Study program of local angle-of-attack effects on vehicle dynamic response Final report

Effects of flexible body aerodynamics on launch vehicle

Analysing the Effects of Excise Taxes Using Microsoft Excel

This paper examines the effects of an excise tax imposed on a monopolist's product. Then simple but quite general polynomial demand and cost curves are introduced and discussed, as is the Microsoft Excel workbook that embeds the functions. Finally, exercises based on selected special cases illustrating the use of the workbook are sketched.

Investigating Schedule Length of Space and Missile Systems Center Contracts

Acquisition reform has long been the goal of the Department of Defense to save, recover and redistribute funds in an efficient manner. The Space and Missile Systems Center Program Management and Integration Directorate (SMC/PI) and Acquisitions Center of Excellence (ACE) have shared the same effort and have made strides to better their acquisition processes. Many different angles have been examined to try to discover cost and schedule growth however, little research has been done to find the drivers of schedule length. This research is aimed at finding contributing factors to the length of schedule of the pre-acquisition process. By using Fisher’s Exact test and contingency table analysis programs were explored to find what factors contribute to the length of schedule. The results of this analysis show significance can be found in the contract’s type, strategy and the phases in which a program is in. Additionally, the research shows significance with programs that waive stages

The psychological effects of television on children

Thesis (M.S.)--Boston Universit

Effects of Using Canola Meal as a Protein Source in Broiler Diets

Six experiments were conducted to evaluate the response of broilers fed canola meal. Experiment 1 assessed performance and carcass yields when broilers were fed various combinations of canola and soybean meal in nutritionally balanced diets based on digestible amino acid values. The results suggested that canola meal can be used in isocaloric diets as a partial replacement for Soybean meal. Experiment 2 assessed broiler performance and carcass yields when using various levels of canola meal in broiler diets with a constant level of supplemental poultry oil. The resulting data suggested when diets are formulated with a constant level of supplemental fat; the level of CM should not exceed 10%. Experiment 3 and 4 were conducted simultaneously which examined two diet types Corn-Soy (CS), Corn-Soy-Canola (CSC) and four amino acid (AA) levels (80, 85, 90, and 95% of suggested level). ProAct and Cibenza protease enzymes were added at 3 different levels (0, 1, and 2 times suggested amount). The resulting data suggested performance for birds fed incrementally higher percentages of AA and the CSC improved. The addition of enzymes did not significantly improve BW. However, the addition of ProAct at 2 times suggested level improved FCR within the three-way interaction. Experiment 5 was conducted to evaluate pellet quality, broiler performance, and carcass characteristics of birds fed diet combinations of DDGS, SBM, and CM. These results concluded that 15 % DDGS and 20% CM can be used in combination without significantly affecting pellet quality. However, performance and parts yield displayed undesirable characteristics. Experiment 6 was conducted using two diet types; isocaloric and optimum nutrient density, two amounts of DDGS (0 and 15%) and six levels of canola meal (CM) (0, 5, 10, 15, 20, and 25%). The resulting data suggest if diets are maintained isocalorically any combinations of ≤ 15% DDGS and ≤ 25% CM without significantly decreasing performance. If diets are maintained at optimum nutrient density and 15% DDGS, CM can be added at 10, 15 and 20% levels without depressing BW or FCR. However, if diets are maintained at optimum nutrient density and 0% DDGS are added, CM cannot be added without depressing BW

A Comparison of Course Completion, Satisfaction, Achievement, and Performance Among Non-Profit Professionals Who Complete Andragogical or Pedagogical Online Learning Modules on Grant Writing

The purpose of this study was to compare the outcomes among staff members of nonprofit social service agencies who participated in or completed an andragogicallyfacilitated or a pedagogically-conducted online learning module on foundation grant writing. The efficacy of andragogical methods is unknown and often debated due to scarce empirical research on the topic. Though most prior empirical studies revealed no significant differences in outcomes between the two methods, this is the first study of its kind to address each of the assumptions of andragogy in an online non-formal learning environment. Effectiveness was measured based on participants’ self-reported reaction to learning (course evaluation instrument), program completion rates, achievement growth (level of evaluative skill) and grant writing performance scores as a function of learning group. Two open-ended response items were also included within the course evaluation instrument to add narrative depth to the empirical results via triangulation. Fifty-two volunteer staff members of nonprofit agencies in a Southeastern state who expressed interest in participating were randomly assigned to one of two online learning modules, resulting in at least partial data on 33 participants including 16 subjects who received an andragogical learning module and 17 subjects who received a pedagogical learning module. Among 33 participants, 28 were also completers including 14 subjects who received an andragogical learning module and 14 subjects who received a pedagogical learning module. Among both participants and completers, one-way ANOVAs revealed there were no statistically significant differences as a function of learning group between each of three dependant variables: reaction to learning (course evaluation ratings), achievement growth (level of evaluative skill), and grant writing performance scores. Similarly, a chi square test of independence revealed that program completion rates did not differ significantly as a function of learning group. As such, the primary implication is that andragogical learning methods as facilitated in the current study were just as effective as pedagogical methods in online non-formal grant writing modules with respect to the aforementioned variables. Among completers, a significant positive correlation was also found between grant writing performance scores and participants’ experience writing funded grants over the last five years. Qualitative results among participants indicated that 15 of 16 subjects (93.75%) in the andragogical module and 11 of 15 subjects (73.33%) in the pedagogical module who responded to the first open-ended question, stated affirmatively their enjoyment of learning from the experiences of others while participating in non-formal non-credit learning opportunities. In addition, 13 of 14 subjects (92.86%) in the andragogical module and 14 of 16 (87.50%) in the pedagogical module who responded to the second open-ended question stated affirmatively that by participating in the online course they were more likely to pursue future educational opportunities of a similar nature. These qualitative differences, in conjunction with the clearly more favorable aggregated mean course evaluation ratings among participants in the andragogical module as compared to the pedagogical module, supported the finding of higher overall learner satisfaction levels among participants in the andragogical module