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The Cosmic Gulp—Myths and Truths—Scientific Considerationsand Cosmological Models to be Revisited

Two collisions have taken place between a neutron star and a black hole within a time-frame of 10 days. The extraterrestrial event suggests to revisit the theories of cosmology.

By Alex J. & Salawal Salah
Scientific Correspondents: SAARC-ASEAN Postdoc Academia

According to the recent reports concerning the black hole-neutron star collision, the rare phenomenon tags considerable challenge to the wisdom of scientific era. The non- cogent twin-events have extended no scientific acquiescence to the cosmological theories or the past astronomical observations so far.

All of the data-info along with the indication-clues published in the Astrophysical Journal Letters leave the world with a plenty of question marks on the face of the black hole- neutron star collision event that has been named as ‘The Cosmic Gulp’.

“It’s the first time that we’ve actually been able to detect a neutron star and a black hole colliding with each other anywhere in the universe,” said Patrick Brady, a professor of physics at the University of Wisconsin-Milwaukee who serves as the spokesman for the LIGO Scientific Collaboration.

https://www.nytimes.com/2021/06/29/science/black-holes.html

BBC London’s foremost report on the intergalactic event, in addition to featuring the rarest and first of its nature extraterrestrial event, utters out quite clearly, that:

“The observations could mean that some ideas of how stars and galaxies form may need to be revised”.

Prof Vivien Raymond, from Cardiff University, told BBC News regarding the surprising results that:

“We have to go back to the drawing board and rewrite our theories,” he said effusively.

“We have learned a bit of a lesson again. When we assume something we tend to be proved wrong after a while. So we have to keep our minds open and see what the Universe is telling us.”

https://www.bbc.com/news/science-environment-57639520

Prof Aurangzeb Hafi, the postdoc P.I. of South Asian region, on the other hand, profusely refutes the prevailing models of cosmogenesis on account of the recently occurred extraterrestrial twin-events that have turned the predominant ladders of cosmologyupside down.

Prof Hafi confutes quite demonstratively that:

“As per the twofold paradigms of black-hole view of the interstellar evolution and the big-bang view of cosmology, the black holes should only collide into the other neutron stars, as well as the neutron stars should also follow the same intergalactic pattern, whereas, through the recent divergence of the twin-events, the Universe is telling us something contrary to the Hawking’s cosmological model. Not only these two, but many other crashes also indicate the same mismatched collision phenomenon. Nonetheless, the pattern-divergence rather evidently validates intergalactic magneto-kinetics view of matter-field transposition as well as the interstellar magnetic inversion capsizal swaps”.

Above and beyond the scientific question marks posed by the phenomenon and highlighted by Prof Raymond and Prof Hafi, the famous astrophysicist Patrick Brady,an astrophysicist at the University of Wisconsin Milwaukee remarks in a quite sturdy way, that:

“It was just a big quick (gulp), gone. ”The black hole “gets a nice dinner of a neutron star and makes itself just a little bit more massive.”

https://abcnews.go.com/Technology/wireStory/cosmic-gulp-astronomers-black-hole-swallow-neutron-star-78555187

UNICEF Advice for having Age-appropriate Discussions to Reassure and Protect Children from COVID-19.

As people around the world are taking precautions to protect themselves, their families and their communities from coronavirus disease (COVID-19) it’s also important that children can continue to learn, and that they can do so in an environment that is welcoming, respectful, inclusive, and supportive to all.

Schools and teachers play a vital role in this. Sharing accurate information and science-based facts about COVID-19 will help diminish students’ fears and anxieties around the disease and support their ability to cope with any secondary impacts in their lives.

Here are some suggestions about how teachers can engage students of different ages (preschool, primary, lower secondary and upper secondary) on preventing and controlling the spread of COVID-19 and other viruses. Any conversations or activities should always consider the specific needs of children, the guidance provided by your school, local and/or national authorities, and be based on reputable sources such as UNICEF and the World Health Organization.

Preschool

Focus on communicating good health behaviours, such as covering coughs and sneezes with the elbow and washing hands. See more on how to avoid the risk of infection here.

One of the best ways to keep children safe from coronavirus and other diseases is to simply encourage regular handwashing, for at least 20 seconds. It doesn’t need to be a scary conversation. Sing along with The Wiggles or follow this dance to make learning fun. See more on handwashing here.

Develop a way to track how children are washing their hands and find ways to reward them for frequent/timely hand washing.

Use puppets or dolls to demonstrate symptoms (sneezing, coughing, fever), what to do if children feel sick (like if their head hurts, their stomach hurts, or if they feel hot or extra tired), and how to comfort someone who is sick (cultivating empathy and safe caring behaviours).

When it’s circle time, have children sit farther apart from one another by practicing stretching their arms out or ‘flapping their wings’ – they should keep enough space between each other so that they are not touching their friends.

Primary school

Make sure to listen to children’s concerns and answer their questions in an age appropriate manner; don’t overwhelm them with too much information. Encourage them to express and communicate their feelings. Discuss the different feelings they may be experiencing and explain that these are normal reactions to an abnormal situation.

Emphasize that children can do a lot to keep themselves and others safe. For example, introduce the concept of physical distancing (standing further away from friends, avoiding large crowds, not touching people if they don’t need to, etc.). Also, focus on good health behaviours, such as covering coughs and sneezes with the elbow and washing hands. See more on how to avoid the risk of infection here.

Help children understand the basic concepts of disease prevention and control. Use exercises that demonstrate how germs can spread. For example, you can put coloured water in a spray bottle and spray it on a piece of white paper, then observe how far the droplets travel.

Demonstrate why it’s so important to wash hands for 20 seconds with soap. For example, put a small amount of glitter in a student’s hands and have them wash them with just water and notice how much glitter remains. Then have them wash for 20 seconds with soap and water and see how the glitter is gone.

Have students analyse texts to identify high risk behaviours and suggest ways to change them. For example, a teacher comes to school with a cold. He sneezes and covers it with his hand. He shakes hands with a colleague. He wipes his hands afterwards with a handkerchief, then goes to class to teach. What did the teacher do that was risky? What should he have done instead?

Lower secondary school

Make sure to listen to students’ concerns and answer their questions.
Emphasize that students can do a lot to keep themselves and others safe. For example, introduce the concept of physical distancing, and focus on good health behaviours, such as covering coughs and sneezes with the elbow and washing hands. See more on how to avoid the risk of infection here.

Remind students that they can share healthy behaviours with their families.

Encourage students to confront and prevent stigma. Discuss the reactions they may experience around discrimination, and explain that these are normal reactions in emergency situations. Encourage them to express and communicate their feelings, but also explain that fear and stigma make a difficult situation worse. Words matter, and using language that perpetuates existing stereotypes can drive people away from taking the actions they need to protect themselves. Read some do’s and don’ts for how to talk about the coronavirus with children.
Build students’ agency and have them promote facts about public health.

Incorporate relevant health education into other subjects. Science can cover the study of viruses, disease transmission and the importance of vaccinations. Social studies can focus on the history of pandemics and the evolution of policies on public health and safety.

Have students make their own Public Service Announcements through school announcements and poster.
Media literacy lessons can empower students to be critical thinkers and make them effective communicators and active citizens, which will improve their abilities to detect misinformation.

Upper secondary school

Make sure to listen to students’ concerns and answer their questions.
Emphasize that students can do a lot to keep themselves and others safe. For example, introduce the concept of physical distancing, and focus on good health behaviours, such as covering coughs and sneezes with the elbow and washing hands. See more on how to avoid the risk of infection here.

Encourage students to confront and prevent stigma. Discuss the reactions they may experience around discrimination, and explain that these are normal reactions in emergency situations. Encourage them to express and communicate their feelings, but also explain that fear and stigma make a difficult situation worse. Words matter, and using language that perpetuates existing stereotypes can drive people away from taking the actions they need to protect themselves. Read some do’s and don’ts for how to talk about the coronavirus with children.

Incorporate relevant health education into other subjects. Science courses can cover the study of viruses, disease transmission and the importance of vaccinations. Social studies can focus on the history of pandemics and their secondary effects and investigate how public policies can promote tolerance and social cohesion.

Have students make their own Public Service Announcements via social media, radio or even local TV broadcasting.

Media literacy lessons can empower students to be critical thinkers and make them effective communicators and active citizens, which will improve their abilities to detect misinformation.

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Postdoctoral Community Leads the Global Emergency Response—COVID 19 Pandemic Update

Breaking News:// COVID Alert-Note// AOPDA – The first methodological baselines engrossed annotation-broadsheet with reference to the COVID-19 pandemic outbreak has recently been emerged as the foremost inquiry-bound way-out propositional framework to address the research-centered needs of the global emergency.

Developed by the P.I. of Asia-Oceania Post-Doctoral Academia (AOPDA), the annotation-broadsheet has been made available to the World Health Organization,  the governments,  the research-oriented academic segments and other quarters of relevance.

The 1st schema-protocol broadsheet COVID-RR marks a major breakthrough in the persistently devastative scenario-in-effect ongoing from December 2019 and unceasingly overpassing the cross-continental and cross-oceanic boundaries around the globe.

The methodological and propositional research-schema centered annotation-broadsheet encompasses the condensed schematic way-out overview in a brief and engrossed graphic representation.

Precisely titled as ‘COVID-19 risk reduction (COVID-RR) Schematic Overview’ by AOPDA’s P.I Professor Aurangzeb Hafi, the annotation-broadsheet was presented from the author’s workstation in Pakistan on 3/23/2020 for the academic considerations. After a thorough review analysis and experts’ opinion on the subject, A.Z.H. Model of COVID-19 risk reduction (COVID-RR) along the broadsheet was aired by the midnight of 24th. A video / audio brief of the schema-outline is scheduled to be aired shortly.

The research-oriented institutional fora, the governments, the community stakeholders, health care systems and the policy-making segments are highly encouraged to incorporate their perspicacity to further the cause, as well as to employ the proposed ‘COVID 19 RR’ schema—whenever and wherever needed, in order to serve the suffering humanity during one of the critical most hours of need!


 

World Health Organization advice for the public: When and how to use masks

  • If you are healthy, you only need to wear a mask if you are taking care of a person with suspected 2019-nCoV infection.
  • Wear a mask if you are coughing or sneezing.
  • Masks are effective only when used in combination with frequent hand-cleaning with alcohol-based hand rub or soap and water.
  • If you wear a mask, then you must know how to use it and dispose of it properly.

For further details:

https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public/when-and-how-to-use-masks

 

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UN World Science and Peace Observance—‘Subsoil Hydro-Toxification’ Found as The Grimmest Threat to Human Life

Under the aegis of UNESCO, an assortment of institutional hubs of the world have designated diverse assemblies of inter-disciplinary academicians from different institutions incorporated their vision to address the key-issues concerning the role of science and development in building up peace and ensuring to safeguard a safe, secure and prosperous human life on the planet.

UN Observances//Postdoc/–11/11/2018/

The United Nations has designated November 10 as “World Science Day for Peace and Development”. Proclaimed in 2001 by the UN’s Educational, Scientific and Cultural Organization (UNESCO) the set-aside day is meant to highlight the significant role of science in society and the need to engage the wider public in debates on emerging scientific issues. It is observed worldwide annually with a different theme pertinent to its conceptual roots. It encompasses all the activities within the scopes of showing the general public the relevance of science in their lives and to engage them in discussions concerning the challenges faced by the science, developments and the societies.

The Association of Science–Technology Centers co-hosted with the American Association for the Advancement of Science (AAAS) a worldwide conversation about “Science, a Human Right.”

A panel of experts gathered at the AAAS headquarters in Washington, DC and in four science centers around the world: Parque Explora, Medellin (Colombia); We the Curious, Bristol (UK); Continium, Kerkrade (The Netherlands) and Cosmocaixa, Barcelona (Spain).

The conversation proceeded in two parts; the first part, moderated by Jessica Wyndham, Director of the AAAS Scientific Responsibility, Human Rights and Law Program, feature Margaret Weigers Vitullo, Ph.D., Deputy Director of the American Sociological Association, who unpacked what the right to science means based on empirical work involving the scientific and engineering communities, and Shirley Malcom, Ph.D., head of the AAAS Education and Human Resources Programs placed the right to science in the context of the sustainable development goals.

The second part, moderated by Cristin Dorgelo, the President and CEO of ASTC, tackled the role of science centers in communication and implementation of the right to science.

https://www.aaas.org/events/world-science-day-peace-and-development

In the Asian and Oceanic regions, the conjoint postdoctoral observance of the WSDP was marked by Asia-Oceania Post-Doctoral Academia (AOPDA) and SAIRI Postdoc Multiversity for the United Nation SDGs studies, under the patronage of Justice (R) Dr. S.S. Paru, Chancellor Emeritus of SAARC-ASEAN Postdoc Academia.

High profiled academicians from diverse disciplines incorporated their vision to address the key challenges faced by the today’s human life on earth in order to safeguard a safe, secure and prosperous human life in the ever-worsening existing scenarios.

Hazardous toxification occurrences of under-ground water reserves due to the prevailing sewage-drainage practice were declared as the grimmest threat to the human life upon earth, biosafety and the ecological sustainability as well. A Pakistani female Hydro-toxicologist and water conservation expert, Professor Dr. Khalida Khan was titled as thePostdoc Strategic Researcher of the Year’ 2018-2019 by a resolution adopted during the annual proceedings of National Postdoctoral Appreciation Week (NPAW-2018).

https://www.nationalpostdoc.org/page/2018NPAW#AO

The African Academy of Sciences (AAS) and partners celebrated the UN’s WSDPD-2018 by awarding seven inaugural early career African researchers with an AESA-RISE postdoctoral fellowship having a 3 years postdoctoral funding from the Carnegie Corporation of New York (CCNY).

The seven researchers were drawn from Botswana, Kenya, Malawi, Nigeria, Tanzania and Uganda with some fellows based in institutions outside their home countries, such as the University of Witwatersrand in South Africa and the University of eSwatini.

https://www.exchange.co.tz/international-science-day-marked-in-africa-with-improvement-of-access-to-science-education/

The Director-General of UNESCO, Audrey Azoulay has expressed in the statement for 2018’s WDSPD that UNESCO calls on governments, businesses, civil society and scientists to fully embrace the values of responsible and ethical science, by fully implementing the UNESCO recommendation on science and scientific researchers.

https://en.unesco.org/commemorations/worldscienceday#statements

Princess Sumaya launched the 2018 WSDPD at the UNESCO headquarters in Paris.

In her opening remarks, the Princess reiterated the importance of fulfilling and enabling the human right to science, as outlined in the Universal Declaration for Human Rights of 1948.

In the declaration’s 70th anniversary year, she said it was time to “refocus our efforts on enabling science within all societies” and on “ensuring that all people around the world may share the benefits of scientific engagement and knowledge”.

https://www.msn.com/en-ae/news/other/princess-sumaya-launches-world-science-day-for-peace-and-development-in-paris/ar-BBPBsBz

Dr. Spencer Onu, the Director, Centre for Satellite Technology Development (CSTD) said that science and technology were the keys to developing any nation.

https://uncova.com/world-science-day-scientists-call-for-research-infrastructure-development

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Postdoctoral Scientists Make Gigantic Breakthrough in Space Sciences—Experimentation during the Century’s Longest Lunar Eclipse Marks Paradigm Shifts in Cosmological Understandings.

KARACHI, 28/07/2018// Breaking News Feature/ — The biggest total lunar eclipse of the 21st century has occurred yester-night.

During the longest manifestation of natural phenomenon, which extended over 102 minutes and 57 seconds, a gigantic academic and scientific contribution for the advancement of space sciences and cosmological studies has been made by Pak scientists alongside the laterally coastal area of the Indian Ocean’s purlieu-zone in Karachi.

Pakistani inter-disciplinary researchers have made a historic breakthrough of demonstrating the first direct method of measuring the ‘Cyclotron Radius in the Milieu-circumstance of Hydrogen’, which has been termed as ‘Hydro-Cyclotron Radius’ (HCR), by the P.I. of the cross-disciplinary scientists’ team carrying out the first ever experimentation on corresponding connections and causal relationship  between that the lunar magnetic flux can have on the Hydrogen element.

The cross-disciplinary panel of Pakistani scientists observing and demonstrating the first ever ‘Hydro-Cyclotron Radius’ extent, includes;

Prof. Dr. Zafar Saeed Saify (Ph. D., D. Sc.) Former VC: University of Karachi, Senior Scientist: HEJ.

Prof. Dr. Jawed Iqbal (Ph. D.) Director: Institute of Space and Planetary Astrophysics.

Prof. Dr. Umar Farooq (Ph. D.) Former VC: D.U.H.S.

Prof. Dr. Qadhi Aurangzeb Al Hafi (Ph. D., D. Sc.) P.I.: SAARC Postdoc Academia

Prof. Dr. Ashraf Ch. (Ph. D.) Representative: Royal Society of Chemistry England.

Prof. Dr. Khalida M. Khan (Ph. D.) Former UNESCO Chair at PU.

The team was led by the fabled multidisciplinary scientist of Pakistan, Prof. Dr. Aurangzeb Hafi, who is currently serving as P.I. of various post-doctoral research projects in several universities of Asia.

To date, notably, the world’s leading platforms including NASA have not claimed yet the Cyclotron Radius measurements in Umbral and Penumbral referent-frames so far.

“Besides the HCR measurements, during the course of celestial observations and cosmological findings, the phenomenon of Magneto-Hydro-Tropism (MHT) was clearly and affirmably evidenced as per the scientific parameters.” stated the scientists carrying out the research task during the century’s longest eclipse’s occurrence on 27th-28th July 2018.

“The ever first demonstration of measuring the ‘Hydro-cyclotron Radius’, and evidential endorsement of the phenomenon of Magneto-Hydro-Tropism (MHT) would broaden the prospects for achieving results to enhance the cosmological understandings as well as exploring the far-impacting avenues that would mark paradigm shifts in academic perspectives and scientific contexts”, learnt the panel as affirmed by Prof. Dr. Zafar Saeed Saify, former VC of the Karachi University.

The event has fetched Pakistan’s ‘leading-edge image’ at an international level.

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