An 8.4-GHz dual-maser front-end system for Parkes reimplementation

An 8.4-GHz front-end system consisting of a feedhorn, a waveguide feed assembly, dual masers, and downconverters was reimplemented at Parkes as part of the Parkes Canberra Telemetry Array for the Voyager Neptune encounter. The front-end system was originally assembled by the European Space Agency and installed on the Parkes antenna for the Giotto project. It was also used on a time-sharing basis by the Deep Space Network as part of the Parkes Canberra Telemetry Array to enhance the data return from the Voyager Uranus encounter. At the conclusion of these projects in 1986, part of the system was then shipped to JPL on loan for reimplementation at Parkes for the Voyager Neptune encounter. New design and implementation required to make the system operable at Parkes included new microwave front-end control cabinets, closed-cycle refrigeration monitor system, noise-adding radiometer system, front-end controller assembly, X81 local oscillator multiplier, and refurbishment of the original dual 8.4-GHz traveling-wave masers and waveguide feed system. The front-end system met all requirements during the encounter and was disassembled in October 1989 and returned to JPL

Inclusive education in the academy: pedagogical and political imperatives in a master’s course

Many universities offer undergraduate and postgraduate courses in inclusive education. There has been much research into the impact of these courses, but little is written about their design. This article focuses on a master’s course in inclusive education in a South African university. The course positions inclusive education as a critical education project and is designed around the four propositions presented by Slee in The Irregular School (2011. Milton Park: Routledge). Using Bernsteinian ideas about pedagogising knowledge, this article accounts for the pedagogical choices made in content selection and course design. The focal questions in the course are described, together with an indication of the range of additional texts that students read. Given that Slee asserts that inclusive education is a political project, and that Allan (2010. “The Inclusive Teacher Educator: Spaces for Civic Engagement.” Discourse: Studies in the Cultural Politics of Education 31 (4): 411–422) urges inclusive teacher educators to reorientate themselves towards civic duty, I argue that producing a pedagogic discourse of inclusive education is a political task that should result in both the teacher educator and the students being oriented towards a critique of existing exclusionary arrangements and an activism that leads to change

Looking in the mirror: Reflecting on 25 years of Inclusive Education in Australia

This is the author accepted manuscript. The final version is available from Taylor & Francis (Routledge) via the DOI in this record.Australia was an early signatory to the Salamanca Statement, and it espouses inclusive education (IE) as the overarching philosophy of education for all. A 2015 critique of IE in Australia (Anderson and Boyle 2015) found that while some gains had been made, particularly in the recognition of the needs of some of the nation’s minority groups, the lack of a nationally accepted understanding of IE meant that it was transpiring in fundamentally distinctive ways across the eight education jurisdictions, with different outcomes for different groups of students. This paper reflects upon why Australia has struggled to enact the recommendations outlined in the Salamanca Statement a quarter of a century ago. The impacts of current education reforms, including the current model of educational provision, the understanding of disability and educational need, and the neo-liberal concepts of standardisation, measurement, and choice are explored. It challenges the idea that IE is the work of schools, and instead argues the need for a national approach to IE. Governments must acknowledge the barriers that their current policies and structures erect and shift towards a more inclusive model of educational delivery – for the benefit of all children and young people in Australia

Towards inclusive schools: The impact of the DDA and DSE on inclusion participation and exclusion in Australia

Access to and participation in a quality education is seen as a basic human right for all children, including those with disabilities and is mandated by Commonwealth legislation in Australia. Internationally there is strong support for education being provided in regular classrooms in regular schools for students with diverse learning needs. This chapter aims to provide insights into the implementation of the two most significant pieces of legislation the Disability Discrimination Act (1992) (DDA) and the related Disability Standards for Education (2005) (DSE) in Australia. Firstly, it will outline the state of Inclusive Education in Australia. Then it will focus on the areas of access and participation in education settings. The discussion of this chapter reveals that despite operating under the same national legislative acts, school systems are enacting Inclusive education in different ways leading to inconsistent levels of access (enrolment) and participation (inclusion). The chapter will also highlight how governmental and particularly non-governmental systems of education are using legal and other means to deny students with disabilities these mandated rights. The chapter will conclude by discussing the need for a new approach to the DDA and the DSE to allow the goals of the legislation and the Inclusion philosophy to be realised