NoSOCS in SDSS. VI. The Environmental Dependence of AGN in Clusters and Field in the Local Universe

We investigated the variation in the fraction of optical active galactic nuclei (AGN) hosts with stellar mass, as well as their local and global environments. Our sample is composed of cluster members and field galaxies at $z \le 0.1$ and we consider only strong AGN. We find a strong variation in the AGN fraction ($F_{AGN}$) with stellar mass. The field population comprises a higher AGN fraction compared to the global cluster population, especially for objects with log $M_* > 10.6$. Hence, we restricted our analysis to more massive objects. We detected a smooth variation in the $F_{AGN}$ with local stellar mass density for cluster objects, reaching a plateau in the field environment. As a function of clustercentric distance we verify that $F_{AGN}$ is roughly constant for R $>$ R$_{200}$, but show a steep decline inwards. We have also verified the dependence of the AGN population on cluster velocity dispersion, finding a constant behavior for low mass systems ($\sigma_P \lesssim 650-700$ km s$^{-1}$). However, there is a strong decline in $F_{AGN}$ for higher mass clusters ($>$ 700 km s$^{-1}$). When comparing the $F_{AGN}$ in clusters with or without substructure we only find different results for objects at large radii (R $>$ R$_{200}$), in the sense that clusters with substructure present some excess in the AGN fraction. Finally, we have found that the phase-space distribution of AGN cluster members is significantly different than other populations. Due to the environmental dependence of $F_{AGN}$ and their phase-space distribution we interpret AGN to be the result of galaxy interactions, favored in environments where the relative velocities are low, typical of the field, low mass groups or cluster outskirts.Comment: 11 pages, 10 figures, Accepted to MNRA

Black hole entropy functions and attractor equations

The entropy and the attractor equations for static extremal black hole solutions follow from a variational principle based on an entropy function. In the general case such an entropy function can be derived from the reduced action evaluated in a near-horizon geometry. BPS black holes constitute special solutions of this variational principle, but they can also be derived directly from a different entropy function based on supersymmetry enhancement at the horizon. Both functions are consistent with electric/magnetic duality and for BPS black holes their corresponding OSV-type integrals give identical results at the semi-classical level. We clarify the relation between the two entropy functions and the corresponding attractor equations for N=2 supergravity theories with higher-derivative couplings in four space-time dimensions. We discuss how non-holomorphic corrections will modify these entropy functions.Comment: 21 pages,LaTeX,minor change

Contexts for questioning: Two zones of teaching and learning in undergraduate science

This is the author's accepted manuscript. The final published article is available from the link below. Copyright @ Springer Science+Business Media B.V. 2012.Higher education institutions are currently undertaking a challenging process in moving from teacher-orientated to student-focused approaches. Students’ ability to asking questions is fundamental to developing critical reasoning, and to the process of scientific enquiry itself. Our premise is that questioning competences should become a central focus of current reforms in higher education. This study, part of a broader naturalistic research project, aims at developing a theoretical framework for conceptualizing different contexts for questioning, illustrating the application of the proposed framework (contextual questioning zones) and reflecting about some of the dimensions of teaching and learning, for overcoming some of the challenges that higher education institutions are facing presently. The discussion of two ‘opposite’ contexts of enquiry is based on qualitative data, gathered through close collaboration with four teachers of undergraduate biology at a Portuguese university. These teachers were observed during their ‘daily activity’ during an academic year. Data was also gathered by interviewing these teachers and 8 selected students, at the end of the year, and used to sustain the argumentation. The paper concludes with some reflections and suggestions to promote authentic enquiry-based learning experiences.Portuguese Fundação para a Ciência e a Tecnologi