Application of intersatellite links to domestic satellite systems

The results of a study on intersatellite link (ISL) applications for domestic satellite communications are presented. It was determined if any technical, economic, or performance benefits could be gained by introducing intersatellite links into a domestic satellite communication network. Several key systems issues of domestic ISL's are addressed. These include the effect of a skewed traffic distribution on the selection of ISL satellite orbit locations, tolerable satellite spacing, and crosslink traffic-handling requirements. An ISL technology assessment is made by performing a parametric link analysis for several microwave and optical implementations. The impact of the crosslink on the end-to-end link performance is investigated for both regenerative and nonregenerative ISL architectures. A comparison is made between single satellite systems operating at C-, and Ku-bands and the corresponding ISL systems in terms of ground segment cost, space segment cost, and net link performance. Results indicate that ISL's can effectively expand the CONUS orbital arc, with a 60 GHz ISL implementation being the most attractive

Relative timing of substorm onset phenomena

[1] In this paper we examine the temporal ordering of midtail flow bursts, Pi2 pulsations, and auroral arc brightening at substorm onset. We present three substorm events for which the Geotail spacecraft was situated at local midnight, near the inner edge of the plasmasheet. We show that high-speed, convective Earthward directed plasma flows observed by Geotail occurred 1–3 min before auroral onset as observed by the Polar Visible Imaging System and Ultraviolet Imager auroral imagers on board the Polar spacecraft. We also show that the onsets of both nightside Pi2 pulsations and magnetic bay variations were simultaneous with auroral onset. We argue that these observations lend strong support to the flow burst-driven model of magnetotail dynamics. We also examine a high-latitude magnetic precursor to onset and show that it is likely due to the currents expected from the passage of a flow burst through the plasmasheet prior to substorm onset. Finally, we calculate an analytic expression for this current and show that it is unlikely to generate discrete auroral structures

A contextual approach to trauma experience: lessons from life events research

There has been much debate over what constitutes trauma experience and how this is differentiated from other very negative life events in the diagnosis of PTSD. We believe the DSM implication that trauma events are uniquely different from other types of negative life events and are limited to a few specific types of predetermined event identified categorically hinders the utility of current trauma definitions in research and practice. Whilst we do not take issue with the standard definition of trauma events, a binary checklist-style approach to identifying such events has a potential for missing relevant experience. Instead, we argue that trauma events should be considered to be at one end of a continuum of threat/severity, with potential for more or less ‘threat to life’ in a range of domains. Furthermore, a wider assessment of events could elucidate a greater range of co-existing trauma events, those sub-threshold experiences related to phasing of trauma, and other unrelated negative life events which may contribute to context and impact. In this critique of definitions of trauma events we argue that the current definition of PTSD criterion-A events limits their utility in both research and clinical practice. Following intensive life event assessments such as the LEDS (Life Events and Difficulties Schedule) the application of dimensions underlying a cross spectrum of events includes loss (of person, role, plan or ideas about the self), danger (future loss/threat to security), humiliation (devaluation of self/rejection) and entrapment (sense of imprisonment) can be used to further categorise events or trauma, and specify their likely impact. Data is provided of the overlap of ‘markedly’ threatening negative events (using the LEDS) and those constituting trauma using a commonly used checklist in a high-risk community sample of women. This yielded high specificity (97%; CI = 95.60-97.71) but low sensitivity (41%; (95% CI = 27.57-54.97) with around a third rated on both. Most of the trauma events involved loss and danger categorisation and only in one instance humiliation. Other markedly threatening, non-trauma events, involved not only loss and danger but also humiliation and entrapment. We discuss how a more in-depth assessment of trauma events utilising these dimensions and with the new Computerised Life Events Assessment Record (CLEAR), could aid us in our understanding of trauma events and lead to more personalised treatment possibilities

Teachers\u27 Cultural Competence and Students\u27 Perception of the Social Classroom Climate in Culturally Different Middle School Classrooms

Problem Teachers and students often come from different cultural backgrounds, so classrooms are increasingly becoming the venue where interactions, if not appropriately managed, will produce a social climate not conducive to learning. The present study seeks to determine to what extent teacher cultural competence impacts student perception of the classroom social environment. Method The Teacher Multicultural Attitudes Survey was used to quantify teachers’ cultural competence and a Social Classroom Climate Measure was used to gather scores on the four key factors of the social climate. Hierarchical Linear Modelling was used to assess the influence of teacher cultural competence and several demographic variables on student perception of the classroom social environment. Results Several demographic variables were shown to impact students’ perception of the classroom social climate. The teacher’s reported level of cultural competence, however, was not shown to be a predictor of students’ perception of classroom social climate. Conclusions The results of this study highlight the possibility of two major issues. First, students’ perceptions of the classroom social climate are affected by particular student characteristics, in this case, grade-level and ethnicity. This outcome lends support to the push to place students at the center of learning and pedagogical decisions. Second, it is difficult to differentiate between the effects of cultural competence and good teaching. Hence, it is important for teachers to rigorously engage in high-quality pedagogical strategies in an effort to produce instruction that addresses the ways in which all students learn best. This concept is at the heart of cultural competency, which requires teachers to have the knowledge and skills to successfully teach all students

Modeling radiation belt radial diffusion in ULF wave fields: 2. Estimating rates of radial diffusion using combined MHD and particle codes

[1] Quantifying radial transport of radiation belt electrons in ULF wave fields is essential for understanding the variability of the trapped relativistic electrons. To estimate the radial diffusion coefficients (DLL), we follow MeV electrons in realistic magnetospheric configurations and wave fields calculated from a global MHD code. We create idealized pressure-driven MHD simulations for controlled solar wind velocities (hereafter referred to as pressure-driven Vx simulations) with ULF waves that are comparable to GOES data under similar conditions, by driving the MHD code with synthetic pressure profiles that mimic the pressure variations of a particular solar wind velocity. The ULF wave amplitude, in both magnetic and electric fields, increases at larger radial distance and during intervals with higher solar wind velocity and pressure fluctuations. To calculate DLL as a function of solar wind velocity (Vx = 400 and 600 km/s), we follow 90 degree pitch angle electrons in magnetic and electric fields of the pressure-driven Vx simulations. DLL is higher at larger radial distance and for the case with higher solar wind velocity and pressure variations. Our simulated DLL values are relatively small compared to previous studies which used larger wave fields in their estimations. For comparison, we scale our DLL values to match the wave amplitudes of the previous studies with those of the idealized MHD simulations. After the scaling, our DLL values for Vx = 600 km/s are comparable to theDLL values derived from Polar measurements during nonstorm intervals. This demonstrates the use of MHD models to quantify the effect of pressure-driven ULF waves on radiation belt electrons and thus to differentiate the radial diffusive process from other mechanisms

Four-dimensional topological Einstein-Maxwell gravity

The complete on-shell action of topological Einstein-Maxwell gravity in four-dimensions is presented. It is shown explicitly how this theory for SU(2) holonomy manifolds arises from four-dimensional Euclidean N=2 supergravity. The twisted local BRST symmetries and twisted local Lorentz symmetries are given and the action and stress tensor are shown to be BRST-exact. A set of BRST-invariant topological operators is given. The vector and antisymmetric tensor twisted supersymmetries and their algebra are also found.Comment: Published version. Expanded discussion of new results in the introduction and some clarifying remarks added in later sections. 22 pages, uses phyzz

Understanding trauma in children and young people in the school setting

Aim: Educational practitioners are increasingly aware of trauma experiences in students as a factor in child disturbance and schooling problems. This discussion paper aims to clarify definitions of trauma and differentiate them from other adverse childhood experiences (ACE), describe trauma impact in terms of clinical outcomes (PTSD, emotional and behavioural disorder) and how attachment factors mediate risk and discuss the challenges and ethics of identifying and enquiring about trauma experience in a school setting. Rationale: Schools are increasingly required to be 'trauma sensitive' and to intervene where possible, with government requirements of improving mental health in schools. However, this poses a real challenge for educationalists given the barriers due to ethics, stigma/secrecy, referral implications and measurement availability for whole school approaches. Universal screening may provide a framework that helps schools recognise, measure and treat trauma. Findings: A conceptual model clarifying trauma exposure, trauma impact and mediating factors is identified to aid understanding for teachers. Use of technological screening methods for whole school monitoring of trauma impacts, including mediating risks, are outlined. Limitations: A full literature review of trauma or school-based interventions is not provided. Nor are biological impacts of trauma at different developmental stages described. Conclusion: Teachers would benefit from having a psychological understanding of trauma models and their component parts in order to identify what lies within the remit of schools for identification and intervention

Preliminary study of minimum performance approaches to automated Mars sample return missions Final report, 19 Oct. - 20 Nov. 1970

Alternative mission/system approaches to automated Mars surface sample return based on utilization of Titan 3 or Saturn Intermediate-20 launch vehicle