Pion Charge Exchange on Deuterium

We investigate quantum corrections to a classical intranuclear cascade simulation of pion single charge exchange on the deuteron. In order to separate various effects the orders of scattering need to be distinguished and, to that end, we develop signals for each order of scattering corresponding to quasi-free conditions. Quantum corrections are evaluated for double scattering and are found to be large. Global agreement with the data is good.Comment: 30 pages, 12 figure

Computer program documentation user information for the MPAD trajectory tape print program (TRJPR1)

The Trajectory Tape Print Program (TRJPR1) was developed to print applicable information from a Space Trajectory tape created by the Mission Planning and Analysis Division (MPAD) in the MPAD Common Format for the on-orbit phase of the Mission. Instructions for TRJPR1's use are given

Evaluation of LANDSAT-D Orbit Determination Using a Filter/Smoother (PREFER)

Simulated range and range rate data for five tracking stations were first generated using batch least squares orbit determination (GTDS). Then GTDS was used (in the differential correction mode) to produce a nominal trajectory which was input to PREFER. The GTDS differential correction (DC) run was made using models which differed from those used to produce the simulated data. These model differences were chosen to be fairly realistic approximations to the errors in the models actually used for operational orbit determination. Several different simulation runs were made with different types of model errors in order to determine the sensitivity to these errors. The nominal trajectory and the simulated measurement data were input to PREFER to produce a smoothed ephemeris file. Numerous runs of PREFER were made in which parameters describing the statistics of the model errors were varied. The likelihood function computed by the Kalman filter determined the ""best'' choice of input parameters. There was strong negative correlation between the likelihood function and the errors in the smoothed ephemeris

Computer program documentation user information for the RSO-tape print program (RSOPRNT)

A user's guide for the RSOPRNT, a TRASYS Master Restart Output Tape (RSO) reader is presented. Background information and sample runstreams, as well as, references, input requirements and options, are included

Resistant Self in Leadership: A Hermeneutical Conundrum

Autoethnography offers leadership study opportunities as it allows the texts to move between the self of the subject and the researcher who can themselves be a co-researched subject. In this sense texts moving between 'selves' represents a hermeneutical concern (or ‘language game’); that is it is possible to see the self as a text, in a context, and moving between selves, although not to gain access to the ‘original intent’ of the author; the text in this instance is in ‘our’ hands and as such transforming from the author in a new direction. As such, in this domain: “all understanding is interpretation, and all interpretation takes place in the medium of language which would allow the object to come into words and yet is at the same time the interpreter’s own language” (Gadamer, 1975: 350)

A transdisciplinary currere

In the shifting of universities towards a more clearly economic imperative rather than social good, the relationship between higher education teaching and professional practice has become more apparent in the courses offered by universities and their relationship with employment and employers. This paper envisions all high-levelvocational education as professional and discusses how an understanding of the phenomenology of transdisciplinary practice could help define how it might be structured, and with whom, in professional practice. Specifically, the paper considers a phenomenological understanding of how knowing can be conceived of a patterning of causes which forms the basis of the concept of a lifelong curriculum, or currere, might reconceptualise the curriculum from a course outline to what Pinar calls ‘a complicated conversation’ (Pinar, 2011)

Happiness and education: troubling students for their own contentment

Currently higher education strategies seem to concentrate on the expedient, developing skills that can secure employment in the world of work. Following Dreyfus and Spinosa (2003), this may have immediate advantages, but in totalising pedagogic practices it may restrict our openness to people and to our own contentment with ourselves. Valuable as this may be as a way to satisfy politico-economic policy imperatives, it strays from education as an edifying process where personal development represents, through the facing up to distress and despair, an unsettling of our developing identity and a negation of our immediate desire satisfaction. Such an unsettling is not intended to give pleasure or satisfaction in the normative way in which the imperative of happiness has been used in student satisfaction surveys or in the wider societal context that this totalisation represents (Ahmed 2010). What I propose for higher education is not a dominant priority to feed the happiness for others but a mission to personal contentment revealed through realising student potentialities to them and so recognising their limitations as part of seeking an attunement to contentment

A transcending a single reality

The discourse of a neo-liberal ideology founded on a notion of universal truth and the values or a western tradition have been enshrined in a persistent colonisation of educational institutions and their practices. Global meaning has abused anthological knowledges and ecologies forcing notions of education as pedagogy and curriculum onto communities which do nothing to enable flourish but attempt to develop a form a sanction well-being which is contra to emancipation, self-respect and community support. This colonisation is managed through access to technological connectivity as an ameliorator of change through-narrative of wealth and power. As such the post-modern is a simulacrum for a hidden continuity of privilege that remerges in the present

Why academics should have a duty of truth telling in an epoch of post-truth?

In this article, I advocate that university education has at its core a mission to enable its communities of scholars (staff and students) to make judgements on what can be trusted, and that they, themselves, should be truth-tellers. It is about society being able to rely upon academic statements, avoiding deliberate falsehoods. This requires trust in oneself to make those judgements; an obligation to do so; and the courage to speak out when such judgements might be unpopular, risky or potentially unsafe. I suggest it should be a duty placed on academics to be truth-tellers and to educate potentially gullible others in what it is to have worthy and reliable self-trust in their own judgements