VEINS: Inverted Echo Sounders in the Denmark Strait, as part of, FS "Poseidon" Cruise 222/1, August 5, 1996 - August 12, 1996

The overflow of cold dense water from the Denmark Strait is one of the key elements of the North Atlantic thermohaline circulation and has important consequences for global climate change. It is important to measure the transport of this water and to understand its variability on seasonal and longer time scales. The european funded project "Variability of Exchanges in Northern Seas" (VEINS MAS3CT960070) is an attempt to measure variations in the Arctic circulation using modern oceanographic instrumentation. An Inverted Echo Sounder and Bottom Pressure Recorder were successfully deployed to measure the thickness of this cold dense water and thus determine transport

An exploratory study of a teaching method in psychiatric nursing.

Includes 8 figures. Thesis (M.S.)--Boston Universit

Children"s Modes of Listening to Music at Home and at School

This study investigated how children listen to music, by examining relationships different modes of listening and different contexts, home and school. It also looked tal and cultural perspectives, by comparing children from different age levels and The 120 participants were British and Portuguese children aged 9-10 years, attending schools, and 13-14 years, attending secondary schools. Children responded interview with open-ended questions, concerning their modes of listening to music at school. Findings showed that children's modes of listening imply various levels emotional involvement with music, and depend on the context, which may be related junctions of music. At home, few children listened to music as a main activity. listening and performing (singing, dancing), or accompanying a variety of non-(studying, playing games). At school, children listened to music often while doing ties (analysis, performing), moderately as a main activity, but rarely while doing activities. There were no relevant national differences, and age differences resulted specific teaching strategies at each school level.info:eu-repo/semantics/publishedVersio

Listening to music at home and at school

This study investigated the differences between the functions of music listening at home and at school, and the potential effects of age and nationality on these differences. 120 participants completed an individual structured interview schedule, which consisted of ten open-ended questions. These covered the role of music listening in young people's leisure interests as a whole, and more speci®c aspects of listening at home and at school. Sixty participants were from schools in the UK, and sixty from schools in Portugal: within each nationality group, thirty were aged 9±10 years and thirty aged 13±14 years. The ®ndings showed that music listening was an important leisure activity, especially for the older children, and that most children showed moderate positive attitudes towards school music. Home music listening and school music ful®lled different functions: participants reported that home listening was linked with enjoyment, emotional mood and social relationships, whereas school music was associated with motivation for learning and being active, and particular lesson content. There were few clear-cut national differences, and music was generally undervalued in both countries.info:eu-repo/semantics/publishedVersio

Interpersonal Influences on Children's Emotional Responses to New Age Music

This study investigated the effects of interpersonal context and age on children's emotional responses to new age music. One hundred and twenty participants aged 9-10 and 13-14 years listened to four excerpts either alone, or in groups of three. Immediately after listening, they rated the emotions aroused by the excerpts on eight five point-scales based on a circumplex model which conceives of four quadrants of emotional response: positive/negative affect, and high/low arousal. The results showed that participants gave significantly higher ratings on four of the eight scales when listening in groups rather than when listening alone, and that the younger children gave significantly higher ratings on positive emotional states (relaxed, excited, energetic) and liking, whereas the older children gave significantly higher ratings on negative emotions (irritated, bored). These findings suggest the influence of both social and developmental factors upon children 's emotional responses to music; namely group effects, and younger children 's higher tolerance for unfamiliar styles.info:eu-repo/semantics/publishedVersio

The Velocity Dispersion Profile of the Remote Dwarf Spheroidal Galaxy Leo I: A Tidal Hit and Run?

(abridged) We present kinematic results for a sample of 387 stars located near Leo I based on spectra obtained with the MMT's Hectochelle spectrograph near the MgI/Mgb lines. We estimate the mean velocity error of our sample to be 2.4 km/s, with a systematic error of < 1 km/s. We produce a final sample of 328 Leo I red giant members, from which we measure a mean heliocentric radial velocity of 282.9 +/- 0.5 km/s, and a mean radial velocity dispersion of 9.2 +/- 0.4 km/s for Leo I. The dispersion profile of Leo I is flat out to beyond its classical `tidal' radius. We fit the profile to a variety of equilibrium dynamical models and can strongly rule out models where mass follows light. Two-component Sersic+NFW models with tangentially anisotropic velocity distributions fit the dispersion profile well, with isotropic models ruled out at a 95% confidence level. The mass and V-band mass-to-light ratio of Leo I estimated from equilibrium models are in the ranges 5-7 x 10^7 M_sun and 9-14 (solar units), respectively, out to 1 kpc from the galaxy center. Leo I members located outside a `break radius' (about 400 arcsec = 500 pc) exhibit significant velocity anisotropy, whereas stars interior appear to have isotropic kinematics. We propose the break radius represents the location of the tidal radius of Leo I at perigalacticon of a highly elliptical orbit. Our scenario can account for the complex star formation history of Leo I, the presence of population segregation within the galaxy, and Leo I's large outward velocity from the Milky Way. The lack of extended tidal arms in Leo I suggests the galaxy has experienced only one perigalactic passage with the Milky Way, implying that Leo I may have been injected into its present orbit by a third body a few Gyr before perigalacticon.Comment: ApJ accepted, 23 figures, access paper as a pdf file at http://www.astro.lsa.umich.edu/~mmateo/research.htm

The Influence of Binary Stars on Dwarf Spheroidal Galaxy Kinematics

We have completed a Monte-Carlo simulation to estimate the effect of binary star orbits on the measured velocity dispersion in dwarf spheroidal galaxies. This paper analyses previous attempts at this calculation, and explains the simulations which were performed with mass, period and ellipticity distributions similar to that measured for the solar neighbourhood. The conclusion is that with functions such as these, the contribution of binary stars to the velocity dispersion is small. The distributions are consistent with the percentage of binaries detected by observations, although this is quite dependent on the measuring errors and on the number of years over which measurements have been taken. For binaries to be making a significant contribution to the dispersion measured in dSph galaxies, the distributions of the orbital parameters would need to be very different from those of stars in the solar neighbourhood. In particular more smaller period orbits with higher mass secondaries would be required. The shape of the velocity distribution may help to resolve this issue when more data becomes available. In general, the scenarios producing a larger apparent dispersion have a velocity distribution which deviates more clearly from Gaussian.Comment: MNRAS in press, uuencoded ps fil

Teachers' classroom feedback: still trying to get it right

This article examines feedback traditionally given by teachers in schools. Such feedback tends to focus on children's acquisition and retrieval of externally prescribed knowledge which is then assessed against mandated tests. It suggests that, from a sociocultural learning perspective, feedback directed towards such objectives may limit children's social development. In this article, I draw on observation and interview data gathered from a group of 27 9- to 10-year olds in a UK primary school. These data illustrate the children's perceived need to conform to, rather than negotiate, the teacher's feedback comments. They highlight the children's sense that the teacher's feedback relates to school learning but not to their own interests. The article also includes alternative examples of feedback which draw on children's own inquiries and which relate to the social contexts within which, and for whom, they act. It concludes by suggesting that instead of looking for the right answer to the question of what makes teachers' feedback effective in our current classrooms, a more productive question might be how a negotiation can be opened up among teachers and learners themselves, about how teachers' feedback could support children's learning most appropriately