The CARMENES search for exoplanets around M dwarfs

Context. GJ 1148 is an M-dwarf star hosting a planetary system composed of two Saturn-mass planets in eccentric orbits with periods of 41.38 and 532.02 days. Aims. We reanalyze the orbital configuration and dynamics of the GJ 1148 multi-planetary system based on new precise radial velocity measurements taken with CARMENES. Methods. We combined new and archival precise Doppler measurements from CARMENES with those available from HIRES for GJ 1148 and modeled these data with a self-consistent dynamical model. We studied the orbital dynamics of the system using the secular theory and direct N-body integrations. The prospects of potentially habitable moons around GJ 1148 b were examined. Results. The refined dynamical analyses show that the GJ 1148 system is long-term stable in a large phase-space of orbital parameters with an orbital configuration suggesting apsidal alignment, but not in any particular high-order mean-motion resonant commensurability. GJ 1148 b orbits inside the optimistic habitable zone (HZ). We find only a narrow stability region around the planet where exomoons can exist. However, in this stable region exomoons exhibit quick orbital decay due to tidal interaction with the planet. Conclusions. The GJ 1148 planetary system is a very rare M-dwarf planetary system consisting of a pair of gas giants, the inner of which resides in the HZ. We conclude that habitable exomoons around GJ 1148 b are very unlikely to exist.

The Secular Realm as Interfaith Space: Discourse and Practice in Contemporary Multicultural Nation-States

While classically posited as the separation of religion from public life, it is suggested that the contemporary secular public sphere in multicultural contexts has become a habitat for interfaith dialogue. Looking at dynamics in classical secular theory as well as some recent theorists of secularism and multiculturalism, most particularly Jürgen Habermas, Charles Taylor, Tariq Modood, and Rajeev Bhargava, it is shown that far from being hostile to religion much of the practice of secularism is often entwined with particular discourses of religious norms. Using spatial theory, especially that of Lefebvre, four cameos from the UK, USA, Singapore, and India are used as indicative of the way that interfaith discourse is embedded in various aspects of the secular public sphere from governmental, through official Non-Governmental Organisations (NGOs), to grassroots levels such that as forum externum religion is accepted in this space as interfaith dialogue. It is argued that a conceptual linkage of interfaith motifs is, if not inherent, then at least embedded in the secular realm in the contemporary multicultural context.

The tidal parameters of TRAPPIST-1b and c

The TRAPPIST-1 planetary system consists of seven planets within 0.05 au of each other, five of which are in a multiresonant chain. These resonances suggest the system formed via planet migration; subsequent tidal evolution has damped away most of the initial eccentricities. We used dynamical N-body simulations to estimate how long it takes for the multiresonant configuration that arises during planet formation to break. From there we use secular theory to pose limits on the tidal parameters of planets b and c. We calibrate our results against multilayered interior models constructed to fit the masses and radii of the planets, from which the tidal parameters are computed independently. The dynamical simulations show that the planets typically go unstable 30 Myr after their formation. Assuming synchronous rotation throughout, we compute $\frac{k_2}{Q} \gtrsim 2\times 10^{-4}$ for planet b and $\frac{k_2}{Q} \gtrsim 10^{-3}$ for planet c. Interior models yield (0.075–0.37) × 10−4 for TRAPPIST-1b and (0.4–2) × 10−4 for TRAPPIST-1c. The agreement between the dynamical and interior models is not too strong, but is still useful to constrain the dynamical history of the system. We suggest that this two-pronged approach could be of further use in other multiresonant systems if the planet’s orbital and interior parameters are sufficiently well known.

Integration of citizenship education with religious education in Lesotho secondary schools

The current article fervently acknowledges the general agreement that Lesotho had never experienced a stable democracy ever since the ultimate attainment of political independence in 1966. Among other possible solutions proposed to the problem of Lesotho’s democratic instability, citizenship education dominates government documents and various works regarding the political discourse. Although there is this pervasive recognition of the needed political educational intervention, there is no explicit direction on how to properly introduce the envisaged citizenship education. The article valiantly attempts bridging this visible gap by carefully probing the published literature to propose the meaningful integration of citizenship education with religious education. The discussion was guided by the critical use of the post-secular theoretical framework. The article highlights that, coupled with post-Christianity, post-secular theory undoubtedly provided a workable framework for the meaningful integration of secular (political citizenship) and religious essences for the promotion of democratic stability in Lesotho. The article logically concludes by showing that the proposed integration of citizenship education in religious education is within acceptable philosophical modes of proper education.

Introduction to Theory and Theology in Chinese Literary Studies

Based in the context of Marxist China, Chinese intellectuals with no church background or affiliation have yet shown a keen interest in reading and applying the insights of western Christian theology. In Chinese literary studies, such scholars, who are secular in orientation, integrate both theory and theology in their work. This Sino-theological scholarship is virtually unknown in literary studies in the USA. Yet as demonstrated in the work of Yang Huilin and Liu Xiaofeng, among others, it contributes to a globalized understanding of literary studies. It also challenges current understandings of secularism, adding a new dimension to post-secular theory.

Evangelism Through Happiness? A Case Study in Innovative “Pre-Evangelism” with Contemporary uk “Post-Christians”

The nature of evangelism in “post-Christian” societies, especially in the secularizing west is a problematized and contested area. A field research case study is presented by the author who was also the facilitator of an innovative pre-evangelism resource entitled The Happiness Lab which was the subject of the research. A small group of “post-Christians” in the United Kingdom was gathered to pilot the course which taught practices associated with increasing happiness from the positive psychology movement. Survey data, participant observation and semi-structured interviews create triangulated data which is analyzed to show the effectiveness of the course in increasing in small ways the happiness levels of the participants. The question of how the course is defined and offered ethically as pre-evangelism is examined. Critical reflection on the data is presented utilizing secularization and post-secular theory alongside theological categories such as imago Dei, incarnation and conversion. “Anticipatory evangelism” is suggested as an alternative nomenclature.1

Metode Pendidikan Anak Berbasis Qishshah AL-Anbiyâ’ dan Kontekstualisasinya di Perguruan Tinggi Islam

The purpose of this paper is to make the children's stories of the Prophets in the Koran as a basic method of child education. The background of the lack of studies in children's education that makes the Koran as the basis for the development of education and learning theory. In addition, the College of Religious Islam is supposed to close by the Koran thus many choose Western- secular theory . The theory used in this paper is a story in the Quran and learning methodologies . Using data from the literature and discourse analysis, this paper found that the prophetic method of educating children in the Koran are prenatally using monologues and after birth using the method of dialogue with intuitive engineering - shar'ī , case studies , emotive and scientific debate.Tujuan tulisan ini adalah menjadikan kisah-kisah anak para Nabi dalam Alquran sebagai dasar metode pendidikan anak. Ini dilatarbelakangi dari minimnya kajian dalam pendidikan anak yang menjadikan Alquran sebagai dasar pengembangan teori pendidikan dan pembelajaran. Selain itu, Perguruan Tinggi Keagamaan Islam yang seharusnya dekat dengan Alquran justru banyak memilih teori Barat-sekuler. Teori yang digunakan dalam tulisan ini adalah qashâsh al-qur’ân dan metodologi pembelajaran. Dengan menggunakan data pustaka dan analisis wacana tulisan ini menemukan bahwa metode kenabian dalam mendidik anak dalam Alquran adalah sebelum lahir menggunakan metode monolog dan setelah lahir menggunakan metode dialog dengan teknik intuitif-syar‘i, studi kasus, emotif dan debat ilmiah.

Studi Bahan Ajar Tentang Sejarah Islam di Indonesia dalam Buku Ajar Sejarah Nasional Indonesia Tingkat SMA/ MA dalam Perspektif Pendidikan Islam

The focus of this study is about the materials of History of Islam in Indonesia on Indonesian National History Textbook in the Perspective of Islamic Education. It�s not only knowing of this materials but also can be useful for people who want to master of historical of Islam in Indonesia. In the process of learning the teacher presenting the material, starting with the creation of teaching materials interesting and innovative. Teaching materials have great contribution for the success of the learning process. In this occasion the role of the teacher as a facilitator is very important because it also as a resource in teaching and learning. Learning based on the students-oriented could be possible to learn from a variety of sources of information independently, both of graphic media such as books, magazines, newspapers, newsletters, and others; or on electronic media such as radio, television, film slides, video, computer, or perhaps from the internet. Writing the past of historical of human life is strongly influenced by the ideology of the author, also at the time who was in the power in that country. So that it is presented to be criticize on its truth do not accept what if it were going to leave uncertainty forever. The method is used in this research is descriptive narrative, that research on describing what the data that the author has found from many sources that are the subject of a study of the Qur'an, Hadith, and scholarly opinion which strengthens. While the theory is used in this case is theories have Framing in content analysis. Framing analysis is used to determine how the reality framed by the media. Through analysis of the framing will be known who controls whom, who opposed the who, where friends where the opponent, where the patron and which clien. At the high school level (high school) or Madrasah Aliyah (MA) History teaching aims to encourage pupils can critical thinking, analysis and synthesis. Understanding the past life to be used as the foundation of life of the present and future. Also understand that history is a part of everyday life. The observation of the author after reading the teaching material for the National History Indonesia SMA / MA, there are theories that led to the materialist sourced from Western secular theory. The next presentation of teaching materials national history in SMA / MA when viewed from the perspective of Islamic education efforts are needed to Islamization include Islamization of Sciences, the Islamization of writing and teaching history, because history, as well as other science today predominantly influenced by the theories of secularism which considers a value-free and not nothing to do with religion; especially the Islamic religion that comes from revelation of Allah (Qur'an) and hadiths of The Messenger of Allah SAW. The teachers that administer the National History Lesson is expected to exploit the opportunities available that actively attending activities Subject Teachers Council (MGMP) to formulate, discuss and criticize the teaching materials that have been available in the Handbook both for teachers and for students. Of these activities are expected to grow curiosity continuously so that the teachers are always seeking to prepare themselves before teaching in the classroom. Likewise, students are stimulated to seek his own experiences with the task given of their selves both structured and unstructured task. Hopely the students can take advantage of opportunities for critical thinking in viewing and studying the teaching materials are available that they can eventually finds himself to be used as provision of his life in the future.<p><strong>Keyworld</strong>: teaching material, history of Islam, islamic education</p>