Spin vector control for a spinning space station. Volume 2 - Analytic manual Final report

Computer manual for calculating dynamic vector control of dual spin space statio

Documents on Western Australian education 1830 - 1973

Reflecting the general lack of concern for education in the 1820\u27s,the plans for the Swan River Settlement contained no scheme for the establishment of schools. Both nature and man mitigated against the early creation of a viable education system. The concentration upon the problem of survival meant that there were few resources for schools, while child labour played an important role in the economy, The land grant system together with poor soil resulted in a dispersed settlement which made the provision of schools expensive. Without resources, the District Boards were incapable of providing education and this, together with the Government administrative structure ensured the early establishment of a centralized education system. The centralized educational administration and the cost of education in remote areas, have remained features of the educational history of the colony and state. The Government which today exerts a controlling influence on education, played a minor role in the early lean years of the colony when many families had to appeal to the Governor for sustenance. At that time a number of individuals set up schools, some as a source of livelihood and others for idealistic motives. The first great impetus to educational development, however, was the missionary activity of the Roman Catholic Church which spurred the Government to create National Schools for the defence of the Protestant faith

Experimental determination of the state-dependent enhancement of the electron-positron momentum density in solids

The state-dependence of the enhancement of the electron-positron momentum density is investigated for some transition and simple metals (Cr, V, Ag and Al). Quantitative comparison with linearized muffin-tin orbital calculations of the corresponding quantity in the first Brillouin zone is shown to yield a measurement of the enhancement of the s, p and d states, independent of any parameterizations in terms of the electron density local to the positron. An empirical correction that can be applied to a first-principles state-dependent model is proposed that reproduces the measured state-dependence very well, yielding a general, predictive model for the enhancement of the momentum distribution of positron annihilation measurements, including those of angular correlation and coincidence Doppler broadening techniques

Honors Pre-Thesis Workshop, 2.0

Almost every week throughout the year, the University Honors Program of Miami University holds recruitment programs for prospective honors students. High school juniors and seniors, often with assorted parents and family members in tow, file into an auditorium to learn about the key features, requirements, and benefits of our honors program. Smiles, nods, and eager questions greet comments relating to honors housing, honors seminars, advance course registration, and scholarships. Inevitably, when the mention of a required honors thesis arises, concerned looks, stony silence, and side glances emerge. The hallmark of most honors programs across the nation is the undergraduate honors thesis, which represents a fitting culmination of a student’s college experience yet inspires fear and trepidation even among the most academically gifted and motivated students. Perhaps one reason for this reaction is the daunting goal of most honors theses: to demonstrate command of relevant scholarly literature and make a personal contribution to that scholarship. Although a thesis can take many forms—from scientific experiments to artistic performances—it usually involves a substantive written document that captures relevant background, methods, and techniques as well as details of the process used in completing the project. Because of the daunting nature of the honors thesis, many honors programs offer or encourage various forms of support. Students, for example, are typically required to select a faculty advisor or committee of faculty members who offer guidance and feedback on work-in-progress. Sometimes, students have the opportunity to enroll in independent studies or tutorial courses with their faculty advisor while other programs provide a one-credit support course to help students develop a thesis proposal and identify a faculty advisor. Like many honors programs and colleges, the University Honors Program of Miami University offers an optional pre-thesis support course that is one credit hour and ungraded. The course generally comprises twenty students from all different majors who are usually in their third year. A few seniors or sophomores also enroll. For six years, Carolyn Haynes, the director of the program, taught the course using the same structure: students would complete a questionnaire on possible interests; create an annotated bibliography of possible sources with the help of specialist librarians; develop and revise a draft proposal; identify and interview potential faculty advisors; and create a timeline for project completion. The pedagogy drew primarily from the work of composition scholars such as Ballenger and Booth, Colomb & Williams, who emphasize a process-oriented approach to writing research papers that helps students through various stages, including brainstorming, identifying a question or topic, engaging sources, planning, drafting, revising, editing, and proofreading. This pre-thesis honors course has transitioned away from a systematic focus on each step in the writing process to an infusion of play and creativity into the early stages of the research process as well as higher expectations of student engagement and collaboration. We argue that the incorporation of play and peer-to-peer interaction into the pedagogy is particularly necessary for honors students who, perhaps due to their high need for achievement and drive for perfectionism (Hickson & Driskill; Mathiasen) as well as preference for independence and solitude (Rinn & Plucker), tend to follow accepted formulas for success and work in isolation. These tendencies can hinder creative and intellectual risk-taking as well as productivity

The validity and reliability of the my jump 2 app for measuring the reactive strength index and drop jump performance

BACKGROUNDː This is the first study to independently assess the concurrent validity and reliability of the My Jump 2 app for measuring drop jump performance. It is also the first to evaluate the app’s ability to measure the reactive strength index (RSI). METHODSː Fourteen male sport science students (age: 29.5 ± 9.9 years) performed three drop jumps from 20 cm and 40 cm (totalling 84 jumps), assessed via a force platform and the My Jump 2 app. Reported metrics included reactive strength index, jump height, ground contact time, and mean power. Measurements from both devices were compared using the intraclass correlation coefficient (ICC), Pearson product moment correlation coefficient (r), Cronbach’s alpha (α), coefficient of variation (CV) and Bland-Altman plots. RESULTSː Near perfect agreement was seen between devices at 20 cm for RSI (ICC = 0.95) and contact time (ICC = 0.99) and at 40 cm for RSI (ICC = 0.98), jump height (ICC = 0.96) and contact time (ICC = 0.92); with very strong agreement seen at 20 cm for jump height (ICC = 0.80). In comparison with the force plate the app showed good validity for RSI (20 cm: r = 0.94; 40 cm; r = 0.97), jump height (20 cm: r = 0.80; 40 cm; r = 0.96) and contact time (20 cm = 0.96; 40 cm; r = 0.98). CONCLUSIONSː The results of the present study show that the My Jump 2 app is a valid and reliable tool for assessing drop jump performance

Work Experience and Trainee Teachers

An educational policy problem currently receiving some scrutiny is the advisabi lity of school teachers being persons with experience of work and life situations outside of educational institutions (See Williams, 1979, Vol. 1, p.99 and The Schools Commission, 1979). Proposals on this matter include enrolment of more mature age students in teacher training; requiring teacher trainee students to have significant work experience prior to or during their period of training; providing teachers with seminars and other interactive opportunities for improving their knowledge of industry, the world of work and the wider society; and providing opportunities for secondment of teachers to industrial organisations for significant periods