Free-piston Stirling engine conceptual design and technologies for space power, phase 1

As part of the SP-100 program, a phase 1 effort to design a free-piston Stirling engine (FPSE) for a space dynamic power conversion system was completed. SP-100 is a combined DOD/DOE/NASA program to develop nuclear power for space. This work was completed in the initial phases of the SP-100 program prior to the power conversion concept selection for the Ground Engineering System (GES). Stirling engine technology development as a growth option for SP-100 is continuing after this phase 1 effort. Following a review of various engine concepts, a single-cylinder engine with a linear alternator was selected for the remainder of the study. The relationships of specific mass and efficiency versus temperature ratio were determined for a power output of 25 kWe. This parametric study was done for a temperature ratio range of 1.5 to 2.0 and for hot-end temperatures of 875 K and 1075 K. A conceptual design of a 1080 K FPSE with a linear alternator producing 25 kWe output was completed. This was a single-cylinder engine designed for a 62,000 hour life and a temperature ratio of 2.0. The heat transport systems were pumped liquid-metal loops on both the hot and cold ends. These specifications were selected to match the SP-100 power system designs that were being evaluated at that time. The hot end of the engine used both refractory and superalloy materials; the hot-end pressure vessel featured an insulated design that allowed use of the superalloy material. The design was supported by the hardware demonstration of two of the component concepts - the hydrodynamic gas bearing for the displacer and the dynamic balance system. The hydrodynamic gas bearing was demonstrated on a test rig. The dynamic balance system was tested on the 1 kW RE-1000 engine at NASA Lewis

Self-awareness of driving impairment in patients with cataract or glaucoma

This study compared the driving performance of individuals with the eye diseases cataracts or glaucoma with age-matched controls, as well as the individual’s own perceptions of driving. Participants included drivers over the age of 50 years who had been diagnosed with glaucoma (n=29) or cataracts (n=33) and a control group with no ocular pathology (n=13). Driving performance was measured on a closed road circuit using a range of standardised measures of vehicle control and hazard recognition and avoidance, while visual performance was measured with a battery of tests including visual acuity, contrast sensitivity and visual fields. Perceptions of vision and driving were assessed using the Activities of Daily Vision Scale, Driver Behaviour Questionnaire and a driving exposure questionnaire. Driving performance was significantly poorer (p<0.05) for each of the ocular disease groups compared to the control group. Impaired contrast sensitivity and the higher disease severity scores (for the glaucoma group only) correlated most strongly with poorer driving performance. While participants with cataracts rated their vision significantly more poorly than those in the glaucoma and control groups, there were no significant differences between the participant groups rating of their own driving performance. These findings suggest that there is no direct relationship between self-rated driving ability and actual vision and driving performance. This has serious road safety implications

The Myers-Briggs Type Indicator As A Tool To Facilitate Learning Outcomes For Team Building In The Classroom

Globalization and domestic competition are forcing businesses to rethink the human resources utilization process, and one method for considering again this challenge is creating a team culture.  One key to this process for human resources development is the understanding of how to create the most successful teams.  The use of the Myers-Briggs Type Indicator (MBTI) is a tool often used by business to achieve the goals of building work teams. College business majors must be introduced to the MBTI and to the dynamics of team building as a measurable skill necessary for their work environment.  This research focuses on college classes in business communications, the directed study of the MBTI, and the heterogeneous mix of type in teams necessary for high learning outcomes.  Specific pedagogical directions are provided for two team-building projects in writing, research, and oral presentation to small groups, thus meeting multiple course objectives