The Historical Development of Easter-Southern Freight Rate Relationships

A method for creating and presenting video-recorded synchronized audiovisual stimuli at a high frame rate-which would be highly useful for psychophysical studies on, for example, just-noticeable differences and gating-is presented. Methods for accomplishing this include recording audio and video separately using an exact synchronization signal, editing the recordings and finding exact synchronization points, and presenting the synchronized audiovisual stimuli with a desired frame rate on a cathode ray tube display using MATLAB and Psychophysics Toolbox 3. The methods from an empirical gating study (Moradi, Lidestam, and Ronnberg, Frontiers in Psychology 4: 359, 2013) are presented as an example of the implementation of playback at 120 fps

Литературные тексты и римские историки

В монографии освещаются проблемы и методы историко-филологической реконструкции античной истории. Автор исследует разные виды текстов и те способы, посредством которых древние авторы воссоздавали историю Рима. В монографии представлены и альтернативные формы нарративной традиции, а также рецепция античной историографии в исторической науке конца XX в.Настоящая монография издана в серии "Approaching the Ancient World". Приложения: каталог античных авторов, представленных в книге, и международные издания их трудов (с. 156-167), избранная библиография (с. 203-211), общий указатель (с. 212-218)

Simultaneous optical polarimetry and X-ray observations of the magnetic CV CP Tuc (AX J2315--592)

CP Tuc (AX J2315--592) shows a dip in X-rays which lasts for approximately half the binary orbit and is deeper in soft X-rays compared with hard X-rays. It has been proposed that this dip is due to the accretion stream obscuring the accretion region from view. If CP Tuc was a polar, as has been suggested, then the length of such a dip would make it unique amongst polars since in those polars in which a dip is seen in hard X-rays the dip lasts for only 0.1 of the orbit. We present optical polarimetry and RXTE observations of CP Tuc which show circular polarisation levels of ~10 per cent and find evidence for only one photometric period. These data confirm CP Tuc as a polar. Our modelling of the polarisation data imply that the X-ray dip is due to the bulk of the primary accretion region being self-eclipsed by the white dwarf. The energy dependence of the dip is due to a combination of this self-eclipse and also the presence of an X-ray temperature gradient over the primary accretion region.Comment: 6 pages, accepted for publication in MNRA

Numbers Don\u27t Tell the Whole Story: A Case Study of an Alternative Pathway to Tertiary Studies

This case study responds to the debate over ‘toxic teachers’, tertiary entry ranking and access to university. Implications for federal and state policy are proposed. For 22 years Avondale College of Higher Education has been operating a tertiary pathway course designed to widen access to higher education for nontraditional applicants. The course, now known as the Diploma of General Studies [DGS], has been accredited as a 2-year higher education sector diploma since 1995. Thus far, just over 1000 students have spent at least one semester in the diploma. Not one has opted to complete the diploma; instead students use it as a pathway to a higher award, mostly Avondale bachelor degrees in education, nursing, arts, theology, business and occasionally science. To date, 300 former pathway students have completed an Avondale degree, and a further 250 are currently enrolled. DGS students commence with Year 12 ranks (UAI, ENTER, TER, now ATAR) ranging from 30 or less to around 60; however, many have no rank. For those who complete an Avondale degree, there is no correlation between rank and average college grade. Those who engage with the academic program do well, regardless of their entry rank; and those who fail to engage do poorly, regardless of their entry rank. A low Year 12 rank does not tell an applicant’s whole story. A semester in the DGS pathway course can open a new world of academic opportunity. Some DGS students have gone on to complete post-graduate study. Teachers can confidently advise Year 12 students with potential, but low tertiary ranking, to consider the option of alternative pathways to tertiary studies as these can provide a positive opportunity to achieve their aspirations