Spherical harmonic representation of the main geomagnetic field for world charting and investigations of some fundamental problems of physics and geophysics

The data processing of MAGSAT investigator B test tapes and data tapes, and tapes of selected data on 15 magnetically quiet days is reported. The 1980 World Chart spherical model was compared with the MAGSAT (3/80) and MAGSAT vector data were used in the models. An article on modelling the geomagnetic field using satellite data is included

Spherical harmonic representation of the main geomagnetic field for world charting and investigations of some fundamental problems of physics and geophysics

Quiet-day data from MAGSAT were examined for effects which might test the validity of Maxwell's equations. Both external and toroidal fields which might represent a violation of the equations appear to exist, well within the associated errors. The external field might be associated with the ring current, and varies of a time-scale of one day or less. Its orientation is parallel to the geomagnetic dipole. The toriodal field can be confused with an orientation in error (in yaw). It the toroidal field really exists, its can be related to either ionospheric currents, or to toroidal fields in the Earth's core in accordance with Einstein's unified field theory, or to both

Spherical harmonic representation of the main geomagnetic field for world charting and investigations of some fundamental problems of physics and geophysics

Progress in the harmonic analysis of MAGSAT data is reported. Single-day data sets were subdivided into information on the sunrise side of the Earth and information on the sunset side of the Earth. Data for the main and external fields each demonstrate a clear and consistent systematic difference between the sets of data which was determined to be, due to ionospheric currents which differ from the sunset to the sunrise terminator. A toroidal field was analyzed for and determined to be an apparent toroidal field resulting from electric currents concentrated in the two terminators. Progressive elimination of auroral zone data demonstrates that the information presented does not arise from complications due to Birkeland currents

Constraints on Extrasolar Planet Populations from VLT NACO/SDI and MMT SDI and Direct Adaptive Optics Imaging Surveys: Giant Planets are Rare at Large Separations

We examine the implications for the distribution of extrasolar planets based on the null results from two of the largest direct imaging surveys published to date. Combining the measured contrast curves from 22 of the stars observed with the VLT NACO adaptive optics system by Masciadri et al. (2005), and 48 of the stars observed with the VLT NACO SDI and MMT SDI devices by Biller et al. (2007) (for a total of 60 unique stars; the median star for our survey is a 30 Myr K2 star at 25 pc), we consider what distributions of planet masses and semi-major axes can be ruled out by these data, based on Monte Carlo simulations of planet populations. We can set this upper limit with 95% confidence: the fraction of stars with planets with semi-major axis from 20 to 100 AU, and mass >4 M_Jup, is 20% or less. Also, with a distribution of planet mass of dN/dM ~ M^-1.16 between 0.5-13 M_Jup, we can rule out a power-law distribution for semi-major axis (dN/da ~ a^alpha) with index 0 and upper cut-off of 18 AU, and index -0.5 with an upper cut-off of 48 AU. For the distribution suggested by Cumming et al. (2007), a power-law of index -0.61, we can place an upper limit of 75 AU on the semi-major axis distribution. At the 68% confidence level, these upper limits state that fewer than 8% of stars have a planet of mass >4 M_Jup between 20 and 100 AU, and a power-law distribution for semi-major axis with index 0, -0.5, and -0.61 cannot have giant planets beyond 12, 23, and 29 AU, respectively. In general, we find that even null results from direct imaging surveys are very powerful in constraining the distributions of giant planets (0.5-13 M_Jup) at large separations, but more work needs to be done to close the gap between planets that can be detected by direct imaging, and those to which the radial velocity method is sensitive.Comment: 46 pages, 17 figures, accepted to Ap

Curricular orientations to real-world contexts in mathematics

A common claim about mathematics education is that it should equip students to use mathematics in the ‘real world’. In this paper, we examine how relationships between mathematics education and the real world are materialised in the curriculum across a sample of eleven jurisdictions. In particular, we address the orientation of the curriculum towards application of mathematics, the ways that real-world contexts are positioned within the curriculum content, the ways in which different groups of students are expected to engage with real-world contexts, and the extent to which high-stakes assessments include real-world problem solving. The analysis reveals variation across jurisdictions and some lack of coherence between official orientations towards use of mathematics in the real world and the ways that this is materialised in the organisation of the content for students

Changing times in England: the influence on geography teachers’ professional practice

School geography in England has been characterised as a pendulum swinging between policies that emphasise curriculum and pedagogy alternately. In this paper, I illustrate the influence of these shifts on geography teacher's professional practice, by drawing on three “moments” from my experience as a student, teacher and teacher educator. Barnett's description of teacher professionalism as a continuous project of “being” illuminates how geography teachers can adapt to competing influences. It reflects teacher professionalism as an unfinished project, which is responsive, but not beholden, to shifting trends, and is informed by how teachers frame and enact policies. I argue that recognising these contextual factors is key to supporting geography teachers in “being” geography education professionals. As education becomes increasingly competitive on a global scale, individual governments are looking internationally for “solutions” to improve educational rankings. In this climate, the future of geography education will rest on how teachers react locally to international trends. Geography teacher educators can support this process by continuing to inform the field through meaningful geography education research, in particular in making the contextual factors of their research explicit. This can be supported through continued successful international collaboration in geography education research

Motor-Coordination-Dependent Learning, More than Others, Is Impaired in Transgenic Mice Expressing Pseudorabies Virus Immediate-Early Protein IE180

The cerebellum in transgenic mice expressing pseudorabies virus immediate-early protein IE180 (TgIE96) was substantially diminished in size, and its histoarchitecture was severely disorganized, resulting in severe ataxia. TgIE96 mice can therefore be used as an experimental model to study the involvement of cerebellar circuits in different learning tasks. The performance of three-month-old TgIE96 mice was studied in various behavioral tests, including associative learning (classical eyeblink conditioning), object recognition, spatial orientation (water maze), startle response and prepulse inhibition, and passive avoidance, and compared with that of wild-type mice. Wild-type and TgIE96 mice presented similar reflexively evoked eyeblinks, and acquired classical conditioned eyelid responses with similar learning curves for both trace and delay conditioning paradigms. The two groups of mice also had similar performances during the object recognition test. However, they showed significant differences for the other three tests included in this study. Although both groups of animals were capable of swimming, TgIE96 mice failed to learn the water maze task during the allowed time. The startle response to a severe tone was similar in both control and TgIE96 mice, but the latter were unable to produce a significant prepulse inhibition. TgIE96 mice also presented evident deficits for the proper accomplishment of a passive avoidance test. These results suggest that the cerebellum is not indispensable for the performance of classical eyeblink conditioning and for object recognition tasks, but seems to be necessary for the proper performance of water maze, prepulse inhibition, and passive avoidance tests

Supporting beginner teacher identity development: external mentors and the third space

This paper reports findings from a study of support provided by non-school-based mentors of secondary science teachers in England. It focuses on the identity development of beginning teachers of physics, some of the recipients of the mentoring. Drawing on the analysis of interview and case study data, and utilising third space theory, the authors show how external mentors (experienced, subject specialist teachers who were not based in the same schools as the teachers they were supporting) facilitated opportunities for mentees to negotiate and shape their professional identities, and made valuable contributions to three distinct and important aspects of beginning teachers’ identity development. The paper argues that non-judgemental support from external mentors enhances beginner teachers’ professional learning and identity development through the creation of a discursive ‘third’ space in which mentees are able to openly discuss professional learning and development needs, discuss alternatives to performative norms and take risks in classrooms. Opportunities for beginner teachers to engage in such activities are often restricted in and by the current climate of schooling and teacher education within England