44 research outputs found
Accreting Millisecond X-Ray Pulsars
Accreting Millisecond X-Ray Pulsars (AMXPs) are astrophysical laboratories
without parallel in the study of extreme physics. In this chapter we review the
past fifteen years of discoveries in the field. We summarize the observations
of the fifteen known AMXPs, with a particular emphasis on the multi-wavelength
observations that have been carried out since the discovery of the first AMXP
in 1998. We review accretion torque theory, the pulse formation process, and
how AMXP observations have changed our view on the interaction of plasma and
magnetic fields in strong gravity. We also explain how the AMXPs have deepened
our understanding of the thermonuclear burst process, in particular the
phenomenon of burst oscillations. We conclude with a discussion of the open
problems that remain to be addressed in the future.Comment: Review to appear in "Timing neutron stars: pulsations, oscillations
and explosions", T. Belloni, M. Mendez, C.M. Zhang Eds., ASSL, Springer;
[revision with literature updated, several typos removed, 1 new AMXP added
Sensory information in perceptual-motor sequence learning: visual and/or tactile stimuli
Sequence learning in serial reaction time (SRT) tasks has been investigated mostly with unimodal stimulus presentation. This approach disregards the possibility that sequence acquisition may be guided by multiple sources of sensory information simultaneously. In the current study we trained participants in a SRT task with visual only, tactile only, or bimodal (visual and tactile) stimulus presentation. Sequence performance for the bimodal and visual only training groups was similar, while both performed better than the tactile only training group. In a subsequent transfer phase, participants from all three training groups were tested in conditions with visual, tactile, and bimodal stimulus presentation. Sequence performance between the visual only and bimodal training groups again was highly similar across these identical stimulus conditions, indicating that the addition of tactile stimuli did not benefit the bimodal training group. Additionally, comparing across identical stimulus conditions in the transfer phase showed that the lesser sequence performance from the tactile only group during training probably did not reflect a difference in sequence learning but rather just a difference in expression of the sequence knowledge
The Evolution of Compact Binary Star Systems
We review the formation and evolution of compact binary stars consisting of
white dwarfs (WDs), neutron stars (NSs), and black holes (BHs). Binary NSs and
BHs are thought to be the primary astrophysical sources of gravitational waves
(GWs) within the frequency band of ground-based detectors, while compact
binaries of WDs are important sources of GWs at lower frequencies to be covered
by space interferometers (LISA). Major uncertainties in the current
understanding of properties of NSs and BHs most relevant to the GW studies are
discussed, including the treatment of the natal kicks which compact stellar
remnants acquire during the core collapse of massive stars and the common
envelope phase of binary evolution. We discuss the coalescence rates of binary
NSs and BHs and prospects for their detections, the formation and evolution of
binary WDs and their observational manifestations. Special attention is given
to AM CVn-stars -- compact binaries in which the Roche lobe is filled by
another WD or a low-mass partially degenerate helium-star, as these stars are
thought to be the best LISA verification binary GW sources.Comment: 105 pages, 18 figure
Perfectly Reasonable in a Practical World: Understanding Chemistry Teacher Responses to a Change Proposal
Curriculum ideals often get compromised as a curriculum moves through its various levels of representation. Across the different science reforms, this process of slippage is clearly present. Research shows that teacher subject matter knowledge, PCK, beliefs and context factors all influence implementation. Professional development arrangements focus on fixing deficiencies in teachersâ knowledge, beliefs or work context. This approach has not solved the problem of slippage, as we still do not understand what mechanisms operate when teachers make decisions about change proposals. In this study, we unpacked the decision mechanisms of three highly qualified chemistry teachers who subsequently adapted an innovative contextbased chemistry unit. In spite of a state of the art professional development arrangement and the teachers being highly qualified, slippage occurred. The teachersâ goal systems were used to interpret their reasoning. A goal system is a context-dependent, within-person mental construct that consists of a hierarchy of a personâs goals and means in pursuit of a task. We showed that all three teachers adopted or redesigned elements of the change proposals to meet their core goals, i.e., goals that had multiple connections with other goals. This indicated that the adaptations teachers made were perfectly reasonable ways to serve their professional goals. For change to happen, we contend that one should begin with ways to connect teachersâ core goals with the lesson or unit goal demands of a proposed innovation. Change emerges from the adaptions teachers make in the service of their core goals