Evidence for an intermediate mass black hole and a multi-zone warm absorber in NGC 4395

We report on the results of an analysis in the X-ray band of a recent long ASCA observation of NGC 4395, the most variable low-luminosity AGN known. A relativistically-broadened iron line at ~6.4 keV is clearly resolved in the time-averaged spectrum, with an equivalent width of 310^{+70}_{-90} eV. Time-resolved spectral analysis of the heavily absorbed soft X-ray band confirms the existence of a variable, multi-zone warm absorber in this source, as proposed in a previous analysis of a shorter ASCA observation. The light curve of the source is wildly variable on timescales of hours or less, and a factor of nearly 10 change in count-rate was recorded in a period of less than 2000 s. The long observation and variability of the source allowed the power density spectrum (PDS) to be constructed to an unprecedented level of detail. There is evidence for a break in the PDS from a slope of \alpha~1 to \alpha~1.8 at a frequency of around 3 \times 10^{-4} Hz. The central black hole mass of NGC 4395 is estimated to be approximately 10^4-10^5 solar masses using the break in the PDS, a result consistent with previous analyses using optical and kinematical techniques.Comment: 8 pages, 6 figures, accepted for publication in MNRA

Measuring Hospital Performance: The Importance of Process Measures

Evaluates the effectiveness of Hospital Quality Alliance standards, and identifies specific activities hospitals can work on to improve performance and deliver higher quality health care

Learning from writing reflective learning journals in a theory-based translation module: students’ perspectives

This paper reports on an action research project intended to engage undergraduate translation students in learning translation theories. Students were guided to write reflective learning journal entries as part of their assessment in a translation theory-based module. Two questionnaires were designed to elicit data, mainly in terms of students’ perception of translation theories, both at the beginning and at the end of the term, and students’ experiences of writing reflective learning journals. The data suggests that most students seem to think of translation theories as guidelines, methods or techniques, both at the beginning and at the end of the term, even though they also claim that writing reflective learning journals changes the way they view translation theories to a certain extent and, consequently, helps them to learn these theories. This study demonstrates that with careful design and instruction, the educational value of learning journals can be successfully applied to a theory-based module within a subject area that is not traditionally practice- or vocation-oriented in higher education