Aladdin's Magic Lamp: Developing Methods for Calibration and Geolocation Accuracy Assessment of the DMSP OLS

Nighttime satellite imagery from the Defense Meteorological Satellite Program (DMSP) Operational Linescan System (OLS) has a unique capability to observe nocturnal light emissions from sources including cities, wild fires, and gas flares. Data from the DMSP OLS is used in a wide range of studies including mapping urban areas, estimating informal economies, and estimating urban populations. Given the extensive and increasing list of applications a repeatable method for assessing geolocation accuracy, performing inter-calibration, and defining the minimum detectable brightness would be beneficial. An array of portable lights was designed and taken to multiple field sites known to have no other light sources. The lights were operated during nighttime overpasses by the DMSP OLS and observed in the imagery. A first estimate of the minimum detectable brightness is presented based on the field experiments conducted. An assessment of the geolocation accuracy was performed by measuring the distance between the GPS measured location of the lights and the observed location in the imagery. A systematic shift was observed and the mean distance was measured at 2.9km. A method for in situ radiance calibration of the DMSP OLS using a ground based light source as an active target is presented. The wattage of light used by the active target strongly correlates with the signal measured by the DMSP OLS. This approach can be used to enhance our ability to make inter-temporal and inter-satellite comparisons of DMSP OLS imagery. Exploring the possibility of establishing a permanent active target for the calibration of nocturnal imaging systems is recommended. The methods used to assess the minimum detectable brightness, assess the geolocation accuracy, and build inter-calibration models lay the ground work for assessing the energy expended on light emitted into the sky at night. An estimate of the total energy consumed to light the night sky globally is presented.

Everything in di Dark Muss Come to Light: A Postcolonial Investigation of the Practice of Extra Lessons at the Secondary Level in Jamaica's Education System

Despite the vast research examining the evolution of Caribbean education systems, little is chronologically tied to the postcolonial theoretical perspectives of specific island-state systems, such as the Jamaican education system and its relationship with the underground shadow education system. This dissertation study sought to address the gaps in the literature by critically positioning postcolonial theories in education to examine the macro- and micro-level impacts of extra lessons on secondary education in Jamaica. The following postcolonial theoretical (PCT) tenets in education were contextualized from a review of the literature: (a) PCT in education uses colonial discourse analysis to critically deconstruct and decolonize imperialistic and colonial representations of knowledge throughout history; (b) PCT in education uses an anti-colonial discursive framework to re-position indigenous knowledge in schools, colleges, and universities to challenge hegemonic knowledge; (c) PCT in education involves the "unlearning" of dominant, normative ideologies, the use of self-reflexivity, and deconstruction; and (d) PCT in education calls for critical pedagogical approaches that reject the banking concept of education and introduces inclusive pedagogy to facilitate "the passage from naïve to critical transitivity" (Freire, 1973, p. 32). Specifically, using a transformative mixed-methods design, grounded and informed by a postcolonial theoretical lens, I quantitatively uncovered and then qualitatively highlighted how if at all extra lessons can improve educational outcomes for students at the secondary level in Jamaica. Accordingly, the quantitative data was used to test the hypotheses that the practice of extra lessons in schools is related to student academic achievement and the practice of critical-inclusive pedagogy in extra lessons is related to academic achievement. The two-level hierarchical linear model analysis revealed that hours spent in extra lessons, average household monthly income, and critical-inclusive pedagogical tents were the best predictors for academic achievement. Alternatively, the holistic multi-case study explored how extra-lessons produces increased academic achievement. The data revealed new ways of knowledge construction and critical pedagogical approaches to galvanize systemic change in secondary education. Furthermore, the data showed that extra lessons can improve educational outcomes for students at the secondary level if the conditions for learning are met. This study sets the stage for new forms of knowledge construction and implications for policy change.