Gamma-ray burster recurrence timescales

Three optical transients have been found which are associated with gamma-ray bursters (GRBs). The deduced recurrence timescale for these optical transients (tau sub opt) will depend on the minimum brightness for which a flash would be detected. A detailed analysis using all available data of tau sub opt as a function of E(gamma)/E(opt) is given. For flashes similar to those found in the Harvard archives, the best estimate of tau sub opt is 0.74 years, with a 99% confidence interval from 0.23 years to 4.7 years. It is currently unclear whether the optical transients from GRBs also give rise to gamma-ray events. One way to test this association is to measure the recurrence timescale of gamma-ray events tau sub gamma. A total of 210 gamma-ray error boxes were examined and it was found that the number of observed overlaps is not significantly different from the number expected from chance coincidence. This observation can be used to place limits on tau sub gamma for an assumed luminosity function. It was found that tau sub gamma is approx. 10 yr if bursts are monoenergetic. However, if GRBs have a power law luminosity function with a wide dynamic range, then the limit is tau sub gamma 0.5 yr. Hence, the gamma-ray data do not require tau sub gamma and tau sub opt to be different

Search for infrared counterparts of gamma-ray bursters

The result of two searches for infrared counterparts of Gamma-ray Bursters (GRB's) is reported. The first search was made using data from the Infrared Astronomy Satellite and covered 23 positions. The second search was made with the Kitt Peak 1.5 m telescope and covered 3 positions. In neither of these two searches was any infrared candidate detected

Child Language Brokering in School: Final Research Report

The primary aim of the project was to provide an evidence basis for more sensitive and effective practice and more carefully articulated school policies on the use of pupils as language brokers for their own parents and others in school. To this end we investigated and triangulated the views and experiences of two groups who we expected to bring distinctive and complementary perspectives to the topic - teachers in schools in multilingual areas and young adults who had acted as language brokers in the course of their own school career (ex-CLBs ). The study addressed the following research questions in relation to both groups: 1. How often and for what purposes are CLBs used in schools? 2. To what degree are CLBs used in routine contacts with parents (their own & those of others), in more sensitive discussions about vulnerable pupils (e.g. about SEN) and in discussions when crucial matters are being resolved (e.g. planning for subject choices in Year 10)? 3. What are the perceived advantages and disadvantages of school language brokering arrangements? 4. How do teachers and ex-CLBs perceive CLBs in terms of their alignment with family or personal interests as against detached, independent values of translation and interpreting? 5. What views do ex-CLBs now have of their experience of the process, their own agency, competence and effectiveness and how the process was facilitated or obstructed by the actions and attitudes of their teachers? 6. What differences of view and understanding are there between teachers who are themselves bilingual or multilingual, teachers who are monolingual and ex-CLBs? 7. What recommendations would current teachers and ex-CLBs make on how to improve schools? policies and practices on CLB activity

Child Language Brokering in School: Final Research Report

The primary aim of the project was to provide an evidence basis for more sensitive and effective practice and more carefully articulated school policies on the use of pupils as language brokers for their own parents and others in school. To this end we investigated and triangulated the views and experiences of two groups who we expected to bring distinctive and complementary perspectives to the topic - teachers in schools in multilingual areas and young adults who had acted as language brokers in the course of their own school career (ex-CLBs ). The study addressed the following research questions in relation to both groups: 1. How often and for what purposes are CLBs used in schools? 2. To what degree are CLBs used in routine contacts with parents (their own & those of others), in more sensitive discussions about vulnerable pupils (e.g. about SEN) and in discussions when crucial matters are being resolved (e.g. planning for subject choices in Year 10)? 3. What are the perceived advantages and disadvantages of school language brokering arrangements? 4. How do teachers and ex-CLBs perceive CLBs in terms of their alignment with family or personal interests as against detached, independent values of translation and interpreting? 5. What views do ex-CLBs now have of their experience of the process, their own agency, competence and effectiveness and how the process was facilitated or obstructed by the actions and attitudes of their teachers? 6. What differences of view and understanding are there between teachers who are themselves bilingual or multilingual, teachers who are monolingual and ex-CLBs? 7. What recommendations would current teachers and ex-CLBs make on how to improve schools? policies and practices on CLB activity

Sun-Earth Day - Teaching Heliophysics Through Education Technology

Sun-Earth Day (SED) is an Education and Outreach program supported by the U.S, National Aeronautics and Space Administration (NASA). The intent of the program is to teach students and the general public about Heliophysics (the science of the study of the Sun, how it varies, and how solar dynamics affect the rest of the solar system, especially the Earth). The program was begun ten years ago. Each year since that time a particular day has been designated as "Sun-Earth Day ,,. Usually the day of the spring equinox (March 20 or 21) is Sun-Earth Day, but other days have been used as well. Each year a theme is chosen relating to Heliophysics and events reflecting that theme are planned not only for Sun-Earth Day, but for the entire year. From the very beginning educational technology was emphasized in the events in order to effectively reach wide audiences with the SED message. The main approach has been to have a "webcast" related to each year's theme, often from a location that supports the theme as well. For example, a webcast took place from the Mayan pyramids at Chichen Itza, Mexico to highlight the theme of "Ancient Observatories, Timeless Knowledge". Webcasts were not the only technology employed, however. Many of the themes centered on the dynamic nature of the Sun and the effects that solar storms can have on interplanetary space and in our day-to-day life on Earth. Activities for tracking when solar storms happen and how they affect the Earth were developed and brought together in an educational package called Space Weather Action Centers. This project is explained in more detail in another presentation in this session being given by Norma Teresinha Oliveira Reis. Recent Sun-Earth Days have utilized "social networking" technologies to reach widespread groups on the internet. Podcasts, Vodcasts, Facebook, Twitter, and Second Life are the types of network technologies being employed now. The NASA Distance learning Network is another method for bringing Sun-Earth Day events and training to widespread educators and classrooms in order to magnify the reach of Sun-Earth Day. Examples of the technologies will be shown along with an assessment of their effectiveness

Stabilization of axon branch dynamics by synaptic maturation

The developmental refinement of topographic projections in the brain is reflected in the dynamic sculpting of axonal arbors that takes place as connections between CNS structures form and mature. To examine the role of synaptogenesis and synaptic maturation in the structural development of axonal projections during the formation of the topographic retinotectal projection, we coexpressed cytosolic fluorescent protein (FP) and FP-tagged synaptophysin (SYP) in small numbers of retinal ganglion cells in living albino Xenopus laevis tadpoles to reveal the distribution and dynamics of presynaptic sites within labeled retinotectal axons. Two-photon time-lapse observations followed by quantitative analysis of tagged SYP levels at individual synapses demonstrated the time course of synaptogenesis: increases in presynaptic punctum intensity are detectable within minutes of punctum emergence and continue over many hours. Puncta lifetimes correlate with their intensities. Furthermore, we found that axon arbor dynamics are affected by synaptic contacts. Axon branches retract past faintly labeled puncta but are locally stabilized at intensely labeled SYP puncta. Visual stimulation for 4 h enhanced the stability of the arbor at intense presynaptic puncta while concurrently inducing the retraction of exploratory branches with only faintly labeled or no synaptic sites

Shock Deformation in Zircon, a Comparison of Results from Shock-Reverberation and Single-Shock Experiments

The utility of the mineral zircon, ZrSiO4, as a shock-metamorphic geobarometer and geochronometer, has been steadily growing within the planetary science community. Zircon is an accessory phase found in many terrestrial rock types, lunar samples, lunar meteorites, martian meteorites and various other achondrites. Because zircon is refractory and has a high closure temperature for Pb diffusion, it has been used to determine the ages of some of the oldest material on Earth and elsewhere in the Solar System. Furthermore, major (O) and trace-element (REE, Ti, Hf) abundances and isotope compositions of zircon help characterize the petrogenetic environments and sources from which they crystallized. The response of zircon to impact-induced shock deformation is predominantly crystallographic, including dislocation creep and the formation of planar and sub-planar, low-angle grain boundaries; the formation of mechanical {112} twins; transformation to the high pressure polymorph reidite; the development of polycrystalline microtextures; and dissociation to the oxide constituents SiO2 and ZrO2. Shock microstructures can also variably affect the U- Pb isotope systematics of zircon and, in some instances, be used to constrain the impact age. While numerous studies have characterized shock deformation in zircon recovered from a variety of terrestrial impact craters and ejecta deposits and Apollo samples, experimental studies of shock deformation in zircon are limited to a handful of examples in the literature. In addition, the formation conditions (e.g., P, T) of various shock microstructures, such as planar-deformation bands, twins, and reidite lamellae, remain poorly con-strained. Furthermore, previous shocked-zircon experimental charges have not been analyzed using modern analytical equipment. This study will therefore under-take an new set of zircon shock experiments, which will then be microstructurally characterized using state-of-the-art instrumentation within the Astromaterials Research and Exploration Science Division (ARES), NASA Johnson Space Center

On the origin of the March 5, 1979 gamma ray transient: A vibrating neutron star in the Large Magellanic Cloud

It is proposed that a vibrating neutron star in the Large Magellanic Cloud is the source of the March 5 transient. Neutron star vibrations transport energy rapidly to the surface, heat the atmosphere by wave dissipation, and decay by gravitational radiation reaction. The electromagnetic emission arises from e(+)-e(-) pairs which cool and annihilate in the strong magnetic field of the neutron star. The field also confines the pairs, and this allows the production of the redshifted annihilation feature observed in the data. The redshift implies a gravitational radiation damping time which agrees with the 0.15 second duration of the impulsive phase of the event. Thus, the March 5 transient may be both the first detection of a vibrating neutron star and indirect evidence for gravitational radiation

A giant, periodic flare from the soft gamma repeater SGR1900+14

Soft gamma repeaters are high-energy transient sources associated with neutron stars in young supernova remnants. They emit sporadic, short (~ 0.1 s) bursts with soft energy spectra during periods of intense activity. The event of March 5, 1979 was the most intense and the only clearly periodic one to date. Here we report on an even more intense burst on August 27, 1998, from a different soft gamma repeater, which displayed a hard energy spectrum at its peak, and was followed by a ~300 s long tail with a soft energy spectrum and a dramatic 5.16 s period. Its peak and time integrated energy fluxes at Earth are the largest yet observed from any cosmic source. This event was probably initiated by a massive disruption of the neutron star crust, followed by an outflow of energetic particles rotating with the period of the star. Comparison of these two bursts supports the idea that magnetic energy plays an important role, and that such giant flares, while rare, are not unique, and may occur at any time in the neutron star's activity cycle.Comment: Accepted for publication in Natur

Where is SGR1806-20?

We apply a statistical method to derive very precise locations for soft gamma repeaters using data from the interplanetary network. We demonstrate the validity of the method by deriving a 600 arcsec^2 error ellipse for SGR1900+14 whose center agrees well with the VLA source position. We then apply it to SGR1806-20, for which we obtain a 230 arcsec^2 error ellipse, the smallest burst error box to date. We find that the most likely position of the source has a small but significant displacement from that of the non-thermal core of the radio supernova remnant G10.0-0.3, which was previously thought to be the position of the repeater. We propose a different model to explain the changing supernova remnant morphology and the positions of the luminous blue variable and the bursting source.Comment: 12 pages and 2 color figures, accepted for publication in Astrophysical Journal Letter