Ares I Stage Separation System Design Certification Testing

NASA is committed to the development of a new crew launch vehicle, the Ares I, that can support human missions to low Earth orbit (LEO) and the moon with unprecedented safety and reliability. NASA's Constellation program comprises the Ares I and Ares V launch vehicles, the Orion crew vehicle, and the Altair lunar lander. Based on historical precedent, stage separation is one of the most significant technical and systems engineering challenges that must be addressed in order to achieve this commitment. This paper surveys historical separation system tests that have been completed in order to ensure staging of other launch vehicles. Key separation system design trades evaluated for Ares I include single vs. dual separation plane options, retro-rockets vs. pneumatic gas actuators, small solid motor quantity/placement/timing, and continuous vs. clamshell interstage configuration options. Both subscale and full-scale tests are required to address the prediction of complex dynamic loading scenarios present during staging events. Test objectives such as separation system functionality, and pyroshock and debris field measurements for the full-scale tests are described. Discussion about the test article, support infrastructure and instrumentation are provided

Metabolite Responsive Nanoparticle-Protein Complex

Stimuli responsive polymers are an efficient means of targeted therapy.  Compared to conventional agents, they increase bioavailability and efficacy.  In particular, polymer hydrogel nanoparticles (NPs) can be designed to respond when exposed to a specific environmental stimulus such as pH or temperature. However, targeting a specific metabolite as the trigger for stimuli response could further elevate selectivity and create a new class of bioresponsive materials.  In this work we describe an N-isopropylacrylamide (NIPAm) NP that responds to a specific metabolite characteristic of a hypoxic environment found in cancerous tumors.  NIPAm NPs were synthesized by copolymerization with an oxamate derivative, a known inhibitor of lactate dehydrogenase (LDH).  The oxamate functionalized NPs (OxNP) efficiently sequestered LDH to produce an OxNP-protein complex.  When exposed to elevated concentrations of lactic acid, a substrate of LDH and a metabolite characteristic of hypoxic tumor microenvironments, OxNP-LDH complexes swelled (65%).  The OxNP-LDH complexes were not responsive to structurally related small molecules.  This work demonstrates a proof of concept for tuning NP responsiveness by conjugation with a key protein to target a specific metabolite of disease

Model based CFP indicators, F/Fmsy and SSB Mediterranean region case study

This work presents the application to Mediterranean stocks of a set of model-based indicators, being developed for monitoring the implementation of the Common Fisheries Policy (CFP). The work constitutes an application of the methodology, as such the results should not be used as representative of the CFP implementation in the Mediterranean. This document is mainly constituted of R code, showing how the indicators can be computed and presenting a set of diagnostics and stability tests. The models tested were a linear model, a linear mixed effects model with random intercept by stock, a GAMM with random intercept by stock and a GAMM with random intercept by Mediterranean GSA and species. The stability tests were designed to evaluate the estimates of recent (2003-2013) time series of trends in SSB and annual mean values of F/Fmsy. The results were presented to the STECF's 2015 winter plenary (STECF-PLEN-15-03).JRC.G.3-Maritime affair

Understanding Transformative Learning Experiences of Peer Leaders in the Mpowerment Project

This study explored the experiences of peer leaders in the Mpowerment Project, an HIV behavior intervention program, to determine factors of effectiveness in their work. Within a framework of transformative learning, the researcher explored motivation, traits, skills, and abilities brought to the experience, activities taken to ensure success, comparison of experiences and expectations, and perceptions extended to future leaders.https://scholarworks.waldenu.edu/archivedposters/1051/thumbnail.jp

Performance Pressure and Comparison in Relational Category Learning

An important objective in higher-order cognition research isto understand how relational categories are acquired andapplied. Much of the research on relational category learninghas investigated the role of within-category comparisonopportunities in category acquisition and transfer – guided bypredictions from structure mapping theory that alignmentleads to highlighting and abstraction of shared relationalstructure (Gentner, 1983). Recent research has yielded awithin-category comparison advantage under the supervisedobservational learning mode (relative to twice as many single-item trials), but not under the supervised classification mode(Patterson & Kurtz, 2015). In the present study we investigatethe role that pressure to succeed at the training task – a criticaldifference between the two learning modes – plays in theapparent ineffectiveness of learning by comparison within theclassification mode. In a 2x2 between-subjects design wecrossed two levels of performance pressure (elevated andstandard) with two presentation formats (single-item andwithin-category pairs). The main findings are: (1) asignificant interaction showing a negative impact of increasedperformance pressure for single-item learners, but not forcomparison learners; and (2) a theoretically predicted, butempirically elusive effect of comparison over single-item inthe classification mode. We conclude that: (1) performancepressure exerts a deleterious effect on relational categorylearning (in accord with findings in the attribute categoryliterature) that opportunities to compare may compensate for;and (2) pressure to perform does not appear to underlielackluster comparison + classification performance (relativeto observational learning). Further, we offer new evidence onthe role that within-category comparison plays in relationalcategory learning

Designing a physical activity parenting course : parental views on recruitment, content and delivery

Background Many children do not engage in sufficient levels of physical activity (PA) and spend too much time screen-viewing (SV). High levels of SV (e.g. watching TV, playing video games and surfing the internet) and low levels of PA have been associated with adverse health outcomes. Parenting courses may hold promise as an intervention medium to change children’s PA and SV. The current study was formative work conducted to design a new parenting programme to increase children’s PA and reduce their SV. Specifically, we focussed on interest in a course, desired content and delivery style, barriers and facilitators to participation and opinions on control group provision. Methods In-depth telephone interviews were conducted with thirty two parents (29 female) of 6–8 year olds. Data were analysed thematically. An anonymous online survey was also completed by 750 parents of 6–8 year old children and descriptive statistics calculated. Results Interview participants were interested in a parenting course because they wanted general parenting advice and ideas to help their children be physically active. Parents indicated that they would benefit from knowing how to quantify their child’s PA and SV levels. Parents wanted practical ideas of alternatives to SV. Most parents would be unable to attend unless childcare was provided. Schools were perceived to be a trusted source of information about parenting courses and the optimal recruitment location. In terms of delivery style, the majority of parents stated they would prefer a group-based approach that provided opportunities for peer learning and support with professional input. Survey participants reported the timing of classes and the provision of childcare were essential factors that would affect participation. In terms of designing an intervention, the most preferred control group option was the opportunity to attend the same course at a later date. Conclusions Parents are interested in PA/SV parenting courses but the provision of child care is essential for attendance. Recruitment is likely to be facilitated via trusted sources. Parents want practical advice on how to overcome barriers and suggest advice is provided in a mutually supportive group experience with expert input