Conceptual design study of 1985 commercial tilt rotor transports. Volume 1: VTOL design summary

Aircraft were synthesized in the 21-, 45-, and 100- passenger categories. Technological factors were considered and the 45-passenger point design, designated the D312, was selected. Variants of the D312 having sideline noise levels in hover of + or - 5 PNdB were also studied. All three 45-passenger aircraft were analyzed for performance, weights, economics, handling qualities, noise footprints, aeroelastic stability and ride comfort. Results are presented

Conceptual design study of 1985 commercial tilt rotor transports. Volume 3: STOL design summary

A conceptual design study is presented of 1,985 commercial tilt rotor STOL transports for a NASA 200 n. mi. (370 km) STOL Mission. A 100-passenger STOL Variant (Bell D313) of the Phase I VTOL Tilt Rotor Aircraft is defined. Aircraft characteristics are given; with the aircraft redesigned to meet 2,000-foot (610 m) field criteria, with emphasis on low fuel consumption and low direct operating cost. The 100-passenger STOL Tilt Rotor Aircraft was analyzed for performance, weights, economics, handling qualities, noise footprint and aeroelastic stability

Conceptual design study of 1985 commercial tilt-rotor transports. Volume 4: STOL substantiating data

The STOL substantiating data are presented of a conceptual design study of 1985 commercial tilt rotor V/STOL transports

The application of the segmentation method in the design of compact single-feed circularly and linearly polarised microstrip patch antennas

This thesis presents the application of coplanar circuit analysis in the design of compact single-feed circularly polarised (CP) and linearly polarised (LP) microstrip patch antennas. A CP nearly square patch antenna and a CP truncated corners square patch antenna are designed. Also a LP U-slot rectangular patch antenna is designed. In order to obtain a faster computational run-time, coplanar circuit analysis and segmentation method are applied for the impedance calculations. The coupling and self impedance formulas for both rectangular and right-angled isosceles triangular segments are given. Explicit formulas for the coupling impedance between a perimeter port and a probe port, and also the probe self impedance on both of these segments are new and are derived in detail. A CP nearly square patch antenna is designed using both the cavity and equivalent circuit models. New and simple design equations are derived to determine the dimensions of the patch with a feed in any given position. For a microstrip feed offset from a corner of the patch, the area of perturbation segment is increased which reduces the effect of manufacturing errors. A simple matching network consisting of a short length of microstrip line is designed to achieve a more compact form of the matched antenna. The results obtained from both models are good agreement. A CP truncated corners square patch antenna with a microstrip feed offset from the centre is presented. In previous work the design is a feed along the centre line and the areas of the deleted segments are very small so the performance of the antenna is very sensitive to manufacturing errors. Hence an offset feed is proposed in order to increase the perturbation area and so reduce the effect of the manufacturing errors. The segmentation method is used for which a new explicit matrix input impedance formula is derived. The impedance formula requires a computer run time less than half that required by simulation (full-wave software, Ansoft Ensemble). The change in area of the perturbed segment and input impedance with the microstrip offset feed position is examined. A compromise offset feed position was chosen so as to maximise the area of the perturbation segment and achieve good impedance matching for a compact antenna structure. A LP probe feed U-slot rectangular patch is designed and the input impedance is determined. A set of initial design equation is used to produce a first-pass design. In applying segmentation method a new explicit input impedance formula for the antenna is derived. The basic system of eleven coplanar circuit equations is reduced to seven equivalent circuit equations from which the explicit impedance formula is derived. The dimensions of the patch are adjusted to give good impedance matching. In respect of computational efficiency, the run time of the new matrix input impedance formula is at least 10 times faster than is required by simulation. A thicker substrate is also used in order to improve the bandwidth. The predicted, simulated and measured results of the above three compact patch antennas are in good agreement. Mathcad programming is used to implement the design calculations of the compact patch antennas.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Feedforward practices: a systematic review of the literature

The notion of ‘feedforward’ has emerged as popular with practitioners, and there has been an upsurge in publications which include this term. This interpretivist and conceptual systematic review sought to consider the different forms of educational practices that are framed in relation to feedforward. The initial search of four electronic databases found 1076 articles published between 2007 and 2019, which were reduced to 68 once duplicates had been removed and exclusion/inclusion criteria applied during screening and eligibility procedures. An iterative meta-ethnographic approach to analysis resulted in the identification of five main practices, framed as feedforward. These were: alignment and timing (41%); use (25%); comments (18%); self-review (9%); and teaching (7%). The vast majority involved a process where student improvement was a key goal, but the design of this process differed between practices. A large proportion supported improvement from one task to the next, almost exclusively within the ‘future horizon’ of the module/study unit, while only a small proportion of articles focuses on improving the amount, nature or quality of the information delivered to learners. Evidence of student sense-making and uptake was rarely sought, and few practices offered genuine opportunities for student agency, self-regulation and the development of evaluative judgment

Assessment innovation and student experience: a new assessment challenge and call for a multi-perspective approach to assessment research

The impact of innovative assessment on student experience in higher education is a neglected research topic. This represents an important gap in the literature given debate around the marketization of higher education, international focus on student satisfaction measurement tools and political calls to put students at the heart of higher education in the UK. This paper reports on qualitative findings from a research project examining the impact of assessment preferences and familiarity on student attainment and experience. It argues that innovation is defined by the student, shaped by diverse assessment experiences and preferences and therefore its impact is difficult to predict. It proposes that future innovations must explore assessment choice mechanisms which allow students to shape their own assessments. Cultural change and staff development will be required to achieve this. To be accepted, assessment for student experience must be viewed as a complementary layer within a complex multi perspective model of assessment which also embraces assessment of learning, assessment for learning and assessment for life long learning. Further research is required to build a meta theory of assessment to enhance the synergies between these alternative approaches and to minimise tensions between them

Innovation in assessment: building student confidence in preparation for unfamiliar assessment methods

Innovative assessment methods in which students are active participants promote deeper learning. A group debate and a webfolio were implemented as methods of assessment in the 2015 undergraduate midwifery curriculum, with the assessment tools being evaluated by students. Thematic analysis of the evaluations showed students enjoyed undertaking innovative methods of assessment, they developed confidence and engaged meaningfully with the content to be assessed. Students also commented they developed multiple skills required for future professional practice as a midwife. Thorough preparation of students to undertake an innovative method of assessment however is vital in fostering student confidence

Perceptions of Portuguese undergraduate students about assessment: a study in five public universities

This paper draws upon a broader piece of research on assessment in higher education, particularly focusing on issues regarding the fairness and effectiveness of the assessment methods and their implications for the learning process. The perceptions of undergraduate students are analysed taking into account the effectiveness and fairness of both traditional and learner-centred assessment methods, as well their influence on the learning process. In total, 624 students participated in this study in five Portuguese Public Universities in different areas of knowledge and programmes. Data were collected through questionnaires. Findings suggest that assessment is seen as more effective and fairer when it is done through the use of learner-centred assessment methods rather than by traditional assessment (e.g. written tests or exams). The students also claim that they devote more time to study when assessment is performed through learner-centred assessment methods than by traditional ones. The most used assessment methods are written tests and oral presentations in group. However, differences in the programmes were identified as well as differences according to gender. Implications of the findings for assessment and for the teaching and learning process are discussed.CIEC - Centro de Investigação em Estudos da Criança, IE, UMinho (UI 317 da FCT), Portugal. Fundos Nacionais através da FCT (Fundação para a Ciência e a Tecnologia) e cofinanciado pelo Fundo Europeu de Desenvolvimento Regional (FEDER) através do COMPETE 2020 – Programa Operacional Competitividade e Internacionalização (POCI) no âmbito do CIEC (Centro de Investigação em Estudos da Criança, da Universidade do Minho) com a referência POCI-01-0145-FEDER-007562info:eu-repo/semantics/publishedVersio

Embedding employability and enterprise skills in sport degrees through a focused work - based project; a student and employer viewpoint

With graduate employability being high on many universities’ agendas, it becomes vital that a curriculum delivers not only subject knowledge but also the opportunity for students to develop and enhance industry-specific skills. This paper is concerned with how a work-based project can support skill development and considers the views of students and employers as to the application of these skills in the context of a sports undergraduate programme in a UK university. Using a mixed-method approach to data collection, 30 students and 5 project hosts took part in the study. The research findings reported a mismatch between the students’ and hosts’ viewpoints on whether skills were developed as a result of the project. Students appeared to have a lack of understanding how to apply the skills in the context of a sports organisation and were viewed by the employers as having an inflated opinion of their ability