The UV variability of the Seyfert 1: Galaxies 3 Zw 2 and Markarian 509

The two galaxies differ markedly in their radio properties. III Zw 2 is a strong source with a highly variable compact component while MK 509 is a very weak source. Both galaxies show significant variations in X-rays and MK 509 has shown variations at optical wavelengths as well. Simultaneous observations were made in the ultraviolet, optical and infrared in order to examine three fundamental aspects of the origin of the continuum emission: are these thermal and nonthermal components; how large is the emitting region; and does the UV flux originate in the same region responsible for the optical, IR, radio and/or X-ray continuum emission

Adaptive Density Estimation on the Circle by Nearly-Tight Frames

This work is concerned with the study of asymptotic properties of nonparametric density estimates in the framework of circular data. The estimation procedure here applied is based on wavelet thresholding methods: the wavelets used are the so-called Mexican needlets, which describe a nearly-tight frame on the circle. We study the asymptotic behaviour of the $L^{2}$-risk function for these estimates, in particular its adaptivity, proving that its rate of convergence is nearly optimal.Comment: 30 pages, 3 figure

Sources Of Student Engagement In Introductory Physics For Life Sciences

We explore the sources of student engagement with curricular content in an Introductory Physics for Life Science (IPLS) course at Swarthmore College. Do IPLS students find some life-science contexts more interesting than others, and, if so, what are the sources of these differences? We draw on three sources of student data to answer this question: (1) quantitative survey data illustrating how interested students were in particular contexts from the curriculum, (2) qualitative survey data in which students describe the source of their interest in these particular contexts, and (3) interview data in which students reflect on the contexts that were and were not of interest to them. We find that examples that make interdisciplinary connections with students’ other coursework in biology and chemistry, and examples that make connections to what students perceive to be the “real world,” are particularly effective at fostering interest. More generally, students describe being deeply engaged with contexts that foster a sense of coherence or have personal meaning to them. We identify various “engagement pathways” by which different life-science students engage with IPLS content, and suggest that a curriculum needs to be flexible enough to facilitate these different pathways