Interferometric arrays seeking to measure the 21 cm signal from the epoch of reionization (EOR) must contend with overwhelmingly bright emission from foreground sources. Accurate recovery of the 21 ...cm signal will require precise calibration of the array, and several new avenues for calibration have been pursued in recent years, including methods using redundancy in the antenna configuration. The newly upgraded Phase II of Murchison Widefield Array (MWA) is the first interferometer that has large numbers of redundant baselines while retaining good instantaneous UV coverage. This array therefore provides a unique opportunity to compare redundant calibration with sky-model-based algorithms. In this paper, we present the first results from comparing both calibration approaches with MWA Phase II observations. For redundant calibration, we use the package OMNICAL and produce sky-based calibration solutions with the analysis package Fast Holographic Deconvolution (FHD). There are three principal results: (1) We report the success of OMNICAL on observations of ORBComm satellites, showing substantial agreement between redundant visibility measurements after calibration. (2) We directly compare OMNICAL calibration solutions with those from FHD and demonstrate that these two different calibration schemes give extremely similar results. (3) We explore improved calibration by combining OMNICAL and FHD. We evaluate these combined methods using power spectrum techniques developed for EOR analysis and find evidence for marginal improvements mitigating artifacts in the power spectrum. These results are likely limited by the signal-to-noise ratio in the 6 hr of data used, but they suggest future directions for combining these two calibration schemes.
International consensus on education priorities accords an important place to achieving gender justice in the educational sphere. Both the Dakar ‘Education for All’ goals and the Millennium ...Development goals emphasise two goals, in this regard. These two goals are distinguished as
gender parity goals achieving equal participation of girls and boys in all forms of education based on their proportion in the relevant age-groups in the population and
gender equality goals ensuring educational equality between boys and girls. In turn these have been characterised as quantitative/numerical and qualitative goals respectively. In order to consider progress towards both types of goal, both quantitative and qualitative assessments need to be made of the nature of progress towards gender equality. Achieving gender parity is just one step towards gender equality in and through education. An education system with equal numbers of boys and girls participating, who may progress evenly through the system, may not in fact be based on gender equality. Following Wilson (Human Rights: Promoting gender equality in and through education. Background paper for EFA GMR 2003/4, 2003) a consideration of gender equality in education therefore needs to be understood as the right
to education access and participation, as well as rights
within education gender-aware educational environments, processes, and outcomes, and rights
through education meaningful education outcomes that link education equality with wider processes of gender justice.
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As long as gender mainstreaming has been an aspect of the feminist engagement with development, there have been those who have warned of the dangers of political dilution, those that have opposed the ...takeover of feminist agendas by the state, & the dangers of "co-option." Yet engagement with the state has been critical for furthering inclusive citizenship, & commitments to gender equality & women's empowerment are ubiquitous & often genuine. How do we make sense of these diverse trends? This article offers some reflections on gender mainstreaming, arguing for reviewing its achievements both in the wider context of transformative possibilities, & also in a more modest perspective, scaling down expectations of what it can achieve. 10 References. Adapted from the source document.
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Introduces a journal issue presenting Indian & South African perspectives on educational inclusion & exclusion & including contributions from ongoing research. Of interest is highlighting the ...similarities in circumstances surrounding educational exclusion & inclusion in South Africa & India, & to this end, five broad themes reflected in the contributions underpin the research project. The problematic nature of the concepts of inclusion & exclusion is addressed, along with the relevance of identity & linkages between educational inclusion & broader trends related to economic & social mobility. Defining a policy approach in light of findings is addressed in closing. 8 References. J. Zendejas
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The progress of the proposed 93rd Constitutional Amendment, which makes elementary education a fundamental right in India, provides an interesting starting point for exploring the challenges of ...achieving 'rights' in education, in the context of a history of poor provision, & entrenched forms of social & economic exclusion. How can rights to & responsibilities in education be framed & structured to ensure full & meaningful participation in education? In this article, some key issues relating to the challenge of rights are explored, in particular locating this policy development within the context of the rise of private schooling, pre-existing policy approaches & obligations, & the continuing dominance of human capital theory in framing educational discourse in development. In particular, the importance of constructing meaningful spaces for citizen participation in education systems is emphasized in the face of challenges posed by diversity & social exclusion for achieving universal education. 23 References. Adapted from the source document.
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Drawing on fieldwork in 3 sites, presents a preliminary report on research findings about aspects of processes that are in evidence in schools and communities in the context of the relatively recent ...insertion of Dalit and Adivasi (tribal) children into formal schools. This report seeks to underscore interesting trends, transformations and discontinuities emerging in the research data so far. The research reveals, and to some extent confirms, the dynamic interchange between the formal ideologies that underpin schooling and the diverse trajectories of social and economic mobility of different groups in India today. These dynamic forces raise questions for the shape that educational policy can take, grounded as it is within wider constitutional and policy discourses on the importance of social inclusion for groups entrenched in disadvantaged and located at the bottom of the Indian socio-economic hierarchy. (Original abstract - amended)
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In India, the pressing concern in education is with bringing in at least 32 million children estimated to be out of school, to meet the goal of Universal Elementary Education (UEE). Support for ...decentralisation of public services is widespread because of the equity and efficiency benefits associated with it. In particular, decentralisation is seen to facilitate the matching of services with local preferences, thus increasing the chances for policy goals to be met. This proposition is examined in the context of research carried out in a village of Raichur district in India, where poor households' 'preferences' with reference to school timings are analysed with a view to reflecting on their implications for education policy and management. The paper attempts to address the following concerns: how homogeneous are local preferences? What if these run counter to policy interests? Can aspects of services be selectively decentralised, or does the 'production' of the sector as a whole require to be rethought? The paper concludes with some thoughts on the importance of processes of 'preference' articulation, and the need to recognise preferences implicit within policy intentions.
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Primary schooling is considered in policy circles to be an effective means to enhance the income and welfare of poor households, with particularly high returns for girls. Education ...achievement in India has, however, been slow, suggesting that the behaviour of poor households does not yet reflect the confidence of projections of high rates of return to primary education. Investigations into these factors have suggested that poverty, the opportunity cost of children's labour and entrenched social and cultural norms which give rise to inequality of caste, class and gender, are some of the factors constraining poor boys and girls from gaining access to education. Based on interviews with poor men and women in one village in southern India, this article reviews the reasons why parents do not send their children to school, and how household decision‐making reflects both flexible responses to changing material circumstances in a drought‐prone area, as well as rigid and non‐negotiable responses to social norms. The operation of gender ideologies within household management strategies is particularly highlighted.
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