514 research outputs found

    Observation model and parameter partials for the JPL VLBI parameter estimation software MASTERFIT-1987

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    This report is a revision of the document of the same title (1986), dated August 1, which it supersedes. Model changes during 1986 and 1987 included corrections for antenna feed rotation, refraction in modelling antenna axis offsets, and an option to employ improved values of the semiannual and annual nutation amplitudes. Partial derivatives of the observables with respect to an additional parameter (surface temperature) are now available. New versions of two figures representing the geometric delay are incorporated. The expressions for the partial derivatives with respect to the nutation parameters have been corrected to include contributions from the dependence of UTI on nutation. The authors hope to publish revisions of this document in the future, as modeling improvements warrant

    The Deep Space Network capabilities for radio interferometry

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    The very long baseline interferometry capability as well as the planned capability of the deep space network (DSN) are described. Major emphasis is placed on the following: VLBI development; operational VLBI for DSN calibration; and VLBI for spacecraft navigation

    Determination of intercontinental baselines and Earth orientation using VLBI

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    A series of experiments was conducted during the last decade to explore the capability of very long baseline interferometry (VLBI) to measure the crustal and rotational motions of the Earth with accuracies at the centimeter level. The observing stations are those of NASA's Deep Space Network in California, Spain and Australia. A multiparameter fit to the observed values of delay and delay rate yields radio source positions, polar motion, universal time, the precession constant, baseline vectors, and solid Earth tides. Source positions are obtained with formal errors of the order of 0''.01. UT1-UTC and polar motion are determined at 49 epochs, with formal error estimates for the more recent data of 0.5 msec for UT1-UTC and 2 to 6 mas for polar motion. Intercontinental baseline lengths are determined with formal errors of 5 to 10 cm. The Love numbers and Earth tide phase lag agree with the commonly accepted values

    VLBI measurements of radio source positions at the Jet Propulsion Laboratory

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    The results of approximately 1300 observations of 67 radio sources are presented. Most of the measurements were made at the stations of the Deep Space Network in California, Spain, and Australia at wavelengths of 13.1 and 3.6 cm, between 1971 and 1978. The formal errors in the derived source positions are generally in the neighborhood of 0.01 seconds of arc and the positions agree fairly well with those previously published

    Geomagnetic Cutoffs for Cosmic Ray Protons for Seven Energy Intervals Between 1.2 and 39 MeV

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    The vertical geomagnetic cutoffs for cosmic-ray protons are presented for seven different energy intervals between 1.2 and 39 Mev. These data, representing approximately 160 passes through the cutoff, were taken during 1967 and 1968, between 408- and 912-km altitude, during times of K_p < 1^+. These passes provide nearly an order of magnitude more data during geomagnetically quiet times than have been previously reported at even one of these energies. In addition, the energy resolution of the instrument was significantly better than that of previous instruments. With these data, we find that the measured invariant latitudes for the cutoffs are 3° to 5° below previous calculations. We were unable to find any correlation of these observations with any physical phenomenon, including DST or the sun-earth-dipole angle. However, these data do indicate that even during ‘quiet’ times there are temporal changes in the geomagnetic field that cause the cutoff to fluctuate by 1° to 2°

    In need of mediation: The relation between syntax and information structure

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    This paper defends the view that syntax does not directly interact with information structure. Rather, information structure affects prosody, and only the latter has an interface with syntax. We illustrate this point by discussing scrambling, focus preposing, and topicalization. The position entertained here implies that syntax is not very informative when one wants to narrow down the interpretation of terms such as “focus”, “topic”, etc

    The α1 Subunit of the GABA(A) Receptor Modulates Fear Learning and Plasticity in the Lateral Amygdala

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    Synaptic plasticity in the amygdala is essential for emotional learning. Fear conditioning, for example, depends on changes in excitatory transmission that occur following NMDA receptor activation and AMPA receptor modification in this region. The role of these and other glutamatergic mechanisms have been studied extensively in this circuit while relatively little is known about the contribution of inhibitory transmission. The current experiments addressed this issue by examining the role of the GABA(A) receptor subunit α1 in fear learning and plasticity. We first confirmed previous findings that the α1 subunit is highly expressed in the lateral nucleus of the amygdala. Consistent with this observation, genetic deletion of this subunit selectively enhanced plasticity in the lateral amygdala and increased auditory fear conditioning. Mice with selective deletion of α1 in excitatory cells did not exhibit enhanced learning. Finally, infusion of a α1 receptor antagonist into the lateral amygdala selectively impaired auditory fear learning. Together, these results suggest that inhibitory transmission mediated by α1-containing GABA(A) receptors plays a critical role in amygdala plasticity and fear learning

    Submerged in the mainstream? A case study of an immigrant learner in a New Zealand primary classroom

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    Immigrant children from diverse language backgrounds face not only linguistic challenges when enrolled in mainstream English-medium classrooms, but also difficulties adjusting to an unfamiliar learning community. The culture of primary school classrooms in New Zealand typically reflects conventions across three dimensions: interactional, instructional task performance and cognitive-academic development. All three dimensions are underpinned by the culturally specific discourse conventions involved in language socialisation. New learners may be helped by classmates or their teacher to understand and successfully use these conventions, but left on their own they may sink rather than swim. This is a case study of one Taiwanese 11-year old boy, 'John', who entered a New Zealand primary classroom midway through the school year. John's basic conversational ability was sound, but he did not possess the interactive classroom skills needed to operate in the new culture of learning. Selected from a wider study of the classroom, transcript data from audio-recorded excerpts of John's interactions over several months with his teacher and classmates are interpreted from perspectives derived from sociocultural and language socialisation theories. The article concludes with a brief consideration of the extent to which John constructed, or was constrained from constructing meaningful learning experiences, and suggestions for further research and reflection
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