Are Radio Pulsars Strange Stars ?

A remarkably precise observational relation for pulse core component widths of radio pulsars is used to derive stringent limits on pulsar radii, strongly indicating that pulsars are strange stars rather than neutron stars. This is achieved by inclusion of general relativistic effects due to the pulsar mass on the size of the emission region needed to explain the observed pulse widths, which constrain the pulsar masses to be less than 2.5 Solar masses and radii to be smaller than 10.5 km.Comment: v.2 : 12 pages including 3 figures and 2 tables, LaTex, uses epsfig. This version has one extra figure, few lines of new text and typos fixe

Four Stokes parameter radio frequency polarimetry of a flare from AD Leonis

Observations of the four Stokes parameters of a 430 MHz flare from the UV Ceti-type star AD Leonis are presented. The maximum amplitude of the event was 0.52 flux units and the durations at one-half and one-tenth maximum were 12 and 40 seconds, respectively. The degree of circular polarization at maximum intensity was approximately 56 percent and was later observed to be as high as 92 percent. Linear polarization was also observed at a level of about 21 percent at flare maximum which allowed an upper limit of 440 radians - sq m to be placed on the rotation measure

Anti-racist social work in a 'post-race society'? Interrogating the amorphous 'other'

Anti-racist social work is at a crossroads: while on the one hand, racial binaries such as black/white, us/other and slave/master can be useful political tools to understand institutional racism, current contexts of multiculturalism raise questions about the continued relevance of race as a category for analysis. 'Newer' forms of racialised identities are emerging that need to be incorporated into a broader conceptualisation of non-colour-based race theory. In this article, these contradictions are explicated through a phenomenological study of embodied reflections on race, ethnicity and self-identity among social work students. Frantz Fanon's 'fact of blackness' provides an epistemic guide to this phenomenological study, providing a multi-layered examination of social work students' experiential accounts of their embodied identities, their colour, race, blackness, whiteness and sexuality and what this means for self-identity. Tentative student discourses provide powerful insights into the urgent need for a radical turn in (re)locating culture and race studies in the social work curriculum

Is there a close association between "soils" and "vegetation"? : A case study from central western New South Wales

The assumption that ‘soils’ and ‘vegetation’ are closely associated was tested by describing soils and vegetation along a Travelling Stock Reserve west of Grenfell, New South Wales (lat 33° 55’S, long 147° 45’E). The transect was selected on the basis of (a) minimising the effects of non-soil factors (human interference, climate and relief) on vegetation and (b) the presence of various soil and vegetation types as indicated by previous mapping. ‘Soils’ were considered at three levels: soil landscapes (a broad mapping unit widely used in central western NSW), soil types (according to a range of classifications) and soil properties (depth, pH, etc.). ‘Vegetation’ was considered in three ways: vegetation type (in various classifications), density/floristic indices (density of woody species, abundance of native species, etc.) and presence/absence of individual species. Sites along the transect were grouped according to soil landscapes or soil types and compared to vegetation types or indices recorded at the sites. Various measures indicated low associations between vegetation types and soil landscapes or soil types. Except for infrequent occurrences of a soil type or landscape, any one soil type or landscape was commonly associated with a number of vegetation types and any one vegetation type was associated with a number of soil landscapes or soil types. However, significant associations between some vegetation indices, mainly density or numbers of woody species, and some soil landscapes and soil types were evident. Although many species were relatively ubiquitous, some groups of species that were restricted to one or two soil types were identified. Canonical Correspondence Analysis provided some suggestions as to which properties (e.g. texture) of these soils were associated with the presence of particular species

The Effects of Simultaneous Prompting and Instructive Feedback For Individuals with Autism

Autism Spectrum Disorder (ASD) is a developmental delay characterized by significant impairment in many areas including: social communication, academic, occupational, and activities of daily living. The Individuals with Disabilities Education Act (IDEA) mandates that educators use evidence-based practices (EBPs) with individuals receiving special education services. In addition to EBPs, educators should provide the most efficient instruction possible. This study examines the efficacy of two EBPs on the acquisition of spoken category names (i.e., fruit, nut, vegetable, herb): (1) simultaneous prompting – a prompt-fading procedure, and (2) instructive feedback (IF) – a technique in which additional stimuli are presented during a learning trial. IF stimuli (i.e., spoken category names) were presented during listener discrimination training using simultaneous prompting. A multiple-probe single case design was used across three categories and replicated across five participants with ASD. Results indicate that the intervention was effective for Category 1, but was ineffective for subsequent categories, for four participants. The intervention was ineffective for the remaining participant. These findings suggest simultaneous prompting and IF may be effective for individuals with ASD; however, further research is needed to explore how to maintain effectiveness across additional target categories

Self-identity, embodiment and the development of emotional resilience

This article is made available through the Brunel Open Access Publishing Fund. Copyright @ The Author 2013. Published by Oxford University Press on behalf of The British Association of Social Workers. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by-nc/3.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.Recent social work reforms in the UK have highlighted the need for social work practitioners to be empathetic, reflexive and resilient. Current literature defines resilience as the individual's adaptive response to adversity, stress-resistant personality traits and the ability to ‘bounce back’, yet the processes by which resilience is developed remain underexplored. The stressors associated with training to be a social worker particularly necessitate such an investigation. This study adopts a phenomenological approach to explore social work students' lived experiences of managing emotion and developing resilience. Emotion is constructed as a relational concept, developed within intersubjective space and as an embodied experience. Findings indicate tensions in student narratives around the expression of emotion and ‘being professional’. Critical incident narratives reveal often overwhelming difficulties experienced by students, prior to and during the social work programme. A variety of coping strategies were adopted including active resistance, spirituality, critical reflection and social support. Narratives as ‘discourses-in-the-making’ highlight embodiment as a valuable analytical lens by which emotional conflicts are experienced, deconstructed and resolved through the process of integrating the personal and professional self. Spaces to develop emotional resilience within the social work curriculum are discussed