Page 210 of 393
1 208 209 210 211 212 393

Desvelados los secretos que rodean la creación de un agujero negro

Por: Tendencias 21

Observada al detalle una de las explosiones más poderosas del universo

 

Los secretos que rodean la creación de un agujero negro han sido desvelados durante la observación de una de las explosiones más poderosas del universo, los estallidos de rayos gamma. Las observaciones desvelaron algunas de las incógnitas sobre el proceso por el que una explosión de rayos gamma evoluciona a medida que una estrella moribunda colapsa para convertirse en un agujero negro.

Los estallidos de rayos gamma son unos de los eventos más enérgicos y explosivos del Universo. Son tan efímeros, desde unos pocos milisegundos hasta aproximadamente un minuto, que observarlos con precisión ha sido, hasta ahora, una tarea compleja.

Utilizando varios telescopios terrestres y espaciales, entre ellos el telescopio robótico MÁSTER-IAC, de la Universidad Estatal de Moscú, ubicado en el Observatorio del Teide (Tenerife), un equipo internacional liderado por la Universidad de Maryland (UMD), de Estados Unidos, y en la que han participado investigadores del Instituto de Astrofísica de Canarias (IAC), ha observado con un detalle sin precedentes una de estas explosiones. Los resultados se publican en la revista Nature.

El evento, denominado GRB160625B, reveló detalles clave sobre la fase inicial de la explosión de rayos gamma y la evolución de los grandes chorros de materia y energía que se forman como resultado de la misma.

«Las ráfagas de rayos gamma son eventos catastróficos, relacionados con la explosión de estrellas masivas de unas 50 veces el tamaño de nuestro sol», explica Eleonora Troja, investigadora en el Departamento de Astronomía de la UMD y autora principal del estudio.

«Si clasificamos todas las explosiones del Universo según su energía, los estallidos de rayos gamma estarían justo detrás del Big Bang. En cuestión de segundos, el proceso puede emitir tanta energía como el Sol en toda su vida. Por ello, nos interesa mucho conocer cómo suceden estos fenómenos».

Las observaciones desvelaron algunas de las incógnitas sobre el proceso por el que una explosión de rayos gamma evoluciona a medida que una estrella moribunda colapsa para convertirse en un agujero negro.

En primer lugar, los datos sugieren que el agujero negro produce un fuerte campo magnético que inicialmente gobierna los chorros de emisión de energía. Después, cuando el campo magnético disminuye, la materia toma el control y comienza a dominar los chorros.

La mayoría de especialistas en rayos gamma sostenían que los chorros se regían por la materia o por el campo magnético, pero no por ambos. Ahora, los resultados de esta investigación, publicados mañana en la revista Nature, sugieren que ambos factores juegan un papel fundamental.

Nacimiento de agujeros negros

«Pocos segundos después de la detección de una explosión de rayos gamma por el satélite Fermi de la NASA, el telescopio robótico MASTER-IAC comenzó a observar en el visible este fenómeno tan energético que apenas dura unos segundos y nos ha permitido medir la polarización de la radiación emitida y conocer así la naturaleza de los procesos físicos involucrados», explica Rafael Rebolo, director del IAC y uno de los autores de este trabajo.

«En el futuro -añade-, con los telescopios de la red de telescopios CTA (Cherenkov Telescope Array) que se instalarán en La Palma se podrá observar con más detalle este tipo de fenómenos de muy alta energía vinculados con la formación de agujeros negros».

Los datos sugieren que la radiación sincrotrón -cuando los electrones se aceleran en una trayectoria curva o espiral- activa la fase inicial y extremadamente brillante de la ráfaga, conocida como la fase «rápida».

Se consideraron durante mucho tiempo otros dos candidatos principales, además de la radiación sincrotrón: la radiación del cuerpo negro, fruto de la emisión de calor de un objeto, y la radiación Compton inversa, que se produce cuando una partícula acelerada transfiere energía a un fotón.

«La radiación sincrotrón es el único mecanismo de emisión que puede crear el mismo grado de polarización y el mismo espectro que observamos al principio de la explosión», apunta Elena Troja.

Logro importante

«Nuestro estudio proporciona pruebas convincentes de que la repentina emisión de rayos gamma es impulsada por la radiación sincrotrón. Este es un logro importante porque, a pesar de décadas de investigación, el mecanismo físico que impulsa los estallidos de rayos gamma aún no había sido identificado con exactitud».

Fermi, el Telescopio Espacial de Rayos Gamma de la NASA, fue el primero en detectar la emisión de rayos gamma de GRB160625B. Poco después, MASTER-IAC, de la red de telescopios robóticos MASTER, cuyo principal investigador es Vladimir Lipunov, de la Universidad Estatal de Moscú (Rusia), siguió con observaciones en el rango visible mientras la fase de alerta seguía activa.

MASTER-IAC recopiló datos sobre la cantidad de luz visible polarizada en relación con la luz total producida durante el rápido estallido. Debido a que la radiación sincrotrón es uno de los fenómenos que pueden polarizar la luz, los datos proporcionan el vínculo crucial entre la radiación sincrotrón y la fase inicial de la explosión de rayos gamma.

Un campo magnético también puede influir en la cantidad de luz polarizada que se emite a medida que pasa el tiempo y la ráfaga evoluciona. Debido a que fueron capaces de analizar los datos de polarización durante casi todo el estallido de la ráfaga, pudieron discernir la presencia de un campo magnético y observar cómo cambiaba según GRB160625B continuaba expulsando los chorros de materia.

Referencia

Significant and variable linear polarization during the prompt optical flash of GRB 160625B”. Nature 547, 425–427 (27 July 2017) doi:10.1038/nature23289

Fuente:  http://www.tendencias21.net/Desvelados-los-secretos-que-rodean-la-creacion-de-un-agujero-negro_a44098.html
Comparte este contenido:

Más de 30 escuelas de Florida prohíben los deberes y los sustituyen por 20 minutos de lectura

Estados Unidos/31 de Julio de 2017/

Las escuelas del condado de Marion, en Florida, han prohibido que los profesores manden a sus alumnos deberes para hacer en casa. En su lugar, los estudiantes tendrán que dedicar un rato a la lectura diaria. Esta norma se ha implantado tras conocer a través de estudios que la lectura tiene más efectos positivos en los niños que los deberes.

Los estudiantes de la escuela primaria del condado de Marion, en Florida, tendrán más tiempo libre después de que sus colegios hayan decidido implementar una nueva política: «Prohibido hacer deberes».

El superintendente del distrito escolar del condado de Marion, Heidi Maier, ha explicado que han decido implantar esta política de no hacer deberes en sus 31 escuelas porque según estudios e investigaciones, los estudiantes obtienen mejores resultados cuando se les da un descanso.

Maier explica que un estudio de la Universidad de Tennessee, llevado a cabo por el profesor Richard Allington, reveló que la lectura tiene más efectos positivos en los niños que los deberes, según recoge ‘USA Today‘.

Por ello, en vez de mandar tarea a casa, la escuela pedirá que los niños lean durante unos 20 minutos cada día. Los estudiantes podrán elegir qué libros quieren leer, aunque recibirán orientación de sus profesores y de los bibliotecarios.

De cualquier manera, los profesores podrán mandar de manera ocasional alguna tarea para casa como proyectos o búsqueda de información, señalan las escuelas.

Fuente: http://www.antena3.com/noticias/mundo/mas-escuelas-florida-prohiben-deberes-sustituyen-minutos-lectura_20170729597c7c460cf2fcb9ffd730a9.html

Comparte este contenido:

EEUU: State Board Of Education Approves New Tennessee Academic Standards For Social Studies

 EEUU, July 28, 2017. By http://education.einnews.com.
 The State Board of Education voted unanimously on final reading to approve new, Tennessee-specific academic standards for social studies on Friday.

The new Tennessee Academic Standards for Social Studies will be implemented in classrooms in the 2019-20 school year. This multi-year, comprehensive review involved teams of Tennessee educators, subject matter experts, higher education faculty, state history and geography organizations, and multiple public comment opportunities, ensuring that all Tennesseans had a voice throughout the process.

“These new social studies standards provide a strong foundation for our students, due in part to incredible participation from educators and Tennesseans across the state in the review process,” said Dr. Sara Morrison, executive director of the State Board of Education. “Standards point the way for high quality instruction in the classroom, which is our ultimate goal.”

The K-12 social studies standards were first considered in April 2017. Between first and final reading, the draft standards were revised according to feedback received from a variety of stakeholders and to align with recent legislative action affecting social studies. The 110th Tennessee General Assembly passed the Senator Douglas Henry Tennessee History Act, mandating that a Tennessee history course be taught in grades K-12. This legislative action, Public Chapter 482, prompted further changes to the draft standards to ensure full compliance with the law.

The social studies standards review process began with an initial online review period beginning in January 2016 that brought in nearly 64,000 reviews and 15,000 individual comments. A committee of Tennessee social studies educators then analyzed each individual standard to update or revise them based on the public feedback and their classroom expertise. That set of revised standards was posted a second time for public review in September 2016. The shorter review period brought in nearly 54,000 reviews and 10,000 comments.

The Standards Recommendation Committee, whose members were appointed by the Governor, Lt. Governor, and Speaker of the House of Representatives and confirmed by the General Assembly, reviewed the second round of public feedback and worked tirelessly to review each grade level’s standards from September 2016 through March 2017. The SRC presented their draft standards to the State Board of Education in April 2017.

Tennessee’s comprehensive standards review process was initiated in October 2014, when Governor Haslam announced the creation of a standards review website that would be open to the public to review and offer feedback on what Tennessee students should know and be able to do by the end of each K-12 school year in both mathematics and English language arts. This process was further expounded upon by the 109th Tennessee General Assembly in Pub. Ch. 423, which charged the State Board of Education with overseeing not only the review of math and ELA standards, but also science and social studies standards.

From: http://education.einnews.com/article/395013334/ZFx1IXw53qQdCOT7?lcf=ZdFIsVy5FNL1d6BCqG9muZ1ThG_8NrDelJyazu0BSuo%3D

Comparte este contenido:

Estados Unidos: Tres escuelas de Texas utilizaran el castigo físico para «educar» a los estudiantes

Estados Unidos/27 julio 2017/Fuente: Publimetro

Tres escuelas de Texas en Estados Unidos han introducido el castigo físico en las salas con el objetivo de “educar” a aquellos alumnos que no se porten correctamente. En estas instituciones el personal del colegio tendrá libertad para usar una pala de madera para castigar a aquellos estudiantes desobedientes.

No seguir las reglas de la clase o desobedecer a los profesores es motivo suficiente para un golpe con la pala de madera. De hecho, este será el castigo que reciban los niños por cada falta realizada, según explica el medio británico Independent.

Sin embargo, el colegio pedirá la autorización a los padres y apoderados sobre la aplicación de esta medida. Consulta que será formalizada cuando se concrete la matricula de los estudiantes. De ahí, si los apoderados no están de acuerdo, el castigo físico no se aplicará para sus hijos.

La recuperación de esta vieja práctica fue propuesta por el coordinador de comportamiento del campus de la escuela primaria del complejo educativo de Escuelas de Three Rivers, Andrew Amaro, quien asegura que recibió castigo físico en el colegio.

“Sabía que si me metía en problemas con un profesor y era irrespetuoso, da igual cuál fuera la falta, sabía que me iba a llevar un golpe”, asegura Amaro, quien considera que los golpes que recibió le ayudaron.

La escuela contabilizará el número de golpes repartidos para evaluar así la política. “Vamos a comprobar cuántos partes disciplinarios se pusieron en comparación con el año pasado y cuántas veces se utilizó el castigo corporal”, argumentan desde el centro.

Fuente: https://www.publimetro.cl/cl/noticias/2017/07/26/tres-escuelas-texas-utilizaran-castigo-fisico-educar-los-estudiantes.html

Comparte este contenido:

Estados Unidos: Trump donará tres meses de su salario al Departamento de Educación

Estados Unidos/27 julio 2017/Fuente: Noticieros Televisa

El presidente Donald Trump donará tres meses de su salario al Departamento de Educación, anunció este miércoles la portavoz de la Casa Blanca.

La nueva secretaria de prensa adjunta de la Casa Blanca, Sarah Huckabee Sanders, dijo que el presidente Trump eligió dar al departamento 100 mil dólares. La donación de su primer trimestre como presidente se fue al Departamento del Interior.

La secretaria de educación, Betsy DeVos, dijo que la donación se usará para pagar por el campamento de ciencia, tecnología e ingeniería que financia el departamento.

Cuando era candidato, Trump prometió que no iba a recibir su salario de presidente. Por lo que dicta la ley, debe de recibir un pago, así que decidió donar el dinero. Los contribuyentes pueden cancelar esas donaciones, y potencialmente reducir sus impuestos.

DeVos destacó que está agradecida por la donación.

El gobierno de Trump propuso un corte del 13 por ciento al presupuesto del Departamento de Educación.

Fuente: http://noticieros.televisa.com/ultimas-noticias/eeuu/2017-07-26/trump-donara-tres-meses-su-salario-departamento-educacion/

Comparte este contenido:

Is Online Education a Jobs Engine?

By Joshua Kim

I like nothing better than getting things wrong. When we are wrong, we learn something.

So I interested to read a NYTimes piece on 7/10/17 on e-commerce, the tech sector, and job creation.

For a while now I’ve thought that the growth of online shopping is killing retail jobs, and that this trend would inevitably result in overall job losses as less the role of sales people and cashiers is eliminated.

But maybe I’ve been wrong.

And if online shopping is really a jobs engine, couldn’t online learning also be a job creator for educators?

The Times article summarizes research from Michael Mandel, chief economic strategist at the Progressive Policy Institute, that makes the case that online shopping has created more jobs than it has displaced in bricks-and-mortar retail stores.

According to Mandel, in the decade between 2007 to 2017 the e-commerce industry created 397,000 jobs in the United States. This compares to loss of 76,000 jobs in the traditional retail industry. Even better, the jobs created in e-commerce fulfillment – such as warehouse jobs – pay on average 30 percent more than retail positions.

The article is quick to point out that Mandel’s findings are controversial. It is difficult to assign job creation directly to the growth of e-commerce, as it is not always clear what tasks employees of Amazon or Google or other tech companies are assigned. Nor is it certain that warehouse job creation will not plateau, as productivity around online shipping grows as the sector grows, and as warehouses themselves become more automated.

Might online education be operating in some similar ways as online shopping?

How many good jobs in education have been created by the growth in online learning?

From 2002 to 2014 the number of students who took at least one online course rose from 1.6 million to 5.8 million. The bulk of all online learning programs are concentrated in non-profit institutions, accounting for over 2 million of the total 2.8 million enrolled in online only programs. From 2012 to 2014 the percentage of 4-year schools offering online degree programs rose from 46 percent to 59 percent.

Has anyone counted the number of jobs, and what types of jobs, that the growth in online education has created?

Conventional wisdom would hold that online learning has the potential to displace full-time residential faculty with contingent online instructors. But is this really true?

Many schools that I know of draw their online faculty from the same pool of full-time and tenure-track/tenured faculty as their residential programs – as well as from the same pool of part-time and adjunct faculty teaching in-person.  If anything, I’ve seen online learning offer more opportunities for teaching gigs for all higher ed teachers.

Has anyone been able to count the number of instructional design and other non-faculty educator jobs that have been created by the growth of online education?  Quality online programs require a team approach to course development.  Faculty (subject matter experts) are paired with experts in learning design and technology.

The indirect impact of online learning on higher education employment may also be under-appreciated.  I’d like to see some national level data on the revenue impact of online programs on the budgets of non-profit institutions.  How much cross-subsidization of residential programs is occurring from online units?  How many higher ed jobs have been saved or created by profitable online units?

Where would one start in unpacking the higher education employment impact of online education?

Can we interest Michael Mandel and the Progressive Policy Institute in taking up this question?

Is this a question that WCET, OLC, EDUCAUSE, or the National Council for Online Education could answer?

When have you been wrong lately?

Source:

https://www.insidehighered.com/blogs/technology-and-learning/online-education-jobs-engine

Comparte este contenido:

Illuminating the Darkness in the Age of Despair

By Henry Giroux

Chancellor, Graduates, Distinguished Guests, Ladies and Gentlemen. I am deeply honored to be with you today and to share in your success and the celebration of your talents and achievements. It is a humbling task to stand before you and say something worthy of this memorable event. Rather than dwell on my own biography, I want to take the advice of the great philosopher, Hannah Arendt, who insisted that award winners should talk less about their own merits and much more about the challenges the next generation will face and what it will mean to conduct your lives with a sense of dignity, civic courage, and social responsibility.

All generations face trials unique to their times and your generation is no different. Though yours may be unprecedented. High on the list would be the precarity of the current historical moment–a time in which the security and foundations enjoyed by an earlier generation have been largely abandoned. Traditional social structures, long term jobs, stable communities, and permanent bonds have withered before the speed of consumption, disposability, and the scourge of unbridled production. This is a time when massive inequality plagues the planet and resources and power are largely controlled by a small financial elite; a time when the social contract is shrinking, war has become normalized, environmental protections are being dismantled, fear has become the new national anthem, and more and more people, especially young people, are being written out of the script of democracy. Yet, around the globe the spirit of resistance on the part of young people is coming alive once again.

My first hope is that you will not be discouraged by the way the world looks at the present moment. Against the looming threats I have mentioned, the lesson I want to reinforce today is that hope is a precious gift and should never be surrendered to the forces of cynicism and resignation. On the contrary, I want to repeat what my friend the late Howard Zinn once wrote: “The lesson of history is that you must not despair, that if you are right, and you persist, things will change…To be hopeful in bad times is not just foolishly romantic. It is based on the fact that human history is a history not only of cruelty but also of compassion, sacrifice, courage, and kindness.”

For change to happen, you must be visionary, risk taking, willing to make trouble and think dangerously. Ideas have consequences, and when they are employed to nurture and sustain a flourishing democracy, in which people struggle for justice together, you will learn how to make history rather than be swept away by it. Reject measuring your life simply in traditional terms of success–wealth, prestige, status, and the false comforts of gated communities and gated imaginations. These goals are politically, ethically, and morally deficient and capitulate to the bankrupt notion that we are consumers first and citizens second. Instead, be brave, generous, honest, civic minded, and think about your life as a project rooted in the desire to create a better world for yourself, your children and all children. Expand your dreams and think about what it means to build a future marked by a robust and inclusive democracy. In doing so, embrace acts of solidarity, work to expand the common good, and collectivize compassion. Such practices will bestow on your generation the ability to govern wisely rather than simply be governed maliciously. Remember, democracy is not given to us, it has to be fought for and its benefits have always emerged out of collective struggles of mass resistance. Democracy at its best raises questions about what your generations’ responsibility might be in the face of an unspeakable and unlivable future. Rather than be numb and silent, refuse to look away and act with courage in the face of injustice. Make the unimaginable ordinary and the space of the possible larger than what currently exists.

I have great hope that your generation will confront the poisonous authoritarianism that is emerging in many countries today. One strategy for doing this suggests reaffirming what binds us together, how we might develop new forms of solidarity, and what might it mean to elevate the dignity and decency of everyday people everywhere.

Today, you leave one experience of education and enter into another in which you will need to develop an active relationship with history because “memory produces hope,” enables critical questioning, and prevents justice from going dead in ourselves. Against the current moral vacuum overtaking market-driven societies, you will need to learn how to translate private troubles into public considerations and public issues into individual and collective rights. Learn how to bear witness to the injustices around you and accept the call to become visionaries willing to create a society in which people, as the great journalist Bill Moyers argues, can “become fully free to claim their moral and political agency.” Near the end of her career, Helen Keller was asked by a student if there was anything worse than losing her sight. She replied “yes, I could have lost my vision.” To add to this eloquent comment, I would say, that history is open and it is time to think otherwise in order to act otherwise, especially if you want to imagine and bring into being alternative futures and horizons of possibility. The future is now in your hands and it is a future that needs your skills, critical judgment, sense of responsibility, compassion, imagination, and humility. Let me end by quoting my first teacher, the great novelist and critic James Baldwin. “The precise role of [your generation]…, is to illuminate that darkness, blaze roads through that vast forest, so that we will not, in all our doing, lose sight of its purpose, which is, after all, to make the world a more human dwelling place.”

Source:

http://www.truthdig.com/report/item/illuminating_the_darkness_in_the_age_of_despair_20170701

Comparte este contenido:
Page 210 of 393
1 208 209 210 211 212 393