Biased PN based impact angle constrained guidance using a nonlinear engagement model

Impact angle constrained guidance laws are important in many applications such as guidance of torpedoes, anti-ballistic missiles and reentry vehicles. In this paper, we design a guidance law which is capable of achieving a wide range of impact angles. Biased proportional navigation guidance uses a bias term in addition to the basic PN command to satisfy additional constraints. Angle constrained BPNG (ACBPNG) uses small angle approximations to derive the bias term for impact angle requirement. We design a modified ACBPNG (MACBPNG) where the required bias term is derived in a closed form considering non-linear equations of motion. Simulations are carried out for a wide range of impact angle requirements. We also analyze capturability from different initial positions and also the launch angles possible at each initial position. The performance of the proposed law is compared with an existing law.

A pseudo-plastic engagement effect on the toughening of discontinuous fiber-reinforced brittle composites

In brittle composites, such as whisker reinforced ceramics, the sliding of reinforcing fibers against the frictional resistance of matrix is of a pseudo-plastic deformation mechanism. High aspect-ratio whiskers possess larger pseudo-plastic deformation ability but are usually sparse, while, low aspect-ratio ones were distributed widely in the matrix and show low pseudo-plastic deformation ability (engagement effect), also. A comparative investigation was carried out in present study based on a multi-scale network model. The results indicate that the effect of low aspect-ratio whiskers is of most importance. Improving the engagement coefficient by raising the compactness of material seems a more practical way for optimization of discontinuous fiber-reinforced brittle composites in the present technological condition.

Student Engagement in the School: Interpersonal and Inter-Center Differences

Traducido al castellano e inglés

Case study: Using audio feedback to improve engagement and performance

Case study on how tutors at Kingston College are using a free screencasting app called Jing to provide responsive audio feedback to students on their progress and performance.

Information Literacy: Experiences at Texas A&M University at Galveston

Texas A&M University at Galveston is initiating a coordinated Information Literacy Program. It is a three-tiered approach with the beginning level pitched to English 104 (entry level English classes), and progressing at the top tier to senior or graduate level "capstone" classes that are writing-intensive. Although I have been doing "library lectures" throughout my career, this is the most organized approach I have been involved with and I am still at the "more questions than answers" stage of figuring out how to best educate our students; and how to measure that success. My presentation will be both illustrative and inquiring. What works in your shop?

Resources consulted and useful for Information Literacy

Bibliography and list of resources to accompany Information Literacy presentation by Natalie Wiest, presented at the 20th Annual SAIL meeting.

MODIFIED ENGAGEMENT METHOD FOR MATRIX OPERATION

We describe a modified engagement method for matrix operation based on a two-dimensional crossed-ring interconnection network, Our method incorporates fewer steps than that reported by Bocker et al. [Appl. Opt. 22, 804 (1983)], and its performance is found to be the most efficient (minimum steps) in comparison with other systolic and/or engagement methods for matrix operation. Thus, it may be helpful for other optical and electronic implementations of matrix operations. One compact optoelectronic integrity approach for implementing the modified engagement method is briefly described. (C) 1995 Optical Society of America

Teaching Change: Information Literacy Collaboration at Texas A&M University at Galveston

While college students use a wide array of technologies to access information, their skills at determining what is relevant, in a university setting and in life, are poor. Many of these skills have to be taught in college courses. Instruction must be performed by a collaborative team using technologies that effectively reach students. This team must be ready to go into the classroom when needed and be able to address the problem whenever the student needs assistance. The results will be better writing and better research skills that will not only benefit the faculty but will lead to lifelong learning.

Meeting on BOBLME engagement in the International Indian Ocean Expedition 50th anniversary initiative (IIOE-2), Bangkok, Thailand, 17-18 March, 2015

Objectives included; a contribution to understanding large-scale processes affecting the Bay of Bengal Large Marine Ecosystem Project (BOBLME) and it's living resources; and to align with International Indian Ocean Expedition (IIOE-2) (2015-2020) which will extensively explore and study the Indian Ocean to improve understanding of the ocean and coupled climate processes.

Evidence-informed development of engineering practical work: Effecting change through staff and student engagement

This paper discusses innovations in curriculum development in the Department of Engineering at the University of Cambridge as a participant in the Teaching for Learning Network (TFLN), a teaching and learning development initiative funded by the Cambridge-MIT Institute a pedagogic collaboration and brokerage network. A year-long research and development project investigated the practical experiences through which students traditionally explore engineering disciplines, apply and extend the knowledge gained in lectures and other settings, and begin to develop their professional expertise. The research project evaluated current practice in these sessions and developed an evidence-base to identify requirements for new activities, student support and staff development. The evidence collected included a novel student 'practice-value' survey highlighting effective practice and areas of concern, classroom observation of practicals, semi-structured interviews with staff, a student focus group and informal discussions with staff. Analysis of the data identified three potentially 'high-leverage' strategies for improvement: development of a more integrated teaching framework, within which practical work could be contextualised in relation to other learning; a more transparent and integrated conceptual framework where theory and practice were more closely linked; development of practical work more reflective of the complex problems facing professional engineers. This paper sets out key elements of the evidence collected and the changes that have been informed by this evidence and analysis, leading to the creation of a suite of integrated practical sessions carefully linked to other course elements and reinforcing central concepts in engineering, accompanied by a training and support programme for teaching staff.