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The Wolf-Rayet (WR) phenomenon is widespread in astronomy. It involves classical WRs, very massive stars (VMS), WR central stars of planetary nebula CSPN [WRs], and supernovae (SNe). But what is the root cause for a certain type of object to turn into an emission-line star? In this contribution, I discuss the basic aspects of radiation-driven winds that might reveal the ultimate difference between WR stars and canonical O-type stars. I discuss the aspects of (i) self-enrichment via CNO elements, (ii) high effective temperatures (Tₑff), (iii) an increase in the helium abundance (Y ), and finally (iv) the Eddington factor Γₑ. Over the last couple of years, we have made a breakthrough in our understanding of Γₑ -dependent mass loss, which will have far-reaching consequences for the evolution and fate of the most massive stars in the Universe. Finally, I discuss the prospects for studies of the WR phenomenon in the highest redshift Lyα and He ii emitting galaxies.
The interaction between massive star formation and gas is a key ingredient in galaxy evolution. Given the level of observational detail currently achievable in nearby starbursts, they constitute ideal laboratories to study interaction process that contribute to global evolution in all types of galaxies. Wolf-Rayet (WR) stars, as an observational marker of high mass star formation, play a pivotal role and their winds can strongly influence the surrounding gas. Imaging spectroscopy of two nearby (<4 Mpc) starbursts, both of which show multiple regions with WR stars, are discussed. The relation between the WR content and the physical and chemical properties of the surrounding ionized gas is explored.
The Galactic Center (GC) hosts three of the most massive WR rich, resolved young clusters in the Local Group as well as a large number of apparently isolated massive stars. Therefore, it constitutes a test bed to study the star formation history of the region, to probe a possible top-heavy scenario and to address massive star formation (clusters vs isolation) in such a dense and harsh environment. We present results from our ongoing infrared spectroscopic studies of WRs and other massive stars at the Center of the Milky Way.
Think logarithmically!
(2015)
We discuss here a number of algorithmic topics which we
use in our teaching and in learning of mathematics and informatics to
illustrate and document the power of logarithm in designing very efficient
algorithms and computations – logarithmic thinking is one of the
most important key competencies for solving real world practical problems.
We demonstrate also how to introduce logarithm independently
of mathematical formalism using a conceptual model for reducing a
problem size by at least half. It is quite surprising that the idea, which
leads to logarithm, is present in Euclid’s algorithm described almost
2000 years before John Napier invented logarithm.
Computational thinking is a fundamental skill set that is learned
by studying Informatics and ICT. We argue that its core ideas can
be introduced in an inspiring and integrated way to both teachers and
students using fun and contextually rich cs4fn ‘Computer Science for
Fun’ stories combined with ‘unplugged’ activities including games and
magic tricks. We also argue that understanding people is an important
part of computational thinking. Computational thinking can be fun for
everyone when taught in kinaesthetic ways away from technology.
Current curricular trends require teachers in Baden-
Wuerttemberg (Germany) to integrate Computer Science (CS) into
traditional subjects, such as Physical Science. However, concrete guidelines
are missing. To fill this gap, we outline an approach where a
microcontroller is used to perform and evaluate measurements in the
Physical Science classroom.
Using the open-source Arduino platform, we expect students to acquire
and develop both CS and Physical Science competencies by using a
self-programmed microcontroller. In addition to this combined development
of competencies in Physical Science and CS, the subject matter
will be embedded in suitable contexts and learning environments,
such as weather and climate.
Peer Assessment ist eine Methode, bei der die Teilnehmer eine gestellte Aufgabe nicht nur bearbeiten und einreichen, sondern – in einer zweiten Phase – diese auch gegenseitig überprüfen, kommentieren und bewerten. Durch diese Methode wird, auch in sehr großen Veranstaltungen, das Üben mit individuellen Bewertungen und individuellem Feedback möglich.
Im Wintersemester 2013/14 wurde dieser Ansatz in der Erstsemesterveranstaltung Programmieren an der Technischen Hochschule Nürnberg mit 340 Studierenden als semesterbegleitendes Online-Pflichtpraktikum erprobt. Bei gleichen Leistungsanforderungen wurde bei Studierenden, die erfolgreich am Praktikum teilnahmen, eine Reduzierung der Durchfallquote um durchschnittlich 60 % und eine Verbesserung der Durchschnittsnote um 0,6 – 0,9 Notenstufen erzielt. Zudem lernten die teilnehmenden Studierenden kontinuierlicher, bereiteten Lerninhalte besser nach und gelangten zu einer überwiegend positiven Einschätzung des Praktikums und der Methode. Im E-Learning System Moodle kann Peer Assessment, mit moderatem Umsetzungs- und Betreuungsaufwand, mit der Workshop-Aktivität realisiert werden. Im Beitrag wird auf die Schlüsselelemente des erfolgreichen Einsatzes von Peer Assessment eingegangen.
Die Beziehungen zwischen den Vereinten Nationen und nichtstaatlichen Akteuren
haben seit den 1990er Jahren einen radikalen Wandel erlebt. Nach der
Rio-Konferenz über Umwelt und Entwicklung 1992 stand in den Vereinten Nationen
zunächst die Frage im Vordergrund, wie der gewachsenen Bedeutung
der Nichtregierungsorganisationen (NGOs) in der Arbeit und den Strukturen der
Weltorganisation Rechnung getragen werden könnte. Seit Ende der 1990er Jahre
dominierten innerhalb der Vereinten Nationen und einiger ihrer Spezialorgane
und Sonderorganisationen zunehmend die Bemühungen, Privatunternehmen
und ihre Interessenvertreter aktiver in die Arbeit der Vereinten Nationen zu integrieren.
Dies geschah zum einen in Form unterschiedlichster bilateraler Kontakte
und Kooperationsvorhaben zwischen Unternehmen und UN-Akteuren, zum anderen
im Rahmen von Dialogveranstaltungen und gemeinsamen Initiativen von
Regierungen, zwischenstaatlichen Gremien, Wirtschaftsvertretern und NGOs, für
die im Folgeprozess der Rio-Konferenz der Begriff der Multistakeholder-Partnerschaften
geprägt wurde.
Der folgende Beitrag nimmt diese Entwicklung kritisch unter die Lupe. Er
zeichnet im Zeitraffer nach, wie sich die Beziehungen zwischen den Vereinten
Nationen und nichtstaatlichen Akteuren gewandelt haben, beschreibt das Ausmaß
und die Bandbreite der neuen Partnerschaftsansätze, erörtert Risiken und
Nebenwirkungen dieses Paradigmenwechsels in der internationalen Politik und
skizziert zum Schluss, welche Konsequenzen sich daraus für die Vereinten Nationen
abzeichnen.
In diesem Text soll zweierlei gezeigt werden. Erstens, weil Menschen Rechte haben, gibt es wenigstens einige Tiere, die Rechte haben (I.). Zweitens, wir können die Rechte von Tieren nicht willkürfrei auf die Art begrenzen, die wir selber bilden; Menschen sind nicht die einzigen Tiere, die Rechte haben (II.).
Die Wahl des richtigen Studienfaches und die daran anschließende
Studieneingangsphase sind oft entscheidend für den erfolgreichen Verlauf eines Studiums. Eine große Herausforderung besteht dabei darin, bereits in den ersten Wochen des Studiums bestehende Defizite in vermeintlich einfachen Schlüsselkompetenzen zu erkennen und diese so bald wie möglich zu beheben. Eine zweite, nicht minder wichtige Herausforderung ist es, möglichst frühzeitig für jeden einzelnen Studierenden zu erkennen, ob er bzw. sie das individuell richtige Studienfach gewählt hat, das den jeweiligen persönlichen Neigungen, Interessen und Fähigkeiten entspricht und zur Verwirklichung der eigenen Lebensziele beiträgt. Denn nur dann sind Studierende ausreichend stark und dauerhaft intrinsisch motiviert, um ein anspruchsvolles, komplexes Studium erfolgreich durchzuziehen. In diesem Beitrag fokussieren wir eine Maßnahme, die die Studierenden an einen Prozess zur systematischen Reflexion des eigenen Lernprozesses und der eigenen Ziele heranführt und beides in Relation setzt.
A lot has been published about the competencies needed by
students in the 21st century (Ravenscroft et al., 2012). However, equally
important are the competencies needed by educators in the new era
of digital education. We review the key competencies for educators in
light of the new methods of teaching and learning proposed by Massive
Open Online Courses (MOOCs) and their on-campus counterparts,
Small Private Online Courses (SPOCs).
When Jesus Spoke Yiddish
(2015)
In this paper, I wish to bring some evidences from a Yiddish manuscript of the “Toledot Yeshu” which has not yet been the object of research: MS. Günzburg, 1730 kept in the Russian State Library in Moscow and dated 17th century. The manuscript is part of the so-called ‘Herode-tradition’ of the “Toledot Yeshu”. This means that the Yiddish manuscript is connected to the version printed in Hebrew and accompanied by a Latin translation by the Swiss pastor and theologian Johann Jacob Uldrich (Huldricus, 1683–1731) in Leiden in 1705, bearing the title “Historia Jeschuae Nazareni”. Given the uncertainty about the exact dating of the Yiddish manuscript, a comparison between the Hebrew and the Yiddish can still allow some remarks concerning the characteristics of the Yiddish version and posit some questions about the transmission and the reception of this challenging and intriguing text.
An overview of the known Wolf-Rayet (WR) population of the Milky Way is presented, including a brief overview of historical catalogues and recent advances based on infrared photometric and spectroscopic observations resulting in the current census of 642 (vl.13 online catalogue). The observed distribution of WR stars is considered with respect to known star clusters, given that ≤20% of WR stars in the disk are located in clusters. WN stars outnumber WC stars at all galactocentric radii, while early-type WC stars are strongly biased against the inner Milky Way. Finally, recent estimates of the global WR population in the Milky Way are reassessed, with 1,200±100 estimated, such that the current census may be 50% complete. A characteristic WR lifetime of 0.25 Myr is inferred for an initial mass threshold of 25 M⊙.
I review our current understanding of the interaction between a Wolf-Rayet star's fast wind and the surrounding medium, and discuss to what extent the predictions of numerical simulations coincide with multiwavelength observations of Wolf-Rayet nebulae. Through a series of examples, I illustrate how changing the input physics affects the results of the numerical simulations. Finally, I discuss how numerical simulations together with multiwavelength observations of these objects allow us to unpick the previous mass-loss history of massive stars.
Wolf-Rayet (WR) stars, as they are advanced stages of the life of massive stars, provide a good test for various physical processes involved in the modelling of massive stars, such as rotation and mass loss. In this paper, we show the outputs of the latest grids of single massive stars computed with the Geneva stellar evolution code, and compare them with some observations. We present a short discussion on the shortcomings of single stars models and we also briefly discuss the impact of binarity on the WR populations.
In this review, I discuss the suitability of massive star progenitors, evolved in isolation or in interacting binaries, for the production of observed supernovae (SNe) IIb, Ib, Ic. These SN types can be explained through variations in composition. The critical need of non-thermal effects to produce He I lines favours low-mass He-rich ejecta (in which ^56 Ni can be more easily mixed with He) for the production of SNe IIb/Ib, which thus may arise preferentially from moderate-mass donors in interacting binaries. SNe Ic may instead arise from higher mass progenitors, He-poor or not, because their larger CO cores prevent efficient non-thermal excitation of He i lines. However, current single star evolution models tend to produce Wolf-Rayet (WR) stars at death that have a final mass of > 10 M⊙. Single WR star explosion models produce ejecta that are too massive to match the observed light curve widths and rise times of SNe IIb/Ib/Ic, unless their kinetic energy is systematically and far greater than the canonical value of 10^56 erg. Future work is needed to evaluate the energy/mass degeneracy in light curve properties. Alternatively, a greater mass loss during the WR phase, perhaps in the form of eruptions, as evidenced in SNe Ibn, may reduce the final WR mass. If viable, such explosions would nonetheless favour a SN Ic, not a Ib.
For some years now, spectroscopic measurements of massive stars in the amateur domain have been fulfilling professional requirements. Various groups in the northern and southern hemispheres have been established, running successful professional-amateur (ProAm) collaborative campaigns, e.g., on WR, O and B type stars. Today high quality data (echelle and long-slit) are regularly delivered and corresponding results published. Night-to-night long-term observations over months to years open a new opportunity for massive-star research. We introduce recent and ongoing sample campaigns (e.g. ∊ Aur, WR 134, ζ Pup), show respective results and highlight the vast amount of data collected in various data bases. Ultimately it is in the time-dependent domain where amateurs can shine most.
WR Time Series Photometry
(2015)
We take a comprehensive look at Wolf Rayet photometric variability using the MOST satellite. This sample, consisting of 6 WR stars and 6 WC stars defies all typical photometric analysis. We do, however, confirm the presence of unusual periodic signals resembling sawtooth waves which are present in 11 out of 12 stars in this sample.