scholarly journals Effects of Nozzle Geometries on Thrust Performance Improvement of Micro-Multi-Nozzle-Array Thrusters

2009 ◽  
Vol 7 (ists26) ◽  
pp. Pb_77-Pb_82
Author(s):  
Fujimi SAWADA ◽  
Atsushi KOSHIYAMA ◽  
Shuji HAGIWARA ◽  
Hideyuki HORISAWA ◽  
Ikkoh FUNAKI
Keyword(s):  
Performance Improvement ◽  
Nozzle Geometries ◽  
Thrust Performance

Thrust Performance Improvement for PMSLM Through Double-Layer Reverse Skewed Coil and WRF-MKH Method

2020 ◽  
Vol 25 (6) ◽  
pp. 2950-2960
Author(s):  
Weitao Wang ◽  
Jiwen Zhao ◽  
Juncai Song ◽  
Fei Dong ◽  
Kaifang Zong ◽  
...  
Keyword(s):  
Performance Improvement ◽  
Double Layer ◽  
Thrust Performance

Peningkatan kinerja guru dalam pembelajaran di kelas melalui supervisi edukatif Kolaboratif secara periodik MIS Lawe kongker Tahun pelajaran 2019/2020

2020 ◽  
Vol 1 (3) ◽  
pp. 316-324
Author(s):  
Syukrani Kadir
Keyword(s):  
Student Learning ◽  
Performance Improvement ◽  
Teacher Performance ◽  
Learning Cycle ◽  
Learning Achievement ◽  
Educational Supervision ◽  
Average Action ◽  
Learning Plans

periodically in preparing learning plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student learning achievement that can improve teacher performance. This performance improvement is through periodic collaborative educational supervision. Based on the results of educational supervision in cycle I and cycle II, teacher performance increased, namely in cycle I, teacher performance in preparing learning plans in cycle I reached 71.98%, while cycle II was 92.44%. Teacher performance in implementing learning cycle I reached 72.44% while cycle II reached 93.81%. Teacher performance in assessing learning achievement in cycle Im reached 81.30% while cycle II was 90.56%. Teacher performance in carrying out follow-up assessments of student learning achievement in the first cycle reached 59.76% while the second cycle was 83.00%. Thus, the average action cycle II was above 75.00%. Based on the results of this study, it can be concluded that the teacher's performance has increased in preparing learning plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student learning achievement.

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