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Part One The Infographic (40 points)
Final Project: Pulling It All Together
Infographic Due: March 26rd (On Canvas)
Annotations Due: April 2nd (On Canvas)
Rough Draft Due: April 9th (Paper Copy)
Final Draft Due: April 23rd (Paper Copy)
Part One: The Infographic (40 points)
Choose a broad subject you’re genuinely interested in; e.g., baseball, genetics, skateboarding, polygamy, sheep farming, gangster T.V. shows. It doesn’t need to be a traditionally “academic” discipline.
Look for three quotes from experts and three data points that you can use to acquaint someone with the basics of your subject. A data point is a fact that involves numbers/statistics. To take mafia television shows as an example, data points could include: the pilot episode of the mafia show Boardwalk Empire cost $18 million dollars to make, and one third of all Hong Kong residents have seen John Woo’s triad film A Better Tomorrow. These points help show what a big business gangster media is.
Use this data to create an infographic that serves to introduce someone to your subject. You will be graded on 1) if you use three expert quotes and three data points, 2) if you represent these data points visually, and 3) use of other visual elements we go over in class.
Part Two: The Annotations (0 Points, but They Will Help You A LOT!)
Do some general research on EBSCO and Google to see what more specific questions people are currently debating within the subject you did your infographic on. For example, if you’re interested in gangster T.V. shows, current questions include: why mafia crimes don’t horrify Americans the way serial killings do, racism and misogyny in gangster television shows, how Snowfall compares to previous shows about organized crime, why gangster T.V. shows in China induce nostalgia in their viewers, and why are gangsters so often portrayed as heroes.
When you’ve found a question you think is interesting, run it by Kate.
Do annotations (see below for what that means) for eight sources that will help you answer your question. Four of these sources must be scholarly; the rest can be either credible or scholarly.
Part Three: The Essay (Rough Draft: 40 Points, Final Draft: 200 Points)
Write an 8-10 page, MLA- or APA-style essay arguing the solution to your research question from Part Two. You must use at least eight sources, four of which must be scholarly.
I encourage (but am not requiring you) to use first-person experiences and personal sources (so long as they’re credible) in this essay like you did in your first two essays.
How to Do Annotations
For each source on your topic you must:
Cite the source in MLA format (see the MLA Works Cited sheet in the Essay #2 module)
Write 3-4 sentences briefly summarizing the source, and explaining how you intend to use it in your second essay. You may use first-person.
Give two direct quotes from the source that you think you can use in your essay. You may also give text you want to paraphrase as well.
Rose, Mike. “Blue Collar Brilliance.” They Say/I Say: The Moves that Matter in Academic
Writing. 2nd ed. Eds. Gerald Graff, Kathy Birkenstein, and Russel Durst. W. W. Norton & Co., New York: 2012. Print. Pgs. 243-255.
In this article from 2009, UCLA education professor Mike Rose argues that blue collar jobs in industries like food service and manufacturing are just as intellectually demanding as they are physically exhausting. He uses his mother and uncle (both life-long blue collar workers) as his main examples. His conclusion is that Americans need to stop assuming those who do physical labor are less intelligent/use their brains less than those in other professions. I intend to use a quote from Rose to back up my claim that intellectual burnout is one of the biggest reasons behind the high turnover in the food service industry.
Quote 1: “Like anyone who is effective at physical work, my mother learned to work smart, as she put it, to make every move count. She’d sequence and group tasks: What could she do first, then second, then third as she circled through her station? What tasks could be clustered? She did everything on the fly, and when problems arose—technical or human—she solved them within the flow of work, while taking into account the emotional state of her co-workers. Was the manager in a good mood? Did the cook wake up on the wrong side of the bed? If so, how could she make an extra request or effectively return an order?”Quote 2: “Although writers and scholars have often looked at the working class, they have generally focused on the values such workers exhibit rather than on the thought their work requires—a subtle but pervasive omission. Our cultural iconography promotes the muscled arm, sleeve rolled tight against biceps, but no brightness behind the eye, no image that links hand and brain.”
National Airspace System (NAS)
Final Project Presentation
Name of Student
Name of Institution
Final Project Presentation
From as early as the 1990s, all unmanned aircraft systems (UAS) operate on tight limits within the National Airspace System (NAS). UAS has mainly been involved in public operations (that is, military and security) until quite recent. However, there is a growing list of other uses to which UAS can be put. These include communications, broadcast, aerial photography, monitoring environmental conditions, surveying land and crops, and protecting specific infrastructures. Through UAS, civil and public operators could find new ways of enhancing the nation’s aviation operations. This can be done through decreased costs and operational efficiency while NAS safety is kept intact.
The mission of the Federal Aviation Administration (FAA) is to provide the world’s safest and most efficient aviation system. The United States is ahead of other countries primarily due to her infrastructure, commitment to excellence and safety, diversity of user groups, and the background of leadership and innovation. Currently, the FAA is working to come up with new systems and breed a culture that boosts efficiency, safety, reliability, environmental performance, and capacity within the aviation system (Luxhoj & Oztekin, 2009).
The Unmanned Aircraft Systems Integration Office was set up to facilitate safe and efficient integration of UAS to the NAS. To achieve this goal, FAA works together with several other stakeholders such as commercial vendors, manufacturers, technical standard organizations, industry trade associations, research and development centers, academic institutions, and governmental agencies. Eventually, the integration of the two systems must take place without driving down current capacity, affecting current operators negatively, hampering safety, and multiplying risks to users or persons on the ground more than other new forms of technology similarly integrated. Although significant steps have been taken towards integrating UAS and NAS, challenges and opportunities lie ahead (Dalamagkidis et al., 2008).
One of the major functions of FAA is to develop policy, regulations, guidance material, procedures, and training requirements that support efficient and safe UAS operations within NAS, while working together with relevant agencies and departments to solve such concerns as national security and privacy. UAS currently access airspace upon receiving Certificates of Authorization (COA) to those operating publicly while civil applicants require special airworthiness certificates. This state of regulations will transition to intense integration processes when revised operating rules and procedures are enforced in a manner that UAS can comply with. There is a proven certification process under the auspices of FAA, which include the establishment of special conditions whenever new and technologies are involved. The process will be useful in the evaluation of items to which UAS is not familiar. For NAS segments that have demanding requirements of communication, surveillance performance, and navigation, it will be necessary for UAS to demonstrate its capacity to meet such requirements.
Collision Avoidance Sensor Technology
Despite evidence that collision avoidance technology is a factor extensively outside the visual sight level, much research has gone into collision avoidance sensors using passive and active technology in equal measure. The industry has put more focus on electro-optical, acoustic and microwave sensors. These sensor types each have strengths and weaknesses. No sensor is capable of replacing the eyes of the pilot completely (Watts et al., 2012). For instance, active light-imaging and ranging (LIDAR) use lasers. These makes them have a greater range compared to radars, but are capable of blinding approaching pilots.
SARA, Inc. has developed other passive acoustic sensors. The sensors have certain over human pilots. For instance, they are capable of detecting non-cooperative aircraft approaching from all directions. In addition, they have greater light range and are less costly. According to the test results of UASs fitted with these sensors, there was early detection that gave enough time to maneuver in cases of head-on collisions and loud background noise. The weakness of these sensors is that they can only detect noisy aircrafts (Watts et al., 2012). This means that balloons and gliders cannot be detected.
If appropriate sensors are matched, it is possible to create an excellent system of collision detection. For instance, PANCAS could be combined with system of electrooptical (camera) to surmount challenges of detecting noiseless aircrafts. Sensors have strengths and weaknesses. The strength of one sensor could be used to replace the weakness of another sensor. Evidence has proven that it could be advantageous to combine sensors on the basis of relative strengths.
Industry Collision Avoidance Demonstrations
Despite the tests that have gone into industry sensors, there have been rare actual flight demonstrations. The long delay and bureaucracy in obtaining FAA approval and scarcity of funds have made it difficult for businesses to demonstrate avoidance technology. In 2003, NASA demonstrated a number of civil avoidance capabilities using a Proteus aircraft. They depended on satellite and radar to relay information. However, the very expensive equipment were used in these tests. Some of the radar units were too heavy to be used in small UASs to detect incoming aircrafts (Huaj and Narayanan, 2011).
Using its PANCAS system, SARA, Inc. successfully conducted a ground simulation test and obtained positive results. Upon being subjected to acoustic signatures from a different aircraft, the PANCAS system could detect and avoid the source of these signatures in a consistent manner by making a simple turn to the right. A number of companies such as the L-3 Communications and AAI Corporation have obtained special experimental airworthiness certificates, which permit them to conduct development tests. Future experiments are likely to provide FAA with additional data for improving collision avoidance technology. The data, however, will be gathered slowly due to the relatively few number of companies using UASs commercially that have been granted certificates from FAA (Huaj & Narayanan, 2011).
Defense Research
Despite the applicability of much defense research to commercial UASs, priority has been given to UAS performance by the military. On the other hand, businesses wishing to become part of NAS are focusing more on safety. On the contrary, there has been increased reliability of UAS due to their increased performance. Statistics have documented decrease in UAS mishaps with increase in hours of flight. Humans cause most of the errors in UAS mishaps (Watts et al., 2012).
There is a strong case for integrating UAS to NAS. Although military UAS primarily focus on performance, they have nonetheless attained the safety level characteristic of manned military aircraft. Moreover, most UAS are designed in a way enabling them to perform in dangerous conditions. This contributes to the high rates of mishaps. Considering that the commercial UAS industry is putting more focus on safety, expectations are high that the industry could reach the manned aircraft safety fast enough if guided by standard-based regulation. Moreover, most commercial UASs will operate on platforms tested and proven previously by military use.
Extensive investment in UAS technology development is being undertaken by the United States Department of Defense (DoD) due to the increasing demand for UAS emission scenarios. Presently, the DoD is financing efforts in autonomy, communication systems, and pilot training. Moreover, the DoD has put up certain standards and adopted the ASTM International’s F-2411standard of sense and avoid to help in efficient procurement of UASs worldwide and meet the goals and specifications of performance (Watts et al., 2012). The data and technology research carried out by DoD has influenced the commercial UAS industry hugely.
Anticipated Industry Challenges
A number of economic and industry challenges are hampering UAS use commercially. Possibly, the biggest barrier is the absence of appropriate definition for the restricted class of UASs, which offers fast, but limited access to operations. The process of getting certification to conduct experiments is a lengthy one and designed to standalone exceptions (Rango & Laliberte, 2010). Absence NAS usage particularly in low risk situations, the industry has managed to gather data to minimize the high costs of insurance, demonstrate systems reliability, and display UAS advantages. The associated high costs of insurance further eat into research funds and data collection. For instance, 24% of NASA tests operation costs goes to insurance.
Conclusion
Detect and avoid engineering solutions are necessary for UAS successful operation. Fatal accidents could arise leading to loss of lives and damage to property if these solutions are not implemented effectively. This paper has explored the need to integrate UAS into NAS because the two systems are interdependent. Before such integration can be done, UAS technology should be efficient enough to reduce mishaps to the lowest level possible or eliminate the same altogether. This paper has proposed the swapping of weaknesses with strengths of sensors, for instance, to produce an all-round effective sensing technique.
References
Dalamagkidis, K., Valavanis, K. P. and Piegl, L. A. (2008). On unmanned aircraft systems
issues, challenges and operational restrictions preventing integration into the National Airspace System. Progress in Airspace Sciences, 44(7-8), 503-519.
Dalamagkidis, K., Valavanis, K. P. and Piegl, L. A. (2008). Current Status and Future
Perspectives for Unmanned Aircraft System Operations in the US. Journal of Intelligent and Robotic Systems, 52(2), 313-329
Huang, M. and Narayanan, R. M (2011). Non-cooperative collision avoidance concept for
Unmanned Aircraft System using satellite-based radar and radio communication. Digital Avionics Systems Conference.Luxhoj, J. T. and Oztekin, A. (2009). A Regulatory-Based Approach to Safety Analysis of
Unmanned Aircraft Systems. Engineering Psychology and Cognitive Ergonomics, (539), 564-573.
Rango, A. and Laliberte, A. S. (2010). Impact of flight regulations on effective use of unmanned
aircraft systems for natural resources applications. Journal of Applied Remote Sensing, 4(1), 043359
Watts, A. C., Ambrosia, V. G. and Hinkley, E. A. (2012). Unmanned Aircraft Systems in
Remote Sensing and Scientific Research: Classification and Considerations of Use. Remote Sensing, 4(6), 1671-1692
Value-What are you worth
Final paper Information Due Sunday Week 7 11:59pm
Value-What are you worth?Throughout this term, we will focus on the word “value.” Your final paper will focus on not just that word, but that concept as well. I want you to explain the “value” of your life. I want you answer all of these questions in some way.
What are you worth to yourself?
What gives you value to others?
What is valuable to you? Finally, what is the value of the degree you are earning?
Keep in mind that the answers to these questions will vary from person to person. There is no right or wrong answer. The point of this paper is to explain how your answers are right for you. How does knowing these answers help you as you move on to the next stage of your life?Use the videos and readings throughout the semester as a jumping off point for this paper. Do not feel that you must agree with every single thing we read or watched. In fact, some of the best aspects of your paper may come from disagreeing with something you read. If you think that the author or speaker had an idea that is totally off base, use that to explain your own point of view. Parameters:The paper must be in proper APA format with proper APA citations. This paper must be between 2500 and 3000 words. The cover page and reference page do NOT count toward the total word count. You may only have 5% or less of the paper in direct quotes.
You must synthesize both major readings (The Great Gatsby and Lost in Thought) PLUS at least 3 of the weekly readings, podcasts and/or videos for a total of FIVE sources minimum. More is allowed and encouraged. Additionally, you must include at least 3 concepts (you may use more) or ideas that you learned from your other courses at SHU. I am NOT giving you permission to use excerpts from assignments you turned in in your previous classes, but I want you to explain how the information you learned either from course materials, instructors or classmates.
If you are stuck, ask yourself these questions. You do not have to answer them all.
How did what you learned in a course in your major change the value of your degree?
How did taking a Philosophy or Religion course add value to your education and ultimately your degree?
How did an internship or practicum you did during your time add value to the degree you have earned? How does the degree, ultimately, add value to your life? I am assigning this on week one, but it is not due until the last minute of the last day of class. YOU MAY NOT TURN IT IN LATE. Take notes as you read. The better your notes, the better your paper will be. Start this early. This paper is worth HALF of your final grade. Take this seriously. If you have questions, you need to ask.
Here is how the paper is weighted:
20 Percent APA
40 Percent Grammar and Conventions
40 Percent Content
This is a 400 level course and the paper should represent this.
Finally, if you would like the chance to earn a 10 percent bonus/extra credit on this project, create a slideshow with audio, make a video or do some other audio/video representation of this assignment and share it with us in your final discussion post. Do not simply read the paper and record that. Make the paper into something else. It does not have to be long, but it will need to express core ideas of your paper. Try to keep the video/slideshow to less than five minutes.
I may grade your paper before I see the audio/video aspect of the paper in discussion. Please note that I will go back and adjust your grade accordingly by giving you 10 percent extra of what you earned on the paper. So, if you earned a 90 percent on the paper, you will earn an extra 9 percentage points added back on.
It might help to consider what this course is about and how the outcomes of the course are also about value. While they are posted on the syllabus, take a look at them again.
Course Objectives and Learning Outcomes
Philosophy of life, spiritual and intellectual life, personal growth
You will be able to express your philosophy of life, evaluate that philosophy’s ability to respond intelligently, creatively, and compassionately to change and diversity, and explain how it will be manifest in all aspects of living.
Ethics/Mission, Modes of learning
You will research and articulate chief ethical issues in your chosen discipline in either a paper or presentation including your own criteria for assessing each issue.
Social Responsibility, Service, Personal Growth
You will experience regular encouragement to deepen your social consciousness and widen your scope of care toward family and community.
Analysis, Criticism, Creativity and Openness
You will learn how to analyze a variety of issues, using methods appropriate to various disciplines. Moreover, you will learn how to evaluate concrete situations and propose creative solutions. You will be open about your sources and will learn to elicit openness in others.
Written Communication
You will have opportunities to further improve your writing skills. Particular focus will be on writing clearly and convincingly through synthesis and evaluation of course materials.
Mission, Modes of learning
You will understand how the university’s mission enhances your personal and professional life. Your learning will be characterized by good study habits, insight into your workplace, an ability to overcome bias in yourself, familiarity with creative approaches to solving problems, and a commitment to life-long learning.
Engagement
You will understand more deeply how to engage others on academic and professional issues. This includes both other students and the teacher. It also includes authors of your textbooks and other written sources that are relevant to the course material. You will be invited to challenge the substance of particular opinions while maintaining good relationships among everyone involved. In particular, you will support diversity of perspectives and backgrounds while challenging views you consider damaging to people.
