Lithium and its isotopic ratio 6Li/7Li in the atmospheres of some sharp-lined roAp star

The lines of lithium at 6708 A, and 6103 A, are analyzed in high resolution spectra of some sharp-lined and slowly rotating roAp stars. Three spectral synthesis codes - STARSP, ZEEMAN2 and SYNTHM were used. New lines of the rare earth elements from the DREAM database, and lines calculated on the basis of the NIST energy levels were included. Magnetic splitting and other line broadening processes were taken into account. Enhanced abundances of lithium in the atmospheres of the stars studied are obtained for both the lithium lines. High estimates of 6Li/7Li ratio (0.2 -- 0.5) for the studied star can be explained by Galactic Cosmic Ray (GCR) production through the spallation reactions and the preservation of the original $^6$Li and $^7$Li by the strong magnetic fields.Comment: 5 pages, 2*5 figs, submitted for IAUS #224 Proceeding

The spectrum of the roAp star HD 101065 (Przybylski's star) in the Li I 6708 A spectral region

We carried out a detailed analysis of spectra of the unique roAp star HD 101065 (Przybylski's star) near the resonance doublet Li I 6708 A, using a most complete line list including all possible transitions between REE levels of NIST database. Our model calculations were performed under two assumptions: blend of Li and REE lines, and blend of REE lines only. They prove that Li lines are present in the range 6707.72-6708.02 AA, and that the resulting Li abundance is 3.1 dex (in the scale log N(H) = 12.0, while the isotopic ratio 6Li/7Li is near to 0.3

Being a Higher Education Professional Today: Working in a Third Space

This section not only provides a snapshot of the contemporary professional workforce in higher education, but also aims to identify emergent trends and indicators in relation to roles and identities, collectively and individually. To introduce the range of perspectives that follow, this chapter reviews current thinking about what it means to be a professional in higher education today, including a converging relationship with academic roles and identities, and illustrates ways in which higher education professionals are pushing the boundaries of their domains. Key themes that emerge in the chapters that follow are the fluidity of identity, a sense of transition and “work-in-progress” as new fields of practice evolve, and issues around building confidence and recognition, particularly for staff working between professional and academic domains