2,395 research outputs found
Intelligent fault management for the Space Station active thermal control system
Get PDFThe Thermal Advanced Automation Project (TAAP) approach and architecture is described for automating the Space Station Freedom (SSF) Active Thermal Control System (ATCS). The baseline functionally and advanced automation techniques for Fault Detection, Isolation, and Recovery (FDIR) will be compared and contrasted. Advanced automation techniques such as rule-based systems and model-based reasoning should be utilized to efficiently control, monitor, and diagnose this extremely complex physical system. TAAP is developing advanced FDIR software for use on the SSF thermal control system. The goal of TAAP is to join Knowledge-Based System (KBS) technology, using a combination of rules and model-based reasoning, with conventional monitoring and control software in order to maximize autonomy of the ATCS. TAAP's predecessor was NASA's Thermal Expert System (TEXSYS) project which was the first large real-time expert system to use both extensive rules and model-based reasoning to control and perform FDIR on a large, complex physical system. TEXSYS showed that a method is needed for safely and inexpensively testing all possible faults of the ATCS, particularly those potentially damaging to the hardware, in order to develop a fully capable FDIR system. TAAP therefore includes the development of a high-fidelity simulation of the thermal control system. The simulation provides realistic, dynamic ATCS behavior and fault insertion capability for software testing without hardware related risks or expense. In addition, thermal engineers will gain greater confidence in the KBS FDIR software than was possible prior to this kind of simulation testing. The TAAP KBS will initially be a ground-based extension of the baseline ATCS monitoring and control software and could be migrated on-board as additional computation resources are made available
Implementing a real time reasoning system for robust diagnosis
Get PDFThe objective of the Thermal Control System Automation Project (TCSAP) is to develop an advanced fault detection, isolation, and recovery (FDIR) capability for use on the Space Station Freedom (SSF) External Active Thermal Control System (EATCS). Real-time monitoring, control, and diagnosis of the EATCS will be performed with a knowledge based system (KBS). Implementation issues for the current version of the KBS are discussed
You understand that whole big situation they\u27re in : Interpretative phenomenological analysis of peer-assisted learning
Get PDFAbstract Background Peer-assisted learning (PAL) increasingly features within medical school curricula. While there is evidence of its effectiveness, less is known about how it promotes learning. Cognitive and social congruence between peer-tutor and student have been described as important concepts underpinning teaching and learning in PAL. We employed interpretative phenomenological analysis for an in-depth exploration of how medical students experience PAL sessions. Methods We conducted the study at The University of Manchester within a near-peer scheme aimed at developing clinical skills within clinical clerkship students. We conducted individual interviews with three peer tutors and five students. We undertook interpretive phenomenological analysis of interview transcripts. We subsequently synthesised an account of the study participants’ lived experiences of PAL sessions from individual personal accounts to explore how medical students experience peer-assisted learning. This analysis was then used to complement and critique a priori educational theory regarding the mechanisms underlying PAL. Results Students experienced PAL sessions as a safe and egalitarian environment, which shaped the type and style of learning that took place. This was facilitated by close relationships with peer-tutors, with whom they shared a strong sense of camaraderie and shared purpose. Peer-tutors felt able to understand their students’ wider sociocultural context, which was the most important factor underpinning both the PAL environment and tutor-student relationship. Participants contrasted this relative safety, camaraderie and shared purpose of PAL with teaching led by more senior tutors in clinical settings. Conclusions This study provides a rich description of the important factors that characterise medical students’ experiences of PAL sessions. Participants felt a strong sense of support in PAL sessions that took into account their wider sociocultural context. Multiple factors interplayed to create a learning environment and tutor-student relationship that existed in contrast to teaching led by more senior, clinical tutors. The insight generated via IPA complemented existing theory and raised new lines of enquiry to better understand how the peer relationship fosters learning in PAL at medical school. We make recommendations to use insights from PAL for faculty and curriculum development
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