Latest news with #ELT
Indian Express
7 hours ago
- General
- Indian Express
Cessna trainee pilot in Gujarat lost contact with controller around 10 nautical miles from March 31 crash site: AAIB report
A preliminary report by the Aircraft Accident Investigation Bureau (AAIB) on the March 31 Cessna trainer crash in Mehsana says the aircraft lost contact with the APP (S&P) Controller around 10 nautical miles from the destination. The plane had crashed in a field in Ucharpi village of Mehsana district. The trainee pilot, though injured, survived. Local police had registered the incident. According to the report, the pilot was flying solo for a cross-country training exercise. The planned route was from Mehsana to Banswara, then Deesa, and back to Mehsana. The aircraft, a 1984 model, was owned and operated by Blue Ray Aviation Pvt Ltd. 'There were no abnormal reports from the aircraft until it was inbound to Mehsana after overflying Deesa,' the report stated. 'Ten nautical miles from Mehsana, the aircraft was in contact with Mehsana ATC (Ground VHF, maintained by BRAPL). However, communication was intermittent. As per one Assistant Flight Instructor's statement, the trainee pilot last reported at 4 NM inbound Mehsana at 2000 ft. After that, there was no further communication with ATC.' The report added: 'The aircraft crashed in a field in Ucharpi village, triggering the Emergency Locator Transmitter (ELT). Villagers nearby saw the low-flying aircraft and rushed to the site. They rescued the unconscious pilot and took her to the hospital immediately.' Citing a report from Ahmedabad ATC, the AAIB report noted: 'At 12:58:52 UTC, VT-PBA contacted the APP (S&P) Controller. The trainee requested her position and vectors to Mehsana. She reported maintaining 3500 feet. The controller gave regular vectors and position updates. At 13:04:27 UTC, the aircraft lost contact, around 10 NM from Mehsana.' The AAIB team visited the crash site. It collected engine parts, fuel, oil, and hydraulic fluid samples. Investigators also interviewed the trainee pilot and the flight instructor.
Time of India
14-07-2025
- Science
- Time of India
The 10 most powerful telescopes on Earth and in space transforming modern astronomy
The universe holds endless mysteries, and today's most powerful telescopes are helping us explore them like never before. These advanced instruments drive the progress of modern astronomy , using radio, infrared, optical, and X-ray wavelengths to capture light from ancient galaxies, black holes, exoplanets, and other distant objects. Built in extreme environments and equipped with modern technology, they allow scientists to see far into space and look back in time. Each telescope on this list plays a vital role in uncovering how the universe began, how it changes, and what might exist beyond what we know. Top 10 most powerful telescopes on Earth and in space 1. James Webb Space Telescope (JWST) Launched in December 2021, the James Webb Space Telescope (JWST) is placed about 1.5 million kilometres away from Earth, at a special spot in space called the Sun–Earth L2 point. This location is stable and perfect for observing deep space without interruptions. JWST looks mainly in infrared light, which helps it see through thick clouds of space dust. This allows it to spot stars and galaxies that formed soon after the Big Bang. Its powerful instruments are so sensitive that they can catch the faintest light from faraway galaxies and even study the atmospheres of planets outside our solar system—possibly helping us find signs of life. 2. Five-hundred-meter Aperture Spherical Telescope (FAST) Located in a natural depression in Guizhou, China, FAST is the world's largest and most sensitive single-dish radio telescope. With a massive 500-metre dish, FAST listens to the universe in radio frequencies—essential for detecting signals from distant pulsars, mapping interstellar hydrogen, and searching for potential extraterrestrial intelligence (SETI). Its sensitivity enables the discovery of otherwise undetectable cosmic phenomena across vast distances. 3. Extremely Large Telescope (ELT) Under construction atop Cerro Armazones in Chile, the ELT will be the largest optical/infrared telescope ever built, with a 39-metre main mirror composed of 798 hexagonal segments. Its light-gathering power will be 250 times greater than Hubble's and will provide images 15 times sharper. Scheduled for first light around 2029, ELT is designed to investigate dark matter, black holes, early galaxies, and potentially habitable exoplanets—pushing the limits of what we know about the universe. 4. Giant Magellan Telescope (GMT) Also rising in Chile's high desert, the GMT uses seven large mirrors to act as a single, 24.5-metre telescope. It promises image clarity up to ten times better than Hubble, enabling it to see incredibly fine details in distant objects. Scientists hope to use GMT to directly image Earth-like planets, explore galaxy formation, and deepen our understanding of the universe's accelerated expansion. 5. Thirty Meter Telescope (TMT) Planned for construction atop Mauna Kea, Hawaii (though delayed due to site access disputes), the TMT will feature a 30-meter segmented mirror, optimised for near-infrared and optical observations. It's designed to study everything from the formation of the first galaxies to the evolution of black holes and the search for life-supporting exoplanets, offering unmatched resolution in ground-based astronomy. 6. Gran Telescopio Canarias (GTC) Located on La Palma in Spain's Canary Islands, GTC is currently the world's largest single-aperture optical telescope with a 10.4-metre mirror. It's been instrumental in studying dark energy, stellar explosions (supernovae), and planet formation. Its location—far from city lights and high above sea level—makes it ideal for observing the universe with minimal atmospheric distortion. 7. Atacama Large Millimeter/submillimeter Array (ALMA) Sitting high in Chile's Atacama Desert, ALMA consists of 66 movable radio antennas working together as one giant interferometer. By observing the coldest regions of space in millimetre and submillimetre wavelengths, ALMA can peer into dense gas clouds to uncover the birthplaces of stars and planets. It also studies ancient galaxies and the building blocks of life, such as organic molecules. 8. Gemini Observatory (North & South) Gemini consists of two twin 8.1-metre telescopes—one in Hawaii (Gemini North) and the other in Chile (Gemini South). Together, they provide full-sky coverage. Equipped with adaptive optics and powerful spectrographs, Gemini can capture clear, detailed images of distant galaxies, stellar nurseries, and gamma-ray bursts. Its versatility makes it one of the most productive observatories in modern astronomy. 9. Chandra X-ray Observatory Launched in 1999, NASA's Chandra remains one of the most important telescopes for observing the universe in X-rays, a high-energy form of light. It specialises in studying extreme environments—such as the hot gas swirling around black holes, exploding stars, and neutron stars. Chandra's precision has helped us understand the life cycles of stars and the structure of galaxy clusters. 10. Magdalena Ridge Observatory Interferometer (MROI) Located in New Mexico, USA, the MROI uses a technique called interferometry, where light from multiple smaller telescopes is combined to simulate the resolution of a much larger one. This approach yields ultra-high-resolution images of binary star systems, stellar surfaces, and debris disks around young stars—objects typically too fine to resolve using single-mirror telescopes. Why these telescopes are essential tools in modern astronomy These telescopes represent the pinnacle of astronomical technology. Their large apertures allow them to gather light from the farthest corners of the universe, enabling us to look back in time. Each observatory focuses on specific wavelengths—infrared, radio, X-ray, or optical—uncovering different layers of cosmic phenomena. Technologies like adaptive optics and interferometry enhance clarity, letting scientists image distant galaxies, exoplanets, black holes, and supernovae with astonishing precision. India's growing role in modern astronomy Though not featured in the top‑ten global list, India contributes significantly to modern astronomy infrastructure: Major Atmospheric Cherenkov Experiment (MACE): Operational from Hanle, Ladakh, at ~4,500 m altitude, MACE is one of the world's highest gamma-ray telescopes. Commissioned in 2021 and inaugurated in 2024 , it advances research in cosmic rays and fundamental physics. Devasthal Optical Telescope (DOT): Located at ARIES in Uttarakhand, the 3.6-metre DOT is Asia's largest optical telescope. Commissioned in 2016 , it supports advanced imaging and spectroscopy and plays a critical role in regional space research. These ten telescopes are among the most advanced tools ever built for exploring space. From JWST's deep cosmic gaze to ALMA's insight into galactic birthplaces, they're transforming our understanding of the universe. As more such observatories become operational—and with countries like India boosting their astronomical capabilities—the future of space exploration looks brighter than ever.
Otago Daily Times
10-07-2025
- Politics
- Otago Daily Times
Shotover issues spur Rewi to enter mayoral race
After more than 30 years in Queenstown, kaumātua Darren Rewi has put his hand up to lead the district for the next three years. Mr Rewi, 62, said he had been contemplating standing for the mayoralty for the past four months or so, spurred on by issues at the Shotover wastewater treatment plant, something he believed would take "generations" to resolve. "There was so much wrong about that ... and then I looked at what I thought was going wrong around leadership and I thought I've got skills where I can add value in that space." Originally from Invercargill, Mr Rewi and his whānau moved to Queenstown 32 years ago. He has since been involved in a wide range of community groups and organisations, ranging from Scouts to junior and senior football, worked in the health sector and spent nine years as a volunteer firefighter. He also has more than 20 years of senior-level leadership, government experience and qualifications in strategic and change management. Mr Rewi is the founding chairman of the Mana Tāhuna Charitable Trust, formed in 2020, and is a SkyCity Queenstown Community Foundation trustee. He is also the vice-chairman of the national Victim Support board, ministerial appointee of Herenga ā Nuku, the Outdoor Access Commission, and mandated Ngāi Tahu ki Murihiku representative on the Otago Regional Council's upper lakes freshwater catchment working group. He has also been vice-chairman of the arts and culture heritage strategy and was the mayoral-appointed chairman of the Welcoming Communities steering group. Mr Rewi said the Queenstown council was in a "tail-wagging-the-dog" predicament. In a statement, he said the electorate had become "exhausted from issue after issue being exposed, and an executive leadership team [ELT] and council that has yet to see that they are on a burning platform". "It's obvious that there has been poor decision-making and now it's for the new council and mayor to create an expectation of accountability, and that's a conversation with the CEO." He believed the ELT was "at the steering wheel", when that role was for elected members. Mr Rewi said the potential regional deal with central government on infrastructure, housing and economic growth presented a "whole lot of opportunity", and he supported the proposal as it stood, but cautioned there could be pitfalls. He noted there was nothing certain about the regional deal and the government could withdraw the opportunity, particularly if it thought the region was not "being astute enough ... around finances". He also said the council could do more to harness the power of the multibillion-dollar Māori economy, particularly partnering with iwi on critical infrastructure. As to the site of the council's offices, he backed a main location in Frankton, which would enable staff to be under one roof and remove access barriers for the community, he said.
The Hindu
28-05-2025
- Science
- The Hindu
Experiential learning: how students can learn more effectively
Humans are a learning species. Our very survival depends on our ability to react and adapt to situations. To thrive, students should proactively create and shape their worlds. The sheer scale of learning is unprecedented in today's world. Children can access information at the click of a button. Bots can teach them concepts and clarify doubts. Conventional schools as information disseminators could become redundant in the near future. Yet, schools serve a purpose beyond mere knowledge acquisition. They must learn foundational skills of literacy and numeracy, yes. But they must also develop social, emotional, and cultural skills. They must navigate interpersonal relations, understand different views, and become self-aware. They should also learn how to contribute to society. This is all know-how that comes from the school environment. It should be a microcosm of the world the students will eventually enter. The need for reform At present, schools are found lacking on most counts. Children from government and private schools receive differing quality of education, with the majority struggling with crumbling infrastructure, poorly trained teachers, and an outdated curriculum. There still exists a vast urban-rural divide and therefore, unequal access to resources. Laboratories, functional toilets, potable water, and computers continue to be problem areas in the poorest of schools. However, even when schools get many things right, they remain stuck in a loop of exams, where the value-add is minimal. There is a need to reimagine the present approach to teaching, learning, and testing. Memorisation combined with high-stakes testing has not made children competent; it has merely helped them pass examinations that test a narrow range of abilities. Moreover, children learn and understand in different ways. They have differing aptitudes, as Gardner's theory of multiple intelligences (the idea that intelligence is not a unified ability, but more a collection of distinct and independent intelligences) explains. Some children learn visually, by watching someone and mimicking them; others learn by reading text; and others understand and learn only when they apply it practically by themselves. The brain is capable of reorganising and rewiring itself to keep learning and develop newer skills — a concept called neuroplasticity. Here is where experiential learning becomes useful. It offers a more wholesome approach to teaching and learning. As the term suggests, experience is key. It is 'learning by doing,' focusing on the 'how ' of learning or the process rather than the outcome. Experiential learning is a continuous, lifelong process of knowledge construction, deconstruction, and reconstruction. On experiential learning David Kolb, an educational theorist, first developed the Experiential Learning Theory (ELT), with psychologists such as Kurt Lewin, Jean Piaget, and John Dewey laying the groundwork. The present education system remains exam-centric. Teaching focuses on providing information, and students only cultivate lower-order thinking skills. These are recall and understanding, as per the revised Bloom's taxonomy (Bloom's taxonomy is a hierarchy or classification of cognitive levels and learning objectives constructed by Benjamin Bloom in 1956, and revised by Lorin Anderson and David Krathwohl in 2001). Students must move beyond these basic skills to critical thinking and problem-solving. They must learn to question received information and learn through peer relations. These capabilities parallel higher-order thinking skills such as analysis, evaluation, and creation. These levels could translate to the ability to compare, differentiate, and invent. Experiential learning makes students active and involved learners rather than passive recipients of information. Hands-on experiences engage the students' senses and encourages them to think about and apply concepts to the world they've seen around them. By learning this way, children acquire skills they can apply across contexts. They learn how to learn. Stages of experiential learning Individual-environment interaction is at the core of experiential learning. This is the dialectical tension that creates growth. The student constructs new knowledge by interacting with the environment. These phases progress cyclically as the student learns and re-learns. The stages of Kolb's experiential learning cycle are concrete experience, reflective observation, abstract conceptualisation and active experimentation. These stages are inter-linked, iterative and occurs throughout an individual's lifetime. Each spiral of learning further deepens a student's understanding. Through a concrete experience/phenomenon, the students' sensory-motor faculties are engaged, and they grasp and assimilate information from the environment. In the next stage, that is, reflective observation, students try to understand and interpret the information received via the experience. There may be a difference between their expectations and the experience which would lead to cognitive dissonance. This essentially means that the new information does not fit into their existing mental models. In this process, beliefs do not match the behaviour expected. Moving on to abstract conceptualisation, students rationalise the new information, adding it to their pre-existing mental models. And by doing so, concepts are changed or created with new or conflicting information. In the final stage of active experimentation, the learner acts on the knowledge received, makes decisions, and solves problems. This action leads to new experiences that, in turn, reshapes cognition once again. Implementing the model Experiential learning is a teaching-learning philosophy that comprises many pedagogical approaches. It can be implemented through a wide range of methods. Doing experiments related to a specific topic and facilitating student questions is a form of inquiry-based learning. Teamwork (collaborative learning) on projects and problems helps build a variety of perspectives. Interactive games, group discussions, role-playing, and arts and crafts are also promising. Real-world immersions through outdoor learning and field trips are similarly very engaging for students. Integrating technology and having simulations is also instructive. The 'flipped classroom' is a prime example of an experiential learning setup. Rather than have the teacher lead the class, it places the student front and centre. Students explore a topic at home through reading materials and online resources. Then the student solves the problem together with the teacher and the whole class by discussing concepts together. This kind of pedagogy makes students take responsibility for their learning and creates meaningful interactions and deeper learning. Critiques and challenges Experiential learning can isolate the student process from the classroom context. Factors like peers, family background, and culture also affect learning, which are not considered. Implementation of experiential learning can also be a logistical nightmare. It requires a battalion of resources, be it personnel, materials, or training. This is particularly true in the Indian context, given the size and diversity of students. Student readiness to learn experientially may also be overestimated. For example, are Class VIII students who struggle with grade two English comprehension ready to think critically? A one-size-fits-all solution is not advisable. However, this does not mean that experiential learning requires a wholesale overhaul of the system; it can fit into the existing setup for a more holistic approach. Experiential learning has the potential to empower students of different learning styles. Manaswini Vijayakumar is an intern at The Hindu.
NZ Herald
23-05-2025
- Politics
- NZ Herald
Jevon McSkimming ‘strongly denies' acting inappropriately in firearms licences vetting process
A statement from the office of Police Commissioner Richard Chambers said police were 'aware of the allegation to which you refer'. 'It is being looked into as part of a wider investigation into concerns that have been raised. That is still under way. 'The police commissioner was first made aware of those concerns in March and directed the investigation occur. This is a separate issue to the criminal investigation into Jevon McSkimming.' In response to questions from RNZ, McSkimming released a statement through his lawyer. 'Mr McSkimming strongly denies any allegation he acted in any way inappropriately in relation to the vetting process for firearms licences. 'As the overall operational lead on firearms, at one time Mr McSkimming raised issues about how the vetting process was being applied. He took those concerns to the executive leadership team and, following discussion at the ELT, the process was subsequently modified.' In response to questions from RNZ, Mitchell said in a statement he was aware 'some concerns have been brought forward'. He said the police commissioner was 'looking into the matter'. There were no timeframes for the various investigations at this time. The firearms regulator was established after the Christchurch Mosque attacks in 2019. According to its website, it has three main functions, including implementing the firearms licensing system, managing the Firearms Registry and educating people to enable compliance and promote the safe use of firearms. RNZ revealed last week pornography found on McSkimming's work computer is being investigated as alleged objectionable material. He declined to comment on the allegations through his lawyer. Last Friday evening, his lawyer Linda Clark was granted a rare 'superinjunction' by Justice Karen Grau that prohibited reporting that disclosed the nature of the allegedly objectionable material, as well as the existence of the injunction itself, until 2.15pm on Monday. On Monday, Justice Cheryl Gwyn held a teleconference from the High Court at Wellington to discuss the injunction with Clark, the police, and legal counsel for RNZ, Stuff and NZME. After that conference, the order prohibiting publication of the nature of the allegedly objectionable material was continued – but the order prohibiting the existence of the injunction was not continued, meaning RNZ can now report the fact of McSkimming's application and the interim result. Chambers said in a statement last week that he appreciated the resignation of McSkimming raised questions, but said the criminal investigation couldn't be 'compromised by commenting on the circumstances of it at this point'. 'However, I can say that I have always made it very clear that trust and confidence in police is a top priority for me as commissioner,' Chambers said. 'I take very seriously anything that puts trust and confidence and the reputation of police at risk and will act to address it. 'I have high expectations of all police staff and will address it if those standards are not met, irrespective of rank or role.' In announcing McSkimming's resignation last week, Mitchell said McSkimming resigned before he could be dismissed. 'I instructed the Public Service Commission to commence the process to remove Mr McSkimming from office after allegations of a very serious nature recently came to light, separate to the investigation that led to him being suspended.' He did not say what the allegations were. Mitchell said the Policing Act was 'very clear'. 'A deputy commissioner of police must be a 'fit and proper' person. They are rightly held to the highest standards of conduct and this new information called into serious question Mr McSkimming's fitness for office. 'When Mr McSkimming was invited to respond to these allegations he chose to resign. Mr McSkimming's resignation has confirmed my view that his continuation in the role was untenable.' Police advised Mitchell that their investigations into McSkimming would continue, notwithstanding his resignation.
