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

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 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

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

Should contentment be a key aim in higher education?

Higher education institutions are major concentrations of political, social, economic, intellectual and communicative resources. They reach freely across populations and cultures, and connect to government, professions, industry and the arts. The neo-liberal logic of markets has entered the realm of (higher) education. Marketing functions centre on the creation, codification and transmission of knowledge, and the certification of graduates and the nature of education are commercialised, both in provision and in curriculum content. This leads to discourse on the benefits of education being positioned almost exclusively in terms of their effect on income. The perspective taken in the paper is the development of a happiness motive which asks education to challenge what it is to be a member of society: what moral and ontological stance one will seek to take in developing one’s future. The satisfied student perpetuates the current lifeworld in which they find themselves, seeking to improve the quality of the services provided. It is proposed that an overly-emphasised desire-satisfaction culture inhibits the edifying mission of universities. This is not to argue against high quality service provision but to differentiate it from the edifying role of personal challenge, determination and social responsibility conceptualised here as profound happiness or contentment, and the university’s role in its development. It calls for a different and more refreshing approach to higher education, which is losing its shape and ‘morphing’ into socially-experienced training provision