The Communications link analysis and simulation system (CLASS)

The Communications Link Analysis and Simulation System (CLASS) is a comprehensive, computerized communications and tracking system analysis tool under development by the Networks Directorate of the NASA/GSFC. The primary use of this system is to provide the capability to predict the performance of the Tracking and Data Relay Satellite system (TDRSS) User Communications and Tracking links through the TDRSS. The general capabilities and operational philosophy of the current and final versions of the CLASS are described along with some examples of analyses which have been performed utilizing the capabilities of this system

A study of small scale features in the atmosphere of Saturn

Imperial Users onl

Occurrences of \u3ci\u3eEumorpha Fasciata, Hyles Gallii, Sphinx Franckii\u3c/i\u3e and \u3ci\u3eS. Vashti\u3c/i\u3e (Lepidoptera: Sphingidae) in Illinois

A recent survey of private and institutional collections in Illinois and surrounding states has provided specific information on the occurrences of four species of sphingids within Illinois: Eumorpha fasciata, Hyles gallii, Sphinx franckii, and S. vashti. Geographical and phenological data for these species are provided

School Inspection in a Self-Improving System: Changing dynamics and reinventing roles

Recent policies have seen a move away from central reforms to bottom-up improvement of schools. Joint improvement and practice development of networks of schools is the most recent reform model developed in a number of countries across Europe. In England this model has been coined as the ‘self-improving system’, taking up David Hargreaves’ ideas of school-led improvement, system leadership, teaching schools and national and local leaders of education. These system-wide changes in how schools deliver and improve their education have great consequences for the role, responsibilities and working methods of Inspectorates of Education. In this symposium, hosted by the London Centre for Leadership in Learning, UCL Institute of Education examples of school inspection models that fit this changing polycentric context were presented. The symposium highlighted recent insights from a comparative EU-study, coordinated by Dr Melanie Ehren from the Institute of Education, looking into the impact of these newer ‘polycentric school inspections’. The symposium provided a platform for key decision-makers and researchers in the field of school inspection and evaluation to exchange ideas and discuss strategies to promote the positive impact of school inspection in England in the most cost effective way. Chaired by Professor Peter Earley, the first session had three speakers based at the UCL Institute of Education. These three speakers then responded to questions taken from the floor

Leadership of schools as research-led organisations in the English educational environment: Cultivating a research-engaged school culture

This article examines the conditions for the growth and expansion of research-engaged schools in England. The current policy climate is seeing a rapid growth of autonomous schools coupled with the continuing tendency to hold schools to account for overall student educational attainment indicators. Within this context, the article begins by considering some of the benefits of developing a research-led school culture and gives a brief account of the research-engaged school movement. Using a biological analogy, the article argues for an understanding of the growth of a school research culture as occurring within an interconnected ecosystem. Four ‘nourishing’ factors are explained in detail: systemic connectedness; leadership for knowledge creation; teaching as a research-informed practice; and the school as a learning organisation. School leaders are urged to consider developing a culture of research engagement as a long-term, sustainable improvement strategy

Fretting wear of Ti(CxNy) PVD coatings under variable environmental conditions

Fretting wear as a specific type of degradation is defined as an oscillatory motion at small amplitude between two nominally stationary solid bodies in mutual contact. Under external stresses the interface is being damaged by debris generation and its successive ejections outside the contact area. A potential protection against fretting damage by means of hard coatings is being offered by different surface engineering techniques. For this study TiC, TiN and TiCN hard coatings manufactured by a PVD method have been selected and tested against smooth polycrystalline alumina ball. A fretting test programme has been carried out at the frequency of 5Hz, 100N normal load, 100µm displacement amplitude and at three values of a relative humidity: 10, 50 and 90% at 295-298K temperature. It turned out that the intensity of wear process was depending not only on loading conditions but on environmental ones as well. A significant impact of RH on wear rate and friction behaviour of the coatings under investigation has been observed. Two different damage mechanisms have been identified and related to the phenomena of debris oxidation and debris adhesion to the counterbody surface. In the latter case the debris deposited onto the surface of the alumina ball lead to a change of stress distribution at the interface and as a result to accelerated wear. In this work experiments with variable relative humidity increasing from 10% to 90% within 1 a single fretting test have been completed. It follows from these experiments that there exists an intermediate value of the RH at which the friction coefficient changes rapidly. Finally a dissipated energy approach has been applied in the work in order to quantify and compare fretting wear rates of different hard coatings

Discovery of Two New Class II Methanol Maser Transitions in G345.01+1.79

We have used the Swedish ESO Submillimetre Telescope (SEST) to search for new class II methanol maser transitions towards the southern source G345.01+1.79. Over a period of 5 days we observed 11 known or predicted class II methanol maser transitions. Emission with the narrow line width and characteristic velocity of class II methanol masers (in this source) was detected in 8 of these transitions, two of which have not previously been reported as masers. The new class II methanol maser transitions are the 13(-3)-12(-4)E transition at 104.1 GHz and the 5(1)-4(2)E transition at 216.9 GHz. Both of these are from transition series for which there are no previous known class II methanol maser transitions. This takes the total number of known class II methanol maser series to 10, and the total number of transitions (or transition groups) to 18. The observed 104.1 GHz maser suggests the presence of two or more regions of masing gas with similar line of sight velocities, but quite different physical conditions. Although these newly discovered transitions are likely to be relatively rare, where they are observed combined studies using the Australia Telescope Compact Array and the Atacama Large Millimeter Array offer the prospect to be able to undertake multi-transition methanol maser studies with unprecedented detail.Comment: 8 pages, 3 figures, accepted for publication in ApJ Letter

Peer Reviews and Lateral Accountability between Schools

This new edition is substantially revised and updated, with ten completely new chapters. It includes contributions from a range of leading thinkers and researchers in the field of educational leadership and management

Target oriented lesson study (TOLS) Combining Lesson study with an integrated impact evaluation model

This paper presents the learning gained from two projects in London from 2013 to 2015, both of which primarily involved improving teacher pedagogy and pupil learning outcomes through the promotion of lesson study. Students from under-achieving or vulnerable groups were targeted as the source of the interventions. One project was aimed at mathematics teaching in primary schools, while the other involved both primary and secondary school teachers and were targeted at improving outcomes for students in either mathematics or literacy. An impact evaluation approach was adopted that had been previously used at the authors’ university department to evaluate other professional development programmes and this was adapted specifically to use in lesson study cycles. The approach combined the ideas of i) ‘starting with the end in mind’, i.e. targeting the impact on pupil learning and changes to practice, ii) using Guskey’s multi-level logical chain of impact to guide the use of data collection tools and iii) an ‘improving rather than proving’ approach to evaluation that sought to maximise the impact of lesson study on practice. These programmes showed that the lesson study cycles had significant impact on teacher learning, and where organisational cultures and structures were attended to teachers were successful in developing new knowledge and skills that led to explicit gains in pupil outcomes after one year of the project. The methodological approach to impact evaluation shows promise in that it enabled teachers to focus their minds on what they were trying to achieve with pupils; helped to maximise the effect of lesson study cycles on their pupils’ learning and also showed the key factors that led to the success of lesson study as an approach to professional development in schools. A conceptual model of ‘target oriented lesson study (TOLS) is suggested and areas for future development and research are identified. One particular challenge is to link changes in teaching strategies to specific qualitative pupil learning gains and we also discuss the ‘thorny’ issue of quantifying changes to learner outcomes