The politics of the teaching of reading

Historically, political debates have broken out over how to teach reading in primary schools and infant classrooms. These debates and “reading wars” have often resulted from public concerns and media reportage of a fall in reading standards. They also reflect the importance placed on learning to read by parents, teachers, employers, and politicians. Public and media-driven controversies over the teaching of reading have resulted in intense public and professional debates over which specific methods and materials to use with beginning readers and with children who have reading difficulties. Recently, such debates have led to a renewed emphasis on reading proficiency and “standardized” approaches to teaching reading and engaging with literacy. The universal acceptance of the importance of learning to read has also led to vested interests in specific methods, reading programmes, and early literacy assessments amongst professional, business, commercial, and parental lobbying groups. This article traces these debates and the resulting growing support for a quantitative reductionist approach to early-reading programmes

Marsbee - Swarm of Flapping Wing Flyers for Enhanced Mars Exploration

Mars exploration has received significant interest from academia, industry, government, and the general public. Despite continued interest, flying on Mars remains challenging, mainly due to the ultra-thin Martian atmospheric density. Although the gravitational acceleration on Mars is 38 percent of Earth's 9.8 meters per second squared, the Martian atmospheric density is only 1.3 percent of the air density on Earth. The aerodynamic forces are proportional to the ambient fluid density. Therefore, flying near the surface of Mars has been considered nearly impossible. The proposed mission architecture (Fig. 1) consists of a Mars rover (already existing) that serves as a mobile base for Marsbees - a deployable swarm of small bio-inspired flapping wing vehicles. In one ConOps scenario, each Marsbee would carry an integrated stereographic video camera and the swarm could construct a 3D topographic map of the local surface for rover path planning. These flying scouts would provide a "third-dimension" to the rover capabilities. In other scenarios, each part of the swarm of Marsbees could carry pressure and temperature sensors for atmospheric sampling, or small spectral analyzers for identification of mineral outcroppings. In each scenario, the rover acts as a recharging and deployment/return station and data and communication hub. Human exploration of Mars is one of the major objectives of NASA and commercial entities such as SpaceX and Boeing. The identified innovations unique to the bio-inspired flapping Marsbee provide viable multi-mode flying mobility for Martian atmospheric and terrain exploration. A swarm of Marsbees provides an enhanced reconfigurable Mars exploration system that is resilient to individual component failures. These Marsbees can carry sensors and wireless communication devices in combination with a Mars rover and helicopters. These enhanced sensing and information gathering abilities can contribute to the following NASA Mars mission objectives: i) "Determine the habitability of an environment", ii) "Obtain surface weather measurements to validate global atmospheric models", and iii) "Prepare for human exploration on Mars." Various commercial entities, e.g. SpaceX and Boeing, are investing in technologies to transport humans to Mars

Gender Differences in Early Reading Strategies: a Comparison of Synthetic Phonics Only with a Mixed Approach to Teaching Reading to 4-5 Year-Old Children

A survey of primary schools in England found that girls outperform boys in English across all phases (Ofsted in Moving English forward. Ofsted, Manchester, 2012). The gender gap remains an on-going issue in England, especially for reading attainment. This paper presents evidence of gender differences in learning to read that emerged during the development of a reading scheme for 4- and 5-year-old children in which 372 children from Reception classes in sixteen schools participated in 12-month trials. There were three arms per trial: Intervention non-PD (non-phonically decodable text with mixed methods teaching); Intervention PD (phonically decodable text with mixed methods teaching); and a ‘business as usual’ control condition SP (synthetic phonics and decodable text). Assignment to Intervention condition was randomised. Standardised measures of word reading and comprehension were used. The research provides statistically significant evidence suggesting that boys learn more easily using a mix of whole-word and synthetic phonics approaches. In addition, the evidence indicates that boys learn to read more easily using the natural-style language of ‘real’ books including vocabulary which goes beyond their assumed decoding ability. At post-test, boys using the nonphonically decodable text with mixed methods (Intervention A) were 8 months ahead in reading comprehension compared to boys using a wholly synthetic phonics approach

Engineering Elegant Systems: Postulates, Principles, and Hypotheses of Systems Engineering

No abstract availabl

The ATLAS SCT Optoelectronics and the Associated Electrical Services

The requirements for the optical links of the ATLAS SCT are described. From the individual detector modules to the first patch panel, the electrical services are integrated with the optical links to aid in mechanical design, construction and integration. The system architecture and critical elements of the system are described. The optical links for the ATLAS SCT have been assembled and mounted onto the carbon fibre support structures. The performance of the system as measured during QA is summarised and compared to the final performance obtained after mounting modules onto the support structures