Analysis of ISEE-3/ICE solar wind data

Under the grant that ended November 11, 1988 work was accomplished in a number of areas, as follows: (1) Analysis of solar wind data; (2) Analysis of Giacobini/Zinner encounter data; (3) Investigation of solar wind and magnetospheric electron velocity distributions; and (4) Experimental investigation of the electronic structure of clusters. Reprints and preprints of publications resulting from this work are included in the appendices

Solar wind observations with the ion composition instrument aboard the ISEE-3 ICE spacecraft

The principal observations obtained by the Ion Composition Instrument (ICI) flown on the ISEE-3/ICE spacecraft, which was in the solar wind from September 1978 to the end of 1982, before being directed to the far magnetotail of the Earth are discussed. Almost continuous observations were made of the abundances of 3He++, 4He++, O6+, O7+, Ne, Si and Fe in various charge states, and of their bulk speeds and temperatures. The results show that there is a strong tendency in the collisionless solar wind for the ionic temperatures to be proportional to the masses. For heavier ions these temperatures exceed typical coronal electron temperatures. 4He++, especially in high speed streams, moves faster than H+, and travels at the same speed as heavier ions. The mechanism leading to this heating and rapid streaming is still not entirely clear

Solar wind composition

Advances in instrumentation have resulted in the determination of the average abundances of He, C, N, O, Ne, Mg, Si, S, and Fe in the solar wind to approximately 10%. Comparisons with solar energetic particle (SEP) abundances and galactic cosmic ray abundances have revealed many similarities, especially when compared with solar photospheric abundances. It is now well established that fractionation in the corona results in an overabundance (with respect to the photosphere) of elements with first ionization potentials less than 10 eV. These observations have in turn led to the development of fractionation models that are reasonably successful in reproducing the first ionization (FIP) effect. Under some circumstances it has been possible to relate solar wind observations to particular source regions in the corona. The magnetic topologies of the source regions appear to have a strong influence on the fractionation of elements. Comparisons with spectroscopic data are particularly useful in classifying the different topologies. Ions produced from interstellar neutral atoms are also found in the solar wind. These ions are picked up by the solar wind after ionization by solar radiation or charge exchange and can be identified by their velocity in the solar wind. The pick-up ions provide most of the pressure in the interplanetary medium at large distances. Interstellar abundances can be derived from the observed fluxes of solar wind pick-up ions

Book Reviews

How Harmless is Harmless? The Riddle of Harmless Error. By Roger J. Traynor Columbus: Ohio State University Press, 1970. Pp. ix, 117. 6.00 reviewer: Charles Galbreath This book is based on the author\u27s experience of more than 30 years on the California Supreme Court and his exhaustive research into the enigma of harmless error. The overriding message is simply that there is no clear explanation for the Supreme Court\u27s preferring the Chapman test of harmless beyond reasonable doubt over the California test,which allows the judgment to stand if the particular error did not result in a miscarriage of justice in the opinion of the reviewing court. ============================= A Small Business Primer Advising the Small Business Sourcebook Edited by Jim McCord & Nicholas S. Vazzana New York: Practicing Law Institute, 1970. Pp.xviii. 489. 20.00. reviewer: George F. Shinehouse, Jr. The term source book is an innovation that aptly describes the content of the book. No attempt is made to cover in depth the various applicable principles. Rather the subject matter is presented in capsule form, serving somewhat as an expanded syllabus. In this sense the book is truly a source book, or point of beginning, directing the reader to other texts in which the subject is treated in greater detail. ============================= Legal Problems of the Design Professional Legal Aspects of Architecture & Engineering and the Construction Process By Justin Sweet. St. Paul: West Publishing Co., 1970. Pp. xliii. 953. $12.50. reviewer: Norman A. Coplan Legal questions inhere in every stage of the design professional\u27s dealings with his partners, clients, contractors, insurance,and bonding companies, and in the daily execution of the building project. The architect or engineer, for example, must comply with the licensing or registration laws of the states in which he practices; he must organize the entity through which he practices; he is required to contract with his client for the furnishing of professional services, and with consultants to assist in the execution of such services. Perhaps most significantly, the design professional is called upon to assist his client in the formulation of the construction contract. This document involves such complex legal subjects as liability and other insurance, liens,payment and performance bonds, indemnification, arbitration, default,and liquidated damages

Effects of Language Context on Ratings of Shy and Unsociable Behaviors in English Language Learning Children

Purpose The primary goal of this study was to explore the effect of the language context on the socially withdrawn behaviors of school aged-children who are English Language Learners (ELLs) from middle to high SES backgrounds. This is one of the first studies to address the frequently confused concepts of shyness and unsociability as independent constructs within the ELL population. This study also investigated the feasibility of an experimental parent and child questionnaire that examines shyness and unsociability across native and English speaking contexts. Method Children and parents (34 ELL and 37 native English speaking) were administered an experimental questionnaire examining shy and unsociable behavior in native language and English-speaking contexts. Results Parents and children from the ELL group reported significantly higher ratings of shy behavior in English versus native language contexts, whereas unsociable ratings did not differ across language contexts. Conclusions Shyness and unsociability are distinguishable behaviors in ELL children and these constructs should be considered when examining withdrawal. Additionally, examining ELL children’s behavior across language contexts provides a valuable method for investigating language influenced behavioral problems. This study demonstrates the need for service providers to evaluate behavior across subtype and language context before pathologizing withdrawal in ELL children

Shy Children in the Classroom: From Research to Educational Practice

Shyness is a temperamental trait characterized by wariness, fear, and self-consciousness in social situations. In elementary school, child shyness is associated with a wide range of socioemotional difficulties, including poor peer relationships (e.g., exclusion, victimization), internalizing problems (e.g., low self-esteem, anxiety, depression), and academic adjustment problems (e.g., lack of engagement, poor academic performance). In the current article we particularly review recent research examining the implication of shyness in educational contexts. Topics covered include the development of shyness, why shy students might perceive the classroom as a potential threat, and the unique challenges faced by shy children at school. Further, we consider research pertaining to shy children and their teachers, including teachers’ attitudes and beliefs toward childhood shyness, and the critical role of teacher– child relationships for shy children’s school adjustment. Thereafter, we briefly summarize the findings from teacher-focused and child-focused intervention programs aimed to improve academic and social performance of shy children. We conclude with a short description of implications of shyness for educational practitioners and posit some directions for future research

Shy Children in the Classroom: From Research to Educational Practice

Shyness is a temperamental trait characterized by wariness, fear, and self-consciousness in social situations. In elementary school, child shyness is associated with a wide range of socioemotional difficulties, including poor peer relationships (e.g., exclusion, victimization), internalizing problems (e.g., low self-esteem, anxiety, depression), and academic adjustment problems (e.g., lack of engagement, poor academic performance). In the current article we particularly review recent research examining the implication of shyness in educational contexts. Topics covered include the development of shyness, why shy students might perceive the classroom as a potential threat, and the unique challenges faced by shy children at school. Further, we consider research pertaining to shy children and their teachers, including teachers’ attitudes and beliefs toward childhood shyness, and the critical role of teacher– child relationships for shy children’s school adjustment. Thereafter, we briefly summarize the findings from teacher-focused and child-focused intervention programs aimed to improve academic and social performance of shy children. We conclude with a short description of implications of shyness for educational practitioners and posit some directions for future research