Particle Acceleration in Gamma-Ray Burst Jets

Gradual shear acceleration of energetic particles in gamma-ray burst (GRB) jets is considered. Special emphasis is given to the analysis of universal structured jets, and characteristic acceleration timescales are determined for a power-law and a Gaussian evolution of the bulk flow Lorentz factor $\gamma_b$ with angle $\phi$ from the jet axis. The results suggest that local power-law particle distributions may be generated and that higher energy particles are generally concentrated closer to the jet axis. Taking several constraints into account we show that efficient electron acceleration in gradual shear flows, with maximum particle energy successively decreasing with time, may be possible on scales larger than $r \sim 10^{15}$ cm, provided the jet magnetic field becomes sufficiently weak and/or decreases rapidly enough with distance, while efficient acceleration of protons to ultra-high energies $> 10^{20}$ eV may be possible under a wide range of conditions.Comment: 11 pages, 3 figures; ApJ Letters accepted; final version: small typos corrected in order to match published versio

The Misperception of Inflation by Irish Consumers

Perceptions and forecasts of inflation have the potential to impact on a range of economic outcomes. We reveal large, systematic overestimation of inflation by Irish consumers, which varies by social group. In contrast to previous work in this area, our models suggest the upward bias and the variation by social group should be considered substantially separate phenomena. We also offer evidence that inflation misperceptions are linked to attitudes and intentions with respect to consumption and saving and, hence, are likely to affect household decision-making. The findings therefore raise issues regarding the relationship between financial literacy and consumer behaviour.

Facilitating Embodied Instruction: Classroom Teachers’ Experiences with Drama-Based Pedagogy

There is much anecdotal evidence to suggest that drama-based pedagogies significantly contribute to improved teaching and learning. Furthermore, there is important research that demonstrates the impact on teachers when they learn about neuroscience. This research project developed six professional development sessions for six elementary school teachers to provide training on both drama-based instruction and research on embodiment. Combining these two fields presented a problem. Arts-based research is qualitative in nature where cognitive science research depends on post-positivistic assumptions of reliability and trust-worthiness. Missing from these standard measures of research (fMRI studies, STROOP Tests, reaction time tests), however, is the impact of embodiment research, for example, has on teaching and learning beyond the laboratory. Knowing a subject’s response rate or reaction time within laboratory settings is a different piece of data than understanding how a subject (in this case a teacher within public schools) contextualizes and embodies content and transfers that content into embedded memory for later recall. This research project endeavors to study the changes within classrooms and teachers when they attend professional development sessions about how to implement embodied, drama-based pedagogies. Through interviews, field observations, and surveys, the researcher attempts to story the growing quantitative neuro-scientific research on what happens to teachers when they learn about neuroscience with qualitative research that captures the lived experiences of teachers to determine whether this professional development model impacted teacher performance. The study found that training in cognitive science and drama influenced the teachers’ approach to their lesson planning in that they centered their instruction on emotioncentered practice and embodied instruction and therefore. They report having done so because they saw changes in their students’ learning and behavior