Inaug.-Diss.--Bern.

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NASA's James Webb Space Telescope (JWST) is a 6.5m diameter, segmented, deployable telescope for cryogenic IR space astronomy (similar to 40K). The JWST Observatory architecture includes the Optical Telescope Element (OTE) and the Integrated Science Instrument Module (ISIM) element that contains four science instruments (SI), including a guider. OSIM is a full field, cryogenic, optical simulator of the JWST OTE. It is the "Master Tool" for verifying the cryogenic alignment and optical performance of ISIM by providing simulated point source/star images to each of the four Science Instruments in ISIM. Included in OSIM is a Pupil Imaging Module (PIM) - a large format CCD used for measuring pupil alignment. Located at a virtual stop location within OSIM, the PIM records superimposed shadow images of pupil alignment reference (PAR) targets located in the OSIM and SI pupils. The OSIM Pupil Imaging Module was described by Brent Bos, et al, at SPIE in 2011 prior to ISIM testing. We have recently completed the third and final ISIM cryogenic performance verification test before ISIM was integrated with the OTE. In this paper, we describe PIM implementation, performance, and measurement results.

Syfte: Studiens syfte var att förbättra synen för närseendet för emmetropa presbyoper med tillpassade opaka infärgade pinhole linser (2 mm) och sen mäta hur dessa påverkar synskärpa, stereoseende och kontrastseende, samt jämföra detta med okorrigerad och korrigerade förhållanden för alla mätningar. Material och metoder: Mätningar för synskärpa på nära, terminal och avstånd samt stereoseende och kontrastseende utfördes tre gånger. Först utan korrektion sedan med korrektion och slutligen med opaka pinhole linsen från Nordiska Linser AB (dia 14,0 mm och baskurva 8,6 mm) i det odominanta ögat. Detta utfördes på 10 personer varav 3 exkluderades, på grund av de refraktiva kriterierna. Studiens kriterier var emmetropa presbyoper med åldersspann på 40-60 års ålder samt ej mindre pupill än 3 mm vid illumination på 85 cd/m2. Resultat: Resultatet av studien för avståndseende visade en signifikant skillnad mellan okorrigerad (-0,03 logMAR) och pinhole linsen (-0,12 logMAR) med ett p-värde på 0,05. Det fanns ingen skillnad mellan linsen och full korrektion (-0,17 logMAR). Studien visade ingen signifikant skillnad mellan okorrigerad och pinhole kontaktlinsen i de andra mätningarna (terminal p = 0,591, läsavstånd: p = 0,773, stereoseende p = 0,476, kontrastkänslighet p = 0,530). Slutsats: Pinhole kontaktlinsen visade en signifikant förbättring endast i binokulär avståndssyn jämfört med ingen korrektion. Pinhole kontaktlinser är lite bättre än okorrigerad på när- och mellanavstånd men inte lika effektiva som vid full korrigering på när- och mellanavstånd.

This study involved close observation of 26 pupils aged 9-14 years in four schools over a period of 12 weeks, and then a further study involving 111 secondary school pupils, carried out over three years. It investigated the influence of prior knowledge on children's understanding of ideas in science, in three related areas: evidence for and against the contention that pupils formulate 'alternative frameworks' of interpretation; the pupils' understanding of the purpose of their work; and the influence of context upon meaning. Findings include (1) a caution against the rigid postulation of alternative frameworks, (2) indications, nevertheless, that pupils do anticipate and explain observations by constructing tentative predictions from prior experience, and (3) evidence that pupils often invent their own purposeful aims for lessons. During the investigation several issues relating to the teacher as researcher emerged, and the thesis chiefly reports this over-riding aspect of the inquiry. The study highlights and appraises implications for teacher-researchers in the following areas: the theory base of the research; the choice of questions to be investigated; the choice of methods; means of improving reliability and validity; and the practical opportunities for teachers. The thesis suggests ways for teachers to guard against such dangers as eclecticism, subjectivity and lack of perception. It compares the strengths and weaknesses of qualitative methods, includes an interview checklist, and compares the contributions which teachers and non-teachers can make to research. The study also suggests the need to develop semi-structured interviews in classroom research, and argues for a combination of the expertise of teacher- researchers and professional research teams in tackling inquiry into concept development in science.

This thesis is primarily concerned with the experiences and opinions of education held by pupils in late secondary school and by university students. Over several years, a small group of highly able pupils were interviewed about their experiences of school and university. Their comments were supplemented by interviews with and questionnaire studies of other age-groups of pupils and students. The research has two central emphasises. Firstly, it represents an attempt to increase our understanding of intellectual development in adolescence. At present, there is no coherent theory of adolescent intellectual activity, and little research or evidence on which to build one. Pupil and student experiences of post-compulsory education have been central to this study and it is hoped that they will make a contribution to building up a body of knowledge on which understanding can be enhanced and a theory developed. The second, and related aspect of the research concerns educational practice and its influence on pupils and students. Educational changes are not made on the basis of solid evidence or theory, rather, they are based upon commonsense notions and our own experiences of education. In Scottish education, sixth year pupils face a radical change in the ways in which they are taught and expected to study - the Certificate of Sixth Year Studies (CSYS). Through independent study and project work, CSYS aims to increase the 'educational maturity' of pupils. Pupils' responses to CSYS, and its effects on how and why they study at school and university form the central focus of this thesis. The thesis examines in detail how pupils and students react to changes in their academic environment, both within school and transferring to university. Finally, the implications of the research are discussed in terms of adolescent development, educational innovation, and on a more basic level, how pupils, students, teachers and lecturers can better understand and improve the experience and effectiveness of post-compulsory education.

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The violation of expectation (VOE) paradigm and related habituation methods are the primary tools used to study higher-level cognition in preverbal infants. A common assumption of the paradigm is that longer looking to impossible events than possible events is indicative of infants' surprise at witnessing the impossible. Experiments can thus be designed to reveal infants' prior expectations for the behaviour of objects in the environment and so forth. This thesis explored the nature of infants' expectations in VOE-type events, and introduces pupil dilation as a novel dependent measure in tests of infant cognition. Chapter 1 reviews the history of, and rationale for, the use of habituation testing in infants, and presents the case for pupil dilation's potential as a viable and useful measure for tests in infancy. Chapters 2, 3 and 4 present four experiments in which infants are habituated to either possible or impossible events, before being tested on all event types, in order to explore the role of online learning in the formation of infants' expectations in VOE tasks. Both looking times and pupil dilation data were used as dependent measures in each of these tasks. In Chapter 5 Baillargeon's (1987; Baillargeon, Spelke, & Wasserman, 1985) influential 'drawbridge' experiments and the many subsequent replications of them are reviewed before a further replication is introduced in which the novel contribution of pupil dilation data is assessed. The discussion focuses on the findings of the empirical work of this thesis, and concludes that it is crucial to incorporate efforts to refute hypotheses into the designs of tests for infant cognition, and also that pupil data is a valuable complementary measure to, and potentially even superior than, looking times.