Talk:CG4 Current Research Activities

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Rating Star RA (J2000) Dec (J2000) V (B-V) (U-B) Region

  • NF CG-Halpha 1 07 30 37.77 -47 25 07.21 >17 none none Sa 101
  • CL CG-Halpha 2 07 30 57.63 -46 56 12.50 >17 none none Sa 101
  • PM CG-Halpha 3 07 31 10.89 -47 00 33.40 14.99 1.60 0.91 Sa 101
  • NC CG-Halpha 4 07 31 21.92 -46 59 45.14 14.59 1.40 0.92 Sa 101
  • NF CG-Halpha 5 07 31 36.65 -47 00 14.13 15.25 1.26 0.23 Sa 101
  • PM CG-Halpha 6 07 31 37.45 -47 00 22.19 14.21 1.42 0.90 Sa 101
  • PM CG-Halpha 7 07 33 26.92 -46 48 43.51 13.97 1.19 0.84 CG 4
  • NF CG-Halpha 8 07 15 49.86 -48 31 27.16 15.33 1.39 0.13 CG 13
  • NF PHalpha 92 08 28 40.73 -33 46 23.17 13.38 1.27 0.91 CG 22

Considering which of the above may be matched to our CG4 and SA101 YSO Candidates.

  • PM means Probable Match
  • NF means Not Found, maybe not in our region, or not in our list
  • NC means Not Close but look at the images
  • CL means Close and good chance it is a match
  • Viv's guesses just by looking at the RA and Dec, not checked against the images yet.
  • I changed CG-Halpha 4 back and forth between NF and CL... so made a category for NC.

Some Discussion for Wisconsin School for the Deaf Education Poster

If we need more for abstract, below: (and if not for abstract, probably for the poster itself)

Like Yerkes Observatory, the Wisconsin School for the Deaf has a long and rich history in the local community. Established in 1852, the school has been in continuous operation as the only residential school for Deaf and Hard of Hearing students in the state of Wisconsin. Currently, the school has approximately 120 students enrolled pre-school through grade 12, with approximately 66% of the student body residing there during the week. The school adheres to a Bilingual-Bicultural model of education which ensures that students graduating from the program have fluency in two languages – American Sign Language (ASL) and English – and be contributing members of two communities – the American Deaf community and the community at large. Instruction is provided in ASL and English (via written or spoken forms) and its curriculum is based on Wisconsin’s Model Academic State Standards. While WSD currently serves approximately 10% of the DHH children in the state, it is part of a larger service providing network known as the Wisconsin Educational Services Program for Deaf and Hard of Hearing (WESP-DHH) operated under the auspices of the Wisconsin Department of Public Instruction (DPI). Together with WSD, WESP-DHH serves approximately X% of Wisconsin’s DHH students through outreach programs and educational opportunities.

If we have WSD info, we should probably have WCBVI info. Then I’d have to work with Lee on some of the more detailed details ...

    • I think we should also have info about the other schools and educational settings. - Viv

(Below) should definately be part of the poster ... but probably not the abstract

Stuff I took out, but could be persuaded to put back in...

Astronomy has been done effectively by people with disabilities for hundreds of years, yet we’ve failed to make astronomy easily accessible to high school and middle school students in America. Famous astronomers such as Annie Jump Cannon and Henrietta Swan-Leavitt were deaf and Dr. Edwin Frost was blind. They each made significant contributions to the field.

Viv - we probably need to explain early on, and include the Spitzer scientists. So I added words in the first paragraph. I also put in the (DHH) and (BVI) acronyms. The nature of this education poster will probably not address the way Carolyn’s college is involved, and Carolyn is putting in her own education poster. But the question remains if our poster should also include her perspective.