Ground test experiment for large space structures

In recent years a new body of control theory has been developed for the design of control systems for Large Space Structures (LSS). The problems of testing this theory on LSS hardware are aggravated by the expense and risk of actual in orbit tests. Ground tests on large space structures can provide a proving ground for candidate control systems, but such tests require a unique facility for their execution. The current development of such a facility at the NASA Marshall Space Flight Center (MSFC) is the subject of this report

Technology in the Classroom: The Teacher’s Perspective

Professor Introduction: The Annotated Bibliography Research in Progress for English 1301: Composition 1 Faculty Mentor: Lisa Roy-Davis Ph.D. The following papers represent research work begun by students in English 1301, the first course in the 2-semester composition sequence at Collin College. Students in 1301 are introduced to the concept of academic research by learning to ask research-focused questions and then use the library resources to find sources that provide answers. In what follows, students have chosen research questions based on their areas of interest and expertise and then assembled a group of 5 sources that begin to answer those questions. Being able to write this work involves close reading of textual sources, notetaking and working on summary and analysis skills so that the arguments and focus of each work can be adequately represented in each annotation. Proper citation format must also be followed. Students are also encouraged to see the connections between the sources by including sentences that indicate how the authors might engage each other’s ideas in conversation. The annotated bibliography assignment is separate from a research paper in that it works to focus students on finding and understanding sources before the research paper writing process begins. In this way, students are encouraged to understand the research process as a first step taken separately from the research paper composition process. Students are also encouraged to connect the work done on this project to other research projects in the disciplines they aim to major in

Entire Libraries in our Pockets

Professor Introduction: The Annotated Bibliography Research in Progress for English 1301: Composition 1 Faculty Mentor: Lisa Roy-Davis Ph.D. The following papers represent research work begun by students in English 1301, the first course in the 2-semester composition sequence at Collin College. Students in 1301 are introduced to the concept of academic research by learning to ask research-focused questions and then use the library resources to find sources that provide answers. In what follows, students have chosen research questions based on their areas of interest and expertise and then assembled a group of 5 sources that begin to answer those questions. Being able to write this work involves close reading of textual sources, notetaking and working on summary and analysis skills so that the arguments and focus of each work can be adequately represented in each annotation. Proper citation format must also be followed. Students are also encouraged to see the connections between the sources by including sentences that indicate how the authors might engage each other’s ideas in conversation. The annotated bibliography assignment is separate from a research paper in that it works to focus students on finding and understanding sources before the research paper writing process begins. In this way, students are encouraged to understand the research process as a first step taken separately from the research paper composition process. Students are also encouraged to connect the work done on this project to other research projects in the disciplines they aim to major in

The effect of a worked example on online debate quality in an information systems course

The current study investigates the effects of preparing learners for an online debate through a worked example in terms of student perception, participation, level of cognitive skill, and electronic interaction patterns. There has been a change in the focus of distance learning research from comparative media studies to the means to improve the quality of distance education. One of the key elements in this changing impetus are strategies to promote interaction such as the introduction of structure or scaffolding argumentation (McIsaac & Blocher, 1998). One such strategy is the online debate in which students are organized into teams to take a position on an issue and argue on its behalf (Jeong, 2004). The debate is constrained through the addition of rules and specific message headers. Well-designed quality interaction holds the potential to create more satisfied learners and higher quality learning outcomes (Muirhead, 2002), but in the absence of quality, interaction has been found to actually lead to a decrease in satisfaction, participation, and performance (Joung & Keller, 2004; Kreijns, Kirschner, & Jochems, 2002). One way to ensure quality within interactive exercises such as online debate is to prepare students through a worked example. A worked example models an expert’s work and demonstrates desired behaviors for the learner to study (Atkinson, Derry, Renkl, & Wortham, 2000). Students were randomly assigned to teams to participate in an online debate with half being given access to a worked example before participating. In order to examine the effects of the worked example on students’ perceived satisfaction and level of preparedness, a survey was administered at various points throughout the semester. Additionally, debate transcripts were analyzed for participation, cognitive skill, and interaction patterns. The results demonstrate that students prepared through a worked example participated more frequently, wrote more words or phrases that encouraged the participation of others, and used higher-order thinking skills. The conclusion was that worked examples can be used to model behaviors for students to emulate. The implication being that instructors should consider providing worked examples before engaging students in online debate and future research should examine the efficacy of a worked example in preparing learners for other types of interactive activities

The effect of a worked example on online debate quality in an information systems course

The current study investigates the effects of preparing learners for an online debate through a worked example in terms of student perception, participation, level of cognitive skill, and electronic interaction patterns. There has been a change in the focus of distance learning research from comparative media studies to the means to improve the quality of distance education. One of the key elements in this changing impetus are strategies to promote interaction such as the introduction of structure or scaffolding argumentation (McIsaac & Blocher, 1998). One such strategy is the online debate in which students are organized into teams to take a position on an issue and argue on its behalf (Jeong, 2004). The debate is constrained through the addition of rules and specific message headers. Well-designed quality interaction holds the potential to create more satisfied learners and higher quality learning outcomes (Muirhead, 2002), but in the absence of quality, interaction has been found to actually lead to a decrease in satisfaction, participation, and performance (Joung & Keller, 2004; Kreijns, Kirschner, & Jochems, 2002). One way to ensure quality within interactive exercises such as online debate is to prepare students through a worked example. A worked example models an expert’s work and demonstrates desired behaviors for the learner to study (Atkinson, Derry, Renkl, & Wortham, 2000). Students were randomly assigned to teams to participate in an online debate with half being given access to a worked example before participating. In order to examine the effects of the worked example on students’ perceived satisfaction and level of preparedness, a survey was administered at various points throughout the semester. Additionally, debate transcripts were analyzed for participation, cognitive skill, and interaction patterns. The results demonstrate that students prepared through a worked example participated more frequently, wrote more words or phrases that encouraged the participation of others, and used higher-order thinking skills. The conclusion was that worked examples can be used to model behaviors for students to emulate. The implication being that instructors should consider providing worked examples before engaging students in online debate and future research should examine the efficacy of a worked example in preparing learners for other types of interactive activities

A Majority of One

Forty years after his graduation, Joe Vaughn\u27s trailblazing influence is still felt on the Furman campus -- and beyond

NASA/MSFC ground experiment for large space structure control verification

Marshall Space Flight Center has developed a facility in which closed loop control of Large Space Structures (LSS) can be demonstrated and verified. The main objective of the facility is to verify LSS control system techniques so that on orbit performance can be ensured. The facility consists of an LSS test article which is connected to a payload mounting system that provides control torque commands. It is attached to a base excitation system which will simulate disturbances most likely to occur for Orbiter and DOD payloads. A control computer will contain the calibration software, the reference system, the alignment procedures, the telemetry software, and the control algorithms. The total system will be suspended in such a fashion that LSS test article has the characteristics common to all LSS

Jim Pitts Oral History

Audio recording of an interview with retired Furman Chaplain, Jim Pitts. Jim Pitts graduated Furman in 1960, came back as Assistant Chaplain in 1967, became the Chaplain in 1981, and retired in 2003. Chaplain Pitts talks about his early memories of Greenville, SC, and mentions Dr. David Ramsay, Greenville Woman\u27s College president. He talks about what led him to attend Furman, life as a student in the 1950\u27s, getting married as a Furman student, and the relationship between the Greenville Woman\u27s College and Furman. Chaplain Pitts speaks of his time as Assistant Chaplain and Chaplain at Furman, highlighting big issues like the first social dance on campus, integration, race relations, the SSOC, Student Protest Era, Vietnam and the draft lottery. He speaks of the Furman Civil Rights Tour, and hosting Billy Graham, Jimmy Carter, John Kerry, and Benjamin Mays. Chaplain Pitts praises Betty Alverson, founder of Furman\u27s CESC, and retired faculty member Tom Cloer. He goes into detail discussing Joe Vaughn, Furman\u27s first African American undergraduate student. He also gives details about the separation between Furman and the South Carolina Baptist Convention, and working with President Johns during that time. He closes the interview discussing his concerns for Furman\u27s future and identity, his retirement, and his hope for Furman\u27s future.https://scholarexchange.furman.edu/oral-histories/1025/thumbnail.jp

Definition of ground test for Large Space Structure (LSS) control verification

An overview for the definition of a ground test for the verification of Large Space Structure (LSS) control is given. The definition contains information on the description of the LSS ground verification experiment, the project management scheme, the design, development, fabrication and checkout of the subsystems, the systems engineering and integration, the hardware subsystems, the software, and a summary which includes future LSS ground test plans. Upon completion of these items, NASA/Marshall Space Flight Center will have an LSS ground test facility which will provide sufficient data on dynamics and control verification of LSS so that LSS flight system operations can be reasonably ensured