Superluminous Supernovae as Standardizable Candles and High-Redshift Distance Probes

We investigate the use of type Ic superluminous supernovae (SLSN Ic) as standardizable candles and distance indicators. Their appeal as cosmological probes stems from their remarkable peak luminosities, hot blackbody temperatures, and bright rest-frame ultraviolet emission. We present a sample of 16 published SLSN, from redshifts 0.1 to 1.2, and calculate accurate K corrections to determine uniform magnitudes in 2 synthetic rest-frame filter bandpasses with central wavelengths at 400 nm and 520 nm. At 400 nm, we find an encouragingly low scatter in their uncorrected, raw mean magnitudes with M(400) = -21.86 ± 0.35 mag for the full sample of 16 objects. We investigate the correlation between their decline rates and peak magnitude and find that the brighter events appear to decline more slowly. In a manner similar to the Phillips relation for type Ia SNe (SNe Ia), we define a ΔM 20 decline relation. This correlates peak magnitude and decline over 20 days and can reduce the scatter in standardized peak magnitudes to ±0.22 mag. We further show that M(400) appears to have a strong color dependence. Redder objects are fainter and also become redder faster. Using this peak magnitudecolor evolution relation, a surprisingly low scatter of between ±0.08 mag and ±0.13 mag can be found in peak magnitudes, depending on sample selection. However, we caution that only 8 to 10 objects currently have enough data to test this peak magnitudecolor evolution relation. We conclude that SLSN Ic are promising distance indicators in the high-redshift universe in regimes beyond those possible with SNe Ia. Although the empirical relationships are encouraging, the unknown progenitor systems, how they may evolve with redshift, and the uncertain explosion physics are of some concern. The two major measurement uncertainties are the limited numbers of low-redshift, well-studied objects available to test these relationships and internal dust extinction in the host galaxies.

The working practices of Birmingham's Centre for Contemporary Cultural Studies

This article offers a history of the working practices of the Birmingham Centre for Contemporary Cultural Studies. Based on extensive interviews with former members and on research into a new archive of the Centre, housed in the Cadbury Research Library, University of Birmingham, it argues that cultural studies as practised in the 1970s was always a heterogeneous subject. The CCCS was heavily influenced by the events of 1968 when it tried to develop a new type of radical and collaborative research and teaching agenda. Despite Stuart Hall's efforts to impose a focused link between politics and academic practice, the agenda soon gave way to a series of diverse and fruitful initiatives associated with the ‘sub-groups’ model of research.

High-Resolution Microwave Near-Field Imaging Using Resonance Probes

A novel microwave high-resolution near-field imaging technique is proposed and experimentally evaluated in reflectometry imaging scenarios involving planar metal-dielectric structures. Two types of resonance near field probes-a small helix antenna and a loaded subwavelength slot aperture are studied in this paper. These probes enable very tight spatial field localization with the full width at half maximum around one tenth of a wavelength, λ, at λ/100-λ/10 standoff distance. Importantly, the proposed probes permit resonance electromagnetic coupling to dielectric or printed conductive patterns, which leads to the possibility of very high raw image resolution with imaged feature-to-background contrast greater than 10-dB amplitude and 50° phase. In addition, high-resolution characterization of target geometries based on the cross correlation image processing technique is proposed and assessed using experimental data. It is shown that printed elements features with subwavelength size ~λ/15 or smaller can be characterized with at least 10-dB resolution contrast.

Punishment, youth justice and cultural contingency: Towards a balanced approach

Reflecting developments in the broader penological realm, accounts have been advanced over the last number of decades about a ‘punitive turn’ in the youth justice systems of Western democracies. Against the background of this work, this project seeks to identify convergent and divergent trends in the youth justice systems of England, the Republic of Ireland and Northern Ireland as well as the rationalities and discourses animating these. The results lend support to research emphasising the continued salience of national, regional and local factors on penal outcomes but also suggest the need to steer an analytical path somewhere between nomothetic (convergent) and idiographic (divergent) accounts.

Uma Visão Cultural do Turismo

Os autores abordam a temática do turismo cultural numa perspectiva antropológica, visando a sustentabilidade de práticas tradicionais articuladas com o processo dinÂmico da inovação e da mudança.

A diversidade linguístico-cultural no jardim de infância e na escola : perceções de educadores e professores

Relatório de estágio para a obtenção do grau de Mestre em educação pré-escolar e em ensino do 1.º ciclo do ensino básico

Relaciones interétnicas y adaptación cultural entre Shuar, Achuar, Aguaruna y canelos Quichua

Hace algunos años estuve reuniendo datos genealógicos bajo la g¡ría de Eladio Jiukám, el apu o líder de una comunidad Aguaruna en el Alto Río Mayo del Peru. Empezamos a discutir el concepto de patáa, palabra aguaruna usualmente traducida como "familia". Eladio insistió en que patóa incluye no sólo a todos los residentes de su comunidad, sino virtualmente a todos los Aguarunas del valle (aproximadamente 1100 personas), hasta abarcar aldeas tan lejanas como aquellas que están a cinco días de viaje a pie. A pesar de que no todas las personas en la comunidad de Eladio comparten su amplia perspectiva sobre lo que constituye una "familia", sus comentarios demuestran un hecho importante: Eladio y los demás miembros de esta aislada, y aparentemente autónoma comunidad, piensan en sí mismos como si estuvieran vinculados estrechamente con las demás comunidades de la región.

Escola e diversidade cultural dos alunos: Um estudo no 1º ciclo do ensino básico

Portugal não foi exceção à globalização do mundo e hoje é procurado por povos de toda a parte. A diferença cultural destes povos/minorias reflete-se nas escolas a partir do 1.° Ciclo do Ensino Básico (CEB). No enquadramento teórico de vários autores sobre educação inter/ multicultural para as minorias, abordámos questões sobre a "Sociedade Inter/ Multicultural, Escola Multicultural”, a "Educação Multicultural", e a "Autonomia da escola e gestão do Currículo”. Focalizámos o estudo na "Escola e Minorias étnicas”, na relação da escola com, "estereótipos, preconceitos e atitudes” na sua inter ação com a comunidade e estudámos o caso concreto da escola e a etnia cigana. No estudo empírico, através de um questionário, recolhemos a opinião dos docentes de seis concelhos do distrito de Évora de Escolas do 1.° CEB, sobre as ”Práticas Educativas Desejáveis" e “Existentes” nas escolas em relação a estes alunos. Os resultados obtidos levam-nos a concluir que as práticas educativas existentes não respeitam totalmente a cultura dos alunos de minorias/ciganos mas que existe uma sensibilização para práticas educativas que transformem a escola numa escola multicultural. /ABSTRACT - School and Student's Cultural Diversity Portugal was not exception to the world's globalization and today is looked by peoples (ethnic minorities) of all different places. The cultural difference of these peoples/minorities reflects in the schools since 1.st degree (1. ° Ciclo do Ensino Básico). In the theoretical part of several authors on inter/multicultural education for the minorities, we approached questions on the "Inter/Multicultural Society,” Multicultural School", "School and multicultural education", the "School’s autonomy, curriculum management and multicultural education". We focused the study on the "gypsies" (ethnic minority) approaching questions of´Minority ethnic and school” and "School, Preconceptions and Stereotypes". In the empirical study, through a questionnaire, we collected the opinion of the professors of 1.st degree, from six councils (concelhos) of Évora's district, on "Desirable Educative Practice" and "the Existing ones" in the schools in relation to these pupils. The gotten results take us to conclude that the existing educative practice do not totally respect the culture of the pupils of minorities/gypsies but that exists a sensibilization for educative practice that transform the school into a multicultural school.

Escola e diversidade: os desafios da diversidade cultural na gestão do currículo : alunos imigrantes nas escolas do 1º ciclo do ensino básico de Abrantes: um estudo de caso

Partindo do objeto de estudo: a gestão do currículo para a diversidade cultural é nossa intenção compreender a forma como o discurso do multiculturalismo se encontra presente nos principais documentos definidores de uma política de escola e na postura desta e dos professores, através das decisões e práticas adotadas perante uma realidade diversificada, na presença de culturas de imigrantes. A construção do saber e a análise que fazemos da forma como o currículo é gerido, seguiram um percurso assente num quadro teórico nos campos curricular e da educação intercultural, bem como nas opções metodológicas em que o estudo assenta, e às quais recorremos para a realização da componente empírica. Nesta, analisamos a forma como as escolas-alvo de estudo e os professores respondem à presença dos alunos imigrantes através das representações dos próprios alunos, seus professores e responsáveis pelas escolas; ou seja, analisamos a forma como é gerido o currículo para a diversidade cultural. /ABSTRACT - Taking the subject under study: curricular management for cultural diversity, as our starting point, our aim is to gain an understanding of the nature of multiculturalism as portrayed in the main documents that define school policy as well as in the position taken both by the school and the teachers, in the light of the decisions and practices adopted in the presence of a culturally diverse reality, immigrant cultures. The construction of a body of knowledge and the assessment we make of how the curriculum is managed, has been based on a theoretical framework in the areas of intercultural curricula and education, as well as on the choice of methodology for the study used in carrying out the empirical component In the latter, We have analysed the way in which the schools and the teachers under study responded to the presence of immigrant pupils, seen in the descriptions given by the pupils themselves, their teachers and those responsible for the schools, that is to say, we have analysed the way in which the curriculum for cultural diversity has been managed.

O ESTUDO ACADÉMICO DO TURISMO CULTURAL

O turismo cultural tem múltiplas facetas e varia entre as diferentes regiões geográficas. Hoje, os turistas culturais desejam conhecer e compreender os lugares que visitam, particularmente, o património material e imaterial de uma região ou país. O desenvolvimento do turismo cultural tem atraído a atenção de vários investigadores, especialmente, do campo da Sociologia, da Antropologia, da Geografia e do Turismo que procuram analisá-lo na vertente da oferta e da procura. Por outro lado, tem existido muito debate académico sobre o que realmente é o turismo cultural e quem são os turistas culturais. Uma das complexidades em definir o turismo cultural está na diversidade da cultura que os turistas consomem. Palavras-