High-Resolution K' Imaging of the z = 1.786 Radio Galaxy 3C 294

We have obtained imaging in the K' band (~I-band rest frame) of the z=1.786 radio galaxy 3C 294 with the 36-element curvature-sensing adaptive optics system Hokupa`a and the Canada-France-Hawaii Telescope. At a resolution of < \~0."15, the galaxy is seen as a group of small but resolved knots distributed over a roughly triangular region ~1."4 across. The interpretation of the structure depends on the location of the nucleus, as indicated by the compact radio core. Its position is uncertain by > ~0."5 (2-sigma) because of uncertainties in the optical astrometry, but our best estimate places it at or near the southern apex of the distribution. If this location is correct, the most likely interpretation is that of a hidden quasar nucleus illuminating dusty infalling dwarf-galaxy-like clumps having characteristic sizes of ~1.5 kpc.Comment: 8 pages. One figure in gif format. Postscript version including fig. (240 kb) available at http://www.ifa.hawaii.edu/~canaguby/preprints.html To appear in ApJ. Letter

Investigating the factors that influence the use of digital learning resources in the K-12 educational context

Australian and New Zealand governments have made a significant investment in the establishment of an on-line repository that will make digital learning resources, also called learning objects, available to teachers in the K-12 sector. The focus of this, and similar learning object initiatives around the world, has been on content development and delivery. Much of the current learning object research has been concerned with resolving the technical issues to support these processes, with little attention paid to pedagogical and practical issues that might influence learning object use. This paper argues for research to address this gap and reports on a study investigating the factors that influence the use of digital learning resources in the K-12 educational context. The findings of the study are relevant to understanding how learning object approaches can be best conceived of and supported

Interplay between Microorganisms and Geochemistry in Geological Carbon Storage

Citation: Kirk, MF, Altman, SJ, Santillan, EFU, Bennett, PC (2016) Interplay between microorganisms and geochemistry in geological carbon storage. International Journal of Greenhouse Gas Control 47, 386-395.Researchers at the Center for Frontiers of Subsurface Energy Security (CFSES) have conducted laboratory and modeling studies to better understand the interplay between microorganisms and geochemistry for geological carbon storage (GCS). We provide evidence of microorganisms adapting to high pressure CO2 conditions and identify factors that may influence survival of cells to CO2 stress. Factors that influenced the ability of cells to survive exposure to high-pressure CO2 in our experiments include mineralogy, the permeability of cell walls and/or membranes, intracellular buffering capacity, and whether cells live planktonically or within biofilm. Column experiments show that, following exposure to acidic water, biomass can remain intact in porous media and continue to alter hydraulic conductivity. Our research also shows that geochemical changes triggered by CO2 injection can alter energy available to populations of subsurface anaerobes and that microbial feedbacks on this effect can influence carbon storage. Our research documents the impact of CO2 on microorganisms and in turn, how subsurface microorganisms can influence GCS. We conclude that microbial presence and activities can have important implications for carbon storage and that microorganisms should not be overlooked in further GCS research

Dietary electrolytes are related to mood

Dietary therapies are routinely recommended to reduce disease risk; however, there is concern they may adversely affect mood. We compared the effect on mood of a low-sodium, high-potassium diet (LNAHK) and a high-calcium diet (HC) with a moderate-sodium, high-potassium, high-calcium Dietary Approaches to Stop Hypertension (DASH)-type diet (OD). We also assessed the relationship between dietary electrolytes and cortisol, a stress hormone and marker of hypothalamic&ndash;pituitary&ndash;adrenal (HPA) axis activity. In a crossover design, subjects were randomized to two diets for 4 weeks, the OD and either LNAHK or HC, each preceded by a 2-week control diet (CD). Dietary compliance was assessed by 24 h urine collections. Mood was measured weekly by the Profile of Mood States (POMS). Saliva samples were collected to measure cortisol. The change in mood between the preceding CD and the test diet (LNAHK or HC) was compared with the change between the CD and OD. Of the thirty-eight women and fifty-six men (mean age 56&middot;3 (sem 9&middot;8) years) that completed the OD, forty-three completed the LNAHK and forty-eight the HC. There was a greater improvement in depression, tension, vigour and the POMS global score for the LNAHK diet compared to OD (P &lt; 0&middot;05). Higher cortisol levels were weakly associated with greater vigour, lower fatigue, and higher levels of urinary potassium and magnesium (r 0&middot;1&ndash;0&middot;2, P &lt; 0&middot;05 for all). In conclusion, a LNAHK diet appeared to have a positive effect on overall mood.<br /

The incidence and make up of ability grouped sets in the UK primary school

The adoption of setting in the primary school (pupils ability grouped across classes for particular subjects) emerged during the 1990s as a means to raise standards. Recent research based on 8875 children in the Millennium Cohort Study showed that 25.8% of children in Year 2 were set for literacy and mathematics and a further 11.2% of children were set for mathematics or literacy alone. Logistic regression analysis showed that the best predictors of being in the top set for literacy or mathematics were whether the child was born in the Autumn or Winter and cognitive ability scores. Boys were significantly more likely than girls to be in the bottom literacy set. Family circumstances held less importance for setting placement compared with the child’s own characteristics, although they were more important in relation to bottom set placement. Children in bottom sets were significantly more likely to be part of a long-term single parent household, have experienced poverty, and not to have a mother with qualifications at NVQ3 or higher levels. The findings are discussed in relation to earlier research and the implications for schools are set out