The 9×23mm Winchester is a pistol cartridge developed as a joint venture by Winchester Ammunition and Colt's Manufacturing Company. The 9×23mm Winchester has a convoluted development history, but was commercially introduced by Winchester in 1996. Marketed primarily to competition shooters as a replacement for .38 Super for International Practical Shooting Confederation, United States Practical Shooting Association and International Defensive Pistol Association competition, the cartridge failed to find significant market success despite a high-profile introduction.

The critical design feature of the 9×23mm Winchester is a much-strengthened case that does away with the semi-rimmed case design of the .38 Super which sometimes caused feeding problems. In contrast to the maximum pressure of 36,500 psi for the .38 Super, the 9x23mm Winchester can operate under a higher internal pressure, 55,000 psi (measured with a piezoelectric transducer).38 Super (as of SAAMI standards currently). It has a slightly tapered but nearly parallel case which means that it has greater magazine capacity for the same 9 mm bore diameter relative to the necked down cases of the .357 SIG, 9×25mm Super Auto G, or 9×25mm Dillon. To achieve enough propellant capacity for the power needed, the 9×23mm Winchester is longer than the 9×19mm Parabellum or .357 SIG and so requires the extra  magazine front to back length of an M1911 style magazine.

History
Patent 5,187,324 was filed by John Ricco of CP Bullets in 1992 for an "improved 9mm cartridge casing" that he called the 9×23mm Super. He had the prototype brass casings made by Winchester Ammunition. They then modified the design slightly and filed it under patent 5,507,232 in 1995. In comparison to the popular 9×19mm Parabellum, Winchester had lengthened the overall case by 4 mm and made it much stronger. They named it the 9×23mm Winchester. In comparison to the long established .38 Super Auto, also a 9×23mm, the new cartridge was rimless rather than semi-rimmed.

Announced to the public in early 1996 at an NRA convention, the 9×23mm Winchester cartridge was claimed to have the lowest recoiling load and still qualify for Major Power Factor designation in the IPSC. The IPSC Power Factor (PF) is equal to bullet weight in grains times muzzle velocity divided by 1,000. A PF of at least 175 was needed to qualify as Major within the Power Factor designation used within IPSC competitions. A Minor power factor carried scoring penalties and so there was an incentive to make the Major qualification. As the power factor calculation is proportional to bullet momentum and as the very large proportion of recoil is proportional to bullet momentum, it is immediately clear that the 9×23mm Winchester had essentially the same power factor and recoil as .45 ACP. The true benefit of the 9×23mm Winchester came from two things. First, more rounds could be fitted into the magazine and that, in general, allowed fewer magazine changes to be made in the course of a contest task spread over multiple targets. Second, the higher operating pressure of the 9×23mm Winchester meant that a compensated pistol, where holes or slots in the barrel project high pressure gas upward before the bullet leaves the barrel, had a greater ability to reduce the upward flip of the muzzle under recoil. That meant that users of the 9×23mm Winchester were able to return to target in less time than with a compensated .45 ACP pistol of otherwise identical design. Since speed was a major element in the scoring system within IPSC competitions, there was an obvious advantage to the 9×23mm Winchester over the .45 ACP.

This double competition benefit of the 9×23mm Winchester was the motivation behind Ricco's design and Winchester's production of its almost identical twin. Because Ricco had used Winchester to produce his prototype cases and they had then used the design themselves, Ricco was able to sue Winchester and, after some 7 years, he won his case.

The 7-year delay in production caused by the court case effectively killed the cartridge because the IPSC had changed the power factor boundary from 175 to 165 before Winchester started production. The reason for this was that many pistols based on the 9×19mm Parabellum, 9×21mm, and .38 Super Auto were being used beyond their safe pressure limits for the same reasons that made the 9×23mm Winchester desirable. Many were blowing up, causing the IPSC to reduce the power factor boundary to one that could be reached with those cartridges in safety. When the 9×23mm Winchester came to market with its much increased pressure ceiling, produced by thickening the web section of the cartridge case, it was no longer needed. As it is perceived as a purely competition cartridge, it has made almost no penetration into the self-defense world.

Effects

The performance of the 9×23mm Winchester is similar to and sometimes exceeds the .357 SIG because it runs at higher pressures. (These figures can match or exceed the factory ballistics of a .357 SIG in a 4-inch test barrel at 1350~1475 fps.) As it is very close to the overall length of the .45 ACP and 10mm Auto cartridges, it needs a large frame automatic such as the M1911. As the smaller frame, medium bore, pistols chambered for 9×19mm Parabellum, .40 S&W and .357 SIG are more convenient for personal carry, the 9×23mm Winchester has not gained the mainstream recognition of the .357 SIG though it has similar ballistics as well as higher magazine capacity.

Reloading

The maximum over all length of the cartridge can vary with the magazine length of the converted pistol. A Star Super B converted to 9×23mm may be loaded to 1.29 inches while a converted Tokarev may be loaded to 1.36 inches. Using this cartridge at full power in a handgun built around the standard .38 Super +P pressure limits and lower may result in a drastically increased level of wear on the firearm or even serious damage to it due to insufficient tensile strength and hardening of the frame, slide and various small parts. This is not a significant design problem as the recoil forces are directly comparable to those of the .45 ACP, and the lock up between barrel and slide is normally more than adequate to handle the increased pressure. The barrel must certainly be strong enough for the increased pressure but modern metallurgy makes that simple enough. Pistols produced by Colt for a short period were not strengthened in any obvious way relative to their .45 ACP equivalent. The same was true of the first 10mm 1911 pistols produced by Colt and they had to be strengthened, but with full pressure loads recoil was higher than with the .45 ACP.

The Tokarev is an inherently strong design and can handle sustained use of all but the highest pressure loadings. Older .38 Super pistols, are a less optimal basis for a 9×23mm Winchester pistol. Pistols made for various earlier 9×23mm cartridges, such as the 9×23mm Steyr, the Bergman–Bayard or 9×23mm Largo should never be used with the 9×23mm Winchester cartridge. Equally, the cases for those obsolete cartridges should never be used to make 9×23mm Winchester cartridges though it is unlikely that anyone would wish to do so as their collector value is higher than the cost of new 9×23mm Winchester cases, when they can be obtained, made by Winchester or Starline (Starline's version of the 9×23mm Winchester is called the 9×23mm Comp). It is worth noting that the internal capacity of Winchester and Starline manufactured cases are not quite the same and so maximum loads developed in one should not be applied to the other without working up again. Also, the Starline 9×23mm Comp has thinner walls than the original Winchester cases and will not withstand as much pressure in an unsupported chamber.

Apart from that, the 9×23mm Winchester is a very long lasting cartridge case for reloading. The slight taper to the sides means that friction loads are greatly reduced after the first few millimeters of extraction after firing. The fact that it is not a bottlenecked case means that the brass is worked less as it is swaged back to size in the reloading process than cases like the .357 SIG where the shoulder is moved slightly with each fire and reload cycle. The less the brass is worked in this way the slower it hardens and the longer it will be before it tends to split. Small rifle-sized primers are generally used as they must withstand high pressure.

See also
9mm Winchester Magnum
List of firearms
List of handgun cartridges

References

External links
Winchester
USPSA
IPSC
 Starline Brass
PDF file of current SAAMI pressure standards
 Burns custom 9x23 reloading information

Pistol and rifle cartridges
Winchester Repeating Arms Company cartridges
Colt cartridges
Weapons and ammunition introduced in 1996


Valentina Golubenko (; born 29 July 1990) is a Russian-born chess player playing for Estonia and Croatia, holding the FIDE title of Woman Grandmaster (WGM). She was world champion in the girls under 18 category in 2008. Golubenko is the first and only world youth chess champion from Estonia thus far. Although she spent her early life playing in Estonia, Golubenko had moved to Croatia as she was not qualified to represent Estonia owing to her Russian citizenship.

Personal life

Valentina Golubenko was born in Volgograd, Russia to a chess family. Her father, Valery Golubenko is a mathematician and chess player who was champion of Estonia in rapid chess from 1993 to 1995 and a triple winner on board one in the Estonian Team Championships. Valentina's mother, Anastasia Golubenko, was a qualified chess coach with many years of experience, making the finals of the Moscow women's championship in 1986.

Her mother died at the age of 46.

Career in Estonia

Valentina was coached by her parents and won several youth titles. She won the Estonian championship in different age categories: three times for girls under 10 (1998–2000), once for boys under 10 (1999), five for girls under 12 (1998–2002), four for girls under 14 (2001–2004), twice for girls under 16 (2003–2004), and once for girls under 18 (2004). She was also Estonian rapid chess champion six times (for U18 girls in 2001-2005 and for U18 in 2007) and junior team champion for boys (2003) and for girls (2003 and 2004). In six of those tournaments she obtained 100% score by winning all the games. She was awarded the Woman Grandmaster title in Antalya in November 2007, thanks to her results at the Mediterranean Flower WGM Tournament in Rijeka 2006 and at the European Women's Championship 2007 in Dresden, becoming the first ever resident Estonian to receive it.

Despite having lived all her life in Estonia, Valentina Golubenko and her parents decided to hold Russian citizenship. Thus, since 2003 she has not been allowed to represent Estonia in the international chess championships, as according to the article 8 of the Sport Act of Estonia only citizens of Estonia and children under age of 18 residing in Estonia and without citizenship of any other country can (as individuals or team members) represent Estonia in international championships, such as World and European championships and Olympic Games. Golubenko's family claims that the decision of the Federation contradicts FIDE's General Rules for participation in FIDE events. Estonia's leading grandmaster Jaan Ehlvest agrees with this opinion. Still the Estonian Chess Federation has not allowed Golubenko to play under the Estonian flag despite open letters to FIDE written by both Golubenko's parents, because of the requirement of citizenship set in the Sport Act. As a solution, the Estonian Chess Federation proposed Golubenko to apply for Estonian citizenship; this proposal was rejected by the Golubenko's family.

Career in Croatia

Golubenko was offered membership in the chess club "Draga" from Rijeka, Croatia, together with a Croatian citizenship. As Golubenko was denied to play for Estonia and her strength was not enough for Russia, she decided to play under the flag of Croatia, which was allowed by FIDE. Her new club organized training with Ognjen Cvitan for her and Lara Stock.

She took part in the Women's World Chess Championship 2008, where she lost to Viktorija Čmilytė from Lithuania in the first round. In October 2008 Valentina Golubenko won the gold medal at the World Youth Chess Championship in the under 18 girls category by scoring 9 points out of 11, one point ahead of the runner-up. In 2014, she won the Croatian women's championship.

She has played for Croatia in five women's Chess Olympiads between 2008 and 2016. She also played for Croatia in three European Team Chess Championships between 2007 and 2011.

Golubenko ceased playing around 2017, after the European Team Championship in Crete, which caused her not to be called up for the national team in 2018 and a controversy erupted over that decision. She was believed to have left Croatia in 2018. She did appear in the national team in 2019.

References

External links

Valentina Golubenko chess games at 365Chess.com

1990 births
Living people
Chess woman grandmasters
Russian female chess players
Russian chess players
Estonian female chess players
Estonian chess players
Croatian female chess players
Croatian chess players
World Youth Chess Champions
Sportspeople from Kohtla-Järve
Estonian people of Russian descent
Russian emigrants to Croatia
Estonian emigrants
Naturalized citizens of Croatia
Sportspeople from Rijeka


Rere is a small community in the northeast of New Zealand's North Island. it is located in the upper valley of the Wharekōpae River in remote country in the foothills of the Huiarau Range, inland from Gisborne. It is notable for the Rere Falls and Rere Rock Slide, both on the Wharekopae River.

Rere Falls, while not very tall at , is a picturesque  wide waterfall.  It is possible to walk behind its cascading curtain of water, although the rock face can be slippery.

Rere Rock Slide has been included in the NZ Automobile Association's 101 Must-do places for Kiwis.  It is a smooth, natural rock formation  long, at an angle of about 30°, over which the Wharekopae River rushes like water in a giant water slide.  It can be slid down on boogie boards or tyres.

Parks

Rere Falls and the neighbouring Rere Reserve includes a walkway, cycleway and picnic area with public toilets, and a waterway for swimming and trout fishing.

Education

Rere School is a Year 1-8 co-educational state primary school. David Milne is the principal of Rere School. with a roll of  as of

References

External links
 Stoked for Saturday

Populated places in the Gisborne District


Whangara ( ) is a small community in the northeast of New Zealand's North Island, located between Gisborne and Tolaga Bay, five kilometres southwest of Gable End Foreland and two kilometres east of State Highway 35.

The settlement features prominently in the early history of the Ngāti Porou iwi, as the site where Tamatea, captain of the Tākitimu canoe settled on arriving in New Zealand. Canoe races were held at nearby Pikopiko-i-whiti, with the people watching from a hill called Puke-hapopo. The place name may be cognate with Fa'ara on Taha'a island in French Polynesia.

Whangara was the location and setting for Witi Ihimaera's novel The Whale Rider and its film adaptation.

Parks

Te Tapuwae o Rongokako Marine Reserve is a marine reserve covering 2,450 hectares of coastline south of Whangara, which is managed by the Department of Conservation.

Marae

The local Whāngārā Marae is a meeting place for the Ngāti Porou hapū of Ngāti Konohi. It includes a wharenui, known as Whitirēia or Waho Te Rangi.

In October 2020, the Government committed $49,626 from the Provincial Growth Fund to upgrade the marae, creating an estimated 3.4 jobs.

Education

Whangara School is a Year 1–8 co-educational state primary school. In 2019, it was a decile 2 school with a roll of 78.

References

External links
 1949 photograph of Whangara

Populated places in the Gisborne District


Gable End Foreland is a prominent headland on the northeastern coast of New Zealand's North Island. It is located 30 kilometres northeast of Tuaheni Point and 20 kilometres south of Tolaga Bay.

The headland was named by Captain James Cook on his first voyage to New Zealand in 1769. The name reflects the similarity of the weathered cliff to a house gable.

An automated navigation light is situated on the foreland at an elevation of 210 metres.

References

Headlands of the Gisborne District


Transiting Exoplanet Survey Satellite (TESS, Explorer 95 or MIDEX-7) is a space telescope for NASA's Explorer program, designed to search for exoplanets using the transit method in an area 400 times larger than that covered by the Kepler mission. It was launched on 18 April 2018, atop a Falcon 9 launch vehicle and was placed into a highly elliptical 13.70-day orbit around the Earth. The first light image from TESS was taken on 7 August 2018, and released publicly on 17 September 2018.

In the two-year primary mission, TESS was expected to detect about 1,250 transiting exoplanets orbiting the targeted stars, and an additional 13,000 orbiting stars not targeted but observed.  After the end of the primary mission around 4 July 2020, scientists continued to search its data for more planets, while the extended missions acquires additional data.  As of 5 November 2022, TESS had identified 5,969 candidate exoplanets, of which only 268 had been confirmed and 1720 had been dismissed as false positives.

The primary mission objective for TESS was to survey the brightest stars near the Earth for transiting exoplanets over a two-year period.  The TESS satellite uses an array of wide-field cameras to perform a survey of 85% of the sky. With TESS, it is possible to study the mass, size, density and orbit of a large cohort of small planets, including a sample of rocky planets in the habitable zones of their host stars. TESS provides prime targets for further characterization by the James Webb Space Telescope (JWST), as well as other large ground-based and space-based telescopes of the future. While previous sky surveys with ground-based telescopes have mainly detected giant exoplanets and the Kepler space telescope has mostly found planets around distant stars that are too faint for characterization, TESS finds many small planets around the nearest stars in the sky. TESS records the nearest and brightest main sequence stars hosting transiting exoplanets, which are the most favorable targets for detailed investigations.  Detailed information about such planetary systems with hot Jupiters makes it possible to better understand the architecture of such systems.

Led by the Massachusetts Institute of Technology (MIT) with seed funding from Google, on 5 April 2013, it was announced that TESS, along with the Neutron Star Interior Composition Explorer (NICER), had been selected by NASA for launch.  On 18 July 2019, after the first year of operation, the southern portion of the survey was completed, and the northern survey was started. The primary mission ended with the completion of the northern survey on 4 July 2020, which was followed by the first extended mission. The first extended mission concluded in September 2022 and the spacecraft entered its second extended mission  which should last for another three years.

History
The concept of TESS was first discussed in 2005 by the Massachusetts Institute of Technology (MIT) and the Smithsonian Astrophysical Observatory (SAO). The genesis of TESS was begun during 2006, when a design was developed from private funding by individuals, Google, and The Kavli Foundation. In 2008, MIT proposed that TESS become a full NASA mission and submitted it for the Small Explorer program at Goddard Space Flight Center, but it was not selected. It was resubmitted in 2010 as an Explorer program mission, and was approved in April 2013 as a Medium Explorer mission. TESS passed its critical design review (CDR) in 2015, allowing production of the satellite to begin. While Kepler had cost US$640 million at launch, TESS cost only US$200 million (plus US$87 million for launch). The mission will find exoplanets that periodically block part of the light from their host stars, events called transits. TESS will survey 200,000 of the brightest stars near the Sun to search for transiting exoplanets. TESS was launched on 18 April 2018, aboard a SpaceX Falcon 9 launch vehicle.

In July 2019, an Extended Mission 2020 to 2022 was approved. and on 3 January 2020, the Transit Exoplanet Survey Satellite reported the discovery of TOI-700 d, its first potentially habitable Earth-sized planet.

Mission overview
TESS is designed to carry out the first spaceborne all-sky transiting exoplanet survey. It is equipped with four wide-angle telescopes and associated charge-coupled device (CCD) detectors. Science data are transmitted to Earth every two weeks. Full-frame images with an effective exposure time of two hours are transmitted as well, enabling scientists to search for unexpected transient phenomena, such as the optical counterparts to gamma-ray bursts. TESS also hosts a Guest Investigator program, allowing scientists from other organizations to use TESS for their own research. The resources allocated to Guest programs allow an additional 20,000 celestial bodies to be observed.

Orbital dynamics
TESS uses a novel highly elliptical orbit around the Earth with an apogee approximately at the distance of the Moon and a perigee of . TESS orbits Earth twice during the time the Moon orbits once, a 2:1 resonance with the Moon. The orbit is expected to remain stable for a minimum of ten years.

In order to obtain unobstructed imagery of both the northern and southern hemispheres of the sky, TESS utilizes a 2:1 lunar resonant orbit called P/2, an orbit that has never been used before (although Interstellar Boundary Explorer (IBEX) uses a similar P/3 orbit). The highly elliptical orbit has a  apogee, timed to be positioned approximately 90° away from the position of the Moon to minimize its destabilizing effect. This orbit should remain stable for decades and will keep TESS's cameras in a stable temperature range. The orbit is entirely outside the Van Allen belts to avoid radiation damage to TESS, and most of the orbit is spent far outside the belts. Every 13.70 days at its perigee of , TESS downlinks to Earth over a period of approximately 3 hours the data it has collected during the just finished orbit.

Science objectives

TESS's two-year all-sky survey would focus on nearby G-, K-, and M-type stars with apparent magnitudes brighter than magnitude 12. Approximately 500,000 stars were to be studied, including the 1,000 closest red dwarfs across the whole sky, an area 400 times larger than that covered by the Kepler mission. TESS was expected to find more than 3,000 transiting exoplanet candidates, including 500 Earth-sized planets and super-Earths. Of those discoveries, an estimated 20 were expected to be super-Earths located in the habitable zone around a star. The stated goal of the mission was to determine the masses of at least 50 Earth-sized planets (at most 4 times Earth radius). Most detected exoplanets are expected to be between 30 and 300 light-years away.

The survey was broken up into 26 observation sectors, each sector being 24° × 96°, with an overlap of sectors at the ecliptic poles to allow additional sensitivity toward smaller and longer-period exoplanets in that region of the celestial sphere. The spacecraft will spend two 13.70-day orbits observing each sector, mapping the southern hemisphere of sky in its first year of operation and the northern hemisphere in its second year. The cameras actually take images every 2 seconds, but all the raw images would represent much more data volume than can be stored or downlinked. To deal with this, cutouts around 15,000 selected stars (per orbit) will be coadded over a 2-minute period and saved on board for downlink, while full-frame images will also be coadded over a 30-minute period and saved for downlink. The actual data downlinks will occur every 13.70 days near perigee. This means that during the 2 years, TESS will continuously survey 85% of the sky for 27 days, with certain parts being surveyed across multiple runs. The survey methodology was designed such that the area that will be surveyed, essentially continuously, over an entire year (351 observation days) and makes up about 5% of the entire sky, will encompass the regions of sky (near the ecliptic poles) which will be observable at any time of year with the James Webb Space Telescope (JWST).

In October 2019, Breakthrough Listen started a collaboration with scientists from the TESS team to look for signs of advanced extraterrestrial life. Thousands of new planets found by TESS will be scanned for "technosignatures" by Breakthrough Listen partner facilities across the globe. Data from TESS monitoring of stars will also be searched for anomalies.

Asteroseismology
The TESS team also plans to use a 30-minute observation cadence for full-frame images, which has been noted for imposing a hard Nyquist limit that can be problematic for asteroseismology of stars. Asteroseismology is the science that studies the internal structure of stars by the interpretation of their frequency spectra. Different oscillation modes penetrate to different depths inside the star. The Kepler and PLATO observatories are also intended for asteroseismology.

Extended missions
During the 27 month First Extended Mission, data collection was slightly changed:
 A new set of target stars will be selected
 The number of stars monitored at 2-minute cadence was increased from 15,000 to 20,000 per observing sector.
 Up to 1000 stars per sector will be monitored at a new fast 20-second cadence.
 The full-frame image cadence will be increased from every 30 minutes to every 10 minutes.
 The pointings and gaps in coverage will be slightly different during the extended mission.
 Regions near the ecliptic will be covered.

During the second extended mission, the full-frame image cadence will be further increased from every 10 minutes to every 200 seconds, number of 2-minute cadence targets reduced to ~8000 per sector, and number of 20-second cadence targets increased to ~2000 per sector.

Launch

In December 2014, SpaceX was awarded the contract to launch TESS in August 2017, for a total contract value of US$87 million. The  spacecraft was originally scheduled to launch on 20 March 2018, but this was pushed back by SpaceX to allow additional time to prepare the launch vehicle and meet NASA launch service requirements. A static fire of the Falcon 9 rocket was completed on 11 April 2018, at approximately 18:30 UTC. The launch was postponed again from 16 April 2018, and TESS was eventually launched on a SpaceX Falcon 9 launch vehicle from the SLC-40 launch site at Cape Canaveral Air Force Station (CCAFS) on 18 April 2018.

The Falcon 9 launch sequence included a 149-second burn by the first stage, followed by a 6-minute second stage burn. Meanwhile, the first-stage booster performed controlled-reentry maneuvers and successfully landed on the autonomous drone ship Of Course I Still Love You. An experimental water landing was performed for the fairing, as part of SpaceX's attempt to develop fairing reusability.

After coasting for 35 minutes, the second stage performed a final 54-second burn that placed TESS into a supersynchronous transfer orbit of  at an inclination of 28.50°. The second stage released the payload, after which the stage itself was placed in a heliocentric orbit.

Spacecraft

In 2013, Orbital Sciences Corporation received a four-year, US$75 million contract to build TESS for NASA. TESS uses an Orbital Sciences LEOStar-2 satellite bus, capable of three-axis stabilization using four hydrazine thrusters plus four reaction wheels providing better than three arcsecond fine spacecraft pointing control. Power is provided by two single-axis solar arrays generating 400 watts. A Ka-band dish antenna provides a 100 Mbit/s science downlink.

Operational orbit

Once injected into the initial orbit by the Falcon 9 second stage, the spacecraft performed four additional independent burns that placed it into a lunar flyby orbit. On 17 May 2018, the spacecraft underwent a gravity assist by the Moon at  above the surface, and performed the final period adjustment burn on 30 May 2018. It achieved an orbital period of 13.65 days in the desired 2:1 resonance with the Moon, at 90° phase offset to the Moon at apogee, which is expected to be a stable orbit for at least 20 years, thus requiring very little fuel to maintain. The entire maneuvering phase was expected to take a total of two months, and put the craft in an eccentric orbit () at a 37° inclination. The total delta-v budget for orbit maneuvers was , which is 80% of the mission's total available reserves. If TESS receives an on-target or slightly above nominal orbit insertion by the Falcon 9, a theoretical mission duration in excess of 15 years would be possible from a consumables standpoint.

Project timeline
The first light image was made on 7 August 2018, and released publicly on September 17, 2018.

TESS completed its commissioning phase at the end of July and the science phase officially started on 25 July 2018.

For the first two years of operation TESS monitored both the southern (year 1) and northern (year 2) celestial hemispheres. During its nominal mission TESS tiles the sky in 26 separate segments, with a 27.4-day observing period per segment. The first southern survey was completed in July 2019. The first northern survey finished in July 2020.

A 27-month First Extended mission ran until September 2022. A second extended mission will run approximately additional three years.

Instruments
The sole instrument on TESS is a package of four wide-field-of-view charge-coupled device (CCD) cameras. Each camera features four low-noise, low-power 4 megapixel CCDs created by MIT Lincoln Laboratory. The four CCDs are arranged in a 2 x 2 detector array for a total of 16 megapixels per camera and 16 CCDs for the entire instrument. Each camera has a 24° × 24° field of view, a  effective pupil diameter, a lens assembly with seven optical elements, and a bandpass range of 600 to 1000 nm. The TESS lenses have a combined field of view of 24° × 96° (2300 deg2, around 5% of the entire sky) and a focal ratio of f/1.4. The ensquared energy, the fraction of the total energy of the point-spread function that is within a square of the given dimensions centered on the peak, is 50% within 15 × 15 μm and 90% within 60 × 60 μm. For comparison, Kepler's primary mission only covered an area of the sky measuring 105 deg2, though the K2 extension has covered many such areas for shorter times.

The four telescopes in the assembly each have a 10.5-cm diameter lens entrance aperture, with a f/1.4 focal ratio, with a total of seven lenses in the optical train.

Ground operations
The TESS ground system is divided between eight sites around the United States. These include Space Network and the Jet Propulsion Laboratory's NASA Deep Space Network for command and telemetry, Orbital ATK's Mission Operations Center, Massachusetts Institute of Technology's Payload Operations Center, the Ames Research Center's Science Processing Operations Center, The Goddard Space Flight Center's Flight Dynamics Facility, the Smithsonian Astrophysical Observatory's TESS Science Office, and the Mikulski Archive for Space Telescopes (MAST).

Stable light source for tests
One of the issues facing the development of this type of instrument is having an ultra-stable light source to test on. In 2015, a group at the University of Geneva made a breakthrough in the development of a stable light source. While this instrument was created to support ESA's CHEOPS exoplanet observatory, one was also ordered by the TESS program. Although both observatories plan to look at bright nearby stars using the transit method, CHEOPS is focused on collecting more data on known exoplanets, including those found by TESS and other survey missions.

Results

 Current mission results as of 18 November 2022: 273 confirmed exoplanets discovered by TESS, with 4079 candidate-planets that are still awaiting confirmation or rejection as false positive by the scientific community.

TESS team partners include the Massachusetts Institute of Technology, the Kavli Institute for Astrophysics and Space Research, NASA's Goddard Space Flight Center, MIT's Lincoln Laboratory, Orbital ATK, NASA's Ames Research Center, the Harvard-Smithsonian Center for Astrophysics, and the Space Telescope Science Institute.

C/2018 N1
TESS started science operations on 25 July 2018. The first announced finding from the mission was the observation of comet C/2018 N1.

Pi Mensae
The first exoplanet detection announcement was on 18 September 2018, announcing the discovery of a super-Earth in the Pi Mensae system orbiting the star every 6 days, adding to a known Super-Jupiter orbiting the same star every 5.9 years.

LHS 3844 b
On 20 September 2018, the discovery of an ultra-short period planet was announced, slightly larger than Earth, orbiting the red dwarf LHS 3844. With an orbital period of 11 hours, LHS 3844 b is one of the planets with the shortest known period. It orbits its star at a distance of . LHS 3844 b is also one of the closest known exoplanets to Earth, at a distance of 14.9 parsecs.

HD 202772 Ab
TESS's third discovered exoplanet is HD 202772 Ab, a hot Jupiter orbiting the brighter component of the visual binary star HD 202772, located in the constellation Capricornus at a distance of about 480 light-years from Earth. The discovery was announced on 5 October 2018. HD 202772 Ab orbits its host star once every 3.3 days. It is an inflated hot Jupiter, and a rare example of hot Jupiters around evolved stars. It is also one of the most strongly irradiated planets known, with an equilibrium temperature of .

HD 21749
On 15 April 2019, TESS' first discovery of an earth-sized planet was reported. HD 21749 c is a planet described as "likely rocky", with about 89% of Earth's diameter and orbits the K-type main sequence star HD 21749 in about 8 days. The planet's surface temperature is estimated to be as high as 427 °C. Both known planets in the system, HD 21749 b and HD 21749 c, were discovered by TESS. HD 21749 c represents the 10th confirmed planet discovery by TESS.

MAST Data collaboration
Data on exoplanet candidates continue to be made available at MAST. As of 20 April 2019, the total number of candidates on the list was up to 335. Besides candidates identified as previously discovered exoplanets, this list also includes ten newly discovered exoplanets, including the five mentioned above. Forty-four of the candidates from Sector 1 in this list were selected for follow-up observations by the TESS Follow-Up Program (TFOP), which aims to aid the discovery of 50 planets with a planetary radius of R < 4 RE through repeated observations. The list of candidate exoplanets continues to grow as additional results are being published on the same MAST page.

Changing to the Northern Sky
On 18 July 2019, after the first year of operation the southern portion of the survey was completed, it turned its cameras to the Northern Sky. As of this time it has discovered 21 planets and has over 850 candidate exoplanets.

DS Tucanae Ab
On 23 July 2019, the discovery of the young exoplanet DS Tucanae Ab (HD 222259 Ab) in the ~45 Myr old Tucana-Horologium young moving group was published in a paper. TESS did first observe the planet in November 2018 and it was confirmed in March 2019. The young planet is larger than Neptune, but smaller than Saturn. The system is bright enough to follow up with radial velocity and transmission spectroscopy. ESA's CHEOPS mission will observe the transits of the young exoplanet DS Tuc Ab. A team of scientists got 23.4 orbits approved in the first Announcement of Opportunity (AO-1) for the CHEOPS Guest Observers (GO) Programme to characterize the planet.

Gliese 357
On 31 July 2019, the discovery of exoplanets around the M-type dwarf star Gliese 357 at a distance of 31 light years from Earth was announced. TESS directly observed the transit of GJ 357 b, a hot earth with an equilibrium temperature of around 250 °C. Follow-up ground observations and analyses of historic data lead to the discovery of GJ 357 c and GJ 357 d. While GJ 357 b and GJ 357 c are too close to the star to be habitable, GJ 357 d resides at the outer edge of the star's habitable zone and may possess habitable conditions if it has an atmosphere. With at least 6.1 ME it is classified as a Super-Earth.

Count of exoplanets in 2019
As of September 2019, over 1000 TESS Objects of Interest (ToI) have been listed in the public database, at least 29 of which are confirmed planets, about 20 of which within the stated goal of the mission of Earth-sized (<4 Earth radii).

ASASSN-19bt
On 26 September 2019, it was announced that TESS did observe its first tidal disruption event (TDE), called ASASSN-19bt. The TESS data revealed that ASASSN-19bt began to brighten on 21 January 2019, ~8.3 days before the discovery by ASAS-SN.

TOI-700
On 6 January 2020, NASA reported the discovery of TOI-700 d, the first Earth-sized exoplanet in the habitable zone discovered by the TESS. The exoplanet orbits the star TOI-700 100 light-years away in the Dorado constellation. The TOI-700 system contains two other planets: TOI-700 b, another Earth-sized planet, and TOI-700 c, a super-Earth. This system is unique in that the larger planet is found between the two smaller planets. It is currently unknown how this arrangement of planets came to be, whether these planets formed in this order or if the larger planet migrated to its current orbit. On the same day, NASA announced that astronomers used TESS data to show that Alpha Draconis is an eclipsing binary star.

TOI-1338
The same day, the discovery of TOI-1338 b was announced, the first circumbinary planet discovered with TESS. TOI-1338 b is around 6.9 times larger than Earth, or between the sizes of Neptune and Saturn. It lies in a system 1,300 light-years away in the constellation Pictor. The stars in the system make an eclipsing binary, which occurs when the stellar companions circle each other in our plane of view. One is about 10% more massive than the Sun, while the other is cooler, dimmer and only one-third the Sun's mass. TOI-1338 b's transits are irregular, between every 93 and 95 days, and vary in depth and duration thanks to the orbital motion of its stars. TESS only sees the transits crossing the larger star — the transits of the smaller star are too faint to detect. Although the planet transits irregularly, its orbit is stable for at least the next 10 million years. The orbit's angle to us, however, changes enough that the planet transit will cease after November 2023 and resume eight years later.

HD 108236
On 25 January 2021, a team led by astrochemist Tansu Daylan, with the help of two high school interns as part of the Science Research Mentoring Program at Harvard & MIT, discovered and validated four extrasolar planets — composed of one super-Earth and three sub-Neptunes - hosted by the bright, nearby, Sun-like star HD 108236. The two high schoolers, 18 year old Jasmine Wright of Bedford High School in Bedford, Massachusetts, and 16 year old Kartik Pinglé of Cambridge Ringe And Latin School, of Cambridge, Massachusetts, are reported to be the youngest individuals in history to discover a planet, let alone four.

TIC 168789840
On 27 January 2021, several news agencies reported that a team using TESS had determined that TIC 168789840, a stellar system with six stars in three binary pairs was oriented so astronomers could observe the eclipses of all the stars. It is the first six star system of its kind.

Count of exoplanets in 2021
In March 2021, NASA announced that TESS found 2200 exoplanet candidates. By the end of 2021, TESS had discovered over 5000 candidates.

TOI-1231 b
On 17 May 2021, an international team of scientists, including researchers from NASA's Jet Propulsion Laboratory and the University of New Mexico, reported, and confirmed by a ground based telescope, the space telescope's first discovery of a Neptune-sized exoplanet, TOI-1231 b, inside a habitable zone. The planet orbits a nearby red dwarf star, 90 light-years away in the Vela constellation.

Exoplanet search programs
The TESS Objects of Interest (TOI) are assigned by the TESS team and the Community TOIs (CTOI) are assigned by independent researchers. The primary mission of TESS produced 2241 TOIs. Other small and large collaborations of researchers try to confirm the TOIs and CTOIs, or try to find new CTOIs.

Some of the collaborations with names that are searching exclusively for TESS planets are:

 The citizen science project Planet Hunters: TESS (PHT)
 TESS Hunt for Young and Maturing Exoplanets (THYME)
 The TESS-Keck Survey (TKS)
 TESS Giants Transiting Giants (TESS GTG)

Collaborations with currently a smaller amount of discovery papers:

 Warm gIaNts with tEss collaboration (WINE)
 The TESS Grand Unified Hot Jupiter Survey

The TESS community is also producing software and programs to help validate the planet candidates, such as TRICERATOPS, DAVE, Lightkurve, Eleanor and Planet Patrol.

In popular culture
TESS is featured accurately in the 2018 film Clara.

See also

 ARIEL, 2028 exoplanet atmospheres observatory
 CHEOPS, 2019 exoplanet observatory
 CoRoT, 2006–2012 exoplanet observatory
 Kepler, 2009–2018 exoplanet observatory
 MOST, 2003–2019 asteroseismology and exoplanet observatory
 PLATO, 2026 exoplanet observatory
 SWEEPS, 2006 Hubble Space Telescope exoplanet survey
 List of transiting exoplanets

References

Further reading

External links

  TESS twitter account by NASA
 TESS website by NASA Goddard
 TESS website by Massachusetts Institute of Technology (MIT)
 TESS discovered exoplanets by MIT
 TESS website  by the Kavli Foundation
 Planet Hunters TESS: anyone can help classifying TESS data
 TESS listing of Southern Sky panoramas  (July 18, 2019)
 TESS launch closeup, atop Falcon 9 rocket. APOD (April 21, 2018)
 Interactive 3D simulation of TESS's 2:1 lunar resonant orbit

Space probes launched in 2018
Space telescopes
Explorers Program
NASA space probes
NASA programs
Exoplanet search projects
SpaceX payloads contracted by NASA
2018 establishments in Florida
Asteroseismology


Robert Adolf Stemmle (10 June 1903 – 24 February 1974) was a German screenwriter and film director. He wrote for more than 80 films between 1932 and 1967. He also directed 46 films between 1934 and 1970. His 1959 film Die unvollkommene Ehe was entered into the 1st Moscow International Film Festival. He was born in Magdeburg, Germany and died in Baden-Baden, Germany.

Selected filmography

 The Rebel, German-language version (dir. Luis Trenker, Curtis Bernhardt, 1932)
 The Rebel, English-language version (dir. Luis Trenker, Curtis Bernhardt, Edwin H. Knopf, 1932)
 The Invisible Front (dir. Richard Eichberg, 1932)
 Ripening Youth (dir. Carl Froelich, 1933)
 Happy Days in Aranjuez, German-language version (dir. Johannes Meyer, 1933)
 , French-language version (dir. Johannes Meyer, André Beucler, 1933)
 Girls of Today (dir. Herbert Selpin, 1933)
 The Lucky Diamond, Italian-language version (dir. Carl Boese, 1933)
 The Flower Girl from the Grand Hotel, German-language version (dir. Carl Boese, 1934)
 Mother and Child (dir. Hans Steinhoff, 1934)
 Such a Rascal (dir. R. A. Stemmle, 1934)
 Es tut sich was um Mitternacht (dir. R. A. Stemmle, 1934)
 Charley's Aunt (dir. R. A. Stemmle, 1934)
 Trouble with Jolanthe (dir. Carl Froelich, 1934)
 Heinz in the Moon (dir. R. A. Stemmle, 1934)
  (dir. Arthur Maria Rabenalt, 1934)
  (dir. R. A. Stemmle, 1935)
 Sergeant Schwenke (dir. Carl Froelich, 1935)
 I Was Jack Mortimer (dir. Carl Froelich, 1935)
 Victoria (dir. Carl Hoffmann, 1935)
 Carnival in Flanders, French-language version (dir. Jacques Feyder, 1935)
 Die klugen Frauen, German-language version (dir. Jacques Feyder, 1936)
 The Dreamer (dir. Carl Froelich, 1936)
 The Abduction of the Sabine Women (dir. R. A. Stemmle, 1936)
 Desire (dir. Frank Borzage, 1936) — (remake of Happy Days in Aranjuez)
 Lucky Kids, German-language version (dir. Paul Martin, 1936)
 Les Gais Lurons, French-language version (dir. Paul Martin, Jacques Natanson, 1936)
 Dangerous Crossing (dir. R. A. Stemmle, 1937)
 The Man Who Was Sherlock Holmes (dir. Karl Hartl, 1937)
 Daphne and the Diplomat (dir. R. A. Stemmle, 1937)
 The Mystery of Betty Bonn (dir. R. A. Stemmle, 1938)
 Kleiner Mann – ganz groß! (dir. R. A. Stemmle, 1938)
 By a Silken Thread (dir. R. A. Stemmle, 1938)
  (dir. R. A. Stemmle, 1939)
 Donauschiffer (dir. R. A. Stemmle, 1940)
 Golowin geht durch die Stadt (dir. R. A. Stemmle, 1940)
  (dir. R. A. Stemmle, 1941)
 Quax the Crash Pilot (dir. Kurt Hoffmann, 1941)
 The Big Game (dir. R. A. Stemmle, 1942)
 Johann (dir. R. A. Stemmle, 1943)
 Herr Sanders lebt gefährlich (dir. R. A. Stemmle, 1944)
 Meine Herren Söhne (dir. R. A. Stemmle, 1945)
 The Millionaire (dir. R. A. Stemmle, 1947)
 Paths in Twilight (dir. Gustav Fröhlich, 1948)
 Blum Affair (dir. Erich Engel, 1948)
 The Berliner (dir. R. A. Stemmle, 1948)
 The Cuckoos (dir. Hans Deppe, 1949)
 The Beaver Coat (dir. Erich Engel, 1949)
 The Orplid Mystery (dir. Helmut Käutner, 1950)
 Abbiamo vinto! (dir. R. A. Stemmle, 1951)
 The Sinful Border (dir. R. A. Stemmle, 1951)
 Under the Thousand Lanterns (dir. Erich Engel, 1952)
 Toxi (dir. R. A. Stemmle, 1952)
 Homesick for You (dir. R. A. Stemmle, 1952)
 Southern Nights (dir. R. A. Stemmle, 1953)
 The Perfect Couple (dir. R. A. Stemmle, 1954)
  (dir. R. A. Stemmle, 1954)
  Emil and the Detectives (dir. R. A. Stemmle, 1954)
 A Heart Full of Music (dir. R. A. Stemmle, 1955)
 You Can No Longer Remain Silent (dir. R. A. Stemmle, 1955)
  (dir. R. A. Stemmle, 1955)
  (dir. R. A. Stemmle, 1956)
 Uns gefällt die Welt (dir. R. A. Stemmle, 1956)
  (dir. R. A. Stemmle, 1957)
  (dir. Géza von Bolváry, 1957)
  (dir. Erik Ode, 1958)
 Confess, Doctor Corda (dir. Josef von Báky, 1958)
  (dir. R. A. Stemmle, 1958)
 Die unvollkommene Ehe (dir. R. A. Stemmle, 1959)
 Jons und Erdme (dir. Victor Vicas, 1959)
 The High Life (dir. Julien Duvivier, 1960)
 My Schoolfriend (dir. Robert Siodmak, 1960)
 The Last Witness (dir. Wolfgang Staudte, 1960)
 The Strange Countess (dir. Josef von Báky, 1961)
 Blum Affair (dir. R. A. Stemmle, 1962, TV film)
 Jeder stirbt für sich allein (dir. Falk Harnack, 1962, TV film)
  (dir. Werner Klingler, 1962)
 Almost Angels (dir. Steve Previn, 1962)
  (dir. R. A. Stemmle, 1963, TV miniseries)
  (dir. Edwin Zbonek, 1963)
 The Curse of the Hidden Vault  (dir. Franz Josef Gottlieb, 1964)
 Old Shatterhand  (dir. Hugo Fregonese, 1964)
 The Monster of London City  (dir. Edwin Zbonek, 1964)
  (dir. R. A. Stemmle, 1964, TV film)
 The Treasure of the Aztecs (dir. Robert Siodmak, 1965)
The Pyramid of the Sun God (dir. Robert Siodmak, 1965)
 Kubinke (dir. R. A. Stemmle, 1966, TV film)
 Der Fall Kaspar Hauser (dir. R. A. Stemmle, 1966, TV miniseries)
  (dir. R. A. Stemmle, 1966, TV film)
  (dir. R. A. Stemmle, 1967, TV film)
 Der rasende Reporter – Egon Erwin Kisch (dir. R. A. Stemmle, 1967, TV film)
  (dir. R. A. Stemmle, 1967, TV film)
 Postlagernd Opernball – Die Affäre Redl (dir. R. A. Stemmle, 1967, TV film)
 Frühling in Baden-Baden (dir. R. A. Stemmle, 1967, TV film)
 Anna Böckler (dir. R. A. Stemmle, 1968, TV film)
 Neu-Böseckendorf (dir. R. A. Stemmle, 1969, TV film)
  (1970–1971, TV series)
 Brautwerbung (dir. R. A. Stemmle, 1971, TV film)
  (1974, TV series)

Publications
as author
 Affäre Blum. Herbig, München 1979, .
 Aus heiterm Himmel. Theater- und Filmanektoden. Herbig, Berlin 1942.
 Herzeleid auf Leinewand. 7 Moritaten. Bruckmann, München 1962.
 Hier hat der Spass ein Ende. Verlag der Sternbücher, Hamburg 1957.
 Ich war ein kleiner PG. Ein Roman. Goverts, Stuttgart 1958.
 Ja, ja, ja, ach ja, s'ist traurig, aber wahr. Ergreifende Balladen und tragische Moritaten. Verlag Weiß, Berlin 1964.
 . Ein heiterer Kriminalroman. Eulenspiegel-Verlag, Berlin 1996, .
 Onkel Jodokus und seine Erben. Ein heiterer Roman. Herbig, Berlin 1953.
 Reise ohne Wiederkehr. Der Fall Petiot. Verlag das neue Berlin, Berlin 1968.
 Die Geburt der Komödie. 7 Bilder nach Franz Pocci. Deutscher Laienspiel-Verlag, Rotenburg/Fulda 1950.

as editor
 Marta Adler: Mein Schicksal waren die Zigeuner. Schünemann, Bremen 1957.
 Paul Johann Anselm von Feuerbach: Merkwürdige Verbrechen in aktenmässiger Darstellung. Bruckmann, München 1963.
 Herrmann Mostar: Der neue Pitaval. Sammlung berühmter und merkwürdiger Kriminalfälle. 15 vols. Desch, München 1963-69

References

External links

1903 births
1974 deaths
Mass media people from Saxony-Anhalt
Writers from Magdeburg


The Wharekōpae River is located in the northeast of New Zealand's North Island. A tributary of the Waikohu River (which is itself a tributary of the Waipaoa River), it rises on the slopes of Maungatapere, a  peak at the northeastern end of the Huiarau Range, and flows east, reaching the Waikohu River at the settlement of Waikohu, west of Te Karaka.

At Rere, it cascades over the Rere Rock Slide, a smooth, natural rock formation  long, and the picturesque Rere Falls.

The river's name is Māori for "house with a side door", which would have been an unusual feature of a traditional Māori dwelling.

References

Rivers of the Gisborne District
Rivers of New Zealand


Online tutoring is the process of tutoring in an online, virtual, or networked, environment, in which teachers and learners participate from separate physical locations. Aside from space, participants can also be separated by time.

Online tutoring is practiced using many different approaches for distinct sets of users. The distinctions are in content and user interface, as well as in tutoring styles and tutor-training methodologies. Definitions associated with online tutoring vary widely, reflecting the ongoing evolution of the technology, the refinement and variation in online learning methodology, and the interactions of the organizations that deliver online tutoring services with the institutions, individuals, and learners that employ the services. This Internet-based service is a form of micropublishing.

Concept and definitions

An institution, website or individual can offer online tutoring through an internal or external tutoring website or through a learning management systems (LMS). Online environments applied in education could also involve the use of a virtual learning environment platform such as Moodle, Sakai, WebCT, and Blackboard. Some of these are paid systems but some are free and open source such as Google+ Hangouts. Online tutoring may be offered either via a link in an LMS, or directly through the tutoring service's platform, where a subscriber may be required to pay for tutoring time before the delivery of service. Many educational institutions and major textbook publishers sponsor a certain amount of tutoring without a direct charge to the learner.

Tutoring may take the form of a group of learners simultaneously logged in online, then receiving instruction from a single tutor, also known as many-to-one tutoring and live online tutoring. This is often known as e-moderation, defined as the facilitation of the achievement of goals of independent learning, learner autonomy, self-reflection, knowledge construction, collaborative or group-based learning, online discussion, transformative learning and communities of practice. These functions of moderation are based on constructivist or social-constructivist principles of learning.

Another form of tutoring, called peer tutoring, connects peers, such as recent or fellow students within a course or subject, tutoring each other, and this may also be conducted as online tutoring over an online conferencing interface.

Most commonly, however, individual learners or their parents either purchase tutoring time with a private vendor of online tutoring service. Such time may also be made available through the purchase of a book, access to a library, a textbook publisher, or enrollment in a particular school or school system. This is known as one-on-one tutoring.

Asynchronous online tutoring is tutoring offered in a format in which the learner submits a question and the tutor responds at a later time. This is appropriate to detailed review of writing, for instance. It also enables cautious learners to retain control over how they submit questions and request assistance. The learner and the tutor need not be online at the same time.

Synchronous online tutoring involves a shared interface, such that both the tutor and the learner (or a group of learners) are online at the same time. This may or may not require the implementation of browser-based software and/or the learner to download proprietary software. Some online tutoring services may also use telephonic or VOIP communication, and/or video communication.

There are a number of private firms that provide online tutoring. A third-party online tutoring service offering asynchronous one-on-one tutoring was available as early as 1996.

From the very beginning of online tutoring, controversy surrounded several concerns voiced by educators and parents. Researchers recognized that online tutoring required three components:
 online tutors adopt a specific pedagogy (educational method),  encompassing both instructional and social support or  group development;
 online tutoring management coordinates and organizes the implementation of the service; and
 unlike traditional face-to-face tutoring, online tutoring requires a usable user interface and technical support to maintain both the hardware and the software sides of the operation.
The questions raised by online tutoring include:
 How does a parent or teacher know that the online tutor is qualified to give help, as opposed to simply giving answers to the learner?
 Assuming the online tutor is qualified as an instructor, how does online tutoring relate to course instruction?
 How reliable is the interface? Will it accommodate the discussion of the tutored material at a comparable level to a traditional classroom setting?

Within higher education, tutoring is considered to be adult-to-adult guidance within a specific course or subject for the clear purpose of advancing learning competence in an area of study. Generally, a tutor is an academic, a lecturer or professor who has responsibility for teaching in a degree/diploma program in a university or vocational teaching and learning setting. Learning centers at post-secondary school campuses may incorporate either e-moderating or one-to-one online tutoring, or both, creating a distance learning program, whether or not the campus or student courses are conducted online. In distance learning, tutors may be recruited specifically for the role of teaching and supporting students through online tutoring.

State of the art

Inheriting the role of the tutor, the online tutor must have excellent online communication skills and the ability to discern learning objectives, and must guide students successfully towards the attainment of those objectives. This form of tutoring may vary from primary instruction to assistance with assigned coursework. It also presupposes a self-motivated and independent learner. The learning aspect of tutoring outweighs the teaching aspect. E-moderating usually refers to group online or web-based learning that

 is based on constructivist and social-constructivist principles;
 focuses on using online dialogue and peer learning to enrich learning within the online environment;
 focuses on achieving goals of independent learning, learner autonomy, self-reflection, knowledge construction, collaborative or group-based learning, online discussion, transformative learning and communities of learning, as opposed to delivering online content via a transmission medium; and
 is also a way of adding extra value and service to traditional educational services (postal services can be expensive and slow, yielding to the cost-effectiveness and speed of online resources).

The main advantage of private one-to-one tutoring was described by Benjamin Bloom (educator and psychologist) in 1984 in Two sigmas problem. The effect described by Bloom appears to carry over into online tutoring, although there is limited research to support this conclusion. In a rare study comparing the performance of students with access to online tutoring with that of students who did not have access to online tutoring remarked on the apparent tendency of the availability of online tutoring appeared to encourage students to stay in a course.

Research is being completed using capability matrices to evaluate students. Once evaluated, the students are clustered into groups with like capabilities. Once grouped, the students can participate in online tutoring with students with similar capabilities allowing a group setting and participation. The capability matrices are then run again to track the changes in capability and track learning.

Practice

Differences between online and face-to-face tutoring

In both online and face-to-face tutoring, similarities lie in the areas of group dynamics, need for roles within the group and design to encourage in-group interaction. Differences include the need for more facilitation to help structure discussions, with group roles emerging more slowly in the online setting.

There is a spectrum of intervention in online discussions from occasional guidance (assignment assistance) to full-scale design and support of learning groups and tasks (instruction). The first of these is known as tactical online tutoring and the second as strategic online tutoring.

Tactical online tutoring

Tactical tutors are expected to display sensitivity to group interactions and progress, or the lack thereof, and to respond within an online interaction at critical moments in which their mastery of the subject and ability to explain it is requested by the learner or in which the learner makes manifest errors. They are more likely than strategic tutors to be employed in one-on-one interfaces. Asynchronous tutoring allows a tutor to convey insight into strengths and weaknesses of a learner's work. Synchronous or live tutoring can provide help at the moment the learner becomes conscious of a problem and logs in.

Private online tutoring services

In general, academic online tutors are available through various virtual learning environments to help learners answer questions on specific subject matter, to help in the writing of essays, and to assist with research. Offerings vary from sites loosely associated with campuses, to sites directly contracted by and operating in concert with educational institutions, textbook publishers, or libraries. Access to the publisher or campus-provided online tutoring may be limited to just a few hours.

Other major concerns of parents or teachers in making use of online tutoring services include:
 the perceived indifference of an online tutor to a learner's developmental issues that reach beyond a single session;
 cultural communication difficulties that might arise between remote tutors and a local learner; and
 doubts as to the academic qualifications of the online tutor, even if certified by a corporation.

Strategic online tutoring

Strategic tutors do more prior planning, including determining the number of learners per group and membership. Smaller groups are more likely to cultivate trust, whereas a larger group provides for greater heterogeneity and promotes interaction and task achievement.  Six is reported to be the smallest size for good online work, and fifteen is the maximum for full participation. For strategic online tutoring, full participation depends upon robust connectivity and efficient use of bandwidth to guarantee full participation.

Design for group learning

The prior design of online activities, sometimes known as e-tivities, is one aspect of strategic tutoring. E-tivities promote peer group learning and result in less online tutoring time. E-tivities have the following characteristics:
 they can optimise student engagement if they are authentic and relevant learning activities;
 they can take any form of structured participative group work online; and
 they are based on one key topic or question to make online e-moderating easy and to provide motivation, engagement and purpose.

Worksheets, online bulletin boards, and threaded discussions are examples of tools for e-tivities. An e-tivity may be an effective learning tool if it has an illustrative title, a stimulus or challenge, involves invitations to learners to post messages, is carefully timed, has postings to which others can add, and summaries, critiques or feedback from the e-moderator.

Online tutors can take a similar approach using podcasts.

Scaffolding

Two necessary assumptions about online tutors is that they possess academic qualification sufficient to educate and that they have specific training to meet the challenges of online communication. Online tutors also need to be aware of the stages learners usually employ in the online environment; these stages determine the kinds of scaffolding (help) that is appropriate for learners at each stage. Salmon (2004) suggests five stages for learning and scaffolding appropriate to each:

 Access and motivation
 Online socialization
 Information exchange
 Knowledge construction
 Development

Critical success factors

Training and development

Staff who are inexperienced online will inevitably try to transfer into online tutoring what has worked for them in the past or what they believe is the only valid method for their discipline. Further, the values embedded in many commonly used VLEs contribute to counterproductive behaviors for online tutoring.

The key competencies needed by tutors are the abilities to:

 support group learning within the technology without the need for face-to-face meetings or pictures;
 provide scaffolding (see above);
 perceive and interpret online behaviors;
 weave, which includes:
 Emphasizing a point to show wider application
 Collecting snippets up from different messages and/or present in a new way
 Redirecting questions to stimulate critical thinking and deeper learning
 Highlighting contributions that link with others in ways the group has not noticed
 Agreeing or disagreeing with group contributions
 Correcting misunderstandings or insufficiency
 Summarize, which includes:
 Acknowledging the variety of ideas expressed in contributions
 Refocusing discussion, particularly where there are many contributions that stray from a central point
 Signaling closure
 Providing fresh starting points
 Reinforcing important contributions or ideas
 Providing an archive
 give feedback;
 classify participants' knowledge;
 add knowledge and correct misconceptions in a timely manner where necessary; and
 close discussions and move on.

The key features for staff development are online and face-to-face in character:

 Online training
 Gain facility with the medium of online communication and with the specific user interface to be used
 Model the online communication behavior expected of learner participants and students
 Focus efforts on tutoring and moderating processes and methods and away from details of the technology
 Use scaffolding (supporting ideas) that facilitates collaborative learning in preference to providing direct instruction
 Face-to-face
 Focus on peer dialogue around models that are applicable in many settings
 Provide authentic situations for tutors to practice weaving, summarizing, and giving feedback
 Use fellow tutors as a resource when online development hits an obstacle

Dealing with characteristics of online environments

Online interaction is essentially verbal, so that nonverbal cues, often considered essential to the tutoring process, are not present. For example, in a text transferred back and forth online (asynchronous paper review), facial expressions, body movements and eye contact are not present. Both the tutor and the learner may need experience with the medium to get used to this. However, face-to-face meetings are not actually essential, since, with training, online tutors can exploit features of the online environment to communicate in new ways, such as by sketching on whiteboards or using a shared online calculator. The learner may be invited to reflect on the discussion or consult specific resources.

The learner, too, may more consciously prepare a message in advance, and may choose to log in to "meet" with the tutor according to his or her own schedule. Both synchronous (live) and asynchronous online tutoring typically preserve an online record of tutor remarks or a tutoring session. The learner can use this record for future reference.

Self-led teams

As students become more experienced at working together online, some of the online facilitation roles can be delegated to the students. However, the students will need advice and training in order to become successful collaborators.

Advice and training for self-led teams should include:
 Establishing ground rules
 Developing a shared sense of vision and purpose
 Allocating roles, task and responsibilities
 Communicating openly and frequently
 Offering support
 Meeting deadlines
 Reviewing team performance and reflecting on contributions

Effects of online tutoring
A 2005 study found that when it came to computer science studies, students who had online tutors performed about 30% better on an exam, where students who worked from a printed workbook performed about 20% better. A study in a similar field, online coaching, found a fairly large effect size of 0.77 for online coaching, with its cognitive effects being the largest.

Research in a similar area, online education, has found that generally speaking, students perform better through in-person education than in online education. An article from Chabot College claims that students in face-to-face classes in 2019 were roughly 3% more likely to succeed than their online peers, regardless of demographic. Research performed Linda Price and her team found that students were less inclined to participate in the course. Another paper by J.J. Arias and their team also found that students in face-to-face courses experienced "statistically significantly higher exam scores and statistically significantly greater improvement on post-test instructor questions", which is also supported by Price's research. The same research also found "no statistical difference post-test overall nor in the improvement of post-test standardized questions".

Effects of tutoring can also depend on a student's accessibility to wifi, their ability to adapt to an online space, and their preference for self-study vs. assisted study. Research found that students may perceive online tutoring as difficult with respect to these factors, such as "technical problems, communication barrier, lack of tutee information, and short tutoring duration". There has also been research that found online education performed similarly to in-person education.

With regards to intelligent tutoring systems (ITS), meta-analyses have generally found them to have statistically significant effects over no tutoring at all, though one study found them equal to regular classes, while another found them less effective than human tutoring (though whether or not this applies to both online and in-person or just one of them is not confirmed in the article). A separate study found contradicting information, finding that the effect size of human tutoring and an ITS were 0.79 and 0.76, respectively.

Current developments

Online tutoring environments are moving beyond those offered by synchronous and asynchronous discussion technology, as often offered by VLEs. New opportunities for online tutoring are offered by Web 2.0 systems and multi-user virtual environments.

Web 2.0

Web 2.0 encompasses the use of the web in increasingly interactive ways, with social networking and user-generated content being two critical benefits.  Social networks can be used to connect tutors and students, and can allow students to help each other on a peer-to-peer basis.  User-generated content can be created by and used by both tutors and students.

Online tutors may use Web 2.0 applications to render their online tutoring more flexible and current. For example, podcasts provide the advantage of the human voice, ease of use and mobile access to instruction (Salmon and Edisiringha 2008), and blogs may provide access to newly developed topics that can spur debate. Some online tutoring sites incorporated such tools into their interfaces even before Web 2.0 phenomena were widely discussed.

Multi-user virtual environments

Research is just beginning on the use of multi-user virtual environments (e.g. Second Life) and the role of avatars as Second Life tutors and learners.

Automated tutors

Online tutoring is one area for the application of various theories and implementations of tutoring provided to students by a computer. Companies involved in automated online tutoring include Wolfram Alpha, with its module called The Problem Generator (PG) Cognitive Tutor, and others. All automated tutoring involves an application of some form of artificial intelligence to emulate human tutoring, generate appropriate responses, and guide students interaction from one level of learning to the next.

The comparison of human and machine tutoring is an active area of study. For instance, it is unclear as of this time whether Cognitive Tutor is effective at improving student performance.

COVID-19
The COVID-19 crisis of 2020 and the ensuing lock downs in many countries have led to increased online tutoring by both established online tutoring agencies as well as traditional schools adapting to the new environment. This has led to challenges on the technological site, but also for teachers not used to teaching online and parents not used to working from home with their children around.

For those who do have access to the right technology, there is evidence that learning online can be more effective in a number of ways. Some research shows that on average, students retain 25–60% more material when learning online compared to only 8–10% in a classroom.

See also
 Distance education
 Live online tutoring
 Peer mentoring
 Tutorials

References

Further reading
 Bender, T. (2003). Discussion-based online teaching to enhance student learning: Theory, practice and assessment. Stylus: Sterling, Virginia.
 Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman.
 Collison, G., Elbaum, B., Haavind, S. & Tinker, R. (2000). Facilitating online learning: Effective strategies for moderators. Atwood Publishing, Madison.
 Hewitt, B. L. (2010). The online writing conference: a guide for teachers and tutors. Boynton/Cook Heinemann, Portsmouth, NJ.
 Kozar, O (2012) The use of synchronous online tools in private English language teaching in Russia, Distance Education, 33(3), p 415-420
 Mama, R. (2001) Preparing social work students to work in culturally diverse settings, Social Work Education 20 (3): 373-82
 Palloff, R. M. & Pratt, K. (2007). (2nd edition). Building online communities: Effective strategies for the virtual classroom. John Wiley and Sons.
 Salmon, G. (2002). E-tivities. The key to active online learning. London: Routledge Falmer.
 Redding, L (2009) "On-line tutoring?" Home Tutoring Online

External links

E-learning


Saint George's Cathedral (Amharic:  የቅዱስ ጊዮርጊስ ካቴድራል) is an Ethiopian Orthodox church in Addis Ababa, Ethiopia. The cathedral is noted for its distinctive octagonal form. It is located at the northern end of Churchill Road in the city.

Overview
The new church was built on the ruins of an older church from the 15th century. It was named after St. George, after the Tabot (Ark) of the church was carried to the Battle of Adwa against the Italians during which the Ethiopians secured victory.  One of the founders was Andargaye, and his daughter, Kisela Andargaye and her husband, Agonafir Woldeyess are buried in the church yards. The building was described in 1938 in an Italian tourist publication as a fine example of the European interpretation of Ethiopian church design. The Italian Fascist authorities set the building on fire in 1937. The cathedral was later restored by Emperor Haile Selassie following the liberation in 1941.

Empress Zewditu was crowned at this Cathedral in 1917, and Emperor Haile Selassie was crowned there in 1930, and it became a pilgrimage site for Rastafarians. The Cathedral has a museum, and an Imperial throne is on display as is the stained glass works of artist Afewerk Tekle. Given the reason why the cathedral was named, it displays weaponry used in the wars against the Italians including curved swords and tridents and giant helmets made from the manes of lions.

References

Cathedrals in Addis Ababa
Churches completed in 1896
19th-century Oriental Orthodox church buildings
Rastafari
Ethiopian Orthodox Tewahedo cathedrals
Octagonal churches in Ethiopia
Coronation church buildings
19th-century churches in Ethiopia


Power Factor (PF) in practical shooting competitions refers to a ranking system used to reward cartridges with more recoil. Power factor is a measure of the momentum of the bullet (scaled product of the bullet's mass and velocity), which to some degree reflects the recoil impulse from the firearm onto the shooter (see section on limitations).

Power factor is used in competitions sanctioned by the International Practical Shooting Confederation (IPSC), United States Practical Shooting Association (USPSA), Bianchi Cup, Steel Challenge and International Defensive Pistol Association (IDPA).

Calculation
The power factor is based on the bullet's momentum as it's moving through the air by measuring the bullet speed using a chronograph and measuring a similar bullet mass on a weighing scale, thereafter calculating the power factor by the formula:

Units
The power factor can be represented using different units:

The SI-unit newton-second (kg⋅m/s, or simply N⋅s), by measuring the mass in kilogram (kg) and velocity in meter per second (m/s). Identically, by multiplying by a factor of  the unit gram can be used as input to the formula instead of kilogram, which is handy since bullet weights often are stated in grams by international manufacturers.

The imperial unit "kilograin foot per second" (kgr⋅ft/s). "Grain foot per second" (gr·ft/s) can be obtained by measuring the mass in grain (gr) (7,000 to the pound) and velocity in feet per second (ft/s), but since their product yields a very large number it is common to multiply by a factor of , obtaining the power factor in "kilograin foot per second" instead.

Alternative English Engineering units are slug foot per second (slug⋅ft/s) or pound force seconds (lbf⋅s).

Conversion from imperial to metric
Conversion from kilo grain feet per second to newton-seconds is trivial, since both the grain and foot is based on SI units. One troy grain is defined as  exactly and one international foot is defined as , giving the exact conversion factor of .

For example:
 125 kgr·ft/s = (125·0.019750707768) N⋅s ≈ 2.47 N⋅s
 165 kgr·ft/s = (165·0.019750707768) N⋅s ≈ 3.26 N⋅s

Conversion from metric to imperial
Conversion from newton-seconds to kilo grain feet per second can lead to an added rounding error due to the conversion numbers having repeating decimals. The conversion factor from meters to feet, , has a period of 42, and the conversion factor from grains to grams, , has a period of 24288. The complete conversion factor is thus  ≈ 50.63109695846926066472495437713875449407641703911215502117... (repeating period of 170016.)

For example:
 2.50 N⋅s =  kgr·ft/s ≈ 126.5777423961731516... kgr·ft/s ≈ 126.6 kgr·ft/s
 3.25 N⋅s =  kgr·ft/s ≈ 164.5510651150250971... kgr·ft/s ≈ 164.6 kgr·ft/s

Examples of different loads
Note that the table below are examples, and for the same caliber different bullet weights can be used. Bullet velocity depends, along with other factors, on bullet weight, powder types used and barrel length for the particular firearm. Some cartridges not suitable for competition are included for reference.

Verifying during competition
For all major practical shooting competitions, claimed power factors are checked by firing the competitor's gun and ammunition through a chronograph.  The most common practice is for a competitor to provide a certain number of rounds to the Range/ Safety Officers at the beginning of the match day.  During the course of the match, the Range/Safety Officers at the chronograph station will pull a bullet from the competitor's ammunition and weigh it.  When the competitor arrives at the chronograph station, they provide their pistol and an empty magazine to the Range/Safety Officer who loads a number of rounds into the magazine and fires them through the chronograph to determine the ammunition's velocity.  The power factor is verified against the competitor's claimed power factor.  If a competitor claims major power factor and fails to achieve it, they are moved to minor and their targets are scored accordingly.  If a competitor fails to make minor power factor, they generally can continue to shoot the match, but will do so for no score.

At local (often referred to as "club") matches, it is rare to verify the competitors' claimed power factor, except to ensure the minimum caliber is met (e.g., an IPSC Standard shooter using a 9 mm bullet and claiming Major power factor).

Limitations
Measuring the power factor is a quick and easy way to measure recoil, but has some drawbacks. While the power factor measures the momentum of the fired bullet, it doesn't take into consideration the firearm weight or the contribution from the ejected propellant gases which together makes up for the total recoil impulse from the firearm. The contribution from propellant gases depends on the amount of gunpowder and the effectiveness of any muzzle brake or suppressor. The power factor also doesn't take into consideration any angular momentum or torque, i.e. any lever arm caused by an offset between the bore axis of the firearm to the contact point on the shooter. Also, recoil can alternatively be measured by recoil velocity or recoil energy instead of by recoil impulse.

An alternative formula for simplified recoil measurement which also takes into account firearm weight, gun powder weight and the velocity of the gun powder gases has been suggested:

Gunpowder velocity depends on the amount and type of powder (burn rate) etc. Assuming that the average velocity of the powder gases is half the bullet muzzle velocity, the formula can be simplified to the following:

Various shooting organizations

International Practical Shooting Confederation
IPSC provides the two power factors Minor and Major which have different scoring points on paper targets. The IPSC Target has the three scoring zones A, C, and D, with the points 5-3-1 for Minor and 5-4-2 for Major. Good hits are scored equally regardless of power factor, while lesser hits are penalized less with Major power factor. The concept historically originates from the idea that a lesser hit with a harder hitting caliber will be more likely to end a firefight in a real life situation. However, modern ballistic studies have shown no noticeable difference in terminal performance correlating to the recoil difference between typical minor and major handgun calibers. On the other hand, the power factor requirement has been kept to award the greater challenge of marksmanship required by competitors to shoot firearms with more recoil well.

In IPSC competitions all handguns must have a power factor of at least 125 kgr·ft/s (≈ 2.47 newton seconds), and therefore almost anything of 9×19mm or greater caliber will meet the minimum required power factor. The minimum power factor rule is designed to mitigate the speed and accuracy advantages of smaller calibers. Less-powerful cartridges have less recoil, and therefore can be fired more quickly with the same accuracy. Setting a minimum power factor value requires recoil management skills by all competitors.

Handgun
The desire to get the benefit of major scoring has led to some competitors adopting high speed 9 mm cartridges loaded to major, such as .38 Super. The felt recoil of a normal handgun in .38 Super is similar to the .45 ACP, but the higher pressure in the .38 Super provides more gas pressure for muzzle brakes. The .38 Super caliber became popular in the early 1980s, and has continued to be popular in the Open division after its introduction in the 1993 season.

 In the Open division IPSC has a lower power factor requirement of 160 kgr·ft/s for Major, while the other IPSC handgun divisions require a power factor of 170 kgr·ft/s for Major. Open and Revolver are also the only divisions that allows major scoring with a 9 mm bullet diameter (the other handgun divisions require a 10 mm bullet diameter). Together with muzzle brakes only being allowed in the Open division, this has made the .38 Super and 9×19mm cartridge loaded to major become a popular option in the Open division in recent years. Higher operating pressures of the cartridges like the 9×19mm Major and .38 Super are preferred over for instance the .45 ACP since it provides more gases for the compensator, dampening the felt recoil and muzzle rise more. Other handgun divisions are not permitted muzzle brakes, making 9 mm Major and .38 Super uncommon outside Open and Revolver.
 In the Standard division, the bullet caliber must be at least 10 mm in order to achieve major scoring, leading to less magazine capacity, and the competitor therefore has to make a choice between minor and major considering the difference in recoil, magazine capacity and points on target. It is a common belief that major scoring will give better results, but the main downside is more expensive and less available ammunition.
 In the Production division extra points are not awarded for Major power factor, and thus the competition is dominated by 9×19mm caliber loaded to minor power factor. This, amongst other reasons, is why the Production division currently is the most popular division.
 In the Classic division a choice can be made between up to a 10-shot capacity 1911 with minor scoring (e.g. 9×19mm) or up to an 8-shot capacity 1911 with major scoring (e.g. .40 S&W or .45 ACP).
 In the Revolver division major scoring can be achieved with a 9 mm bullet diameter, but with a power factor of 170. A popular cartridge in revolver is the .45 ACP since it is easier to use with speed loaders. From 2017, revolvers with a capacity of 7 rounds or more will be scored with Minor power factor.

Rifle
In both the Open- and Standard rifle divisions, minor power factor is dominating due to less recoil, and 5.56×45mm/ .223 Rem is a common caliber. Ammunition loaded to major power factor such as 7.62×51 mm/ .308 Win has a bigger recoil impulse, and is regarded as having an advantage on stages with targets at long range.

Shotgun
In shotgun only a Major power factor of 480 kgr·ft/s is used throughout all divisions. 12 gauge is the most common caliber, and most handle the recoil well. The extra power of a 12 gauge gives the competitors better margins of error when it comes to hit steel targets. Although 12 gauge is most prevalent for both male and female shooters, it is also possible to use other calibers, such as the smaller 16 or 20 gauge. The smallest 20 gauge has the advantage that it is easier to carry and for the shooter to keep balance while shooting, thus making it easier to shoot more accurately. However the smaller caliber requires more precision, especially on small steel targets.

United States Practical Shooting Association
USPSA also provide Minor and Major scoring based on power factor. Metric targets are divided into the scoring areas A, C and D with Minor and Major points 5-3-3-1 and 5-4-4-2 respectively, while IPSC Targets are divided into the scoring areas A, C and D with Minor and Major points 5-3-1 and 5-4-2 respectively.

In USPSA as of 2014, a value of 165 kgr·ft/s or greater is considered Major for all divisions (except Production and Carry Optics where there only is minor scoring), while values below 165 kgr·ft/s are Minor. Until a point in the late 1990s, the cut off point for "making Major" was 175 kgr·ft/s.

Steel Challenge
A minimum power factor of 120 kgr·ft/s (≈ 2.37 N⋅s) was previously required to activate the stop plate which stops the competitors time, but since around 2011 the stop plates are no longer connected to timers. Instead regular shot timers that register the last shot fired are used. Therefore, the minimum power factor rule no longer applies, and competitors are encouraged to use low power factor ammo in order to preserve the steel targets.

International Defensive Pistol Association
The IDPA also has different power factors, and they are calculated the same way, however there is no scoring distinction as in USPSA. A particular IDPA division has a minimum power factor, and the firearm/ammunition combination must meet or exceed this minimum to be legal for competition. The minimum power factor was previously set as 125 kgr·ft/s for all divisions, except Custom Defensive Pistol (which is restricted to semiautomatics chambered for .45 ACP), which had a power factor of 165 kgr·ft/s.

In all instances, it is up to the competitor to ensure his/her ammunition meets the requirements for the competition or equipment Division.

Effective on 17 January 2011, the power factor for the stock service revolver division (SSR) was reduced to 105 kgr·ft/s since most factory produced .38 special ammunition available on the market did not meet the previous minimum power factor of 125 kgr·ft/s.

To correlate with commonly available ammunition for firearms within a given division, revised power factors were established, effective 1 January 2017.

NRA Action Pistol
In the Bianchi Cup, all matches requiring the use of centerfire ammunition must meet or exceed a power factor of 120 kgr·ft/s ( ≈ 2.37 N⋅s).

See also
Muzzle energy

References

External links
JBM Power Factor Calculator - For IPSC, USPSA, IDPA, TSA and SASS (takes metric or imperial input)
JBM Recoil Calculator - Calculates total amount of recoil, taking into account both power factor, amount of gun powder and firearm weight.

Firearms


Puha or Puhatikotiko is a locality between the Waipaoa River and the Waikohu River in the Gisborne District of New Zealand's North Island. It is located close to the confluence of the two rivers on State Highway 2 close to Te Karaka, inland from the city of Gisborne.

A notable resident was Te Kani Te Ua.

References

Populated places in the Gisborne District


Waverly is a historic home located at Croom in Prince George's County, Maryland.  The house, constructed in 1855, is a -story, two-part Italianate-style frame house. The casing of the principal entrance is a combination of both the Greek Revival and Italianate styles. Also on the property are two of the original outbuildings, a meathouse and a washhouse.

It was listed on the National Register of Historic Places in 1987.

References

External links
, including photo in 1986, at Maryland Historical Trust website

Houses completed in 1855
Houses in Prince George's County, Maryland
Italianate architecture in Maryland
Houses on the National Register of Historic Places in Maryland
National Register of Historic Places in Prince George's County, Maryland


Waikohu is a small settlement in the northeast of New Zealand's North Island. It is located close to the confluence of the Wharekopae and Waikohu Rivers on State Highway 2 to the west of Te Karaka, inland from Gisborne.

Populated places in the Gisborne District


Brigitte Grothum (born 26 February 1935) is a German film actress. She has appeared in 50 films since 1955. She was born in Dessau, Germany.

Selected filmography

Ripening Youth (1955), as Dora
The First Day of Spring (1956), as Trixi
Das Mädchen Marion (1956), as Marion von Hoff
The Last Ones Shall Be First (1957), as Irene Darrandt
Lemke's Widow (1957), as Lore
 Two Times Adam, One Time Eve (1959), as Silja
The Miracle of Father Malachia (1961), as Gussy
The Strange Countess (1961), as Margaret Reedle
Her Most Beautiful Day (1962), as Inge
Der rote Rausch (1962), as Katrin
 The Happy Years of the Thorwalds (1962) as Helga Thorwald
The Inn on the River (1962), as Leila Smith
The Curse of the Yellow Snake (1963), as Joan Bray
 (1968, TV miniseries), as Jane Conway
Einer spinnt immer (1971), as Liane
Grete Minde (1977), as Emerentz Zernitz
Drei Damen vom Grill (1977–1992, TV series, 140 episodes), as Magda Färber
Liebling Kreuzberg (1986, TV series), as Erika, Robert Liebling's ex-wife
The Dancing Girl (舞姫) (1989), as Anna Weigelt
The Last Train (2006), as Gabrielle Hellman
 (2011), as Hanna Reich
 (2014, TV film), as Nicky's Mother

References

External links

1935 births
Living people
German film actresses
German television actresses
People from Dessau-Roßlau
20th-century German actresses
German voice actresses


The Waikohu River is located in the northeast of New Zealand's North Island. A tributary of the Waipaoa River, it rises close to Matawai  in the Raukumara Range and flows southeast, reaching the Waipaoa River close to the tiny settlement of Puha, between the settlements of Waikohu and Te Karaka.

Rivers of the Gisborne District
Rivers of New Zealand


Elie Rekhess (אלי רכס) (born 1945, Haifa) is an Israeli scholar of political history of the Arabs in Israel; Islamic resurgence in Israel; the West Bank and Gaza and Palestinian affairs. He serves as Crown Visiting professor in Israel Studies at Northwestern University affiliated with the Department of History and the Department of Jewish Studies. He was formerly on the faculty of the Department of Middle Eastern History at Tel Aviv University and served as head of the Konrad Adenauer Program for Jewish-Arab Cooperation.

As an expert on Arab society in Israel, Rekhess' knowledge covers the fields of Political Islam, Palestinian society and politics, the political history of the Arab minority in Israel, minorities and ethnicity in the Middle East, Israeli politics, and social and ethnic cleavages in Israel. He is also a former officer of the Israeli Defense Forces (IDF), actively engaged in the combat sector in his earlier years. As an IDF officer he has real-life experience dealing with combating the various Palestinian resistance movements.

Education
Rekhess graduated in 1970 from the Hebrew University of Jerusalem with a B.A. in History of Islamic Countries; Classical Arabic Language and Literature. Six years later, Dr. Rekhess received his M.A. at The Aranne School of History at Tel Aviv University specializing in "Affinity to Islam within the Samaria (West Bank) Intelligentsia" cum laude. His Ph.D., obtained in 1986 also at the Aranne School of History at Tel Aviv University, was titled "Between Communism and Arab Nationalism: Rakah and the Arab Minority in Israel (1965-1973)."

Academic experience

Research positions
Since 2008, Rekhess has served as associate director of Israel Studies at Northwestern University, where he helped establish Israel Studies as part of the Crown Family Center for Jewish and Israel Studies.

Since 1982, Rekhess has held various  posts at the Moshe Dayan Center for Middle Eastern and African Studies. From 1982 to 1986 he served as a researcher, and from 1987 to 2010 Rekhess served as a senior research fellow. From 1996 to 2003, Rekhess was the director of the Program on Arab Politics in Israel (Sponsored by the Konrad Adenauer Foundation). From 2004 to 2010 Rekhess was the director of the Konrad Adenauer Program for Jewish-Arab Cooperation in Israel at the Moshe Dayan Center. At Northwestern University, Rekhess was a co-chair of the Middle East Forum, a platform for dialogue, interdisciplinary research, and to promote the intellectual collaboration demanded by the complex issues of the region.

Teaching positions
Rekhess has held various teaching positions both in Israel and America. He currently teaches as Crown visiting professor in Israel Studies within the Jewish Studies Program at Northwestern University in Evanston. From 2002 to the present, Rekhess has been a visiting professor at Northwestern University in the Department of Jewish Studies and History. From 1987 to the present, Rekhess has been a member of the Department of Middle Eastern and African History at Tel Aviv University. Also from 1987 to the present, Rekhess has been on the faculty of the School for Overseas Students at Tel Aviv University. From 1990 to the present Rekhess has been a faculty member of the Wexner Heritage Foundation.

Since 2004, Rekhess has taught at the Tauber Institute for the Study of European Jewry in the Summer Institute for Israel Studies through Brandeis University. From 2002 to 2003, Rekhess taught at Spertus College in Chicago, IL. From 1990 to 1996, Rekhess taught in the Journalism Studies Program at Tel Aviv University. From 1990 to 1998, Rekhess was a faculty member in the Center for Jewish Studies at Lehigh University in Bethlehem, PA and Lafayette College in Easter, PA.

Administrative positions
Rekhess currently serves as associate director for Israel Studies within the Crown Family Center for Jewish and Israel Studies. From 1977 to 1981, Rekhess acted as director of the Shiloah Center for Middle Eastern and African Studies. From 1972 to 1973, Rekhess was the Acting Associate Director of the Shiloah Center for Middle Eastern and African Studies.

Advisory posts
Dr. Rekhess has held a variety of significant advisory posts, including senior consultant on Arab Minority Affairs to the Prime Minister's Office (1993–1994); senior consultant on Arab Affairs to the Histadrut Labor Organization (1994); senior consultant to the Abraham Fund for the Enhancement of Jewish-Arab Coexistence (1994 to 2008); and member of the board of 'Sikkuy', the Association for the Advancement of Equal Opportunities (1993 to 2007). A regular public lecturer and television commentator on Arab issues in Israel and the territories, he served as a strategic advisor to Ehud Barak during his election campaign (1999) and as an advisor to Science Minister Matan Vilna'i, chairman of the Ministerial Committee on the Arabs in Israel (1999–2000).

Academic and professional awards
From 2004 to the present, Rekhess receives a $100,000 annual grant by the Konrad Adenauer Foundation to establish the Konrad Adenauer Program for Jewish-Arab Cooperation. From 1995 to 2003, Rekhess received a $50,000 annual grant by the Konrad Adenauer Foundation to run the "Research Program on Arab Politics in Israel." In 1993, Rekhess received a 30,000 grant for a conference on "Arab Politics in Israel at a Crossroad," by the Konrad Adenauer Foundation.

Personal life
In 1980, Elie Rekhess married Ankie Spitzer, widow of Andre Spitzer, who died in the Munich massacre in 1972. They are now divorced. His current spouse is Leora Gal and they have three children.

Selected bibliography
 E. Rekhess with A. Rudnitzky (eds.), Arab Youth in Israel: Caught between Prospects and Risk. Tel Aviv University, the Dayan Center (2008) 124 pp. (Hebrew)
 E. Rekhess (ed.), Together but Apart: Mixed Cities in Israel. Tel-Aviv University: The Dayan Center, 2007, 184 pp. (Hebrew)
 E. Rekhess (ed.), The Arab Minority in Israel and the 17th Knesset Elections. Tel-Aviv University: The Dayan Center, 112pp., 2007 (Hebrew)
 E. Rekhess, S. Ozacky-Lazar (eds.), The Status of the Arab Minority in the Jewish Nation State. Tel-Aviv University: The Dayan Center, 112pp., 2005 (Hebrew)
 E. Rekhess, S. Ozacky-Lazar (eds.), The Municipal Elections in the Arab and Druze Sector (2003): Clans, Sectarianism and Political Parties. Tel-Aviv University: The Dayan Center, 79pp., 2005 (Hebrew)
 E. Rekhess (ed.), Arab Politics in Israel at a Crossroad, Moshe Dayan Center, 102 pp., 1996. (Hebrew & English)
 E. Rekhess, The Arab Minority in Israel: Between Communism and Arab Nationalism, 1965–1991. Ha-Kibutz He-Meuhad, Israel, 271 pp., 1993. (Hebrew)

References

External links

Israeli Arabists
Northwestern University faculty
Jewish historians
Israeli historians
Living people
1945 births


The Huiarau Range is a range of mountains in Te Urewera in the northeast of New Zealand's North Island. Part of the spine of mountains that run roughly parallel with the island's east coast, it is a southwestern extension of the Raukumara Range, lying between the end of that range and the North Island Volcanic Plateau.
Peaks within the range include Mount Manuoha (1403 m/4602 ft), Maungataniwha (1369 m/4491 ft), and Maungapohatu (1366 m/4482 ft). Lake Waikaremoana lies close to the southern edge of the range.

Mountain ranges of New Zealand
Landforms of the Gisborne District
Landforms of the Hawke's Bay Region