Programs for Testing an SSME-Monitoring System

A suite of computer programs has been developed for special test equipment (STE) that is used in verification testing of the Health Management Computer Integrated Rack Assembly (HMCIRA), a ground-based system of analog and digital electronic hardware and software for "flight-like" testing for development of components of an advanced health-management system for the space shuttle main engine (SSME). The STE software enables the STE to simulate the analog input and the data flow of an SSME test firing from start to finish

Fish movement patterns in Virgin Islands National Park, Virgin Islands Coral Reef National Monument and adjacent waters

NOAA’s National Centers for Coastal Ocean Science (NCCOS)-Center for Coastal Monitoring and Assessment’s (CCMA) Biogeography Branch, National Park Service (NPS), US Geological Survey, and the University of Hawaii used acoustic telemetry to quantify spatial patterns and habitat affinities of reef fishes around the island of St. John, US Virgin Islands. The objective of the study was to define the movements of reef fishes among habitats within and between the Virgin Islands Coral Reef National Monument (VICRNM), the Virgin Islands National Park (VIIS), and Territorial waters surrounding St. John. In order to better understand species’ habitat utilization patterns among management regimes, we deployed an array of hydroacoustic receivers and acoustically tagged reef fishes. Thirty six receivers were deployed in shallow near-shore bays and across the shelf to depths of approximately 30 m. One hundred eighty four individual fishes were tagged representing 19 species from 10 different families with VEMCO V9-2L-R64K transmitters. The array provides fish movement information at fine (e.g., day-night and 100s meters within a bay) to broad spatial and temporal scales (multiple years and 1000s meters across the shelf). The long term multi-year tracking project provides direct evidence of connectivity across habitat types in the seascape and among management units. An important finding for management was that a number of individuals moved among management units (VICRNM, VINP, Territorial waters) and several snapper moved from near-shore protected areas to offshore shelf-edge spawning aggregations. However, most individuals spent the majority of their time with VIIS and VICRNM, with only a few wide-ranging species moving outside the management units. Five species of snappers (Lutjanidae) accounted for 31% of all individuals tagged, followed by three species of grunts (Haemulidae) accounting for an additional 23% of the total. No other family had more than a single species represented in the study. Bluestripe grunt (Haemulon sciurus) comprised 22% of all individuals tagged, followed by lane snappers (Lutjanus synagris) at 21%, bar jack (Carangoides ruber) at 11%, and saucereye porgy (Calamus calamus) at 10%. The largest individual tagged was a 70 cm TL nurse shark (Ginglymostoma cirratum), followed by a 65 cm mutton snapper (Lutjanus analis), a 47 cm bar jack, and a 41 cm dog snapper (Lutjanus jocu). The smallest individuals tagged were a 19 cm blue tang (Acanthurus coeruleus) and a 19.2 cm doctorfish (Acanthurus chirurgus). Of the 40 bluestriped grunt acoustically tagged, 73% were detected on the receiver array. The average days at large (DAL) was 249 (just over 8 months), with one individual detected for 930 days (over two and a half years). Lane snapper were the next most abundant species tagged (N = 38) with 89% detected on the array. The average days at large (DAL) was 221 with one individual detected for 351 days. Seventy-one percent of the bar jacks (N = 21) were detected on the array with the average DALs at 47 days. All of the mutton snapper (N = 12) were detected on the array with an average DAL of 273 and the longest at 784. The average maximum distance travelled (MDT) was ca. 2 km with large variations among species. Grunts, snappers, jacks, and porgies showed the greatest movements. Among all individuals across species, there was a positive and significant correlation between size of individuals and MDT and between DAL and MDT

An examination of learning design descriptions in a repository

The past decade has seen a significant expansion of flexible learning in higher education as new communication technologies have broadened the scope and potential for online learning. With this expansion has come the need for pedagogically sound learning experiences and an interest in reusing effective pedagogical designs. The concept of a ‘learning design’ - a formalism for documenting educational practice to facilitate sharing and reuse by teachers, is being researched as one way of supporting dissemination of ‘best practice’. This paper reports an analytical study that sought to advance understanding of what constitutes an effective learning design description based on an analysis of learning designs in an existing repository. The study contended that an effective learning design description comprises a clear description of the pedagogy, a quality rating and advice on potential reuse. Six, from a repository of 32, were identified as effective learning design descriptions

Learning designs: bridging the gap between theory and practice

This paper summarises the work being conducted in an ongoing research agenda focused on exploring how the ‘learning design’ construct can be used to support university educators to create both pedagogically sound and interoperable e-learning experiences. The premise of this work is that a learning design can be used to support the pedagogical design process and the integration of international e-learning standards, such as learning object metadata and IMS-LD, enabling resources and tools to be technically interoperable across different standards-compliant systems. The paper presents the rationale guiding this research focus, describes the features of the research that is underway, and outlines future directions of this research

Understanding university teachers\u27 approaches to design

Although there has been significant research into approaches to teaching in higher education, comparatively little is known about university teachers’ approaches to design. This paper presents preliminary findings from a study that is investigating the design processes of Australian university academics across disciplines in the Arts, the Sciences and the Professions. A summary of the design processes of two Australian university teachers in the Sciences is presented. The purpose of this paper is to provide a brief background to the study and discuss the preliminary insights gained from these two individual

An examination of learning design descriptions in an existing learning design repository

The past decade has seen a significant expansion of flexible learning in higher education as new communication technologies have broadened the scope and potential for online learning. With this expansion has come the need for pedagogically sound learning experiences and an interest in reusing effective pedagogical designs. The concept of a 'learning design' - a formalism for documenting educational practice to facilitate sharing and reuse by teachers, is being researched as one way of supporting dissemination of 'best practice'. This paper reports an analytical study that sought to advance understanding of what constitutes an effective learning design description based on an analysis of learning designs in an existing repository. The study contended that an effective learning design description comprises a clear description of the pedagogy, a quality rating and advice on potential reuse. Six, from a repository of 32, were identified as effective learning design descriptions.</p

Understanding university teachers’ approaches to design

Although there has been significant research into approaches to teaching in higher education, comparatively little is known about university teachers' approaches to design. This paper presents preliminary findings from a study that is investigating the design processes of Australian university academics across disciplines in the Arts, the Sciences and the Professions. A summary of the design processes of two Australian university teachers in the Sciences is presented. The purpose of this paper is to provide a brief background to the study and discuss the preliminary insights gained from these two individuals.7 page(s

Understanding the design context for Australian university teachers : implications for the future of learning design

Based on the premise that support for university teachers in designing their units will improve teaching and ultimately improve the quality of student learning outcomes, recent interest in the development of tools and strategies has gained momentum. This paper reports on a study that has examined the contexts in which Australian university teachers design in order to understand what role design support tools and strategies could play. It appears that Australian university teachers can exercise a high degree of choice in terms of design, indicating that there may be opportunities for teachers to consider using reusable learning designs.9 page(s

An Examination of learning design descriptions in an existing learning design repository

The past decade has seen a significant expansion of flexible learning in higher education as new communication technologies have broadened the scope and potential for online learning. With this expansion has come the need for pedagogically sound learning experiences and an interest in reusing effective pedagogical designs. The concept of a 'learning design' - a formalism for documenting educational practice to facilitate sharing and reuse by teachers, is being researched as one way of supporting dissemination of 'best practice'. This paper reports an analytical study that sought to advance understanding of what constitutes an effective learning design description based on an analysis of learning designs in an existing repository. The study contended that an effective learning design description comprises a clear description of the pedagogy, a quality rating and advice on potential reuse. Six, from a repository of 32, were identified as effective learning design descriptions.9 page(s