Morehead State University is a public, co-educational university located in Morehead, Kentucky, United States, in the foothills of the Daniel Boone National Forest in Rowan County, midway between Lexington, Kentucky, and Huntington, West Virginia. The school was founded in 1887 as Morehead Normal School, a church-supported teacher-training school. It was taken over by the state in 1922. The school's name changed as its mission broadened—to Morehead State Normal School and Teachers College in 1926, Morehead State Teachers College in 1930, Morehead State College in 1948, and Morehead State University in 1966. The 2014 edition of "America's Best Colleges" by U.S. News & World Report named MSU one of the top 25 public universities in the South, the 10th straight year it has been so recognized. MSU was recognized in 2013 by The Daily Beast as a top underrated school. In 2013, G.I. Jobs magazine ranked Morehead State in the top 20 percent of veteran-friendly colleges, universities and trade schools in the nation, for the fifth straight year. The campus is ranked among the safest in the nation. Wikipedia.
News Article | March 2, 2017
The Community for Accredited Online Schools, a leading resource provider for higher education information, has compiled a list of the best colleges and universities with online programs in Kentucky for 2017. Of the 20 four-year schools that were ranked, University of Kentucky, University of Louisville, Eastern Kentucky University, Murray State University and Western Kentucky University came in as the top five institutions. The top 16 two-year schools were also included, with West Kentucky Community and Technical College, Maysville Community and Technical College, Bluegrass Community and Technical College, Jefferson Community and Technical College and Somerset Community College named as the top five. “The schools on our list have been evaluated based on more than a dozen unique data points,” said Doug Jones, CEO and founder of AccreditedSchoolsOnline.org. “The results is a selection of the best online curriculum, program variety, student resources and graduation outcomes in Kentucky.” To earn a spot on the Best Online Schools list, colleges and universities in Kentucky must be institutionally accredited, public or private not-for-profit entities. Each college is also judged based on such criteria as student/teacher ratios, employment services, student resources, graduation rates and financial aid availability. For more details on where each school falls in the rankings and the data and methodology used to determine the lists, visit: The Best Online Four-Year Schools in Kentucky for 2017 include the following: Asbury University Brescia University Campbellsville University Eastern Kentucky University Georgetown College Kentucky Christian University Kentucky State University Kentucky Wesleyan College Lindsey Wilson College Midway College Morehead State University Murray State University Northern Kentucky University The Southern Baptist Theological Seminary Thomas More College Union College University of Kentucky University of Louisville University of the Cumberlands Western Kentucky University Kentucky’s Best Online Two-Year Schools for 2017 include the following: Ashland Community and Technical College Big Sandy Community and Technical College Bluegrass Community and Technical College Elizabethtown Community and Technical College Gateway Community and Technical College Hazard Community and Technical College Henderson Community College Hopkinsville Community College Jefferson Community and Technical College Madisonville Community College Maysville Community and Technical College Owensboro Community and Technical College Somerset Community College Southcentral Kentucky Community and Technical College Southeast Kentucky Community and Technical College West Kentucky Community and Technical College About Us: AccreditedSchoolsOnline.org was founded in 2011 to provide students and parents with quality data and information about pursuing an affordable, quality education that has been certified by an accrediting agency. Our community resource materials and tools span topics such as college accreditation, financial aid, opportunities available to veterans, people with disabilities, as well as online learning resources. We feature higher education institutions that have developed online learning programs that include highly trained faculty, new technology and resources, and online support services to help students achieve educational success.
News Article | February 15, 2017
An online, for-profit university is doing something that has long eluded brick-and-mortar institutions in the United States: awarding advanced degrees to significant numbers of black students. New data from the latest Survey of Earned Doctorates by the National Science Foundation (NSF) document how Walden University, which has its academic headquarters in Minneapolis, Minnesota, is far outpacing every other U.S. university in serving this population. At the same time, Walden’s success won’t improve faculty diversity, one of the holy grails of U.S. higher education, until traditional brick-and-mortar institutions become more accepting of online degrees. Founded in 1970, Walden ranks first by a wide margin among all U.S. universities in doctoral degrees awarded to black students, NSF reports. Its total of 682 degrees from 2011 through 2015 is nearly twice the number awarded by second-place Howard University, a historically black university in Washington, D.C. Every other university lags far behind. Walden’s 5-year total is six times the number awarded by such large state institutions as the University of Illinois in Urbana, and Michigan State University in East Lansing. Black students also make up a growing percentage of Walden’s overall enrollment, which last fall stood at 52,000. Although the university doesn’t collect racial data, NSF reports that one-third of the 562 doctoral degrees Walden awarded in 2015 went to black students. That share is more than double what it was in 2011, and triple the percentage in 1993. Thanks to that growth, Walden now trains a significant fraction of all black students earning U.S. doctoral degrees. Its 2015 graduating class contains one-twelfth of the nation’s 2281 black recipients of doctoral degrees at U.S. universities that year. As recently as 2002, Walden trained fewer than one in 100. Walden’s success is buried within NSF’s 2015 survey, an annual census of every U.S. doctoral recipient that contains a trove of information on this specialized workforce. But Walden is no secret to Kitty and Abdulla Warsame. The married couple, who are both black, had already enjoyed successful careers—she as a teacher in public and private elementary and secondary schools, he as a chemical engineer for oil and gas countries around the world—when they decided separately that their next career would be as a university faculty member. Both had the same goal, namely, to share their real-world work experiences with undergraduates studying to enter those fields. To do that meant going back to school. However, the traditional colleges they had attended in the 1980s no longer fit into their busy lives. As adult learners with family responsibilities and full-time jobs—his involving extensive travel—the couple needed to call the shots on where, when, and how they could earn their graduate degrees. Kitty, now 61, had become enamored with Walden while earning her master’s degree in early childhood reading and literacy more than a decade ago. “You can immediately take what you’re learning and use it in the classroom,” she says. “It was the most useful degree ever.” That positive experience convinced her to stick with Walden for her Ed.D. in educational leadership. Her doctoral program required one 3-day residency, she recalls. The rest of the work, both courses and her dissertation, was done online. The arrangement meshed well with her personal life. “I was teaching full time and had young children, and my husband was out of the country for his job,” she says. “I could never have done it at a traditional brick-and-mortar institution.” Walden was considerably more expensive than other online programs, Kitty notes. But she was willing to pay it for what she felt was a higher quality education. Morehead State University in Kentucky hired her immediately after she graduated in 2009. In 2012 she was recruited into a tenure-track position by Prairie View A&M University in Texas, where she got rave student reviews and was promoted to interim chair for curriculum and instruction, the biggest department in its College of Education. Abdulla enrolled at Walden just as Kitty was finishing her degree. Born and raised in Somalia, he had come to the University of Kentucky in 1982 to earn both his bachelor's and master’s degrees. That’s where they met and married, and in 1992 he became a U.S. citizen. Since then he has worked around the world—Qatar, Angola, and Equatorial Guinea—as well as in Kentucky and Houston, Texas. The demands of his job slowed his progress toward his Ed.D. But in December 2016 he was laid off, and this spring he hopes to finish his degree and, at 62, make the jump into academia. “There’s a big gap between education and practice in engineering,” he says. “Many professors are engineers by degree but not by practice. I had one professor at Kentucky with industry experience, and he saw things from a different angle.” Abdulla says he wouldn’t have any trouble finding another position in the energy industry. “Chemical engineers are in high demand,” he says. But he’d rather work upstream, trying to improve the quality of the engineering workforce. “I was always mentoring new employees on the job,” he says. “So now I’m hoping for a chance to do it on a larger scale, before they get their first job.” The Warsames epitomize the type of nontraditional student that Walden serves. They tend to be older, working full-time jobs, and about 85% are pursuing graduate degrees, including a range of Ph.D.s, Ed.D.s, and professional degrees. They are also more likely to be female, come from a racial or ethnic minority, and be the first in their generation to attend college than graduate students at other U.S. institutions, according to a recent Gallup study Walden commissioned. That’s not the pedigree of the traditional academic researcher in the United States. Some 58% of the 1135 doctoral degrees Walden awarded between 1990 and 2015 fall within NSF’s definition of science and engineering (S&E). That large number means Walden has the potential to contribute to NSF’s decades-long quest to increase participation by underrepresented minorities—Hispanics, Native Americans, and those with disabilities as well as blacks—in academic science. The largest S&E subgroup at Walden is the social sciences and psychology, with 28% of the total. Next, at 25%, are doctoral degrees that NSF defines as the health sciences. (Only a tiny slice of Walden doctoral degrees are awarded in biology, mathematics, and the physical sciences.) Education is the largest field in the non-S&E doctoral category, comprising 19% of the total degrees awarded. Most of Walden’s students are practitioners. But that doesn’t mean they are getting a watered-down doctoral degree, says Irma Harper, assistant vice chancellor for the Texas A&M University system (TAMUS) in Houston. For a decade Harper was also a faculty member at Walden, and she chaired Kitty Warsame’s dissertation committee. “An online program has to be well-organized and structured, and Walden does that very well, probably better than we do,” says Harper, who in a previous job at TAMUS oversaw distance learning for the 11-campus system, which includes Prairie View. “I think the rigor of Walden stands up to any university program in my field” of education leadership, she adds. Self-selection may play a role in the quality of Walden’s graduate programs, Harper speculates. “It takes a certain type of student, someone who is independent and focused on what they want,” she says. “Students who need the face-to-face mentoring that a traditional program can offer don’t stay. Kitty was driven to succeed, and she excelled.” An online program also reduces the odds that racial or demographic stereotyping will influence outcomes, says Harper, who is white. “I have no clue how many [students] were minorities, or anything else about them,” she says about the 28 students she advised but never met. She knows Kitty only because Warsame sought her out after learning they both lived in the Houston area. Although the Walden degree gave Warsame entrée into academia, she says many of her colleagues at Morehead State were scornful of her credentials. “They had a difficult time accepting anyone with an online degree,” she says. “Anything new was seen as a threat to the status quo.” Prairie View was no better, she adds. “I think it will take a generation for attitudes to change,” she predicts. Warsame recently left Prairie View and will soon be working as an adjunct at the University of Houston in Victoria, Texas. “I didn’t need the headache of a full-time faculty position,” she says. “And this will give me a chance to return to my first love, working with undergraduates on how to become better classroom teachers.” Despite the hostility she faced, Warsame has no regrets about earning her degrees online. “I’m 100% confident about my ability to teach my students what they need to know,” she says. That’s no idle boast, Harper says. “Kitty was nominated by her dean for a chancellor’s teaching award after her first year at Prairie View,” she notes. “But we couldn’t let her have it because she hadn’t been there long enough.” Kitty credits Walden for giving her the skills she needed to succeed. And she has returned the favor by being an unpaid advocate for its brand of education. “I love Walden, and I’ve encouraged several people to go there, including my husband,” she says. “I’m their best advertisement, and they don’t even know it.”
Reeder B.C.,Morehead State University
Ecological Engineering | Year: 2011
We assessed the functional success of restored wetlands by determining if the patterns in dissolved oxygen (DO), temperature, and pH were similar to those conditions observed in natural wetlands. The Beaver Creek Wetlands Complex consists of dozens of marshes and ponds built in a former Licking River floodplain, in the hills of east Kentucky, USA. In natural wetland ecosystems, aquatic primary production is highest in emergent and submerged vegetations zones; where daybreak dissolved oxygen (DO) is often near zero, and DO may rise to well over 100% saturation past mid-day. Open-water areas, dominated by phytoplankton, have less dramatic diel DO fluctuations-often without pre-dawn anoxia. Compared to open water, temperatures fluctuate less dramatically in vascular vegetation, due to shading and suppression of wind and waves. Measurements of ecosystem metabolism (diel changes in DO and pH) in three aquatic habitats of the constructed wetlands (emergent vegetation, submerged vegetation, open water) were compared to these natural ideals. In Beaver Creek Wetlands, water temperature patterns were not as dramatic as in natural habitats, nor did they did follow a similar trend. Waters in emergent vegetation (29.5°C) were warmest; submerged vegetation coolest (26.5°C); open-water intermediate (27.4°C). Diel DO and pH patterns were not similar to natural habitats. Highest net primary production (NPP) and gross primary production (GPP) were measured in emergent vegetation waters (mean GPP=7.58gm-2d-1); lowest in submerged vegetation (mean GPP=5.48gm-2d-1); and intermediate in open-water (mean GPP=6.95gm-2d-1). Diel pH changes were greatest in the highly productive emergent waters (median maximum daily difference of 0.36), and not as pronounced in submerged vegetation and open-water (median maximum change=0.16 and 0.22, respectively). Water-column respiration was generally about double NPP. Like natural ecosystems, near anoxic DO concentrations were consistently measured in emergent and submerged plants before dawn; whereas open-water zones were generally >4mgl-1. These restored wetland systems may need more time to be functionally equivalent to natural marshes. © 2011 Elsevier B.V.
Remillard G.,Morehead State University
Memory and Cognition | Year: 2010
Serial reaction time (SRT) task studies have established that people can implicitly learn sequential contingencies as complex as fourth-order probabilities. The present study examined people's ability to learn fifth-order (Experiment 1) and sixth-order (Experiment 2) probabilities. Remarkably, people learned fifth- and sixth-order probabilities. This suggests that the implicit sequence learning mechanism can operate over a range of at least seven sequence elements. © 2010 The Psychonomic Society, Inc.
Agency: NSF | Branch: Standard Grant | Program: | Phase: ARCHAEOLOGY | Award Amount: 179.02K | Year: 2012
With National Science Foundation support, Drs. Timothy Hare, Brad Russell, and Marilyn Masson, together with American and Mexican colleagues will use cutting-edge remote sensing technology and archaeological survey in Mexicos northern Yucatán Peninsula to map the regional context of the political and economic prehistoric capital of Mayapán.
This research, along with earlier studies, will definitively answer numerous important questions asked by researchers when exploring complex questions about urban structure and regional integration. Documenting Mayapáns multifaceted urban and regional context will enable essential anthropological comparisons with contemporary and earlier Mesoamerican regional capitals, and with ancient states elsewhere in world history. This will enhance the comparative literature on the complex patterns of urban and rural settlement structure and administrative organization around ancient cities. Furthermore, these new data will make Mayapán one of the most thoroughly investigated cities in Mesoamerica and an important case for the comparative study of ancient urbanism.
This project continues ongoing research at the last major city of the prehispanic Maya (1100-1441 AD). Mayapán was ten times larger than any other Postclassic Maya city and was unique in southeastern Mesoamerica with a highly dense settlement, tremendously powerful military, and dominance in political, and economic ties. Previous investigations have focused on the urban center, however, and little is known about Mayapáns regional context. Previous research explored approximately a kilometer outside the citys wall. More detailed mapping beyond the walls, however, must overcome the obstacle of dense surface vegetation throughout the region that inhibits traditional survey methods and remote sensing technology.
The project will reconstruct the citys regional context by creating a map that reveals the extent and organization of archaeological features across the region. Debra Rohrer (Geo-Rhea) will direct a drone-deployed Flash LiDAR camera to map ancient remains through the forest canopy at a level of precision never previously achieved. The NASA-developed 3D Flash LiDAR camera allows a 1 cm resolution, which can reveal even subtle architectural features. This technology will produce a detailed, 100% coverage LiDAR and aerial photo survey of a 20 square mile area around the city. Field crews will ground-truth a sample of mapped features to test the accuracy of this new technology.
This project continues international collaborations with researchers from the Instituto Nacional de Antropología e Historias Merida, Yucatán office under the direction of Carlos Peraza Lope, who have spent over a decade excavating monumental structures in the citys center. This ongoing collaboration provides numerous field and laboratory opportunities for students and scholars from the United States and Mexico, and is dedicated to sharing its findings with, and contribute to, local communities. The data generated with this new technology will be shared with the Maya Area Cultural Heritage Initiative (MACHI) and local authorities to facilitate long term conservation and monitoring efforts at the site.
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 102.91K | Year: 2011
This collaborative project between Morehead State University, Northern Kentucky University, and the University of Kentucky provides information about the extent to which an innovative learning experience focused on the professional noticing of childrens numeracy develops preservice teachers (PSETs) capacity to attend to, interpret, and respond appropriately to the mathematical thinking of children. The project uses a module, Noticing Numeracy Now (N3), developed by the researchers and based on professional literature in the areas of professional noticing and the Stages of Early Arithmetic Learning (SEAL). The research advances knowledge and understanding of how teacher educators can facilitate PSETs development of professional noticing, knowledge of childrens conception of unit, mathematical knowledge for teaching, and positive attitudes toward mathematics. The activities present a creative and potentially transformative approach to the preparation of future elementary teachers through classroom and field activities that explicitly promote the development of the component skills of professional noticing in the context of SEAL.
The Noticing Numeracy Now (N3) module, designed for replication, is being implemented at six universities, the three lead institutions along with Eastern Kentucky University, Murray State University and the University of Louisville. The student populations at these institutions represent cultural and socio-economic diversity, including underrepresented groups. Collectively, the six universities draw their student populations from culturally diverse, urban populations and predominately Appalachian rural populations. Many of the students are the first in their families to study at a university.
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 198.97K | Year: 2011
The scientific merit of this research is primarily in an enhanced understanding of bacterial structure. It is now apparent that bacteria are much more complex with regards to cytoskeletal elements than previously thought and this area of prokaryotic research has yielded significant information in the last 10 years. A unique curvilinear array on the periplasmic surface of the cytoplasmic membrane has been, tentatively, identified in preliminary studies. It is possible that this network possesses significant functionalities for bacterial metabolism and growth and its study would expand our knowledge of prokaryotic processes.
An osmotic lysis procedure has been developed for Cupriavidus necator that results in the generation of intact subcellular structures, as imaged using atomic force microscopy (AFM). While some of these structures, such as cell ghosts, are known, others are novel. In particular, a spheroplast-like structure has been imaged that possesses an organized curvilinear array on its surface, ostensibly comprised of protein. The curvilinear array is comprised of short 50-250 nm long, and 30-50 nm wide, segments snaking across the periplasmic face of the cytoplasmic membrane. The curvilinear array may be dynamic in nature because when C. necator is grown in minimal medium it is in the form of short curved segments, but when C. necator is grown in rich medium preliminary experiments suggest that it is more of a network. The focus of this project is the confirmation and further structural characterization of the curvilinear array/network. To do this optimized conditions will be used to obtain SR spheroplasts for field emission scanning electron microscopy and transmission electron microscopy analyses to confirm the existence of the array and obtain more accurate lateral dimensions for the array constituents. Because the array has recently also been imaged on the surface of Escherichia coli cell ghosts, it raises the possibility that the array is a structure found in all bacterial cells. To this end, lysis experiments will be conducted in different bacterial species and evidence for the existence of the curvilinear surface network will be sought employing AFM, SEM and TEM.
The broader impact of this research is in the area of science education of students that are, generally, from disadvantaged educational backgrounds. While the students at MSU are extremely capable, they are hindered by substandard high school educations and, more importantly, limited career aspirations. For many of them the idea of becoming a research scientist is on a par with their chances of becoming an astronaut. Participation in this research project would not only educate them in the ways of research, it would prove to them that a career in scientific research is not unattainable.
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 154.52K | Year: 2014
With funding from the National Science Foundations Improving Undergraduate STEM Education (IUSE) Program, this project will address the national need for high quality mathematics teaching in elementary schools. In particular, the project will represent a research and materials development effort aimed at helping prospective elementary teachers to develop responsive teaching skills and practices in the areas of numeracy and early-algebraic thinking. These responsive teaching practices, referred to as professional noticing (of childrens mathematical thinking) are comprised of three interrelated components; namely, (i) observing and attending to the childs mathematical actions and words, (ii) interpreting these actions and words with respect to a particular developmental progression, and (iii) responding with an appropriate instructional or diagnostic decision. Researchers from Northern Kentucky University (lead institution), Morehead State University and the University of Kentucky will collaborate to develop online and classroom materials and conduct research to push the field of professional noticing forward to provide teachers of elementary mathematics with valuable tools to help improve teaching and student learning. The project will build on earlier work by the investigators regarding prospective teachers development of professional noticing skills. The previous project focused exclusively on noticing with respect to individual childrens numeracy strategies; whereas, this project will investigate prospective elementary teachers development of professional noticing skills in group and whole-class contexts in a more sophisticated, but essential mathematical domain - early algebraic thinking. The project will also engage personnel from Appalachian State University, Eastern Kentucky University and Western Kentucky University to use the materials developed and provide important feedback. Each university has committed to institutionalize the project activities as part of their teacher education programs. In connection with this, the project will directly impact over six-hundred (600) prospective (pre-service) teachers across the State of Kentucky as well as parts of North Carolina during the period of the grant funding. These teachers, in turn, will collectively have impact on thousands of elementary students throughout their teaching careers. Making the developed and well-researched materials available online will further enhance the overall impact of the project.
Broadly speaking, professional noticing is an ability to recognize and act on key indicators significant to ones profession. In connection with this, the Project Team will develop online and in-class modules for teaching professional noticing to pre-service elementary teachers (PSETS) and, in turn, will investigate research questions related to the extent to which the innovative learning experience for pre-service elementary teachers (PSETs) focused on the professional noticing of childrens numeracy and early-algebraic thinking will enhance PSETs teaching and observation skills. The research questions include: (1) To what extent can teacher educators facilitate the development of PSETs capacity to professionally notice childrens mathematical thinking in the context of early numeracy in individual settings? (2) To what extent can teacher educators facilitate the development of PSETs capacity to professionally notice childrens mathematical thinking in the context of algebraic thinking in whole class settings? (3) To what extent do PSETs professional noticing skills in individual settings relate to their professional noticing skills in whole class settings? (4) To what extent do PSETs professional noticing skills relate to PSETs mathematical knowledge for teaching and attitudes towards mathematics? (5) What differences (if any) occur in PSETs professional noticing skills, attitudes towards mathematics, and mathematical knowledge for teaching when professional noticing modules are administered via an online format when compared to a traditional face-to-face format? Researchers will use proprietary video-based professional noticing measures to determine changes in PSET skills in this area and will administer according to a pre-, mid-, and post-assessment design with a video-based professional noticing assessment. Mathematical knowledge for teaching and attitudes towards mathematics will be assessed on the same time schedule. Assessment instruments will be the LMT-TKAS and the Mathematics Experiences and Conceptions (MECS) instrument, and interviews also will be conducted with PSETs to understand their experiences with the modules and their professional noticing skills.
Agency: NSF | Branch: Standard Grant | Program: | Phase: MAJOR RESEARCH INSTRUMENTATION | Award Amount: 172.57K | Year: 2016
With National Science Foundation support, Dr. Timothy Hare will use and make available to other researchers and engineers a heavy-lift unmanned aerial vehicle (UAV or drone) with multiple cameras and scanning sensors for a wide variety of uses in research and development. This combined UAV/remote sensing system makes possible rapid and accurate capture of environmental data for the creation of 3D models of vegetation, land surfaces, and constructed features. It also provides a platform for testing new robotic and remote sensing technologies. For instance, researchers in fields such as agricultural sciences and engineering technology can use the instrument for precision farming, farm and pasture mapping, and robotics development. Earth and space scientists can use the instrument for testing new sensors and environmental research. Dr. Hare will employ the vehicle to introduce new capabilities to Mesoamerican archaeology. Students will benefit from hands-on experience and development with cutting-edge technologies. This instrument will be the first one of its kind available to the researchers and students at Morehead State University, in Appalachian eastern Kentucky, and in Mesoamerican archaeological research.
The combined heavy-lift UAV/remote sensing system will enhance research and development by leveraging several new technologies. First, the heavy-lift UAV allows for carrying multiple sensors simultaneously at low elevations and slow speeds to capture high-resolution and overlapping image data through most climatic and surface conditions. Second, the global navigation satellite system and inertial measurement unit provide centimeter-level control and georeferencing of data. Third, the high-resolution cameras capture a variety of wavelengths including visible, near infrared, and infrared. Fourth, the Light Detection and Ranging (LiDAR) device can scan through vegetation with better than 10 cm accuracy. One example of the instruments use is Dr. Hares mapping of archaeological ruins and associated environmental features through the forest canopy for his ongoing archaeological investigations at the ancient city of Mayapán in the northern Yucatan of Mexico. The purpose of archaeological survey in Mexicos northern Yucatán Peninsula is to map the regional context of the ancient political and economic capital of Mayapán. Hence, the instrument will be used for archaeological field survey, mapping ancient settlements, and mapping excavations for spatial data analysis. The resulting data will make possible the creation of 3D models of ancient Mayan ruins at the scale of entire regions. Capturing material remains of past people in context is the foundation of all archaeological research, but these activities are hampered by difficult field conditions and the limitations and high costs of traditional mapping technologies. The combined heavy-lift UAV/remote sensing system will overcome these obstacles, making possible the creation of 3D maps of the ancient Mayan world at a detail level never before possible.
News Article | February 9, 2017
SpaceX is preparing to launch its tenth cargo International Space Station (ISS) resupply mission, after it encountered an accident during the launch of Falcon 9 rockets which exploded on the launch pad in September 2016. SpaceX was fast to achieve a successful comeback by conducting a proper launch in January this year. To manage backlogs of launches due to the accident on the launch pad in 2016, SpaceX has set a series of lift offs every two to three weeks. The first launch of the scheduled lift offs will be an ISS resupply mission using SpaceX Dragon supply capsules which will be set off in the orbit by a Falcon 9 rocket. SpaceX tweeted that the launch will take place from the iconic pad LC-39A at NASA's Kennedy Space Center on Feb. 18. The Dragon capsule, weighing more than 5,500 lbs would accommodate tons of crucial supplies and equipment required to be sent to the ISS. It would provide space station crew members necessary materials, as well as support more than a dozen ongoing experiments in the orbiting lab. After a stay on the space station, the Dragon will return to Earth with 5,000 lbs cargo from the space station. It will also contain a new experiment designed by the high school students of Craft Academy at Morehead State University to monitor and study muscle cell contraction under the impact of microgravity. Dragon will also be carrying another experiment responsible for the monitoring the superbug MRSA, which will investigate the growth and mutation of bacterium in the absence of gravitational pull. Other than these, the capsule will also hold the "three-eyed" Raven tech demonstration system used to collect data to facilitate any future independent satellite and spacecraft missions. Two Earth monitoring systems which can sense lighting and presence of gases in the planet's stratosphere will also be traveling with the Dragon capsule. The launch pad LC-39A, built in the year 1960, was used for a number of famous space exploration missions like the Apollo 11 and the first and last space shuttle flights. The pad has been given to SpaceX on lease since 2014. For the upcoming mission, SpaceX has renovated the pad for the future launches of Falcon 9 and other Falcon heavy rockets. © 2017 Tech Times, All rights reserved. Do not reproduce without permission.