A model-independent comparison of the variability of accreting neutron stars and black holes

We use Rossi X-ray Timing Explorer observations to conduct a population study of the timing properties of accretion-powered neutron star Low Mass X-ray Binaries (LMXBs), following a model-independent approach that was originally applied to black hole systems. The ratios of integrated power in four equally spaced Fourier frequency bands allow power spectral shapes to be parameterised with two `power colour' values, providing a simple way of tracking the evolution in timing properties across observations. We show that neutron star LMXBs follow a remarkably similar power spectral evolution to black hole LMXBs, confirming that the broadband noise variability seen in both types of system has a common origin in the accretion flow. Both neutron stars and black holes follow a similar clear track in the power colour-colour diagram as they transition from the hard through soft states. Quantifying the position on this oval track using a single parameter, the power-spectral `hue', we find that the transition in X-ray spectral shape occurs at the same hue for both neutron star and black hole systems. The power colours of Z sources map on to those of soft state black holes, while those of atoll sources correspond to all spectral states. There is no clear dependence of power colour on neutron star spin, or on whether the neutron star is clearly magnetised (determined by ms X-ray pulsations).Comment: 21 pages, 19 figures, accepted for publication in MNRA

College students' transformative learning: an ethnographic case study of an alternative break program to Kenya

2014 Fall.This study describes the processes and forms of college students' learning resulting from a non-credit-bearing, two week alternative break program to Kenya that took place December 2012 - January 2013. It is necessary to understand students' learning on short-term education abroad programs because of three national trends: 1) growing study abroad offerings of eight weeks or less, 2) increased popularity of programs to non-traditional locations, and 3) desire among universities, employers, and legislators to create globally engaged graduates. This exploratory study uses interviews, focus groups, and participant observation in an ethnographic case study design. Fourteen students, two group leaders, eight host community members, and the researcher participated in the study. Mezirow's transformative learning theory provides the theoretical lens through which research questions, observations, and conclusions are formulated and drawn. Research is presented in three journal articles bracketed by an introduction and conclusion. The introductory chapter describes the research purpose, questions, significance, theoretical perspective, delimitations, and the researcher's perspective. Chapter two seeks to uncover how students learn. Findings discuss five processes of student transformative learning, namely 1) learning as a journey, 2) experiencing discomfort, 3) reflecting and relating to one another, 4) building relationships with the community, and 5) receiving support from group leaders. Chapter three examines the forms, or outcomes, of student learning. It demonstrates that affective, behavioral, and cognitive forms of learning are possible and offers guidelines for practitioners who lead and administer short-term education abroad programs. It also explores students' reentry challenges. Chapter four recounts in-depth stories of two students as they recall the multiple ways the 2011-2012 program to Kenya impacted their actions, thoughts, and emotions and how it prompted them to return one year later. It pays particular attention to the ways students engaged in reflection and reframing. The final chapter provides linkage among chapters and results for the study as a whole. This study concludes that dialog, reflection, individualization of experiences, and relationship-building are essential to students' learning during and after an international experience

Sakalava Divination

Paper by William J. G. Gardenie

Digital Forensics and the Law

As computers and digital devices become more entrenched in our way of life, they become tools for both good and nefarious purposes. When the digital world collides with the legal world, a vast chasm is created. This paper will reflect how the legal community is failing to meet its obligation to provide adequate representation due to a lack of education about digital (computer) forensics. Whether in a civil litigation setting or a criminal setting, attorneys, prosecutors and judges have inadequate knowledge when it comes to the important questions they need to ask regarding digital evidence. Reliance on expert witnesses is not enough when the attorney cannot discern whether the opinion presented by the expert (even their own expert) is accurate, factual, or even plausible. The results of a survey distributed to attorneys, prosecutors and judges throughout the United States bear this out in a startling manner. Keywords: attorneys, lawyers, computer forensics, digital forensics, CL

See Saw

https://digitalcommons.library.umaine.edu/mmb-vp/6317/thumbnail.jp

Linda, Look Out De\u27 Windah

https://digitalcommons.library.umaine.edu/mmb-vp/3252/thumbnail.jp

You\u27re Just The Boy For Me.

https://digitalcommons.library.umaine.edu/mmb-vp/3786/thumbnail.jp