# data[].attributes.body
Having fun with the "Eratosthenes Experiment" my daughter on the beach.

# data[].attributes.body
Having fun with the "Eratosthenes Experiment" my daughter on the beach.

# data[].attributes.body
Having fun with the "Eratosthenes Experiment" and my students.

# data[].attributes.body
https://v.gd/mTzBDx

# data[].attributes.attachment_link.title
How to use Kahoot! to teach new topics - Blind Kahoot!'ing

# data[].attributes.attachment_link.description
Join IB Biology teacher and expert Kahoot!'er Stephanie Castle as she explains how (and why!) to use Kahoot! to introduce new topics - we call this "Blind Kahoot!'ing". You'll learn how to embed Kahoot! into your lesson plans to build and reinforce knowledge brick by brick in a hugely motivating and engaging way.

# data[].attributes.body
http://www.space-awareness.org/en/careers/interview/eline-conijn/
http://www.space-awareness.org/en/careers/career/who-ground-segment-support-engineer/

# data[].attributes.attachment_link.title
EU Space Awareness Career Interviews: Eline Conijn, Trainee Engineer // FULL 3 min video

# data[].attributes.headline
4.2. The European Galileo Satellite system: uses and purposes

# data[].attributes.subject
4.2. The European Galileo Satellite system: uses and purposes

# data[].attributes.body
http://www.arianespace.com/
https://spaceflightnow.com/launch-schedule/)

# data[].attributes.headline
4.2. The European Galileo Satellite system: uses and purposes

# data[].attributes.subject
4.2. The European Galileo Satellite system: uses and purposes

# data[].attributes.attachment_link.title
LBS -  Faster fix, Improved localization

# data[].attributes.attachment_link.description
Galileo, adding more satellites to existing GNSS constellations, will significantly reduce the time needed to determine the exact position of any given receiver. Such feature might be beneficial for a vast range of applications.

# data[].attributes.headline
4.2. The European Galileo Satellite system: uses and purposes

# data[].attributes.subject
4.2. The European Galileo Satellite system: uses and purposes

# data[].attributes.body
http://www.esa.int/Our_Activities/Navigation/Galileo/What_is_Galileo

# data[].attributes.attachment_link.title
LBS -  Precise positioning, Time matters

# data[].attributes.attachment_link.description
In emergency situations the provision of a precise caller location information by a smart phone can mean the difference between life and death. Galileo in combination with other GNSS systems is able to help emergency services find callers by pinpointing their locations, even in urban canyons and other difficult environments.

# data[].attributes.headline
4.1 What is satellite navigation and how does it work?

# data[].attributes.subject
4.1 What is satellite navigation and how does it work?

# data[].attributes.body
http://www.navipedia.net/index.php/Main_Page
http://www.navipedia.net/index.php/GNSS:Tools

# data[].attributes.attachment_link.title
Global Navigation Satellite Systems (GNSS) - Part 1

# data[].attributes.attachment_link.title
Career Advice on becoming an Attitude & Orbit Control Systems Engineer by Robyn C (Full Version)

# data[].attributes.headline
3.2 The didactic course: tools and terms

# data[].attributes.subject
3.2 The didactic course: tools and terms

# data[].attributes.body
https://www.dropbox.com/sh/p06l6n0kguu8dn5/AABmEbnTjuaE0mWApXjskZ3Aa?dl=0

# data[].attributes.headline
3.2 The didactic course: tools and terms

# data[].attributes.subject
3.2 The didactic course: tools and terms

# data[].attributes.headline
3.2 The didactic course: tools and terms

# data[].attributes.subject
3.2 The didactic course: tools and terms

# data[].attributes.attachment_link.title
NTA-MOOC 4 Module 3 Helena Capela s interview

# data[].attributes.headline
3.2 The didactic course: tools and terms

# data[].attributes.subject
3.2 The didactic course: tools and terms

# data[].attributes.attachment_link.title
NTA-MOOC 4 Module 3 Helena Capela s comments about the implementation of the activity with subtitles

# data[].attributes.headline
3.2 The didactic course: tools and terms

# data[].attributes.subject
3.2 The didactic course: tools and terms

# data[].attributes.attachment_link.title
NTA-MOOC 4 - Module 3 - Didactic Course - Ana Hoskins

# data[].attributes.headline
3.1 What do I need to know to determine my location?

# data[].attributes.subject
3.1 What do I need to know to determine my location?

# data[].attributes.headline
3.1 What do I need to know to determine my location?

# data[].attributes.subject
3.1 What do I need to know to determine my location?

# data[].attributes.body
DIY: Measuring Latitude and Longitude
http://www.open.edu/openlearn/society/politics-policy-people/geography/diy-measuring-latitude-and-longitude

Here is an activity, which will help you to determine time using a worksheet in your language!

http://www.space-awareness.org/en/activities/1608/making-a-sundial/

# data[].attributes.attachment_link.title
How does math guide our ships at sea? - George Christoph

# data[].attributes.body
Teachmeet with Nair Carrera, Navigation through the ages

# data[].attributes.headline
2.4 The didactic course: The history of navigation

# data[].attributes.subject
2.4 The didactic course: The history of navigation

# data[].attributes.headline
2.4 The didactic course: The history of navigation

# data[].attributes.subject
2.4 The didactic course: The history of navigation

# data[].attributes.attachment_link.title
NTA - MOOC4 - Module 2 - Eleni Dimitriadi's interview

# data[].attributes.headline
2.4 The didactic course: The history of navigation

# data[].attributes.subject
2.4 The didactic course: The history of navigation

# data[].attributes.body
Building inquiry activities for your class

# data[].attributes.attachment_link.title
MOOC1-Module2: Part3 - Building inquiry activities for your class

# data[].attributes.body
What is IBL?

# data[].attributes.attachment_link.title
MOOC1-Module2: Part1 - What is inquiry based learning?

# data[].attributes.headline
2.2 Some historical facts related to navigation

# data[].attributes.subject
2.2 Some historical facts related to navigation

# data[].attributes.headline
2.2 Some historical facts related to navigation

# data[].attributes.subject
2.2 Some historical facts related to navigation

# data[].attributes.body
http://www.space-awareness.org/en/careers/webinar/webinar-5-discover-space-awareness-activities-your-classroom/

# data[].attributes.attachment_link.title
Space Awareness - Navigation Through Ages - Markus Nielblock

# data[].attributes.headline
2.2 Some historical facts related to navigation

# data[].attributes.subject
2.2 Some historical facts related to navigation

# data[].attributes.body
This video was compiled using input from

Mann, G. S. (1966). Navigation through the Ages. Irish Astronomical Journal, 7, 231.

https://en.wikipedia.org/wiki/Celestial_navigation

https://en.wikipedia.org/wiki/History_of_navigation

If you are curious to know more about astronomical instruments used for navigation in early times, you might find interesting to watch the webinar held by Vincent Verhoeven, an educator with the UGent Observatory Armand Pien.The subject was time and space navigation using astronomical instruments such as an astrolabe
http://www.space-awareness.org/en/careers/career/who-science-historian/
http://www.space-awareness.org/en/activities/category/navigation/#filters

# data[].attributes.attachment_link.title
NTA-MOOC 4 - Module 2 - history of navigation

# data[].attributes.headline
2.1 Basic concepts on celestial navigation

# data[].attributes.subject
2.1 Basic concepts on celestial navigation

# data[].attributes.attachment_link.title
NTA - MOOC4 - Module 2 - Nuno Gomes Coordinate systems

# data[].attributes.body
WEBINAR with Cecilia Scorza, Intercultural science - Islamic Heritage Kit

# data[].attributes.body
http://darksky.org/

https://www.noao.edu/education/qltkit.php

https://www.globeatnight.org/dsr/

http://www.darkskiesawareness.org/

Extra information

If you are curious to know more about this theme you may read the following article Mann, G. S. (1966). Navigation through the Ages. Irish Astronomical Journal, 7, 231.

You may also check the following Space Awareness activities

1. http://www.space-awareness.org/pt/activities/1607/what-is-a-constellation/

2. http://www.space-awareness.org/en/activities/1609/how-to-travel-on-earth-without-getting-lost/

# data[].attributes.body
https://en.wikipedia.org/wiki/Newgrange
https://en.wikipedia.org/wiki/Stonehenge
http://www.uwtsd.ac.uk/sophia/

# data[].attributes.attachment_link.readable_text
Archaeoastronomy is the study of how people have understood, conceptualized and used the phenomena in the sky and what role the sky played in their cultures, by analysing their material remains. According to the historical and ethnographic records, most (if not all) societies have looked up at the sky and related to it. The stories, myths, art, religious beliefs, rituals and symbolism of many cultures are associated with the Sun, the Moon, stars and planets. In most cases where texts and/or academic ethnographic works were found, this is easily verifiable. However, when a study extends further back into prehistory (before writing), researchers have to rely on the remains and ruins left behind. In this case, the research is based on the archaeological record which is used to reveal an ancient society's notion to the celestial sphere and its objects.

Archaeoastronomy therefore focuses on the material elements present in the archaeological record. For instance, it can recognise whether particular structures (houses or monuments) were intentionally built in such a way as to capture sunlight on particularly important days of the year. Famous examples include the passage tomb of Newgrange (Ireland) whose entrance and roof-box captures sunrise on December solstice, and the main axis of Stonehenge (United Kingdom) that aligns with sunset, also at December solstice. The wider archaeological evidence attests to the fact that these sites were used during the winter season and, particularly around Stonehenge, were the centre of large celebrations which might have culminated with the observation of sunset. Archaeoastronomy, therefore, is one more element that can help us make sense of and understand past societies, their beliefs and world-views.

Archaeoastronomy is part of a wider field of study known as Cultural Astronomy, and which includes also the study of Ethnoastronomy, as well as the History of Astronomy and the History of Astrology.

What would I do every day?

The archaeoastronomers' job tends to be part archaeologist, part statistician. It involves equal amounts of reading, doing fieldwork, and analysing data. Literature review is a key component in any academic field, particularly so in the Humanities. In archaeoastronomy it is essential to read what other scholars have said about the society under study, as well as about the site(s) or archaeological artefact(s) being researched. Fieldwork is very important - and the most fun part of the job. It involves actually visiting the site(s) to take measurements and/or photograph the site in relation to celestial events at appropriate times. Subsequently, the fieldwork measurements need to be processed and the data analysed in the office, which can entail a combination of statistical, photographical, phenomenological and computational tools and approaches.

How much and what do I need to study?

The current generation of archaeoastronomers has been trained in the exact sciences (astronomy, physics or engineering) so the real task lies in understanding, and coming to terms with, the challenges, pros and cons of research in the humanities. However, there is a new generation of skyscape archaeologists that, in tandem with wider cultural astronomers, put the training emphasis on the humanities and cultural studies. Nevertheless, for the near future, archaeoastronomers and cultural astronomers are likely to be placed along a continuous spectrum of backgrounds ranging from the pure humanities to the pure natural sciences.

There are very few places worldwide where one can study this topic in a structured, academically recognized degree. The University of Wales Trinity Saint David is the only place in the world where it is possible to study for a Masters Degree (MA) in Cultural Astronomy and Astrology which covers the entire span of fields mentioned above. In addition, it includes Skyscapes, Cosmology and Archaeology course covering everything from the basics of archaeological research, to archaeoastronomical fieldwork, data analysis and interpretation.

Where can I work?

Since this field is quite unique, there are very few jobs in archaeoastronomy. Most are academic researchers and tutors whose main research projects are often in different fields, such as astronomy or anthropology/archaeology. And only a few are lucky enough to do pure archaeoastronomy full time.

This is the job for me, if...

you are interested in both astronomy and ancient cultures and societies.
An archaeoastronomer should be:
Comfortable both with the natural and the social sciences;

Motivated to travel for fieldwork (not always under the best climatic conditions);

Have a true passion to immerse him/herself in the culture and period they are studying.

Learn more about archaeoastronomy:

- Archaeoastronomy for Archaeologists: a Guide

- Journal of Skyscape Archaeology

- Sophia Centre for the Study of Cosmology in Culture, University of Wales Trinity Saint David

- European Society of Astronomy in Culture

- International Society for Archaeoastronomy and Astronomy in Culture
The article is written by Dr. Fábio Silva, a lecturer in the Sophia Centre at the University of Wales Trinity Saint David Lampeter. Image: Summer Solstice Sunrise over Stonehenge 2005​
Credit: Wikipedia

# data[].attributes.attachment_link.description
Archaeoastronomy is the study of how people have understood, conceptualized and used the phenomena in the sky and what role the sky played in their cultures, by analysing their material remains. According to the historical and ethnographic records, most (if not all) societies have looked up at the sky and related to it.

# data[].attributes.headline
1.3.	How did early sailors navigate the oceans?

# data[].attributes.subject
1.3.	How did early sailors navigate the oceans?

# data[].attributes.attachment_link.title
How did early Sailors navigate the Oceans?

# data[].attributes.attachment_link.description
A scientific visualization of the Orion constellation as viewed from a three dimensional perspective. The true space distribution of the constellation is revealed by circling around the stars. The camera begins with a pan across the sky to Orion. The lines of the stick figure constellation are drawn in, which unfortunately gives the viewer an impression of a 2D drawing.

# data[].attributes.body
http://nautil.us/issue/19/illusions/a-quick-spin-around-the-big-dipper
http://www.space-awareness.org/en/games/isky/

# data[].attributes.attachment_link.title
Space Awareness_final - Navigation Through Ages MOOC - Nuno Gomes 01

# data[].attributes.body
For me it is the Stary Sky!

# data[].attributes.attachment_link.title
Space Awareness_final - Navigation Through Ages MOOC - Rosa Doran 01

# data[].attributes.attachment_link.readable_text
We may not always realise it, but we depend on space technology orbiting the Earth. So what would happen if it all stopped working? At a recent international conference on "space hazards", I listened to a series of speakers outline doomsday scenarios. These included a massive solar storm disrupting satellite communications, a cyber attack partially disabling the GPS system, and debris knocking out Earth-monitoring satellites.

Threats to this space infrastructure are real, and governments around the world are beginning to think seriously about improving the resilience of the systems we rely on. To focus their thoughts, and with a nod to that pioneer of threats from space, Orson Welles, here is what might happen if we suddenly encountered a day without satellites...
08:00
There was nothing sudden. Planes did not fall out of the sky, the lights didn't go out or the water supplies fail. At least, not at first.

Some things did stop working straightaway but, for most people, they were more an inconvenience than anything else. The loss of television satellites meant that many families missed the cheery rehearsed smiles of breakfast TV presenters, and were forced to talk to each other over their cereal instead. There were no foreign correspondents on the radio, no results of the latest international sports fixtures.

But outside, the loss of global satellite communications was putting the world in danger. At a bunker somewhere in the United States, a pilot squadron lost contact with the armed drones they were flying over the Middle East. The failure of secure satellite communications systems left soldiers, ships and aircraft cut off from their commanders and vulnerable to attack. Without satellites, world leaders struggled to talk to each other to diffuse mounting global tensions.

Meanwhile, over the Atlantic, thousands of passengers watched movies, oblivious to the difficulties on the flight deck as pilots struggled to talk to air traffic control. Without satellite phones, container ships in the Arctic, fishermen in the China Sea and aid workers in the Sahara found themselves isolated from the rest of the world.

As people started work in their offices in Tokyo, Shanghai, Moscow, London and New York, they found it difficult to talk to colleagues in other countries. Email worked and the internet seemed okay, but many international phone calls failed. The rapid communications systems that tied the world together were unravelling. Rather than shrinking, it seemed as if the Earth was getting larger.
11:00
As presidents and prime ministers gathered their crisis teams, a new threat to global stability began to emerge: the loss of the Global Positioning System (GPS). As far as most of us were concerned, GPS helped us travel from A to B without getting hopelessly lost along the way. It had transformed the lives of delivery companies, helped emergency services reach incidents much quicker, allowed planes to land on isolated runways and enabled trucks, trains, ships and cars to be tracked and traced. But GPS turned out to be much more pervasive in our lives than many of us could possibly have realised.

GPS satellites are little more than highly accurate atomic clocks in space, transmitting a time signal back to Earth. Receivers on the ground - in your car or smartphone for instance - pick up these time signals from three or more satellites. By comparing the time signal from space with the time in the receiver - the receiver can calculate how far away the satellite is.

But there are plenty of other uses for these accurate time signals from space. Uses that, it emerged, our society had become increasingly reliant on. Our infrastructure is held together by time - from time stamps on complex financial transactions to the protocols that hold the internet together. When the packets of data passing between computers get out of sync, the system starts to break down. Without accurate time, every network controlled by computers is at risk. Which means almost everything.

When the GPS signals stopped, back-up systems (employing accurate clocks on the ground) kicked in. But, within a few hours, time had started to slip. A fraction of a second in Europe, compared to the US; a tiny difference between India and Australia. The cloud began to fail, web searches became slower, the internet started to grind to a halt. The first power cuts came later in the evening, as transmission networks struggled to balance demand. At computerised water treatment works, engineers switched to manual back-up systems. In major cities, traffic lights and railway signals defaulted to red, bringing transport to a standstill. Mobile phone services, already patchy, finally failed in the late afternoon.
16:00
By this time, aviation authorities reluctantly decided to ground commercial aircraft. The loss of satellite communications and GPS had already seen a majority of flights cancelled, but it was a more mundane failure that proved to be the final straw: the weather.

Although meteorological balloons, ground and ship observations were still important, forecasting had become increasingly reliable and reliant on satellites. Retailers used weather data to order the right foods - no point in stocking up on meats for the barbeque if the outlook was gloomy. Farmers relied on forecasts for planting, spraying and harvesting. The aviation industry needed forecasts to make decisions that would affect the lives of passengers.

Aircraft are fitted with radar to detect bad weather or other sources of turbulence, but they take note of constant updates from the ground. These "nowcasts" allow them to keep track of weather patterns developing and act accordingly. These are particularly important over the oceans, where observations from ships are sparse.

If passengers on trans-Atlantic flights had known this, then they would have thought twice before boarding. Without weather satellite data, a storm system developing rapidly over the ocean was missed and the aircraft flew straight into it. The severe turbulence experienced by passengers left several injured and the remainder badly traumatised by the experience. But at least they got to complete their journey. Around the world, other travellers were stranded thousands of miles from home.
22:00
By now, the full impact of what would become known as "the day without satellites" had become apparent. Communications, transport, power and computer systems had been severely disrupted. Global business had ground to a halt and governments were struggling to cope. Politicians were warned that food supply chains would soon break down. With fears of a breakdown in public order, governments introduced emergency measures.

If the disruption continued then each day would bring new challenges. There would be no more satellite data showing the health of crops, illegal logging in the Amazon or Arctic ice cover. Satellites used to produce images and maps for rescue workers responding to disasters would be missed, as would the satellites producing long-term records of climate. It was a tribute to the space industry that we could take all this for granted, but it was only when the satellites were lost that anyone noticed...

So, could all this happen? Only if everything failed at once, and that is unlikely. What is certain is that the infrastructure we all rely on has become increasingly dependent on space technology. And that without satellites, the world would be a very different place.
Do you agree with Richard? If you would like to comment on this story or anything else you have seen on Future, head over to our Facebook page or message us on Twitter.

# data[].attributes.attachment_link.title
What would happen if all satellites stopped working?

# data[].attributes.attachment_link.description
We may not always realise it, but we depend on space technology orbiting the Earth. So what would happen if it all stopped working? At a recent international conference on "space hazards", I listened to a series of speakers outline doomsday scenarios.

# data[].attributes.body
Last Summer I attended the "Space Awareness Summer School" in Attica. It was an amazing experience. I learnt a lot and made many friends I hope to meet again!

# data[].attributes.headline
Module 1: Introduction to Navigation through the Ages

# data[].attributes.subject
Module 1: Introduction to Navigation through the Ages

# data[].attributes.attachment_link.title
Space Awareness_final - Navigation Through Ages MOOC - Sara Anjos 01

# data[].attributes.body
My name is Marina! I am half Greek and half Serbian. I was born in Germany but before finishing Primary School we moved to Greece. I live in Komotini which is situated in the Northeastern part of Greece.

I am a teacher in a Minority Primary School in Komotini, Greece. The programme of our school is bilingual and my students are Muslims. I am teaching in the Greek Language programme. I teach Greek as well as secondary courses. My students age group is 6-11. My goal is to give to my students as many oppurunitis as I can to express themselves, to communicate and to feel good about themselves. From my experience in the classroom untill now this requires project based learning, beeing innovative and creative and as Margaret Mead said teach them how to think and not what to think.