Mariner 6 and 7 picture analysis

Analysis of Mariner 6 and 7 far-encounter (FE) pictures is discussed. The purpose of the studies was to devise ways to combine digital data from the full set of FE pictures so as to improve surface resolution, distinguish clouds and haze patches from permanent surface topographic markings, deduce improved values for radius, oblateness, and spin-axis orientation, and produce a composite photographic map of Mars. Attempts to measure and correct camera distortions, locate each image in the frame, and convert image coordinates to martian surface coordinates were highly successful; residual uncertainties in location were considerably less than one pixel. However, analysis of the data to improve the radius, figure, and axial tilt and to produce a composite map was curtailed because of the superior data provided by Mariner 9. The data, programs, and intermediate results are still available (1976), and the project could be resumed with little difficulty

Design and construction of prototype radio antenna for shortest radio wavelengths

A paraboloid radio antenna of 10.4 meters diameter, 0.41 meter focal length was constructed and its successful completion is described. The surface accuracy of the antenna is at least four times better than any existing antenna in its class size (50 micrometers rms). Antenna design specifications (i.e., for mounting, drive motors, honeycomb structures) are discussed and engineering drawings and photographs of antenna components are shown. The antenna will be used for millimeter-wave interferometry and sub-millimeter wave radiometry over a full frequency range (up to approximately 860 GHz). The antenna will also be moveable (for interferometric use) between reinforced concrete pads by rail. The effects of the weather and gravity on antenna performance are briefly discussed

Citizenship education for children of the elite in England

This paper has been developed from initial observations regarding the state and status of Citizenship Education in a small sample of independent school in England, the main purpose of which was to gain some understanding of how pupils in that sector – who are typically from socially, politically and economically privileged backgrounds – are prepared by schools for their roles as citizens, and how they perceive that preparation. The context and significance of independent schools in general in England is outlined, followed by a more detailed description of the schools in which the research took place and of the social origins and aspirations of the pupil sample. Some data are presented, discussed and interpreted, followed by conclusions which relate to the research focus schools and similarities and differences between the findings of this research and those of the much larger CELSI study (Kerr et al 2007; Keating et al 2009, 2010) into school provision of Citizenship Education in England. While nothing specific can be extrapolated from the findings to be applied with certainty to any other schools – whether independent or state-funded – this study is valuable in that it constitutes what is thought to be the first attempt to map and understand the place of citizenship education in England’s independent schools, given the dearth of published research in this area. One tentative conclusion is that there is a complex ‘something’ about the essence of independent schooling which contributes to the development of effective citizenship education. That ‘something’ is unlikely to be the residential aspect of boarding, as there is no indication in this study that boarders are more socially committed and aware than their day-pupil peers, so that eight possible aspects of that ‘something’ are identified and briefly considered

What you give is what you get

The development of Citizenship as a National Curriculum subject in England is now well documented in sources referenced here and elsewhere.Attention has been given to the possible political motivations behind the introduction of the subject in schools and myriad other aspects surrounding the birth of a subject. Much of the literature implies that teachers are equipped to deliver whatever is required of them, yet there is not a large number of trained professionals in place to deliver the requirements of the Citizenship Order (DfES 1999). However, as this paper demonstrates, Citizenship is not being taught predominantly by teachers trained in the subject. The implications of this are exposed and discussed

Formally equal, but not really: the second stage of an ongoing study into English school students’ perceptions of ‘the citizen’

This paper presents a discussion based primarily upon the findings of the second stage of on-going research into school students’ perceptions of ‘the Citizen’. The first stage was an analysis of images in textbooks intended for GCSE Citizenship Studies students aged 14-16, the second stage – a year later – involved interviews with A Level Citizenship Studies students aged 16-18 and with teachers of Citizenship. It was found that the images present a particular and unrepresentative image of ‘being British’, a part of which students appear to absorb into their own perceptions, irrespective of their personal experiences. The homogeneity of responses, across class, ethnicity, gender and professional role struck the researcher as notable, and similarities and differences are examined. The images represent a highly selective and distorted version of the reality of being English, one which promotes a false consciousness and acceptance of the status quo; uncovering whether or to what extent that version of reality is accepted by those involved is the purpose of this study. Responses in interviews showed that neither the students nor their teachers subscribed to the message behind the images, and that they had their own versions of the reality of ‘the Citizen’

Radical citizenship education

The publications discussed herein constitute a programme of research which identifies developments in Citizenship Education in England. In particular they and the accompanying narrative discuss the extent to which Citizenship Education has the potential to radically facilitate social change. All education is political, and the radical approach to Citizenship Education openly promotes social justice and critical active participation. The pedagogy of Citizenship Education is shown to be a political and moral practice intended to expand criticality, participation, self-determination, and imagination, a practice closer to the stated aims of the Crick Report than have been any of the iterations of the National Curriculum for Citizenship. In promoting a synthesis between a pedagogy of discomfort and the principles of subversive teaching this thesis advances the notion that politicians should be accountable, that people should be able and enabled to take decision makers to task, that those decision makers are the servants of the people. From the first published article (Leighton, 2004) up to the most recent collaboration (Leighton and Nielsen, 2018), thematic analysis has led to the identification of two contrasting experiences: formal citizenship and real citizenship. While the state directs teaching and learning towards the formal, this clashes with the realities experienced daily by teachers and students. My data are far-reaching and derived from teachers, student teachers, school students, policy documents, other published research, web sites and other electronic sources. They offer a unique insight into the development of citizenship education in England. Despite the continually diluted National Curriculum and the lack of appropriate provision in many schools, radical citizenship education is shown not only to be a theoretical possibility but slowly becoming a reality. It is practicable and realistic to aim for citizenship education to be truly radical,making hope possible now and in the future

Who are you? An introductory examination of Citizenship education

Citizenship is to be a compulsory subject in all schools in England from September 2002. The guidelines are laid down, an AS syllabus and long and short course GCSE syllabi have been approved, the 'wisdom' of the move apparently accepted and, in some quarters, regarded as overdue. At school level, however there has been little discussion of the meaning of "Citizenship". Without getting very involved in the "citizen/subject” discussion, this paper seeks to examine the model to which 'citizenship education' will adhere following the recommendations of the Crick Report. Emphasis will be on competing notions of citizenship - from Marshall's view of commonly held social rights through to more critical, and in some ways more cynical, interpretations of the content of the citizenship curriculum and possible motives behind its introduction. The paper identifies that teachers and students have very different views about what they are offering and being offered; different from each other and from those who have established this 'new' subject. Some implications of the spaces between these differences are aired in the conclusion of the paper

Teaching Citizenship is a subversive activity

This paper attempts to re-examine some significant educational sociology from the 1970s in addressing the real impact of the introduction of Citizenship Education as a National Curriculum Subject. The title is both a statement of intent and as identifying the homage paid to Postman and Weingartner (1976) who shaped many of my insights and much of my understanding as a student teacher and as a practitioner. The paper borrows heavily from their ideas in order to demonstrate both the re-emerging importance of their polemic stance which emphasised a need for belief, commitment and passion in educational research;it is argued that their work remains relevant because so little of substance has changed. The influences of other writers and researchers of that time are also evident

Can education be subversive? Postman And Weingartner and the case of citizenship in the National Curriculum for England

With the stated aim of changing the political culture of the country, Citizenship Education might be described as subversive. This workshop will consider the concept of subversive education put forward by Postman and Weingartner (1976) and some of the ‘litanies of alarm’ (Arthur 2003) which Citizenship Education was avowedly established to overturn. It is hoped that the outcomes will be a) clarification of concepts of subversive education b) understanding of the intended outcomes of Citizenship Education as part of the National Curriculum in England c) a view of the likely success or otherwise in achieving such outcomes