HI and optical spectroscopy towards the M15 intermediate- velocity cloud

We present single-dish Arecibo 21-cm H i observations, covering a 0 degrees 675x0 degrees 625 RA-Dec. grid, of the intermediate-velocity cloud (IVC) centred upon the M15 globular cluster. The velocity and positional structure of the IVC gas at V-LSR=70 km s(-1) are investigated; it is found to be clumpy and has a peak surface density N(H i)similar to 8x10(19) cm(- 2). Additionally, we have performed a long H i integration towards HD 203664, a Galactic halo star some 3 degrees1 from M15, in which optical IVC absorption has previously been detected. No H i with a velocity exceeding 60 km s(-1) was found to a brightness temperature limit of 0.05 K. However, additional pointings did detect IVC gas approximately mid-way between HD 203664 and M15. Finally, we present both Arecibo H i pointings and low-resolution spectra in the Ca ii H and K lines towards 15 field stars in the general field towards M15, in an attempt to obtain the distance to the IVC. Intermediate- velocity H i is detected towards seven sightlines. Stellar spectral types are derived for 12 of the sample. Assuming that these stars lie on the main sequence, their distances are estimated to lie in the range 150 less than or equal tod less than or equal to 1350 pc. No Ca ii absorption is observed, either because the IVC is further away than similar to 1350 pc or more likely because the gas along these sightlines is of too low a density to be detected by the current observations.

Social networks applied to training

In this article, we address the importance and relevance that social networks exhibit in their use as an educational resource.  This relevance relies in the possibility of implementing new learning resources or increasing the level of the participant's connectivity, as well as developing learning communities.  Also, the risk entailed from their use is discussed, especially for the students that have a low technological education or those having excessive confidence on the media.  It is important to highlight that the educational use of social networks is not a simple extension or translation of the student's habitual, recreational use, but that it implies an important change in the roles given to teachers as well as learners; from accommodative learning environments that only encourage memorization to other environments that demand an active, reflective, collaborative and proactive attitude, that require the development/acquisition of technological as well as social abilities, aptitudes and values.  It is also important to highlight that a correct implementation and adequate use will not only foment formal learning, but also informal and non-formal learning.