The role of time in policymaking: a Bahraini model of higher education competition

Abstract

Context. Scheduling observing time for the CHEOPS mission leaves short gaps in which the telescope goes unused. If data collected during these gaps provided quality results, they could be utilised to make observing time more efficient.Aims. The aim of this study is to determine if the data collected during gaps in allocated observing time can produce publishable quality planetary radius measurements.Methods. A bespoke method was created using pycheops to analyse short-period exoplanets observed during these observing gaps alongside TESS data analysis. Six exoplanetary systems were chosen to test this method: WASP-3, WASP-14, WASP-16, WASP-24, WASP-29, and WASP-74. The planetary radius measurements from each system were compared against published papers in order to determine their accuracy and precision.Results. The planetary radius measurements were found to be comparable to literature for the exoplanets in this study. Furthermore, the radius measurements of WASP-3b, WASP-14b, WASP-16b, and WASP-29b were more precise than current literature values.Conclusions. While it requires additional information to fill in missing pieces, precise radius measurements can be made using as little as one CHEOPS dataset. By adding these "filler programmes" to observing schedules, CHEOPS can be used more efficiently. This research could not have been completed without the guidance and support of my supervisor, Dr Pierre Maxted. For patiently answering all of my questions and dedicating your time to helping me, I truly am grateful. I would like to thank all those within the School of Chemical and Physical Sciences at Keele University for every email, letter, and conversation. I knew I could ask for anything and you would all do your best to support me. To the CHEOPS mission consortium, thank you for allowing me to be a part of your research. I would also like to thank Prof Don Pollaco for being my CHEOPS sponsor. I cannot express my gratitude enough to Dame Jocelyn Bell Burnell. It was through your encouragement that I pursued this degree, and your words to me are the guiding light I need when I begin to doubt myself. I could not have undertaken this research without the support of Prof Paul Roche and Dr Richard Lewis from Cardiff University. Your support during my MSc degree allowed me to move forward into this position. Finally, to Matthew Swayne, all of your advice and guidance was more helpful than you realise. Personally, I would first like to thank my grandparents, Tom and Sally Harris as well as Don and Barb Baldwin. Your enthusiasm in my work has brought me joy beyond comprehension. To my parents, Tom and Gretchen, and my sisters, Spenser and Chesney, your laughter and love reminded me why I set out on this path in the first place.Connor, for every late night and cup of coffee you made me, for every dinner you cooked at midnight because I forgot to eat, for believing in me when I could not do it myself, thank you.

Revisiting Classroom Environment and Academic Performance of the Students in Higher Education Institutions

“…Multiple factors were contributing including classroom environment (Blewitt & Shane, 2019;Shoaib, Anwar, & Rasool, 2022), students' home background (Boateng, Asare, Manu, Sefah, & Adomako, 2020;, study culture (Houtte, 2004;Shoaib, Ali, Anwar, & Abdullah, 2022), the role of teacher Dee, 2006), previous education (Ali et al, 2022;Selvig, Holaday, Purkiss, & Hortsch, 2015), and personal efforts (Arshad, Zaidi, & Mahmood, 2015;Shoaib & Ullah, 2021a). On the other hand, several researchers used different methodological approaches to study students' academic performance in higher education institutions including qualitative, quantitative, mixed methods, observation, content analysis, experiments, and bibliometric analysis (Ali & Naveed, 2020;Allam, 2020;Caliskan, Akin, & Engin-Demir, 2020;Du, Yang, Shelton, Hung, & Zhang, 2021;Gomez, 2020;Hayes & Findlow, 2020;Kuzhabekova, 2021;Shoaib & Ullah, 2021b;Tripathi, 2019).…”

Time and educational (re-)forms—Inquiring the temporal dimension of education

“…Educational governing is, in that respect, perhaps one of the most salient areas in which concrete dealings with time become explicitly visible, as regional, national or international governmental actors explicitly aim for the creation of specific sorts of time (e.g. Hayes & Findlow, 2017;Lewis, 2018;Nespor, 2004;Thompson & Cook, 2014). That is to say, in educational governing, time is constantly discursively deployed and, so do all the contributions in this Special Issue extensively argue, fabricated, often in relation to political governance that explicitly seeks to steer or more implicitly nudge educational actors and/or systems in preferred directions.…”

Introduction: Time and educational (re-)forms—Inquiring the temporal dimension of education

“…Educational governing is, in that respect, perhaps one of the most salient areas in which concrete dealings with time become explicitly visible, as regional, national or international governmental actors explicitly aim for the creation of specific sorts of time (e.g. Lewis, 2018;Hayes & Findlow, 2017;Thompson & Cook, 2014;Nespor, 2004). That is to say, in educational governing, time is constantly discursively deployed and, so do all the contributions in this Special Issue extensively argue, fabricated, often in relation to political governance that explicitly seeks to steer or more implicitly nudge educational actors and/or systems in preferred directions.…”