Space for Ambitions: The Dutch Space Program in Changing European and Transatlantic Contexts

Why would a small country like the Netherlands become active in space? The field was monopolized by large countries with large military establishments, especially in the early years of spaceflight. Nevertheless, the Netherlands established a space program in the late 1960s. In this paper I will analyze the backgrounds of Dutch space policy in international post-war politics, national industrial policy, and science. After the Second World War, European space activities were shaped by the interplay between transatlantic and European cooperation and competition, limited by American Cold War diplomacy. At the national level, the Dutch space program was shaped firstly by two powerful companies, Philips electronics and Fokker Aircraft. As I will demonstrate, these two firms sought to gain crucial management skills as well as technological ones. Meanwhile, the nation’s astronomers were able to capitalize on an advantageous confluence of political, economic and scientific ambitions to forward their own agenda. They succeeded in obtaining two of the most expensive scientific instruments ever built in the Netherlands: the Astronomical Netherlands Satellite (ANS, launched 1974) and the Infrared Astronomical Satellite (IRAS, 1983). Both were joint Dutch-American missions, but the nature of the cooperation on each was very different, reflecting the changing relationship between America and Western Europe from the 1950s until the 1980s.     

Thinking Through the Curriculum

David Leat, a researcher and teacher trainer, argues that teaching thinking can act as an important counterbalance to the more instrumental approaches which are the result of some aspects of the National Curriculum. He identifies some of the key characteristics of teaching thinking lessons and goes on to present four examples of practice. However, there are a number of barriers to change and these are identified. Seeking ways to promote change is important as currently the curriculum that pupils experience does not seem to be preparing them to be good learners. The paper concludes by suggesting that Debriefing – (pupils reflecting on and explaining what they have learned) – would be an appropriate springboard for change.     

From a ‘Sketchy Policy’ to a ‘Workable Scheme’: the DES and grant‐maintained schools

ABSTRACT

This paper examines how initial proposals for grant‐maintained (GM) schools were developed by the Department of Education and Science (DES) as it took them forward into legislation. Drawing on interviews conducted with officials involved in creating a statutory framework for GM schools, the paper addresses wider issues of policy generation including the extent to which civil servants influence the content of education policy. In the case of GM schools policy, this study suggests that the DES developed the original policy proposals in ways unforeseen by its early advocates. It concludes by reviewing the significance of recent changes to the policy and argues that these have to be interpreted in light of the government's ideological commitment to bring ‘market principles’ to the education service.     

Maximum Dynamic Strength,Relative Dynamic Endurance,and Their Relationships

Abstract

Nine males and nine females were used as subjects to test the null hypothesis that there would be no significant differences between the performance of college age males and females on three motor tasks. Star tracing, tapping, and rotary pursuit were the tasks used under two conditions: (a) while looking at a mirror that would cause a reversal effect, and (b) under standard conditions without looking at a mirror. Results revealed no differences between males and females on the tasks performed without a mirror. However, the females performed significantly better on the same tasks while looking at a mirror.