A rotorcraft flight/propulsion control integration study

An eclectic approach was taken to a study of the integration of digital flight and propulsion controls for helicopters. The basis of the evaluation was the current Gen Hel simulation of the UH-60A Black Hawk helicopter with a model of the GE T700 engine. A list of flight maneuver segments to be used in evaluating the effectiveness of such an integrated control system was composed, based on past experience and an extensive survey of the U.S. Army Air-to-Air Combat Test data. A number of possible features of an integrated system were examined and screened. Those that survived the screening were combined into a design that replaced the T700 fuel control and part of the control system in the UH-60A Gen Hel simulation. This design included portions of an existing pragmatic adaptive fuel control designed by the Chandler-Evans Company and an linear quadratic regulator (LQR) based N(p) governor designed by the GE company, combined with changes in the basic Sikorsky Aircraft designed control system. The integrated system exhibited improved total performance in many areas of the flight envelope

Rotorcraft flight-propulsion control integration: An eclectic design concept

The NASA Ames and Lewis Research Centers, in conjunction with the Army Research and Technology Laboratories, have initiated and partially completed a joint research program focused on improving the performance, maneuverability, and operating characteristics of rotorcraft by integrating the flight and propulsion controls. The background of the program, its supporting programs, its goals and objectives, and an approach to accomplish them are discussed. Results of the modern control governor design of the General Electric T700 engine and the Rotorcraft Integrated Flight-Propulsion Control Study, which were key elements of the program, are also presented

Rotorcraft flight-propulsion control integration

The NASA Ames and Lewis Research Centers, in conjunction with the Army Research and Technology Laboratories have initiated and completed, in part, a joint research program focused on improving the performance, maneuverability, and operating characteristics of rotorcraft by integrating the flight and propulsion controls. The background of the program, its supporting programs, its goals and objectives, and an approach to accomplish them are discussed. Results of the modern control governor design of the T700 and the Rotorcraft Integrated Flight-Propulsion Control Study, which were key elements of the program, are also presented

Microdeletion del(22)(q12.2) encompassing the facial development-associated gene, MN1 (meningioma 1) in a child with Pierre-Robin sequence (including cleft palate) and neurofibromatosis 2 (NF2): a case report and review of the literature

<p>Abstract</p> <p>Background</p> <p>Pierre-Robin sequence (PRS) is defined by micro- and/or retrognathia, glossoptosis and cleft soft palate, either caused by deformational defect or part of a malformation syndrome. Neurofibromatosis type 2 (NF2) is an autosomal dominant syndrome caused by mutations in the <it>NF2 </it>gene on chromosome 22q12.2. NF2 is characterized by bilateral vestibular schwannomas, spinal cord schwannomas, meningiomas and ependymomas, and juvenile cataracts. To date, NF2 and PRS have not been described together in the same patient.</p> <p>Case presentation</p> <p>We report a female with PRS (micrognathia, cleft palate), microcephaly, ocular hypertelorism, mental retardation and bilateral hearing loss, who at age 15 was also diagnosed with severe NF2 (bilateral cerebellopontine schwannomas and multiple extramedullary/intradural spine tumors). This is the first published report of an individual with both diagnosed PRS and NF2. High resolution karyotype revealed 46, XX, del(22)(q12.1q12.3), FISH confirmed a deletion encompassing <it>NF2</it>, and chromosomal microarray identified a 3,693 kb deletion encompassing multiple genes including <it>NF2 </it>and <it>MN1 </it>(meningioma 1).</p> <p>Five additional patients with craniofacial dysmorphism and deletion in chromosome 22-adjacent-to or containing <it>NF2 </it>were identified in PubMed and the DECIPHER clinical chromosomal database. Their shared chromosomal deletion encompassed <it>MN1</it>, <it>PITPNB </it>and <it>TTC28</it>. <it>MN1</it>, initially cloned from a patient with meningioma, is an oncogene in murine hematopoiesis and participates as a fusion gene (<it>TEL</it>/<it>MN1</it>) in human myeloid leukemias. Interestingly, <it>Mn1</it>-haploinsufficient mice have abnormal skull development and secondary cleft palate. Additionally, <it>Mn1 </it>regulates maturation and function of calvarial osteoblasts and is an upstream regulator of <it>Tbx22</it>, a gene associated with murine and human cleft palate. This suggests that deletion of <it>MN1 </it>in the six patients we describe may be causally linked to their cleft palates and/or craniofacial abnormalities.</p> <p>Conclusions</p> <p>Thus, our report describes a <it>NF2</it>-adjacent chromosome 22q12.2 deletion syndrome and is the first to report association of <it>MN1 </it>deletion with abnormal craniofacial development and/or cleft palate in humans.</p

Parents’ perspectives on home-based character education activities

This study investigated parents’ perspectives on a taught character education programme implemented with children in their schools and homes. Semi-structured interviews were conducted with forty-one parents of secondary school students participating in the Narnian Virtues Character Education English Project. Parents answered questions relating to the curriculum’s home activities which they undertook with their child. A thematic analysis of the data revealed five main themes: mechanics of the project; influence on family life and parenting; influence on children’s character development; self-reflective nature of the project; and parent’s views on character development. The results suggest that the curriculum positively influences students’ character development and is effective for involving parents in their child’s character education. The findings have significance for academics, practitioners, and policymakers looking to engage parents as partners in character education programmes