The school to work transition for young people who experience custody

We use individual-level population data to characterise the pathways followed by young people in England who experience custody. We identify a typology of pathways up to age 18 and a separate typology covering ages 19-22. Our results confirm the generally poor prospects among this group, showing 80 per cent to be firmly established as not in employment, education or training (NEET) by age 22. Despite the high level of deprivation in the population considered, prospects are still found to vary with specific markers of disadvantage. Managing to avoid NEET when 16-18 is an important part of the strategy for avoiding NEET when older. This suggests the importance of policy interventions aimed at re-engagement of those who experience custody as a young person

Antenna Mechanical and R. F. Systems Measurements and Alignment Using ALSEP

A valuable spin-off asset of the lunar exploration program has been the use of the Apollo Lunar Surface Experiments Package (ALSEP) transmitter systems for angular alignment as well as RF systems checks and alignment of AFETR large aperture telemetry antennas. Accurately known ALSEP antenna coordinates on the lunar surface, together with those of a telemetry antenna on the earth f s surface, makes possible accurate computation of antenna look angles versus time. In order to refine the accuracy of these angles, it was necessary to include the effects of nutations of the earth and librations of the moon. The resulting accuracy of computed antenna look angles is one or two orders of magnitude greater than that of techniques commonly used such as that using the sun\u27s radio frequency noise emission. The use of Cassiopeia A is restricted due to the low level of flux density emitted by this star. Only high gain antennas are suitable for tracking Cassiopeia A, therefore it is impossible to make alignment comparisons with lower gain antennas. The ALSEP is a very practical tool which enables real time problem analysis and possible correction of alignment of antenna systems readout devices in almost real time. The availability of information on the performance of the ALSEP transmitter makes possible simple and accurate assessment of RF systems performance quality. In addition, the tracking availability of about 12 hours each day makes it an extremely valuable training aid for antenna system operators. The possibility of using the ALSEP angular data to navigate surface ships, which have accurate S-band tracking antennas and associated on-board digital computers, warrants investigation

Forage Legumes for Texas.

2 p

Forage Legumes for Texas.

2 p

Mind the Gap

Mind the Gap sought to improve the metacognition and academic attainment of pupils in Year 4. There were two aspects to the intervention. The first involved training teachers in how to embed metacognitive approaches in their work, and how to continue to effectively and strategically involve parents. This training took place over a day and was provided by a consultant. The second component focused on parental engagement and offered families the opportunity to participate in a series of facilitated workshops where children and parents work together to create an animated film. Sessions were coordinated by a practitioner who helped participants to think about how they are learning, create learning goals and reflect on their progress; to be metacognitive about the learning process they were engaged in together. The families were offered 2 hours of workshops per week for 5 weeks (10 hours in total). The project targeted schools in four areas of England: Birmingham, Devon, London and Manchester. It was delivered by the Campaign for Learning, with assessments carried out by Durham University. Delivery started in September 2012 and finished in October 2013. The project was evaluated using a randomised controlled trial, which compared the interventions to a ‘business-as-usual’ control group. It is important to note that it was eligibility for the animation course, not participation, that was randomised, so the results must be regarded as estimating the effect of being offered the animation course (alone or in combination with teacher training, as appropriate) rather than participating in it