The evolution of a Ku-Band satellite network

The purpose of this study was to undertake the management and development of CTS terminals and time on appropriate Ku-Band satellites was procured. A community of public service users who have readily addressable needs and resources to pay for services on an ad hoc Ku-Band network was developed and a test network for selected users was managed

HII Shells Surrounding Wolf-Rayet stars in M31

We present the results of an ongoing investigation to provide a detailed view of the processes by which massive stars shape the surrounding interstellar medium (ISM), from pc to kpc scales. In this paper we have focused on studying the environments of Wolf-Rayet (WR) stars in M31 to find evidence for WR wind-ISM interactions, through imaging ionized hydrogen nebulae surrounding these stars. We have conducted a systematic survey for HII shells surrounding 48 of the 49 known WR stars in M31. There are 17 WR stars surrounded by single shells, or shell fragments, 7 stars surrounded by concentric limb brightened shells, 20 stars where there is no clear physical association of the star with nearby H-alpha emission, and 4 stars which lack nearby H-alpha emission. For the 17+7 shells above, there are 12 which contain one or two massive stars (including a WR star) and that are <=40 pc in radius. These 12 shells may be classical WR ejecta or wind-blown shells. Further, there may be excess H-alpha point source emission associated with one of the 12 WR stars surrounded by putative ejecta or wind-blown shells. There is also evidence for excess point source emission associated with 11 other WR stars. The excess emission may arise from unresolved circumstellar shells, or within the extended outer envelopes of the stars themselves. In a few cases we find clear morphological evidence for WR shells interacting with each other. In several H-alpha images we see WR winds disrupting, or punching through, the walls of limb-brightened HII shells.Comment: 20 pages, 4 figures (in several parts: some .jpg and others .ps), accepted to AJ (appearing Oct, 1999

Radio-Luminous Southern Seyfert Galaxies. I. Radio Images and Selected Optical/Near-Infrared Spectroscopy

This is the first of two papers in which a study is made of a sample of 12 southern radio-luminous Seyfert galaxies. Our aim is to investigate possible correlations between radio morphology and nuclear/circumnuclear emission-line properties. In this paper we present radio images at 13, 6, and 3 cm taken with the Australia Telescope Compact Array (ATCA), global far-infrared (FIR) properties for the whole sample, and optical and near-infrared (NIR) spectroscopy of an interesting subset. We find a mixture of radio morphologies, including linear, diffuse and compact sources. When the FIR colors of the galaxies are considered there is an indication that the compact radio sources have warmer FIR colors than the diffuse sources, whereas the linear sources span a wide range of FIR colors. There is a wide variation in radio spectral-indices, suggesting that free-free absorption is significant in some systems, particularly IRAS 11249-2859, NGC 4507, and NGC 7213. Detailed emission-line studies are presented of 4 galaxies IC 3639, NGC 5135, NGC 3393 & IRAS 11249-2859. In IC 3639 we present evidence of vigorous, compact star formation enclosed by very extended [OI]6300 emission, suggestive of the boundary between a diffuse outflow and the surrounding ISM. In another galaxy, IC 5063, we see evidence for the possible interaction of a highly collimated outflow and the surrounding rotating inner disk. Of the 5 galaxies which show compact radio emission, 4 have radio/FIR flux ratios consistent with an energetically dominant AGN, whereas IC 4995 exhibits evidence for a very compact starburst.Comment: 42 pages, including 7 tables, latex, 19 jpeg figures, Accepted to ApJ. Replacement updates coordintes of galaxies in Table

Using graphical and pictorial representations to teach introductory astronomy students about the detection of extrasolar planets via gravitational microlensing

The detection and study of extrasolar planets is an exciting and thriving field in modern astrophysics, and an increasingly popular topic in introductory astronomy courses. One detection method relies on searching for stars whose light has been gravitationally microlensed by an extrasolar planet. In order to facilitate instructors' abilities to bring this interesting mix of general relativity and extrasolar planet detection into the introductory astronomy classroom, we have developed a new Lecture-Tutorial, "Detecting Exoplanets with Gravitational Microlensing." In this paper, we describe how this new Lecture-Tutorial's representations of astrophysical phenomena, which we selected and created based on theoretically motivated considerations of their pedagogical affordances, are used to help introductory astronomy students develop more expert-like reasoning abilities.Comment: 10 pages, 10 figures, accepted for publication in the American Journal of Physic

Conceptual learning : the priority for higher education

The common sense notion of learning as the all-pervasive acquisition of new behaviour and knowledge, made vivid by experience, is an incomplete characterisation, because it assumes that the learning of behaviour and the learning of knowledge are indistinguishable, and that acquisition constitutes learning without reference to transfer. A psychological level of analysis is used to argue that conceptual learning should have priority in higher education

Second chances: Investigating athletes’ experiences of talent transfer

Talent transfer initiatives seek to transfer talented, mature individuals from one sport to another. Unfortunately talent transfer initiatives seem to lack an evidence-based direction and a rigorous exploration of the mechanisms underpinning the approach. The purpose of this exploratory study was to identify the factors which successfully transferring athletes cite as facilitative of talent transfer. In contrast to the anthropometric and performance variables that underpin current talent transfer initiatives, participants identified a range of psychobehavioral and environmental factors as key to successful transfer. We argue that further research into the mechanisms of talent transfer is needed in order to provide a strong evidence base for the methodologies employed in these initiatives

Technology-Rich Ethnography for Examining the Transition to Authentic Problem-Solving in a High School Computer Programming Class

This study utilized elements of technology-rich ethnography to create a rich description of a multi-user virtual environment in a high school computer programming class. Of particular interest was the transition that took place in classroom culture from one characterized by a well-defined problem solving approach to one more indicative of open learning environment. Using technology, high school students created learning activities and resources for use by younger students in the virtual environment. Evidence supported that high school students initially benefitted from the new open environment; however, some immutable elements of the classroom environment presented barriers to peer collaboration and motivation for high-level, creative work. Our findings lend support to the argument that teachers in high school computer programming classes should incorporate the following features in their curricula: open-ended problem solving, real-world clients, group work, student autonomy and ample opportunities for student creative expression.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Immersive multi-user decision training games with ARLearn

Serious gaming approaches so far focus mainly on skill development, motivational aspects or providing immersive learning situations. Little work has been reported to foster awareness and decision competencies in complex deci-sion situations involving incomplete information and multiple stakeholders. We address this issue exploring the technical requirements and possibilities to de-sign games for such situations in three case studies: a hostage taking situation, a multi-stakeholder logistics case, and a health-care related emergency case. To implement the games, we use a multi-user enabled mobile game development platform (ARLearn). We describe the underlying real world situations and edu-cational challenges and analyse how these are reflected in the ARLearn games realized. Based on these cases we propose a way to increase the immersiveness of mobile learning games.SALOM

Implementing virtual collaborative inquiry practises in a middle-school context

The aim of the present study was to investigate the challenges that relate to the implementation of virtual inquiry practises in middle school. The case was a school course in which a group of Finnish students (N = 14) and teachers (N = 7) completed group inquiries through virtual collaboration, using a web-based learning environment. The task was to accomplish a cross-disciplinary inquiry into cultural issues. The students worked mainly at home and took much responsibility for their course achievements. The investigators analysed the pedagogical design of the course and the content of the participants' interaction patterns in the web-based environment, using qualitative content analysis and social network analysis. The findings suggest that the students succeeded in producing distinctive cultural products, and both the students and the teachers adopted novel roles during the inquiry. The web-based learning environment was used more as a coordination tool for organizing the collaborative work than as a forum for epistemic inquiry. The tension between the school curriculum and the inquiry practises was manifest in the participants' discussions of the assessment criteria of the course.The aim of the present study was to investigate the challenges that relate to the implementation of virtual inquiry practises in middle school. The case was a school course in which a group of Finnish students (N = 14) and teachers (N = 7) completed group inquiries through virtual collaboration, using a web-based learning environment. The task was to accomplish a cross-disciplinary inquiry into cultural issues. The students worked mainly at home and took much responsibility for their course achievements. The investigators analysed the pedagogical design of the course and the content of the participants' interaction patterns in the web-based environment, using qualitative content analysis and social network analysis. The findings suggest that the students succeeded in producing distinctive cultural products, and both the students and the teachers adopted novel roles during the inquiry. The web-based learning environment was used more as a coordination tool for organizing the collaborative work than as a forum for epistemic inquiry. The tension between the school curriculum and the inquiry practises was manifest in the participants' discussions of the assessment criteria of the course.The aim of the present study was to investigate the challenges that relate to the implementation of virtual inquiry practises in middle school. The case was a school course in which a group of Finnish students (N = 14) and teachers (N = 7) completed group inquiries through virtual collaboration, using a web-based learning environment. The task was to accomplish a cross-disciplinary inquiry into cultural issues. The students worked mainly at home and took much responsibility for their course achievements. The investigators analysed the pedagogical design of the course and the content of the participants' interaction patterns in the web-based environment, using qualitative content analysis and social network analysis. The findings suggest that the students succeeded in producing distinctive cultural products, and both the students and the teachers adopted novel roles during the inquiry. The web-based learning environment was used more as a coordination tool for organizing the collaborative work than as a forum for epistemic inquiry. The tension between the school curriculum and the inquiry practises was manifest in the participants' discussions of the assessment criteria of the course.Peer reviewe