Defense Agency Has Breaking News on Santa

“Why is the military reporting on Santa?” you ask. Well, it started with a bad phone number that had kids calling an important colonel who was trying to defend the United States and Canada. Now just why does a military group with a serious name like North American Aerospace Defense Command track Santa and take […]
1955 Sears ad with the misprinted telephone number that led to the NORAD Tracks Santa Program
“Why is the military reporting on Santa?” you ask. Well, it started with a bad phone number that had kids calling an important colonel who was trying to defend the United States and Canada. Now just why does a military group with a serious name like North American Aerospace Defense Command track Santa and take notes on just where he is and what he is up to? Any kid can tell you, the man who says, “ho, ho, ho” is no danger to anyone. He may eat one too many a cookie, but that’s no crime. So why is the military watching him? Good question. For more than 50 years NORAD and a group that came before it, CONAD, have tracked Santa on Christmas Eve.
This publicity picture for NORAD Tracks Santa shows two Northeastern Air Defense Sector members with radar equipment in December 2008.
The adventure began in 1955 after Sears put the wrong number for Santa Claus into an advertisement. So all the kids who called trying to talk to Santa got none other than the Commander-in-Chief of another group, the Continental Air Defense Command. Col. Shoup got on it right away. Within no time his staff was checking CONAD’s powerful radar equipment to give children everywhere information on exactly where Santa was and when he was there. Since that time, the United States and Canada got together and that’s how CONAD became NORAD. And the men, women, family and friends of NORAD decided to keep up the Christmas mission that Col. Shoup started. They pitch in to take phone calls and emails from children all around the world. So starting Dec. 24, children can track Santa online and get the latest info right quick. Between now and then, kids can also get updates on what the big guy in red is up to.  
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GEN-YS NEED SPECIAL HANDLING WHEN FIRST ENTERING THE WORKFORCE – PART 1

If your company is hiring Gen-Ys (aka Millennials) fresh out of college, you will be eager to get them folded into your operation and feeling part of the team. But you will need to handle this cohort of youngsters differently than any other generations entering the Western workforce. At first glance, you might ask “So […]
If your company is hiring Gen-Ys (aka Millennials) fresh out of college, you will be eager to get them folded into your operation and feeling part of the team. But you will need to handle this cohort of youngsters differently than any other generations entering the Western workforce. At first glance, you might ask “So what is different? After all, Gen-Ys are doing the same thing other generations have done before them: Leaving college friends and lovers, settling into new job and meeting new people.” And that is true and the typical corporate socialization techniques designed to ease the transition of new employees from college to work – – – social mixers, assignment of mentors, integrated product teams, etc. – – – will also be useful for incorporating Gen-Ys into your organization. But it will not be enough because there are other, much more complex dynamics at work in the recently-employed Gen Y community. We know this because we teach courses in Project Management and we have had some eye-popping, private conversations with Gen Y attendees about their job environment, their stress levels, their egos, expectations and fears. Gen-Ys have an additional layer of issues affecting their mindsets and, hence, their job performance. More than any previous generation, Gen-Ys: – Have grown up with iPods and near-constant music. This is the first 100% iPod â„¢ generation and music has been a near-constant companion for them while driving, walking, jogging and even while studying or working. – Are accustomed to very frequent social contact with friends via texting, IM and Skype. Boomers snicker at the typical Gen-Y texting with friends every few minutes and are amazed when they first see Gen-Ys on their phones while watching movies and sporting events. Tweeting their remote friends about the movie or ballgame, and even Tweeting with friends right there in the crowd with them, is commonplace for Gen Ys. – Believe in a “flat” equalitarian culture, where levels of organization do not exist. As a freshman in college a Gen Y could email (or call or visit) the President of the university, on almost any subject, and the President would discuss the subject, and thank the student for being straightforward and for bringing the problem to light. “Chain of Command” is usually an alien concept to any Gen Ys who are at their first jobs and who lack military experience. – Have developed comparatively fragile egos and rely on frequent feedback on how they are doing in each class and with their friendships. So the next time a Gen Y, new to your workplace, behaves strangely or does something you as a Gen-X or Baby Boomer might consider odd put yourself in their shoes: – The comfortable, predictable college world they have known for 4+ years is completely gone. Professors with whom they could negotiate grades and arrange for “extra credit” work when needed have been replaced by a boss who is part of an entirely different culture, and embedded in a more rigid hierarchy of departments/divisions run by anonymous bureaucrats. – The social fabric that held their lives together is missing. The face-to-face contact with college friends and professors is gone; only a poor electronic substitute is now available to them remotely through texts, Facebook, Twitter and cell phone calls. – A music-rich college world has been replaced at work by endless meetings, discussions and conference calls. Colleagues and bosses constantly pop by the cubicle for chats, causing the iPod â„¢ ear buds to be constantly popping in and out as well. – They are functioning in this new world very much “in the blind”, without the comfort of frequent homework assignment and class quizzes to confirm their understanding of a subject and their comparative standing among peers. Now there is no paper graded “B” to show the Gen-Y where they can improve performance. In a new job, just when they desperately seek feedback, they get little or none from their bosses until a scheduled performance review occurs (once or twice a year, quarterly if they are lucky). There are some simple things we can do to fix this disconnect between realities of the workplace and the expectations of our Gen Y colleagues. In the next post we’ll learn what bosses, and Gen-y workers themselves, can do to ease the college-to-work transition. And we’ll recommend a new frame of mind for Gen-X and Boomers to help fold-in the Gen-Ys who, if the rest of us are ever going to retire, must take their place in the workforce. Until then, what are YOUR thoughts? PS: The author of this post teaches a short technical training course, Technical CONOPS & Concepts, which will be presented in Laurel, MD  on April 3-5, 2012.  Register now!
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RFPs and RFIs: Do You Know What to Always Include and What Should Never Be Included?

Video Clip: Click to Watch How to build solid RFIs and RFPs for complicated systems, which will maximize the number of highly qualified bidders This three-day course on proposal writing is designed for engineers, scientists, project managers and other professionals who design, build, test, buy or sell complex systems. Each topic is illustrated by real-world case studies […]
Video Clip: Click to Watch
How to build solid RFIs and RFPs for complicated systems, which will maximize the number of highly qualified bidders
This three-day course on proposal writing is designed for engineers, scientists, project managers and other professionals who design, build, test, buy or sell complex systems. Each topic is illustrated by real-world case studies discussed by experienced system development and acquisition professionals. Key topics are reinforced with small-team exercises. Over two hundred pages of sample Requests for Proposal (RFP) and Requests for Information (RFI) and are provided. Students assess real RFIs and RFPs in class using checklists and templates provided
Since 1984, the Applied Technology Institute (ATI) has provided leading-edge public courses and onsite technical training to DoD and NASA personnel, as well as contractors. Whether you are a busy engineer, a technical expert or a project manager, you can enhance your understanding of complex systems in a short time. You will become aware of the basic vocabulary essential to interact meaningfully with your colleagues. If you or your team are in need of more technical training, then boost your career with the knowledge needed to provide better, faster, and cheaper solutions for sophisticated DoD and NASA systems. Why not take a short course? ATI short courses are less than a week long and are designed to help you keep your professional knowledge up-to-date. Our courses provide a practical overview of space and defense technologies which provide a strong foundation for understanding the issues that must be confronted in the use, regulation and development of complex systems.  What You Will Learn From This Course:
  • What are Requests for Proposal (RFP)?
  • How do they differ from Requests for Information (RFI)?
  • How can they help us cost-effectively buy robust systems that meet not only the specification but also meet the needs and expectations of the end users?
  • What makes “good” RFIs and RFPs?
  • What should always be included and what should never be included in them?
  • What is the one item that, if missing from the RFP, will ensure no reputable firm will bid the job?
  • What is the one thing that inexperienced RFP writers inadvertently do that guts the competitiveness (only one company will bid) and practically guarantees protests of any contract award?
  • What RFP components and features will attract the most qualified bidders?
Course Outline, Samplers, and Notes BUILDING SOLID REQUESTS FOR PROPOSALS After taking this course you will be able to write solid RFPs and RFIs and you will know how a well-crafted one is organized, structured, designed and built by an acquisition/procurement enterprise (either government or a contractor). After attending the course you will receive a full set of detailed notes at the beginning of the class for future reference and can add notes and more detail based on the in-class interaction, as well as a certificate of completion. Please visit our website for more valuable information. About ATI and the Instructors Our mission here at ATI is to provide expert training and the highest quality professional development in space, communications, defense, sonar, radar, and signal processing. We are not a one-size-fits-all educational facility. Our short classes include both introductory and advanced courses. ATI’s instructors are world-class experts who are the best in the business. They are carefully selected for their ability to clearly explain advanced technology. Mack McKinney, president and founder of a consulting company, has worked in the defense industry since 1975, first as an Air Force officer for eight years, then with Westinghouse Defense and Northrop Grumman for 16 years, then with a SIGINT company in NY for six years. He now teaches, consults and writes Concepts of Operations for Boeing, Sikorsky, Lockheed Martin Skunk Works, Raytheon Missile Systems, Joint Forces Command and all the uniformed services. He has US patents in radar processing and hyperspectral sensing. Dates and Locations The dates and locations of this short course are below: Jan 31-Feb 2, 2012        Virginia Beach, VA May 1-3, 2012                  Virginia Beach, VA
 

This Maybe One Class You WANT to Blow Up in Your Face Monday, November 07, 2011

At ATI, the course IS the Bomb!!! Video Clip: Click to Watch Do you know how to evaluate the performance and vulnerability of explosives and propellants? This four-day course is designed for scientists, engineers and managers interested in the current state of explosive and propellant technology. After an introduction to shock waves, the current explosive technology […]
At ATI, the course IS the Bomb!!!
Video Clip: Click to Watch
Do you know how to evaluate the performance and vulnerability of explosives and propellants?
This four-day course is designed for scientists, engineers and managers interested in the current state of explosive and propellant technology. After an introduction to shock waves, the current explosive technology is described. Numerical methods for evaluating explosive and propellant sensitivity to shock waves are described and applied to vulnerability problems such as projectile impact and burning to detonation
This course is suited for scientists, engineers, and managers interested in the current state of explosive and propellant technology, and in the use of numerical modeling to evaluate the performance and vulnerability of explosives and propellants
Since 1984, the Applied Technology Institute (ATI) has provided leading-edge public courses and onsite technical training to DoD and NASA personnel, as well as contractors. Whether you are a busy engineer, a technical expert or a project manager, you can enhance your understanding of complex systems in a short time. You will become aware of the basic vocabulary essential to interact meaningfully with your colleagues. If you are in need of more technical training, why not take a short course? ATI short courses are less than a week long and are designed to help you keep your professional knowledge up-to-date. You can boost your career with the strong foundation for understanding the issues that must be confronted in the use and regulation of explosives and propellants. Course Outline, Samplers, and Notes Click on the course title below for more information. ATI’S EXPLOSIVES TECHNOLOGY & MODELING COURSE Click here now to see for yourself the value of this course before you sign up. What you will learn when you take this course:
  • What are Shock Waves and Detonation Waves?
  • What makes an Explosive Hazardous?
  • Where Shock Wave and Explosive Data is available
  • How to model Explosive and Propellant Performance
  • How to model Explosive Hazards and Vulnerability
  • How to use the furnished explosive performance and hydrodynamic codes
  • The current state of explosive and propellant technology
Participants will receive a copy of Numerical Modeling of Explosives and Propellants, Third Edition by Dr. Charles Mader, 2008 CRC Press. In addition, participants will receive an updated CD-ROM. About ATI and the Instructors Our mission here at ATI is to provide expert training and the highest quality professional development in space, communications, defense, sonar, radar, and signal processing. We are not a one-size-fits-all educational facility. Our short classes include both introductory and advanced courses. ATI’s instructors are world-class experts who are the best in the business. They are carefully selected for their ability to clearly explain advanced technology. Charles L. Mader, Ph.D., is a retired Fellow of the Los Alamos National Laboratory and President consulting company. Dr. Mader authored the monograph Numerical Modeling of Detonation, and also wrote four dynamic material property data volumes published by the University of California Press. His book and CD-ROM entitled Numerical Modeling of Explosives and Propellants, Third Edition, published in 2008 by CRC Press will be the text for the course. He is the author of Numerical Modeling of Water Waves, Second Edition, published in 2004 by CRC Press. He is listed in Who’s Who in America and Who’s Who in the World. He has consulted and guest lectured for public and private organizations in several countries. Dates and Locations The next dates and locations of this course are as follows: December 12-15, 2011 Albuquerque, NM September, 2012 MD/VA Area
 

A touch of madness

Madness! Madness!! Last two words spoken “Bridge over the River Kwai” Sane was the watchword In several posts, I’ve made the point that the passionless rationalist will often find it hard to reach a decision. They are wrapped up in the paralysis of analysis–they keep going over all the data and all the alternatives and […]
Madness! Madness!!
Last two words spoken
“Bridge over the River Kwai”
Sane was the watchword In several posts, I’ve made the point that the passionless rationalist will often find it hard to reach a decision. They are wrapped up in the paralysis of analysis–they keep going over all the data and all the alternatives and never reach a consensus–with others or with themselves–on what to do.
My contention, said by many others as well, is that it takes a dose of passion for a vision to break the analysis cycle and reach a decision. And, note this: the passionate have stickiness–once decided, it’s hard-to-impossible to move someone off their position. How many times, on a big decision, have you had an instinctive feeling: this is the right thing to do!  Once felt, there’s no more paralysis and there’s no more dithering. That stickiness we spoke of is an elixir to  the follower community: Yes! the leadership knows where we need to get to; there will be certainty and willingness to put it on the line to get there. Now, I’ve also written about innovation, and the role leadership plays inspiring the creative to innovate something new to the world. Along comes a touch of madness But what luck! Now we learn that there’s something that ties leadership and innovation together–something unique when a leader is both inspirational and innovative. In a book that ties it all together, it turns out that truly inspired and innovative leadership have a common root: it is the byproduct of mental disorder and mild manic depression. Who knew? In a stroke (no pun), we’ve now got the whole picture! In a new book, author Nassir Ghaemi explains in “A First-Rate Madness: Uncovering the Links Between Leadership and Mental Illness” that some of our best and brightest are just a little mad. Is this surprising? Perhaps not.  But Steven Colbert was particularly insightful when he asked whether we should be worried that a madman may have his finger on the button (even if only the project button).  Ghaemi said: “That’s one way of putting it”.  But in his telling, benefits outweigh risks. God, I hope he’s right! This is a guest blog post by John Goodpasture. John is an ATI instructor who teaches two Systems Engineering courses:

Agile Project Management
Quantitative Methods: Bridging System Engineering


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Not so Goodnight Irene: Tree Totals Lisa’s Home

The sound woke Nicholas and Lisa Badart just after 3 a.m. Sunday, Aug. 28. You know Lisa as the course registrar for Applied Technology Institute. “I heard this rumble, and then a creaking noise, and I was half asleep, and I thought, ‘Oh no,’ and the whole roof came in,” said Nick Badart. Seconds later […]
The sound woke Nicholas and Lisa Badart just after 3 a.m. Sunday, Aug. 28. You know Lisa as the course registrar for Applied Technology Institute. “I heard this rumble, and then a creaking noise, and I was half asleep, and I thought, ‘Oh no,’ and the whole roof came in,” said Nick Badart. Seconds later the family was trapped by their champion ash tree. It was the second largest white ash in the country with a 9 foot diameter. Whipped by the heavy overnight winds of Hurricane Irene, and destabilized because of saturated soil, the award-winning, 300-year-old ash tree in the front yard of Badart’s historic home in the Lawyer’s Hill area of Elkridge had uprooted – and came smashing into the second-story bedroom. Lisa was pinned to the bed, under the ceiling fan, surrounded by drywall, insulation, and 4” x 6” beams from the ceiling. Lisa realized that 2 feet or so from the edge of the bed was one trunk of the prize winning ash and the roof and ceiling were gone. If it had shifted about 3 foot feet, it would have been fatal. Lisa couldn’t move at first, because the fan was on top of her. Wind and rain came swirling into the room. Cell phones and flashlights. You gotta love them. Lisa called 911. Rescue was there within 15 minutes. They had to signal with flashlights to determine where each group was located. The rescue personnel had to crawl over and under the massive tree to free the Badarts. Fortunately the whole family, including two dogs and several cats, escaped with minor injuries. Lisa said “ I’m as much a junkie for hurricane forecasting as anyone and had watched the satellite pics on The Weather Channel, local news, and NASA links (http://www.nasa.gov/mission_pages/hurricanes/archives/2011/h2011_Irene.html) as Hurricane Irene moved her way toward the mid-Atlantic. Last Friday, “just to be safe” she made preparations in the ATI office “in case” something would prevent business as usual on Monday.” In fact, ATI was without power for 3 days. Lisa calmly worked on Monday from her temporary hotel suite checking emails and sending confirmation letters. Repair of the house could take up to nine months. Periodically we will post updated pictures on the blog.

Big & Scary “Shady Rat”: Massive Cyber-Spying Operation. Are You In Danger?

Massive Cyber-Spying Operation was revealed by McAffee recently. Dubbed “Operation Shady Rat” , the effort took data from groups ranging from the United Nations to media organizations, the government of Taiwan and the International Olympic Committee, the study says. The targeting of the IOC and the World Anti-Doping Agency, which were targeted around the 2008 […]
Massive Cyber-Spying Operation was revealed by McAffee recently.
A map from the McAfee report showing locations of hacking victims.
Dubbed “Operation Shady Rat” , the effort took data from groups ranging from the United Nations to media organizations, the government of Taiwan and the International Olympic Committee, the study says. The targeting of the IOC and the World Anti-Doping Agency, which were targeted around the 2008 Olympics – “potentially pointed a finger at a state actor behind the intrusions, because there is likely no commercial benefit to be earned from such hacks,” Alperovitch wrote. And it doesn’t take too much reading between the lines to conclude which nation he’s talking about. Vanity Fair, in its scoop on the report, quotes other security experts as saying the signs point to China. So how does all of this fit in with recent attacks from Anonymous and Lulzsec? “These types of exploitations have occurred relentlessly for at least a half decade, and the majority of the recent disclosures in the last six months have, in fact, been a result of relatively unsophisticated and opportunistic exploitations for the sake of notoriety by loosely organized political hacktivist groups such as Anonymous and Lulzsec See a rundown of the hacking victims.
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Do you want to win a trip to space? Here is your chance.

To celebrate the 50th anniversary of Seatle’s  Space Needle, it was announced that the formal contest will be held with the final winner going up to suborbit, with about 6 minutes of zero gravity.  This is once in a lifetime opportunity to see the Earth from space.  Many astronauts call this a truly life changing […]
To celebrate the 50th anniversary of Seatle’s  Space Needle, it was announced that the formal contest will be held with the final winner going up to suborbit, with about 6 minutes of zero gravity.  This is once in a lifetime opportunity to see the Earth from space.  Many astronauts call this a truly life changing experience. Since the final landing of the space shuttle the field of human space travel has been turned over to the private companies, one of which, Space Adventures, will be responsible for designing a vehicle to take the winner of the Space Needle contest into space.  The estimated price of the grand prize is $110,000. What do you need to do to enter?
  1. Sign up to enter at the Space Needle’s website
  2. Be lucky to be the randomly selected 1,000 finalists
  3. Create a 1 minute video that shows why you are the best candidate
  4. Be the lucky one chosen by the public
  5. Pass the fitness aptitude test
  6. Go up in space

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THE DECIBEL [dB]

The decibel, abbreviated dB, is used to denote a ratio that is ten times, or “deci” times, a unit the “Bel,” as so named by its celebrated devisor whose name it bears, Alexander Graham Bell, the inventor of the telephone. The decibel, dB, thus became the commonly used unit of measure for expressing a change […]
The decibel, abbreviated dB, is used to denote a ratio that is ten times, or “deci” times, a unit the “Bel,” as so named by its celebrated devisor whose name it bears, Alexander Graham Bell, the inventor of the telephone. The decibel, dB, thus became the commonly used unit of measure for expressing a change in power from an original setting to that being measured, that is to say, a dB is a relative power measurement. Since dB expresses a dimension-less ratio between two power-levels, the caveat for the measurement is that it must be taken at the same point as the reference so as to have the same “acoustical impedance.” Whereas, acoustical impedance, symbolized ρ•c, is the product of the density, ρ, of the medium of propagation, and the speed, c, of sound in it. The dB is therefore used to express a relative increase or decrease in acoustic power or pressure, and their corresponding electric power-levels, as a ratio with either a previous level or a specified standard, or a reference. Such reference typically is in the style of a minimum discernible signal, a MDS, at a sound receptor such as the human ear, whose minimum audible field, the MAF, for the human ear is referenced as 0 dB. This MAF for the human ear has been measured by experimentation to be at an Intensity, I, of 1.0 x10-16 W/m2 expressed as a Power per unit Area, This equates to a minute pressure, p, of 2.0 x 10-4 dyn/cm2, which most often is expressed as ref 20μPa, whereas 20 micro-Pascals is a pressure in MKS units. The smallest change in sound-power level, ΔP, the normal human ear can detect, or “sense,” is about 1 dB ref Po. More than likely, such hearing sensitivity was considered by Alexander Graham Bell as the minimum change to which all other sound should be referenced. Thus, by definition, a decibel, 1 dB ref Po, is ten times the base-ten logarithm of a power ratio equal to the one-tenth root of ten. For instance, the power per unit area, the “Sound Intensity Level,” SIL, of a quiet whisper is measured to be 18 dB, that is, its “volume” was 18 dB above the MAF. If that particular volume-setting is increased in intensity by 25.9%, then by this convention it is said to be “up” 1 dB ref Po, where ref Po denotes the original setting 18 dB. This widely acknowledged convention is shown below in notational form: (The number of) dB ref Po = 19 dB – 18 dB = 1 dB ref Po; and, converting 1 dB by dividing by 10 yields the exponent of ten as 100.1, which equals 1.259 and denotes a 25.9% increase above the original. Further, to be precise, +3dB ref Po by logarithmic calculation is the result of a doubling of its original power level, such that: 10log10 [(2.0 ∙ Po) ÷ (Po)] = 10log10 [(100.30103)]; and, rounding the exponent to 0.3 the calculation approximates 10log10 [(100.1)3] = 3 dB ref Po, which is a cube of its base value. Moreover, a +10 dB gain in power level implies a 10-fold increase over the original level, 10 :: 1, whereas a -20 dB loss implies a 100-fold decrease, 1/100 :: 1, such that: 10log10 [101 ÷ 100] = 10 x (+1 – 0) = +10 dB ref Po; and, 10log10 [10-2 ÷ 100] = 10 x (-2 – 0) = -20 dB ref Po. The decibel is also used to express either voltage or current ratios, as either an electro-motive force, E, in units of volts, V, or a magneto-motive force, I, in units of amperes, A. Notably, these electrical forces are squared terms in their respective power-expressions, acting as if their motive force was an “electrical-pressure,” where P = E2/R = I2R; and, P2, in dB ref P1, = 10log10 [(V2 /V1)2], and 10log10 [(A2 /A1)2]; or, = 20log10 [(V2 /V1)], and 20log10 [(A2 /A1)], whereas R1 = R2. Strictly though, when the decibel is used to express voltage or current ratios in lieu of power ratios, then the voltages or currents in the expression must be measured at places having identical electrical impedances, that is, R1 ≡ R2. Further, by extension, the relation between the number of decibels and the corresponding ratios of voltages and currents are sometimes applied where the values in the ratios are not the square roots of the corresponding electrical power ratios, that is, not from the initial E22/R2 and E12/R1 expressions. To preclude confusion, a specific statement of the particular application should accompany such usage. Preferably, such extensions of terms should be avoided. Intensity, I, is defined in units of power, P, applied over an area, A, which is in units of square-length unit, such as m2. Whereas, P is work per increment of time, t, in units of seconds, s, and work is a force, F, applied in a given distance, or length, l, then P is in units for force-length per time, F∙l/t, such as, ft•lbf/s, dyn•cm/s, or N•m/s. As defined in Newton’s Laws, F is the instantaneous rate of change of momentum with respect to time; whereas, momentum is the inertia of a body-mass, m, moving with some velocity, v, and defined in units of mass-length per increment of time, t. By calculus, the time-derivative of this defining product for momentum, as it undergoes an instantaneous rate of change with respect to an infinitesimal increment of time, dt, yields an expression that defines force, F, with two additive terms. The first term is the multiplication of the mass, m, by the time-derivative of the velocity, v, which yields, m∙ (dv/dt). The second additive term is the multiplication of the velocity, v, by the time-derivative of the mass, m, which yields, v∙ (dm/dt). Notably, for momentum, if only the velocity term is undergoing an instantaneous rate of change with respect to time, but not its mass, then dm/dt = 0, and thus the additive term of v∙(dm/dt) = 0. Therefore, classically, F = m∙a, where dv/dt = a, which is acceleration in units of length per square-time, ft/s2, cm/s2, or m/s2, where m is the symbol for mass in units of lbf/ft/s2, g or kg, whereas Force, F, is expressed in units of lbf, dyn, or N—a la, a Newton of force. Definition. Sound is a distinguishing physical wave, a sound-wave, per se. Lord Raleigh in his work, “Theory of Sound,” volumes 1 and 2, Dover Publications, New York, 1945, defined a sound-wave as an alteration in pressure, stress, particle displacement, or particle velocity that is propagated in an elastic material, or the superposition of such propagated alterations in that medium. Further, a sound-sensation is produced through the ear by the above alterations. Van Nostrand’s Scientific Encyclopedia defines sound somewhat more physically as a longitudinal elastic wave-motion propagated by alternate compressions and rarefactions of the medium. The analogy stated therein is that sound is like the propagation of a “bump,” or a “jerk,” from a freight-train’s engine to its caboose. Thus, a sound-wave of acoustical energy only can propagate in a medium, being it a gas, a liquid, or a solid; and, it is either deflected or refracted, or both, at the laminar boundary between media of differing densities. In the denser media, or in a heated gas, the molecules orbit in closer proximity to one another such that the “bumps” propagate faster. Distinctly, the closer the orbiting molecules are to one another then the better the propagation of the sound– that is, the sound is demonstrably “louder.” Conversely, void of any molecules to “bump,” such as in a vacuum, sound cannot propagate; in other words, you cannot hear yourself scream in space. Sound-intensity is defined as Power per unit area, which is the average rate (time) of sound-energy transmitted in a specified direction as it impinged on an area normal to this direction of propagation. In notational form, sound-intensity, I, of a spherical-wave, or even a plane-wave, in the direction of propagation can be expressed as being directly proportional to the square of its impinging pressure and indirectly proportional to the acoustic impedance in which it is propagating, that is: I = [(pressure) 2 ÷ (medium-density) ∙ (sound-speed)]. I is expressed in terms of the square of the impinging sound-pressure, p, with respect to the acoustical impedance of the medium, ρ∙c. Accordingly, the resultant-product of the density of the medium, ρ, multiplied by the speed of sound, c, in that medium, is (kg/m3) ∙ (m/s) in MKS-units, which further reduces to Newton-seconds per cubic-meter, N∙s/m3. The square of p is in (N/m2)2. And, to be a comparable sound-intensity level, the sensed I must be in a ratio with a previously sensed level, or a reference-level, I ref, where both are in units of power per an area common to both, P/Ao, a la, the sensing area of the ear, or the sensing area of an underwater transducer. In either case, Ao is a unit-area equal to 1, since A1 ≡ A2, such that A1 / A2 = 1. Therefore, sound-intensity, I, in SI-units, is Watts per unit-square-meter, W/mo2, that is: F, in N, = kg∙m/s2; when v∙ (dm/dt) = 0; whereas, P, in W, = [(kg∙m/s2) •m/s] = N•m/s; whereas, I, inW/m2 = [(N•m/s)/m2]; factored with (N/m2) ∙ (m2/N) • (s/s) = 1.0, yields, I, inW/m2 = [(N•m/s)/m2]•[(N/m2)∙(m2/N)•(s/s) = [(N/m2)2] ÷ [N∙s/m3]; which is I, inW/m2 = [(N/m2)2]•[(kg•m/s2)•s/m3)] = [(N/m2)2] ÷ [(kg/m3)•(m/s) = p2/ρc. Particularly, the squared sound-pressure, p2, is expressed in units of (N/m2)2, and the acoustic impedance, ρ∙c, is expressed in units of N∙s/m3. Thus, I reduces to (N•m/s)/m2, which relates to power per unit-area, P/Ao, which in W/m2 can be converted to CGS-units by multiplying by W/m2 by a conversion factor of 107, and conversely by 10-7. Discernibly though, when sound-intensity, I, as P/Ao, is expressed in dBref, then it is known as a Sound-Intensity Level, SIL; and, by decibel-definition is expressed as a power ratio for a common area, a la, a unit-area, in that, SILdB = 10log10 [P1 :: Po], where Po is some Pref MDS. Typically, the measure of SILdB in any medium is referenced, that is, “zeroed,” to some set standard, which is not necessarily the MDS that the acoustical receptor can detect, a la, “sense,” in that medium. For veritable comparison of differing sound-intensity levels given in decibels, dB, it is imperative that this reference-level be noted. Simply though, the ratio of I2 / I1 reduces to p22 / p12, where ρ∙c / ρ∙c = 1. Thus, for a Sound-Pressure Level, SPLdB, in air, the reference, pref air, is the Minimum-Audible-Field, the MAF, for the human ear in air, which is: pref MAF = 2.0 x 10-4 dyn/cm2 = 2.0 x 10-5 N/m2 = 20 x 10-6 Pa = 20 μPa, where N/m2 is defined in MKS units as a Pascal, Pa. Remarkably though, for sensing acoustical sound-pressure levels in water, modern-day electrostriction-ceramic transducers, coupled with advanced digital, number-crunching, acoustic signal processors, are “zeroed” to 1 μPa, which is 20 times more sensitive as a reference than the MAFair; whereas, 20log10 [(1/20) μPa] = -26 dB ref 20 μPa “down” from that for 20 μPa. The characteristic acoustical impedances for differing media are experimentally determined, and the measurement of each is certified as a physical constant for universal reference. As such, the gaseous density of air and the speed of sound in it are delineated below– as measured in the sonic frequency range at 0 degrees Celsius, C, and 760 millimeters of mercury, mmHg, with 0.03-mole-percent content of CO2. Furthermore, from 0o C to about +20o C, the speed of sound in air, cair, demonstrably varies by a factor of [60.7 x Tdegrees C]. For reference some comparable values are shown below: Density of medium: ρo air = 1.2931 x 10-3 g/cm3 at 760 mmHg; and, ρ1 air 200 C = 1.2078 x 10-3 g/cm3 at 760 mmHg. Speed of Sound: co air = 3.3145 x 104 cm/sec at 0oC; and, c1 air 20oC = 3.4359 x 104 cm/sec at 20oC; such that, Acoustic Impedance: ρo∙c air = 4.2860 x 101 dyn∙s/cm3, and, ρ1∙c air 20oC = 4.1499 x 101 dyn∙s/cm3. Moreover, SIL ref air is derived from the p ref MAF, which is 2.0 x 10-4 dyn/cm2, thus: I air, in W/cm2 = (2.0 x10-4)2 ÷ (4.2860 xl01) = 9.3327 x10-10; convert with x10-7, Io air, in W/m2 = (9.3327 xl0-10 x10-7) = 9.3327 x10-17; then, in dB, SIL ref W/m2 = 10log10 [(9.3327 x l0-17) = [9.7 dB -170 dB] ≈ -160 dB ref, the reference; whereas, the inverse-log yields, Io air, in W/m2 = 10-16 W/m2, which is the reference, Io air; therefore, SIL dB = 10log10 [I] -10log10 [Io air]; whereas, for Sound Pressure Level, SPL dB = 20log10 [p] -20log10 [po air]; whereas, a SIL of -160 dB equates to SIL dB = 0 dB as referenced to 10-16 W/m2; and, 1 dBref 10-16W/m2= -159.3 dB – (-160.3 dB] = 10log10 [10-15.93] -10log10 [10-16.03]; 10-15.93 x107 = (p)2 ÷ 4.286 x101; then, solving for p yields, p = 2.244 xl0-4 dyn/cm2 = 2.244 x10-5 N/m2 = 2.244 x10-5 Pa; where, (2.244×10-5 Pa) ÷ (6.8945 xl03 Pa/lbf/in2) = 3.255 x l0-9 lbf/in2. This is the math that proves that our binaural hearing system can detect very minute changes in sound-pressure levels, within our audible frequency-range. By convention, that audible frequency-range is known as the [our] sonic band. Its range is from 16 Hz to 16 kHz, with a maximum sensitivity at about 2 kHz, from which our 2,000 Hz conversational band extends to about 4 kHz . Also, by convention, frequencies below 16 Hz are sub-sonic, whereas those above 16 kHz are ultra-sonic, and thereby denote sound-frequencies that are inaudible—for us. Notably, super-sonic is a speed greater than the speed of sound, c, in reference to the medium of propagation. Sound percussions, “beats and bumps,” vary in intensity. As an example, consider an explosion of 50 pounds of TNT, which results in a change of SPL equal to one atmosphere, Δ14.6972 lbf/in2. The SPLdB for this near-instantaneous change of pressure– measured 10 feet from the source, reference 0.0002 dyn/cm2, or 20 μPa, is as follows: SPL ref 20 μPa = 20log10 [(14.6972 lbf/in2)∙(6.8945 x103 Pa/lbf/in2)] -201og10 [20 x10-6Pa] ≈ [40 +60 dB] – [26 -120 dB] = 194 dB ref 20 μPa; whereas, 1.000 atm = (14.6972)∙(6.8945 x103 Pa)∙(9.869 x10-6 atm/Pa) = 1.0 xl06 μbars = l.0 xl06 dyn/cm2 = 1.0 xl05 Pa. Some examples of sound-intensity in air, referenced to 10-16 W/m2, are: (1) The threshold of painful sound is 130 dB, or about 0.009 lbf/in2. (2) The subway-express passing the station emits 102 dB, or about 0.0004 lbf/in2. (3) Normal conversational speech at one meter is 70 dB, or about 0.000009 lbf/in2. (4) A quiet whisper heard at five feet is 18 dB, or about 0.00000002 lbf/in2. Notably, it is painful to feel (sense) a change in pressure on your ear drum of 9/1000th of pound per square inch. For a denser media, no pun intended, consider seawater at 15 degrees Centigrade, and a salinity of 36 ppt, parts per thousand, which equates to a Specific Gravity, also a unit-less ratio, of 1.025; such that, Density, ρo seawater = 1.025 g/cm3; and, Speed of Sound, c seawater = 1.505 x l05 cm/s; such that, Acoustical Impedance, ρo∙c seawater = 1.5426 x 105 dyn∙s/cm3, at 15oC, and so = 36 ppt.  Discernibly, the acoustical impedance of seawater, ρo∙cseawater, is about 3600 times greater than ρo∙cair; in that, (1.5426x l05) ÷ (4.2860 x 101) ≈ 3600: 10log10 [3600] = 35.5630 ≈ +36 dB ref ρ∙c air “up” from air. In that the speed of sound, c, varies directly with the density of the medium, the acoustical impedance varies accordingly. Notably, if the same sound-pressure, p air, is applied in seawater as intensely as it was in air, then the corresponding SIL seawater will be more due to the greater acoustical impedance in the denser medium. Notably, the sound in seawater will be +36 dBref ρ0∙c air “louder” than it was in air. Thus, sound-intensities in different media vary directly with the characteristic acoustical impedance of the propagating medium, ρc ref medium. And, for example, the SPL air of normal conversational speech heard at 4 feet, or about 120 cm, is 0.645 dyn/cm2, therefore: SIL air = 10log10 [((0.645 dyn/cm2)2 ÷ (42.86 dyn∙s/cm3)) x10-7)] -10log10 [10-16 W/m2] ≈ [(-4 dB) –(16 dB) –70 dB] -[-160 dB] = 70 dB ref 10-16 W/m2. If that same sound-pressure of 0.645 dyn/cm2 in air is applied in seawater, then for a SIL seawater, a SIL ref for that denser medium must be referenced to the MAF in air, such that: IMAF seawater = ((0.0002dyn/cm2)2 ÷ (ρo∙cseawater)) x10-7) = ((4.0×10-8) ÷ (1.5426xl05)) x10-7) = 2.5930 x10-20 ≈ 2.6 x10-20 W/m2; and, SILseawater = 10log10 [((0.645)2 ÷ (ρo∙cair)) x10-7] – 10log10 [2.6 x10-20 W/m2] = 10log10[((4.160 x10-1) ÷ (1.5426xl05)) x10-7mo)] – 10log10 [2.6 x10-20 W/m2] ≈ [(-4 dB) –(2 +50 dB) +(-70 dB)] – [4 -200 dB] = 70 dB ref 2.6 x 10-20 W/m2. Albeit the dB levels are the same, the references are different, that is, ref 2.6 x10-20 W/m2in seawater, differs from ref 10-16 W/m2in air, and therefore, one deduces that the human ear is better suited for sensing Sounds in the Air than it is for Sounds in the Sea. Neither is the comparison below veritable, in that the minimum sound-pressure level sensed by the human ear in air is not comparable to the “zeroed” reference level for a modern ceramic transducer in seawater: SPL air = 20 log10 [0.645 dyn/cm2] -20 log10 [0.0002 dyn/cm2] ≈ [-4 dB] – [-74 dB] = 70 dB ref 0.0002 dyn/cm2 = 70 dB ref 20 μPa; and, SPLseawater = 20 log10 [0.0645 Pa] -20log10 [1 x10-6 Pa] = [(-24 dB) –(-120 dB)] = 96 dB ref 1 μPa, the difference of the references. With respect to the sensitivity of the acoustical receptor, consider that an earlier design of a magnetostriction electro-acoustic transducer, a la a hydrophone, could be “zeroed” to 1 dyn/cm2@4ft as its pref in seawater. In comparison, today’s electrostriction electro-acoustic ceramic transducers can be “zeroed” to 1 μPa, which is 100000 times more sensitive, in that, 1 dyn/cm2 = 0.1 Pa = 1 x10-5 μPa, a technological advance of +50 dB ref 1 dyn/cm2. Summation– with an example. Our binaural hearing system has a low threshold for sensing acoustic energy levels—within our sonic frequency-band. Moreover, we can discern relatively small changes in those incoming acoustic levels. Patently, by advances in modern technology, ceramic electrostriction-transducers coupled with powerful digital-signal processors have much lower detection thresholds than we do just hearing through our ears; and, can discern much smaller increments of level-changes. Some say, perhaps for marketing hype, that their hearing-assisted amplification devices can sense, “hear,” a sparrow’s heartbeat across the street. Nonetheless, there are devices that can “hear” normal conversation inside a room from across the street—or, from a helicopter patrolling overhead. In regard to measurement, it is somewhat more difficult [more $$$] to measure changes in sound-intensity, or sound-power levels, and record the SIL in dB for the respective I, than it is to measure changes in sound-pressure, and simply note the SPL in dB as indicated on the meter-face for the impinging p. Similarly, dB can be measured for reciprocatory transducer voltages, as referenced to the electro-mechanical measuring instrument’s “zeroed” setting for a MDS.  Practically, SPL in dB is the preferred measurement for Sounds in the Sea. To close with an intriguing example of a somewhat foreboding man-made sound …in the Sea, consider a coal-oil powered [diesel-electric] submarine-warship running submerged at about 200 feet making 170 RPM [≈8 knots]—and, radiating broadband noise from water-cavitations caused by the thrashing rotation of the ship’s propulsion screws. Markedly though, the processed sound-pressure spectrum peaks at about 28 dB ref 1 dyn/cm2@ 4 ft, and is centered around 1-kHz. This SPL dB equates to p seawater of 2.55 x 101 dyn/cm2. Its SIL dB is comparable to 102 dB ref 10-16 W/m2 in the air at the passenger-platform as the subway-express passes through the station; whereas, the I air for the subway-express is 1.58 x 10-6 W/cm2. Notably, 102 dB ref 10-16 W/m2 is just -3 dB “down” from 105 dB ref 10-16 W/m2, the sound-intensity level at which the US Navy requires the donning of double-ear protection. Q: Is that close enough for government work, or is it a doubling of the sound-intensity? A: Well now, you know precisely how much that is, to wit: 2∙(1.6 x 10-16 W/m2). qed. Most importantly: Always note the dB reference for Apple-to-Apple comparisons. ▄ “O, GOD, THY SEA IS SO GREAT, AND MY BOAT IS SO SMALL.” TABLE OF SOUND INTENSITIES. [Note: For I W/m2 = p2/ρ0∙c air, where ρ1∙cair = 41.15 N∙s/m3; and, p ref = 1 dyn/cm2 @ 4 ft for SPL dB.] Sound SIL dB I in p in SPL dB Type ref 10-16 W/m2 W/m2 dyn/cm2 ref 1 dyn/cm2 @ 4ft Saturn Rocket 194 2.4 x103 1.01 x106 120 Flight Deck Ops 140 1.0 x10-2 2.04 x103 66 Excruciating Pain 130 1.0 x10-3 6.45 x102 56 Missile Tube Vent 120 1.0 x10-4 2.04 x102 46 Rock Concert 115 3.2 x10-5 1.14 x102 41 Marine Diesel 110 1.0 x10-5 6.45 x101 36 Radial Saw 105 3.2 x10-6 3.68 x101 31 Subway Express 102 1.6 x10-6 2.55 x101 28 Paint Chipper 100 1.0 x10-6 2.04 x101 26 Lawn Mower 95 3.2 x10-7 1.14 x101 21 Niagara Falls 92 1.6 x10-7 8.08 x100 18 Shouted Speech 90 1.0 x10-7 6.45 x100 16 Forklift 85 3.2 x10-6 3.68 x100 11 Conversation 70 1.0 x10-9 6.45 x10-1 -4 Average Office 55 3.2 x10-11 1.14 x10-1 -19 Average Home 40 1.0 x10-12 2.04 x10-2 -34 Rustling Leaves 20 1.0 x10-14 2.04 x10-3 -54 Quiet Whisper 18 6.3 x10-15 1.62 x10-3 -56 MAF reference level 0 1.0 x10-16 2.00 x10-4 -74 Sample Calculations: SIL dB = 10log10 [1.6 x 10-6 W/cm2] –10log10 [1 x 10-16] ≈ [+2 dB -60 dB] –[-160 dB] = 102 dB ref 10-16 W/m2. SPL dB = 20 log10 [2.55 x 101 dyn/cm2] -10 log10 [1 dyn/cm2] ≈ [+8 dB +20 dB] –[0 dB] = 28 dB ref 1 dyn/cm2 @ 4ft. P W/mo2 = p2 ÷ ρ1∙cair = [(2.55 x 101 dyn/cm2)2 x 10-3 x 10-4] ÷ [(41.1551 N∙s/m3)] = 1.580 W/m2; where, ρ1∙cair = 41.1551 N∙s/m3 is for the extant air-density in the subway-express station at the time of measurement.


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Are the astronauts having sex in space? What do we know and think.

It is a known fact that the question of sex in space bothered quite a good percentage of Earth’s population for a long time now.  The human species are sexual by nature.  We have been sending our astronauts to space for 50 years now. Are the sexual tension that builds up make them horny? Do […]
It is a known fact that the question of sex in space bothered quite a good percentage of Earth’s population for a long time now.  The human species are sexual by nature.  We have been sending our astronauts to space for 50 years now. Are the sexual tension that builds up make them horny? Do some get caught using sex toys like those from Pluglust.com? So, here are the main questions:
  1. Have the most basic human act been performed in space?
  2. If “yes”, than by whom?
  3. How would that work?
  4. Can a human child be conceived?
The below are the answers we were able to find
  1. According to former astronaut Leroy Chiao the answer is “No” for American space fliers and also “No” for Russian cosmonauts according to Valery Bogomolov, the deputy director of the Moscow-based Institute of Biomedical Problems.
  2. Past discussions often included attempts to determine the veracity of speculations (e.g., about the STS-47 mission, on which married astronauts Mark C. Lee and Jan Davis flew), and even hoaxes, such as Document 12-571-3570 Also, there were romantic dramas back on Earth, for instance William Oefelein and Lisa Nowak. Nowak was arrested in 2007 for allegedly attacking a woman she viewed as a rival for Oefelein’s affections.
  3. The primary issue to be considered in off-Earth reproduction is the lack of a 1G gravitational field.  However, Vanna Bonta invented a 2Suite (see pic above), designed to facilitate effortless intimacy in the weightless environments such as outer space, or on planets with low gravity.
  4. Studies conducted on reproduction of mammals in microgravity include experiments with rats.
Although the fetus developed properly, the rats that developed in microgravity lacked the ability to right themselves. Another study examined mouse embryo fertilization in microgravity. Although both groups resulted in healthy mice, the authors noted that the growth rate was slower for the embryos fertilized in microgravity than for those in normal gravity. Please share your views on the subjects by posting your comments below.
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An Engineer Joke

The optimist says the glass is half full. The pessimist says the glass is half empty. What does the engineer say? The glass is twice as big as it needs to be!

The optimist says the glass is half full.
The pessimist says the glass is half empty.

What does the engineer say?

The glass is twice as big as it needs to be!

ODU: Navy engineers should see the big picture

— In business, the adage says, the customer is always right. That doesn’t exactly fly at Old Dominion University, where engineering instructors are working with Navy civilian engineers on an approach that stresses how to define a problem before rushing to “solve” the wrong one. “We kind of have a commandment,” says Kevin MacG. Adams. “The […]
— In business, the adage says, the customer is always right. That doesn’t exactly fly at Old Dominion University, where engineering instructors are working with Navy civilian engineers on an approach that stresses how to define a problem before rushing to “solve” the wrong one. “We kind of have a commandment,” says Kevin MacG. Adams. “The customer never knows their problem.” Adams is a principal research scientist at the National Centers for System of Systems Engineering at ODU, and no, he doesn’t think his customers are stupid. In fact, he and other ODU officials say they have been impressed with Navy engineers and technicians who have been exposed to the philosophy. But think of what happens when someone visits a doctor, he says. The patient may feel lousy and blame it on dinner, but it takes a doctor to step back, give it a longer look and say, no, you havediabetes. That bigger-picture philosophy is at the heart of the “system of systems” approach. ODU has won a three-year, $2.4 million contract to hold training seminars for the Navy’s Space and Naval Warfare Systems Center Atlantic, which has 700 engineers, technicians and technologists in Norfolk. It has already completed a pilot program with 15 to 20 Navy personnel. This is not about building a better mousetrap — engineers sometimes do that — but more about how to attack problems more efficiently and avoid more costs. The approach could find traction at a time when Congress is looking to cut defense spending and the Pentagon is trying to proactively identify more efficient ways to do business — something that was at the heart over the debate about whether to close Joint Forces Command. “We are engineers, so we do think in terms of real-world problems, and solving those,” said Chuck Keating, the center director. Here are two examples that the center has worked on. In both cases, it wasn’t just about the technology. The Department of Homeland Security wanted a better understanding of how to deploy unmanned aerial vehicles along the U.S. southern border. An engineer could have taken the narrow approach: find the best way to get the UAV airborne so it could take photos. But ODU engineers looked at the broader ramifications. If the UAV worked, more people would be arrested, which required more jails, which would affect court schedules. Political and cultural considerations played a role, such as getting permission to fly over Native American land. “All of a sudden, the problem becomes much more complex,” Keating said. This sounds like common sense: If you arrest more people, you’ll need more jails, right? “But you don’t have the benefit of hindsight when you start it,” said Joe Bradley, a principal research scientist at the center. “People are looking at the purely technical issue. Can we make this UAV fly and can we see people? That’s a relatively easy thing to answer. Those are usually not the folks who have to worry about all the other problems when you have this new solution.” The project culminated in a three-day workshop for Customs and Border Protection that covered everything from the technology applications to border differences in law enforcement philosophy. The ODU engineers say this work is a sample of things to come. “The engineers of the future have to be much broader,” Keating said. “They’ve got to think in terms of the whole system problem.” A ‘system of systems?’The facility: The National Centers for System of Systems Engineering is a research center at Old Dominion University, located in the College of Engineering and Technology. It was established in 2002.   Philosophy: A new class of complex problems is emerging that require engineers to look beyond purely technological solutions. In these cases, a system is part of a larger group of systems — like an aircraft carrier and the ships in its strike group.

Do You Know Enough about Antennas to build one from Scratch?

“Haystack” Antenna Video Clip: Click to Watch ATI has Short Courses Where You can Play with Antennas The Applied Technology Institute (ATI) provides leading-edge public courses and onsite technical training to DoD and NASA personnel, as well as contractors. ATI short courses are designed to help you keep your professional knowledge up-to-date. Our courses provide a […]
“Haystack” Antenna
“Haystack” Antenna
Video Clip: Click to Watch
ATI has Short Courses Where You can Play with Antennas
The Applied Technology Institute (ATI) provides leading-edge public courses and onsite technical training to DoD and NASA personnel, as well as contractors. ATI short courses are designed to help you keep your professional knowledge up-to-date. Our courses provide a practical overview of space and defense technologies which provide a strong foundation for understanding the issues that must be confronted in the design, construction and testing of complex radar, microwave and satellite antenna systems and sub-systems. Our short courses are designed for individuals involved in planning, designing, building, launching, and operating space and defense systems. Whether you are a busy engineer, a technical expert or a project manager, you can enhance your understanding of complex systems in a short time. Antenna Course Outline, Samplers, and Notes Several antenna related courses are available in 2011: • Antenna Fundamentals – One Day Overview course • Antenna and Antenna Array Fundamentals course • Microwave Antenna Systems & Design course Determine for yourself the value of our courses before you sign up. See our samples (See Slide Samples) on some of our courses. Or check out the new ATI channel on YouTube. After attending the course you will receive a full set of detailed notes from the class for future reference, as well as a certificate of completion. You will become aware of the basic vocabulary essential to interact meaningfully with your colleagues. Please visit our website for more valuable information. About the Instructors and ATI ATI’s instructors are world-class experts who are the best in the business. They are carefully selected for their ability to clearly explain advanced technology. Our mission here ATI is to provide expert training and the highest quality professional development in space, communications, defense, sonar, radar, and signal processing. We are not a one-size-fits-all educational facility. Our short classes include both introductory and advanced courses. Times, Dates, and Locations For the times, dates and locations of all of our short courses, please access the links below. Sincerely, The ATI Courses Team P.S. Call today for registration at 410-956-8805 or 888-501-2100 or access our website at www.ATIcourses.com. For general questions please email us at ATI@ATIcourses.com.

AeroVironment Receives $46.2 Million Order for Raven UAS and Digital Retrofit Kits

MONROVIA, Calif., December 28, 2010 — AeroVironment, Inc. (AV) (NASDAQ:AVAV) announced today that it received an order valued at $46,226,984 under an existing contract with the U.S. Army. The order comprises 123 new digital Raven® small unmanned aircraft systems (UAS) and initial spares packages as well as 186 digital retrofit kits for the U.S. Marine […]
MONROVIA, Calif., December 28, 2010 — AeroVironment, Inc. (AV) (NASDAQ:AVAV) announced today that it received an order valued at $46,226,984 under an existing contract with the U.S. Army. The order comprises 123 new digital Raven® small unmanned aircraft systems (UAS) and initial spares packages as well as 186 digital retrofit kits for the U.S. Marine Corps. The order also includes 339 digital retrofit kits for the U.S. Army. The Raven system and retrofit order represents the remainder of the funds appropriated for RQ-11B Raven system procurement in the 2010 Department of Defense Appropriations Act, which was signed into law in December 2009. The orders were released under the existing U.S. Army joint small UAS program of record for AV’s Raven. This program has included contract additions from the Army, Marine Corps and Special Operations Command. The items and services provided under these awards on this multi-year contract are fully funded. Work is scheduled to be performed within a period of 12 months. “Raven systems have proven their value and reliability to military services across the U.S. Department of Defense,” said Tom Herring, AV senior vice president and general manager, Unmanned Aircraft Systems. “These backpackable, hand-launched unmanned systems provide situational awareness directly to our warfighters, increasing mission effectiveness and safety. We remain focused on supporting our customers with reliable solutions and developing ever more capable solutions.” The Raven unmanned aircraft is a 4.2-pound, backpackable, hand-launched sensor platform that provides day and night, real-time video imagery for “over the hill” and “around the corner” reconnaissance, surveillance and target acquisition in support of tactical units. U.S. armed forces use Raven systems extensively for missions such as base security, route reconnaissance, mission planning and force protection. Each Raven system typically consists of three aircraft, two ground control stations and spares. In addition to the Raven system, AV’s small UAS include Puma™ and Wasp™, which are also hand-launched and controlled by AV’s hand-held ground control station. Each aircraft in AV’s family of small UAS is interoperable and tailored to address a variety of operational user needs. AV’s UAS logistics operation supports systems deployed worldwide to ensure a consistently high level of operational readiness. AV has delivered thousands of small unmanned aircraft to date. International purchasers of Raven systems include Italy, Denmark, the Netherlands, Spain and Norway.
The Raven unmanned aircraft is a 4.2-pound, backpackable, hand-launched sensor platform that provides day and night, real-time video imagery for “over the hill” and “around the corner” reconnaissance, surveillance and target acquisition in support of tactical units.
http://www.spacewar.com/reports/AeroVironment_Receives_Order_For_Raven_UAS_And_Digital_Retrofit_Kits_999.html

ATI Features World Class Instructors for Our Short Courses

Washington, DC Tuesday, November 30, 2010 “Even I Could Learn a Thing or Two from ATI” Video Clip: Click to Watch Since 1984 ATI has provided leading-edge public courses and onsite technical training The short technical courses from the Applied Technology Institute (ATI) are designed to help you keep your professional knowledge up-to-date. Our courses provide […]
Washington, DC
Tuesday, November 30, 2010
“Even I Could Learn a Thing or Two from ATI”
“Even I Could Learn a Thing or Two from ATI”
Video Clip: Click to Watch
Since 1984 ATI has provided leading-edge public courses and onsite technical training
The short technical courses from the Applied Technology Institute (ATI) are designed to help you keep your professional knowledge up-to-date. Our courses provide a practical overview of space and defense technologies which provide a strong foundation for understanding the issues that must be confronted in the use, regulation and development such complex systems. The classes are designed for individuals involved in planning, designing, building, launching, and operating space and defense systems. Whether you are a busy engineer, a technical expert or a project manager, you can enhance your understanding of complex systems in a short time. ABOUT ATI AND THE INSTRUCTORS Our mission here at the ATI is to provide expert training and the highest quality professional development in space, communications, defense, sonar, radar, and signal processing. We are not a one-size-fits-all educational facility. Our short classes include both introductory and advanced courses. ATI’s instructors are world-class experts who are the best in the business. They are carefully selected for their ability to clearly explain advanced technology. For example: Robert Fry worked from 1979 to 2007 at The Johns Hopkins University Applied Physics Laboratory where he was a member of the Principal Professional Staff. He is now working at System Engineering Group (SEG) where he is Corporate Senior Staff and also serves as the company-wide technical advisor. Throughout his career he has been involved in the development of new combat weapon system concepts, development of system requirements, and balancing allocations within the fire control loop between sensing and weapon kinematic capabilities. He has worked on many aspects of the AEGIS combat system including AAW, BMD, AN/SPY-1, and multi-mission requirements development. Missile system development experience includes SM-2, SM-3, SM-6, Patriot, THAAD, HARPOON, AMRAAM, TOMAHAWK, and other missile systems. Robert teaches ATI’s Combat Systems Engineering course Wayne Tustin has been president of Equipment Reliability Institute (ERI), a specialized engineering school and consultancy he founded in Santa Barbara, CA, since 1995. His BSEE degree is from the University of Washington, Seattle. He is a licensed Professional Engineer in the State of California. Wayne’s first encounter with vibration was at Boeing/Seattle, performing what later came to be called modal tests, on the XB-52 prototype of that highly reliable platform. Subsequently he headed field service and technical training for a manufacturer of electrodynamic shakers, before establishing another specialized school on which he left his name. Based on over 50 years of professional experience, Wayne has written several books and literally hundreds of articles dealing with practical aspects of vibration and shock measurement and testing. Wayne teaches ATI’s Fundamentals of Random Vibration & Shock Testing course. Thomas S. Logsdon, M.S For more than 30 years, Thomas S. Logsdon, M. S., has worked on the Navstar GPS and other related technologies at the Naval Ordinance Laboratory, McDonnell Douglas, Lockheed Martin, Boeing Aerospace, and Rockwell International. His research projects and consulting assignments have included the Transit Navigation Satellites, The Tartar and Talos shipboard missiles, and the Navstar GPS. In addition, he has helped put astronauts on the moon and guide their colleagues on rendezvous missions headed toward the Skylab capsule. Some of his more challenging assignments have centered around constellation coverage studies, GPS performance enhancement, military applications, spacecraft survivability, differential navigation, booster rocket guidance using the GPS signals and shipboard attitude determination. Tom Logsdon has taught short courses and lectured in thirty one different countries. He has written and published forty technical papers and journal articles, a dozen of which have dealt with military and civilian radionavigation techniques. He is also the author of twenty nine technical books on various engineering and scientific subjects. These include Understanding the Navstar, Orbital Mechanics: Theory and Applications, Mobile Communication Satellites, and The Navstar Global Positioning System. Courses Mr. Logsdon teaches through ATI include: Understanding Space Fundamentals of Orbital & Launch Mechanics GPS Technology – Solutions for Earth & Space and Strapdown Inertial Navigation Systems COURSE OUTLINE, SAMPLERS, AND NOTES Determine for yourself the value of our courses before you sign up. See our samples (See Slide Samples) on some of our courses. Or check out the new ATI channel on YouTube. After attending the course you will receive a full set of detailed notes from the class for future reference, as well as a certificate of completion. Please visit our website for more valuable information. DATES, TIMES AND LOCATIONS For the dates and locations of all of our short courses, please access the links below. Sincerely, The ATI Courses Team P.S. Call today for registration at 410-956-8805 or 888-501-2100 or access our website at www.ATIcourses.com. For general questions please email us at ATI@ATIcourses.com.
Mark N. Lewellen
Consultant/Instructor
Washington, DC
240-882-1234

Why Not Give Yourself the Gift of a Short Course this Holiday Season?

Washington, DC Monday, November 29, 2010 Is One of These Yours? Video Clip: Click to Watch When Did You Last do Something for Your Career? Since 1984, the Applied Technology Institute (ATI) has provided leading-edge public courses and onsite technical training to DoD and NASA personnel, as well as contractors. Our courses provide a practical overview of space […]
Washington, DC
Monday, November 29, 2010
Is One of These Yours?
Is One of These Yours?
Video Clip: Click to Watch
When Did You Last do Something for Your Career?
Since 1984, the Applied Technology Institute (ATI) has provided leading-edge public courses and onsite technical training to DoD and NASA personnel, as well as contractors. Our courses provide a practical overview of space and defense technologies which provide a strong foundation for understanding the issues that must be confronted in the use, regulation and development such complex systems. ATI short courses are designed to help you keep your professional knowledge up-to-date. Our short courses are designed for individuals involved in planning, designing, building, launching, and operating space and defense systems. Whether you are a busy engineer, a technical expert or a project manager, you can enhance your understanding of complex systems in a short time. You will become aware of the basic vocabulary essential to interact meaningfully with your colleagues. Course Outline, Samplers, and Notes Determine for yourself the value of our courses before you sign up. See our samples (See Slide Samples) on some of our courses. Or check out the new ATI channel on YouTube. After attending the course you will receive a full set of detailed notes from the class for future reference, as well as a certificate of completion. Please visit our website for more valuable information. About ATI and the Instructors Our mission here at the Applied Technology Institute (ATI) is to provide expert training and the highest quality professional development in space, communications, defense, sonar, radar, and signal processing. We are not a one-size-fits-all educational facility. Our short classes include both introductory and advanced courses. ATI’s instructors are world-class experts who are the best in the business. They are carefully selected for their ability to clearly explain advanced technology. Dates, Times and Locations For the dates and locations of all of our short courses, please access the links below. Sincerely, The ATI Courses Team P.S Call today for registration at 410-956-8805 or 888-501-2100 or access our website at www.ATIcourses.com. For general questions please email us at ATI@ATIcourses.com.
Mark N. Lewellen
Consultant/Instructor
Washington, DC
240-882-1234

Are You Thinking About Updating Your Technical Skills?

Don’t just think. Do it. Video Clip: Click to Watch It could be as easy as taking a short course or two to stay current in your field Do you when was the last time you updated your current skills or learned new ones? Our mission here at the Applied Technology Institute (ATI) is to provide […]
Don’t just think.  Do it.
Don’t just think. Do it.
Video Clip: Click to Watch
It could be as easy as taking a short course or two to stay current in your field
Do you when was the last time you updated your current skills or learned new ones? Our mission here at the Applied Technology Institute (ATI) is to provide you expert training and the highest quality professional development in space, communications, defense, sonar, radar, and signal processing. We are not a one-size-fits-all educational facility. Our short classes include both introductory and advanced courses. ATI short courses are designed to help you keep your professional knowledge up-to-date. Our courses provide a practical overview of space and defense technologies which provide a strong foundation for understanding the issues that must be confronted in the use, regulation and development such complex systems. Whether you are a busy engineer, a technical expert or a project manager, you can enhance your understanding of complex systems in a short time. You will become aware of the basic vocabulary essential to interact meaningfully with your colleagues. Our courses cover the following technical areas: • Acoustic & Sonar Engineering courses • Radar, Missiles and Combat Systems courses • Project Management and Systems Engineering courses • Engineering & Data Analysis courses • Communications & Networking courses • Satellites & Space-Related courses Course Outline, Samplers, and Notes Determine for yourself the value of our courses before you sign up. See our samples (See Slide Samples) on some of our courses. Or check out the new ATI channel on YouTube. After attending the course you will receive a full set of detailed notes from the class for future reference, as well as a certificate of completion. Please visit our website for more valuable information. About ATI and the Instructors Our mission here at ATI is to provide expert training and the highest quality professional development in space, communications, defense, sonar, radar, and signal processing. We are not a one-size-fits-all educational facility. Our short classes include both introductory and advanced courses. ATI’s instructors are world-class experts who are the best in the business. They are carefully selected for their ability to clearly explain advanced technology. Dates, Times and Locations For the dates and locations of all of our short courses, please access the links below. Sincerely, The ATI Courses Team P.S. Call today for registration at 410-956-8805 or 888-501-2100 or access our website at www.ATIcourses.com. For general questions please email us at ATI@ATIcourses.com.

Our Technical Conferences – a Valuable and Vital Resource

One of our instructors, Bob Hill, has for many years been active in the organization and conduct of conferences in his field of radar. He has seen first hand the “explosion” in the number of conferences held, sponsored not only by the IEEE, of course, but now by many professional societies around the world. Bob […]
One of our instructors, Bob Hill, has for many years been active in the organization and conduct of conferences in his field of radar. He has seen first hand the “explosion” in the number of conferences held, sponsored not only by the IEEE, of course, but now by many professional societies around the world. Bob is recognized as the founder, more or less, of the series of international radar conferences now shared by five nations on a five-year cycle, the ones informally called “Radar-[year]”, stemming from his organizing the 1975 IEEE conference with invited association with the Institute of Electrical Engineers in the UK. As other groups showed interest, Bob did a lot of the early “coordination” in forging the multinational series, today comprising US, Chinese, UK, Australian and French sponsorship, in that order. Fast forward: Last October the French conducted Radar-2009 in Bordeaux and Bob attended, nothing unusual there. But after committing to go, his good friend in Germany, Hermann Rohling, asked him to chair a session in a September conference in Hamburg, a conference of another important series that Dr. Rohling has been instrumental in establishing, the International Radar Symposium, conducted now in a two-year cycle alternating with the radar interests in Poland. Bob had, in the 1990’s, participated a few times in both the Polish MIKON conferences and in others of the German symposia prior to their merging into the present series. So, off to Europe in both September for “IRS-2009” and October for “Radar-2009”. “A bit more than the usual pace for personal travel, but well worth it, particularly as it turned out”, says Bob. Each conference covered radar quite generally, with exciting advances reported in virtually all areas of radar design and operation. But Bob was especially struck by the reports in space-based radar. “SBR is not the radar area where I made my living – naval radar was my area”, Bob asserts, “but in all my teaching, I emphasize how impressed I am with what the ‘remote sensing community’ and those working in SBR have accomplished during my lifetime – really extraordinary!” For example, no further into the Hamburg conference than the opening session, Bob reports, was the worth of attending realized! Dr. Alberto Moreira (of DLR, the German Aerospace Center, Wessling) covered the “Tandem L” proposal now being studied and refined, involving two L-band satellites in careful co-orbits for good interferometry, just one of many modes of operation promised. “Alberto’s presentation of the several missions possible (bio-mass measurements of surface areas; carbon content at higher elevations; deformation monitoring of selected mounts and faults) was intriguing,” Bob reports, “as was the early antenna consideration being given – a 15 meter reflector of the peripheral truss structural type, all unfurled in orbit, of course – with a digital beam forming feed array to give lots of modal variation in antenna performance. I can hardly wait to work some of these published results into our SBR course!” Incidentally, Bob mentions that his conversation with his friend Alberto after his presentation – immediate, personal contact, another distinct value of such conferences – quickly cleared up some questions about the antenna and down link structure of the often-pictured Terra-SAR vehicles common to some of these pursuits. “Alberto asked to be remembered to Keith Raney specifically. Dr. Raney and Dr. Bart Huxtable are the two true SBR experts in our ATI SBR course which I simply start off with radar fundamentals pertinent to SBR.” Of course, this was only the beginning of a several-day learning experience. Other advances in polarimetry (as for vegetation and other surface structure signature analysis), in multi-band SAR (particularly noteworthy: A. Reigber, also from DLR, on an integrated airborne SAR system involving P, L, S, C, and X-band operation, with S and X multiple apertures for interferometry), in broadband pulse compression (for high range resolution in SBR and other SAR imaging), were covered and provide a great resource for keeping our courses current and “connected” to the active international radar community. One month later – Bordeaux. Bob mentions, still in the SBR context here, one particular “update” experience. For many years, the SAR work at our own Lincoln Laboratories (of MIT) has been well and openly reported, specifically those efforts led by Dr. Les Novak. A grateful Bob explains, “Les and I have known each other for longer than recorded history, I think, and he’s been very generous to me in providing good teaching material (vugraphs early on, now PPT files!), vivid same-scene images to illustrate different resolutions and various polarimetric processes.” In Bordeaux, Dr. Novak treated a specialty area of his, namely “change detection” in radar images – for example, (yes, even to this extent) the depression of grass from troops having marched on it. His “tutorial” at the Bordeaux conference was entitled “Algorithms for SAR Change Detection, Compression and Super-Resolution”. His presented paper was on the effects of various degrees of data compression upon the efficacy of change detection – here was treatment, explored by using actual scene and data sets, of a subject far from trivial as we consider, particularly in SBR, how we might handle the tremendous amount of signal data that the sensor itself gathers (we’re achieving finer and finer resolution all the time) when we must down-link it for ground-based processing. Once again, Dr. Novak obliges Bob’s interest, and has sent him a large file (“More than I can use – I’ll get it sorted out!”) for use in teaching. How do we keep courses current in such a rapidly advancing area as radar? It takes genuine interest and enthusiasm in one’s field and resources at the same time. Bob Hill, like so many of our instructors, has plenty of the former, and finds the many professional conferences and journals to supply a good measure of the latter!

Watching an Apple Falling from a Tree

Watching an Apple Falling from a Tree In 1665, Isaac Newton left Cambridge University and returned to his hometown of Woolsthorpe to escape the worst ravages of the Black Plague. Safely back among familiar surroundings, he made landmark discoveries that have provided us with precisely the keys we needed to conquer space. Although the young […]

Watching an Apple Falling from a Tree

In 1665, Isaac Newton left Cambridge University and returned to his hometown of Woolsthorpe to escape the worst ravages of the Black Plague. Safely back among familiar surroundings, he made landmark discoveries that have provided us with precisely the keys we needed to conquer space.

Although the young Newton had reportedly been a mediocre student in the early grades, his powerful intelligence asserted itself even before he reached his teenage years. When he was still a tow-headed youngster, for instance, he managed to construct a charming little windmill backed up by one mouse-power so it could go on turning when the wind refused to blow. Later, he made a paper kite rigged to carry a small lantern high above the British countryside. The people of Woolsthorpe had never before seen flickering lights floating across the nighttime sky, so the young Isaac may have been responsible for some of the earliest sightings of UFOs.

At the age of 23, while relaxing on his mother’s farm, Isaac Newton, by his own account, saw an apple falling from a tree. That simple incident caused him to wonder why apples always tumble down. That apple tumbled down toward the ground while the pale August moon continued to sail contentedly overhead. Soon he theorized that the force of gravity tugged on apple and moon falls off systematically with increasing altitude in the same way a light beam dissipates as we move farther away from its source. Double the distance and its intensity falls of by a factor of 4.

Thus, by Newton’s reckoning, the force of gravity pulling on the moon should be about 1/3000th as strong as the gravity we experience at the surface of the earth. In 1 minute, he soon calculated a falling apple would be pulled downward about 10 miles, but the moon would fall toward the earth only about 16 ft. During that same 1-minute interval, the moon’s orbital velocity also carried it sideways 38 miles. Consequently, its horizontal and vertical motion combine to bring it back onto the same gently curving circular path over and over again.

Isaac Newton figured out how gravity works because of a fortunate encounter with his mother’s favorite apple tree. Armed with only his inverse square law of gravitation, three deceptively simple laws of motion, and one of the most powerful intellects that ever pondered anything, Newton quietly set about to unravel the hidden secrets of the universe.

Submarine Damages Towed Array Sonar

This is of interest to ATIcourses sonar group. It is clear that the towed sonar array would have detected the nearby submarine. There was not that much surface ship could do to maneuver to prevent the submarine from hitting the towed array. Conversely the submarine should have known that this class of surface ship was […]
This is of interest to ATIcourses sonar group. It is clear that the towed sonar array would have detected the nearby submarine. There was not that much surface ship could do to maneuver to prevent the submarine from hitting the towed array. Conversely the submarine should have known that this class of surface ship was towing an array. I personally doubt that this was inadvertently.
A Chinese submarine hit an underwater towed array sonar being towed by the destroyer USS John McCain on Thursday. The array was damaged, but the sub and the ship did not collide, the official said. A sonar array is a device towed behind a ship that listens and locates underwater sounds. The incident occurred near Subic Bay off the coast of the Philippines. The official, who declined to be named because the incident had not been made public, would not say whether the U.S. ship knew the submarine was that close to it. But of course the sonar knew the submarine was close, but could not maneuver to get out of the way. However, the Navy does not believe this was a deliberate incident of Chinese harassment, as it would have been extremely dangerous had the array gotten caught in the submarine’s propellers. The Navy has complained in the past that Chinese vessels, including fishing boats, have deliberately tried to disrupt U.S. naval activities in international waters near China. In one widely publicized incident in March, five Chinese vessels maneuvered close enough to the USNS Impeccable to warrant the use of a fire hose by the unarmed American vessel to avoid a collision. The Navy later released video of that incident.
http://www.cnn.com/2009/US/06/12/china.submarine/index.html

Navy Sonar and Marine Mammals off Hawaii

The U.S. Navy was granted a one-year permit to train with sonar and bombs in Hawaii waters so long as it tries to protect whales and other marine animals from harm. This is a controverial topic. It is covered in a full day in ATI’s course Advanced Topics In Underwater Acoustics. http://news.yahoo.com/s/ap/20090114/ap_on_re_us/navy_whales_1 Environmental Impact Considerations […]
The U.S. Navy was granted a one-year permit to train with sonar and bombs in Hawaii waters so long as it tries to protect whales and other marine animals from harm. This is a controverial topic. It is covered in a full day in ATI’s course Advanced Topics In Underwater Acoustics. http://news.yahoo.com/s/ap/20090114/ap_on_re_us/navy_whales_1
  • Environmental Impact Considerations for Underwater Sound (Ellison) Anthropogenic sound impacts on marine animals. Permit requirements and process. US Federal Regulations, NEPA, MMPA, ESA, Magnuson-Stevens Act, Coastal Zone Management Act, National Marine Sanctuaries Act. International regulations and guidelines. Monitoring and mitigation.   
  • Marine Bioacoustics for Engineers (Ellison) Fundamentals of Marine Animal Hearing and Communication. Bioacoustic metrics. Acoustic exposure criteria for harm and significant behavior response for marine mammals. Developing criteria for fish and turtles. Behavioral testing techniques. 
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    https://aticourses.com/advanced_topics_underwater_acoustics.html

    Best Books For Acoustics

    Several years ago ATI constructed a list of recommended books for acoustics. We would like to update the list and request your suggestions of the most useful books. https://aticourses.com/acoustics_books.htm Thank you!
    Several years ago ATI constructed a list of recommended books for acoustics. We would like to update the list and request your suggestions of the most useful books. https://aticourses.com/acoustics_books.htm Thank you!

    Thermal & Fluid Systems Modeling Course

    (Post Provided by ATI Instructor, Matt Moran) The next public offering of the course “Thermal & Fluid Systems Modeling with Excel/VBA” has been scheduled for June 16-18, 2009 in Beltsville, MD. This expanded 3-day course is for engineers, scientists, and others interested in developing custom thermal and fluid models using Excel and its built in […]
    (Post Provided by ATI Instructor, Matt Moran) The next public offering of the course “Thermal & Fluid Systems Modeling with Excel/VBA” has been scheduled for June 16-18, 2009 in Beltsville, MD. This expanded 3-day course is for engineers, scientists, and others interested in developing custom thermal and fluid models using Excel and its built in programming language, Visual Basic for Applications (VBA). For more information on the course, try the links below: Course description:  https://aticourses.com/thermal_fluid_systems_modeling.htm Sample slides:  https://aticourses.com/sampler2.htm Registration:  https://aticou.sslcert19.com/pre-registration.asp Bring course on-site:  https://aticourses.com/on_site.htm

    Welcome to the ATIcourses Blog

    The Applied Technology Institute’s delivers the highest quality professional development continuing education training. We provide courses at public seminars throughout the United States and on-site training at your location anywhere in the world. This blog provides additional information for ATI students and instructors. Links and white papers will be posted in the areas of Acoustics, Radar, Missiles, […]
    The Applied Technology Institute’s delivers the highest quality professional development continuing education training. We provide courses at public seminars throughout the United States and on-site training at your location anywhere in the world. This blog provides additional information for ATI students and instructors. Links and white papers will be posted in the areas of Acoustics, Radar, Missiles, Space and Satellites, and Systems Engineering will be posted. Our courses keep you current with technology needed to provide better, faster and cheaper solutions for complex DOD and NASA systems. We are up-to-date about the latest developments and projects in spacecraft and sonar, radar and Navy technology. ATI was founded in 1984. It provides a full curriculum of courses needed to understand today’s technology in leading edge applications. In a typical year 50 to 60 public courses are presented (15 space, 20 acoustics and sonar, and 15 to 25 in other technical specialty areas). World Class Faculty ATI’s instructors are world-class experts. They are the best in the business, averaging 25 to 35 years of experience, and are carefully selected for their ability to explain advanced technology in a readily understandable manner. Each instructor continues to work at least 80 percent of his or her time in the technology he or she teaches. The courses are proven and have been presented many times. The materials are updated frequently to reflected the latest developments and state-of-the-art technologies. James L. Jenkins James W. Jenkins is the founder and executive director of ATI. He maintains a close contact with the classes and training personnel to ensure that you the client are completely satisfied. He continues to teach several classes and attends the majority of public seminars in order to maintain the high standard of excellence for which ATI is known. He has been organizing and presenting professional development training programs since 1977. Mr. Jenkins is a senior physicist with degrees from Gettysburg College (physics and mathematics) and the University of Wisconsin (physics). You may also call 410-956-8805 or toll free 1-888-501-2100 for additional information or to get on the mailing list for our Course Catalogs. Jim Jenkins