Search

We present 294 pulsars found in GeV data from the Large Area Telescope (LAT) on the Fermi Gamma-ray Space Telescope. Another 33 millisecond pulsars (MSPs) discovered in deep radio searches of LAT sources will likely reveal pulsations once phase-connected rotation ephemerides are achieved. A further dozen optical and/or X-ray binary systems co-located with LAT sources also likely harbor gamma-ray MSPs. This catalog thus reports roughly 340 gamma-ray pulsars and candidates, 10% of all known pulsars, compared to $\leq 11$ known before Fermi. Half of the gamma-ray pulsars are young. Of these, the half that are undetected in radio have a broader Galactic latitude distribution than the young radio-loud pulsars. The others are MSPs, with 6 undetected in radio. Overall, >235 are bright enough above 50 MeV to fit the pulse profile, the energy spectrum, or both. For the common two-peaked profiles, the gamma-ray peak closest to the magnetic pole crossing generally has a softer spectrum. The spectral energy distributions tend to narrow as the spindown power $\dot E$ decreases to its observed minimum near $10^{33}$ erg s$^{-1}$, approaching the shape for synchrotron radiation from monoenergetic electrons. We calculate gamma-ray luminosities when distances are available. Our all-sky gamma-ray sensitivity map is useful for population syntheses. The electronic catalog version provides gamma-ray pulsar ephemerides, properties and fit results to guide and be compared with modeling results., Comment: 142 pages. Accepted by the Astrophysical Journal Supplement

The achievement of all-fibre functional nano-modules for subcellular label-free measurement has long been pursued due to the limitations of manufacturing techniques. In this paper, a compact all-fibre label-free nano-sensor composed of a fibre taper and zinc oxide nano-gratings is designed and applied for the early monitoring of apoptosis in single living cells. Because of its nanoscale dimensions, mechanical flexibility and minimal cytotoxicity to cells, the sensing module can be loaded in cells for long-term in situ tracking with high sensitivity. A gradual increase in the nuclear refractive index during the apoptosis process is observed, revealing the increase in molecular density and the decrease in cell volume. The strategy used in this study not only contributes to the understanding of internal environmental variations during cellular apoptosis but also provides a new platform for non-fluorescent all-fibre devices to investigate cellular events and to promote new progress in fundamental cell biochemical engineering.

Most classification models treat different object classes in parallel and the misclassifications between any two classes are treated equally. In contrast, human beings can exploit high-level information in making a prediction of an unknown object. Inspired by this observation, the paper proposes a super-class guided network (SGNet) to integrate the high-level semantic information into the network so as to increase its performance in inference. SGNet takes two-level class annotations that contain both super-class and finer class labels. The super-classes are higher-level semantic categories that consist of a certain amount of finer classes. A super-class branch (SCB), trained on super-class labels, is introduced to guide finer class prediction. At the inference time, we adopt two different strategies: Two-step inference (TSI) and direct inference (DI). TSI first predicts the super-class and then makes predictions of the corresponding finer class. On the other hand, DI directly generates predictions from the finer class branch (FCB). Extensive experiments have been performed on CIFAR-100 and MS COCO datasets. The experimental results validate the proposed approach and demonstrate its superior performance on image classification and object detection.

A study used encapsulation and integration strategies to determine the effect of different learning strategies on transfer of learning. The instrument consisted of three forms with four parts each. Each form assessed a different learning strategy: encapsulation, integration, and the participant's own learning strategy. The functions for each of the four parts were knowledge acquisition prestrategy, practice learning strategy, knowledge acquisition post-strategy, and transfer of learning. Participants were 113 students from 8 intact graduate classes in the College of Education at a major southwestern university. Their ages ranged from 22-66 years. Two analyses of covariance (ANCOVA) were used to test the difference in the group effects from the three learning strategies as affected by gender: one for the concept acquisition task and another for the learning transfer task. ANCOVA test results for knowledge acquisition showed a significant two-way interaction between the strategies and genders in the knowledge acquisition; ANCOVA test results for transfer of learning showed no significant interaction. Although the transfer of learning results showed no significant interaction, the pattern of the results seemed to support Iaccino's (1993) suggestion that females were hindered by encapsulation strategy (their nonpreferred strategy), while males were hindered by integration strategy (their nonpreferred strategy). (Appendixes contain 16 references and the instrument.) (YLB)

A study of 113 graduate students in a college of education explored how readily they would apply their knowledge about transfer of learning to a personally relevant teaching task. One group practiced integration; participants were asked to think about concepts they were learning in terms of the three elements of the integration strategy. A second group practiced encapsulation; participants visualized concepts they were learning. Members of a third group were encouraged to reread and review earlier presented text and apply their own preferred learning strategy to learn concepts within the text. Participants read a short text on general issues of applying classroom learning to work and then answered several multiple-choice questions about the text. They then practiced one of the three strategies and applied it to a new text about the role of transfer. Finally, they took a multiple-choice test to measure their knowledge of the concepts in the text and were asked to apply the concepts to a teaching situation of their choice. The hypothesis was that practicing the integration strategy would cause more transfer. Findings from the one-sample t-tests indicated the participants knew about transfer after reading the passage about transfer and transferred this knowledge to the applied teaching task. There was no evidence of differential transfer effects that resulted from practicing different learning strategies. (Contains 12 references and instruments.) (YLB)