Instruments, Cubesats, Robotics , Field work and Astronautics for Planetary Exploration

We present design concepts for calibrated hyperspectral image projectors (HIP) and related sources intended for system-level testing of instruments ranging from complex hyperspectral or multispectral imagers to simple filter radiometers. HIP, based on the same digital mirror arrays used in commercial digital light processing (DLP) displays, is capable of projecting any combination of many different arbitrarily programmable basis spectra into each pixel of the unit under test (UUT) at video frame rates. The resulting spectral and spatial content of the image entering the UUT can simulate, at typical video frame rates and integration times, realistic scenes to which the UUT will be exposed during use. Also, its spectral radiance can be measured with a calibrated spectroradiometer, such that the hyperspectral photon field entering the UUT is well known. Use of such generated scenes in a controlled laboratory setting would alleviate expensive field testing, allow better separation of environmental effects from instrument effects, and enable system-level performance testing and validation. Example potential applications include system-level testing of complex hyperspectral imaging instruments as implemented with data reduction algorithms when viewing realistic scenes, testing the performance of simple fighter-fighter infrared cameras under simulated adverse conditions, and hardware-in-the-loop testing of multispectral and hyperspectral systems.

This study was conducted during the 1994-1995 academic year. Seven social work education programs in the state of Florida, all accredited by the Council on Social Work Education, participated in this study. Graduate and undergraduate social work students in child welfare field placements, and their field instructors, were surveyed during the Spring 1995 semester to assess their satisfaction with field placements ii this area and the relationship of this satisfaction to employment interests and field placement recommendations. The majority of social work students responding to this survey were generally satisfied with several aspects of their field placements--the learning, field work program, field instructor, child welfare agency, and overall field experience. The field instructors were generally more satisfied than the students, but only statistically different from the students in the areas of satisfaction with the field work program and the child welfare agency. Multiple regression analysis revealed that learning assignment opportunities, field instructor relationship characteristics, placement preference, and pre-placement interview contributed to the prediction of student satisfaction. Student satisfaction in field placement was significantly related to the acceptance of employment, if offered, and the recommendation of the field placement to other students. Logistic regression analysis revealed that satisfaction with the child welfare agency was the greatest contributor to the prediction of acceptance of employment, and satisfaction with the field work program was the greatest contributor to the prediction of field placement recommendation.

The conference 'From DNA-Inspired Physics to Physics-Inspired Biology' (1–5 June 2009, International Center for Theoretical Physics, Trieste, Italy) that myself and two former presidents of the American Biophysical Society—Wilma Olson (Rutgers University) and Adrian Parsegian (NIH), with the support of an ICTP team (Ralf Gebauer (Local Organizer) and Doreen Sauleek (Conference Secretary)), have organized was intended to establish stronger links between the biology and physics communities on the DNA front. The relationships between them were never easy. In 1997, Adrian published a paper in Physics Today ('Harness the Hubris') summarizing his thoughts about the main obstacles for a successful collaboration. The bottom line of that article was that physicists must seriously learn biology before exploring it and even having an interpreter, a friend or co-worker, who will be cooperating with you and translating the problems of biology into a physical language, may not be enough. He started his story with a joke about a physicist asking a biologist: 'I want to study the brain. Tell me something about it!' Biologist: 'First, the brain consists of two parts, and..' Physicist: 'Stop. You have told me too much.'

The palette and constituting materials of several medieval parchment fragments coming from books thought to be locally produced in Sweden have, for the first time, been examined by non-invasive methods for chemical and physical characterization. These books were primarily used in medieval Swedish parish churches (including present-day Finland), and they could be said to represent everyday book culture of the time. Ten fragments from the collections of the National Archives of Sweden dated to the 12th to the 15th century were studied by microscopy, hyperspectral imaging in the visible and ultraviolet range, X-ray fluorescence spectrometry, reflectance spectroscopy in the UV, visible and near-infrared range, external reflectance in the mid- and near-infrared and Raman spectroscopy. Pigments, colourants, and inks have been characterized and identified. The aim was to enhance the understanding of these objects and to evaluate the value of technical analysis, the results of which, when combined with historical and palaeographic studies, will advance the comprehension of medieval Nordic book culture. The results reveal the presence of many of the materials commonly used in book production in Europe at the time, such as vermilion, red lead, azurite, orpiment, and copper-based greens, and also some more unusual substances. The colourant components evince significant variation, and it appears likely that they were largely received via trade routes and learned networks from various European locations. The documents from the 12th century differ from the others in their substances and practices, such as the use of ultramarine for calendar rubrics and the varied use of different reds and greens. There is an unusual use of an iron-based red with copper particles for initials, green earth for initials, organics for highlights, and a probable tannin writing ink with neither iron nor carbon.

The increasing technology as changed the learning methods nowadays which clearly presents a new challenge to educators. Moreover, following the COVID-19 pandemic that hit the world at this time completely inhibits the teaching and learning process to be done entirely online. This clearly presents difficulties to teachers and students, as there are subjects that require practice to improve skills and better understanding. Among the limited access for teachers during the online learning and teaching process is that teachers can only explain and display pictures and show videos. At the same time, students need skills and understanding related to a subject studied. Also, students may not be able to accurately identify the types of systems found in the subjects studied. For example, for aquaculture subjects, the process of online teaching and learning can actually be done. However, this subject also requires practical and field work for students. In aquaculture subjects, in particular, teaching aids play an important role in understanding the cage farming system concept in the teaching process because there are various farming systems used in the aquaculture industry. The development of teaching aid is a crucial phase to make sure the teaching aids develop in accordance with the objectives and topics learning. Therefore, it is important to have an expert perception of the development and usability of the Teaching Aids kit mini model (Cage system). This study consisted of 9 experts as an evaluator consisting of experienced lecturers in the technical field of Faculty Technical. This study uses a quantitative assessment method (questionnaire).  A set of questionnaires was distributed to the experts to obtain the required information and data. All data obtained were analyzed using computer software' Statistical Package For Social Science SPSS version 24 to obtain the frequency, percentage and mean through descriptive statistic. The study's findings show that the level of experts' perception of “Teaching Aids kit mini model (Cage system) development and usability is necessary and positive. The study's conclusion illustrates the need for the development of a teaching aids kit mini model (cage system) for teachers to increase the level of understanding and skills of individual students in the teaching and learning process for aquaculture subjects.

Through their field work program, namely consumptive zakat and productive zakat, the Dompet Dhuafa zakat institution distributes and distributes zakat for cash assistance, infaq, and alms. Consumptive zakat is channeled through zakat funds, which are used for educational, humanitarian, social, and health projects. Productive Zakat Money works in the field of economic utilization work programs, making good use of these funds by employing people who have talent but lack capital. The farmer partner program formed by the Dompet Dhuafa zakat institution is one type of productive zakat distributed by Dompet Dhuafa. Siraman village is located in the Pekalongan area. by having two fostered hamlets, each of which has potential but lacks the infrastructure necessary to develop. The purpose of the study was to examine the function of the Dompet Dhuafa zakat institution in strengthening the economy of the poor in Medan City.

In Aug. 1969 Shell Oil Co.'s Platform B, located in the OCS-designated South Pass Block 70, went down in Hurricane Camille. An intensive study was undertaken to determine the cause of platform failure. The data conclusively show that the structure failed primarily because of sea-floor soil movement. Introduction South Pass Block 70 is located about 15 miles southeast of the Main Pass on the Mississippi River (see Fig. 1). In preparation for the installation of a platform at this location, soil borings were taken by the well-known wireline technique. While experience in the Delta region led us to expect low soil strengths, the extent and depth of the very weak clays that were found in the boring program were unexpected. An immediate concern revolved around appropriate design approaches to withstand lateral and axial pile loadings. A second, and ultimately much more serious problem, was soon hypothesized; the soils were so weak that soil movement caused by slumping or sliding actions might take place. Thus, while the design proceeded, a program of research and field work to evaluate the probability of sea-floor movements was undertaken. The first public discussion of the potential problem was presented in 1970. Since that time, other investigators have studied the problem. The major conclusion of the initial engineering study and research was that waves in a major hurricane could cause sufficient bottom pressures to create soil instability. This situation, however, could only be developed in severe hurricanes occurring about once in a hundred years or greater, and would not occur under normal sea conditions or moderate storms. Accordingly, the decision was made to design the structure using the once-in-a-hundred-years wind and wave. Because of the very weak near-surface soils, the bottom of the structure was extended into the soil (see Fig. 2). This extension provided for increased stability during installation and reduced lateral deflections under wave loading. Hurricane Camille formed in the western Caribbean during the morning of Aug. 15, 1969. The eye of the storm, following the path shown in Fig. 1, crossed the Mississippi Gulf Coast on the evening of Aug. 17. Shell's South Pass 70 Platform B was destroyed in this storm, as was the Gulf Oil Co. South Pass 61 platform. Pass 61 platform. Investigation Program After Hurricane Camille, an intensive investigation was initiated to determine the cause of failure of the South Pass 70 Platform B. The investigation included above-water inspection of several adjacent platforms, the use of side-scan sonar to get a post-Camille picture of the South Pass 70 Platform B structure, a series of topographical surveys to compare with pre-camille conditions, several post-Camille soil borings to compare with pre-camille post-Camille soil borings to compare with pre-camille conditions, and a detailed diving and underwater television inspection of the fallen Platform B. Results and Interpretations Above-Water Inspection Seven major platforms in the general area were visited by a team of offshore-platform design engineers. Their main purpose was to ascertain the above-water damage at each site and to establish, where possible, the maximum wave crest reached on each platform. JPT P. 263

Artificial intelligence research is seldom conducted ethnographically. Nevertheless, the field itself has a distinctive culture – an engineering imaginary within which ‘general intelligence’ is considered to be a phenomenon that can be both defined and tested by reference to some universal (probably mathematical) standard. This paper describes a research agenda that sets out to question those assumptions, through a programme of ethnographic field work, collaborating with computer scientists and educators in several countries of sub-Saharan Africa.

From March, 1954, through the whole of the year 1955 the University of California at Berkeley sponsored a program of archaeological field work in southern Peru and related studies in museums of the United States. In Peru the expedition worked out of 2 bases, one at Cuzco in the highlands and the other at lea on the south coast. It was concerned primarily with archaeological survey and exploration, although excavations were also made at 2 Inca period sites in the coastal area studied. The expedition staff consisted of John H. Rowe, Director, Dorothy Menzel (Mrs. Francis A. Riddell), Francis A. Riddell, Dwight T. Wallace, Lawrence E. Dawson, and David A. Robinson.

Este trabalho é parte integrante de uma pesquisa que teve como objetivo investigar a relação entre o público e o privado na oferta de vagas na Educação Infantil na maior cidade do Estado de Santa Catarina. Para esse trabalho, optamos por discutir, de modo mais específico, a ampliação da estratégia de conveniamento e a repercussão desta ampliação no contexto das políticas públicas. É uma pesquisa qualitativa, composta por revisão bibliográfica e por um trabalho de campo realizado via questionários junto a todas as instituições conveniadas e entrevistas semiestruturadas com técnicas da Secretaria Municipal de Educação, a partir dos quais os dados foram construídos. As análises indicam que, embora não seja uma estratégia nova, o conveniamento, após a aprovação da Lei 12.796/2013, que determina a obrigatoriedade da matrícula aos quatro anos, foi ampliado, incluindo as instituições privadas com fins lucrativos, indicando uma “nova gestão pública” (DALE, 2014).

Click to increase image sizeClick to decrease image size Notes 1 UK National Audit Office (NAO), Report by the Comptroller and Auditor General HC 537 Session 2001–2002, 7 Feb. 2002, Ministry of Defence: The Joint Services Command and Staff College (London: TSO 2002) p.7. 2 Broadly 110 British Army, 75 RAF, 55 RN, 90 International and the rest made up of students from other UK government departments, including the MOD and the Foreign and Commonwealth Office. 3 UK Ministry of Defence (MOD), British Military Doctrine 0‐01 (London: TSO 2001); Joint Doctrine and Concepts Centre, Joint Doctrine Publication 01: Joint Operations (JDP 01) (Shrivenham, UK: JDDC 2004) p. 2‐1, para. 202. 4 This academic–military relationship to accredit the UK staff course predates the establishment of the JSCSC and began in 1992 at the RAF Staff College, Bracknell and it was extended in 1993 to the Army Staff College at Camberley and the Royal Naval College at Greenwich with a supplementary MA package. 5 MOD, Strategic Defence Review, Cm3999 (London: TSO 1998) p.10, para. 16. 6 MOD, Modernising Defence Training: Report of the Defence Training Review (London: Ministry of Defence 2001) p.3. 7 Ibid. pp. 3, 7 and 8. 8 Ibid. p.19. 9 Ibid. p.20. 10 Ibid. p.16. 11 Lt. Gen. Sir John Kiszley, 'Defence and the Universities in the Twenty‐first Century', Royal United Services Institute for Defence and Security Journal 149/3 (June 2004) p.37. 12 MOD, Report of the Defence Training Review (note 6) p.19. 13 For example, 'The nation that will insist upon drawing a broad line of demarcation between the fighting man and the thinking man is liable to find its fighting done by fools and its thinking by cowards', British Lt. Gen. Sir William Francis Butler (1838–1910), quoted in Volker Franke, Preparing for Peace: Military Identity, Value Orientations, and Professional Military Education (London: Praeger 1999) p.39. 14 MOD, Modernising Defence Training: Report of the Defence Training Review, Vol. 2 Supporting Essays, Supporting Essay Seven: Education for Defence (London: MOD 2001) p.36 quoting Professor Ian Angell of London School of Economics at the Chartered Institute of Personnel and Development Conference, 26 Oct. 2000. 15 Air Vice‐Marshal Brian Burridge, 'Post‐Modern Military Education: Are We Meeting the Challenge?', Defence Studies 1/1 (Spring 2001) pp.xi–xii. 16 Leonard D. Holder and Williamson Murray, 'Prospects for Military Education', Joint Force Quarterly (Spring 1998) p.90. This kind of measurement of success was also found in the DTR report that 'Recent operational success has shown our training is of a very high standard', MOD, Report of the Defence Training Review (note 6) p.13. 17 In the UK, defence differentiates between training and education in the following way. Education is defined as 'Development of intellectual capacity, acquisition of supporting knowledge and inculcation of attitudes that underpin performance and engender understanding, commitment and ethos'; whereas training is defined as: 'Activity that aims to impart the specific knowledge and skills and/or inculcate appropriate attitudes required by an individual in order to perform adequately a task or job.', MOD, Director General Training and Education, Defence Systems Approach to Training (DSAT) Quality Standard (QS) 002:2003 (London: TSO 2003) pp.3 and 5. 18 Jeffrey D. McCausland and Gregg F. Martin, 'Transforming Strategic Leader Education for the 21st‐Century Army', Parameters 31/3 (Autumn 2001) p.27. 19 Center for Strategic and International Studies, Washington, DC, Chair Dick Cheney, Project Director and Editor Bill Taylor, Professional Military Education: An Asset for Peace and Progress (Washington, DC: CSIS, March 1997) p.18. 20 Howard Gardner, Five Minds for the Future (Boston, MA: Harvard Business School Press 2006) pp.18–19. The Five Minds are the disciplined mind, the synthesising mind, the creative mind, the respectful mind and the ethical mind. 21 Kiszley (note 11) p.35. 22 Gregory C. Kennedy and Keith Neilson (eds.), Military Education: Past, Present and Future (London: Praeger 2002) p.x. 23 Thomas A. Keaney, 'The War Colleges and Joint Education in the United States', in Kennedy and Neilson (note 22) p.150. 24 Kiszley (note 11) p.36. 25 Burridge (note 15) p.xv. 26 Kiszley (note 11) p. 36. 27 Richard Chilcoat, 'The Revolution in Military Education', Joint Force Quarterly (Summer 1999) p.60. 28 Kiszley (note 11) p.34. Drivers for change in education and training: 'SDR'; 'Shifting Social Trends' – Sandhurst entry 90 per cent graduates and 20 years ago was less than 40 per cent; RN 80 per cent; RM (Royal Marines) 95 per cent; and RAF 60 per cent, MOD, Report of the Defence Training Review (note 6) p.6. 29 MOD, Modernising Defence Training Vol. 2 (note 14) p.36. 30 At the JSCSC defence has made the investment of having a resident department of King's College London so that all students on the ACSC can apply to study for the parallel degree while studying for their staff course, thus obviating the need for officers selected onto the ACSC to take a year out to study for a postgraduate qualification at a university. 31 Eighty per cent of ACSC10 students had operational experience and 42 per cent combat experience. The average age of UK students has increased from 36 to 40. British Army students are now of Major and Lieutenant Colonel ranks, thus mirroring closer the age profile of RN and RAF than previous courses. Other government departments (OGD) are represented on the ACSC, but historically it has proved difficult to achieve representation of non‐Service or Civil Servants. OGD representation tends to be from the MOD and the Royal Fleet Auxiliary. 32 International students are fully integrated into the ACSC. In view of the increasing demand of the course the International English Language Testing System entry standard was lifted to 7 for ACSC10. 33 A number of British Army officers who had attended ACSCs1–9 were invited to do the new course. 34 Historically between 250 and 290 students out of a student total of 320 apply to and are admitted on to the MA in Defence Studies. Even if students do not study for the parallel MA programme, all benefit from postgraduate education. 35 The review and subsequent rationalisation in the HLTOs was made possible by the removal of the Single Service Phases of ACSCs 1–9. The need to meet Single Service requirements and objectives was thus transferred to intermediate officer education and training. 36 The educational aims that focus the ACSC at the postgraduate (Masters) level are as follows: 'To develop the learner's knowledge and understanding of defence in the modern world. To demand critical engagement with current research and advanced scholarship on defence and its relationship with the fields of international relations, security studies, military history, war studies and operational experience. To encourage a systematic and reflective understanding of contemporary conflict and the issues that surrounds them. To promote initiative, originality, creativity and independence of thought in identifying, researching, judging and solving fundamental intellectual problems in this area of study. To develop relevant transferable skills, especially communication, use of information technology and organisation and management of the learning process.' The Operational Level professional focus of the ACSC has the following learning outcomes related to the examination of the implications and issues related to achieving success at the operational level. These include understanding the purpose, planning and conduct of operations, and the management of defence to provide and maintain capability for operations. The investment made through the course provides the opportunity to enhance the student's judgement and therefore the value of that individual's contribution to decisions that shape and support operations in all types of subsequent appointments. The educational aims that focus the ACSC at the operational level are as follows: 'To develop the learner's ability to evaluate the implications and issues for the operational level that arise from the strategic context and tactical realities. To develop the learner's ability to define the critical decisions required for success at the operational level. To encourage systematic and refctive understanding of the challenges and issues confronting commanders and leaders working at the operational level in order to promote personal and team Command & Leadership qualities. To enable analysis of operational level problems and the development of appropriate organisational, methodological and resource‐based solutions.' 37 For students to achieve pass staff course (joint) they are required to pass three tiers of assessment. There are five assessments for Tier 1: a 4,000‐word essay on Strategy and Policy, a 6,000‐word essay on Componency, a 15,000‐word Defence Research Paper, a Campaigning formal Exercise and a Defence Policy and Strategic Planning Formal Exercise. The criteria that are assessed for Tier 1 are knowledge and understanding; intellectual skills of analysis synthesis and evaluation; transferable skills: application and use of skills, autonomy and self‐evaluation and problem solving and practical skills: management of information, technical expertise and communications. Tier 2 assessments are formal oral presentations and are assessed against the following criteria: intellectual competence: Knowledge: analysis and effective intelligence and professional competence: understanding of doctrine, policy and strategies; quality of work, delivery style and performance in cross‐examination; communications skills; time management. Tier 3 assessment is a through course assessment of broader qualities of leadership, management and inter‐personal qualities: management and organisation; leadership and ability to act as a team member; decision making; motivation and dynamism; courage and values; social engagement and inter‐personal skills. 38 On ACSC10 all students visited the USA, Portugal, Belgium, Germany and France. 39 Partnering institutions include: Bolton Institute, De Montfort University, Coventry University, Durham Business School, University of Greenwich Business School, Kingston University, Liverpool Hope University, Liverpool John Moores University, the Open University, Huddersfield University, University of Westminster and London South Bank University. 40 Center for Strategic and International Studies (CSIS), Professional Military Education: An Asset for Peace and Progress, A Report for the CSIS Study Group on Professional Military Education (note 19) pp.19–20.

Glaciological field work and mapping programmes have been carried out in areas proposed for local hydropower projects.

Several kinds of widely used detection technology of wire clamp on overhead lines were introduced. Although infrared temperature measurement technology can detect the overheating defects of the clamp, it is difficult to ensure the effectiveness of on‐site testing due to the environmental factors, the accuracy of testing instruments, and the experience of test personnel. X‐ray inspection technology can accurately measure the exact size of the steel core without damaging the wire, and find the problem of poor crimping of the clamp. According to the field test, the typical clamp defect spectrum of X‐ray inspection was listed in this study. It could effectively improve the hydraulic quality detection efficiency of the strain clamp in field work. A method was proposed, to judge the inside corrosion condition of the strain clamp, and to evaluate the current conduction capability, by detecting the current on the clamp and the wire.

Deaths related to drug overdose and suicide in the USA have increased 500% and 35%, respectively, over the last two decades. The human and economic costs to society associated with these 'deaths of despair' are immense. Great efforts and substantial investments have been made in treatment and prevention, yet these efforts have not abated these increasing trajectories of deaths over time. The COVID-19 pandemic has exacerbated and highlighted these problems. Notably, some geographical areas (eg, Appalachia, farmland) and some communities (eg, low-income persons, 'essential workers', minoritised populations) have been disproportionately affected. Risk factors have been identified for substance use and suicide deaths: forms of adversity, neglect, opportunity indexes and trauma. Yet, the biological, psychological and social mechanisms driving risk are not uniform. Notably, most people exposed to risk factors do not become symptomatic and could broadly be considered resilient. Achieving a better understanding of biological, psychological and social mechanisms underlying both pathology and resilience will be crucial for improving approaches for prevention and treatment and creating precision medicine approaches for more efficient and effective treatment. The State of Ohio Adversity and Resilience (SOAR) study is a prospective, longitudinal, multimodal, integrated familial study designed to identify biological, psychological and social risk and resilience factors and processes leading to mental health disorders, substance use disorders, substance overdose, suicide and associated psychological/medical comorbidities which reduce life expectancy and quality of life. It includes two nested longitudinal samples: (1) WD Survey: an address-based random population epidemiological sample of 15 000 individuals (unique households) representative of the state of Ohio assessed for psychosocial, psychiatric, behavioural health and substance use factors and (2) Brain Health Study: a family-based, multimodal, deep-phenotyping study conducted in 1200 families (up to 3600 persons aged 12-72 years) including MRI, electroencephalography, blood biomarkers and psychiatric diagnostic interviews, as well as neuropsychological, psychosocial functioning and family/community history, dynamics and support assessments. SOAR is designed to discover, develop and deploy advanced predictive analytics and interventions to transform mental health prevention, diagnosis, treatment and recovery. All participants will provide written informed consent (or parental permission and assent for minors). The study was approved by The Ohio State University Institutional Review Board (study numbers 2023H0316 (Brain Health) and 2023H0350 (Wellness Survey). The Brain Health study was also approved by institutional review boards at each partnering institution involved in conducting participant assessments. Findings will be disseminated to academic peers, clinicians and healthcare consumers, policymakers and the general public, using local and international academic channels (academic journals, evidence briefs and conferences) and outreach (workshops and seminars).

The CHIME (Copernicus Hyperspectral Imaging Mission for the Environment) mission is a key component of the European Union’s Earth Observation programme, Copernicus. The CHIME satellite will carry a unique payload designed to provide routine hyperspectral observations. Its HyperSpectral Instrument (HSI) will acquire a continuous spectral signature ranging from 400 to 2500 nm at a spatial resolution of 30 meters. In 2024, the Structural and Thermal Model (STM) of the HSI underwent thermal vacuum testing, a crucial step towards the Critical Design Review (CDR) scheduled for early 2025. This paper presents the results of the STM thermal balance test for the HSI, including thermal model correlation, and the status of the thermal control design at CDR. The focus is on key elements of the thermal control system, such as the baffled passive cryogenic radiator, which cools three separate focal planes to 170 K. The radiator is connected to the focal planes via a cryogenic chain that utilizes graphite thermal straps and ethane heat pipes. During the STM thermal balance test, the cryogenic chain exhibited higher-than-expected temperatures, prompting an investigation into potential additional heat leak sources within the instrument design and test equipment. This paper will detail the findings of this investigation, the performance of the ethane heat pipes under gravity conditions, and the overall results of the thermal balance.