A revised estimate of the distance to the clouds in the Chamaeleon complex using the Tycho-Gaia Astrometric Solution

The determination of the distance to dark star-forming clouds is a key parameter to derive the properties of the cloud itself, and of its stellar content. This parameter is still loosely constrained even in nearby star-forming regions. We want to determine the distances to the clouds in the Chamaeleon-Musca complex and to explore the connection between these clouds and the large scale cloud structures in the galaxy. We use the newly estimated distances obtained from the parallaxes measured by the Gaia satellite and included in the Tycho-Gaia Astrometric Solution catalog. When known members of a region are included in this catalog we use their parallaxes to infer the distance to the cloud. Otherwise, we analyze the dependence of the color excess on the distance of the stars and look for a turn-on of this excess, which is a proxy of the position of the front-edge of the star-forming cloud. We are able to measure the distance to the three Chamaeleon clouds. The distance to Chamaeleon I is 179 pc, 20 pc further away than previously assumed. The Chamaeleon II cloud is located at the distance of 181 pc, which agrees with previous estimates. We are able to measure for the first time a distance to the Chamaeleon III cloud of 199 pc. Finally, the distance of the Musca cloud is smaller than 603 pc. These estimates do not allow us to distinguish between the possibility that the Chamaeleon clouds are part of a sheet of clouds parallel to the galactic plane, or perpendicular to it. Gaia Data Release 2 will allow us to put more stringent constraints on the distances to these clouds by giving us access to parallax measurements for a larger number of members of these regions.Comment: Accepted for publication on A&A. Abstract shortened for arxiv constraint

2D Wireform Process Improvement

The body of this work has been created for Edwards Lifesciences in conjunction with senior project requirements. As such, the information produced and contained within is under a non‐disclosure agreement. As per request by sponsor, the body of the work will not be submitted to any outside parties, and the title page will serve as proof of completion

Complexity-based learning and teaching: a case study in higher education

This paper presents a learning and teaching strategy based on complexity science and explores its impacts on a higher education game design course. The strategy aimed at generating conditions fostering individual and collective learning in educational complex adaptive systems, and led the design of the course through an iterative and adaptive process informed by evidence emerging from course dynamics. The data collected indicate that collaboration was initially challenging for students, but collective learning emerged as the course developed, positively affecting individual and team performance. Even though challenged, students felt highly motivated and enjoyed working on course activities. Their perception of progress and expertise were always high, and the academic performance was on average very good. The strategy fostered collaboration and allowed students and tutors to deal with complex situations requiring adaptation

Performance of Deaf Participants in an Abstract Visual Grammar Learning Task at Multiple Formal Levels: Evaluating the Auditory Scaffolding Hypothesis

Previous research has hypothesized that human sequential processing may be dependent upon hearing experience (the “auditory scaffolding hypothesis”), predicting that sequential rule learning abilities should be hindered by congenital deafness. To test this hypothesis, we compared deaf signer and hearing individuals’ ability to acquire rules of different computational complexity in a visual artificial grammar learning task using sequential stimuli. As a group, deaf participants succeeded at all levels of the task; Bayesian analysis indicates that they successfully acquired each of several target grammars at ascending levels of the formal language hierarchy. Overall, these results do not support the auditory scaffolding hypothesis. However, age- and education-matched hearing participants did outperform deaf participants in two out of three tested grammars. We suggest that this difference may be related to verbal recoding strategies in the two groups. Any verbal recoding strategies used by the deaf signers would be less effective because they would have to use the same visual channel required for the experimental task