Nanosatellites and Their Usage in Education

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Table of Contents

Background
Background: Organizational Strategy
Developing an Organizational Strategy in the UAE
Nayif-1 Nanosatellite Program
Other Nanosatellite Programs in the UAE
Reference List

Background

Nanosatellites, otherwise known as nanosats, are given that name because of their size. The classification of all satellites distinguishes them into two general categories according to their weight. Large satellites weigh more than 1000 kilograms, while medium crafts weigh from 500 to 1000 kilograms. The mass of a small satellite does not exceed 500 kilograms, and this category also has many subgroups (Bandyopadhyay et al. 2016). A nanosatellite is one of the smallest devices of this type, being bigger only than pico and femto sats. One nanosat can weigh between one and ten kilograms. It usually resembles a little cube, although its shapes may vary depending on the sat’s purpose (The National 2017). It is interesting that most pico and femto satellites require additional sources of manipulation, while the majority of launched nanosats can communicate with ground control on their own. Nanosatellites are currently gaining more and more popularity in industries that are interested in commercial and research opportunities because the benefits of their production process are hard to overlook.

Description of Nanosatellites

As nanosatellites gain commercial interest due to their cost efficiency, their outer appearance and inner structure become easy to describe. Most nanosatellites come in a cubic shape. The CubeSat, the most widespread version of a nanosat, is a cube with a mass of one kilogram and dimensions measuring ten centimeters per side (Oi et al. 2017). This satellite is fully functional, but it can be bundled in a group to form a constellation of sats with different functions. One block has two primary duties – a platform system, which acts similarly to a spacecraft, and a payload, which leaves space for other features. Platform systems are responsible for power generation, communication, and control. In stats’ constellations, some blocks can leave more room for payload, as one block cannot carry much weight or volume on its own.

Nanosatellites are supported by electrical power generated with the help of solar panels. They usually use Lithium-Ion batteries which store the energy that can be used during an eclipse. Satellites go in and out of sunlight during their movement, so the cells are a necessary addition to the load. The placement of solar panels can differ from one model to another. As sats go on differing missions, some blocks may require more power than others. Placing solar panels only on the body of a nanosat may result in an insufficient amount of energy being produced. Oi et al. (2017) recommend building nanosatellites with solar panels on the sides of the cube, as well as installing some deploying solar arrays. The battery should have more storage than it can use during an eclipse because battery capacity decreases with time. All nanosatellites carry a computer on board, which functions as a sat’s operator. It receives commands and controls the electric power system. It also uses a radio to communicate with ground control.

Benefits and Drawbacks of Nanosatellites

Such devices are built small for many reasons. First, the production costs for nanosats are significantly lower than those of larger variations. The overall value of one satellite depends on its materials, production, and launch procedure. As nanosats are much smaller in size than other satellites, they are more economical in the use of materials during their manufacture. The process of building is also cheaper, although it has to be highly refined to produce high-quality sats. Finally, the cost of launch is one of the most defining factors for nanosatellites. It is important to note that bigger satellites require a significant amount of force to be launched into outer space (Oi et al. 2017). Larger rockets that have enough thrust and fuel have to be used in these cases. On the other hand, nanosatellites do not require the same amount of effort. Moreover, they can be launched in multiples or connected to another vehicle and then released in space.

Second, as it is difficult to launch large satellites without larger rockets, their production raises many environmental concerns. The process of burning fuel to launch a single large or medium satellite negatively affects the atmosphere and the surrounding environment (Vargas-Cuentas & Roman-Gonzalez 2016). In contrast, small satellites can be sent out as a group with a bigger fuel container, as a single entity with a small amount of fuel, or as an addition to an already launching craft. In every case, the efficient use of fuel lowers the environmental impact on the Earth’s atmosphere. It is also easier to scrap small used devices. Therefore, their production and launch can be less harmful to the environment because of their size. They are more complicated in constitution than some larger models because they have a limited amount of space to place all necessary equipment, which drives the innovation forward. Such progress results in creating more sustainable devices, with a less significant negative impact on the environment.

However, there is a drawback to using fewer materials and creating a smaller satellite. A nanosat does not weigh much, which exposes it to various environmental influences (Oi et al. 2017). For instance, strong winds can change the satellite’s location, speed, and course of moving, which may disrupt its connection to the planet and take it away from the intended orbit. Also, small satellites are easier to break than their larger equivalents, which may pose a threat to their durability in the areas of space polluted with debris. The lack of reliability often becomes the central counterargument to using nanosats instead of bigger devices.

According to Oi et al. (2017), materials used in the production of nanosats may not be as durable as those that are used for bigger devices, but the number of utilized resources and parts is significantly less, which allows these satellites to be sufficient enough for the assigned missions. Moreover, nanosats are not intended for tasks longer than a few years, with most of them lasting between a few months to a year. Thus, these devices can survive for the time intended to fulfill their purpose. Their utility, efficiency, and moderate costs greatly overweigh all disadvantages.

The process of nanosatellites’ production can also be automated to lower the number of additional materials, while larger satellites require more space and time to be made. Nanosatellites are more convenient for mass-production as they do not need the same amount of work, time, and equipment. To sum up, the benefits of nanosatellites include their low-cost, lower significant environmental impact, and a plethora of useful functions. As a result, smaller devices can be used in different industries, and they currently serve various types of organizations.

Functions and Uses

Nanosats can execute unique tasks that bigger satellites cannot do. For example, businesses are starting to equip nanosats to perform data acquisition. Organizations that are concerned with the changing climate can also utilize these devices and monitor the weather on the Earth, collect necessary information about the atmosphere, the sun, and other environmental factors (Bandyopadhyay et al. 2016). The usage of nanosats is more convenient to these establishments as they may not possess necessary funds to deploy many satellites, while the functionality of these small devices is quite enough for them. Oi et al. (2017) call this phenomenon a “small space revolution,” as more and more establishments become interested in small satellites (p. 26). Future research can increase the functionality of nanosats and make them even more appealing for businesses.

Nanosatellites and Education

Nanosatellites are especially useful for education. For instance, the ability of these small satellites to collect significant amounts of data about space and the Earth allows scientists to further their research and conduct new experiments that were unavailable to them before (Vargas-Cuentas & Roman-Gonzalez 2016). Students can also benefit from working with these devices by helping research facilities to monitor them. In fact, this ability to assist is what makes nanosats so valuable to the sphere of education. The advanced technology used in production and deployment of these satellites is a better fit for future generation scientists and engineers of the space technology industry. Environmental researchers and other similar branches of science can also benefit from using nanosats in their educational process. These devices broaden the scope of research and provide students and scholars with recent and reliable data with minimal effort and a simple information gathering process.

The use of nanosats in education is as helpful to researchers as it is to students. One of the most engaging programs in Europe that can be viewed as an example of employing satellites in education is the Fly Your Satellite! Program created by the European Space Agency (Oi et al. 2017). This project uses nanosatellites called CubeSats, which function as radio amateur projects. Students can participate or even lead most initiatives of the sats’ creation, launch, and monitoring. Thus, nanosats help students not only to gather information, but also learn how to design satellites, construct and program them, and fly them into space. Such an opportunity provides young scholars with practical experience in one of the most innovative areas of technology, allowing them to gain further knowledge for future projects.

While this particular program is taken from a European program, many other countries have also started to invest their funds into similar initiatives. For example, Vargas-Cuentas and Roman-Gonzalez (2016) give examples of satellites used for data gathering purposes in South America, China, the UK, and the USA. These initiatives are not as directly connected to education as the European program, but they are moving in the same direction as they also offer amateur radio missions and planet’s surface monitoring. For instance, a number of satellites and satellite constellations from China and the US are used to carry out atmospheric physics experiments. Therefore, these programs can be used for education as well. Many countries that are interested in research are giving their students more opportunities to experiment with the equipment that they make themselves. Vargas-Cuentas and Roman-Gonzalez (2016) predict that future missions for nanosats may include research in meteorology, carbon uptake, biomass production, and planetary sciences. Various spheres of education may benefit from implementing more nanosatellites into the general educational curriculum.

Background: Organizational Strategy

Prior to launching a business, every company needs to choose its end goals and find a way to achieve them. For this purpose, every organization has to create a personalized organizational strategy. The business definition of a corporate strategy is the combination of all actions that a firm wants to, and must, take in order to achieve its goals (Valentine & Hollingworth 2015). While all goals can be long-term and short-term, the most important ones are those which drive the business forward and result in significant change and improvement. Therefore, any organizational strategy places long-term goals at the top of its structure, modifying every other factor to lead to the goals’ fulfillment (Valentine & Hollingworth 2015). Long-term aims usually have a span of multiple years. For example, a five-year plan can be created with an intention to make the company a leading supplier of materials to a particular sector of a market.

Any organization also has to define itself to create a specific place on the market, distinguish itself from competitors, and give its clients a reason to become interested. This is called creating a vision and a mission. Simply put, the mission of an organization is its purpose. However, while most businesses are designed for financial gains, their missions are usually directed at capturing a particular niche, becoming the leading seller or producer of goods in the industry, or creating a unique place for themselves in their preferred sector. Thus, missions are defined in order to establish the primary strategy that an organization should follow (Valentine & Hollingworth 2015). A vision is the company’s aspirations and the process of their fulfillment. An organization establishes long-term goals and indicates the actions and ways in which it wants to achieve them. These two aspects of any organizational strategy are focused on the end goal, as well as the company’s path to it.

Other elements of the organizational strategy include smaller activities, which are called objectives (Valentine & Hollingworth 2015). These tactical actions are established by a company with a purpose to achieve some short-term goals that will eventually lead to bigger changes. The process of defining smaller plans and goals is crucial to the success of the strategy because short-term goals become the building blocks of every company’s foundation. Thus, the management of an organization should pay attention not only to the bigger picture but also minute details and daily activities. Business objectives can be divided into monthly, weekly, and daily plans. All in all, every goal that takes less than a year to complete belongs to this category. Different levels of management should be assigned to focus on various types of aims. However, it is essential to keep all objectives aligned with the vision and mission of the company.

One has to ensure that all workers of the company understand its vision and mission and are ready to complete business objectives to achieve its final goals. For this purpose, interaction and collaboration become the most significant aspects of any strategy. However, in this case, communication does not imply talking as a simple way of employees interacting with each other. Different levels of professionals should be able to exchange information and understand each other’s point of view. For instance, two-way communication is a foundation for agreement and mutual understanding, as employees seek support in making decisions and creating new policies. Top-down interaction started by managers should encourage a response from employees, otherwise called bottom-up communication (Valentine & Hollingworth 2015). It is crucial for a business to create a system where employees are able to voice their concerns and suggestions. This structure allows a company to gain more insight into its internal and external processes from people that are dedicated to the cause. Strategic management should always include various types of communication into the working process.

Another critical factor that should be included in an organizational strategy is the resources of a company. This part contains not only physical materials and equipment which a business can acquire before and during its work but also the available finances, workers and their level of competency, facilities, and other useful elements (Valentine & Hollingworth 2015). It is essential to remember that most of these materials are finite and, therefore, should be handled with care and consideration. For example, some industries have limited sources of high-quality equipment that may provide firms with a decisive advantage and a competitive opportunity. Here, the company should consider devoting its attention to this resource and finding ways to cut back on something else. Alternatively, companies often need to divert some of their internal elements to stay afloat in the industry. Resources should constantly be reevaluated and restructured to move the organization towards its goals. Furthermore, new and existing resources should be acquired with the long-term goals in mind.

All of the factors mentioned above can allow a company to create specific ethics that further encourage all workers to contribute more of their efforts to the organization. Thus, one’s mission and vision should be clearly established for all parties to understand. Management should be structured in a way that allows different goals and plans to be considered with attention and care, regardless of their size. Employees should be able to communicate with each other and with the higher management to maintain similar goals and act according to the outlined vision of the organization. The company should adequately assess its resources – tangible and intangible – to find its unique and competitive place in the sector. The combination of these aspects can help any company to create an organizational strategy and foster corporate ethical values. Long-term goals can be achieved by the company that devises its organizational strategy by carefully following these steps.

Developing an Organizational Strategy in the UAE

Organizational strategy is essential for any company because it accounts for all elements necessary for success. However, its uses are not limited to business and profit. Aspects of this strategy can be used in governmental projects because they have the same processes and structure of the implementation. Just as with any company, a country needs to establish particular long-term and short-term goals for a program to reach the desired outcome. Moreover, governmental departments also need to allocate required resources and establish communication with all participants. Therefore, the organizational strategy formula described above can be taken into consideration when creating and implementing projects within a country.

Taking the example of the UAE, one can see that the current strategy of the country is focused on a number of objectives. First of all, the central goal of the government strategy and its mission is to prepare the future generations of its residents for the new era and open up more opportunities for innovation and communication with other nations (Future 2018). Second, the vision of the government is based on improving various aspects of its citizens’ lives, including education, environment, economy, government development, and community. These parts of the vision help the UAE to form a long-term goal of becoming the most desirable country to live in by 2071. Such an extended plan is not created without a base, as the government of the UAE presents a full-fledged strategy for achieving this goal. A number of short-term objectives are also set in place, which further supports the idea that the UAE is using a precise organizational strategy in its operations.

The UAE has a number of projects that can be considered short-term goals, which the country has to fulfill to come closer to reaching its final destination. Although most of these plans could be seen as long-term, as they take many years to complete, their relative length is shorter than the ultimate goal of the country’s government. The following paragraphs describe a number of existing strategies devised by the UAE government with the focus on education. Most of these initiatives contain many ideas and plans regarding schools and universities because education is seen as a way to encourage the country’s improvement from the inside. Future generations are expected to be curious, innovative, and passionate about the success of their country.

For instance, the first project is Vision 2021, an initiative to promote sustainable development and move away from relying on oil as the primary product of trade, encourage socio-economic development and the creation of a more progressive and diversified economy (El Mahmah & Kandil 2017). This elaborate plan includes various factors and smaller goals that have to be considered by the country. Vision 2021 focuses on such spheres as healthcare, environment, education, economy, public safety, and unity. The plan to elevate education includes supporting and funding the fields of engineering and advanced technology and adding smart equipment to classrooms. Here, the strategic objectives are to make students more interested in engineering, attract more young researchers to participate in projects, elevate the level of technological education, and make the UAE the center of innovation.

Smaller goals in the education part of this program include the successful implementation of Education 2020 Strategy, which is centered on bringing “significant qualitative improvement in the education system” to UAE schools (Future 2018, para. 36). The governmental strategy includes such existing resources as teachers and the present curriculum, and extra resources such as new teachers’ codes, learning programs, and evaluation systems. Thus, the strategy involves new and old resources and focuses not on acquiring but on reforming, which can significantly minimize the expenses and help build a stronger sense of belonging to the community in existing employees. Furthermore, the program is interested in creating strong values for students and teachers, which is also reflected in the organizational strategy. The practicality of goals and their technical focus show that the department of education in the UAE is aiming to improve significantly in the following years. Also, the desire to create measurable outcomes should also be noted as a step in the right direction. Organizational strategies always promote setting realistic and quantifiable goals.

Another governmental program that follows the rules of an organizational strategy is the UAE Centennial 2071, launched by the UAE government in 2017. According to the information from the official governmental website, this long-term plan is a combination of efforts spanning across five decades from 2021 (Future 2018). The Centennial 2071 was devised to celebrate the 100 years of the UAE’s existence. All programs in this project are focused on reaching the primary strategic goal of strengthening the UAE’s reputation and fortifying its soft power (Future 2018). The physical manifestation of the initiative is AREA 2071, which opens in 2018 “at Emirates Towers in Dubai” (The space 2018, para. 1). This particular place is significant as it also shows the desire to elevate the quality of national education. It is interesting to note that the program itself has a number of smaller functional objectives and projects united by one goal. Therefore, the previously mentioned Vision 2021 is part of this program, as well as a multitude of other initiatives.

The project with the most extended duration that is currently presented by the UAE government is Mars 2117. With this initiative, the UAE aims to create the “first inhabitable human settlement” on Mars by the year 2117 (Future 2018, para. 3). The achievement of this goal relies on such factors as students and scholars’ abilities to design, create, and launch vehicles for space travel, and international collaboration to combine the most innovative technologies. The project aims to inspire the devising of sustainable energy sources to support new settlements and accounts for other aspects of living on another planet. The educational focus in this plan is clearly visible as the governmental strategy implies that all previous programs would have been successfully implemented by 2117. Thus, their strategic decisions to focus on engineering and smart technology would bring measurable and useful results. Mars 2117 is supported by the Mohammed bin Rashid Space Center (MBRSC), which has already taken some steps towards its realization. Notably, many parts of these projects have been finished in participation with students. Thus, the initiative truly values education.

The strategy of the governmental department should resemble an organizational strategy in its steps. The projects shown above reveal the structure of the existing projects and their process of implementation. Those parts of the initiatives that are concerned with education have a clear mission – to make the UAE students excel in the sphere of technology, engineering, and space exploration. The vision is also clearly defined as the government focuses on attracting students into these science branches early on in school and providing them with all necessary equipment and knowledge. Both short-term and long-term goals are present, as the initiatives’ descriptions range from making the UAE the most developed country in the world to such small details as revising the current curriculum and teachers’ licensing process. The communication between citizens, scholars, students, and businesses is established through such entities as AREA 2071, which further strengthens their interest in innovation. The ethics of the project are also clearly defined with an accent on unity and collaboration.

These examples show how one can turn a country’s strategy into an organizational strategy. The original and overarching goal of the UAE is to become the ‘best’ country in the world. This statement does not give any directions as to which actions all branches of the government and citizens have to take. Therefore, the country’s government started to break this idea down into smaller parts in order to determine which achievements would make the UAE the best. The decision to focus on innovation was a significant step towards creating quantifiable goals, as it gave a sense of direction and came closer to a real strategy. Then, the focus was further distributed among the most critical parts of the UAE’s infrastructure – economy, education, and daily living. These smaller directions showed the government the necessary actions that had to be taken to form the mission and vision.

Education, for example, was presented as a way to access the knowledge for the future and deliver it to the next generations. Thus, short-term and long-term goals were all directed towards bringing this experience to students. As the government chose the focus on innovation in all spheres of life, the education program also had to include elements from the most advanced sciences. In this case, space exploration and physics become a theoretical foundation for research, while engineering is a practical way to create capable designers and builders of technology. Such small objectives as revising the existing curriculum and supplying classrooms with smart technology are all actions to reassess current resources. Communication with students through scientific discussions, and teachers encouraging young people to choose an engineering profession are the basis of building strong values and ethics. This governmental initiative has all elements of an organizational strategy.

Nayif-1 Nanosatellite Program

At the beginning of 2017, the Mohammed bin Rashid Space Centre (MBRSC) launched the Nayif-1 nanosatellite into space (The National 2017). According to the center’s official website, it is the first nanosatellite created and successfully launched by the UAE (MBRSC 2018). This satellite, also called CubeSat because of its form, was designed as a result of the collaboration between the MBPSC, the American University of Sharjah (AUS), and the Innovative Solutions in Space (ISS). It was sent out in India on a PSLV-C37 rocket. Interestingly, the CubeSat was initially planned to launch at the end of 2016 on board another spacecraft, the Falcon 9 rocket (MBRSC 2018). However, the launch was postponed until 15 February, 2017. The successful launch of this nanosatellite marked a new era of innovation for UAE researchers and opened up more possibilities for future exploration and education.

The program was initiated by the MBRSC, and the center opened its doors to young individuals in 2014. It encouraged UAE students to partake in designing, testing, and operating the satellite. According to the website, seven students from different engineering spheres took part in the development process of the project (MBRSC 2018). Moreover, they operated the finished CubeSat and monitored its condition after launch. As the CubeSat is currently still in space, students are able to track its status and send messages through the satellite. Therefore, the educational value of this project remains high. While some research programs may lose their importance with time, this initiative continues to be vital to the state of the center’s development. This project is an excellent example of student engagement and an innovative approach to education.

Also, the launch of the Nayif-1 satellite shows the UAE’s actions to achieve the goal of working together with other countries. The design of the device is a result of a collaborative effort of American and Emirati students, engineers, and researchers. Emirati students were able to visit other universities (such as the American University of Sharjah) to finish their work on the satellite and gather new experience in the field of space physics and engineering. Moreover, the nanosat was sent into space along with other satellites, making this particular event one of the biggest single launches in history. The vehicle, the PSLV-C37 rocket, carried more than 100 satellites on board (The National 2017). Such a joint effort is what makes the project particularly remarkable, as the UAE plans to establish an even stronger connection with other nations. Other projects will most likely encourage international participation as well.

The Nayif-1 CubeSat has a similar structure to the nanosats described above. Its dimensions (10x10x11.35 centimeters) are close to a cubical form, while its weight is slightly less than a kilogram and a half (MBRSC 2018). The satellite currently travels in an orbit that is about 450 to 720 kilometers away from the Earth’s surface. It is expected to have a communication footprint of 5000 kilometers. On board, the Nayif-1 CubeSat has a FUNcube communications package for environmental data collection and radio transmitted commands. Similarly to all nanosats, the Nayif-1 uses solar cells for power generation and batteries for storage. As can be seen from pictures of this satellite, its solar panels are situated on the sides of the cube. All in all, the design of this nanosat encompasses all types of the latest technology and equipment. It is the first nanosatellite to be launched by a country from the Gulf region, and the resulting product meets all expectations and quality standards.

The primary purpose of this nanosat is to collect data and provide “scientific and practical training for engineering students in the field of space science” (MBRSC 2018, para. 1). Moreover, this project was, and still is, a chance for students of the UAE to participate in different stages of a satellite’s development. The launched CubeSat was created with the intention of attracting students to learn more about radio technology, space physics, and electronics. Its primary objective is to receive and send messages, which it can do four times per day – twice in the morning and twice in the evening. Additionally, morning sessions are also an opportunity for students to check the condition of the satellite. The program is only the beginning of a series of future initiatives devised by the UAE government. The success of the Nayif-1 satellite launch gave way to various ambitious projects and allowed the UAE research teams to shape their path towards innovation.

Other Nanosatellite Programs in the UAE

The MYSAT-1 Nanosatellite

According to the nanosatellite database, the UAE has two other notable satellite programs that may be launched in the near future (Nanosatellite database 2018). One of them is the MYSAT-1, a one CubeSat launch project started in 2015. It is also an initiative connected to the UAE’s goals for education improvement because it invites students to participate in activities similar to the Nayif-1’s launch. The MYSAT-1 satellite is a single CubeSat that is scheduled to launch in 2018 (Nanosatellite database 2018). This program is created by the Masdar Institute and will be the first nanosatellite to be designed and launched by the students of this university.

The MYSAT-1 CubeSat’s plans differ from those of the Nayif-1 as it will have two important payloads. The first one will be a small camera that is intended for taking pictures of the UAE area and helping students to monitor such environmental factors as vegetation distribution and density. This project is also an opportunity for the Emirati students to showcase a new design for a battery that will be used to power up the nanosat (Nanosatellite database 2018). This Lithium-Ion battery was created in the Masdar Institute, and it is going to be tested during the MYSAT-1’s mission. The experimental battery is very small in diameter and weight. If the launch and the mission are successful, this cell may become a component in future projects of the university. This project shows that the UAE’s students are passionate about engineering and space exploration.

The second program uses more experimental materials than the first one and encourages students to devise new equipment for the mission. The plans of the Masdar Institute also include using a new type of solar panels based on the organic photovoltaic technologies. It is unclear whether these new solar cells will be added to the MYSAT-1 CubeSat, but the initiative itself is an excellent learning opportunity for students. It is possible that some future projects will use the knowledge accumulated during this mission.

Possible Future Projects

Another initiative noted in the nanosatellite database is the unnamed CubeSat (Nanosatellite database 2018). This project is relatively new and there is not much information available to the public as yet. However, it is currently known that the Khalifa University of Science, Technology, and Research has invited its engineering students to participate in the designing and operating activities that would result in them launching a CubeSat in two or three years. This program is expected to be finished in 2020. However, the dates are unclear as of this moment. Moreover, it is possible that the project will feature not one but a number of CubeSats, making it the first constellation of nanosatellites designed by Emirati students. The information from the nanosatellite database describes some of the features of the future satellite, including its payload, partners, and mission type.

The mission of the CubeSat will be to observe the surface and atmosphere of the Earth. It may carry a spectrometer as a payload, which will make observations about the concentration of two greenhouse gases – Carbon Dioxide (CO2) and Methane (CH4) – in the air over the UAE region (Nanosatellite database 2018). The idea of the primary payload being an observational device is not new, but it is a first attempt of Emirati students to present a more complex structure for its nanosatellite projects. There are a number of successful missions that had the same purpose. Therefore, the Emirati students are likely to join efforts with other researchers to build this nanosat. The partners listed in the database include the American University of Ras Al-Khaimah (AURAK) and the UAE Space Agency. It is feasible that the design of the cube or cubes will be similar to all previously described examples. The Khalifa University of Science, Technology, and Research may also introduce new experimental parts for their project.

Reference List

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El Mahmah, A & Kandil, M 2017, ‘Fiscal consolidation and UAE Vision 2021: a small scale macroeconomic model approach’, in Economic Research Forum, Giza, Egypt, pp. 2-32.

Future. 2018. Web.

MBRSC 2018, The first nanosatellite designed by an Emirati team at MBRSC for educational purposes. Web.

Nanosatellite database 2018. Web.

Oi, DK, Ling, A, Grieve, JA, Jennewein, T, Dinkelaker, AN & Krutzik, M 2017, ‘Nanosatellites for quantum science and technology’, Contemporary Physics, vol. 58, no. 1, pp. 25-52.

The National 2017, ‘UAE nanosatellite launched into space from India’. Web.

The space. 2018. Web.

Valentine, S & Hollingworth, D 2015, ‘Communication of organizational strategy and coordinated decision making as catalysts for enhanced perceptions of corporate ethical values in a financial services company’, Employee Responsibilities and Rights Journal, vol. 27, no. 3, pp. 213-229.

Vargas-Cuentas, N & Roman-Gonzalez, A 2016, ‘Nanosatellites: actual mission that can perform’, in 67th International Astronautical Congress-IAC 2016, Guadalajara, Mexico, pp. 1-5.

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