1925 research outputs found
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Stellar activity and the planet-star connection
No full textA major unanswered question in exoplanet science is the pathway for planetary formation and evolution. One approach to this problem is to accurately infer the histories of planets by comparing the demographics of late-age planetary systems to those of young systems. But, in contrast to the wealth of exoplanet discoveries at late ages, there are currently only a handful of confirmed planets at early ages (<10 Myr), and only one confirmed hot Jupiter orbiting a Classical T Tauri Star (CTTS). The severe deficit of young planets drives the motivation to find more of them. Doing so would provide concrete evidence for or against migration as well as timestamp the state of their atmospheric evolution. However, variability of CTTS is strong and occurs over a range of timescales, which can hinder the transit and RV detectability of young close-in planets. Intense magnetic activity in CTTS occurs in the form of long-lived cold spots and accretion hot spots which can mimic planetary signatures or drown them out entirely. Additionally, the high rate of energetic events generated by accretion shocks and flares is likely to affect the properties of the circumstellar disk and orbiting planets. The effects of stellar activity therefore offer incentive to characterize these sources of variability to (1) tease out the observational signatures of newly-formed planets and (2) understand the impact that high-energy magnetic events have on the evolution of planets and protoplanetary disks. A novel method offers a way detect close-in planets around CTTS based on the planet's interaction with the circumstellar disk, driving pulsed accretion onto the star over the timescale of the planet's orbit. It is therefore crucial to develop detailed diagnostics of accretion signatures so that more young planets can be identified with this method. Computational techniques can also aid in characterizing accretion signatures in addition to other sources of magnetic activity such as starspots and flares. The suite of tools developed in this work can help to accurately distinguish the nature of various astrophysical contributions to the energy environments of stellar and planetary systems
The role and perceived value of monitoring by rancher-led collaboratives in the interior western United States
Get PDFRangelands dominate the interior western U.S. where ranchers have long been the biggest land user. Due to a history of overexploitation from grazing, subsequent land degradation and complex challenges of rangeland management from fragmented landownership, there is high conflict between ranches and land management agencies. In order to deal with these challenges, a number of rancher-led collaborative groups have formed since the 1990s. These rancher-led collaboratives seek to reduce conflict by engaging a diverse set of stakeholders to make collective decisions for social, economic, and ecological problems. Due to the interdependency of ranches and rangeland function, it is important to understand the role and value of monitoring for these rancher-led collaboratives as one way to evaluate whether they use monitoring data to make better informed management decisions and allows us to see whether the outcomes of the agreed-upon management strategies by the collaborative are being achieved. Between June and August 2021, 19 interviews were conducted, representing 20 rancher-led collaboratives. Using semi-structured interviews and surveys, we explored the following questions: (1) are these collaboratives collecting monitoring data, and if so what role does it play in their work, (2) what monitoring variables they are collecting, and (3) how do they value and utilize their monitoring data. Three main trends emerged from this study: (1) Long-term trends and shorter-term monitoring data is needed to make decisions and understand the changes to the landscape as there is value in long-term trends, but also a need for shorter-term data that can be used for adaptive management. However, there is a lack of capacity and support for monitoring hindering improvements in long and short term monitoring. (2) Due to formal monitoring being limited in scope, it is important to consider utilizing informal monitoring through observations by ranchers due to the slow pace of monitoring. There is also a need for different scales of monitoring to see what is happening beyond a collaboratives scope. (3) Ranchers are interested in science and data but find it hard to form trusting relationships in order to collaboratively monitor and share data with others, a challenge these collaboratives help to overcome. This study has implications for the future of rangeland management and monitoring as there is a clear opportunity to engage with rancher-led collaboratives across the West that all saw value in monitoring but for a variety of reasons struggle to use it to its full potential
Designing learning experiences for developing soft skills in online education: a basic qualitative study
No full textThe world of work is changing, and soft skills like critical thinking, problem solving, teamwork, and collaboration are essential for professional and personal success. With the increase in online enrollment, institutions can improve online learning to promote the development of soft skills. There has been a lack of articulated methods or documented guidance for instructional designers in selecting instructional strategies to promote development of soft skills in online courses. This study aims to identify common themes of practices followed by instructional designers in designing learning experiences to promote soft skills development in online learning.Experienced instructional designers were interviewed to learn about their experiences in designing for employability. Participants were recruited through the distribution of postings in LinkedIn and Educause professional networking forums. Semi-structured interviews were conducted with seven participants to explore practices experienced instructional designers follow in designing online learning for soft skills development. The results were analyzed through a process of coding, memoing, categorizing, theming, and interpretation. Results showed that instructional designers follow a three-step process when designing for employability: (a) define outcomes, (b) collaborate with subject-matter experts, and (c) design authentic and engaging learning activities. Results indicate the effective collaboration between instructional designers and faculty is critical to the design of authentic practice activities that promote soft skills development. Factors that affect collaboration are: (a) institution’s implementation of the instructional designer role, (b) trust and credibility within the relationship, and (c) adoption of active learning teaching techniques.
These results suggest the intentional design of authentic learning experiences requires effective collaboration between instructional designers and faculty subject-matter experts. They also suggest soft skills should be developed across the curriculum. Institutions, faculty, and instructional designers should work together to create online learning that promotes soft skills development to support graduate employment outcomes
Ecohydrogeology of springs below the South Rim, Grand Canyon National Park, Arizona
No full textSprings below the South Rim of Grand Canyon National Park are invaluable to sustaining riparian and mesic ecosystems within the arid inner canyon region and retain immense cultural and recreational value for indigenous peoples and backcountry users. The springs sites have been the subject of multiple hydrological studies over the past two decades with varying objectives. This study includes the most up-to-date compilation of historic hydrological records for Redwall-Muav aquifer springs sites below the South Rim and adds new hydrological data, ecological inventories, and qualitative assessments. My review of the hydrological data and inventories suggest springs are stressed by climate change effects. New geochemical analyses indicate that each spring ecosystem has fluctuating chemical concentrations from the first geochemical study of South Rim springs about two decades ago up through the present. New stable isotope analyses using δ2H and δ18O show that the springs continue to maintain ratios of the isotopes as first reported 20 years ago. A 2002 groundwater model of the Coconino Plateau groundwater sub basin was updated and improves knowledge of how temporal changes in R aquifer recharge volume from climate change impacts and groundwater pumping may be impacting South Rim springs. These ecohydrogeological studies inform my interpretation that springs between the Cottonwood Creek drainage and the Hermit Creek drainage are the most susceptible to climate change and should be prioritized for close future monitoring including continual flow monitoring
Nosotras somos la differencia: Reclaiming our identities as first-generation Latina professionals in higher education
No full textThe purpose of this study is to examine first-generation (FG) Latinas lived experiences and how they successfully navigate their roles as higher education professional staff. FG Latina professional staff were interviewed to understand how their identities as Latinas impact them in their higher education careers. Chicana Feminism (Delgado Bernal, 1998) was the framework utilized to capture the lived experiences of FG Latinas and how these identities continue to positively influence them in their higher education roles. These conversations also captured how they at times do not feel Mexican enough to be accepted by other Latinas, how the role of family and culture influences home/work experiences, and how they feel connected when they have access to mentors/support at the university
Parental factors in the development of child internalizing and externalizing symptoms
No full textResearch has demonstrated that paternal depression, and in particular paternal hostility caused by depression, can negatively impact children. Mothers, however, may be a potential protective factor in the relationship between paternal depression, paternal hostility, and child behavior outcomes. Some child wellbeing studies have demonstrated a positive influence of maternal warmth on the child. However, the direct impact of maternal warmth on child behavior outcomes in families where the father is hostile due to depression has not been investigated. Thus, the current study focuses on how maternal warmth may protect children with fathers who are hostile due to depression. To answer the research question, path analyses were conducted using a sample of 478 culturally diverse families from the Fragile Families and Child Wellbeing study, a longitudinal study of families across the U.S. Data from year three on paternal depression, maternal warmth, and paternal hostility was collected by the original study team and was analyzed in this study along with child behavior problem data from year nine. Multiple path analyses were used to determine model fit and the strength of the direct and indirect paths of paternal depression and paternal hostility on child externalizing and internalizing behavior problems. Results could not support the hypotheses as paternal depression was uncorrelated with all other factors. While paternal hostility significantly predicted child externalizing alone, it become non-significant after maternal warmth was added to the model. Maternal warmth was the only factor that significantly influenced externalizing symptoms for girls but not for boys. The goal of this study was to contribute insight into the intricate relationship between paternal depression and child outcomes and to investigate whether maternal warmth is an important protective factor for these children. This study confirms the importance of maternal warmth in reducing child externalizing for girls regardless of whether the father is hostile or depressed. Limitations, strengths, and future directions are discussed
Hiring conflict capable teachers: a mixed methods study
No full textThis study explored the manner in which K-12 principals emphasize personal candidate dispositions during the teacher selection process as well as the extent to which they had authority to control their selection efforts. More specifically, the research attempted to discern how they view and subsequently identify dispositions perceived to predict favorable results in candidates’ capacity to effectively navigate through increasing conflict in the education workplace. The importance of these skills stands out more today than ever before as emerging literature reveals increasing levels of conflict and resulting complexity among stakeholders within and outside of the immediate school setting. As such, clarity on this subject is of great importance. This multi-method case-study embarked from the growing understanding that little attention is directed toward the topic of improving conflict resolution skills among educators. More recent attention has been directed toward improved graduate training and professional development for administrators. In as much as these efforts have not been applied to classroom teachers who are also involved in challenging situations, it only adds to the prudence of making more purposeful selections of conflict-capable candidates during the selection of teachers. Increased scholarship on this topic is beneficial to the profession and to the literature alike.Keywords: dispositions, hiring, K-12 principals, K-12 teachers, conflict, conflict resolution, conflict capabl
Inclusive education and the school principal: school principals’ definitions of inclusion and associated leadership standards
No full textResearch and understanding of principals’ definitions of inclusion, along with the leadership competencies they identify as necessary in supporting this definition, is lacking and has not been done in this study’s context previously. The purpose of this study was to understand how school principals define inclusion as it pertains to students with disabilities and to identify the associating leadership competencies they view as supporting that definition. The researcher utilized qualitative methods and a phenomenological research approach to carry out the study. Semi-structured interviews were utilized to gather the data for the study. Four principals from an urban school district in Phoenix, Arizona were interviewed. Interviews were transcribed, reviewed for accuracy, and analyzed.The findings of this study reflect the variety in principals’ definitions of inclusion and the leadership standards they associate with supporting that definition. While variation exists in definitions and standards among participants, several common themes were identified. In defining inclusion for students with disabilities common themes included intentionality, access, same experience, heterogeneous grouping, and team-teaching. Participants identified several different leadership standards that aligned with their definitions of inclusion. Four leadership standards were identified by different combinations of two participant responses. One leadership standard was identified by all participants as supporting definitions of inclusion for students with disabilities. Findings indicated participant’s experiences as teachers, assistant principals, and principals impacted their definitions of inclusion of students with disabilities. Findings also suggested a principal’s focus on a particular model of teaching impacts their view of whether or not they “do” inclusion and, therefore, potentially limits their focus on and support of inclusive practices for students with disabilities. Finally, findings revealed PSEL Standard 4: Curriculum, Instruction, and Assessment was essential to all participant’s definitions of inclusion. Given this, district and school leaders should examine how students with disabilities are provided access to the general education curriculum and provide training to teachers on how to support students with disabilities accessing this content
Impact of accent familiarity training on listener processing of second-language accented speech
No full textIn communication between first (L1) and second (L2) language users, the default has long been for L2 speakers to assume most, if not all, responsibility for adjusting their speech to accommodate their interlocutor. This not only places an undue burden on the speaker, but also furthers the assumption of listener passivity in communication. One approach to addressing these issues is through listener training that helps L1 listeners develop the appropriate communicative tools to be active partners in crosslinguistic communication. Implicit training approaches have demonstrated success in improving attitudes toward L2 accented speech (Kang et al., 2015; Lindemann et al., 2016). However, little is known about how these trainings impact listeners’ cognitive processing of L2 accented speech or how listener individual differences affect these training outcomes. The current dissertation study examined the effectiveness of an exposure-based online listener training program by measuring listeners’ processing and perception of L2 accented speech, along with key individual differences (i.e., accent familiarity, Big Five personality traits, linguistic stereotyping, and willingness to communicate/listen). Seventy-one L1 English listeners were recruited and randomly assigned to a two-week program exposing them to either a) L2-accented English varieties or b) traditional L1 English listening comprehension tasks. Before and after the training program, listeners completed a true/false task measuring their response time, processing stability, and response accuracy, as well as a speech rating task with measures of comprehensibility and strength of accent. Data were modeled in a series of linear mixed-effects models.
Results indicated that cognitive processing measures were predictive of strength of accent ratings but not comprehensibility. Individual differences in accent familiarity and linguistic stereotyping emerged as salient predictors of cognitive processing and perception. Finally, both experimental (accent familiarity) and comparison (L1 English-only) participants displayed improvements in cognitive processing as a result of training, while experimental participants had an added benefit in perceived strength of accent ratings. Findings of this study inform future approaches to listener training, accent familiarity measures, integration of psycholinguistic methods, and pedagogy.
Keywords: accent familiarity; comprehensibility; strength of accent; cognitive processing; listener training; individual differences; linguistic stereotyping; personality; willingness to communicate; willingness to listen; psycholinguistic
Israel's vaccination: inequality through settler colonialism, biopolitics, and citizenship
No full textBetween December 2019 and January 2022, the World Health Organization confirmed over 240 million cases of Covid-19 globally. During this same period, in Israel's Occupied Palestinian Territories (OPT), the virus' presence resulted in 4,900 Palestinian deaths and 450,000 infections. Despite Covid-19's prevalence in the OPT, Israeli officials, representatives of the occupying power responsible for protecting the health of Israel's OPT population, refused to distribute vaccines to Palestinians. Through a mixed qualitative methodological approach, including a narrative analysis and an historical analysis of Israeli officials' language in press releases, news clips, and social media posts, I analyzed how Israeli officials legitimized their refusal to vaccinate the Palestinian population. Through my research, I found that Israeli officials argued that a dedication to human rights and public health guided Israel's vaccination campaign by deploying humanitarian language and claiming to represent a nation with the highest vaccination rate globally. However, I argued that these values do not guide Israel's vaccination campaign. The qualitative data I analyzed demonstrated that Israeli officials justified withholding vaccines from Palestinians by relying on citizenship as an internationally recognized form of social exclusion. Despite Israeli officials' ultimate sovereignty over all of Israel/Palestine, they depicted Palestinians in the OPT as constituting a separate nation, concealing how Israel's occupation consistently prevents Palestinian nationhood and obscures the OPT's economic dependence on Israel. In this way, Israeli officials deliberately disregarded the political and material barriers Israel creates to deny Palestinian autonomy. Palestinians only received vaccines from the Israeli government when their labor became essential for the functioning of the Israeli economy. By employing theories of biopolitics and necropolitics, my research revealed that the distinction between the two concepts remains unclear. Instead, I suggest the two theoretical concepts exist along a continuum. This thesis sheds light on how Israel systematically denied rights to health in Palestine by relying on a liberal framework to approach its vaccination campaign. This research critiques all powerful nation-states that utilize citizenship and labor to legitimize the inequalities perpetuated by settler colonial and capitalist systems. Instead of relying on citizenship and capitalism as formal mechanisms to exclude populations, I suggest social change resides in recognizing human rights that exist outside socially constructed categories