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Monday, May 7, 2012

Science is still a final frontier for women

From SwissInfo.ch: Science is still a final frontier for women
Women continue to face serious obstacles when pursuing a scientific career in Switzerland, with the juggle of family life and research particularly difficult. Research shows women are underrepresented in scientific and technological fields, and the higher up the ladder one climbs, the fewer the women. The crux: having children is a big disadvantage when it comes to building up a scientist’s essential body of research. “Science is like a bottomless pit. You can put endless hours into it. And basically it’s all-consuming,” said Susan Gasser, a leading biologist awarded this year’s European Molecular Biology Organization (EMBO) and the Federation of European Biochemical Societies (FEBS) Women in Science Award. “A single woman and single man pretty much start the race at the same point but it’s almost inevitable that most women have to take breaks for childbearing and raising. Then it’s all about a balancing act to stay at the forefront.” A woman will have to recognise from the outset that she “probably won’t be the best scientist or mother” she can be, Gasser (a mother of one) told swissinfo.ch. Instead she will have to compromise. Over the past 30 years Gasser has authored more than 200 scientific articles and reviews. She now heads the Friedrich Miescher Institute for Biomedical Research in Basel. The EMBO/FEBS award recognised her “exceptional achievements” as a female researcher in molecular biology and as a mentor. “I’ve received a few other awards but this one is special because it recognises something beyond just doing good science. They recognise that you have also been a role model and perhaps mentored other younger women in a field where women are obviously underrepresented.” " In Switzerland there’s still this idea that the mother has to stay with the child. And for a scientific career this is impossible. " Etiennette Verrey, president of the Swiss Federal Commission for Women’s Issues Obstacles A 2009 report for the European Union found that in Switzerland, women were underrepresented in technical sciences (27 per cent) and technology and IT (six per cent), but were overrepresented in social sciences (65 per cent) and health (86 per cent). Gender equality is currently the subject of a major national research programme in Switzerland. The so-called NRP 60 aims to identify the root causes of gender inequalities, review equality policy and come up with recommendations for sustainable policy and practices. A final report will be submitted to the government in 2014. One of the projects is looking at women in one of the most male-dominated professions: engineering. While there is a gender gap in this area globally, Switzerland is also below the European Union average when it comes to women studying engineering at university. The researchers are studying cultures within companies and the impact on women’s career chances. Case studies have been done at ten different Swiss firms, with line managers, human resources and male and female engineers all interviewed. The conclusion so far is that company culture has a “very strong influence” on job progression. “We have found that there are strong obstacles for women in the technical field at every stage of the career ladder,” one of the project leaders, Anja Umbach-Daniel, told swissinfo.ch. “What we see right now from line managers and HR is that they are not aware of the obstacles. They think there are no problems for women and they have equal opportunities, but on the other side we hear from the women themselves that they have problems climbing the career ladder.” The project aims to uncover exactly what these obstacles are. " It wasn’t a question for me, I wanted this. I wanted a scientific career and a family. " Susan Gasser

Support systems

It’s a similar picture in most EU countries. According to 2007 EU figures, only three countries – Latvia, Lithuania and Poland - had equal numbers of male and female scientists and engineers. On average, 32 per cent of scientists and engineers in the EU were women. Switzerland ranked at the bottom, with just 18 per cent of women in this category.

“One of the greatest problems in gender equality lies in the scientific and technical professions,” confirmed Etiennette Verrey, president of the Swiss Federal Commission for Women’s Issues.

She said that from a legal point of view women had equal rights in each field and “we’re on the right track” with the national research programme. But there was still a great need for a change in mentalities and in support systems.

Crèches have long waiting lists and Verrey called on both the state and companies to help with improving childcare facilities.

“In Switzerland there’s still this idea that the mother has to stay with the child. And for a scientific career this is impossible. Because if a woman leaves her professional life for one to two years, she virtually cannot return to it again. The reconciliation of work and family life is a very big problem,” she told swissinfo.ch.

Separating girls

People’s understanding of gender roles had to change too, she said. School programmes encouraging girls to do scientific subjects have had little success so far. One idea being discussed in Switzerland is for girls and boys to be taught separately in certain subjects, to remove the element of competition between the sexes.

“So girls do not have in mind that ‘I am a girl and therefore I’m bad at mathematics’.” In the United States, for example, there are elite women’s universities, Verrey added – something Switzerland does not have.

Having goals is also important, Susan Gasser noted. “Both my grandmother and my mother had careers. It wasn’t a question for me, I wanted this. I wanted a scientific career and a family.”

Learning how to balance family and work life can also have its positive side, she said, as it forces women to become more efficient, which in turn can help them become better scientists. Mentoring is also vital.

“The reason I think mentoring is important for women is that sometimes men don’t understand the pressures on a woman because they don’t know what it means to feel this split between family and career. There’s really strong pressure that can be put on you – are you being a good mother or not?”

Her advice to women embarking on a scientific career? Know what you want, “marry the right man”, be pragmatic and ready to sacrifice.

Sunburst Six: The Sun Part 3 (space missions)

Solar space missions
The first satellites designed to observe the Sun were NASA's Pioneers 5, 6, 7, 8 and 9, which were launched between 1959 and 1968. These probes orbited the Sun at a distance similar to that of the Earth, and made the first detailed measurements of the solar wind and the solar magnetic field. Pioneer 9 operated for a particularly long time, transmitting data until May 1983.

In the 1970s, two Helios spacecraft and the Skylab Apollo Telescope Mount provided scientists with significant new data on solar wind and the solar corona. The Helios 1 and 2 probes were U.S.–German collaborations that studied the solar wind from an orbit carrying the spacecraft inside Mercury's orbit at perihelion. The Skylab space station, launched by NASA in 1973, included a solar observatory module called the Apollo Telescope Mount that was operated by astronauts resident on the station.

Skylab made the first time-resolved observations of the solar transition region and of ultraviolet emissions from the solar corona. Discoveries included the first observations of coronal mass ejections, then called "coronal transients", and of coronal holes, now known to be intimately associated with the solar wind.

In 1980, the Solar Maximum Mission was launched by NASA. This spacecraft was designed to observe gamma rays, X-rays and UV radiation from solar flares during a time of high solar activity and solar luminosity. Just a few months after launch, however, an electronics failure caused the probe to go into standby mode, and it spent the next three years in this inactive state.

In 1984 Space Shuttle Challenger mission STS-41C retrieved the satellite and repaired its electronics before re-releasing it into orbit. The Solar Maximum Mission subsequently acquired thousands of images of the solar corona before re-entering the Earth's atmosphere in June 1989.

Launched in 1991, Japan's Yohkoh (Sunbeam) satellite observed solar flares at X-ray wavelengths. Mission data allowed scientists to identify several different types of flares, and demonstrated that the corona away from regions of peak activity was much more dynamic and active than had previously been supposed. Yohkoh observed an entire solar cycle but went into standby mode when an annular eclipse in 2001 caused it to lose its lock on the Sun. It was destroyed by atmospheric re-entry in 2005.

One of the most important solar missions to date has been the Solar and Heliospheric Observatory, jointly built by the European Space Agency and NASA and launched on 2 December 1995. Originally intended to serve a two-year mission, a mission extension through 2012 was approved in October 2009.

It has proven so useful that a follow-on mission, the Solar Dynamics Observatory, was launched in February 2010. Situated at the Lagrangian point between the Earth and the Sun (at which the gravitational pull from both is equal), SOHO has provided a constant view of the Sun at many wavelengths since its launch. Besides its direct solar observation, SOHO has enabled the discovery of a large number of comets, mostly tiny sungrazing comets which incinerate as they pass the Sun.

All these satellites have observed the Sun from the plane of the ecliptic, and so have only observed its equatorial regions in detail. The Ulysses probe was launched in 1990 to study the Sun's polar regions. It first travelled to Jupiter, to "slingshot" past the planet into an orbit which would take it far above the plane of the ecliptic. Serendipitously, it was well-placed to observe the collision of Comet Shoemaker-Levy 9 with Jupiter in 1994.

Once Ulysses was in its scheduled orbit, it began observing the solar wind and magnetic field strength at high solar latitudes, finding that the solar wind from high latitudes was moving at about 750 km/s which was slower than expected, and that there were large magnetic waves emerging from high latitudes which scattered galactic cosmic rays.

Elemental abundances in the photosphere are well known from spectroscopic studies, but the composition of the interior of the Sun is more poorly understood. A solar wind sample return mission, Genesis, was designed to allow astronomers to directly measure the composition of solar material. Genesis returned to Earth in 2004 but was damaged by a crash landing after its parachute failed to deploy on re-entry into Earth's atmosphere. Despite severe damage, some usable samples have been recovered from the spacecraft's sample return module and are undergoing analysis.

The Solar Terrestrial Relations Observatory (STEREO) mission was launched in October 2006. Two identical spacecraft were launched into orbits that cause them to (respectively) pull further ahead of and fall gradually behind the Earth. This enables stereoscopic imaging of the Sun and solar phenomena, such as coronal mass ejections.

The Indian Space Research Organisation has scheduled launch of a 100 kg satellite named Aditya. The satellite will be launched in 2012, and will study the dynamic Solar corona.

Sunday, May 6, 2012

How Girls Can Become Better Scientists

From FrogMom: How Girls Can Become Better Scientists
“I used to have a lot of overdue fines at the library,” said Dr Kim Ennico, NASA scientist and astrophysicist who now plays with lots of cool space toys. “I was asking lots of questions and no one would answer so I retreated to books and read about everything. I wanted to learn how things worked and loved reading detective mystery stories.” I interviewed Kim Ennico in 2009 for an article on space museums and today, her words resonate even more then they did back then. Our whole discussion on how girls have to learn a healthy curiosity and skepticism to move forward as scientists was a revelation. As my girls grew from toddlers to preschoolers and preschoolers to school kids, I recycled many of her ideas and today I’ve come to appreciate their full meaning. Here’s my take on how you can encourage little girls to be better scientists and challenge the gender stereotypes.

Sources To get girls interested in science, Dr Ennico gave me advice based on her educational work with the Santa Clara school district. She used to teach science to girl scouts using girl-friendly examples such as an infrared beauty salon or a spectometer as a rainbow catcher. Some of her ideas were re-inforced when I heard educator and psychologist JoAnn Deak talk about her book “Your Fantastic Elastic Brain: Stretch It, Shape It” in 2011. She talked about how girl brains and boy brains differ and discussed methods to help strengthen and improve areas of kids brains. I left with two copies of her book, have given it many times since, and apply her methods dutifully. I also use advice I heard at conferences on children’s books when people talked about math books for kids. last but not least, I’ve discussed this topic at length with friends and my dad who is a soil scientist. Do’s and Don’ts to Raise Better Scientists – Especially If You Have Daughters I would now like to share what I’ve learned because these tips really changed the way I interact with my girls on a daily basis. Note that this is not the Holy Gospel but a set of guidelines, often common sense, that works for my family. 1. Don’t Give The Answer Away Right Now To promote self-learning, parents should encourage their kids to try and figure out the answer to any question rather than give the answer right away. In JoAnn Deak’s words, “when a student raises his or her hand in class, all the other kids stop thinking.” It’s true, we’ve all experienced that. When I was a kid, even if the kid who replied was wrong, I had stopped using my brain the second I saw a hand up in the air. By prolonging the thinking process, kids can stretch and strengthen their brains like body muscles. As a mom eager to educate my girls, sometimes it’s hard to resist giving out the answer. Kids don’t think the way we do, sometimes they don’t get the answer right or they get distracted. Chill out, relax. As much as I can, I encourage them to think and figure out their own answer. Since we have a long commute to school, here’s an example taken from our car conversations. When they ask me from the back seat, “Mom, does a piggie like to eat rice with bananas?” or “Mom, why do volcanoes have to erupt?”, I respond them “What do you think?”. If they need hints to steer in the right direction, I ask them questions that I know they can answer. “Where do pigs live?” “What other kinds of animals live with pigs and what do you think they eat?” “What’s at the center of the earth?” “What comes out of volcanoes?” “What happens if I leave milk on the stove?” and so forth so they can move forward. I only want to be a tool in their reasoning process. 2. Do Teach Girls to Question Everything I know I’m going to get in trouble for writing this. Yes, I am but that’s OK. Girls should never ever ever accept an “Because I say so” to any question, however complex or embarrassing. There are age-appropriate ways to talk about everything from the our digestive system to death, reproduction or the big bang theory. Kids have brains, they can process much more than we give them credit for. “Because I told you so” is not scientific. It’s not backed by any hard evidence. It’s just highly subjective and therefore potentially faulty. Kim Ennico called that “healthy skepticism” and I completely agree. Whenever your daughter asks “Mom, Dad, why is ….?”, you just can’t answer “Because God made it” or “Because that’s the way it is.” That’s not helping, it’s a dead end.

If you don’t know the answer, be honest and offer to look up the answer later at home or at the library. Hey, nobody needs to know the answer to everything. I don’t know the first thing about submarines but I’m willing to take my girls on a tour of the USS Pompanito and get The First Book of Submarines at the library. That’s a start.

One last item, girl-specific. According to Kim Ennico “in mixed gender classes, it’s boys who ask more questions. Girls have to learn there’s nothing wrong about being curious.” What matters is that girls learn to not take everything for face value. If they do, it’s the end of her critical thinking and critical thinking is the key to learning.

3. Do Foster Persistence and Patience

Being obsessive pays off. In Kim Ennico’s words, “I kept my notes in order and I was stubborn.” As a little girl she was very shy yet she observed a caterpillar, wondered about it and went to the library to learn about it. Her approach was organized and she was never bored. I know that patience is a hard skill to learn for kids, especially nowadays when instant gratification is available at the tip of Amazon Prime or any Google research. My girls don’t like to wait but I teach them patience by giving them simple deadlines. “This weekend we are going on a long hike. After the hike you will be able to watch Superman.” I could tell them to watch the movie now if I wanted to, we have the DVD and they’ve done their homework. However I prefer to delay the reward so they learn that patience pays off.

As for being organized, we’re still working on that but my girls now prepare their clothes for the next school day on the night before and they recently fell in love with check lists of things to do.

4. Teach That Failure Can Lead to Good Results

Kids, it’s OK to fail. It’s actually frequent and normal. If you never fail, it means you never tried. The history of science is full of examples of accidental discoveries. Play-Doh was accidentally invented in 1955 by Joseph and Noah McVicker while trying to make a wallpaper cleaner. Saccharin, the sweetener in the pink packet, was discovered because chemist Constantin Fahlberg didn’t wash his hands after a day at the office. Radioactivity was discovered by accident in 1896 when Becquerel, a scientist fascinated by natural fluorescence and the X-ray, left his equipment wrapped up together in a drawer and realized that the uranium rock he had left in the drawer had imprinted itself on a photographic plate without being exposed to sunlight first.

When my girls discover – by accident – that they can mix baking soda and vinegar to make volcanoes in the kitchen, I’ll probably curse this theory and teach them the magic of the floor mop:)

Saturday, May 5, 2012

In dusty library, a link to heroic past

From NewsTelegram.com: In dusty library, a link to heroic past
PROVIDENCE — Day after day, a tall, shy woman weaves her way unnoticed through the earnest and learned campus swirl of Brown University. She enters the hush of a library, then promptly vanishes from sight.

Down goes Marie Malchodi, 48, who attended but never graduated from Brown, down to the library's subterranean warrens, where she works as a "book conservation technician." She sweeps her long dark hair into a bun, pierces it with a paint brush, and starts her day, caring for ancient books and ephemera that are sensitive to the touch.

A few weeks ago, Malchodi opened yet another leather-bound book, one of more than 300,000 rare volumes in the hold of the John Hay Library. With surgical precision, she turned the pages of a medical text once owned by Solomon Drowne, class of '73 (1773, that is.). And there, in the back, she found a piece of paper depicting the baptism of Jesus. It was signed:

"P. Revere Sculpt."

Ye gods! Had Marie Malchodi, of Cranston, R.I., book conservation technician, just made contact with Paul Revere, of Boston, silversmith? Revere, who knew of the fiery need to share vital information, would have appreciated Malchodi's galloping reaction, which was:

''I have to show this to somebody."

Malchodi is more spiritually attuned to books than her Orwellian job title might suggest. She came to Brown as an undergraduate in the early 1980s, but life wound up demanding her study. Soon she was working in a College Hill bookstore rather than reading in a college library, and making cabinets rather than writing papers about her beloved Romantics.

One day she saw an advertisement for a bookbinding and conservation job at the university. She has been here ever since - though mostly underground - inspecting old books, submitting to their long-ago stories and vanishing to where now is then and then is now.

In the ensuing 20 years, gray has come to her hair and a husband and twin girls have come to her life, yet wasn't it all just yesterday? When Wordsworth thrilled her heart? When Wordsworth lived?

A year ago, Malchodi was assigned to check the condition of thousands of rare books about to be shipped to an off-campus annex. In a basement room made smaller and louder by the air ducts looming from the ceiling, she tended to her task, sitting on a stool set beside a collection of dusty, rolled-up maps, all needing to be vacuumed, and all with titles like "Madeira and Mamore Railway Plan of the Rio Madeira at San Antonio."

The job sometimes took longer than necessary, because of that tendency of hers to get lost in things: illustrations in children's books, brittle newspaper clippings, and, especially, handwritten notes from the long dead. She feels the rush of intimacy as the distance in time collapses.

Now here, on a small cart, were another 177 books, all from the collection of Drowne, a physician and polymath who distinguished himself during the American Revolution. "Watts's Logick." ''Kalm's Travels." ''Plague and Yellow Fever."

Next up: an 1811 edition of "The Modern Practice of Physic," by Dr. Robert Thomas, a champion of purgatives as a cure for disease. Malchodi examined the red leather cover, the gold tooling on the spine. Then she pulled out that piece of paper.

The engraving, titled "Buried With Him By Baptism," shows John the Baptist raising Jesus from the River Jordan under a blazing sun, while people in vaguely Colonial attire watch from shore. And in the lower right corner appears the name of an American Revolution icon.

Who knows how long this papery wisp lay hidden in the musty stacks at the century-old Hay Library? In the section reserved for the history of science. Near a microscope and a skull. Across from a copy of Darwin's monograph on the "sub-class Cirripedia" (Barnacles, that is.).

What Malchodi knew was that she had to sound the alarm. With some hesitancy - "because I don't want to bother her" - she approached the raised desk of Rachel Lapkin, a library materials conservator who was immersed in stabilizing the leather of an 18th century Chinese dictionary.

Lapkin, who actually enjoys her colleague's enthusiasm, studied the print and found it fascinating, even bizarre. "I think we should look into that," she said.

The basement brain trust decided that the print must be shown to Richard Noble, the rare books cataloger, whose office takes some doing to reach. So, with the discovery safely inside Thomas' celebration of purgatives, Malchodi began her journey through an underground labyrinth, carrying the volume as a deacon might carry the Bible.

Out of her basement work space and past some lockers. Past discarded wooden catalog cabinets. Down some steps to the subbasement. Past some metal book shelves and a "Do Not Remove" sign. Down more steps and through the tunnel that crosses beneath College Street. Up to Noble's office, in Cataloging and Acquisitions. Carefully carrying that Revere - if it was a Revere.

And Noble had stepped away for lunch.

An hour or so later, Malchodi returned. "She said, 'I found this,' and presented it to me with a big smile," Noble recalled. "She let me discover what was inside. She let me have that much fun."

Noble's first reaction was to say that the engraving was just crude enough to be a Revere. Then he held the engraving up to the light as a test. It had the faintly ribbed look of paper produced from the slurry pulp made of rags, signaling that it was mostly likely handmade paper from the 18th century.

Yes. A Revere.

This could very well mean that the patriot - who had nurtured t he seeds of rebellion with his engraving of the Boston Massacre of 1770 - had cut the scene into a flat copper plate; filled the grooves with ink, perhaps by pressing it in with the palm of his hand; wiped away the excess with circular sweeps of a small cloth; and used a hand-operated press to produce the engraving.

''That was a nice moment," Noble said.

It turned out that Malchodi had uncovered only the fifth known copy of this particular engraving, which is "a bit of a curiosity in Revere's work," according to Lauren Hewes, the curator of graphic arts at the American Antiquarian Society, in Worcester, Mass. She said that while Revere carefully documented his prosperous and prolific career as an artisan, he made no mention of this piece, and so the exact date of the engraving is unclear.

''It sits outside of what we think of when we think of Paul Revere," she said. "It wasn't all patriotic topics - he did a lot more than that."

How the engraving came to be in the possession of Solomon Drowne is still being researched; his descendants have some theories. And its monetary worth is probably only a few thousand dollars, but that is hardly what matters.

''It's really a great moment," Hewes said. "That moment of discovery."

Malchodi made her discovery on a Thursday. On that Friday, she was back at work beneath the verdant Brown campus. Inspecting old books, vacuuming old maps, opening herself to time's collapse.

Wednesday, May 2, 2012

Sunburst Six: 1. The Sun part 2 (Info on the sun)

From Wikipedia
The Sun is the star at the center of our Solar System. It is almost perfectly spherical and consists of hot plasma interwoven with magnetic fields. It has a diameter of about 1,392,000 km, about 109 times that of Earth, and its mass (about 2×1030 kilograms, 330,000 times that of Earth) accounts for about 99.86% of the total mass of the Solar System.

Chemically, about three quarters of the Sun's mass consists of hydrogen, while the rest is mostly helium. The remainder (1.69%, which nonetheless equals 5,628 times the mass of Earth) consists of heavier elements, including oxygen, carbon, neon and iron, among others.

The Sun's stellar classification, based on spectral class, is G2V, and is informally designated as a yellow dwarf, because its visible radiation is most intense in the yellow-green portion of the spectrum and although its color is white, from the surface of the Earth it may appear yellow because of atmospheric scattering of blue light.

In the spectral class label, G2 indicates its surface temperature of approximately 5778 K (5505 °C), and V indicates that the Sun, like most stars, is a main-sequence star, and thus generates its energy by nuclear fusion of hydrogen nuclei into helium. In its core, the Sun fuses 620 million metric tons of hydrogen each second.

Once regarded by astronomers as a small and relatively insignificant star, the Sun is now thought to be brighter than about 85% of the stars in the Milky Way galaxy, most of which are red dwarfs.

The absolute magnitude of the Sun is +4.83; however, as the star closest to Earth, the Sun is the brightest object in the sky with an apparent magnitude of −26.74. The Sun's hot corona continuously expands in space creating the solar wind, a stream of charged particles that extends to the heliopause at roughly 100 astronomical units. The bubble in the interstellar medium formed by the solar wind, the heliosphere, is the largest continuous structure in the Solar System.

The Sun is currently traveling through the Local Interstellar Cloud in the Local Bubble zone, within the inner rim of the Orion Arm of the Milky Way galaxy. Of the 50 nearest stellar systems within 17 light-years from Earth (the closest being a red dwarf named Proxima Centauri at approximately 4.2 light years away), the Sun ranks fourth in mass.

The Sun orbits the center of the Milky Way at a distance of approximately 24,000–26,000 light years from the galactic center, completing one clockwise orbit, as viewed from the galactic north pole, in about 225–250 million years. Since our galaxy is moving with respect to the cosmic microwave background radiation (CMB) in the direction of the constellation Hydra with a speed of 550 km/s, the Sun's resultant velocity with respect to the CMB is about 370 km/s in the direction of the constellation of Crater or Leo.

The mean distance of the Sun from the Earth is approximately 149.6 million kilometers (1 AU), though the distance varies as the Earth moves from perihelion in January to aphelion in July. At this average distance, light travels from the Sun to Earth in about 8 minutes and 19 seconds. The energy of this sunlight supports almost all life on Earth by photosynthesis, and drives Earth's climate and weather. The enormous effect of the Sun on the Earth has been recognized since prehistoric times, and the Sun has been regarded by some cultures as a deity.

An accurate scientific understanding of the Sun developed slowly, and as recently as the 19th century prominent scientists had little knowledge of the Sun's physical composition and source of energy. This understanding is still developing; there are a number of present-day anomalies in the Sun's behavior that remain unexplained.

Name and etymology
The English proper noun sun developed from Old English sunne (around 725, attested in Beowulf [a narrative poem]), and may be related to "south". Cognates to English "sun" appear in other Germanic languages, including Old Frisian sunne, sonne ("sun"), Old Saxon sunna, Middle Dutch sonne, modern Dutch zon, Old High German sunna, modern German Sonne, Old Norse sunna, and Gothic sunnō. All Germanic terms for the Sun stem from Proto-Germanic *sunnōn.

In relation, the Sun is personified as a goddess in Germanic paganism; Sól/Sunna. Scholars theorize that the Sun, as Germanic goddess, may represent an extension of an earlier Proto-Indo-European sun deity due to Indo-European linguistic connections between Old Norse Sól, Sanskrit Surya, Gaulish Sulis, Lithuanian Saulė, and Slavic Solnitse.

The English weekday name Sunday is attested in Old English (Sunnandæg; "Sun's day", from before 700) and is ultimately a result of a Germanic interpretation of Latin dies solis, itself a translation of the Greek heméra helíou.

The Latin name for the star, Sol, is widely known but is not common in general English language use; the adjectival form is the related word solar. The term sol is also used by planetary astronomers to refer to the duration of a solar day on another planet, such as Mars (and by science fiction authors writing of characters in outer space who refer to Sol as their "home" sun).

A mean Earth solar day is approximately 24 hours, while a mean Martian 'sol' is 24 hours, 39 minutes, and 35.244 seconds.

Characteristics
An illustration of the structure of the Sun:
1. Core
2. Radiative zone
3. Convective zone
4. Photosphere
5. Chromosphere
6. Corona
7. Sunspot
8. Granules
9. Prominence

The Sun is a G-type main-sequence star comprising about 99.86% of the total mass of the Solar System. It is a near-perfect sphere, with an oblateness estimated at about 9 millionths, which means that its polar diameter differs from its equatorial diameter by only 10 km. As the Sun consists of a plasma and is not solid, it rotates faster at its equator than at its poles. This behavior is known as differential rotation, and is caused by convection in the Sun and the movement of mass, due to steep temperature gradients from the core outwards.

This mass carries a portion of the Sun’s counter-clockwise angular momentum, as viewed from the ecliptic north pole, thus redistributing the angular velocity. The period of this actual rotation is approximately 25.6 days at the equator and 33.5 days at the poles. However, due to our constantly changing vantage point from the Earth as it orbits the Sun, the apparent rotation of the star at its equator is about 28 days.

The centrifugal effect of this slow rotation is 18 million times weaker than the surface gravity at the Sun's equator. The tidal effect of the planets is even weaker, and does not significantly affect the shape of the Sun.

The Sun is a Population I, or heavy element-rich, star. The formation of the Sun may have been triggered by shockwaves from one or more nearby supernovae. This is suggested by a high abundance of heavy elements in the Solar System, such as gold and uranium, relative to the abundances of these elements in so-called Population II (heavy element-poor) stars. These elements could most plausibly have been produced by endergonic nuclear reactions during a supernova, or by transmutation through neutron absorption inside a massive second-generation star.

The Sun does not have a definite boundary as rocky planets do, and in its outer parts the density of its gases drops exponentially with increasing distance from its center. Nevertheless, it has a well-defined interior structure, described below. The Sun's radius is measured from its center to the edge of the photosphere. This is simply the layer above which the gases are too cool or too thin to radiate a significant amount of light, and is therefore the surface most readily visible to the naked eye.

The solar interior is not directly observable, and the Sun itself is opaque to electromagnetic radiation. However, just as seismology uses waves generated by earthquakes to reveal the interior structure of the Earth, the discipline of helioseismology makes use of pressure waves (infrasound) traversing the Sun's interior to measure and visualize the star's inner structure.

Computer modeling of the Sun is also used as a theoretical tool to investigate its deeper layers.

Core
The core of the Sun is considered to extend from the center to about 20–25% of the solar radius. It has a density of up to 150 g/cm3 (about 150 times the density of water) and a temperature of close to 15.7 million kelvin (K). By contrast, the Sun's surface temperature is approximately 5,800 K. Recent analysis of SOHO mission data favors a faster rotation rate in the core than in the rest of the radiative zone.

Through most of the Sun's life, energy is produced by nuclear fusion through a series of steps called the p–p (proton–proton) chain; this process converts hydrogen into helium. Only 0.8% of the energy generated in the Sun comes from the CNO cycle.

The core is the only region in the Sun that produces an appreciable amount of thermal energy through fusion; inside 24% of the Sun's radius, 99% of the power has been generated, and by 30% of the radius, fusion has stopped nearly entirely. The rest of the star is heated by energy that is transferred outward from the core and the layers just outside. The energy produced by fusion in the core must then travel through many successive layers to the solar photosphere before it escapes into space as sunlight or kinetic energy of particles.

The proton–proton chain occurs around 9.2×1037 times each second in the core of the Sun. Since this reaction uses four free protons (hydrogen nuclei), it converts about 3.7×1038 protons to alpha particles (helium nuclei) every second (out of a total of ~8.9×1056 free protons in the Sun), or about 6.2×1011 kg per second.

Since fusing hydrogen into helium releases around 0.7% of the fused mass as energy, the Sun releases energy at the mass-energy conversion rate of 4.26 million metric tons per second, 384.6 yotta watts (3.846×1026 W), or 9.192×1010 megatons of TNT per second. This mass is not destroyed to create the energy, rather, the mass is carried away in the radiated energy, as described by the concept of mass-energy equivalence.

The power production by fusion in the core varies with distance from the solar center. At the center of the Sun, theoretical models estimate it to be approximately 276.5 watts/m3, a power production density that more nearly approximates reptile metabolism than a thermonuclear bomb.

Peak power production in the Sun has been compared to the volumetric heats generated in an active compost heap. The tremendous power output of the Sun is not due to its high power per volume, but instead due to its large size.

The fusion rate in the core is in a self-correcting equilibrium: a slightly higher rate of fusion would cause the core to heat up more and expand slightly against the weight of the outer layers, reducing the fusion rate and correcting the perturbation; and a slightly lower rate would cause the core to cool and shrink slightly, increasing the fusion rate and again reverting it to its present level.

The gamma rays (high-energy photons) released in fusion reactions are absorbed in only a few millimeters of solar plasma and then re-emitted again in random direction and at slightly lower energy. Therefore it takes a long time for radiation to reach the Sun's surface. Estimates of the photon travel time range between 10,000 and 170,000 years. In contrast, it takes only 2.3 seconds for the neutrinos, which account for about 2% of the total energy production of the Sun, to reach the surface.

Since energy transport in the Sun is a process which involves photons in thermodynamic equilibrium with matter, the time scale of energy transport in the Sun is longer, on the order of 30,000,000 years. This is the time it would take the Sun to return to a stable state if the rate of energy generation in its core were suddenly to be changed.

After a final trip through the convective outer layer to the transparent surface of the photosphere, the photons escape as visible light. Each gamma ray in the Sun's core is converted into several million photons of visible light before escaping into space. Neutrinos are also released by the fusion reactions in the core, but unlike photons they rarely interact with matter, so almost all are able to escape the Sun immediately.

For many years measurements of the number of neutrinos produced in the Sun were lower than theories predicted by a factor of 3. This discrepancy was resolved in 2001 through the discovery of the effects of neutrino oscillation: the Sun emits the number of neutrinos predicted by the theory, but neutrino detectors were missing 2⁄3 of them because the neutrinos had changed flavor by the time they were detected.

Radiative zone
From about 0.25 to about 0.7 solar radii, solar material is hot and dense enough that thermal radiation is sufficient to transfer the intense heat of the core outward. This zone is free of thermal convection; while the material gets cooler from 7 to about 2 million kelvin with increasing altitude, this temperature gradient is less than the value of the adiabatic lapse rate and hence cannot drive convection.

Energy is transferred by radiation—ions of hydrogen and helium emit photons, which travel only a brief distance before being reabsorbed by other ions. The density drops a hundredfold (from 20 g/cm3 to only 0.2 g/cm3) from the bottom to the top of the radiative zone.

The radiative zone and the convection form a transition layer, the tachocline. This is a region where the sharp regime change between the uniform rotation of the radiative zone and the differential rotation of the convection zone results in a large shear—a condition where successive horizontal layers slide past one another.

The fluid motions found in the convection zone above, slowly disappear from the top of this layer to its bottom, matching the calm characteristics of the radiative zone on the bottom. Presently, it is hypothesized that a magnetic dynamo within this layer generates the Sun's magnetic field.

Convective zone
In the Sun's outer layer, from its surface down to approximately 200,000 km (or 70% of the solar radius), the solar plasma is not dense enough or hot enough to transfer the thermal energy of the interior outward through radiation; in other words it is opaque enough. As a result, thermal convection occurs as thermal columns carry hot material to the surface (photosphere) of the Sun. Once the material cools off at the surface, it plunges downward to the base of the convection zone, to receive more heat from the top of the radiative zone. At the visible surface of the Sun, the temperature has dropped to 5,700 K and the density to only 0.2 g/m3 (about 1/6,000th the density of air at sea level).

The thermal columns in the convection zone form an imprint on the surface of the Sun as the solar granulation and supergranulation. The turbulent convection of this outer part of the solar interior causes a "small-scale" dynamo that produces magnetic north and south poles all over the surface of the Sun. The Sun's thermal columns are Bénard cells and therefore tend to be hexagonal prisms.

Photosphere
The effective temperature, or black body temperature, of the Sun (5777 K) is the temperature a black body of the same size must have to yield the same total emissive power.

The visible surface of the Sun, the photosphere, is the layer below which the Sun becomes opaque to visible light. Above the photosphere visible sunlight is free to propagate into space, and its energy escapes the Sun entirely. The change in opacity is due to the decreasing amount of H− ions, which absorb visible light easily. Conversely, the visible light we see is produced as electrons react with hydrogen atoms to produce H− ions.

The photosphere is tens to hundreds of kilometers thick, being slightly less opaque than air on Earth. Because the upper part of the photosphere is cooler than the lower part, an image of the Sun appears brighter in the center than on the edge or limb of the solar disk, in a phenomenon known as limb darkening. Sunlight has approximately a black-body spectrum that indicates its temperature is about 6,000 K, interspersed with atomic absorption lines from the tenuous layers above the photosphere. The photosphere has a particle density of ~1023 m−3 (this is about 0.37% of the particle number per volume of Earth's atmosphere at sea level; however, photosphere particles are electrons and protons, so the average particle in air is 58 times as heavy).

During early studies of the optical spectrum of the photosphere, some absorption lines were found that did not correspond to any chemical elements then known on Earth. In 1868, Norman Lockyer hypothesized that these absorption lines were because of a new element which he dubbed helium, after the Greek Sun god Helios. It was not until 25 years later that helium was isolated on Earth.

Atmosphere
During a total solar eclipse, the solar corona can be seen with the naked eye, during the brief period of totality.

The parts of the Sun above the photosphere are referred to collectively as the solar atmosphere. They can be viewed with telescopes operating across the electromagnetic spectrum, from radio through visible light to gamma rays, and comprise five principal zones: the temperature minimum, the chromosphere, the transition region, the corona, and the heliosphere.

The heliosphere, which may be considered the tenuous outer atmosphere of the Sun, extends outward past the orbit of Pluto to the heliopause, where it forms a sharp shock front boundary with the interstellar medium. The chromosphere, transition region, and corona are much hotter than the surface of the Sun. The reason has not been conclusively proven; evidence suggests that Alfvén waves may have enough energy to heat the corona.

The coolest layer of the Sun is a temperature minimum region about 500 km above the photosphere, with a temperature of about 4,100 K. This part of the Sun is cool enough to support simple molecules such as carbon monoxide and water, which can be detected by their absorption spectra.

Above the temperature minimum layer is a layer about 2,000 km thick, dominated by a spectrum of emission and absorption lines. It is called the chromosphere from the Greek root chroma, meaning color, because the chromosphere is visible as a colored flash at the beginning and end of total eclipses of the Sun.

The temperature in the chromosphere increases gradually with altitude, ranging up to around 20,000 K near the top.

In the upper part of chromosphere helium becomes partially ionized.

Above the chromosphere, in a thin (about 200 km) transition region, the temperature rises rapidly from around 20,000 K in the upper chromosphere to coronal temperatures closer to 1,000,000 K. The temperature increase is facilitated by the full ionization of helium in the transition region, which significantly reduces radiative cooling of the plasma.

The transition region does not occur at a well-defined altitude. Rather, it forms a kind of nimbus around chromospheric features such as spicules and filaments, and is in constant, chaotic motion. The transition region is not easily visible from Earth's surface, but is readily observable from space by instruments sensitive to the extreme ultraviolet portion of the spectrum.

The corona is the extended outer atmosphere of the Sun, which is much larger in volume than the Sun itself. The corona continuously expands into space forming the solar wind, which fills all the Solar System. The low corona, near the surface of the Sun, has a particle density around 1015–1016 m−3. The average temperature of the corona and solar wind is about 1,000,000–2,000,000 K; however, in the hottest regions it is 8,000,000–20,000,000 K. While no complete theory yet exists to account for the temperature of the corona, at least some of its heat is known to be from magnetic reconnection.

The heliosphere, which is the cavity around the Sun filled with the solar wind plasma, extends from approximately 20 solar radii (0.1 AU) to the outer fringes of the Solar System. Its inner boundary is defined as the layer in which the flow of the solar wind becomes superalfvénic—that is, where the flow becomes faster than the speed of Alfvén waves.Turbulence and dynamic forces outside this boundary cannot affect the shape of the solar corona within, because the information can only travel at the speed of Alfvén waves.

The solar wind travels outward continuously through the heliosphere, forming the solar magnetic field into a spiral shape, until it impacts the heliopause more than 50 AU from the Sun. In December 2004, the Voyager 1 probe passed through a shock front that is thought to be part of the heliopause. Both of the Voyager probes have recorded higher levels of energetic particles as they approach the boundary.

Magnetic field
The heliospheric current sheet extends to the outer reaches of the Solar System, and results from the influence of the Sun's rotating magnetic field on the plasma in the interplanetary medium.

The Sun is a magnetically active star. It supports a strong, changing magnetic field that varies year-to-year and reverses direction about every eleven years around solar maximum. The Sun's magnetic field leads to many effects that are collectively called solar activity, including sunspots on the surface of the Sun, solar flares, and variations in solar wind that carry material through the Solar System.

Effects of solar activity on Earth include auroras at moderate to high latitudes, and the disruption of radio communications and electric power. Solar activity is thought to have played a large role in the formation and evolution of the Solar System. Solar activity changes the structure of Earth's outer atmosphere.

All matter in the Sun is in the form of gas and plasma because of its high temperatures. This makes it possible for the Sun to rotate faster at its equator (about 25 days) than it does at higher latitudes (about 35 days near its poles). The differential rotation of the Sun's latitudes causes its magnetic field lines to become twisted together over time, causing magnetic field loops to erupt from the Sun's surface and trigger the formation of the Sun's dramatic sunspots and solar prominences (see magnetic reconnection). This twisting action creates the solar dynamo and an 11-year solar cycle of magnetic activity as the Sun's magnetic field reverses itself about every 11 years.

The solar magnetic field extends well beyond the Sun itself. The magnetized solar wind plasma carries Sun's magnetic field into the space forming what is called the interplanetary magnetic field.

Since the plasma can only move along the magnetic field lines, the interplanetary magnetic field is initially stretched radially away from the Sun. Because the fields above and below the solar equator have different polarities pointing towards and away from the Sun, there exists a thin current layer in the solar equatorial plane, which is called the heliospheric current sheet. At the large distances the rotation of the Sun twists the magnetic field and the current sheet into the Archimedean spiral like structure called the Parker spiral.

The interplanetary magnetic field is much stronger than the dipole component of the solar magnetic field. The Sun's 50–400 μT (in the photosphere) magnetic dipole field reduces with the cube of the distance to about 0.1 nT at the distance of the Earth. However, according to spacecraft observations the interplanetary field at the Earth's location is about 100 times greater at around 5 nT.

Chemical composition
The Sun is composed primarily of the chemical elements hydrogen and helium; they account for 74.9% and 23.8% of the mass of the Sun in the photosphere, respectively. All heavier elements, called metals in astronomy, account for less than 2% of the mass. The most abundant metals are oxygen (roughly 1% of the Sun's mass), carbon (0.3%), neon (0.2%), and iron (0.2%).

The Sun inherited its chemical composition from the interstellar medium out of which it formed: the hydrogen and helium in the Sun were produced by Big Bang nucleosynthesis. The metals were produced by stellar nucleosynthesis in generations of stars which completed their stellar evolution and returned their material to the interstellar medium before the formation of the Sun.

The chemical composition of the photosphere is normally considered representative of the composition of the primordial Solar System. However, since the Sun formed, the helium and heavy elements have settled out of the photosphere. Therefore, the photosphere now contains slightly less helium and only 84% of the heavy elements than the protostellar Sun did; the protostellar Sun was 71.1% hydrogen, 27.4% helium, and 1.5% metals.

In the inner portions of the Sun, nuclear fusion has modified the composition by converting hydrogen into helium, so the innermost portion of the Sun is now roughly 60% helium, with the metal abundance unchanged. Because the interior of the Sun is radiative, not convective, none of the fusion products from the core have risen to the photosphere.

The solar heavy-element abundances described above are typically measured both using spectroscopy of the Sun's photosphere and by measuring abundances in meteorites that have never been heated to melting temperatures. These meteorites are thought to retain the composition of the protostellar Sun and thus not affected by settling of heavy elements. The two methods generally agree well.

Singly ionized iron group elements
In the 1970s, much research focused on the abundances of iron group elements in the Sun. Although significant research was done, the abundance determination of some iron group elements (e.g., cobalt and manganese) was still difficult at least as far as 1978 because of their hyperfine structures.

The first largely complete set of oscillator strengths of singly ionized iron group elements were made available first in the 1960s, and improved oscillator strengths were computed in 1976. In 1978 the abundances of singly ionized elements of the iron group were derived.

Solar and planetary mass fractionation relationship
Various authors have considered the existence of a mass fractionation relationship between the isotopic compositions of solar and planetary noble gases, for example correlations between isotopic compositions of planetary and solar neon and xenon.

Nevertheless, the belief that the whole Sun has the same composition as the solar atmosphere was still widespread, at least until 1983.

In 1983, it was claimed that it was the fractionation in the Sun itself that caused the fractionation relationship between the isotopic compositions of planetary and solar wind implanted noble gases.

Solar cycles
When observing the Sun with appropriate filtration, the most immediately visible features are usually its sunspots, which are well-defined surface areas that appear darker than their surroundings because of lower temperatures. Sunspots are regions of intense magnetic activity where convection is inhibited by strong magnetic fields, reducing energy transport from the hot interior to the surface. The magnetic field causes strong heating in the corona, forming active regions that are the source of intense solar flares and coronal mass ejections.

The largest sunspots can be tens of thousands of kilometers across. The number of sunspots visible on the Sun is not constant, but varies over an 11-year cycle known as the solar cycle. At a typical solar minimum, few sunspots are visible, and occasionally none at all can be seen. Those that do appear are at high solar latitudes.

As the sunspot cycle progresses, the number of sunspots increases and they move closer to the equator of the Sun, a phenomenon described by Spörer's law. Sunspots usually exist as pairs with opposite magnetic polarity. The magnetic polarity of the leading sunspot alternates every solar cycle, so that it will be a north magnetic pole in one solar cycle and a south magnetic pole in the next.
History of the number of observed sunspots during the last 250 years, which shows the ~11-year solar cycle

The solar cycle has a great influence on space weather, and is a significant influence on the Earth's climate since luminosity has a direct relationship with magnetic activity. Solar activity minima tend to be correlated with colder temperatures, and longer than average solar cycles tend to be correlated with hotter temperatures. In the 17th century, the solar cycle appeared to have stopped entirely for several decades; few sunspots were observed during this period. During this era, known as the Maunder minimum or Little Ice Age, Europe experienced unusually cold temperatures.

Earlier extended minima have been discovered through analysis of tree rings and appear to have coincided with lower-than-average global temperatures.

Possible long-term cycle
A recent theory claims that there are magnetic instabilities in the core of the Sun that cause fluctuations with periods of either 41,000 or 100,000 years. These could provide a better explanation of the ice ages than the Milankovitch cycles.

Life cycle
The Sun was formed about 4.57 billion years ago from the collapse of part of a giant molecular cloud that consisted mostly of hydrogen and helium and which probably gave birth to many other stars. This age is estimated using computer models of stellar evolution and through nucleocosmochronology (nucleo-cosmo-chronology).

The result is consistent with the radiometric date of the oldest Solar System material, at 4.567 billion years ago. Studies of ancient meteorites reveal traces of stable daughter nuclei of short-lived isotopes, such as iron-60, that only form in exploding, short-lived stars. This indicates that one or more supernovae must have occurred near the location where the Sun formed. A shock wave from a nearby supernova would have triggered the formation of the Sun by compressing the gases within the molecular cloud, and causing certain regions to collapse under their own gravity.

As one fragment of the cloud collapsed it also began to rotate due to conservation of angular momentum and heat up with the increasing pressure. Much of the mass became concentrated in the center, while the rest flattened out into a disk which would become the planets and other solar system bodies. Gravity and pressure within the core of the cloud generated a lot of heat as it accreted more gas from the surrounding disk, eventually triggering nuclear fusion. Thus, our Sun was born.

The Sun is about halfway through its main-sequence evolution, during which nuclear fusion reactions in its core fuse hydrogen into helium. Each second, more than four million tonnes of matter are converted into energy within the Sun's core, producing neutrinos and solar radiation. At this rate, the Sun has so far converted around 100 Earth-masses of matter into energy. The Sun will spend a total of approximately 10 billion years as a main-sequence star.

The Sun does not have enough mass to explode as a supernova. Instead, in about 5 billion years, it will enter a red giant phase. Its outer layers will expand as the hydrogen fuel at the core is consumed and the core will contract and heat up. Hydrogen fusion will continue along a shell surrounding a helium core, which will steadily expand as more helium is produced. Once the core temperature reaches around 100 million kelvins, helium fusion at the core will begin producing carbon, and the Sun will enter the asymptotic giant branch phase.

Following the red giant phase, intense thermal pulsations will cause the Sun to throw off its outer layers, forming a planetary nebula. The only object that will remain after the outer layers are ejected is the extremely hot stellar core, which will slowly cool and fade as a white dwarf over many billions of years. This stellar evolution scenario is typical of low- to medium-mass stars.

Earth's fate
Earth's ultimate fate is precarious. As a red giant, the Sun will have a maximum radius beyond the Earth's current orbit, 1 AU (1.5×1011 m), 250 times the present radius of the Sun.

However, by the time it is an asymptotic giant branch star, the Sun will have lost roughly 30% of its present mass due to a stellar wind, so the orbits of the planets will move outward. If it were only for this, Earth would probably be spared, but new research suggests that Earth will be swallowed by the Sun owing to tidal interactions.

Even if Earth should escape incineration in the Sun, still all its water will be boiled away and most of its atmosphere will escape into space. Even during its current life in the main sequence, the Sun is gradually becoming more luminous (about 10% every 1 billion years), and its surface temperature is slowly rising. The Sun used to be fainter in the past, which is possibly the reason life on Earth has only existed for about 1 billion years on land. The increase in solar temperatures is such that in about another billion years the surface of the Earth will likely become too hot for liquid water to exist, ending all terrestrial life.

Sunlight
Sunlight is Earth's primary source of energy. The solar constant is the amount of power that the Sun deposits per unit area that is directly exposed to sunlight. The solar constant is equal to approximately 1,368 W/m2 (watts per square meter) at a distance of one astronomical unit (AU) from the Sun (that is, on or near Earth).

Sunlight on the surface of Earth is attenuated by the Earth's atmosphere so that less power arrives at the surface—closer to 1,000 W/m2 in clear conditions when the Sun is near the zenith.

Solar energy can be harnessed by a variety of natural and synthetic processes—photosynthesis by plants captures the energy of sunlight and converts it to chemical form (oxygen and reduced carbon compounds), while direct heating or electrical conversion by solar cells are used by solar power equipment to generate electricity or to do other useful work, sometimes employing concentrating solar power (that it is measured in suns). The energy stored in petroleum and other fossil fuels was originally converted from sunlight by photosynthesis in the distant past.

Motion and location within the galaxy
The Sun lies close to the inner rim of the Milky Way Galaxy's Orion Arm, in the Local Fluff or the Gould Belt, at a hypothesized distance of 7.5–8.5 kpc (25,000–28,000 lightyears) from the Galactic Center, contained within the Local Bubble, a space of rarefied hot gas, possibly produced by the supernova remnant, Geminga. The distance between the local arm and the next arm out, the Perseus Arm, is about 6,500 light-years. The Sun, and thus the Solar System, is found in what scientists call the galactic habitable zone.

The Apex of the Sun's Way, or the solar apex, is the direction that the Sun travels through space in the Milky Way, relative to other nearby stars. The general direction of the Sun's galactic motion is towards the star Vega in the constellation of Lyra at an angle of roughly 60 sky degrees to the direction of the Galactic Center.

The Sun's orbit around the Galaxy is expected to be roughly elliptical with the addition of perturbations due to the galactic spiral arms and non-uniform mass distributions. In addition the Sun oscillates up and down relative to the galactic plane approximately 2.7 times per orbit. It has been argued that the Sun's passage through the higher density spiral arms often coincides with mass extinctions on Earth, perhaps due to increased impact events.

It takes the Solar System about 225–250 million years to complete one orbit of the galaxy (a galactic year), so it is thought to have completed 20–25 orbits during the lifetime of the Sun. The orbital speed of the Solar System about the center of the Galaxy is approximately 251 km/s. At this speed, it takes around 1,190 years for the Solar System to travel a distance of 1 light-year, or 7 days to travel 1 AU.

The Sun's motion about the centre of mass of the Solar System is complicated by perturbations from the planets. Every few hundred years this motion switches between prograde and retrograde.

Tuesday, May 1, 2012

irgin Galactic, Virgin Unite, UNCF Announce the Launch of the Galactic Unite STEM Scholarship Program for Young Women

From Market Watch Press Release: Virgin Galactic, Virgin Unite, UNCF Announce the Launch of the Galactic Unite STEM Scholarship Program for Young Women
NEW YORK, May 01, 2012 (BUSINESS WIRE) -- Virgin Galactic, the world's first spaceline, and the Virgin Group's not-for-profit Virgin Unite have come together to announce the Galactic Unite STEM Scholarship Program. Galactic Unite is a global initiative, driven by Virgin Galactic's community of Future Astronaut customers, designed to inspire and support students as they seek answers to global challenges through science, technology, engineering and mathematics education (STEM) and business entrepreneurship. Virgin Galactic Future Astronauts Jann Bytheway and Global recording artist/UNESCO Artist for Peace Ambassador Sarah Brightman have, by generous donations, created the Galactic Unite STEM Scholarship Program, which will be managed through a partnership with UNCF, one of the nation's largest private providers of minority scholarships.

The Bytheway and Brightman STEM Scholarship Program will help young females in the US pursue STEM education throughout their four-year college career, providing a much needed boost to the current participation of females in this area. The first scholarships will be awarded this fall. The application deadline is May 31, 2012.

To apply for Galactic Unite Bytheway Scholarship, please visit http://www.uncf.org/galactic_bytheway . To apply for Galactic Unite Brightman Scholarship, please visit http://www.uncf.org/galactic_brightman .

Commenting on the announcement, George Whitesides, CEO and President of Virgin Galactic said: "Space exploration belongs to everyone regardless of socio-economic background. We have built and will be operating the vehicles that will provide universal access to space, safely and affordably for the very first time. But this is just the start. The new industry which we are helping to create will offer endless exciting opportunities for talented young people. We will need that talent in order for the industry to grow and to reach its full potential. Through Jann and Sarah's generosity and the vision of our community of Future Astronauts, young lives will be changed and ambitions fulfilled to the benefit of future generations."

"It is exciting to be able to partner with Virgin Unite to provide STEM scholarships to young women," said Jann Bytheway. "Some of the fastest growing and financially rewarding jobs in the U.S. are in the STEM fields. While women make up more than 50% of the work force, they only comprise one quarter of the STEM jobs. The world needs inventive, intelligent women who can make a difference in STEM."

Sarah Brightman added: "I'm delighted to be supporting this exciting and important program. There are many talented young women out there who need to be given greater opportunities to develop their STEM skills. These women could be our future astronauts and space program pioneers. Success in every field is usually achieved through a mix of innate skill and superb teaching. I believe that these scholarships will enable the education system to bring out the best in young women who might otherwise not get a chance to realize their full potential."

"UNCF is excited to be partnering with Virgin Unite to offer this space-age scholarship program," said UNCF president and CEO Michael L. Lomax, Ph.D. "America will define itself in the 21st century by its ability to prepare our young people for STEM careers, and by its commitment to offer those opportunities to young women from low- and moderate-income families, who are currently underrepresented in STEM careers. UNCF is proud to be part of The Galactic Unite STEM Scholarship Program and salutes Jann Bytheway and Sarah Brightman for their generosity and willingness to invest in America's future."

"We are so excited to be working with Virgin Galactic, UNCF and the wonderful Future Astronauts from Virgin Galactic. A big thanks to Jann and Sarah for their commitment. We look forward to working with other partners and other Future Astronauts to really grow this program with the aim of encouraging millions of other young people to get a STEM education and help us all re-imagine how we live and work in this world." said Virgin Unite CEO Jean Oelwang.

About Virgin Unite
Virgin Unite is the non-for-profit foundation of the Virgin Group. We unite people to tackle tough social and environmental problems in an entrepreneurial way. Our aim is to help revolutionize the way businesses, governments and the social sector work together -- driving business as a force for good. This is based on the belief that this is the only way we can tackle the scale and urgency of the challenges facing the world today. Virgin Unite's overheads are covered by Sir Richard Branson and the Virgin Group, meaning that 100% of additional donations received go direct to the frontline where they are needed most. For more information please visit www.virginunite.com . Follow us on Twitter www.twitter.com/virginunite . Join the movement on Facebook http://www.facebook.com/VirginUnite

About Virgin Galactic
Virgin Galactic is on track to be the world's first commercial spaceline. The new spaceship (VSS Enterprise) and Mothership (VMS Eve) have both been developed for Sir Richard Branson's Virgin Galactic by Mojave-based Scaled Composites. Founded by Burt Rutan, Scaled developed SpaceShipOne, which in 2004 claimed the $10m Ansari X Prize as the world's first privately built manned spacecraft. Virgin Galactic's new vehicles share much of the same basic design but are being built to carry six customers on sub-orbital space flights, allowing an out-of-the-seat zero gravity experience and offering astounding views of the planet from the black sky of space. The VSS Enterprise test flight program will continue through 2012, prior to commercial operations, which will be based at Virgin Galactic's future headquarters at Spaceport America in New Mexico.

About UNCF
UNCF (United Negro College Fund) plays a critical role in enabling more than 60,000 students each year to attend college and get the education they need and that the nation needs them to have. To live up to the ideal expressed in UNCF's universally-recognized motto, "A mind is a terrible thing to waste,"(R) UNCF helps students go to and through college by:

-- Awarding 10,000 scholarships each year under 400 scholarship and internship programs so that students from low- and moderate-income families can attend more than 900 colleges and universities across the country. Through the UNCF/Merck Science Initiative, for example, UNCF has enabled almost 600 students and scholars to study biological science and engineering at the undergraduate, graduate and post-doctoral levels;

-- Providing operating funds for its 38 member colleges, small, private institutions that offer a small-college experience at tuitions that average more than 30 percent less than those at comparable colleges and universities; and

-- Serving as a national advocate for college readiness and the importance of education for all Americans.

Sunburst Six: 1. The Sun part 1

From Wikipedia:
History of observation
Early understanding

Like other natural phenomena, the Sun has been an object of veneration in many cultures throughout human history. Humanity's most fundamental understanding of the Sun has been of a blazing ball of light in the sky, whose presence above the horizon creates day and whose absence causes night.

In many prehistoric and ancient cultures, the Sun was thought to be a solar deity or other supernatural phenomenon. Worship of the Sun was central to civilizations such as the Inca of South America and the Aztecs of what is now Mexico.

(Indeed, the first monotheist religion, which lasted for about 10 years in ancient Egypt, was based on worship of the sun, Aten, as the only God. The Pharoah Akhenaten built a new city at Amarna and the new religion lasted for ten years before Akhenaten died. That pharoah's son, originally Tutankaten, is more famously known as Tutankhamen. He changed his name when he abandoned his father's religion.)

Many ancient monuments were constructed with solar phenomena in mind; for example, stone megaliths accurately mark the summer or winter solstice (some of the most prominent megaliths are located in Nabta Playa, Egypt; Mnajdra, Malta and at Stonehenge, England); Newgrange, a prehistoric human-built mount in Ireland, was designed to detect the winter solstice; the pyramid of El Castillo at Chichén Itzá in Mexico is designed to cast shadows in the shape of serpents climbing the pyramid at the vernal and autumn equinoxes.

In the late Roman Empire the Sun's birthday was a holiday celebrated as Sol Invictus (literally "unconquered sun") soon after the winter solstice which may have been an antecedent to Christmas.

Regarding the fixed stars, the Sun appears from Earth to revolve once a year along the ecliptic through the zodiac, and so Greek astronomers considered it to be one of the seven planets (Greek planetes, "wanderer"), after which the seven days of the week are named in some languages.