Very Large Telescope and NACO Instrumentation

Very Large Telescope and NACO Instrumentation This report describes the Very Large Telescope array in Chile, the VLT consists of four Unit Telescopes with main mirrors of 8.2m diameter and four movable Auxiliary Telescopes with main mirrors of 1.8m diameter. One of the Unit Telescopes, UT 4, is discussed in more detail, specifically its location, mounting, optics, the range and focus locations and the available instruments. The last part of the report is an example of an observation planning to image the Becklin-Neugebauer (BN) object with the NACO S13 camera and K band filter. Introduction The Very Large Telescope array (VLT) is at this moment the worlds most advanced optical instrument (1), the VLT is located on the Paranal Observatory, see Figure 1, in the Atacama desert Northern Chile (70 ° 24 11 West; 24 °3731 South). The Paranal mountain is probably the best site for astronomical observations in the southern hemisphere, with e.g a humidity of 5-20% and a maximum rainfall of about 100 mm per year. The observatory is divided into two areas, a telescope platform at the top of the mountain at an altitude of 2635 meters. and a base camp at the foot at an altitude of 2360 m. The observations take place at the telescope platform, the base camp contains staff quarters, maintenance facilities, including a visitorscentre for the public. Overview of the VLT The VLT consists of four identical Unit Telescopes (UT) with main mirrors of 8.2m diameter and four movable 1.8m diameter Auxiliary Telescopes, located on the telescope platform, see Figure 2 . The Unit Telescopes are Ritchey-Chrà ©tien telescopes, they can operate in Cassegrain, Nasmyth or Coudà © focus. The four Unit Telescope have an altitude-azimuth (alt-az) mounting (2). The Unit Telescopes have fixed locations, the Auxiliary Telescopes can be repositioned on 30 different stations, the UT and AT telescopes can be used in several different modes: independent telescope mode combined coherent mode or VLT interferometer (VLTI) combined incoherent mode In the independent telescope mode each UT is used separately, in the combined coherent mode the UT and AT telescopes work together, in groups of two or three, to form a giant interferometer giving an angular resolution equivalent to a telescope with a diameter of 200 meters and in the combined incoherent mode the four UTs are combined providing the total light collecting power of a 16-metre single telescope. For the four Unit Telescopes, names of objects in the sky in the Mapuche language were chosen and they are now known as Antu (UT1, The Sun ), Kuyen (UT2, The Moon ), Melipal (UT3, The Southern Cross ), and Yepun (UT4, Venus as evening star). Unit Telescope 4 (Yepun), see Figure 3 is discussed in more detail in the next section The VLT instruments includes large-field imagers, adaptive optics corrected cameras and spectrographs, high-resolution and multi-object spectrographs operating at wavelengths ranging from deep ultraviolet (0.3 nm) to mid-infrared (24  µm). With these instruments important data can be collected for a large range of research topics such as: formation and evolution of galaxies search for extra-solar planetary systems distances to galactic Cepheids circumstellar disks around young stellar objects active galactic nuclei stellar evolution fundamental parameters of the Universe Unit Telescope 4 Optical set-up Unit Telescope 4 can operate in four foci two Nasmyth, one Cassegrain and one Coudà © focus (2), for the optical lay-out, including the eight mirrors (M1 to M8) and the main dimensions see Figure 4. Light is collected by the primary mirror M1 and concentrated by the secondary mirror M2 either to the Cassegrain focus below the primary mirror or to one of the two Nasmyth foci, at the side of the telescope. In the Nasmyth configuration the optical layout is of the Ritchey-Chrà ©tien type, the Cassegrain focus however is not of the Ritchey-Chrà ©tien type, changing between the two foci means repositioning of the secondary mirror and changing the curvature of the primary mirror. By transferring one Nasmyth focus to another location in the telescope basement the Coudà © focus is obtained (mirror M4 to M8), from the Coudà © focus the light can be sent to the combination mode focus or to the interferometric focus. The Coudà © focus is located below the main telescope structure. The primary mirror (M1) The 8.2 m primary mirror of UT4 is made of Zerodur and is 175 mm thick the shape is actively controlled by means of 150 axial forces actuators, the mirror has a central hole of about 1.0 m. .Zerodur is a glass-ceramic made by Schott Glaswerke AG (Mainz, Germany). The secondary mirror (M2) The secondary mirror is a convex hyperbolic mirror made of Beryllium with an external diameter of 1.12 metres and a thickness of 50 mm. By changing the position and orientation of the mirror it is possible to correct some optical aberration of the telescope (defocus and decentring coma) and to change the pointing . The secondary mirror is supported by the M2 Unit at the top of the telescope and reflects the light from the M1 mirror towards the M3 plane mirror The optical quality depends on the mode of the mirror, if the mirror is in the active mode (active optics correction in operation) , the Central Intensity Ratio is larger than or equal to 0.98, with an atmospheric coherence length of 250 mm at a wavelength 500 nm. In the passive mode, active optics correction not in operation, the root mean square (RMS) slope error of the surface of the mirror is less than 0.7 arcsec. The tertiary mirror (M3) The tertiary mirror is flat and elliptically shaped (890x1260mm2), the mirror is made of Zerodur and produced by Schott Glaswerke AG. In Nasmyth configuration, see Figure 5, the M3 mirror deflects the light beams towards the scientific instruments located at one or the other Nasmyth focus. In Cassegrain configuration, Figure 5, the M3 mirror assembly is remotely flipped in towed position, parallel to the axis of M3 Tower. Mirror M4 to M8 ( the Coudà © train) The Coudà © Train is based on a combination of cylindrical and spherical mirrors, the light is sent to the Coudà © Train by mirror 4 (M4) a concave cylindrical mirror in front of the Nasmyth adapter. Relay optics provide an image of the sky at the Coudà © focus, the relay optics consists of the following mirrors: M5 a concave spherical mirror (R = 8975 mm) M6 a concave cylindrical mirror (R = 290,000 mm) , the cylinder direction is rotated by 90 ° with respect to M4 M7 a concave spherical mirror ( R = 5176.2mm) M8 a flat mirror. Technical description The telescope mounting of Unit Telescope 4 (3) is altitude-azimuth (alt-az), the telescope tube moves around a horizontal axis (the altitude axis ), the two bearings which support the telescope tube are mounted on a fork rotating around a vertical axis (the azimuth axis) The telescope tube is a steel structure, supporting at the bottom the primary mirror (M1) , and at the top the M2 Unit, with the secondary mirror, by metallic beams (spiders). Unit Telescope 4 is protected by an enclosure, this enclosure also provides access for operation and maintenance to certain areas of the telescope and a protection against the wind during observations. The telescope is mounted on a concrete foundation, the telescope pier. The geographical coordinates of UT4 are: latitude 24 ° 37 31.000 South and longitude 70  ° 24 08.000 West The structure of Unit Telescope 4 consists of a large number subassemblies and parts see Figure 6 , some of the main assemblies are: the tube structure with the M2 spiders which hold the M2 unit . the fork structure with two Nasmyth platforms that support the Nasmyth instyruments. the Coudà © tube that provides the interface to the Coudà © mirror units. azimuth tracks which support the fork structure. an azimuth platform which provides access for the Cassegrain instrument. Specifications Adaptive and active optics UT4 has adaptive optics (AO) correction both at Nasmyth and at Cassegrain foci, UT4 is also equipped with a sodium laser guide star facility for active optics. For the non-AO telescope operation the Central Intensity Ratio (CIR) quantifies the image quality. A high CIR implies high signal throughput, high contrast and small image size. The peak signal in the long-exposure point spread function is given by (4): Equation where is ta the transmissivity of the atmosphere, r0 the coherent wave-front size, tt the transmissivity of the telescope optics, D the diameter of the telescope and CIR the Central Intensity Ratio. The Central Intensity Ratio defined by : Equation where y0 is the Strehl ratio of the telescope. (Strehl ratio is the ratio of peak diffraction intensities of an aberrated wavefront versus a perfect wavefront). The optical quality specification is that the Central Intensity Ratio CIR = 0.82 with a coherent wave-front of size r0 = 500 mm (seeing angle 0.2 arcsec) at = 500 nm. Field of view The total field of view (FOV) for UT4 in the Cassegrain focus is 15 arcmin, in the Nasmyth focus 30 arcmin and in the Coudà © focus 1 arcmin. Atmospheric dispersion The atmospheric dispersion is corrected up to zenith angles of 50 ° for instruments requiring high image and spectrophotometric quality. Pointing and tracking UT4 is able to get any target to within 70 ° zenith distance in less than 3 minutes. Offset pointing of 45 ° and 60 ° in altitude and azimuth respectively is possible within 35 seconds, to within 0.1 arcsec accuracy. UT4 tracks better than 0.05 arcsec RMS over a period of 15 seconds without using guide-star position information, and over a one hour period when using guide-star tracking. Zenith distance The UT4 can operate at zenith distances ranging from 0.5 ° to 70 °, obstruction by adjacent enclosures is limited to zenith angles larger than 60 °. Instrumentation The instruments that are mounted on Unit Telescope 4 are shown in table 1. HAWK-I HAWK-I is a near-infrared (0,85 2.5 µm) wide-field imager installed at the Nasmyth A focus of UT4 , the operating temperature of the instrument is 120 K, operating temperature of the detectors is of 80 K (3). HAWK-I has 10 observing filters placed in two filter wheels: Y, J, H, Ks , 6 narrow-band filters Brg, CH4, H2 and three cosmological filters at 1.061, 1.187, and 2.090  µm. SINFONI SINFONI is a near-infrared (1-2.5  µm) integral field spectrograph installed at the Cassegrain focus of UT4. The spectrograph works with 4 gratings J, H, K, H+K with spectral resolutions of R is 2000, 3000 and 4000, corresponding to the J, H and K gratings respectively, and R is1500 with the H+K grating. The resolution power R of a spectrograph is given by : Equation where c is the velocity of light and dv the radial velocity . NACO (NAOS + CONICA) The Nasmyth Adaptive Optics System (NAOS) and the High Resolution Near IR Camera (CONICA) are installed at the Nasmyth B focus of UT4. NACO provides adaptive-optics corrected imaging, polarimetry, spectroscopy, and coronagraphy in the 1-5 ÃŽÂ ¼m range. The NACO instrumentation will be discussed in more detail in the next section. Laser Guide Star The Laser Guide Star is an artificial source, a 4W CW Sodium Laser (589 nm) will be used for this. The laser beam is focussed at an altitude of 90 km, at that height an atomic sodium layer is present which backscatters the spot image, producing an artificial star with a magnitude range from 11 mag. to 14 mag. NACO instrumentation Instrument characteristics NAOS NAOS is an adaptive optics (AO) system that has been designed to work with natural guide stars (NGS) and moderately extended sources , NAOS can also use the laser guide star facility (LGSF) and a natural tip-tilt source (TTS) to provide adaptive optics correction (3). NAOS gives a turbulence corrected f/15 beam and a 2 arcmin field of view to CONICA. Two off-axis parabolas re-image the telescope pupil on the deformable mirror and the Nasmyth focal plane on the entrance focal plane of CONICA. A dichroic-filter splits the light between CONICA and the wave front sensor, a field selector is placed after the wave front sensor input focus to select the reference object for wave front sensing, see Figure 7. NAOS has two wavefront sensors one visible light and one near-IR sensor , the two sensors are of the Shack-Hartmann type. It is possible to select an off-axis natural guide star within a 110 arcsec diameter field of view (FOV). NAOS allows wave front sensing with faint natural guide stars and extended objects, observations of very bright objects are possible with the visible wave front sensor using neutral density filters. CONICA CONICA is an infra-red (IR) (1 5 ÃŽÂ ¼m) imager and spectrograph which is fed by NAOS. CONICA is capable of imaging, long slit spectroscopy, simultaneous differential imaging (SDI), coronagraphy, polarimetry , with a large range of plate scales, filters and masks. The CONICA detector is a InSb Aladdin 3 array, the parameters of the array are: format 1026 ´1024 pixels pixel size 27 µm dark current 0.05-0.15 ADUs-1 pixel-1 wavelength range 0.8-5.5  µm Quantum efficiency 80-90 % The detector has three readout modes and four detector modes .The readout modes refer to the way the array is read out, the read our modes are : Uncorr The array is reset and then read once, used for situations when the background is high. The minimum detector integration time (DIT) is 0.1750 seconds. Double_RdRstRd The array is read, reset and read again, used for situations when the background is intermediate between high and low. The minimum DIT is 0.3454 seconds. FowlerNsamp The array is reset, read four times at the beginning of the integration ramp and four times again at the end of the integration ramp. Each time a pixel is addressed, it is read four times. This is used for situations when the background is low. The minimum DIT is 1.7927 seconds. The detector mode refers to the setting of the array bias voltage, four modes have been defined: HighSensitivity, HighDynamic, HighWellDepth and HighBackground. HighSensitivity has the fewest hot pixels, but it has the smallest well depth, this mode is used for long integrations in low background situations. HighBackground has the largest well depth but has many more hot pixels, this mode is used in high background situations . S13 camera CONICA is equipped with several cameras such as S13, S27, S54, the characteristics of camera S13 are; scale 13.221 ± 0.017 mas/pixel, field of view (FoV)14 ´14 arcsec and spectral range 1.0-2.5  µm. Available filters for the S13 camera are broad- and narrowband filters in the 1-2.5  µm region, Information on the broadband filters can be found in table 1. Unit Telescope 4 parameters Example observation planning The observation planning contains the next subjects (5): target scientific goal visibility period of target required observing conditions seeing atmospheric transparency lunar illumination required observing time list of required instruments, modes and configurations Target The chosen observation target is the Becklin-Neugebauer (BN) object located in the Orion Nebula Cluster, coordinates; right ascension (RA) 05h 35 m 14s.117 and declination (D) -05 ° 2222.90, epoch 2000.0, Scientific goal The Becklin-Neugebauer object was discovered as a bright 2 ÃŽÂ ¼m infra-red source (10) by Becklin and Neugebauer in 1967 (11), about 45 in projection from the Trapezium stars of the Orion Nebula Cluster, at a distance of ~ 450 pc. The Becklin-Neugebauer object together with the Kleinmann-Low nebula (KL) is part of the Orion Molecular Cloud 1 (OMC-1) region, a high-mass star formation region in the Orion constellation. In 2004 Shuping, Morris and Bally (8) discovered, at 12.5 µm, an arc of emission associated with the BN object, the so-called BN SW arc. The nature of this SW arc is still unknown, it may be externally heated gas or dust by UV radiation or is possibly a compressed shell created by an outflow or jet from BN. The BN SW arc is an interesting feature that needs further investigations both imaging and spectroscopy at other wavelengths to determine its true nature. Required observing conditions Seeing/airmass Seeing is defined as the image full width half maximum (FWHM )in arcsec ,the seeing values are 0.8and 1.2 at Zenith. Airmass quantifies the effects of all atmospheric processes, these atmospheric effects will be minimum when radiation travels vertically through the atmosphere, in this case z = 1. During the observation period the airmass ranges between z = 1.0 and z = 1.5 see table A, appendix 1, average airmass z = ~1,2. Atmospheric transparency During the observation period there should be no visible clouds and the transparency variations should be less than 2%. Lunar illumination Lunar illumination (FLI) is defined as the fraction of the lunar disk that is illuminated at local (Chile) civil midnight, where 1.0 is fully illuminated. Dark time corresponds to moon illumination less than 0.4, so the best time to observe the target is when the moon is new, see subsection 7.4. Visibility period of target To calculate the visibility of the target I have used the local sidereal time equation: Equation where LST = local sidereal, HA = hour angle and RA = right ascension. RA of BN-object = 05h 35 m 14s.117 = 5.587 hr. , on 21 March RA = 12hr is on the meridian at local midnight. RA = 5.587 hr will be on the meridian at local midnight about (5.587-12.0)ÃÆ'-30/2 = ~ 96 days =~ 3 months earlier . Thus the target will be well placed in November 2011 and December 2011. New Moon is on 25 November 2011 and 24 December 2011, so the best dates to observe the BN- object will be 22-27 November and 22-26 December 2011, see table B, appendix 2. The chosen observation period is the night of 24/25 December 2011, between 22hr and 2hr local time. Required observing time Angular resolution The theoretical angular limit of resolution is given by: Equation where l = wavelength, D = aperature diameter The wavelength of the K-filter is l = 2.18  µm, so the resolution is The resolution however is limited by atmospheric turbulence to where r0 is the Fried parameter. The Fried parameter is directly linked to the strength of the turbulence and it depends on the wavelength as: Equation for average observing conditions, r0 is about 0.6 m at 2.2 ÃŽÂ ¼m. Seeing disk The angular diameter of the seeing disk is Equation so for l = 2.18  µm and r0 = 0.6 m Area of seeing disk: Exposure time Exposure time Equation where: t = integration time r = signal to noise ratio f = flux transmitted by atmosphere fsky = sky background flux a = area of seeing disc A = effective area of telescope UT4 Q = quantum efficiency l = flux of the BN object l = wavelength = 5.510-7 m h = Plancks constant = 6.6310-34 J c = velocity of light = 3.0108 ms-1 The adopted signal to noise ratio S/N = r = 5. The flux transmitted by the atmosphere f = 1.0, see figure 3.2 NACO User Manual (3) The liming sky background magnitude is 13.0 mag (3), the sky background flux Equation Area of seeing disk a = 0.442 arcsec Effective area of UT4 Quantum efficiency Q = 0.85 The magnitude of the BN object corrected for extinction mv = 5.2 mag (11), the extinction in the V passband Av = ~18 mag. (8) so the apparent magnitude of the BN object m = 23.2 mag. Flux /magnitude conversion Equation The flux of the BN object is The exposure time for the BN object is: t = 639 sec. The exposure time calculated with ETC is 122,320 seconds !? , see appendix 4 table D. List of required instruments, modes and configurations The required telescope to observe the BN object is UT4 with the NACOS instrumentation. The NAOS with natural guide star, the CONICA imager with camera S13 and broadband filter K (2.18 mm). The chosen detector readout mode is FowlerNsamp and not Double_RdRstRd because the intergration time is larger than 60 seconds. Guide star id. 0477400932, RA 05hr 35m 16s.41, Dec -05 ° 23 23.0 magnitude 5.00 see table C, appendix 3, Conclusion The Very Large Telescope array is at this moment the most advanced optical instrument and the most productive individual ground-based observatory in the world. The instrumentation programme is the most ambitious programme for a single observatory and because of to the outstanding angular resolution and the use of adaptive optics VLT opens a new era of discoveries. Bibliography/References ESO http://www.eso.org/sci/facilities/paranal Giacconi R. The VLT White Book ESO http://www.eso.org/public/products/books/vlt_whitebook/ Girard J. et al. Very Large Telescope NACO Users Manual Do. No.: VLT-MAN-ESO-14200-2761 Date 12-02-2010 http://www.eso.org/sci/facilities/paranal/instruments/naco/doc/VLT-MAN-ESO-14200-2761_v86.0.pdf Dierickx P., et al The VLT primary mirrors: mirror production and measured performance http://www.eso.org/sci/facilities/paranal/telescopes/ut/m1unit.html de Zeeuw T. Call for Proposals ESO Period 87 30 August 2010 http://www.eso.org/sci/observing/proposals/CfP87.pdf Moorwood A. Astronomical News Report on the Conference Science with the VLT in the ELT Era Held in Garching, Germany 8-12 October 2007 Minchin N.R. et al Near-infrared imaging polarimetry of bipolar Nebulae-I. The BN-KL region of OMC-1 Mon. Not. R. astr. Soc.(1991) 248,715-729 Shuping R. Y., Morris M. and Bally J. A new mid-infra red map of the BN/KL  Region using the Keck telscope  The Astronomical Journal, 128:363-374, 2004 July Sansom A. UVOIR Astronomy AA2053  University of Central Lancashire , 2010 Tan J. The Becklin-Neugebauer Object as runaway B star  ejected 4000 years ago from the q1C system. The Astrophysical Journal Letters  11-12-2001  http://arxiv.org/abs/astro-ph/0401552v2 Robberto M. et al The Orion Nebula in the mid-infrared  The Astronomical Journal, 129:000-000  2005 March Becklin E.E., Neugebauer G. Observations of an infrared star in the Orion  Nebula  California Institute of Technology  Pasadena, California  September 12,1966 http://adsabs.harvard.edu/abs/1967ApJ147..799B Testor G. et al VLT/NACO near-infrared imaging and  spectroscopy of N159-5 in the LMC HII complex N159  Astronomy Astrophysics  469, 459-469 (2007) Appendices Appendix 1 Hourly airmasses for 05 35 14.12 -05 22 22.90 Paranal Observatory (VLT) Sat, December 24, 2011 *** Hourly airmass for Target *** Epoch 2000.00: RA 5 35 14.1, dec -5 22 23 Epoch 2011.98: RA 5 35 49.5, dec -5 21 57 At midnight: UT date 2011 Dec 25, Moon 0.00 illum, 151 degr from obj Local UT LMST HA secz par.angl. SunAlt MoonAlt HelCorr 22 00 1 00 2 31 -3 05 1.502 -118.5 -4.27 22 30 1 30 3 01 -2 35 1.341 -121.5 -4.32 23 00 2 00 3 31 -2 04 1.229 -126.1 -4.38 23 30 2 30 4 01 -1 34 1.152 -132.8 -4.43 0 00 3 00 4 32 -1 04 1.101 -142.9 -4.50 0 30 3 30 5 02 -0 34 1.071 -157.8 -4.56 1 00 4 00 5 32 -0 04 1.059 -177.2 -4.62 1 30 4 30 6 02 0 26 1.066 162.7 -4.69 2 00 5 00 6 32 0 56 1.090 146.5 -4.75 Table A: Hourly airmasss during observation period. SkyCalc provided by courtesy of John Thorstensen, Dartmouth College. [emailprotected] http://www.eso.org/sci/observing/tools/calendar/observability.html Appendix 2 Observability for 05 35 14.117 -05 22 22.90 Paranal Observatory (VLT) RA dec: 5 35 14.1, -5 22 23, epoch 2000.0 Site longlat: +4 41 36.8 (h.m.s) West, -24 37 30 North. Shown: local eve. date, moon phase, hr ang and sec.z at (1) eve. twilight, (2) natural center of night, and (3) morning twilight; then comes number of nighttime hours during which object is at sec.z less than 3, 2, and 1.5. Night (and twilight) is defined by sun altitude Date (eve) moon eve cent morn night [emailprotected]: HA sec.z HA sec.z HA sec.z 2011 Oct 11 F -8 54 down -4 28 2.5 -0 02 1.1 4.7 3.9 3.0 2011 Oct 26 N -7 45 down -3 31 1.7 +0 42 1.1 5.4 4.6 3.8 2011 Nov 10 F -6 33 down -2 32 1.3 +1 29 1.1 6.2 5.4 4.5 2011 Nov 24 N -5 25 5.7 -1 34 1.2 +2 17 1.3 7.0 6.2 5.3 2011 Dec 9 F -4 13 2.2 -0 29 1.1 +3 15 1.6 7.4 7.2 6.1 2011 Dec 24 N -3 05 1.5 +0 37 1.1 +4 19 2.4 7.4 7.0 6.1 2012 Jan 8 F -2 02 1.2 +1 44 1.2 +5 30 6.3 6.8 6.0 5.1 Table B: Observability of Becklin-Neugebauer object SkyCalc provided by courtesy of John Thorstensen, Dartmouth College. [emailprotected] http://www.eso.org/sci/observing/tools/calendar/observability.html Appendix 3 ESO GSC Online Server Query Result Center: RA: 05:35:14.117 DEC: -05:22:22.90 Search radius: 20 arcminutes nr gsc_id ra (2000) dec mag mu d pa 1 0477400932 05 35 16.41 -05 23 23.0 5.00 F; 1.15 150 2 0477400931 05 35 16.47 -05 23 22.8 5.09 F; 1.16 150 3 0477400933 05 35 22.83 -05 24 57.8 5.09 F; 3.37 140 4 0477400871 05 35 17.10 -05 23 40.6 5.51 F; 1.49 150 5 0477400934 05 35 26.27 -05 24 58.2 6.40 F; 3.98 131 6 0477400930 05 35 17.16 -05 23 12.7 6.69 F; 1.12 138 7 0477801369 05 35 54.09 -05 37 43.2 7.09 T; 18.28 147 8 0477400906 05 35 31.37 -05 16 02.7 7.19 T; 7.65 34 9 0477400906 05 35 31.26 -05 16 02.0 7.58 T; 7.65 34 10 0477801369 05 35 53.99 -05 37 42.1 7.74 T; 18.25 147 11 0477400935 05 35 31.33 -05 25 14.1 8.18 F; 5.15 124 12 0477400915 05 35 06.10 -05 12 15.5 8.28 F; 10.32 349 13 0477400809 05 34 46.89 -05 34 14.3 8.30 F; 13.66 210 14 0477400849 05 35 09.73 -05 27 52.6 8.53 F; 5.60 191 15 0477400823 05 34 55.20 -05 30 21.7 9.04 F; 9.27 211 16 0477400867 05 35 58.44 -05 22 31.0 9.11 F; 11.03 91 17 0477400855 05 36 27.09 -05 24 31.0 9.28 F; 18.29 97 18 0477400792 05 34 42.19 -05 07 14.2 9.39 T; 17.10 332 19 0477400894 05 35 34.18 -05 06 20.9 9.45 F; 16.79 17 20 0477400830 05 35 18.12 -05 03 54.5 9.48 F; 18.50 3 21 0477400792 05 34 42.19 -05 07 14.3 9.55 T; 17.10 332 22 0477400890 05 35 31.28 -05 33 08.5 9.74 F; 11.58 158 23 0477400829 05 35 35.71 -05 12 20.5 9.78 F; 11.39 28 24 0477400877 05 35 21.17 -05 09 15.7 9.79 F; 13.24 8 25 0477400812 05 35 00.05 -05 25 15.7 9.85 F; 4.53 231 26 0477400878 05 34 52.14 -05 33 08.1 9.96 F; 12.06 207 27 0477400810 05 34 49.89 -05 18 44.4 9.96 F; 7.04 301 gsc 1.0 25/Sep/1995. ESO/ST-ECF Archive| ESO| ST-ECF| Help| Search Send comments to HYPERLINK http://archive.eso.org/comments/[emailprotected]/Page:/cgi-bin/gsc. Table C: Guide stars Becklin-Neugebauer object

Ideal Education Model Essay

Education is one of the most important things for a society to prosper and be safe which forms the character and intelligence of the individuals around the world. Education makes one able to understand what is happening in the world logically and clearly. Education enables individuals to put their potential to use and make a difference in the future. It is essential for individuals to be educated in a way that they will expand their knowledge vastly. An ideal educational model is very difficult to achieve, and is often argued over by people in society. Every person in the world is unique in their own way, having their own strengths and weaknesses. Everyone has a learning style that is unique to them, developed over time. It is absurd for educators to clump together all of these different individuals and teach them in one manor. Teachers should cater to every individual student learning capabilities. The issue in public schools today is that teachers do not have the time to teach each of their many students individually. There are too little teachers for the volume of students at public schools. In the comic titled â€Å"Multiple Intelligences† an environment with various students learning in different ways is displayed. All of the different students are fully engaged in activities that interest them. This comic is showing that by allowing some freedom to students to learn in the ways they find interesting will be beneficial in the end. It is very difficult for students to receive one on one time with the teacher. An increased budget to public schools would provide more teachers to better educate each student. The student should be in an environment in which they are comfortable and not pressured by the constant drilling of information. The student should be able to express themselves to the teachers if they do not understand information taught. This concept ties back to the urgency for more teachers in the public school system. In an average public school there is about twenty or thirty students to one teacher, causing most students to be unable to receive one on one time. It is also very important to maintain complete respect for the student. No matter what skill level a student has they should be treated equally to all other students. â€Å"The secret of Education lies in respecting the pupil. It is not for you to choose what he shall know, what he shall do† (Education). The student chooses whether or not they want to be educated, one cannot force knowledge upon a student. Teachers  should encourage students and provide them the tools to learn, not force students or put them down. In order to teach successfully teachers must learn about first learn about their students. Teachers must assess the student’s capabilities and interests. Some students are visual learners, while others learn from hands on activities, or verbal communication. Not all students can learn through memorization, rather they learn through interest and relation to the topic. â€Å"To realize what an experience, or empirical situation, means, we have to call to mind the sort of situation that presents itself outside of school† (Democracy and Education). The curriculum should encompass material that is most useful for a student to learn. It seems that in the majority of schools, students are not given the flexibility to guide their own learning, but rather follow rigid instructions that destroy the student’s imagination. Homeschooling is one pathway of education that effectively teachers each student based on their individual needs. At home there is one student, and one teacher who know the students learning capabilities completely. â€Å"This individualized instruction, combined with homeschooled students’ experience in studying and pursing goals on their own, may be showing long-lasting effects† (Homeschoolers on to College). Some students need extra help in order to understand information, and homeschooling would be very beneficial to these students. No matter how many teachers are hired at a public school, it will never compare to the one on one education provided homeschooling. People, especially children enjoy receiving attention, and will often thrive when attention is given. If a child feels that they are not cared about, then they may very well fall through the cracks of public schooling. Every child should be considered when educating in a classroom setting. Everyone is differ ent, and everyone deserves a proper education.

The Tried and True Method for Friendship Essay Samples in Step by Step Detail

The Tried and True Method for Friendship Essay Samples in Step by Step Detail Here's What I Know About Friendship Essay Samples Friendship is a sense of love and affection of a single person for one more. Sometimes it gets broken due to the ego and matter of self-respect. During childhood, it helps in making us understand and develop the habit of sharing and caring. Since early childhood, friendships play a crucial role in everybody's life. The One Thing to Do for Friendship Essay Samples Some people decide to compose their essays on friendship, since it gives them something they can easily write about. It's always important to get a notion of the person that you desire to read your essay. Find here some of the intriguing essays on friendship day in English which is going to be a good support to you. If you wish to compose the ideal essay on friendship, there are a couple of things that you will wish to consider. From time to time, you might find yourself in need of an essay idea. You can't just assume that choosing an effortless topic is likely to make the essay simple for you. To get started writing your assignment you would want to run into an interesting and promising topic. Friendship Essay Samples Options When you would like to visit the movies or to the mall but you don't wish to go alone you've got your pals, but there'll be occasions when all your friends are busy. Friends are crucial in our life just as food is necessary for living. As my friends began to get to understand his friends dating began. Friends and their friendship play a good part in everybody's life. The Nuiances of Friendship Essay Samples It's simple to locate a friend, but searching for a very best friend is hard. On the flip side, friends can dare open an individual's eyes saying the tough truth when it's really needed. A superb friend should be an individual that one may look up to. Fully being an actual friend means accepting you the way you're. Whispered Friendship Essay Samples Secrets Friendship doesn't require any formalities and the should truly feel bad about whatever happens that could be an awkward situation otherwise. Completely free Friendship essay samples are offered on FreeEssayHelp with no payment or registration. In many cases, they get lost with the course of the time. As an example, true friends can give a valuable advice when an individual has to pick a college or college major. Friendships that are a significant part of every individual's life may have a substantial influence on an individual's communication skills, self-esteem and lifestyles. What sustains the artist is the expression of love in the view of the beholder. A friend is somebody you'll be able to turn on to when all the problems of the planet are facing you. A great frie nd can provide you support in a number of various ways, whether that means simply offering companionship or taking the opportunity to supply you with a helping hand. Friendship is something which most of us simply take for granted and this is something that nearly all of us probably do not truly appreciate the worth of. It's inspiring to observe a tremendous friendship bloom in such a despairing moment. The idea of friendship is quite intricate and can be seen from very different angles. The value of friendship was emphasized time and again and the notion isn't overrated. If you've been giving the job of writing anessay about friend, about friends or friendships, you've accepted an excellent job. A friend will allow you to win sometimes especially if he's too decent that you beat in a for instance a game like chess. Although friendship looks like a very good topic for speech, it's factually an extremely extensive field for reflections. In conclusion, it is a huge part of o ur lives and it is something to be treasured. Writing an essay about friendships does not need to be difficult. Dedication and trust is quite essential to keep the friendship for extended moment. So friendship has to be treated very delicately. To me friendship is essential and I don't make the most of it one second! Otherwise friendship may not be possible. FRIENDSHIP There are lots of valuable things in life, but friendship could possibly be one of the absolute most important.

Commonly Confused Words Beside and Besides

Although theres some  overlap in meaning  between beside and besides, the two words arent usually interchangeable. Definitions Beside is a preposition meaning next to or in comparison with. As a preposition, besides  means except  or in addition to. As a conjunctive adverb, besides means also or moreover. Examples Rose was too angry to sit beside Sam.  Besides, she preferred to wait outside.Louisa Weed, a pretty girl of nine was looking out the western windows. Her younger brother Henry was standing beside her.(John Cheever, The Country Husband. The New Yorker, 1955)[The] forgotten little house on the  South Side had somehow never been sold or mortgaged. A day came when Albert, the last surviving son, found this piece of property the only thing he owned in the world besides his personal effects.(Willa Cather, Double Birthday. The Forum, 1929)The boy couldnt swim, and [the fisherman]  wasnt going to have him climbing in and out of the skiff anymore than necessary. Besides he was too big.(Lawrence Sargent Hall, The Ledge. The Hudson Review, 1960)The old home had been long and low, and  an enormous willow tree, which had miraculously escaped the fire and still grew, had shaded one corner of the roof.  The new home stood beside the macadamized new road and was high and boxlike, painted y ellow with a roof of glittering tin. Besides the willow tree, the principal barn at the old home had also escaped the fire and it was still used for storing hay and as a shed in which were kept most of the farm implements.(Elizabeth Bishop, The Farmers Children. Harpers Bazaar, 1949) Usage Notes While the two words were once used interchangeably, beside has been reserved as the preposition and besides as the adverb since the late 18th century. But they are still confounded.(Bryan A. Garner, Garners Modern American Usage. Oxford University  Press, 2009)The Potential for AmbiguitySome critics argue that beside and besides should be kept distinct when they are used as prepositions. According to that argument, beside is used only to mean at the side of, as in There was no one in the seat beside me. For the meanings in addition to and except for besides should be used: Besides replacing the back stairs, she fixed the broken banister. No one besides Smitty would say a thing like that. But this distinction is often ignored, even by widely respected writers. While it is true that besides can never mean at the side of, beside regularly appears in print in place of besides. Using beside in this way can be ambiguous, however; the sentence There was no one beside him at the table coul d mean that he had the table to himself or that the seats next to him were not occupied.(The American Heritage Dictionary of the English Language, 4th ed., 2000)The Use of Beside for BesidesAs a number of commentators remark and all conscientious dictionaries show, there is a certain amount of overlap between these two words. The OED shows that historically there was even more than there is now. . . .The only question arises when beside is used in the preposition sense of besides. Gould [in 1856] disliked this use, and most commentators since his time simply avoid it by not mentioning it at all. Although it is not nearly as frequent as besides, it is well attested. It has been in use since the 14th century and appears in the King James version of the Bible in several places. Our modern evidence for this sense is modestly literary. . . . While this use of beside is not wrong, nor rare, nor nonstandard, besides is the word most people use.(Merriam-Websters Dictionary of English Usage, 1994) Practice (a) Thoreau lived _____ a pond.  Few people _____ his aunt ever visited him.(b)  Mr. Moody took several dollar bills out of his pocket and placed the money _____  his plate.(c)  Nobody _____  me knows the password.(d)  I wasnt in the mood to play tennis, and  besides, I was already late for work. Answers to Practice Exercises:Beside and Besides (a) Thoreau lived  beside  a pond.  Few people  besides  his aunt ever visited him.(b)  Mr. Moody took several dollar bills out of his pocket and placed the money  beside  his plate.(c)  Nobody  besides  me knows the password.(d)  I wasnt in the mood to play tennis, and  besides, I was already late for work. Glossary of Usage: Index of Commonly Confused Words