the students and one was given to the instructors. The findings supported Keller’s motivational theory and its components regarding using technology to motivate students to interact with their instructors, with the learning activities, and with each other. There was a significant correlation between using technology in classrooms and gaining students’ attention. There was a significant correlation between using technology and the relevance of the material presented in classrooms and students’ real life. There was a significant correlation between using technology and students’ confidence in participating in classrooms using technology.  There was a significant correlation between using technology and students’ satisfaction with the material presented in classrooms. ARCS was significantly correlated with students’ learning experiences, students’ learning strategies, and computer use in course. Keywords: Students’ motivation, interaction, technology, ARCS mode

The Impact of Gamification on Second-Language Learning

Background: The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology driven solutions in improving students’ learning outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of student’s attitude, and experience with video-gaming on student’s achievement and second, to evaluate the effects of student’s attitude and experience that are mediated by student’s motivation. Methods: This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. In a simple random sampling, students were assigned to the technology-enhanced group (Duolingo® group) or the control group. We started with confirmatory factor analysis to establish homogenous latent variables, and subsequently used structural equation models to evaluate the presence of direct and mediated effects. Results: The technology-enhanced group performed better in reading, grammar, and vocabulary, while the control group showed more participation and timely completion of assignments. Positive attitude towards video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation towards ESL learning was independently and positively correlated with student achievement. Conclusion: Technology enhancement improves students’ performance for ESL, however, adequate integration of technology in the course curricula is needed to minimize interference with class participation. Positive attitude towards video games and motivation towards ESL learning are positive predictors of student achievement, while experience with video games has no significant effect

Impact of Covid-19 on Educational Sector – Strategies to Success

The impact of COVID-19 can be felt around the world, especially across the higher education sector. Worldwide closures of educational institutions have impacted over 95% of the world’s student population, with 1.5 billion learners not able to attend classes.  In the wake of this shift, educational institutions have had to quickly adopt new approaches to foster student success in these extraordinary times. In the short term, these measures include delaying start dates, shifting to online course delivery, and offering new forms of financial support. But, what can we do to support the future of Education

Reassessment of the Application of TQM in the Public Sector

Numerous articles have been written regarding the application of TQM in the public sector. The purpose of this article is to delve into the roots of and to assess TQM, past and present, within the framework of public administration theory, and to highlight some of the issues that relate to the implementation of TQM in the public sector. Suggestions are made to address the concerns identified in the article

Study of Intrapreneurship in Qatar: An Empirical Study and Structural Model

Intrapreneurship has provided great opportunities for organizations that have practiced it in different countries. Intrapreneurship is a process by which employees within an organization take the lead in producing new products or services through innovation. These employees use the company’s resources to turn unique ideas into products or services that are profitable to the organization. This research aims to study intrapreneurship in different organizational settings in Qatar, including government, semi-government, and private organizations. The purpose of the study is to understand and explore intrapreneurship in Qatar and to discuss the outcomes and prerequisites for intrapreneurship. The study was conducted in two phases. In the first phase, a questionnaire-based survey was conducted. The study sample included 110 employees working in Qatar in governmental organizations, semi-governmental organizations, and private organizations. Analysis of the data was done using SPSS software to test correlation and conduct an independent sample t-test. Then, in phase two of the study, Interpretive Structural Modeling (ISM) was used to develop a hierarchy-based model to rank the barriers that affect intrapreneurship. The results of the questionnaire-based study show a significant positive correlation between the prerequisites and outcomes of intrapreneurship. Moreover, the public sector had a lack of support for intrapreneurship as compared to the private sector. The results of the tests showed a significant positive correlation between intrapreneurship and perceived customer satisfaction. In addition, there was a significant positive correlation between intrapreneurship and job satisfaction. The ISM model is composed of four levels of twelve different barriers that affect intrapreneurship, with the most important barriers or root causes at the bottom of the hierarchy-based model. Such a model could help managers to develop suitable strategies to eliminate these root causes and improve overall support for intrapreneurship in Qatari organizations

Sensemaking in mental health non-profit organisations: a case study focused on the idea of quality

A Thesis submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements of the Degree of Doctor of Philosophy. Johannesburg, 2015Sensemaking is the process through which people construct meaning around issues or events that are novel, ambiguous, confusing, or in some regard run contrary to expectations. Drawing on key insights from the work of Karl Weick on sensemaking, the aim of this study was to explore how staff members and volunteers at a non-profit human service organisation make sense of and enact the idea of quality in their environments. The study employed an interpretive approach and took the form of a single-case holistic case study. Using thematic analysis, several themes emerged from the data, which suggest that in order to deconstruct the idea of quality, as it exists in the minds and behaviours of organisational members, it is critical to obtain insight into the social and context driven processes that influence sensemaking. The findings also suggest that existing models and approaches to quality in the literature are incomplete in terms of their lack of a sensemaking focus. Practical recommendations are made for human services organisation administrators and managers to improve and monitor quality in their respective environments. The study concludes with a discussion of limitations as well as possible avenues for future research in light of the finding

Do weight status and weight perception predict academic acheivement in adolescents? A longitudinal analysis of the COMPASS study.

Abstract Background: Recent evidence suggests perceptions of overweight account for the psychosocial consequences typically associated with obesity. Previous research indicates the presence of an obesity achievement gap, yet limited research has explored weight perception in association with academic achievement. Previous studies have focused on grades and degree attainment, without consideration of student aspirations and perceived support and ability to achieve higher levels of education. This thesis examined how Body Mass Index (BMI) classification and weight perception relate to academic performance and postsecondary aspirations and expectations in a large cohort of Canadian adolescents. Additionally, the interaction between BMI status and perceptions of weight was examined in relation to academic achievement outcomes. Methods: Two-year survey data from 25,673 grade 9-12 students attending the 122 Canadian schools that participated in Year 6 (2017/2018) and Year 7 (2018/2019) of the COMPASS study were used. Generalized estimating equation models were used to examine associations between students’ BMI classification and weight perception and their math and English/French course grades and post-secondary academic aspirations and expectations. All models were stratified by gender and adjusted for sociodemographic variables and school clustering. Results: Boys and girls with BMI of obesity and missing BMI classification reported lower grades and post-secondary aspirations and expectations when compared to those with Normal BMI. Similarly, boys and girls with overweight BMI reported lower math and language grades than those with Normal-weight BMIs. Relative to their peers with normal-weight BMI and “about right” perceptions, those with overweight perceptions and BMI of overweight/obesity reported lower academic grades and post-secondary aspirations and expectations. There was evidence of an additive effect for girls and boys with overweight perceptions and BMI of overweight/obesity on academic outcomes. About right perceptions of weight were protective against lower math grades for boys and girls with overweight/obesity BMI. Results varied by gender and across academic outcomes. Conclusions: Overall, this thesis demonstrates that an obesity achievement gap remains when controlling for students’ perceptions of their weight. Perceptions of overweight had a detrimental effect on academic performance and aspirations/expectations for students with BMI classifications of overweight and obesity, as well as grade outcomes for those with BMI of normal-weight. Results suggest that barriers to academic success exist for students with larger bodies. Future studies should explore the role of internalized and externalized weight bias