Cometary Panspermia a Radical Theory of Life’S Cosmic Origin and Evolution …And Over 450 Articles, ~ 60 in Nature
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Modelling Panspermia in the TRAPPIST-1 System
October 13, 2017 Modelling panspermia in the TRAPPIST-1 system James A. Blake1,2*, David J. Armstrong1,2, Dimitri Veras1,2 Abstract The recent ground-breaking discovery of seven temperate planets within the TRAPPIST-1 system has been hailed as a milestone in the development of exoplanetary science. Centred on an ultra-cool dwarf star, the planets all orbit within a sixth of the distance from Mercury to the Sun. This remarkably compact nature makes the system an ideal testbed for the modelling of rapid lithopanspermia, the idea that micro-organisms can be distributed throughout the Universe via fragments of rock ejected during a meteoric impact event. We perform N-body simulations to investigate the timescale and success-rate of lithopanspermia within TRAPPIST-1. In each simulation, test particles are ejected from one of the three planets thought to lie within the so-called ‘habitable zone’ of the star into a range of allowed orbits, constrained by the ejection velocity and coplanarity of the case in question. The irradiance received by the test particles is tracked throughout the simulation, allowing the overall radiant exposure to be calculated for each one at the close of its journey. A simultaneous in-depth review of space microbiological literature has enabled inferences to be made regarding the potential survivability of lithopanspermia in compact exoplanetary systems. 1Department of Physics, University of Warwick, Coventry, CV4 7AL 2Centre for Exoplanets and Habitability, University of Warwick, Coventry, CV4 7AL *Corresponding author: [email protected] Contents Universe, and can propagate from one location to another. This interpretation owes itself predominantly to the works of William 1 Introduction1 Thompson (Lord Kelvin) and Hermann von Helmholtz in the 1.1 Mechanisms for panspermia...............2 latter half of the 19th Century. -
Analysis of the Absorption of Science Learning in National Examinations in 2019 at the Junior High School Level in Sleman District
INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 9, ISSUE 03, MARCH 2020 ISSN 2277-8616 Analysis Of The Absorption Of Science Learning In National Examinations In 2019 At The Junior High School Level In Sleman District Muhammad Minan Chusni, Sulistyo Saputro, Suranto, Sentot Budi Rahardjo Abstract: This study aims to describe the ability of students in national examinations in science learning in terms of their absorption. The method used in this study was a survey with a quantitative approach. The object of research is 146 junior high schools with a total of 14,983 students in the Sleman district. The data used were the national exam's absorption of science learning provided by the education assessment center of the ministry of education and culture. The results showed that the highest mean of absorption is in the material aspects of mechanics and the solar system of 71.60 which is classified as good category, while the lowest average is in the material aspects of waves, electricity and magnetism at 45.56 which is classified as fewer categories. In addition, the lowest mean on the indicator question about waves, electricity and magnetism is "presenting an illustration of two people with eye defects wearing glasses and then determining the ratio of reading distance between the two people" amounted to 28.39, which is classified as very poor category. From these results it can be concluded that the indicator questions about optical material in the ability to analysis are still very poor. Keyword: Science Learning, National Examination. —————————— —————————— 1. INTRODUCTION As for nationally it is used as a mapping of the quality of Education and progress of a nation are two related things [1]. -
Representations in Sustainability Science
REPRESENTATIONS IN SUSTAINABILITY SCIENCE TOOLS TO ANALYZE, ENVISION, ENGAGE, AND LEARN BEATRICE JOHN “Representation in Sustainability Science: Tools to Analyze, Envision, Engage, and Learn” Academic dissertation Submitted to the Faculty of Sustainability of Leuphana University for the award of the degree Doctor of Philosophy -Dr. phil.- approved by Beatrice John, born Feb 18, 1985, in Achern Submission: January 7, 2019 Defense: March 25, 2019 Supervisor and first reviewer: Prof. Dr. Daniel J. Lang Second reviewer: Prof. Dr. Henrik von Wehrden Third reviewer: Prof. Dr. John Holmberg The articles included here, which together form this cumulative dissertation, have been or will be published in the formats listed below. Chapters 1-3 and 5-6 framing of this thesis may be published in future. John, B., Lang, D.J., von Wehrden, H., John, R., Wiek, A., n.d. Advancing Decision-Visualization Environments-empirically informed Design Guidelines. doi:10.13140/RG.2.2.26933.32486 John, B., Luederitz, C., Lang, D.J., von Wehrden, H., 2019. Toward Sustainable Urban Metabolisms. From System Understanding to System Transformation. Ecol. Econ. 157, 402–414. doi:10.1016/j.ecolecon.2018.12.007 John, B., Withycombe Keeler, L., Wiek, A., Lang, D.J., 2015. How much sustainability substance is in urban visions? – An analysis of visioning projects in urban planning. Cities 48, 86–98. doi:10.1016/j.cities.2015.06.001 Caniglia, G., John, B., Kohler, M., Bellina, L., Wiek, A., Rojas, C., Laubichler, M.D., Lang, D., 2016. An experience-based learning framework. Activities for the initial development of sustainability competencies. Int. J. Sustain. High. -
INTEGRATION of SCIENCE and LANGUAGE with a FOCUS on MULTILINGUAL LEARNERS: SHARED OPPORTUNITIES and RESPONSIBILITIES Okhee Lee* New York University
Keynote Conference Address INTEGRATION OF SCIENCE AND LANGUAGE WITH A FOCUS ON MULTILINGUAL LEARNERS: SHARED OPPORTUNITIES AND RESPONSIBILITIES Okhee Lee* New York University This article highlights the importance of promoting science and language learning for all students, especially multilingual learners. In recent years, there have been parallel instructional shifts in science and language with multilingual learners, which enables integration of science and language in mutually supportive ways. These instructional shifts have resulted in new opportunities for collaboration between language educators and science educators as well as development of new instructional resources. Such collaboration and resources are essential for creating equity for multilingual learners. In this article, I describe contemporary perspectives on integrating science and language with multilingual learners across policy, research, and practice. I also provide a classroom example using a unit from the Science And Integrated Language (SAIL) curriculum and a series of webinars and briefs based on the SAIL curriculum for the New York State Education Department. It was an honor to be invited to give a talk at the 50th anniversary of the New York State TESOL conference in 2020. I feel privileged to be included among the group of distinguished speakers invited to address the organization. I am honored again to be invited to write this article for our membership. The purpose of the article is to highlight the importance of promoting science and language learning for multilingual learners. New opportunities for collaboration between language educators and science educators are being forged as well as new instructional resources are being developed. Such collaboration and resources are essential for creating equity for multilingual learners. -
6 Dynamical Generalizations of the Drake Equation: the Linear and Non-Linear Theories
6 Dynamical Generalizations of the Drake Equation: The Linear and Non-linear Theories Alexander D. Panov Abstract The Drake equation pertains to the essentially equilibrium situation in a popu- lation of communicative civilizations of the Galaxy, but it does not describe dynamical processes which can occur in it. Both linear and non-linear dynam- ical population analyses are built out and discussed instead of the Drake equa- tion. Keywords: SETI, the Drake equation, linear population analysis, non-linear population analysis. Introduction Communicative civilizations (CCs) are the ones which tend to send messages to other civilizations and are able to receive and analyze messages from other civili- zations. The crucial question of the SETI problem is how far the nearest CC from us is. Its answer depends on the number of CCs existing in the Galaxy at present. Fig. 1 shows how the distance between the Sun and the nearest CC depends on the number of CCs in the Galaxy. The calculation was made by us by the Monte Carlo method with the use of a realistic model of the distribution of stars in the Galaxy (Allen 1973) and the actual location of the Sun in the Galaxy (8.5 kpc from the center of the Galaxy). The best known way to answer the question about the number of CCs is the formula by F. Drake N R f n f f f L C * p e l i c , (Eq. 1) where R∗ is a star-formation rate in the Galaxy averaged with respect to all time of its existence, fp is the part of stars with planet systems, nе is the average number of planets in systems suitable for life, fl is the part of planet on which life did appear, fi is the part of planets on which intelligent forms of life devel- oped, fc is the part of planets on which life reached the communicative phase, L is the average duration of the communicative phase. -
USGS Open-File Report 2005-1190, Appendix A
USGS Open-File Report 2005-1190 APPENDIX B Detailed listing of personnel changes for the Branch of Astrogeology from 1960 through 1972. In the early 1960’s, the Branch of Astrogeology grew slowly. Growth was rapid during and after 1964 with a maximum of 250 employees being reached in 1970 when design and training for the Apollo missions were at their peaks. [Authors Note: The Branch of Astrogeology in 2006 consisted of approximately 80 employees.] Table 1. Number of Employee with the U.S. Geological Survey, Branch of Astrogeology from 1960 through 1987 [Author’s Note: Although Monthly Reports for Astrogeology were submitted to the USGS and NASA through 1977, new personnel and personnel changes were only documented in these reports through 1970.] Year Number of employees 1960 18 1961 26 1962 40 1963 59 1964 143 1965 154 1966 221 1967 239 1968 244 1969 234 1970 250 1960 The following personnel joined the Astrogeologic Studies Unit at Menlo Park during 1960 (see main text and Appendix A) (various sources): Henry J. Moore II (Geologist, September) Charles H. “Chuck” Marshall (Geologist/Lunar mapper; September) Richard E. Eggleton (Geologist, October) Richard V. Lugn (August) 1961 The following personnel came on duty with the Branch of Astrogeology at Menlo Park, California during 1961 (see main text and Appendix A) (various sources): David J. Roddy (Geologist; January/February) Martin L. Baker (Scientific Photographer; October) Jacquelyn H. Freeberg (Research Librarian and Bibliographer; December) Daniel J. Milton (Geologist; August) Carl H. Roach (Geophysicist; August) 1 Maxine Burgess (Secretary) 1962 The following was taken from the Branch of Astrogeology Monthly Report for April 1962 from Chief, Branch of Astrogeology to V.E. -
Astro2020 Science White Paper Unlocking the Secrets of Late-Stage Stellar Evolution and Mass Loss Through Radio Wavelength Imaging
Astro2020 Science White Paper Unlocking the Secrets of Late-Stage Stellar Evolution and Mass Loss through Radio Wavelength Imaging Thematic Areas: Planetary Systems Star and Planet Formation Formation and Evolution of Compact Objects Cosmology and Fundamental Physics 7 Stars and Stellar Evolution Resolved Stellar Populations and their Environments Galaxy Evolution Multi-Messenger Astronomy and Astrophysics Principal Author: Name: Lynn D. Matthews Institution: Massachusetts Institute of Technology Haystack Observatory Email: [email protected] Co-authors: Mark J Claussen (National Radio Astronomy Observatory) Graham M. Harper (University of Colorado - Boulder) Karl M. Menten (Max Planck Institut fur¨ Radioastronomie) Stephen Ridgway (National Optical Astronomy Observatory) Executive Summary: During the late phases of evolution, low-to-intermediate mass stars like our Sun undergo periods of extensive mass loss, returning up to 80% of their initial mass to the interstellar medium. This mass loss profoundly affects the stellar evolutionary history, and the resulting circumstellar ejecta are a primary source of dust and heavy element enrichment in the Galaxy. However, many details concerning the physics of late-stage stellar mass loss remain poorly understood, including the wind launching mechanism(s), the mass loss geometry and timescales, and the mass loss histories of stars of various initial masses. These uncertainties have implications not only for stellar astrophysics, but for fields ranging from star formation to extragalactic astronomy and cosmology. Observations at centimeter, millimeter, and submillimeter wavelengths that resolve the radio surfaces and extended atmospheres of evolved arXiv:1903.05592v1 [astro-ph.SR] 13 Mar 2019 stars in space, time, and frequency are poised to provide groundbreaking new insights into these questions in the coming decade. -
Fred Hoyle: Pioneer in Nuclear Astrophysics
PERSONALITY Fred Hoyle: pioneer in nuclear astrophysics Fred Hoyle, who died in 2001, is best known as a cosmologist. But, as Simon Mitton relates, his career in physics began with the weak interaction and moved on to a crucial discovery in nuclear physics. Fred Hoyle, the great cosmologist, nuclear astrophysicist and contro versialist, was born 90 years ago in the beautiful county of Yorkshire in the north of England. Hoyle's first science teacher was his father, who supplied the boy with books and apparatus for chemistry exper iments. By the age of 15 he was making highly toxic phosphine (PH3) Later in life Hoyle seldom worked at a desk in a faculty building, in his mother's kitchen, and terrifying his young sister with explosions. preferring a comfortable armchair at home. (St John's College.) In high school he excelled in mathematics, chemistry and physics, and in 1933 won a place at Cambridge to study physics. time Hoyle tracked him down he had just returned from spending six On arrival at Cambridge he immediately demonstrated his fierce months in Rome with Enrico Fermi. Peierls immediately set Hoyle independence by telling his astonished tutor that he was switching the task of improving Fermi's theory of beta decay, published in from physics to applied mathematics. The future nuclear astro 1934. This led, in 1937, to Hoyle's first research paper, "The gen physicist foresaw that Cambridge mathematics rather than lab eralised Fermi interaction". oratory physics would give him the right start as a theorist. The In 1938 Paul Dirac, who had won the Nobel prize in 1933, country boy displayed an astonishing talent at mathematics, even became Hoyle's supervisor because Peierls had left Cambridge for by the highest standards of the university. -