Velocity-space sensitivity of the time-of-flight neutron spectrometer at JET

The velocity-space sensitivities of fast-ion diagnostics are often described by so-called weight functions. Recently, we formulated weight functions showing the velocity-space sensitivity of the often dominant beam-target part of neutron energy spectra. These weight functions for neutron emission spectrometry (NES) are independent of the particular NES diagnostic. Here we apply these NES weight functions to the time-of-flight spectrometer TOFOR at JET. By taking the instrumental response function of TOFOR into account, we calculate time-of-flight NES weight functions that enable us to directly determine the velocity-space sensitivity of a given part of a measured time-of-flight spectrum from TOFOR

Relationship of edge localized mode burst times with divertor flux loop signal phase in JET

A phase relationship is identified between sequential edge localized modes (ELMs) occurrence times in a set of H-mode tokamak plasmas to the voltage measured in full flux azimuthal loops in the divertor region. We focus on plasmas in the Joint European Torus where a steady H-mode is sustained over several seconds, during which ELMs are observed in the Be II emission at the divertor. The ELMs analysed arise from intrinsic ELMing, in that there is no deliberate intent to control the ELMing process by external means. We use ELM timings derived from the Be II signal to perform direct time domain analysis of the full flux loop VLD2 and VLD3 signals, which provide a high cadence global measurement proportional to the voltage induced by changes in poloidal magnetic flux. Specifically, we examine how the time interval between pairs of successive ELMs is linked to the time-evolving phase of the full flux loop signals. Each ELM produces a clear early pulse in the full flux loop signals, whose peak time is used to condition our analysis. The arrival time of the following ELM, relative to this pulse, is found to fall into one of two categories: (i) prompt ELMs, which are directly paced by the initial response seen in the flux loop signals; and (ii) all other ELMs, which occur after the initial response of the full flux loop signals has decayed in amplitude. The times at which ELMs in category (ii) occur, relative to the first ELM of the pair, are clustered at times when the instantaneous phase of the full flux loop signal is close to its value at the time of the first ELM

Advances in Understanding High-Mass X-ray Binaries with INTEGRALand Future Directions

High mass X-ray binaries are among the brightest X-ray sources in the Milky Way, as well as in nearby Galaxies. Thanks to their highly variable emissions and complex phenomenology, they have attracted the interest of the high energy astrophysical community since the dawn of X-ray Astronomy. In more recent years, they have challenged our comprehension of physical processes in many more energy bands, ranging from the infrared to very high energies.In this review, we provide a broad but concise summary of the physical processes dominating the emission from high mass X-ray binaries across virtually the whole electromagnetic spectrum. These comprise the interaction of stellar winds with the high gravitational and magnetic fields of compact objects, the behaviour of matter under extreme magnetic and gravity conditions, and the perturbation of the massive star evolutionary processes by presence in a binary system.We highlight the role of the INTEGRAL mission in the discovery of many of the most interesting objects in the high mass X-ray binary class and its contribution in reviving the interest for these sources over the past two decades. We show how the INTEGRAL discoveries have not only contributed to significantly increase the number of high mass X-ray binaries known, thus advancing our understanding of the population as a whole, but also have opened new windows of investigation that stimulated the multi-wavelength approach nowadays common in most astrophysical research fields.We conclude the review by providing an overview of future facilities being planned from the X-ray to the very high energy domain that will hopefully help us in finding an answer to the many questions left open after more than 18 years of INTEGRAL scientific observations.</p

Inside Out Literacies: Learning About Literacy Learning with a Peer-Led Prison Reading Scheme

Since 1997, adult literacy education has been of increasing interest to UK policy makers amidst perceptions/claims of a causal relationship between attainment in literacy and positive economic participation, social inclusion, and life chance transformation. With further regard to the associations documented between low literacy attainment and participation in criminal activity (Morrisroe, 2014; Canton et al 2011), it is no surprise that literacy education is currently high on the UK government’s agenda for prison reform (Coates 2016). However, research in the field of Literacy Studies suggests that many prisoners who identify as beginner readers, report feeling alienated by formal education which, it is argued, is too often ‘done to them’ (Wilson 2007:192) failing to take sufficient account of the social identities learners bring to their learning or how they want to use literacy to bring about change in their lives. This has resulted in deficit models of the prisoner as learner that impose ‘spoiled educational identities’ and fail to engage prisoners as active, agentic participants in their learning. In this paper, we draw on data produced in the qualitative phase of a year long study across the English prison estate of Shannon Trust’s prison based reading plan, to explore alternative approaches to prison literacy education that challenge the traditions of formal education and put learner identity and aspiration at the heart of the beginner reader learning process. The qualitative phase of the project involved twelve focus groups across eight prison settings and included 20 learner and 37 mentor participants engaged in the Shannon Trust peer-reading programme. We listen closely to the voices of learners and mentors describing their experiences of peer to peer learning and plug in Anita Wilson’s concepts of educentricity and third space literacies to read participants’ experiences of formal and informal literacy education. We make use of this analysis to identify and describe a ‘grounded pedagogy’ approach that pays attention to learning as social practice and enables prisoners to re-imagine themselves both as learners and social actors and to begin to connect their learning to self-directed desistence identity building. We conclude with a consideration of the implications of this work for prison literacy teaching and the potential role of grounded pedagogy ideas in the development of more provocative approaches to prison teacher education