An Isolated Stellar-Mass Black Hole Detected Through Astrometric Microlensing

We report the first unambiguous detection and mass measurement of an isolated stellar-mass black hole (BH). We used the Hubble Space Telescope (HST) to carry out precise astrometry of the source star of the long-duration (t_E ~ 270 days), high-magnification microlensing event MOA-2011-BLG-191/OGLE-2011-BLG-0462, in the direction of the Galactic bulge. HST imaging, conducted at eight epochs over an interval of six years, reveals a clear relativistic astrometric deflection of the background star's apparent position. Ground-based photometry shows a parallactic signature of the effect of the Earth's motion on the microlensing light curve. Combining the HST astrometry with the ground-based light curve and the derived parallax, we obtain a lens mass of 7.1 +/- 1.3 M_Sun and a distance of 1.58 +/- 0.18 kpc. We show that the lens emits no detectable light, which, along with having a mass higher than is possible for a white dwarf or neutron star, confirms its BH nature. Our analysis also provides an absolute proper motion for the BH. The proper motion is offset from the mean motion of Galactic-disk stars at similar distances by an amount corresponding to a transverse space velocity of ~45 km/s, suggesting that the BH received a modest natal 'kick' from its supernova explosion. Previous mass determinations for stellar-mass BHs have come from radial-velocity measurements of Galactic X-ray binaries, and from gravitational radiation emitted by merging BHs in binary systems in external galaxies. Our mass measurement is the first ever for an isolated stellar-mass BH using any technique

First footing inter-faith dialogue

This article examines an action research project on inter-faith dialogue within the sensitive context of Catholic pupils being taught Catholic religious education in state-funded secondary schools. Twenty pupils in S3 and S4 (Year 10 and Year 11) participated in a series of three paired conversations that focused primarily on science and religion, values and historical evidence. Their conversations were analysed quantitatively and qualitatively with regard to the dialogic skills of cumulative talk and exploratory talk, and deep learning in religious education. The pupils displayed high levels of engagement with both cumulative and exploratory talk; and statistical analysis through a chi-square test indicated a significant amount of deep learning occurring. This article concludes that inter-faith dialogue can promote the development of both cumulative talk and exploratory talk amongst secondary school pupils. Such dialogue also provides opportunities for peer teaching, critical reflection and deep learning