Enhancing spaceflight safety with UOS3 cubesat

Earth orbits are becoming increasingly congested. This will not only impact future space operations but also become a concern for the population on the ground; with more spacecraft being flown, more objects will re-enter the atmosphere in an uncontrolled fashion. Parts of these satellites can reach Earth surface and endanger the ground population (e.g. ROSAT or UARS satellites). A student-run project from the University of Southampton aims to build a 1U cubesat (approx. 10 by 10 by 10 cm satellite), which will gather data that will improve the accuracy of re-entry predictions. The cubesat will record and deliver its position and attitude during the orbital decay, thus providing validation data for re-entry prediction tools. This will reduce the risk to the ground population because more accurate prognoses will allow mitigation measures to be implemented in the areas at risk. The mission could also allow the risk of collision between spacecraft to be estimated more accurately thanks to improvement of the atmospheric models. This would give the decision makers more complete information to use, for instance, in collision avoidance manoeuvre plannin

Policy, Performativity and Partnership: an Ethical Leadership Perspective

This article identifies the need to think differently about educational partnerships in a changing and turbulent post compulsory policy environment in England. The policy and institutional contexts in which universities and colleges currently operate seem to be fuelling performativity at the expense of educational values. There appears to be a sharp interruption in the steady increase in educational partnerships as a vehicle for increasing and widening participation in higher education. We are witnessing a marked change in university / college relationships that appears to be a consequence of government calling a halt to increased participation in higher education, creating an increasingly competitive market for a more limited pool of student places. The implication that educational policy at the national level determines a particular pattern or mode of leadership decision making throughout an institution should however be resisted. Policy developments that challenge the moral precepts of education should not be allowed to determine how a leader acts, rather they should prompt actions that are truly educational, rooted in morality, and atached to identifiable educational values. Educational leaders have agency to resist restricted discourses in favour of ethical and principled change strategies that are a precondition for sustainable transformative partnerships in post compulsory education. University leaders in particular are called upon to use their considerable influence to resist narrow policy or managerial instrumentalism or performativity and embrace alternatives that are both educationally worthwhile and can enhance institutional resilience

Reviews

The following publications have been reviewed by the mentioned authors;Windsor Chairmaking by Thos Moser, reviewed by Bernard AylwardRelief Woodcarving by E. J. Tangerman, reviewed by Bernard AylwardWorking Green Wood with PEG by Patrick Spielman, reviewed by J. W. ThompsonWork Experience in Secondary Schools edited by John Eggleston, reviewed by Charles PeaceScale Model Cannon by Richard Stewart and Donald Heyes, reviewed by John EgglestonHow to Make Your Own Picture Frames by Hal Rogers and Ed Reinhardt, reviewed by John EgglestonThe Story of Craft by Edward Lucie Smith, reviewed by John EgglestonThe Landsdowne Book of Handcrafts reviewed by Roger BensonUnderstanding Design in the Home by Margaret Picton, reviewed by John EgglestonWoodturning Projects for Dining by John Sainsbury, reviewed by M. P. BourneCrafts Conference for Teachers - April 1982 published by Crafts Council, reviewed by Bernard L. MyersCraft Design Technology reviewed by M. JohnArt and Imaginations: A Study in the Philosophy of Mind by Roger Scruton, reviewed by G. H. Bantock'Forget all the rules you ever learned about Graphic Design including the ones in this Book by Bob Gill, reviewed by Cal SwannProfessional Smithing by Donald Streeter, reviewed by J. N. AtkinsGraphic Communication by John Twyford, reviewed by Cal Swan

(Re)framing a philosophical and epistemological framework for teaching and learning in STEM: Emerging pedagogies for complexity

Today’s learners are engaging in study where access to knowledge is easier than it ever has been in human history. Rapid advancement of technology and the increasing ease with which communication and interaction can occur has dramatically changed the landscape in which teachers of science, technology, engineering and mathematics (STEM) operate. The contemporary skills that students are required to possess include inter alia problem solving, creativity, teamwork abilities, communication skills and emotional intelligence. Despite the universal acceptance of their importance, these skills are commonly cited as underdeveloped and in addition, are still accompanied by outmoded ‘traditional’ forms of teaching and assessment. While the approaches of twentieth-century education were successful in developing knowledge stores, the ubiquity of access to knowledge—coupled with the constantly changing nature of the world today—requires alternative conceptions of teaching and learning. This article focuses primarily on an exploration of learning metaphors and teaching with the overall lens of creating self-regulated and furthermore, self-determined learners. The article begins with an exploration of learning in STEM education and a critique of the pedagogical perspective, discussing why this epistemology may be insufficient for contemporary STEM learning. The article then considers an alternative and potentially more contemporary notion; the emergent pedagogic space. The article presents a theoretical model to conceptualise learning in STEM education, with the goal of informing both practice and research. The realisation of this proposed emergent pedagogical space is explored through an applied case study from a design and technology context

Annual estimates of occupancy for bryophytes, lichens and invertebrates in the UK, 1970–2015

Here, we determine annual estimates of occupancy and species trends for 5,293 UK bryophytes, lichens, and invertebrates, providing national scale information on UK biodiversity change for 31 taxonomic groups for the time period 1970 to 2015. The dataset was produced through the application of a Bayesian occupancy modelling framework to species occurrence records supplied by 29 national recording schemes or societies (n = 24,118,549 records). In the UK, annual measures of species status from fine scale data (e.g. 1 × 1 km) had previously been limited to a few taxa for which structured monitoring data are available, mainly birds, butterflies, bats and a subset of moth species. By using an occupancy modelling framework designed for use with relatively low recording intensity data, we have been able to estimate species trends and generate annual estimates of occupancy for taxa where annual trend estimates and status were previously limited or unknown at this scale. These data broaden our knowledge of UK biodiversity and can be used to investigate variation in and drivers of biodiversity change