Energy release in the solar atmosphere from a stream of infalling prominence debris

Recent high-resolution and high-cadence EUV imaging has revealed a new phenomenon, impacting prominence debris, where prominence material from failed or partial eruptions can impact the lower atmosphere, releasing energy. We report a clear example of energy release and EUV brightening due to infalling prominence debris that occurred on 2011 September 7-8. The initial eruption of material was associated with an X1.8-class flare from AR11283, occurring at 22:30 UT on 2011 September 7. Subsequently, a semi-continuous stream of this material returned to the solar surface with a velocity v > 150 km/s, impacting a region remote from the original active region between 00:20 - 00:40 UT on 2011 September 8. Using SDO/AIA, the differential emission measure of the plasma was estimated throughout this brightening event. We found that the radiated energy of the impacted plasma was L_rad ~10^27 ergs, while the thermal energy peaked at ~10^28 ergs. From this we were able to determine the mass content of the debris to be in the range 2x10^14 < m < 2x10^15 g. Given typical promimence masses, the likely debris mass is towards the lower end of this range. This clear example of a prominence debris event shows that significant energy release takes place during these events, and that such impacts may be used as a novel diagnostic tool for investigating prominence material properties.Comment: Accepted by AstroPhysical Journal Letters, 6 pages, 5 figure

Human Cortical Activity Evoked by the Assignment of Authenticity when Viewing Works of Art

The expertise of others is a major social influence on our everyday decisions and actions. Many viewers of art, whether expert or naïve, are convinced that the full esthetic appreciation of an artwork depends upon the assurance that the work is genuine rather than fake. Rembrandt portraits provide an interesting image set for testing this idea, as there is a large number of them and recent scholarship has determined that quite a few fakes and copies exist. Use of this image set allowed us to separate the brain’s response to images of genuine and fake pictures from the brain’s response to external advice about the authenticity of the paintings. Using functional magnetic resonance imaging, viewing of artworks assigned as “copy,” rather than “authentic,” evoked stronger responses in frontopolar cortex (FPC), and right precuneus, regardless of whether the portrait was actually genuine. Advice about authenticity had no direct effect on the cortical visual areas responsive to the paintings, but there was a significant psycho-physiological interaction between the FPC and the lateral occipital area, which suggests that these visual areas may be modulated by FPC. We propose that the activation of brain networks rather than a single cortical area in this paradigm supports the art scholars’ view that esthetic judgments are multi-faceted and multi-dimensional in nature

Mitigating the Psychological Impact of COVID-19 on Healthcare Workers: A Digital Learning Package

The coronavirus pandemic (COVID-19) will undoubtedly have psychological impacts for healthcare workers, which could be sustained; frontline workers will be particularly at risk. Actions are needed to mitigate the impacts of COVID-19 on mental health by protecting and promoting the psychological wellbeing of healthcare workers during and after the outbreak. We developed and evaluated a digital learning package using Agile methodology, within the first three weeks of UK outbreak. This e-package includes evidence-based guidance, support and signposting relating to psychological wellbeing for all UK healthcare employees. A three-step rapid development process included public involvement activities (PPI) (STEP 1), content and technical development with iterative peer review (STEP 2), delivery and evaluation (STEP 3). The package outlines the actions that team leaders can take to provide psychologically safe spaces for staff, together with guidance on communication and reducing social stigma, peer and family support, signposting others through Psychological First Aid (PFA), self-care strategies (e.g. rest, work breaks, sleep, shift-work, fatigue, healthy lifestyle behaviours), and managing emotions (e.g. moral injury, coping, guilt, grief, fear, anxiety, depression, preventing burnout and psychological trauma). The e-package includes advice from experts in mental wellbeing as well as those with direct pandemic experiences from the frontline, as well as signposting to public mental health guidance. Rapid delivery in STEP 3 was achieved via direct emails through professional networks, and social media. Evaluation included assessment of fidelity and implementation qualities. Essential content was identified through PPI (n=97) and peer review (n=10) in STEPS 1 and 2. The most important messages to convey were deemed to be normalisation of psychological responses during a crisis, and encouragement of self-care and help-seeking. Within 7 days of completion the package had been accessed 17,633 times, and healthcare providers have confirmed immediate adoption within their health and wellbeing provisions. Evaluation (STEP 3, n=55) indicated high user satisfaction with content, usability and utility. Assessment of implementation qualities indicated that the package was perceived to be usable, practical, low-cost and low burden. Our digital support package on 'Psychological Wellbeing for Healthcare Workers' is free to use, has been positively evaluated and was highly accessed within one week of release. It is available here: https://www.nottingham.ac.uk/toolkits/play_22794. This package was deemed to be appropriate, meaningful and useful for the needs of UK healthcare workers. We recommend provision of this e-package to healthcare workers alongside wider strategies to support their psychological wellbeing during and after the COVID-19 pandemic

The Effect of Homonymy on Learning Correctly Articulated Versus Misarticulated Words

This is the author's accepted manuscript. The original publication is available at http://jslhr.pubs.asha.org/article.aspx?articleid=1795801Purpose The goal of the current study was to examine the effect of homonymy (learning a second meaning for a known word form vs. learning a novel meaning and novel word form) and articulation accuracy (IN vs. OUT sounds) on word learning by preschool children. An added goal was to determine whether word frequency altered the effect of homonymy on word learning. Method Twenty-nine 3- to 4-year-old children were taught homonyms and novel words. Stimuli further varied in whether homonymy was present in both the adult input and the child's output (as for IN sounds) versus present only in the child's output (as for OUT sounds). Results For IN sounds, children learned homonyms more rapidly than novel words. Moreover, the homonym advantage was modulated by word frequency, such that children learned a new meaning for a high-frequency word more accurately than they learned a new meaning for a low-frequency word. In contrast, for OUT sounds, there was no evidence that homonymy influenced learning. Conclusions Homonymy in the adult input facilitates word learning by preschool children, whereas homonymy in the child's output alone does not. This effect is captured in a usage-based model of phonology and the lexicon