Diffraction Analysis of 2-D Pupil Mapping for High-Contrast Imaging

Pupil-mapping is a technique whereby a uniformly-illuminated input pupil, such as from starlight, can be mapped into a non-uniformly illuminated exit pupil, such that the image formed from this pupil will have suppressed sidelobes, many orders of magnitude weaker than classical Airy ring intensities. Pupil mapping is therefore a candidate technique for coronagraphic imaging of extrasolar planets around nearby stars. Unlike most other high-contrast imaging techniques, pupil mapping is lossless and preserves the full angular resolution of the collecting telescope. So, it could possibly give the highest signal-to-noise ratio of any proposed single-telescope system for detecting extrasolar planets. Prior analyses based on pupil-to-pupil ray-tracing indicate that a planet fainter than 10^{-10} times its parent star, and as close as about 2 lambda/D, should be detectable. In this paper, we describe the results of careful diffraction analysis of pupil mapping systems. These results reveal a serious unresolved issue. Namely, high-contrast pupil mappings distribute light from very near the edge of the first pupil to a broad area of the second pupil and this dramatically amplifies diffraction-based edge effects resulting in a limiting attainable contrast of about 10^{-5}. We hope that by identifying this problem others will provide a solution.Comment: 23 pages, 13 figures, also posted to http://www.orfe.princeton.edu/~rvdb/tex/piaaFresnel/ms.pd

Researching creatively with pupils in Assessment for Learning (AfL) classrooms on experiences of participation and consultation

This paper reports on an ESRC TLRP project, Consulting Pupils on the Assessment of their Learning (CPAL). The CPAL project provides an additional theoretical perspective to the ‘educational benefits’ perspective of engaging pupil voice in learning and teaching (Rudduck et al., 2003) through its exploration of pupil rights specifically in relation to assessment issues presently on the policy agenda in the Northern Ireland context – notably Assessment for Learning (AfL). An emergent framework for assessing pupil rights, based on Article 12 of the United Nations Convention on the Rights of the Child (Lundy, 2007), is being used to explore the ways in which AfL classroom practice creates the conditions for increased pupil participation and consultation. Pupil views on their AfL classroom experiences and participation are explored by means of a variety of pupil-centred, creative research methods that engage and stimulate pupils to observe, communicate and analyse their learning and assessment experiences and give meaning to them. This presentation highlights preliminary data based on a sample of 11-14 years pupils' experiences of participation and consultation in classrooms adopting AfL pedagogical principles, and identifies characteristics that support or inhibit pupil participation in their learning and the expression of their views about such matters

A physiological marker of recognition memory in adults with autism spectrum disorder? The Pupil Old/New Effect

This study investigated the pupil Old/New effect in individuals with Autism Spectrum Disorder (ASD) and typical development (TD). Participants studied verbal and visual meaningful and meaningless materials in black and white on a computer screen. Pupil sizes were measured while participants performed a Remember (episodic memory with context) /Know (semantic memory, no context) recognition memory test. ASD compared to TD individuals showed significantly reduced recognition rates for all materials. Both groups showed better memory for visual compared to verbal (picture superiority effect) and meaningful compared to meaningless materials. A pupil size ratio (pupil size for test item divided by baseline) for old (studied) and new (unstudied) materials indicated larger pupils for old compared to new materials only for the TD but not the ASD group. Pupil size in response to old versus new items was positively related to recognition accuracy, confirming that the pupil Old/New effect reflects a memory phenomenon in the ASD group. In addition, this study suggests an involvement of the noradrenergic neurotransmitter system in the abnormal hippocampal functioning in ASD. Implications of these findings as well as their underlying neurophysiology will be discussed in relation to current theories of memory in ASD

Pupil stabilization for SPHERE's extreme AO and high performance coronagraph system

We propose a new concept of pupil motion sensor for astronomical adaptive optics systems and present experimental results obtained during the first laboratory validation of this concept. Pupil motion is an important issue in the case of extreme adaptive optics, high contrast systems, such as the proposed Planet Finder instruments for the ESO and Gemini 8-meter telescopes. Such high contrast imaging instruments will definitively require pupil stabilization to minimize the effect of quasi-static aberrations. The concept for pupil stabilization we propose uses the flux information from the AO system wave-front sensor to drive in closed loop a pupil tip-tilt mirror located in a focal plane. A laboratory experiment validates this concept and demonstrates its interest for high contrast imaging instrument.Comment: This paper was published in Optics Express and is made available as an electronic reprint with the permission of OSA. The paper can be found at http://www.opticsexpress.org/abstract.cfm?id=144687 on the OSA websit

Changing School Autonomy: Academy Schools and their Introduction to England's Education

In this paper, we study a high profile case - the introduction of academy schools into the English secondary school sector - that has allowed schools to gain more autonomy and flexible governance by changing their school structure. We consider the impact of an academy school conversion on their pupil intake and pupil performance and possible external effects working through changes in the pupil intake and pupil performance of neighbouring schools. These lines of enquiry are considered over the school years 2001-02 to 2008-09. We bypass the selection bias inherent in previous evaluations of academy schools by comparing the outcomes of interest in academy schools to a specific group of comparison schools, namely those state-maintained schools that go on to become academies after our sample period ends. This approach allows us to produce a well-balanced treatment and control group. Our results suggest that moving to a more autonomous school structure through academy conversion generates a significant improvement in the quality of their pupil intake and a significant improvement in pupil performance. We also find significant external effects on the pupil intake and the pupil performance of neighbouring schools. All of these results are strongest for the schools that have been academies for longer and for those who experienced the largest increase in their school autonomy. In essence, the results paint a (relatively) positive picture of the academy schools that were introduced by the Labour government of 1997-2010. The caveat is that such benefits have, at least for the schools we consider, taken a while to materialise.Academies, pupil intake, pupil performance