Mergers, cooling flows, and evaporation

Mergers (the capture of cold gas, especially) can have a profound influence on the hot coronal gas of early-type galaxies and clusters, potentially inducing symptoms hitherto attributed to a cooling flow, if thermal conduction is operative in the coronal plasma. Heat can be conducted from the hot phase into the cold phase, simultaneously ionizing the cold gas to make optical filaments, while locally cooling the coronal gas to mimic a cooling-flow. If there is heat conduction, though, there is no standard cooling-flow since radiative losses are balanced by conduction and not mass deposition. Amongst the strongest observational support for the existence of cooling-flows is the presence of intermediate temperature gas with x-ray emission-line strengths in agreement with cooling-flow models. Here, x-ray line strengths are calculated for this alternative model, in which mergers are responsible for the observed optical and x-ray properties. Since gas around 10(exp 4) K is thermally stable, the cold cloud need not necessarily evaporate and hydrostatic solutions exist. Good agreement with the x-ray data is obtained. The relative strengths of intermediate temperature x-ray emission lines are in significantly better agreement with a simple conduction model than with published cooling-flow models. The good agreement of the conduction model with optical, infrared and x-ray data indicates that significantly more theoretical effort into this type of solution would be profitable

Comments on "The long-period Galactic Cepheid RS Puppis. I. A geometric distance from its light echoes"

The luminous Galactic Cepheid RS Puppis is unique in being surrounded by a dust nebula illuminated by the variable light of the Cepheid. In a recent paper in this journal, Kervella et al. (2008) report a very precise geometric distance to RS Pup, based on measured phase lags of the light variations of individual knots in the reflection nebula. In this commentary, we examine the validity of the distance measurement, as well as the reality of the spatial structure of the nebula determined by Feast (2008) based upon the phase lags of the knots. {Kervella et al. assumed that the illuminated dust knots lie, on average, in the plane of the sky (otherwise it is not possible to derive a geometric distance from direct imaging of light echoes). We consider the biasing introduced by the high efficiency of forward scattering. We conclude that most of the knots are in fact likely to lie in front of the plane of the sky, thus invalidating the Kervella et al. result. We also show that the flat equatorial disk structure determined by Feast is unlikely; instead, the morphology of the nebula is more probably bipolar, with a significant tilt of its axis with respect to the plane of the sky. Although the Kervella et al. distance result is invalidated, we show that high-resolution polarimetric imaging has the potential to yield a valid geometric distance to this important Cepheid.Comment: 10 pages, 5 figures, 1 table; accepted by Astronomy & Astrophysic

A Search for Candidate Light Echoes: Photometry of Supernova Environments

Supernova (SN) light echoes could be a powerful tool for determining distances to galaxies geometrically, Sparks 1994. In this paper we present CCD photometry of the environments of 64 historical supernovae, the first results of a program designed to search for light echoes from these SNe. We commonly find patches of optical emission at, or close to, the sites of the supernovae. The color distribution of these patches is broad, and generally consistent with stellar population colors, possibly with some reddening. However there are in addition patches with both unusually red and unusually blue colors. We expect light echoes to be blue, and while none of the objects are quite as blue in V-R as the known light echo of SN1991T, there are features that are unusually blue and we identify these as candidate light echoes for follow-on observations.Comment: 13 pages, Latex, 5 Postscript Tables, 42 Postscript figures, accepted for publication in the A&AS. Figures 1 through 36 are available at the web address: http://www.stsci.edu/~boffi

IC5063: A merger with a hidden luminous active nucleus

IC5063 is a nearby galaxy classified as an SO and containing a system of dust lanes parallel to its major optical axis (Danziger, Goss and Wellington, 1981; Bergeron, Durret and Boksenberg, 1983). Extended emission line regions with high excitation properties have been detected over distances of up to 19 kpc from the nucleus. This galaxy has been classified as Seyfert 2 on the basis of its emission line spectrum. These characteristics make IC5063 one of the best candidates for a merger remnant and an excellent candidate for a hidden luminous active nucleus. Based on new broad and narrow band images and long-slit spectroscopy obtained at the ESO 3.6 m telescope, the authors present some preliminary results supporting this hypothesis

Will Jets Identify the Progenitors of Type Ia Supernovae?

We use the fact that a Type Ia supernova has been serendipitously discovered near the jet of the active galaxy 3C 78 to examine the question of whether jets can enhance accretion onto white dwarfs. One interesting outcome of such a jet-induced accretion process is an enhanced rate of novae in the vicinity of jets. We present results of observations of the jet in M87 which appear to have indeed discovered 11 novae in close proximity to the jet. We show that a confirmation of the relation between jets and novae and Type Ia supernovae can finally identify the elusive progenitors of Type Ia supernovae.Comment: 10 pages, 3 figure

Initiating a Bystander Awareness Program at a State University

Crime in schools, colleges and universities is a troublesome social problem. It affects not only those involved in the criminal incident, but it also inhibits societal growth and stability. To address this issue, the Campus Sexual Violence Elimination Act (SaVE Act) of 2013 requires that colleges participating in federal student aid programs must provide “primary prevention and awareness programs” for new students and employees, as well as ongoing crime prevention and awareness campaigns. Implementation was mandated to be started by October 1, 2014. Most prevention programs teach students how to avoid situations, abusive behaviors and potential attacks. This project initiates a bystander awareness program at a local state university, teaching students how to be effective bystanders. The objectives of this project was to increase knowledge about bystander awareness on a university campus and help students realize that a negative outcome can be avoided; help students realize it is their responsibility to intervene when they notice a problem situation; raise students’ awareness of helping behaviors and provide skills to effectively intervene; and increase students’ motivation and confidence when responding to problems or concerns

Initiating a Bystander Awareness Program at a State University

Crime in schools, colleges and universities is a troublesome social problem. It affects not only those involved in the criminal incident, but it also inhibits societal growth and stability. To address this issue, the Campus Sexual Violence Elimination Act (SaVE Act) of 2013 requires that colleges participating in federal student aid programs must provide “primary prevention and awareness programs” for new students and employees, as well as ongoing crime prevention and awareness campaigns. Implementation was mandated to be started by October 1, 2014. Most prevention programs teach students how to avoid situations, abusive behaviors and potential attacks. This project initiates a bystander awareness program at a local state university, teaching students how to be effective bystanders. The objectives of this project was to increase knowledge about bystander awareness on a university campus and help students realize that a negative outcome can be avoided; help students realize it is their responsibility to intervene when they notice a problem situation; raise students’ awareness of helping behaviors and provide skills to effectively intervene; and increase students’ motivation and confidence when responding to problems or concerns