bluuebunny/crossref_metadata_2025_split huggingface dataset:
Collaborative Space Design project: A student’s experience
Authors: Bianchi Francesco , Ciggaar Rooderick , Formisani Ludovica , Harrison Benjamin , Tamai Carla , Tunjov Vassili 
Published: July 2022

The student members of the Collaborative Space (systems) Design (CSD) project discuss its implementation and highlight its concepts. The CSD project is an elective course at the MSc Space Flight programme at the Delft University of Technology, Faculty of Aerospace Engineering, where students exercise the design process of a space mission, spacecraft or a major spacecraft subsystem in a team setting, along with several important external stakeholders. Focus was given to the application of concurrent engineering and systems engineering techniques. Interaction between the students and the external stakeholders was also extremely valued. Two teams participated, one designing a liquid oxygen electric pump and one a CubeSat asteroid observer mission. In this work the students report their experience, highlighting how they approached the different phases of the design process. Positives and negatives of the course are also presented, together with some feedback on potential
modifications to future editions of the course.
FlatSat workshops teaching fundamental electronics skills for CubeSat building
Authors: Cormier Luis , Robson Daniel , Cope Henry 
Published: July 2022

The University of Nottingham (UoN) recently established its own CubeSat programme, with the team commencing design, construction and testing of the first CubeSats in late 2020. However, one major challenge encountered was a common lack of practical applied electronics skills amongst students. This was repeatedly noted by students as a major obstacle to project success in progress reviews for WormSail, our first CubeSat project. Notably, these sorts of skills are also an area of common concern for young workers and employers in the UK Space Sector. This skill gap existed despite the student team coming from a variety of STEM (Science, Technology, Engineering and Math) undergraduate backgrounds, including physics, computer science, and aerospace and mechanical engineering. With insufficient time to recruit students with electronic engineering backgrounds, it proved difficult to find "all-rounders" to join the team with the broad range of skills required for the project.
One advantage that several students had however was their experience from informal hobbies involving Arduino and Raspberry Pi (RPi) based microcontroller electronics. These were found to endow highly transferrable skills, with these members providing significant contributions to the team through their skills and teaching. Team members found these so useful, that the “FlatSat” programme was set up to provide electronics teaching resources for new members of the CubeSat team. Sessions within the programme could be planned and delivered by the experienced team members, and hence be targeted to include applicable, referrable, and important skills and knowledge for building CubeSats.
Through developing these resources, the team realised it may be beneficial to include this programme in taught modules offered in the Faculty of Engineering, to enhance practical skills for all students enrolled in these modules. This paper is intended to overview the work carried out in developing the FlatSat teaching workshop, and highlight the resources and their benefits to groups including other higher education space module conveners, developing CubeSat teams, School and further education teachers, STEM Outreach Coordinators, and general hobbyists. It is hoped that boosting confidence with such in-demand skills will be of great benefit to learners. We will also review case studies of the first large-scale workshop sessions and outline plans for future developments, particularly taking into consideration the feedback of demonstrators, students, and observers to the workshop.
Artery in Microgravity (AIM): Assembly, integration, and testing for a student payload for the ISS
Authors: García Mozos Luis , Saroya Devonjit , Roelvink Yannick , Santos D'Amore Naël dos , Gabetti Stefano , Galván Lobo Jorge , Lobo Catarina , Joshi Mrunmayi , Penedo Guilherme , Rodríguez Encinas Jorge Alberto , Torta Elena , Lee Seungah , Laulan-Souilhac Baptiste , Mouchel Roman , Lustro Sacha , Butin Alexis , Campos Mário Gabriel , Passoni Laura , Avallone Luigi , Alex Abin 
Published: July 2022

The Artery in Microgravity (AIM) project was the first experiment to be selected for the “Orbit Your Thesis!” programme of the European Space Agency Academy. It is a 2U cube experiment that will be operated in the International Commercial Experiment (ICE) Cubes facility onboard the International Space Station. The experiment is expected to be launched on SpaceX-25 in mid-2022. The project is being developed by an international group of students from ISAE-SUPAERO and Politecnico di Torino. The objective of the experiment is to study haemodynamics in the space environment applied to coronary heart disease. The outcomes of this testbench will contribute to understanding the effects of radiation and microgravity on the circulatory system of an astronaut, specifically the behaviour in long-term human spaceflight. It will also help to ascertain the feasibility of individuals suffering from this kind of disease going to space someday. The cornerstones of the experiment are two models of 3D-printed artificial arteries, in stenotic and stented conditions respectively. Blood-mimicking fluid composed of water and glycerol is circulated
through the arteries in a closed hydraulic loop, and a red dye is injected for flow visualisation. Drops of pressure and image analysis of the flow will be studied with the corresponding sensors and camera. The pH of the fluid will also be monitored to assess the effect of augmented radiation levels on the release of particles from the metallic stent. Some delays were experienced in the project due to the COVID-19 pandemic and to implement design improvements. Improvements were made to several aspects of the design including mechanics (e.g. remanufacturing the reservoir with surface treatment against corrosion, leak prevention measures), software (e.g. upgrading to Odroid-C4 and migrating the code to
Python), and electronics (e.g. several iterations of the interface PCB design). This iterative process of identifying areas of concern and designing and implementing solutions has resulted in many lessons learned. The paper will outline in detail Phase D – Qualification and Production of the AIM experiment cube, with special insight on the implementation of the improvements. Previously, at the Symposium on Space Educational Activities in 2019 in Leicester, the initial phases of the design and development of the cube were presented. This year, the final flight model and the results of validation testing before launching on SpaceX-25 are presented. Lessons learned throughout the course of the project are also highlighted for students embarking on their own space-related educational activities.
Six-year evolution of a space-inspired collaborative problem-solving study program in Finland
Authors: Gebejes Ana , Immonen Heikki , Camarda Charles J. 
Published: July 2022

This paper presents the results of the six-year qualitative longitudinal case-study of the Epic Challenge study program in Finland. Created in 2008 for NASA engineers, the Epic Challenge program has grown and evolved to teach collaborative problem solving that reaches across different disciplines and ages. The paper presents an overview and evolution of program features and teaching methodologies. In the program, students learn a challenge-based methodology called Innovative Conceptual Engineering Design (ICED) and use this methodology to develop innovative solutions connected to the overarching challenge of sustainable human habitation of Mars. The program is built around the assumption that
space exploration as a complex, multidisciplinary challenge provides the inspiration, a driving force and integrated curriculum for teaching Science, Technology, Engineering and Math (STEM) concepts and problem-solving techniques in four key areas: teamworking, networking, systems thinking and innovation. In 2015 the program was adopted and fused with a phenomenon-based learning curriculum in Finland, and it grew to be taught to students of various backgrounds from high-school to doctoral level. The course delivery and content were modified annually based on lessons learned and more than 500 students have gone through the program in Finland. The paper presents the evolution of key program features and concludes by presenting the most robust features of the program implementations that could benefit space agencies, companies and faculty interested in promoting space and STEM related competences.
LEOniDAS drag sail experiment on the 2021 ESA Fly Your Thesis! parabolic flight campaign
Authors: Serfontein Zaria , Rigamonti Marco , Demers Edouard , Temprano Gonzalo , Kingston Jennifer 
Published: July 2022

Space engineering students and academics from Cranfield University have developed two space debris mitigation drag sail concepts and three sails are currently in orbit. The sails enable a reduced time to atmospheric re-entry by increasing the natural aerodynamic drag forces acting on the host satellite. Intended to be used on small, low Earth orbit satellites, these sails provide a low-cost solution to achieving compliance with the IADC target of removal from orbit within 25 years of end-of-mission. The LEOniDAS team, comprising one PhD and three MSc students, submitted a proposal to the ESA Fly Your Thesis! parabolic flight campaign to perform microgravity deployment testing on a more scalable and adaptable hybrid design. The project aimed to qualify the new design, provide a better understanding of deployment behaviour in microgravity and allow for a deeper understanding of the effect of deployment on the host satellite. Participation in the programme provided significant
educational benefits to the students involved, resulting in three Masters theses and a major input to a PhD thesis, as well as publications and outreach activities. The experiment was presented by the students at the ESA Academy Gravity-Related Training week in January 2021. There followed extensive design, prototyping and assembly work, with regular review and input from ESA and Novespace, culminating in the two-week parabolic flight campaign in October 2021. The planned deployment experiments were successfully completed across all three flights, with
the experimenters accumulating a total of more than 30 minutes of microgravity. Data on dynamics of the sail deployments was recorded via high-speed video cameras, accelerometers and torque sensors. This paper will highlight the key scientific and educational achievements of the project, and summarise the lessons learned for the benefit of future participants in this exceptional student opportunity.
University of Nottingham Student space activities to enrich the traditional curriculum
Authors: Abadzhieva Slaveya , Oleiro Carreiro Inés , Mcleod Robert , Pérez Rovin 
Published: July 2022

Students at the University of Nottingham have been establishing several student-run extracurricular groups to build their own space technology. These include model rockets, CanSat and CubeSat projects, involving students from bachelors up to PhD level across a variety of Departments. These projects have been supported through staff supervision, international collaboration, and access to facilities including a new space-focused laboratory space. Some students have recently benefitted greatly from modules and thesis projects being tailor made to further train them in hands-on space research and enable them to earn credits from participating in these projects.
This paper presents their initial findings and products of their work, along with their honest experiences which may be of interest to other new student groups hoping to establish similar programs at their university. Students have had to learn and put into practice a range of new skills and experiences, not normally found within taught course modules, and all of this under their own organisation. While the experiences are hugely valuable, for both professional and personal development, students need to work hard to maintain project longevity and team spirit when faced with difficulties from coursework deadlines, new skill demands and handover to new students after graduation.
Lessons learnt during the REXUS program on how to manage a student project
Authors: Menting Esmée , Britting Thomas , Pepermans Lars , Koops Bram 
Published: July 2022

The paper discusses the lessons learnt during the SPEAR mission that takes part in the 12th cycle of the Rocket EXperiment for University Students (REXUS) sounding rocket programme. The mission originated after Delft Aerospace Rocket Engineering (DARE) designed a supersonic-capable drogue parachute and was unable to test it supersonically on the existing platforms available to the team. Hence, an experiment was proposed containing an ejectable test vehicle to deploy the parachute in supersonic conditions. Throughout the 12th cycle of the REXUS program, the team has faced a number of challenges. Although during the project cycle the focus lied on resolving technical problems,
in retrospect the logistical, social, and managerial challenges were just as relevant. Despite the fact that there is ample literature and knowledge available on methods to run commercial projects, it can be difficult to connect these practices to the workings of a student team.
Therefore, this paper aims to collect and present the experience of the team on how to navigate challenges specifically related to student projects and their limited resources. Amongst which: ‘employment’ management (entry, performance and exit of team members), how to conduct internal and/or external technical reviews, assembly, integration and testing (AIT) efforts, planning and task management. As the team has gained these insights through trial and error, the mistakes made will be shared together with how this impacted the progress of the mission.
Procesos de gestión social para la mejora barrial: la experiencia de la metodología PLAN BARRIO
Authors: Lorenzo Galligo Pedro , López Mena Germán 
Published: July 2022

Alojarse, para la mayoría de la población mundial, es conseguir asentarse en un lugar, acondicionarlo o construirlo gestionando todo el proceso, con o sin asistencia técnica y con o sin intervención de la administración. Es a lo que se llama la gestión y construcción social del hábitat. Mejorar este hábitat, debería ser uno de los objetivos básicos de la arquitectura.El PLAN BARRIO es una metodología de análisis de la situación del hábitat de un barrio o lugar concreto y propuesta del proceso posible para su mejora. Es un instrumento de opinión y negociación, utilizable por los agentes que intervienen en la mejora barrial, en especial, los ciudadanos.En este artículo se recorren las experiencias realizadas hasta la fecha del PLAN BARRIO, de forma que el conocimiento de estas pueda animar a replicar la metodología en otros lugares del mundo, si se la considera útil.
Housing, for the majority of the world population, is to settle in a place, condition it or build it, managing the entire process, with or without technical assistance, with or without the intervention of the administration. It is the social management and construction of the housing. Improving housing should be one of the basic objectives of the architecture. The PLAN BARRIO (NEIGHBORHOOD PLAN) is a methodology for analyzing the housing situation of a specific neighborhood or place, proposing the possible process for its improvement. It is an instrument of opinion and negotiation, usable by the various agents involved in neighborhood improvement, especially the citizens. Going through the experiences of the PLAN BARRIO can encourage the methodology to be replicated in other parts of the world, if considered useful.
Ruas emergentes: tendências morfológicas e processos de transformação
Authors: Leite João Silva 
Published: July 2022

A consolidação do automóvel como veículo preferencial de deslocação de pessoas e
bens, aliado a processos de crescimento urbano fragmentado provocou intensas transformações
na cidade do século XX e no seu tecido. Como organismo a sua complexidade
aumentou, o corpo compõe-se por um número crescente de elementos, sistemas,
dinâmicas e estratos, que dificultam a sua leitura e decifragem. Os eixos infraestruturais
de grande mobilidade assumem um papel importante na manutenção de algumas
ligações morfológicas, afirmando-se como elementos estruturadores do território. O
seu espaço canal é colonizado por uma urbanização constante que adquire características
específicas, definidoras de uma identidade própria. Emergem, assim, elementos
urbanos lineares capazes de suportar tecido urbano e, simultaneamente, permitir deslocações
entre partes distintas do território. Neste sentido, o estudo do processo de
transformação destes elementos lineares sedimenta, por um lado, o seu entendimento
como tendências emergentes da Rua e, por outro, contribui para a sistematização de
um fenómeno melhorando e criando novos mecanismos de produção urbana mais
equilibrados e conscientes dos paradigmas urbanos contemporâneos.
The consolidation of the automobile as a preferential vehicle for the movement of
people and goods, linked with fragmented urban growth processes, caused intense
transformations on the twentieth century city and its fabric. As an organism, its complexity
has increased, the body is composed of a growing number of elements, systems,
dynamics and layers, which make it difficult to read and decipher. The high mobility
infrastructure axes play an important role in the conservation of some morphological
links, affirming themselves as organizing elements of the territory. Its canal space is
colonized by a constant urbanization that acquires specific characteristics, defining its
own identity. So, from this emerge some linear elements capable of supporting urban
fabric and, simultaneously, allowing mobility between distinct parts of the territory. In
this sense, the study of the transformation process of these linear elements consolidates
their understanding as emerging trends of the Street and contributes to the systematization
of a phenomenon improving and creating new mechanisms of an urban production
more balanced and conscious of its contemporary paradigms.
Postgraduate students’ experiences with learning management systems at a selected nursing education institution in KwaZulu-Natal Province
Authors: Mtshali N G , Harerimana A , Mdunge V N , Mthembu Z M 
Published: July 2022

Background. Learning management systems (LMS) are indispensable teaching and learning tools in nursing education, and in recent years, LMS have become a cornerstone to support online learning, particularly during the COVID-19 pandemic. The South African (SA) e-education policy requires every teacher and learner in the education and training sector to be information and communication technology (ICT)-capable, and able to use ICTs confidently and creatively to help develop the skills and knowledge they need as lifelong learners to achieve their personal goals and be full participants in their global communities. Objective. To investigate postgraduate students’ experiences with learning management systems at a selected nursing education institution in KwaZulu-Natal Province, SA. Method. An exploratory, descriptive research design was used, and the whole population of 16 postgraduate nursing education students who were exposed to Moodle as a learning management system participated in the study. Qualitative data were collected through semi-structured interviews, followed by focus group discussions, with thematic analysis used to analyse data. Results. This was the first time that most participants had been exposed to an online learning course, and the experience made them feel empowered as it provided enabled reflection and deep learning. Participants indicated that the range of interactions and level of engagement determined the eventual level of knowledge constructed. The online facilitator played a central role in guiding and supporting students, and ensuring that they achieved the learning outcomes. The online learning benefits included increased socialisation, convenience and flexibility, asynchronicity and accessibility of learning material. The challenges were the lack of real-time response, financial cost and technical issues. Conclusion. An intense ICT orientation for students is recommended to ensure that they are informed of the requirements before starting the online course. The online facilitators must be more visible in the online space, participate more often in discussions and stimulate constructive dialogue.
Relational experiences of community members participating in a rural health initiative with interprofessional students
Authors: Botha R , Joubert A , Morgan H , Wilmott M 
Published: July 2022

Background. A South African faculty of health sciences created a forum for the community to voice their relational experiences with interprofessional students through visual projections. No other studies that explore such experiences using the Mmogo method could be located.
Objective. To gain an understanding of the relational experiences of community members participating in Lifestyle-groups as part of a rural health initiative with interprofessional student groups.
Methods. The Mmogo method is a qualitative, structured, observation technique. Participants constructed visual projections representing specific relationships. Thereafter, during a group discussion, participants explained the meaning of their projections. The visual data were analysed according to their literal presentation and subjective, symbolic meaning. A thematic analysis was used for the transcribed data.
Results. Thirteen of the 24 visual projections were of a quality that allowed visual analysis; all 24 members participated in the discussions. Light was identified as an overarching theme to represent the community-student interaction. Sub-themes and categories associated with light were healthier lifestyles (knowledge sharing, lifestyle transformation, improved health outcomes), solidarity (reciprocity, collaboration, person centredness, multidimensional approach) and affirmation (gratitude and acceptance).
Conclusion. Though some statements by participants related to health education as opposed to health dialogue highlighted areas requiring improvement, the findings correlated with the outcomes prescribed for students by this rural health initiative. Emotional connections in relational experiences could facilitate higher levels of self-efficacy in communities. The question is whether a stronger emphasis on health dialogue can be a catalyst for improved self-efficacy.