Abstract
The role of high‐speed solar wind streams in driving relativistic electron acceleration within the Earth's magnetosphere during solar activity minimum conditions has been well documented. The rising phase of the new solar activity cycle (cycle 23) commenced in 1996, and there have recently been a number of coronal mass ejections (CMEs) and related “magnetic clouds” at 1 AU. As these CME/cloud systems interact with the Earth's magnetosphere, some events produce substantial enhancements in the magnetospheric energetic particle population while others do not. This paper compares and contrasts relativistic electron signatures observed by the POLAR, SAMPEX, Highly Elliptical Orbit, and geostationary orbit spacecraft during two magnetic cloud events: May 27–29, 1996, and January 10–11, 1997. Sequences were observed in each case in which the interplanetary magnetic field was first strongly southward and then rotated northward. In both cases, there were large solar wind density enhancements toward the end of the cloud passage at 1 AU. Strong energetic electron acceleration was observed in the January event, but not in the May event. The relative geoeffectiveness for these two cases is assessed, and it is concluded that large induced electric fields (∂B/∂t) caused in situ acceleration of electrons throughout the outer radiation zone during the January 1997 event.
Highlights
Apresenta-se uma metodologia de construção de uma plataforma para simular uma rede Grid com máquinas virtuais, com o objetivo de criar ambientes virtuais que contribuam aos processos de aprendizagem
This research presents a methodology for building a Grid platform to simulate a network with virtual machines in order to create virtual environments that contribute to the learning process
The design used for the development is based on a prototype
Summary
Este trabajo pretende construir una propuesta conceptual y metodológica que contribuya a la formación de ingenieros acorde con los desarrollos epistemológicos actuales y con la sociedad de la información y el conocimiento, de tal forma que nos permita elaborar una resignificación de los procesos de enseñanza-aprendizaje y de su relación con los espacios físicos y temporales, propios de la antigua Grecia, donde se dio origen a las aulas de clase tal y como las conocemos hoy en día; aulas que fueron inspiradas en los teatros de la Roma imperial, cuya visión del aprendizaje daba su máxima importancia al contexto físico y a la influencia mediadora de la retórica; en esta época es cuando se establece el papel de maestro-alumno, con Marco Fabio Quintiliano como el principal pedagogo romano de entonces [1]. De esta forma, nuestra intencionalidad se basa en el desarrollo de una plataforma para simular una red Grid con máquinas virtuales que contribuya a los procesos de formación [2]
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