Populations III.1 and III.2 gamma-ray bursts: constraints on the event rate for future radio and X-ray surveys

Aims. We calculate the theoretical event rate of gamma-ray bursts (GRBs) from the collapse of massive first-generation (Population III; Pop III) stars. The Pop III GRBs could be super-energetic with the isotropic energy up to E(iso) greater than or similar to 10(55-57) erg, providing a unique probe of the high-redshift Universe. Methods. We consider both the so-called Pop III.1 stars (primordial) and Pop III.2 stars (primordial but affected by radiation from other stars). We employ a semi-analytical approach that considers inhomogeneous hydrogen reionization and chemical evolution of the intergalactic medium. Results. We show that Pop III.2 GRBs occur more than 100 times more frequently than Pop III.1 GRBs, and thus should be suitable targets for future GRB missions. Interestingly, our optimistic model predicts an event rate that is already constrained by the current radio transient searches. We expect similar to 10-10(4) radio afterglows above similar to 0.3 mJy on the sky with similar to 1 year variability and mostly without GRBs (orphans), which are detectable by ALMA, EVLA, LOFAR, and SKA, while we expect to observe maximum of N < 20 GRBs per year integrated over at z > 6 for Pop III.2 and N < 0.08 per year integrated over at z > 10 for Pop III.1 with EXIST, and N < 0.2 for Pop III.2 GRBs per year integrated over at z > 6 with Swift.

Children`s oral production of narratives and constructive memory using prior reading of pictures

With the purpose of approximating two issues, oral narrative and constructive memory, we assume that children, as well as adults, have a constructive memory. Accordingly, researchers of the constructive memory share with piagetians the vision that memory is an applied cognition. Under this perspective, understanding and coding into memory constitute a process which is considered similar to the piagetian assimilation of building an internal conceptual representation of the information (hence the term constructive memory. The objective of this study is to examine and illustrate, through examples drawn from a research about oral narrative with 5, 8 and 10 years old children, the extent to which the constructive memory is stimulated by the acquisition of the structures of knowledge or ""mental models"" (schemes of stories and scenes, scripts), and if they automatically employ them to process constructively the information in storage and rebuild them in the recovery. A sequence of five pictures from a book without text was transformed into computerized program, and the pictures were thus presented to the children. The story focuses on a misunderstanding of two characters on a different assessment about a key event. In data collection, the demands of memory were preserved, since children narrate their stories when the images were no longer viewed on the computer screen. Each narrative was produced as a monologue. The results show that this story can be told either in a descriptive level or in a more elaborated level, where intentions and beliefs are attributed to the characters. Although this study allows an assessment of the development of children`s capabilities (both cognitive and linguistic) to narrate a story, there are for sure other issues that could be exploited.

Tomosyn-1 is involved in a post-docking event required for pancreatic beta-cell exocytosis.

Although the assembly of a ternary complex between the SNARE proteins syntaxin-1, SNAP25 and VAMP2 is known to be crucial for insulin exocytosis, the mechanisms controlling this key event are poorly understood. We found that pancreatic beta-cells express different isoforms of tomosyn-1, a syntaxin-1-binding protein possessing a SNARE-like motif. Using atomic force microscopy we show that the SNARE-like domain of tomosyn-1 can form a complex with syntaxin-1 and SNAP25 but displays binding forces that are weaker than those observed for VAMP2 (237+/-13 versus 279+/-3 pN). In pancreatic beta-cells tomosyn-1 was found to be concentrated in cellular compartments enriched in insulin-containing secretory granules. Silencing of tomosyn-1 in the rat beta-cell line INS-1E by RNA interference did not affect the number of secretory granules docked at the plasma membrane but led to a reduction in stimulus-induced exocytosis. Replacement of endogenous tomosyn-1 with mouse tomosyn-1, which differs in the nucleotide sequence from its rat homologue and escapes silencing, restored a normal secretory rate. Taken together, our data suggest that tomosyn-1 is involved in a post-docking event that prepares secretory granules for fusion and is necessary to sustain exocytosis of pancreatic beta-cells in response to insulin secretagogues.

The first SEPServer event catalogue 68-MeV solar proton events observed at 1 AU in 1996-2010

SEPServer is a three-year collaborative project funded by the seventh framework programme (FP7-SPACE) of the European Union. The objective of the project is to provide access to state-of-the-art observations and analysis tools for the scientific community on solar energetic particle (SEP) events and related electromagnetic (EM) emissions. The project will eventually lead to better understanding of the particle acceleration and transport processes at the Sun and in the inner heliosphere. These processes lead to SEP events that form one of the key elements of space weather. In this paper we present the first results from the systematic analysis work performed on the following datasets: SOHO/ERNE, SOHO/EPHIN, ACE/EPAM, Wind/WAVES and GOES X-rays. A catalogue of SEP events at 1 AU, with complete coverage over solar cycle 23, based on high-energy (~68-MeV) protons from SOHO/ERNE and electron recordings of the events by SOHO/EPHIN and ACE/EPAM are presented. A total of 115 energetic particle events have been identified and analysed using velocity dispersion analysis (VDA) for protons and time-shifting analysis (TSA) for electrons and protons in order to infer the SEP release times at the Sun. EM observations during the times of the SEP event onset have been gathered and compared to the release time estimates of particles. Data from those events that occurred during the European day-time, i.e., those that also have observations from ground-based observatories included in SEPServer, are listed and a preliminary analysis of their associations is presented. We find that VDA results for protons can be a useful tool for the analysis of proton release times, but if the derived proton path length is out of a range of 1 AU < s[3 AU, the result of the analysis may be compromised, as indicated by the anti-correlation of the derived path length and release time delay from the asso ciated X-ray flare. The average path length derived from VDA is about 1.9 times the nominal length of the spiral magnetic field line. This implies that the path length of first-arriving MeV to deka-MeV protons is affected by interplanetary scattering. TSA of near-relativistic electrons results in a release time that shows significant scatter with respect to the EM emissions but with a trend of being delayed more with increasing distance between the flare and the nominal footpoint of the Earth-connected field line.

What happens in the first 200 ms of word reading : ERP studies on visual word recognition with top-down and bottom-up approaches /

In this thesis, three main questions were addressed using event-related potentials (ERPs): (1) the timing of lexical semantic access, (2) the influence of "top-down" processes on visual word processing, and (3) the influence of "bottom-up" factors on visual word processing. The timing of lexical semantic access was investigated in two studies using different designs. In Study 1,14 participants completed two tasks: a standard lexical decision (LD) task which required a word/nonword decision to each target stimulus, and a semantically primed version (LS) of it using the same category of words (e.g., animal) within each block following which participants made a category judgment. In Study 2, another 12 participants performed a standard semantic priming task, where target stimulus words (e.g., nurse) could be either semantically related or unrelated to their primes (e.g., doctor, tree) but the order of presentation was randomized. We found evidence in both ERP studies that lexical semantic access might occur early within the first 200 ms (at about 170 ms for Study 1 and at about 160 ms for Study 2). Our results were consistent with more recent ERP and eye-tracking studies and are in contrast with the traditional research focus on the N400 component. "Top-down" processes, such as a person's expectation and strategic decisions, were possible in Study 1 because of the blocked design, but they were not for Study 2 with a randomized design. Comparing results from two studies, we found that visual word processing could be affected by a person's expectation and the effect occurred early at a sensory/perceptual stage: a semantic task effect in the PI component at about 100 ms in the ERP was found in Study 1 , but not in Study 2. Furthermore, we found that such "top-down" influence on visual word processing might be mediated through separate mechanisms depending on whether the stimulus was a word or a nonword. "Bottom-up" factors involve inherent characteristics of particular words, such as bigram frequency (the total frequency of two-letter combinations of a word), word frequency (the frequency of the written form of a word), and neighborhood density (the number of words that can be generated by changing one letter of an original word or nonword). A bigram frequency effect was found when comparing the results from Studies 1 and 2, but it was examined more closely in Study 3. Fourteen participants performed a similar standard lexical decision task but the words and nonwords were selected systematically to provide a greater range in the aforementioned factors. As a result, a total of 18 word conditions were created with 18 nonword conditions matched on neighborhood density and neighborhood frequency. Using multiple regression analyses, we foimd that the PI amplitude was significantly related to bigram frequency for both words and nonwords, consistent with results from Studies 1 and 2. In addition, word frequency and neighborhood frequency were also able to influence the PI amplitude separately for words and for nonwords and there appeared to be a spatial dissociation between the two effects: for words, the word frequency effect in PI was found at the left electrode site; for nonwords, the neighborhood frequency effect in PI was fovind at the right elecfrode site. The implications of otir findings are discussed.

Reading Instruction and Instructors’ Perceptions of Learners’ Needs in LINC Level 1-3 Classes

This study investigates instructors’ perceptions of reading instruction and difficulties among Language Instruction for Newcomers to Canada (LINC) Level 1-3 learners. Statistics Canada reports that 60% of immigrants possess inadequate literacy skills. Newcomers are placed in classes using the Canadian Language Benchmarks but large, mixed-level classes create little opportunity for individualized instruction, leading some clients to demonstrate little change in their reading benchmarks. Data were collected (via demographic questionnaires, semi-structured interviews, teaching plans, and field study notes) to create a case study of five LINC instructors’ perceptions of why some clients do not progress through the LINC reading levels as expected and how their previous experiences relate to those within the LINC program. Qualitative analyses of the data revealed three primary themes: client/instructor background and classroom needs, reading, strategies, methods and challenges, and assessment expectations and progress, each containing a number of subthemes. A comparison between the themes and literature demonstrated six areas for discussion: (a) some clients, specifically refugees, require more time to progress to higher benchmarks; (b) clients’ level of prior education can be indicative of their literacy skills; (c) clients with literacy needs should be separated and placed into literacy-specific classes; (d) evidence-based approaches to reading instruction were not always evident in participants’ responses, demonstrating a lack of knowledge about these approaches; (e) first language literacy influences second language reading acquisition through a transfer of skills; and (f) collaboration in the classroom supports learning by extending clients’ capabilities. These points form the basis of recommendations about how reading instruction might be improved for such clients.

Disciplinary Differences: directed reading 1

Two articles outlining some early work on interdisciplinarity. Interesting as much for the style of the papers and the contents. You can download copies of the papers from this share. You can also access the full text via TDNET through the university library web site. Instructions provided.

How to assess, plan and teach shared and guided reading and writing 1 : key stage one, primary 1-3.

El desarrollo de la alfabetización infantil se inicia desde el momento en que los padres, hablan, cantan y leen a sus bebés. Estas buenas experiencias son las bases sobre las que seguir, pues, después, aprenden a jugar con los libros, a disfrutar con sus imágenes y sus páginas, a imitar a los adultos en la lectura, a garabatear y a escribir como ellos. Aunque, algunos niños hayan carecido de estas experiencias en su hogar, al incorporarse a la escuela, es necesario darles todas las oportunidades posibles para observar a sus compañeros lectores y escritores, interactuar con los libros y experimentar ellos mismos con la lectura y la escritura.

Oxford reading tree. Teacher's guide 1 : stages 1-3.

Explicaciones detalladas para ayudar a los niños a aprender a leer en las primeras etapas. Facilita al profesor una serie de estrategias para la enseñanza de la lectura y una amplia variedad de recursos y materiales de apoyo lingüístico. Contiene actividades de apoyo a una serie de estrategias de lectura, recursos fotocopiables, actividades transversales de los contenidos curriculares, evaluación con hojas de registro. También incluye material adicional.

Read with me practice and play book 1 : key words to reading.

Actividades de entretenimiento para que los niños mejoren las habilidades en: lectura, escritura, dibujo, contar, jugar, lenguaje. Los símbolos que aparecen en cada página les sirven de guía visual para las actividades propuestas, que les ayudan a mejorar la comprensión verbal y escrita, la atención visual y la destreza con las manos.

50 shared texts : photocopiable texts for shared reading : Year 1: Scotish primary 3.

Antología de textos para lectura compartida. Contiene 50 actividades fotocopiables de ficción, no ficción y poesía. Cada texto tiene una mini versión anotada que muestra cómo puede trabajarse en la lección. Las notas para el profesor muestran cómo pueden utilizarse para enseñar múltiples objetivos y se dan ideas para la lecto-escritura. Incluyen historias con configuración familiar, relatos significativos de cuentos infantiles, historias y poemas de otras culturas, poemas para jugar con el lenguaje, informes no cronológicos, instrucciones, extractos de diccionarios.

50 shared texts : photocopiable tests for shared reading : Year 1 : Scotish primary 2.

Antología de textos para lectura compartida. Contiene cincuenta actividades fotocopiables de ficción, no ficción y poesía. Cada texto tiene una mini versión anotada que muestra cómo puede trabajarse en la lección. Las notas para el profesor muestran cómo puede utilizarse para enseñar múltiples objetivos y se dan ideas para la lecto-escritura. Incluyen historias con configuración familiar, historias tradicionales y cuentos de hadas, historias fantásticas, rimas con patrones predecibles y repetitivos, poemas con temas similares, instrucciones, extractos de libros con información sencilla, e informes no cronológicos .

Practice tests for IGCSE English as a second language : reading and writing book 1.

El libro contiene 4 test prácticos completos con formato de examen para los ejercicios 1 y 2 de la prueba Cambridge IGCSE (International General Certificate of Secondary Education) de inglés como segundo idioma. Los test permiten desarrollar las técnicas de examen de los alumnos familiarizándose con el formato de los ejercicios de lectura y redacción, y con el tipo de temas y textos que pueden encontrar en el examen oficial. El nivel de la prueba es intermedio e intermedio-alto.

Practice tests for IGCSE English as a second language : reading and writing book 1 with key.

El libro contiene 4 test prácticos completos con formato de examen para los ejercicios 1 y 2 de la prueba Cambridge IGCSE (International General Certificate of Secondary Education) de inglés como segundo idioma. Los test permiten desarrollar las técnicas de examen de los alumnos familiarizándose con el formato de los ejercicios de lectura y redacción, y con el tipo de temas y textos que pueden encontrar en el examen oficial. El nivel de la prueba es intermedio e intermedio-alto. Incluye respuestas y redacciones de ejemplo.