Tracking and Orbit-Determination Program of the Jet Propulsion Laboratory

The lunar-probe tracking program at the Jet Propulsion Laboratory has two prime objectives: (1) provide real-time predictions of the direction of the probe from various observation stations; (2) establish a reliable trajectory corresponding to the actual flight path of the probe. The tracking program, although developed for use with lunar probes, can be used for interplanetary probes if certain modifications are made. The program, as developed for the IBM 704 digital computer, has two distinct phases. First, the equations of motion and the variational equations are integrated to each observation time where the elements of the equation A (sub u) equals b [linearization of the maximum likelihood equations] are computed. The second phase is concerned with the solution of a specified subset of A (sub u) equals b. Flexibility and ease of operation have been major objectives in writing the 704 program. The number of data points and tracking stations that may be used is limited only by computing time and core storage. Input formats and operating instructions are presented for utilizing the various computational options available in the program

TEENAGE MOTHERS’ INVOLVEMENT IN THEIR CHILDREN’S ACQUISITION OF PRE-LITERACY SKILLS: A CASE OF KILIFI COUNTY, KENYA

Early literacy is an integral part in children’s learning. It is crucial in a child’s education cycle since it is the basic foundation on which all further learning is built. Many researchers have argued that since parents are the first teachers that a child encounter, it is important to find out how they can be involved in their children’s acquisition of pre-literacy skills. The two major ways of parental involvement that have been put forward are provision of resources that promote acquisition of pre-literacy skills and involving children in literary rich engagements. Unfortunately, studies on how teenage mothers can be actively involved in promoting their children’s acquisition of pre-literacy skills are scanty. Since teenage mothers are young and most of them depend on their parents for financial support and nurturance, it is important to find out how effective they can get involved in promoting their children’s acquisition of pre-literacy skills. Therefore, this article, highlights findings from a study that sought to establish whether teenage mothers are involved adequately in their children’s acquisition of pre-literacy skills. The study was based on Bronfenbrenner’s Ecological systems theory and employed descriptive survey design. It was carried out in Kilifi County, Kenya and involved a sample of 115 teenage mothers. A questionnaire and interview schedule were utilized to collect data from teenage mothers. Data was analyzed both quantitatively and qualitatively. Findings indicated that teenage mothers are not adequately involved in promoting their children’s acquisition of pre-literacy skills. The authors recommend that the government increases resources allocated to pre-primary schools and pre-primary school teachers should sensitize parents on their role in getting involved in their children’s education to promote pre-literacy skills.  Article visualizations

Teenage Mothers’ Socio-Economic Status and Involvement in Their Children’s Early Literacy Skills Acquisition in Kilifi, County Kenya

Early literacy competency is a key factor in a child’s reading progress, school transition and academic achievement. Children who acquire pre-literacy skills adequately and early in life have been seen to have a smooth transition, have a thorough understanding of concepts in other learning areas and become high academic achievers. Since acquisition of pre-literacy skills is a fundamental issue in the education cycle of an individual, it should not be left to teachers alone. It is of essence to establish how parents can be involved in their children’s acquisition of pre-literacy skills since they are the first teachers that a child encounters. Parents can be involved in promoting their children’s acquisition of pre-literacy skills by providing resources that promote acquisition of pre-literacy skills, assisting children to do homework, involving children in shared book reading and creating a stimulating Home Learning Environment (HLE). A family’s Socio-Economic Status has been identified as one of the major factors that influence the rate of parental involvement in education. Parents from privileged SES backgrounds are more involved in their children’s education than their counterparts from low SES backgrounds. Most teenage mothers drop out of school before completing the whole education cycle and therefore they lack marketable skills that would help them get decent jobs. This means that they end up in low paying and unsatisfying jobs. It was therefore important to find out how the SES of teenage mothers influence their involvement in children’s acquisition of pre-literacy skills. This article highlights findings from a study that sought to establish the influence of teenage mothers’ SES on their involvement in children’s acquisition of pre-literacy skills. The study was based on Bronfenbrenner’s Ecological Systems Theory and employed descriptive survey design. It was carried out in Kilifi County, Kenya and involved a sample of 115 teenage mothers. A questionnaire was used to collect data from respondents. Descriptive statistics were used to analyze data. Findings indicated that the SES of teenage mothers influence their involvement in children’s acquisition of pre-literacy skills. The authors recommended that the back to school policy should be fully implemented, county governments increase resources allocated to pre-primary schools and donor agents should help teenage mothers acquire vocational skills. Keywords: Demographic factors, early literacy, education level, pre-literacy skills, pre-primary children, socio-economic status, teenage mothers DOI: 10.7176/JEP/11-18-15 Publication date:June 30th 202

Relación del resultado neto del ejercicio con otros ingresos y otros gastos en una CMAC, 2018-2022

El objetivo es determinar cómo se relaciona el resultado neto del ejercicio con otros ingresos y otros gastos, en una CMAC. La metodología fue indagación eficaz, diseño no experimental y estudio transversal, corte longitudinal. El conjunto son sus cuentas y la muestra es de 20 trimestres, la muestra es intencional. El método es el análisis documental y la herramienta es la mesa de investigación. Los resultados muestran que, la relación entre el resultado neto del ejercicio con otros Ingresos y otros gastos, en una CMAC, es inversa, aunque no significativamente. Este descubrimiento se produjo debido a discrepancias en los saldos; es decir, los incrementos o decrementos no coincidían entre ambas variables de un trimestre a otro. Sin embargo, en la mayoría de los 20 trimestres analizados, se observó una tendencia contraria: el resultado neto del ejercicio disminuyó en comparación con los niveles anteriores a la pandemia, mientras que el diferencial entre otros ingresos y egresos mejoró al dejar de ser negativo después de superar los desafíos del Covid-19. La conclusión extraída fue que la relación entre el resultado neto del ejercicio y otros ingresos y gastos no es significativa en una CMAC, pero sí es inversa