The Challenger Shuttle Disaster Engineering Essay

The Challenger Shuttle Disaster Engineering Essay Abstract The National Aeronautics and Space Administration (NASA) is a global leader in the field of space flight and space science. NASA as an organization is exclusive in terms of mission, vision, objectives, magnitude, control, risk, and complexity. NASAs space flight program is the most complex and difficult task in their history. It is well known that the accident of Challenger space shuttle on 28th January 1986 was attributed to organizational failure. The breakdown of Columbia space shuttle in February 2003 points out again how even minute details play important roles in complex and high risk organizations. Many major organizational failures are result of poor decision making, adverse conditions, and poor assumptions. This paper focuses on Challenger Columbia space shuttle disaster, and validation behind calling it as an organizational failure. If NASA is sincerely thinking about reducing failure, they should consider organizational change to reduce probability of occurrence of such m ishaps. Introduction An organization exists when a group of people work together to achieve goals (Daft, 2007). Organizations are all around us and shape our lives in many ways. Organizations can be classified on the basis of scope, size, clientele, and nature of services. Even though the work culture of every organization is different, the basic principle of operation is same. With rapid globalization, there is added pressure on organizations to outperform each other. The pressure on a firm is the direct pressure on employees to perform. Every individual react to this pressure differently and at times can affect decision making skills in a poor manner. Organizational failure can be described as a single major incident, or chain of incidents, resulting from the action or inaction of individuals associated with the organization (Gillespie and Dietz, 2009). Organizational failures are unavoidable, and it can be consequence of a single cause. The enormity of failure depends upon number of causes. The basic reasons for organizational failures are poor planning, management, and corporate culture. Organizational characteristics of NASA The National Aeronautics and Space Administration (NASA), an organization with 18,000 employees and a budget of US$ 15 billion was set up in 1958. It is exclusive in the terms of size, mission, and motivations. The motivation factor ranged from winning the SOVIET/US space battle during the 1960s, to becoming a leader in all the areas of spaceflight and space science at present. NASA is considered to be a closely path dependent organization (Bruggeman, 2002). Path dependence implies to the inclination of an organization to make decisions based on their history. During 1960s space race between United States and Soviet Union for technological superiority, cost concerns were less important. During this period the importance of human spaceflight for a successful space program was realized. There were significant budget cuts for NASA by the end of the cold war era; even then the focus was on human spaceflight. To counter budget cuts, some portions of the shuttle program were contracted out to private suppliers (Hall, 2003). The key point is that, even today space shuttle is an experimental vehicle. Lessons are still learned from each shuttle returning to earth. The official development stage for the space shuttle was from 1980 to 1982. After that period, it was considered operational, but still shuttle engineers had contradicting opinions. They considered it to be a developmental aircraft because of constantly changing technology and inexplicable problems that cannot be predicted from design. The unexpected problems continued to occur during shuttle missions, but no disasters occurred. Due to budget constraints, management was not keen on finding the root causes of the problem. NASA allowed these technical flaws to pass, as analyses were costly and time consuming. Even at the suppliers end, due to incessant production pressure, problems were often neglected. The Challenger Tragedy On 28 January 1986, around seventy-six seconds into the mission, the Space Shuttle Challenger was destroyed, killing all seven crew members (Rogers Commission report, 1986). This happened due to a design flaw in shuttles solid rocket booster and disintegration of an O-ring on its right solid rocket booster (Lighthall, 1991). The problems mentioned above were significant, but there were many other reasons which contributed to the destruction of Columbia space shuttle. Components of Shuttle The Columbia space shuttle, officially called as Space Transportation System (STS), has three major components; the Orbiter, External Tank (ET), and two Solid Rocket Booster (SRB) motors as shown in Figure 1. Orbiter It is a winged craft that carries astronauts and payloads (satellites or space station) into space and travel back to land on a runway. However, to get additional thrust, two large Solid Rocket Boosters are provided, each attached to the sides of external tank (shown in Figure 1), as Orbiter alone does not provide enough thrust. Figure 1: Challenger Space Shuttle (Space Shuttle Challenger Disaster, 2003) Components of the Space Shuttle The three components are attached together during shuttle assembly, whereas the field joints between the sections contain two rubber O-rings. The purpose of O-rings is to fill the field joints and prevent hot gases from escaping. The solid rockets are cheaper and less complicated than liquid- fuel rocket engines. The biggest disadvantage of solid rocket is that it cannot be tuned off once ignited. External Tank The purpose of external tank is to carry liquid fuel for the three engines located in the aft section of the orbiter. The lower two third of the tank carries liquid hydrogen with the upper one third containing liquid oxygen. Cold Temperature Concern for O-rings Before the launch of Columbia shuttle, no experimentation was conducted on space shuttles at temperatures below 51 F (11 C). The air temperature dropped to 18 F (- 8 C) in the night and 36 F (2 C) in the morning before the launch. Even Morton Thiokol, the contractor for construction and maintenance of shuttle SRBs had insufficient data on performance of boosters at lower temperatures. There were some other notable factors which are discussed as follows: 1. The external tank was filled with -423 F (-253 C) liquid hydrogen and -300 F (-184 C) liquid oxygen. The cold breeze in the night and morning before the shuttle launch changed air in external tank to super-cooled state and moved it down to the ground. 2. It was known that passing of cold breeze results in formation of external tank. This observation was not unusual because it happened during warm temperatures also. The direction of wind was western-northwestern that day, resulting in super cooled air to slide down directly to the lower portion of the right SFB. 3. To measure the thickness of ice layer on the external tank, infrared cameras were used by the ground staff before every launch. On the day of the launch, a temperature of 8 F (-13 C) was recorded at the aft field joint of the right SRB. The ground staff did not pass this vital information to the management. Figure 2: Challenger Space Shuttle (Space Shuttle Challenger Disaster, 2003) All these factors contributed to the malfunctioning of primary and secondary O-ring causing hot exhaust gases at the temperature of 6000 F (3315 C) to escape from the rocket chamber and led to catastrophic incident. Poor Decision Making Before the launch of the Challenger space shuttle, a teleconference was held between Morton Thiokol, Kennedy Space Center (KSC), and Marshall Space Flight Center (MSFC) to decide whether it should be launched or not. The engineers at Thiokol were not in the favor of the launch because of their apprehensions on the performance of O-rings in cold weather conditions (Hall, 2003). However, before the launch of Challenger there were many cases of O-ring damage (Dalal, Fowlkes, and Hoadley, 1989). Due to immense production pressure, the Thiokol engineers were not able to find the root causes, and justify their arguments with substantial evidence. The graphs presented during the teleconference were vague and confusing. Furthermore in their rush to get ready for the conference call, the engineering team erroneously included slides which were previously used for Flight Readiness Review (FRR) to claim that O-rings would not be a problem (Tufte, 1997). The management was not convinced with the case and decided to launch the shuttle. The report on the challenger space shuttle disaster states, After the shuttle became operational in 1980, the workforce and functions of several shuttle safety, reliability, and quality assurance offices were reduced. A safety committee, the Space Shuttle Program Crew Safety Panel, ceased to exist at that time (Leveson, 1995). Recommendations Collaboration with Suppliers: NASA needs to change the conventional thinking about sourcing. The Collaborative sourcing approach is different from the traditional approach on sourcing. The traditional sourcing technique is all about squeezing the supplier to make profit. In collaborative sourcing both buyer and supplier craft a joint vision to achieve their objectives. They should emphasize on improving product and line processes by concurrent engineering, combined testing, and root cause engineering for error finding and rectification (Helper, MacDuffie, and Sabel, 2009). Role of Hierarchy at NASA: A grave problem with NASA was its complicated corporate culture. NASA, which was a research institute, had become a platform, which was used by politicians for their promotion. The management should have understood that minute details play a crucial role in research organization like NASA. Even the decision to launch Challenger was influenced by government officials. As, President, Regan was scheduled to give his State of the Union Address the next night in which he intended to speak about astronaut Christa McAuliffe (Hall, 2003). NASA needs to develop a system for engineers to overcome the bureaucracy and hierarchy. By this way they wont be asked to defend their concerns and intuitions. Importance to minor problems: Acceptance of deviations from standard was one major reason for the challenger disaster. The nature of work carried out at NASA is very sensitive and therefore the specification of tolerance to abnormalities should be suitably low. The O-ring problem was frequent, but management persisted with it on the grounds that it does not possess flight safety risk. If the engineers had succeeded in convincing the management to replace the damaged O-rings, loss of life and vehicle could have been averted. Following steps are recommended for problem analysis: 1. Find the significance and basis of the problem. 2. Prepare a full proof action plan to rectify the problem. 3. All the parameters should be tested against variables like temperature, wind, humidity etc. 4. Importance to Problem Reporting and Corrective Action (PRACA). Conclusions The Challenger shuttle disaster presents various issues that are relevant from engineering management standpoint. One of the key points is change in perspective of engineers who are now placed at managerial positions. It is vital for managers not to overlook their own engineering work experience, or the knowledge of their assistants. A lot of times, even managers with engineering background are not up to date about the latest advancement in the field of engineering. The managers should realize this while taking any decision on technical matters. Another important aspect is the role of ethics in engineering management. The job of engineer is to design, and along with it comes the responsibility that the product or service designed is safe for customers. It is the ethical responsibility of engineers to acknowledge mistakes and present unaltered data to the management. Further, the management decision can have a positive result or negative impact on organizations reputation.

Importance of Knowing Grammar to Students Essay

â€Å"indeed.† Grammar is the backbone of a language and without it any single thing you know may be flux, in a sort of jelly without much consistency. In a nutshell, grammar provides you with the structure you need in order to organize and put your messages and ideas across. It is the railway through which your messages will be transported. Without it, in the same way as a train cannot move without railways, you won’t be able to convey your ideas to their full extension without a good command of the underlying grammar patterns and structures of the language. I understand that many students ask this question simply because in their own experience they have always been presented with two main scenarios, and nothing in between. They want to know where they are going to be standing as regards to their learning. Which are those two scenarios? Well, in one extreme we have those language courses that teach grammar almost exclusively, as if preparing the students to be grammarians of the second language rather than users. In the other extreme we have those â€Å"communicative† courses in which the only thing that is done is to talk about something or to read an article and comment on it. In many cases, what is seen in one class has no resemblance to what is done in the next. In my experience, both scenarios may seem good for very specific purposes but I personally feel both are inappropriate for most language learners. For starters, by itself, a good command of the grammar of a language does not imply that the person is able to communicate effectively, as we usually see with students who have only been exposed to an all-grammar-oriented approach sometimes for many years. Many could recite the grammar by heart but if asked to express basic information, they would hesitate too much and browse through all the grammar rules in their heads before making an utterance, or simply dry up. Secondly, just talking in class without anything else done in order to learn from the actual conversation is not good enough either. It may be helpful of course, but up to a certain point. This approach may be more useful for very advanced students who just need to brush up their second language, but for those in need of building up the foundations of a new language, it is certainly too vague and flux, without any consistency. So then, when asked: â€Å"is grammar really important for a second language learner?† I always say â€Å"yes†, but, the real question, or issue here is not whether grammar is important or not but rather how we should present grammar to our students. You may be surprised to hear that most of my own students, even advanced ones, have very little awareness of grammar jargon and terminology, in spite of the fact that they can make a pretty good use of the second language. â€Å"How is that possible?† you may ask. First and foremost, teachers need to know precisely what they are trying to prepare their students for. I do know that what I want is to â€Å"create† users of a new language. I want to prepare people to actually engage in communicative situations using appropriate language and patterns. I am definitely not interested in their explaining to me or making a mental list of all the grammar uses that a certain pattern has. For example, think of your own native language. Name all the tenses that you can find in your own native tongue with their corresponding uses and structures. Unless you are a teacher, a translator or someone who needs to have a very good grasp of this meta-language, more likely than not you may feel at a loss to answer that question. And that does NOT mean in any sense that you are not a terrific user of that language. After all, you can understand and express whatever you want with ease. What is more, by being able to do so, you show an awesome command of the internal grammar of the language. If you knew no grammar patterns you would not be able to make a single sentence but you can. This means that although you may lack the conscious ability to describe how your language works (i.e. its grammar) you can use it perfectly. You are a user of the language. You make a perfect use of the grammar of your native language intuitively or unconsciously. Again, our primary goal as second language teachers must be to create users or the language, not linguists! It escapes the aim of this article to describe how we can achieve this but basically we are going to name the main elements to consider to create â€Å"language users.† To begin with, it should be noted that whatever we present our students with should follow a progression from the very general meaning to the very specific pattern or structure we want them to learn (or that they need to learn of course). I would like to highlight that all this takes place within the same class. Before we start to use the material we have selected, it would be good to introduce the students to the topic you are going to work on. You can have them guess or infer what the material will say about it, they can make predictions and when they fail to use appropriate language, you may provide it. This is good to elicit vocabulary that may be necessary for them to know in order to understand the topic. After you have created curiosity in the topic and provided students with key terms on the topic, make sure you follow a progression such as the one that follows: 1) Provide them with exposure to real language and real situations IN CONTEXT. 2) Initial focus on gist, not form. 3) Focus on more specific meaning. 4) We can then focus on very specific meaning. 5) Analysis and systematization: after we make sure the students have a good understanding of the whole material, you can have them focus on particular items or patterns that may be important for them to learn at their stage (i.e. grammar) You can systematize it more formally and teach them how it works. After all, they have already seen it in practice and they have also worked around meaning, now it is time for them to learn how to use it. 6) Give them exercises for them to practice the new structure. Do not be afraid of using grammar drills and patterns. They could be VERY useful for them to fix the new structures in their brains. 7) Give them homework to force them to revise this at a later time. The homework does not necessarily need to be communicative in nature. Profit from the time in class to communicate and interact. If possible, avoid drilling activities while you are with them in class. However, the time they are on their own could be very well used to do all the drilling and rote practice that may prove useful for them to gain a good command of the grammar form you are trying to teach them. Personally I feel that the time in class must be used for providing learners with as many communicative situations as possible, rather than making them focus on drills and patterns that they could easily practise on their own. 8) Provide them with ample opportunities to practice what they have learned in REAL or REALISTIC communicative situations. Create situations so that they can make lots of mistakes and encourage them to improve on them by reminding them of what they have studied. 9) Recycle and mention the topic again as many times as necessary, time and again. This is essential for them to finally acquire the new structures in a natural way. As you can see, I am not condemning grammar at all as some readers may feel when in my articles I complain about teachers working almost exclusively with a grammar-oriented approach. On the contrary, I feel it is essential in order to master a language. However, how grammar is presented to the students is what really matters. I utterly disagree with those teachers who come to class and tell the class: â€Å"Open your books. Today we will learn the â€Å"Simple Present Tense.† In the suggested steps to follow in any class, you will have noticed that I have used a quite eclectic approach, starting from a communicative situation (steps 1-4) with the focus on understanding the message from the gist up to very detailed info and later, and only later, once meaning is clearly understood, we reach the grammar item we may need our students to learn at their stage. The obvious advantage of this approach is that while dealing with grammar, the students will have a clear idea of the context in which it was used and the communicative need it satisfied.

Group Dynamics Essay

Q. 2 what are the types of groups and group dynamics? Answer2: A social process by which people interacts with each other in small group is known as group dynamics. The word dynamic is Greek word which means study of forces operating within a group for the social interaction. Interaction in small group is not always governed by rules and regulations and conventions. In these small groups social relations between persons may play an important role in communication. The Word Dynamics means force. The term group dynamics refers to the forces operating wide in groups for social interest. The investigation of group dynamics consists of a study of these forces and the conditions modifying them. The practical application of group dynamics consists of the utilisation of knowledge about these forces for the achievement of some purpose. Group dynamics is the combination of the certain techniques to be used within groups. GROUP TYPES One common way to classify group is by whether they are formal or informal in nature. Formal work groups are established by an organization to achieve organizational goals. Formal groups may take the form of command groups, task groups, and functional groups. Formal & Informal groups: Formal groups are created and maintained to fulfil specific needs related to the overall organizational mission: a. Designed by Top management for achieving organizational goals b. Concentrates more on the performance of job c. People are placed in hierarchy and their status determined accordingly d. Co-ordination of members are controlled through process, procedures etc Informal Groups are created in the organization because of social and psychological forces operating at the workplace. a. A natural outcome at the work place & not designed and planned b. Organization is coordinated by group norms and not by norms of the formal organization c. Such group associations are not specified in the blue-print of the formal organization COMMAND GROUPS. Command groups are specified by the organizational chart and often consist of a supervisor and the subordinates that report to that supervisor. An example of a command group is an academic department chairman and the faculty members in that department. TASK GROUPS. Task groups consist of people who work together to achieve a common task. Members are brought together to accomplish a narrow range of goals within a specified time period. Task groups are also commonly referred to as task forces. The organization appoints members and assigns the goals and tasks to be accomplished. Examples of assigned tasks are the development of a new product, the improvement of a production process, or the proposal of a motivational contest. Other common task groups are ad hoc committees, project groups, and standing committees. Ad hoc committees are temporary groups created to resolve a specific complaint or develop a process. Project groups are similar to ad hoc committees and normally disband after the group completes the assigned task. Standing committees are more permanent than ad hoc committees and project groups. They maintain longer life spans by rotating members into the group. FUNCTIONAL GROUPS. A functional group is created by the organization to accomplish specific goals within an unspecified time frame. Functional groups remain in existence after achievement of current goals and objectives. Examples of functional groups would be a marketing department, a customer service department, or an accounting department. In contrast to formal groups, informal groups are formed naturally and in response to the common interests and shared values of individuals. They are created for purposes other than the accomplishment of organizational goals and do not have a specified time frame. Informal groups are not appointed by the organization and members can invite others to join from time to time. Informal groups can have a strong influence in organizations that can either be positive or negative. For example, employees who form an informal group can either discuss how to improve a production process or how to create shortcuts that jeopardize quality. Informal groups can take the form of interest groups, friendship groups, or reference groups. FRIENDSHIP GROUPS. Friendship groups are formed by members who enjoy similar social activities, political beliefs, religious values, or other common bonds. Members enjoy each other’s company and often meet after work to participate in these activities. For example, a group of employees who form a friendship group may have an exercise group, a softball team, or a potluck lunch once a month. REFERENCE GROUPS. A reference group is a type of group that people use to evaluate themselves. According to Cherrington, the main purposes of reference groups are social validation and social comparison. Social validation allows individuals to justify their attitudes and values while social comparison helps individuals evaluate their own actions by comparing themselves to others. Reference groups have a strong influence on members’ behavior. By comparing themselves with other members, individuals are able to assess whether their behaviour is acceptable and whether their attitudes and values are right or wrong. Reference groups are different from the previously discussed groups because they may not actually meet or form voluntarily. For example, the reference group for a new employee of an organization may be a group of employees that work in a different department or even a different organization. Family, friends, and religious affiliations are strong reference groups for most individuals. Factors influencing Team and Group  Dynamics Following are some of the factors which influence Team and Group Dynamics. The factors are as follows:   1. The Context of the Team The country and geographic region form a larger culture in which the organization operates. All of these contribute to the economic, political, technical, and cultural climates in which the organization, the team, and the individuals operate. 2. The Organization The kind of organization, such as business, or non-profit, along with the organizational culture will influence the team functioning just as much as the division of the organization such as sales, research, operations, etc. 3. The Team Identity Teams have an identity of their own. This identity stems from the interrelationship of the larger culture, the organizational culture, the team configuration, the nature of the work (purpose), and the qualities of the individuals. It is not the sum of the types, or preferences, or temperaments of the team members. There are many kinds of teams including ad hoc, project, executive, management, committees, and so on. Each team has a charter to fulfil a certain role in the organization. Team dynamics is heavily influenced by the nature and purpose of the work to be done by the team. 4. The Individuals Within this mix of influences are the individual team members who likely have specific kinds of work to perform and specific roles on the team. Individual members influence the team dynamics as well, so much so that when the composition of the team changes, the team dynamics will change.

The rising costs of college - 1169 Words

Yoshimasa Hirano Thomas Jordan Basic Composition 2/7/2014 The rising costs of college In the US, higher education is really important to succeed in the future. â€Å"In 2003, the typical full-time year-round worker in the United States with a four-year college degree earned $49,900, 62 percent more than the $30,800 earned by the typical full-time year-round worker with only a high school diploma† (U.S. Census Bureau). That means if you have a bachelor’s degree, you would get a better job and salary compared to people who do not have one. â€Å"Nearly 68 percent of high school graduates started out for college (44 percent of these kids to community college)† (Mark. Para.4). Everyone knows how important it is to go to college and get a†¦show more content†¦Such burden is all on students who have to pay for as tuition. Of course, not all the colleges spend that money for luxuries. However, due to such colleges that use the money as subsidies for luxuries, all the colleges have to receive less subsidies than before . The point is that the government should inspect how colleges use subsidies for once or twice a year. Then the government judge whether the college can receive the average amount of subsidies or less amount of subsidies. As a result, the amount of tuition students pay may be reduced in the future. Another way to reduce the amount of college tuition, Obama is thinking now as well, is going to be really effective and going along at the time. â€Å"Another approach mentioned in the plan is online education through what have become known as â€Å"massive open online courses,† or MOOCs, which are mostly free† (Lewin. Page 2, Para 2.). That is, you can get credits through taking the online classes for almost free. How to evaluate students is not on the hours the students spend in classrooms but how much they can show they know (Lewin. Page 2, Para 2.). There is no difference between such college and colleges already exist. The merit is that you can get access to the homepage to take classes anytime you want. It may help you to get motivated more. Moreover, you can take classes what you really want to. If you want to take a marketing class in Harvard, youShow MoreRelatedThe Rising Cost Of College951 Words   |  4 PagesRegardless of what a student’s major is, c ollege offers a person the knowledge that they will use throughout their entire life. It arms a person with skills such as communication, critical thinking, analytical capabilities, cultural literacy and leadership. John Henry Newman believed that acquiring such skills was the most important aspect of college and that its purpose was â€Å"training good members of society† (53). 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American society emphasizes the importance of education after high school, yet the cost of higher education and advanced degrees continually rises at a greater rate than inflation in the 1970’s. According to the Advisory Committee on Student Financial Assistance, cost factors prevent 48% of college-qualified high schoolRead MoreRising Cost of College Textbooks1995 Words   |  8 PagesAsk any college student to state one of their largest expenses and it would be safe to bet the response would be â€Å"Textbook prices!† The cost of purchasing required materials for courses has reached numbers high enough to cause many students to take out second loans. 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Policies exist that govern the ability of institutions increasing their fees and at the same