Suchergebnisse

With the continued operations of FalconSAT-3 well beyond its design life, an opportunity exists to utilize multiple ground stations beyond the original site at the US Air Force Academy (USAFA) to enhance individual training missions at the Air Force Institute of Technology (AFIT), United States Military Academy (USMA), and the Undergraduate Space Training (UST) course at Vandenberg Air Force Base. Using multiple ground stations can enhance FalconSAT-3 experiments beyond the original design. However, with multiple ground stations coordination needs to increase. The problem of distributed files becomes an issue, and all files need to be compiled to maximize experiment analysis. A discrete event simulation of the file distribution was calculated to show how the files are spread across the ground stations. The characteristics of each ground station and available crew rates at the respective stations contribute to the overall ability to download (or miss the opportunity to download) files. The simulation shows the capability of each site to download files and which sites' missed opportunities for file download were caused by crew availability. Implications of downloaded files and missed opportunities can affect the design of the distributed network of ground stations to support FalconSAT-3.

Section 4: Case Studies for the Advocate-Decision Making Activity Section 4 is based around an advocate/decision-making activity, or "controlled debate." Instructions and worksheets are included, along with a series of case studies designed to be used in this activity. Each case study includes two pages of essential reading, along with supplemental materials that can be used, if time allows, or can be assigned as homework. We have made a conscious effort to use as many primary document sources as possible in order to help build critical reading and interpretation skills. The worksheets for Section 4 are included with each case study. Case Study: Should Russia continue to allow migration from the post-Soviet "successor states," regardless of the migrants' ethnicities? The Commonwealth of Independent States (CIS) is a loose confederation of 12 former Soviet countries or "successor states," including Armenia, Azerbaijan, Belarus, Georgia, Kazakhstan, Kyrgyzstan, Moldova, Russia, Tajikistan, Turkmenistan, Ukraine, and Uzbekistan. When the Soviet Union dissolved in 1992, more than 25 million ethnic Russians living in the non-Russian republics suddenly found themselves part of a large diaspora community. Over the following years, both ethnic Russians and non-Russians migrated to Russia, for a variety of reasons, causing various problems in post-Soviet Russia. Students will read primary source documents to defend their position in the Advocate/Decision-Making Activity. ; Latin American Studies ; Middle Eastern Studies ; Russian, East European, and Eurasian Studies ; South Asia Institute

Section 4: Case Studies for the Advocate-Decision Making Activity Section 4 is based around an advocate/decision-making activity, or "controlled debate." Instructions and worksheets are included, along with a series of case studies designed to be used in this activity. Each case study includes two pages of essential reading, along with supplemental materials that can be used, if time allows, or can be assigned as homework. We have made a conscious effort to use as many primary document sources as possible in order to help build critical reading and interpretation skills. The worksheets for Section 4 are included with each case study. Case Study: Should the Egyptian government facilitate the emigration of its own citizens? In 2003, the government of Egypt launched a Web site to help its citizens find jobs overseas. Advocates of the Web site say that it will help Egypt's "labor surplus" find employment. Opponents argue that the government should not be encouraging emigration as a solution to high unemployment rates. Students will read primary source documents to defend their position in the Advocate/Decision-Making Activity. ; Latin American Studies ; Middle Eastern Studies ; Russian, East European, and Eurasian Studies ; South Asia Institute

Section 4: Case Studies for the Advocate-Decision Making Activity Section 4 is based around an advocate/decision-making activity, or "controlled debate." Instructions and worksheets are included, along with a series of case studies designed to be used in this activity. Each case study includes two pages of essential reading, along with supplemental materials that can be used, if time allows, or can be assigned as homework. We have made a conscious effort to use as many primary document sources as possible in order to help build critical reading and interpretation skills. The worksheets for Section 4 are included with each case study. Case Study: Should Hindus migrate from Lahore and resettle in India after Partition? After two centuries of colonial rule, the British withdrew from the Indian subcontinent in 1947, under the condition that the colony be divided into two countries: India and Pakistan. New borders were drawn for these countries based on the demographics of the two largest religious communities. India was to be primarily Hindu, while Pakistan would be mostly Muslim. Other religious communities, such as the Sikhs, were left without a specific country of their own. Within months, millions of people found themselves on the "wrong" side of the border — estimates of the number of people uprooted range from 8-18 million. This case study looks at the decision faced by Hindus who found themselves located in Lahore, in the Punjab region. The city, close to the newly formed border, was also one of the last places to be decided upon when the subcontinent was divided. When Lahore was finally awarded to Pakistan, the city's Hindu residents were forced to decide whether to stay or resettle in India. Although the majority of Hindus left Lahore after Partition, some did stay. Students will read primary source documents to defend their position in the Advocate/Decision-Making Activity. ; Latin American Studies ; Middle Eastern Studies ; Russian, East European, and Eurasian Studies ; South Asia Institute

Section 4: Case Studies for the Advocate-Decision Making Activity Section 4 is based around an advocate/decision-making activity, or "controlled debate." Instructions and worksheets are included, along with a series of case studies designed to be used in this activity. Each case study includes two pages of essential reading, along with supplemental materials that can be used, if time allows, or can be assigned as homework. We have made a conscious effort to use as many primary document sources as possible in order to help build critical reading and interpretation skills. The worksheets for Section 4 are included with each case study. Case Study: Should Palestinian Arabs be allowed the "right of return" to Israel? One of the most important - and difficult - issues facing the teams negotiating the Israeli-Palestinian peace process is the issue of the "right of return" for the Palestinians. During the Arab-Israeli war that followed the creation of Israel in 1947, many Palestinians fled their homes. Another wave left the West Bank following the 1967 Arab-Israeli war, most of them to settle in neighboring Jordan. Palestinians claim that they have the right to return to their ancestral homes that are now within the internationally recognized borders of the state of Israel, citing a number of resolutions by the United Nations. The Israelis disagree, arguing that, among other things, Israel simply could not absorb all of the people who could potentially be permitted to return. This issue is emotionally charged and difficult to resolve, but its resolution is essential to finding a lasting solution to the Israeli-Arab conflict. Students will read primary source documents to defend their position in the Advocate/Decision-Making Activity. ; Latin American Studies ; Middle Eastern Studies ; Russian, East European, and Eurasian Studies ; South Asia Institute

Section 3: Using T-Charts and Writing Prompts to Explore Migration Section 3 contains a series of parallel activities that explore specific real-world examples of migration. Each short unit contains a simple reading, written for a middle-level audience, a T-chart activity, and a writing prompt, which can be done as an individual class assignment, in small groups, as an entire class, or as homework. Case Study 4: Nicaraguan Migration during the Sandinista-Contra Years In 1979, after over four decades of the brutal Somoza dictatorship, the FSLN (Sandinista National Liberation Front, or the Sandinistas) toppled the government. However, the country was in trouble (the economy was in ruins, food was scarce, education was weak, and medical help almost nonexistent) and the Sandinistas were soon fighting a guerrilla war launched by U.S.-backed Contras, or counterrevolutionaries. The new government faced numerous problems. This case study asks students to consider whether Nicaraguans should leave their country to seek peace and stability in other nations. ; Latin American Studies ; Middle Eastern Studies ; Russian, East European, and Eurasian Studies ; South Asia Institute

Die Arbeiten und Zielsetzungen in diesem Projekt ergeben sich aus den im Durchführungsbeschluss (EU) 2021/19 festgelegten Berichtspflichten. Entsprechend dieser Vorgaben wurde im Projekt eine Datenbasis zur Wiederverwendung für Deutschland geschaffen. Durch umfangreiche Recherchen wurden vielfältigste Wiederverwendungs-Aktivitäten aus Bund und Ländern zusammengetragen. Alle Einzelmaßnahmen wurden kategorisiert und definierten generischen Maßnahmen zugeordnet. Nach Validierung geeigneter Instrumente zur Quantifizierung wurde eine relevante nationale Methode vorgeschlagen. Gemeinsam mit einem Umfrageinstitut wurde ein klassischer Fragebogen für private Haushalte entwickelt, Mitte 2022 die Online-Erhebung durchgeführt und darauf basierend eine erste verifizierte Datenbasis erstellt. In Deutschland wurden von Haushalten im Jahr 2021 insgesamt rund 3 Millionen Tonnen an gebrauchten Produkten nachgefragt. Das entspricht einem Pro-Kopf-Verbrauch von rund 36 Kilogramm pro Kopf. Etwa 68 % der erwachsenen Bevölkerung nutzt regelmäßig sogenannte Second-Hand-Ware. Die Schätzungen zur Gesamtzahl der Wiederverwendungs-Operatoren variieren stark, so dass für das Berichtsjahr 2021 keine valide Zahl berichtet werden kann. Die Möglichkeiten der Umsetzung der Messmethodik für Deutschland wurden auch im Hinblick auf zukünftige Berichte diskutiert und eine Qualitätsbetrachtung durchgeführt und Handlungsempfehlungen abgeleitet. Der vorliegende Projektbericht ist in einen Hauptteil und zwei Anhänge getrennt. Die Ergebnisse für die passgenaue Berichterstattung an die EU-Kommission können aus Anhang 1 entnommen werden. Anhang 2 enthält detaillierte Informationen zu den generischen Maßnahmen und veröffentlicht die Quellen zur Befragung der privaten Haushalte.