Simultaneous Triggered Collapse of the Presolar Dense Cloud Core and Injection of Short-Lived Radioisotopes by a Supernova Shock Wave

Cosmochemical evidence for the existence of short-lived radioisotopes (SLRI) such as $^{26}$Al and $^{60}$Fe at the time of the formation of primitive meteorites requires that these isotopes were synthesized in a massive star and then incorporated into chondrites within $\sim 10^6$ yr. A supernova shock wave has long been hypothesized to have transported the SLRI to the presolar dense cloud core, triggered cloud collapse, and injected the isotopes. Previous numerical calculations have shown that this scenario is plausible when the shock wave and dense cloud core are assumed to be isothermal at $\sim 10$ K, but not when compressional heating to $\sim 1000$ K is assumed. We show here for the first time that when calculated with the FLASH2.5 adaptive mesh refinement (AMR) hydrodynamics code, a 20 km/sec shock wave can indeed trigger the collapse of a 1 $M_\odot$ cloud while simultaneously injecting shock wave isotopes into the collapsing cloud, provided that cooling by molecular species such as H$_2$O, CO$_2$, and H$_2$ is included. These calculations imply that the supernova trigger hypothesis is the most likely mechanism for delivering the SLRI present during the formation of the solar system.Comment: 12 pages, 4 color figures. Astrophysical Journal Letters (in press

Metalanguage in L1 English-speaking 12-year-olds: which aspects of writing do they talk about?

Traditional psycholinguistic approaches to metalinguistic awareness in L1 learners elicit responses containing metalanguage that demonstrates metalinguistic awareness of pre-determined aspects of language knowledge. This paper, which takes a more ethnographic approach, demonstrates how pupils are able to engage their own focus of metalanguage when reflecting on their everyday learning activities involving written language. What is equally significant is what their metalanguage choices reveal about their understanding and application of written language concepts

Seismic Coupling of Short-Period Wind Noise Through Mars’ Regolith for NASA’s InSight Lander

NASA’s InSight lander will deploy a tripod-mounted seismometer package onto the surface of Mars in late 2018. Mars is expected to have lower seismic activity than the Earth, so minimisation of environmental seismic noise will be critical for maximising observations of seismicity and scientific return from the mission. Therefore, the seismometers will be protected by a Wind and Thermal Shield (WTS), also mounted on a tripod. Nevertheless, wind impinging on the WTS will cause vibration noise, which will be transmitted to the seismometers through the regolith (soil). Here we use a 1:1-scale model of the seismometer and WTS, combined with field testing at two analogue sites in Iceland, to determine the transfer coefficient between the two tripods and quantify the proportion of WTS vibration noise transmitted through the regolith to the seismometers. The analogue sites had median grain sizes in the range 0.3–1.0 mm, surface densities of 1.3-1.8 gcm−3, and an effective regolith Young’s modulus of 2.5+1.9−1.4 MPa. At a seismic frequency of 5 Hz the measured transfer coefficients had values of 0.02–0.04 for the vertical component and 0.01–0.02 for the horizontal component. These values are 3–6 times lower than predicted by elastic theory and imply that at short periods the regolith displays significant anelastic behaviour. This will result in reduced short-period wind noise and increased signal-to-noise. We predict the noise induced by turbulent aerodynamic lift on the WTS at 5 Hz to be ∼2×10−10 ms−2 Hz−1/2 with a factor of 10 uncertainty. This is at least an order of magnitude lower than the InSight short-period seismometer noise floor of 10−8 ms−2 Hz−1/2

Symmetries between Untwisted and Twisted Strings on Asymmetric Orbifolds

We study symmetries between untwisted and twisted strings on asymmetric orbifolds. We present a list of asymmetric orbifold models to possess intertwining currents which convert untwisted string states to twisted ones, and vice versa. We also present a list of heterotic strings on asymmetric orbifolds with supersymmetry between untwisted and twisted string states. Some of properties inherent in asymmetric orbifolds, which are not shared by symmetric orbifolds, are pointed out.Comment: Plain Tex, 35 pages, NBI-HE-92-34, KOBE-92-0

Violent and victimized bodies: sexual violence policy in England and Wales

This paper uses the notion of the body to frame an archaeology of sexual violence policy in England and Wales, applying and developing Pillow’s ideas. It argues that the dominant construction is of sexual violence as an individualized crime, with the solution being for a survivor to report, and with support often instrumentalized in relation to criminal justice objectives. However, criminal justice proceedings can intensify or create further trauma for sexual violence survivors. Furthermore, in addition to criminalizing the violent body and supporting the victimized one, there is a need for policy to produce alternative types of bodies through preventative interventions. Much sexual violence is situated within (hetero) sexual dynamics constructing a masculine aggressor and a feminine body which eventually yields. Prevention must therefore focus on developing embodied boundaries, and narratives at the margins of policy could underpin such efforts

Triggering Collapse of the Presolar Dense Cloud Core and Injecting Short-Lived Radioisotopes with a Shock Wave. I. Varied Shock Speeds

The discovery of decay products of a short-lived radioisotope (SLRI) in the Allende meteorite led to the hypothesis that a supernova shock wave transported freshly synthesized SLRI to the presolar dense cloud core, triggered its self-gravitational collapse, and injected the SLRI into the core. Previous multidimensional numerical calculations of the shock-cloud collision process showed that this hypothesis is plausible when the shock wave and dense cloud core are assumed to remain isothermal at ~10 K, but not when compressional heating to ~1000 K is assumed. Our two-dimensional models (Boss et al. 2008) with the FLASH2.5 adaptive mesh refinement (AMR) hydrodynamics code have shown that a 20 km/sec shock front can simultaneously trigger collapse of a 1 solar mass core and inject shock wave material, provided that cooling by molecular species such as H2O, CO, and H2 is included. Here we present the results for similar calculations with shock speeds ranging from 1 km/sec to 100 km/sec. We find that shock speeds in the range from 5 km/sec to 70 km/sec are able to trigger the collapse of a 2.2 solar mass cloud while simultaneously injecting shock wave material: lower speed shocks do not achieve injection, while higher speed shocks do not trigger sustained collapse. The calculations continue to support the shock-wave trigger hypothesis for the formation of the solar system, though the injection efficiencies in the present models are lower than desired.Comment: 39 pages, 14 figures. in press, Ap

Navigating 'the pit of doom': Affective responses to teaching 'grammar'

publication-status: Publishedtypes: ArticleThis article presents the outcomes of a study investigating current secondary English teachers' beliefs about grammar teaching, and illustrates the salience of teachers' emotional response to the issue. Interviews with 31 teachers reveal two discourses which frame the ways in which teachers express their feelings: a dominant discourse of grammar as threatening, reactionary and dull, and an oppositional discourse which positions grammar as inspiring, fascinating, and empowering. The influence of these discourses on practice is explored, along with examples of how attitudes can change as a result of participation in a research project. © 2012 National Association for the Teaching of English

Developing reading-writing connections; the impact of explicit instruction of literary devices on the quality of children's narrative writing

The purpose of this collaborative schools-university study was to investigate how the explicit instruction of literary devices during designated literacy sessions could improve the quality of children's narrative writing. A guiding question for the study was: Can children's writing can be enhanced by teachers drawing attention to the literary devices used by professional writers or “mentor authors”? The study was conducted with 18 teachers, working as research partners in nine elementary schools over one school year. The research group explored ways of developing children as reflective authors, able to draft and redraft writing in response to peer and teacher feedback. Daily literacy sessions were complemented by weekly writing workshops where students engaged in authorial activity and experienced writers' perspectives and readers' demands (Harwayne, 1992; May, 2004). Methods for data collection included video recording of peer-peer and teacher-led group discussions and audio recording of teacher-child conferences. Samples of children's narrative writing were collected and a comparison was made between the quality of their independent writing at the beginning and end of the research period. The research group documented the importance of peer-peer and teacher-student discourse in the development of children's metalanguage and awareness of audience. The study suggests that reading, discussing, and evaluating mentor texts can have a positive impact on the quality of children's independent writing

SAFE, a new therapeutic intervention for families of children with autism: study protocol for a feasibility randomised controlled trial

IntroductionIncidence of autistic traits, mental health problems, stress and poor coping is high among family members of children with autism. These problems are coupled with challenging behaviour among children with autism. Current treatment for these families is disjointed and costly. The need for whole family support is supported by the National Institute for Health and Care Excellence recommendations, developments regarding children’s service provision, research and requests by families of children with autism. Despite evidence that family therapies can provide benefits to these families, efficacy has not been subject to a randomised controlled trial. Systemic Autism-related Family Enabling (SAFE) is a new family therapy intervention designed specifically for families of children with autism. We aim to establish the feasibility of running a fully powered randomised controlled trial to evaluate SAFE.Methods and analysisFamilies of children with autism aged 3–16 years will be invited to participate. Consenting participants will be randomised 2:1 to either SAFE+support as usual or support as usual alone. The proposed primary outcome measure for the main trial will be the Systemic CORE 15. Participants will also complete proposed secondary outcome measures, indexing changes in child behaviour, child-parent attachment, anxiety and depression. Generic health economic outcome measures (EuroQol 5 dimensions and Child Health Utility 9 Dimensions) will also provide data on the feasibility of cost-effectiveness analysis. Questionnaires will be completed at baseline and 32 weeks post-allocation. Data on ability to identify, recruit, randomise, retain and collect data from families, acceptability of outcome measures, adherence of therapists and families to the intervention, appropriateness of resource use questionnaires and effectiveness of training will be collected for feasibility analysis. Qualitative data will also explore acceptability of SAFE and reasons for declining and withdrawing from the study.Ethics and disseminationThe current trial protocol received ethical approval from the South West-Exeter Research Ethics Committee (Ref: 17/SW/0192). The findings of the trial will be disseminated in collaboration with our Family Consultation Group and other partners. Findings will be shared locally, nationally and internationally through events, conferences and published papers.Trial registration numberISCTRN83964946 (Pre-results) IRAS 213527</jats:sec

Writing like a reader: developing metalinguistic understanding to support reading-writing connections

This is the author accepted manuscript. The final version is available from Springer via the DOI in this record.Becoming a writer is a challenging task, and one of the few tasks where the cognitive demands do not decrease with maturity because ‘as writers mature and gain expertise, they invest more effort and reflective thought in the task’ (Kellogg 1994, p.204). Part of this reflective effort relates to an increased awareness of the implied reader of the text and a more goal-oriented sense of what the writing should achieve. Arguably, this requires the writer to hold in mind both his/her writerly intentions and the imagined response of the reader to the emerging text. Barrs &Cork (2001) conceive of the notion of ‘the reader in the writer’; however, our interest is in the symbiotic relationship between reading and writing, not simply ‘reading like a writer’ but also ‘writing like a reader’. Drawing on data from writing conversation interviews with students aged 9-14 over three years, this chapter will explore these young writers’ developing metalinguistic understanding of how to shape and craft their written texts to satisfy both their own authorial intentions and the needs of the reader