Core-collapse supernovae in low-metallicity environments and future all-sky transient surveys

Aims. Massive stars in low-metallicity environments may produce exotic explosions such as long-duration gamma-ray bursts and pair-instability supernovae when they die as core-collapse supernovae (CCSNe). Such events are predicted to be relatively common in the early Universe during the first episodes of star-formation. To understand these distant explosions it is vital to study nearby CCSNe arising in low-metallicity environments to determine if the explosions have different characteristics to those studied locally in high-metallicity galaxies. Many of the nearby supernova searches concentrate their efforts on high star-formation rate galaxies, hence biasing the discoveries to metal rich regimes. Here we determine the feasibility of searching for these CCSNe in metal-poor dwarf galaxies using various survey strategies.

Hubble Space Telescope imaging of the progenitor sites of six nearby core-collapse supernovae

The search for the progenitors of six core-collapse supernovae (CCSNe) in archival Hubble Space Telescope (HST) WFPC2 pre-explosion imaging is presented. These SNe are 1999an, 1999br, 1999ev, 2000ds, 2000ew and 2001B. Post-explosion imaging of the SNe, with the HST ACS/WFC, has been utilized with the technique of differential astrometry to identify the progenitor locations on the pre-explosion imaging. SNe 1999br, 1999ev, 2000ew and 2001B are recovered in late-time imaging, and estimates of the progenitor locations on the pre-explosion imaging, with subpixel accuracy, have been made. Only the progenitor of the Type II-P SN 1999ev has been recovered, on pre-explosion F555W imaging, at a 4.8 sigma significance level. Assuming a red supergiant progenitor, the pre-explosion observation is consistent with M-ZAMS = 15-18 M-circle dot. The progenitors of the other five SNe were below the 3 sigma detection threshold of the pre-explosion observations. The detection thresholds were translated to mass limits for the progenitors by comparison with stellar evolution models. Pre-explosion observations of the peculiarly faint SN 1999br limit the mass of a red supergiant progenitor to M-ZAMS

A comparison between star formation rate diagnostics and rate of core collapse supernovae within 11 Mpc

Aims. The core collapse supernova rate provides a strong lower limit for the star formation rate (SFR). Progress in using it as a cosmic SFR tracer requires some confidence that it is consistent with more conventional SFR diagnostics in the nearby Universe. This paper compares standard SFR measurements based on H alpha, far ultraviolet (FUV) and total infrared (TIR) galaxy luminosities with the observed core collapse supernova rate in the same galaxy sample. The comparison can be viewed from two perspectives. Firstly, by adopting an estimate of the minimum stellar mass to produce a core collapse supernova one can determine a SFR from supernova numbers. Secondly, the radiative SFR can be assumed to be robust and then the supernova statistics provide a constrain on the minimum stellar mass for core collapse supernova progenitors.

Collapse versus growth for a Bose-Einstein condensate with attractive interactions

Using a model potential approach, we study the time-dependent behavior of a Bose-Einstein condensate with negative scattering length during its collapse in the zero-temperature limit. The condensate is modeled through an effective potential, which linearizes the Schrodinger equation, in order to obtain an intuitive visualization of the dynamics of the condensate. We find that a substantial fraction of the condensate survives the collapse. The origin for this survival is the reappearance of a barrier in the effective potential during the collapse. In contrast to previous calculations, the present calculations indicate that the size of the residual condensate strongly depends on the growth rate of the condensate. The present results are compared to other theoretical calculations and to experimental work.

Dual task performance of working memory and postural control in major depressive disorder

Objective: Previous studies with patients diagnosed with Major Depressive Disorder (MDD) revealed deficits in working memory and executive functions. In the present study we investigated whether patients with MDD have the ability to allocate cognitive resources in dual task performance of a highly challenging cognitive task (working memory) and a task that is seemingly automatic in nature (postural control). Method: Fifteen young (18–35 years old) patients with MDD and 24 healthy age-matched controls performed a working memory task and two postural control tasks (standing on a stable or on a moving platform) both separately (single task) and concurrently (dual task). Results: Postural stability under single task conditions was similar in the two groups, and in line with earlier studies, MDD patients recalled fewer working memory items than controls. To equate working memory challenges for patients and controls, task difficulty (number of items presented) in dual task was individually adjusted such that accuracy of working memory performance was similar for the two groups under single task conditions. Patients showed greater postural instability in dual task performance on the stable platform, and more importantly when posture task difficulty increased (moving platform) they showed deficits in both working memory accuracy and postural stability compared with healthy controls. Conclusions: We interpret our results as evidence for executive control deficits in MDD patients that affect their task coordination. In multitasking, these deficits affect not only cognitive but also sensorimotor task performance.

A design model: the Autism Spectrum Disorder Classroom Design Kit

Architects and designers have a responsibility to provide an inclusive built environment. However for those with a diagnosis of Autism Spectrum Disorder (ASD), the built environment can be a frightening and confusing place, difficult to negotiate and tolerate. The challenge of integrating more fully into society is denied by an alienating built environment. For ASD pupils in a poorly designed school, their environment can distance them from learning. Instead, if more at ease in their surroundings, in an ASD-friendly environment, the ASD pupil stands a greater chance of doing better.

However a difficulty exists in that most architects are not knowledgeable in designing for those with ASD. Any available design guidelines for architects tend, because of the inherent difficulties associated with a spectrum, to be general in their information. Therefore, if wanting to provide an ASD-friendly learning environment, there is a need to ensure that teachers, as the experts, can most clearly and effectively impart their knowledge and requirements to architects.

This paper sets out the challenges and difficulties inherent in the design process when designing for ASD. It then sets out an alternative strategy to the usual method of drawing-centric dialogue between teacher and architect by using models instead as a basis for a more common language. An ASD Classroom Design Kit was designed and developed by Queen’s University of Belfast Architecture students. It was then used by ASD teaching staff from the Southern Education and Library Board in Northern Ireland as a case study to trial its effectiveness. The paper outlines how the study was carried out before concluding with reflections by both teaching staff and architect on using the ASD Classroom Design Kit.

It is hoped that this paper will firstly highlight the need for better dialogue between expert and architect when considering ASD and the Built Environment and secondly, that it may encourage others to consider using models to convey their ideas and knowledge when designing, not just for ASD, but for other Special Educational Needs and disabilities.

Developmental coordination disorder in extremely low birth weight children at nine years

Developmental coordination disorder (DCD) is defined as an impairment in the development of motor coordination that interferes with academic achievement or activities of daily living (DSM-IV). DCD has been reported to affect 5% to 9% of children in the normal population. This study describes the prevalence of DCD in a cohort of extremely low birth weight children (ELBW, <or = l800 g) at 8.9 years of age, from which were excluded children with major impairments. Seventy-three children were included in the study group, along with 18 term-born, socially matched controls. Of the 73 ELBW children, 37 (51%) were classified as having DCD. ELBW children with DCD also had significantly lower Performance IQ (PIQ) scores and were more likely (43%) to have a learning difficulty in arithmetic than ELBW children who did not have DCD. This study found that DCD is a common problem in school-aged ELBW children.