Application of a global positioning system in Saudi Arabia

Navigation constitutes the major part of safety at sea; the more accurate position fixing, the more safety exists. Nowadays Global Positioning System (GPS) is the most accurate system but it exists only in a few countries. However, to promote standard navigation, GPS should exist all around the world. It is not only used for position fixing at sea, but also in the air and on land. GPS is more accurate position fixing system than any other existing system with world coverage. The plan is for an absolute accuracy of within 100m to be available to the general user such as the merchant marines of all countries. An accuracy of about 16m will be obtained by the US and NATO military and other authorized users. Besides position fixing in three dimensions (longitude, latitude and altitude above sea level) GPS will provide the user with velocity information and with Universal Time Coordinated (UTC). Because of the high accuracy in three dimensions, GPS could also be used for geodetic and other purposes. Since Saudi Arabia has an important role to play in International Trade and Economy, the application of GPS would enable the country to embrace the future in the correct manner. Moreover, Saudi Arabia has a very long coast with many coral reefs along the Red Sea and a heavy trafficated coast on the Arabian Gulf. GPS is, therefore, necessary for the coast guard to maintain its duty properly and safely

High-Stakes Testing and Student Achievement: Does Accountability Pressure Increase Student Learning?

This study examined the relationship between high-stakes testing pressure and student achievement across 25 states. Standardized portfolios were created for each study state. Each portfolio contained a range of documents that told the “story” of accountability implementation and impact in that state. Using the “law of comparative judgments,” over 300 graduate-level education students reviewed one pair of portfolios and made independent evaluations as to which of the two states’ portfolios reflected a greater degree of accountability pressure. Participants’ judgments yielded a matrix that was converted into a single rating system that arranged all 25 states on a continuum of accountability “pressure” from high to low. Using this accountability pressure rating we conducted a series of regression and correlation analyses. We found no relationship between earlier pressure and later cohort achievement for math at the fourth- and eighth-grade levels on the National Assessment of Educational Progress tests. Further, no relationship was found between testing pressure and reading achievement on the National Assessment of Education Progress tests at any grade level or for any ethnic student subgroup. Data do suggest, however, that a case could be made for a causal relationship between high-stakes testing pressure and subsequent achievement on the national assessment tests—but only for fourth grade, non-cohort achievement and for some ethnic subgroups. Implications and directions for future studies are discussed

Alienage Classifications and the Denial of Health Care to DREAMers

In the Affordable Care Act (“ACA”), passed in 2010, Congress provided that only “lawfully present” individuals could obtain insurance through the Marketplaces established under the Act. Congress left it to the Department of Health and Human Services (“HHS”) to define who is “lawfully present.” Initially, HHS included all individuals with deferred action status, which is an authorized period of stay but not a legal status. After President Obama announced a new policy of Deferred Action for Childhood Arrivals (“DACA”) in June 2012, however, HHS amended its regulation specifically to exclude DACA recipients from the definition of “lawfully present.” The revised regulation denied DREAMers—undocumented immigrants brought to the United States as children—access to affordable health care, while providing it to similarly situated individuals who had been granted deferred action through other means. This Article examines whether the exclusion of DREAMers from the ACA violates equal protection principles, highlighting critical inconsistencies and gaps in the case law on standards of review for alienage classifications. A circuit split exists about whether non-legal permanent residents are ever entitled to strict scrutiny, and the extent of the Executive’s power over immigration remains unclear, as does the allocation of power within the executive branch. In addition, courts are divided about the standard of review that applies when states discriminate against non-citizens pursuant to a federal statute. All of these issues complicate the analysis and underscore the need to reevaluate an unraveling tiered approach to judicial review

Alienage Classifications and the Denial of Health Care to Dreamers

In the Affordable Care Act (“ACA”), passed in 2010, Congress provided that only “lawfully present” individuals could obtain insurance through the Marketplaces established under the Act. Congress left it to the Department of Health and Human Services (“HHS”) to define who is “lawfully present.” Initially, HHS included all individuals with deferred action status, which is an authorized period of stay but not a legal status. After President Obama announced a new policy of Deferred Action for Childhood Arrivals (“DACA”) in June 2012, however, HHS amended its regulation specifically to exclude DACA recipients from the definition of “lawfully present.” The revised regulation denied DREAMers—undocumented immigrants brought to the United States as children—access to affordable health care, while providing it to similarly situated individuals who had been granted deferred action through other means. This Article examines whether the exclusion of DREAMers from the ACA violates equal protection principles, highlighting critical inconsistencies and gaps in the case law on standards of review for alienage classifications. A circuit split exists about whether non-legal permanent residents are ever entitled to strict scrutiny, and the extent of the Executive’s power over immigration remains unclear, as does the allocation of power within the executive branch. In addition, courts are divided about the standard of review that applies when states discriminate against noncitizens pursuant to a federal statute. All of these issues complicate the analysis and underscore the need to reevaluate an unraveling tiered approach to judicial review

Extended MAGTF operations - tactical chat

Naval Research Program ProjectThe relatively new MV-22 Osprey has significantly extended the range Marine Air-Ground Task Force (MAGTF) forces can deploy under the cover of a single period of darkness. Unfortunately, this extended range has strained the effectiveness and reliability of the MAGTF's communications capabilities. The purpose of this thesis is to provide a proof of concept for an economical, easily manufactured, reliable, low bandwidth, communications system capable of passing data over hundreds of kilometers through vertical terrain. In the course of this study, a successful communications system is created, utilizing COTS radios and hardware to circumvent vertical obstructions. Digital text messages are successfully transmitted through an analog radio signal over a distance of 170 miles. The transmissions pass through a relay radio attached to a high-altitude balloon. The system proves sufficiently speedy and reliable despite utilizing disparate end-point radios. This thesis successfully demonstrates the potential this system has to extend United States Marine Corps communications. Further research should focus on the system's capability over a larger range and the effects of system configuration settings on transmission speed and reliability.http://archive.org/details/extendedmagtfope1094553052Lieutenant, United States Coast GuardApproved for public release; distribution is unlimited

An Inquiry into the Theory of Action of School Development Planning constituted within the Professional Culture of the School Development Planning Initiative 1999-2010

This study is a qualitative inquiry into the theory of action of school development planning (SDP) constituted within the professional culture of the School Development Planning Initiative (SDPI). SDP is delineated as an historically contingent term of art most influential in scholarly and policy discourse under the auspices of the Education Reform Act (1988) in the United Kingdom and the Education Act (1998) in Ireland. SDP in Ireland reflects national policy aspiration and traditional Irish cultural and educational values. SDPI, though only established for eleven years, had a crucial role as an agency of the then Department of Education and Science in promoting and supporting SDP in Irish secondary schools in fulfilment of statutory obligations and a national agenda of school improvement. This study presents a qualitative thematic analysis of documentary material and interview data. Using qualified grounded theoretical analytic techniques, the analysis produces findings showing that the primary goal for SDPI was the development of collaborative, deliberative professional cultures among teachers as self-conscious learners, facilitated by supportive leadership, focused upon enhanced pupil learning. The findings also chart an historical pattern of shifting priorities for SDPI in building capacity for SDP until school self evaluation discursively displaced SDP, culminating in a more instrumentalist model of planning. The study also identifies competing loci of control and power between central instrumentalist and accountability expectations on the one hand, and, on the other, the promotion of school autonomy and teacher empowerment. These competing loci of control form the pivotal historical axis of the problematisation of SDP in the study. The findings give weight to the argument that this antinomy is a core determinant of SDPI’s theory of action. The relationship of SDPI to the inspectorate reflects this tension. Conceptualising the inner culture of SDPI the thesis identifies both strong cultural cohesion and creative licence. Key features of valorised SDP derive from the internal culture of SDPI experienced as a community of practitioners. However, strategic naivity and conflicted loyalties to school communities and the Department of Education and Skills contributed to the decline both of SDP as a leading term of art in school improvement discourse in Ireland and to SDPI as a pivotal programme of support for schools. In relation to categories derived from Argyris and Schon, SDPI displays model 2 behaviours operationally, but model 1 behaviours strategically. The thesis contributes to an understanding of an important phase of recent school improvement practice in Ireland, including the relationship of professional culture to praxis, and the need for alignment of purpose among key agencies in school improvement policy design and implementation

A framework for effective implementation of Integrated Quality Management System in primary schools in the Western Cape province

The purpose of the study was to investigate the practices and challenges faced by primary schools in the Western Cape province when implementing the Integrated Quality Management System (IQMS) policy. The study concentrated mainly on monitoring and evaluation processes; as well as the relevance and appropriateness of the measures in place for refining the IQMS. In 1994, the attainment of democracy in South Africa brought radical transformation to the education system, which resulted in the development of various educational policies. One of these policies was the Integrated Quality Management System (IQMS), which was introduced in 2003. The IQMS was aimed at improving quality education delivery. However, based on learners’ academic and quality results in terms of progression over the past two decades, the South African education system may not have achieved all of its desired outcomes. The school development teams, especially those in rural and previously disadvantaged schools, do not comply with the principles of the IQMS policy and, as a result, fail in their mandate. The empirical approach employed in this study was successful in obtaining information from participants about the challenges they faced in implementing the IQMS policy. The study used qualitative approach. Participants included post-level one teachers as well as members of the school management team at five different schools. The research findings indicated that some schools only implement the IQMS to comply with the department requirements and to ensure that their educators receive the salary increments based on IQMS. Consequently, there is no real school development taking place. The study made a number of recommendations to consider with regard to effective implementation of IQMS in schools. It is recommended that the School Development Team (SDT) and the School Management Team (SMT) employ a well-adjusted approach to whole school evaluation, with a resilient effort on both professional development and performance appraisal in the engagement of whole school development. The study also suggests the appointment of Senior Education Specialists who will be based at every school and become part of the SDTs in order to assist the schools in converting evaluation into school development. Further suggestion is also made for performance agreements and targets linked to salary increments.Educational Management and LeadershipPh. D. (Education Management

Intellectual Property Management in Health and Agricultural Innovation: A Handbook of Best Practices, Vol. 1

Prepared by and for policy-makers, leaders of public sector research establishments, technology transfer professionals, licensing executives, and scientists, this online resource offers up-to-date information and strategies for utilizing the power of both intellectual property and the public domain. Emphasis is placed on advancing innovation in health and agriculture, though many of the principles outlined here are broadly applicable across technology fields. Eschewing ideological debates and general proclamations, the authors always keep their eye on the practical side of IP management. The site is based on a comprehensive Handbook and Executive Guide that provide substantive discussions and analysis of the opportunities awaiting anyone in the field who wants to put intellectual property to work. This multi-volume work contains 153 chapters on a full range of IP topics and over 50 case studies, composed by over 200 authors from North, South, East, and West. If you are a policymaker, a senior administrator, a technology transfer manager, or a scientist, we invite you to use the companion site guide available at http://www.iphandbook.org/index.html The site guide distills the key points of each IP topic covered by the Handbook into simple language and places it in the context of evolving best practices specific to your professional role within the overall picture of IP management