ETP-0492, Measured Residual Stresses in CYL S/N 53 Fretted Area

This test report presents the results of a residual stress survey of the inner clevis leg of lightweight cylinder SIN 053 as described by ETP-0492. The intent of this testing was to evaluate the residual stresses that occur in and around the inner clevis leg at the capture feature contact zone during a normal flight cycle. Lightweight case cylinder segment IU50717, S/N L053 from Flight STS-27 exhibited fretting around the contact zone of the inner clevis leg and the capture feature of the field joint. Post flight inspection revealed several large fitting pits on the inside of the inner clevis leg. This cylinder was assigned for both residual stress and metallurgical evaluation. This report is concerned only with the residual so= evaluations. The effects of glass bead cleaning and fi=ing were evaluated using the x-ray diffraction method

Residual Stress Measurements After Proof and Flight: ETP-0403

The intent of this testing was to evaluate the residual stresses that occur in and around the attachment details of a case stiffener segment that has been subjected to flight/recovery followed by proof loading. Not measured in this test were stresses relieved at joint disassembly due to out-of-round and interference effects, and those released by cutting the specimens out of the case segment. The test article was lightweight case stiffener segment 1U50715, S/N L023 which was flown in the forward stiffener position on flight SRM 14A and in the aft position on flight SRM24A. Both of these flights were flown with the 3 stiffener ring configuration. Stiffener L023 had a stiffener ring installed only on the aft stub in its first flight, and it had both rings installed on its second flight. No significant post flight damage was found on either flight. Finally, the segment was used on the DM-8 static test motor in the forward position. No stiffener rings were installed. It had only one proof pressurization prior to assignment to its first use, and it was cleaned and proof tested after each flight. Thus, the segment had seen 3 proof tests, two flight pressurizations, and two low intensity water impacts prior to manufacturing for use on DM-8. On DM-8 it received one static firing pressurization in the horizontal configuration. Residual stresses at the surface and in depth were evaluated by both the x-ray diffraction and neutron beam diffraction methods. The x-ray diffraction evaluations were conducted by Technology for Energy Corporation (TEC) at their facilities in Knoxville, TN. The neutron beam evaluations were done by Atomic Energy of Canada Limited (AECL) at the Chalk River Nuclear Laboratories in Ontario. The results showed general agreement with relatively high compressive residual stresses on the surface and moderate to low subsurface tensile residual stresses

Methods for Developing Emissions Scenarios for Integrated Assessment Models

The overall objective of this research was to contribute data and methods to support the future development of new emissions scenarios for integrated assessment of climate change. Specifically, this research had two main objectives: 1. Use historical data on economic growth and energy efficiency changes, and develop probability density functions (PDFs) for the appropriate parameters for two or three commonly used integrated assessment models. 2. Using the parameter distributions developed through the first task and previous work, we will develop methods of designing multi-gas emission scenarios that usefully span the joint uncertainty space in a small number of scenarios. Results on the autonomous energy efficiency improvement (AEEI) parameter are summarized, an uncertainty analysis of elasticities of substitution is described, and the probabilistic emissions scenario approach is presented

Building a Robust E-Learning Module Scorecard: The Nebraska E-Learning Scorecard (NEscore)

Teaching during a pandemic has compelled educators to transform traditional strategies towards more innovative solutions. These innovative solutions use a variety of educational technologies, and often, shift delivery modalities to an online or blended approach to learning. A key strategy in online teaching is the development of quality e-learning modules based on the core tenets of e-learning. E-learning modules aim to enhance knowledge, performance, and retention through interactive and engaging strategies. While the value of a quality e-learning module is well-supported in the literature, there are limited resources available for developers to assess if the module adheres to the core tenets of e-learning. The University of Nebraska Medical Center created a scorecard (Nebraska E-Learning Scorecard, NEscore) based on established core tenets for e-learning that was both useable and reliable in evaluating quality e-learning modules. To determine the usability and reliability of NEscore, we conducted a pilot study and six experts and six novice participants evaluated five e-learning modules utilizing NEscore. Reliability was calculated with Cronbach’s alpha and intra-class correlation coefficients. We also gathered data on demographic information and the perceived satisfaction of participants in using the NEscore. The findings showed strong internal consistency among scores with overall high reliability, and high consistency among participants, showing no significant difference between the two groups of experts and novices. Overall, participants were satisfied with the usability of NEscore. The NEscore offers institutions an established set of criteria to evaluate existing e-learning modules and also serves as a guide for the development of new e-learning modules

Building a Robust E-Learning Module Scorecard: The Nebraska E-Learning Scorecard (NEscore)

Teaching during a pandemic has compelled educators to transform traditional strategies towards more innovative solutions. These innovative solutions use a variety of educational technologies, and often, shift delivery modalities to an online or blended approach to learning. A key strategy in online teaching is the development of quality e-learning modules based on the core tenets of e-learning. E-learning modules aim to enhance knowledge, performance, and retention through interactive and engaging strategies. While the value of a quality e-learning module is well-supported in the literature, there are limited resources available for developers to assess if the module adheres to the core tenets of e-learning. The University of Nebraska Medical Center created a scorecard (Nebraska E-Learning Scorecard, NEscore) based on established core tenets for e-learning that was both useable and reliable in evaluating quality e-learning modules. To determine the usability and reliability of NEscore, we conducted a pilot study and six experts and six novice participants evaluated five e-learning modules utilizing NEscore. Reliability was calculated with Cronbach’s alpha and intra-class correlation coefficients. We also gathered data on demographic information and the perceived satisfaction of participants in using the NEscore. The findings showed strong internal consistency among scores with overall high reliability, and high consistency among participants, showing no significant difference between the two groups of experts and novices. Overall, participants were satisfied with the usability of NEscore. The NEscore offers institutions an established set of criteria to evaluate existing e-learning modules and also serves as a guide for the development of new e-learning modules

Social Context, Sexual Strategies, and Risks for HIV Transmission among Men who have Sex with Men: The South Beach Health Survey

In a population-based sample of 193 men who had sex with men in South Beach, Miami-Dade County, Florida, two indicators of social context—choice of sexual relationships and perceived HIV-infection status—were used to analyze residents who engaged in certain sexual practices with their partners. The vast majority (88.6%) of respondents reported engagement in anal sex during the previous 12 months; 20.2% reported unprotected anal intercourse (UAI) with ejaculation with any partner and 12.4% reported UAI with ejaculation with one or more casual partners. Findings supported the hypothesis that primary partner relationships and perceived HIV status are important variables for understanding engagement in UAI with ejaculation. Men who engaged in such behaviors with casual partners were more likely to have negative attitudes towards condoms, report difficulty communicating desires for safer sex, disagree with the belief that AIDS is fatal, and be intoxicated during anal intercourse. Men who reported engaging in anal intercourse, but who never shared unprotected ejaculations, were most likely to be unknowingly infected with HIV, suggesting that many men may become infected while following what they believe to be “safer sex practices.” In designing effective interventions, public health authorities need to take into account socially embedded risk-negotiating practices

University Responses to Digitalization at the Start of Covid-19 -Cases in Scotland

Purpose: This paper seeks to investigate some of the ongoing issues faced by Scottish and other universities in moving their teaching of under-and postgraduates rapidly online during the Covid-19 pandemic of 2020.-Design/methodology/approach: A review of academic and policy literature is followed by a series of interviews with university staff involved in online teaching and learning.-Findings: For most institutions and organisations, the pandemic has accelerated the speed of embedding digital ways of working. This has led to a recognition of the need for practically-focused effective inclusive interventions. These need to be designed and offered more widely to reach individuals from disadvantaged backgrounds and with low level of skills or qualifications and from older age groups. Effort is needed by policy-makers and HEI to better understand challenges and unintended consequences digital learning and working poses.-Originality/value of the paper: This is an early paper to consider the impact of Covid-19 on the acceleration towards greater university online teaching.-Research limitations/implications (if applicable): The range of interviewees is limited to one organisation and a wider range of university staff and types of organisation may add additional insights.-Practical implications (if applicable): Insights from the interviews suggest ways of responding to increasing online teaching and learning in universities