Search results

The Department of Defence of the United States is in the process of implementing a satellite‐based navigation system called Navstar GPS (Global Positioning System). This system will have 24 satellites orbiting in three different orbits, with 8 satellites in each. Full implementation is planned for the mid to late 1980s. Partial use of the system should be possible commencing in the early 1980s. GPS can provide many unique features of particular benefit to helicopters, such as highly accurate airborne area navigation (RNAV) capability; accurate approach and landing guidance solely by reference to the airborne RNAV system; ability to function on a worldwide basis without the need for ground based navigation aids; unlimited capacity. Numerous benefits in addition to highly accurate navigation will accrue from civil application of GPS, including capability for automatic position reporting and air‐to‐air separation assurance. Cost benefits make application of GPS to civil aircraft in general, and particularly helicopters, highly attractive.

This chapter reports on a course that is designed to facilitate the students’ transition out of college and into life after graduation. It describes how the course foregrounds the problems students face, both the technical aspects of the transition and the emotional experience, unthought out ideas about what the students want, their goals, and how they might go about achieving their goals. The authors report on the course culture, assignments, observations from teaching the course, student feedback from focus groups, surveys, behavior, as well as summaries of data on the student’s experience.

The need for this course is supported by the research literature on emerging adulthood. In addition, the authors report on focus group and survey data gathered. The modern discourse on the post-college transition commonly emphasizes economic and practical hurdles, such as educational loan debt, student employability, skill transferability, career networking, and job interviewing. Receiving far less attention are the psychosocial and developmental dimensions that color the student experience of the graduation transition.

Yet very few colleges and universities have paid attention to this glaring need, especially public institutions with many first-generation college students. This chapter describes a college course dealing with the problem of transitioning to life after college taught in an intellectual, communal, and personal atmosphere.

The role of information and communication technology (ICT) in education is increasingly gaining importance in institutions of higher education. Operationally, ICT has helped to cut costs and speed up transactions by streamlining and automating processes. Pedagogically, it has enabled online, hybrid, and technology enhanced learning as well as a host of other capabilities, from learning management systems to student information system, and from student affairs to academic affairs. ICT is now embedded in every aspect of university life. The role of ICT is found to increase the value of classroom delivery, it has helped in the growth of research, expanding horizons for students mainly with limited accessibility to education and it has created an overall positive impact in the teaching–learning environment in general. There are always two sides to the coin and in this case inaccessibility, economic disparity, and ineffective implementation of ICT has also created impediments for effectively adopting and diffusing integration of ICT into pedagogy. This volume is a collection of interventions and collaborative practices across the world that showcases the multifaceted ways of how various institutions have been engaged in supporting teaching and learning with the use of technology and how it is equipping our future generation with the skills required to face a changing job market.

A device for indicating during the flight of an airplane, the approach and the existence of any flight condition characterized by Certain pre‐determined combinations of the variables of acceleration acting on the airplane in a direction substantially perpendicular to the lifting surface of the airplane and the dynamic pressure due to the velocity of the airplane through the air comprising indices having pointers, some of said indices comprising members shaped in accordance with the contour of curves obtained by plotting positive and negative accelerations against dynamic pressure for said combinations, means for moving one of said indices in proportion to the variable of acceleration, said means including an accelerometer, a device responsive to variations in dynamic pressure connected to said indice members, the relative motions of the indices being such that their relative positions indicate at any instant the relation between the actual value of one of said variables and the values of the same variable which would be required to produce one of said combinations at the existing value of the other variable.

Inhibitory control (IC) is a central executive function that shows significant development throughout the preschool years. IC is known as a factor that underlies the ability to self-regulate in daily situations. This ability is challenged when a child faces negative emotions; a challenge that is seen in children’s IC performance and brain activity. This chapter elaborates on the effects that negative emotional experiences have on children’s IC functioning. Moreover, previous studies regarding the way emotional experiences are reflected in brain activity are included. Additionally, this chapter will offer a comprehensive review of the factors affecting individual differences in IC, including the role of children’s temperamental effortful control and negative affectivity. Further, the role of parenting behaviors will be discussed, focusing on the way in which maternal self-regulation influences child inhibitory control, including related educational implications.

This paper presents the results of a multimethod research study, which incorporates survey and experimental methodologies, designed to further explore the underpinnings of cultural differences in consumer responses to advertising messages. The study was designed to measure and assess differences in the self‐esteem and susceptibility to social influence of Japanese and United States college‐aged consumers. In general, it was hypothesized that Japanese consumers would have lower self‐esteem and higher susceptibility to social influence than would their US counterparts. The study provided evidence to support those hypotheses.