A Lyman-alpha-only AGN from the Sloan Digital Sky Survey

The Sloan Digital Sky Survey has discovered a z=2.4917 radio-loud active galactic nucleus (AGN) with a luminous, variable, low-polarization UV continuum, H I two-photon emission, and a moderately broad Lyman-alpha line (FWHM = 1430 km/s) but without obvious metal-line emission. SDSS J113658.36+024220.1 does have associated metal-line absorption in three distinct, narrow systems spanning a velocity range of 2710 km/s. Despite certain spectral similarities, SDSS J1136+0242 is not a Lyman-break galaxy. Instead, the Ly-alpha and two-photon emission can be attributed to an extended, low-metallicity narrow-line region. The unpolarized continuum argues that we see SDSS J1136+0242 very close to the axis of any ionization cone present. We can conceive of two plausible explanations for why we see a strong UV continuum but no broad-line emission in this `face-on radio galaxy' model for SDSS J1136+0242: the continuum could be relativistically beamed synchrotron emission which swamps the broad-line emission; or, more likely, SDSS J1136+0242 could be similar to PG 1407+265, a quasar in which for some unknown reason the high-ionization emission lines are very broad, very weak, and highly blueshifted.Comment: AJ, in press, 10 pages emulateapj forma

The Physical Nature of Lyman Alpha Emitting Galaxies at z=3.1

We selected 40 candidate Lyman Alpha Emitting galaxies (LAEs) at z ~=3.1 with observed frame equivalent widths >150A and inferred emission line fluxes >2.5x10^-17 ergs/cm^2/s from deep narrow-band and broad-band MUSYC images of the Extended Chandra Deep Field South. Covering 992 sq. arcmin, this is the largest ``blank field'' surveyed for LAEs at z ~3, allowing an improved estimate of the space density of this population of 3+-1x10^-4 h_70^3/Mpc^3. Spectroscopic follow-up of 23 candidates yielded 18 redshifts, all at z ~=3.1. Over 80% of the LAEs are dimmer in continuum magnitude than the typical Lyman break galaxy spectroscopic limit of R= 25.5 (AB), with a median continuum magnitude R ~=27 and very blue continuum colors, (V-z) ~=0. Over 80% of the LAEs have the right UVR colors to be selected as Lyman break galaxies, but only 10% also have R<=25.5. Stacking the UBVRIzJK fluxes reveals that LAEs have stellar masses ~=5x10^8 h_70^-2 M_sun and minimal dust extinction, A_V < ~ 0.1. Inferred star formation rates are ~=6 h_70^-2 M_sun/yr, yielding a cosmic star formation rate density of 2x10^-3 h_70 M_sun/yr/Mpc^3. None of our LAE candidates show evidence for rest-frame emission line equivalent widths EW_rest>240A which might imply a non-standard IMF. One candidate is detected by Chandra, implying an AGN fraction of 2+-2% for LAE candidate samples. In summary, LAEs at z ~ 3 have rapid star formation, low stellar mass, little dust obscuration and no evidence for a substantial AGN component.Comment: ApJ Letters, in press, very minor revisions to match accepted version, 4 pages with 2 color figure

Genome-wide dose-dependent inhibition of histone deacetylases studies reveal their roles in enhancer remodeling and suppression of oncogenic super-enhancers.

Histone deacetylase inhibitors (HDACIs) are known to alter gene expression by both up- and down-regulation of protein-coding genes in normal and cancer cells. However, the exact regulatory mechanisms of action remain uncharacterized. Here we investigated genome wide dose-dependent epigenetic and transcriptome changes in response to HDACI largazole in a transformed and a non-transformed cell line. Exposure to low nanomolar largazole concentrations

Overcoming acculturation: physical education recruits' experiences of an alternative pedagogical approach to games teaching

© 2015 Association for Physical Education Background: Physical education teacher education (PETE) programmes have been identified as a critical platform to encourage the exploration of alternative teaching approaches by pre-service teachers. However, the socio-cultural constraint of acculturation or past physical education and sporting experiences results in the maintenance of the status quo of a teacher-driven, reproductive paradigm. Previous studies have reported successfully overcoming the powerful influence of acculturation, resulting in a change in PETE students' custodial teaching beliefs and receptiveness to alternative teaching approaches. However, to date, limited information has been reported about how PETE students' acculturation shaped their receptiveness to an alternative teaching approach. This is particularly the case for PETE recruits identified in the literature as most resistant to change. Purpose: To explore the features and experiences of an alternative games teaching approach that appealed to PETE recruits identified as most resistant to change, requiring a specific sample of PETE recruits with strong, custodial, traditional physical education teaching beliefs, and whom are high-achieving sporting products of this traditional culture. The alternative teaching approach explored in this study is the constraints-led approach (CLA), which is similar operationally to Teaching Games for Understanding, but distinguished by a neurobiological theoretical framework (nonlinear pedagogy) that informs learning design. Participants and setting: A purposive sample of 10 Australian PETE students was recruited for the study. All participants initially had strong, custodial, traditional physical education teaching beliefs, and were successful sporting products of this teaching approach. After experiencing the CLA as learners during a games unit, participants demonstrated receptiveness to the alternative pedagogy. Data collection and analysis: Semi-structured interviews and written reflections were sources of data collection. Each participant was interviewed separately, once prior to participation in the games unit to explore their positive physical education experiences, and then again after participation to explore the specific games unit learning experiences that influenced their receptiveness to the alternative pedagogy. Participants completed written reflections about their personal experiences after selected practical sessions. Data were qualitatively analysed using grounded theory. Findings: Thorough examination of the data resulted in establishment of two prominent themes related to the appeal of the CLA for the participants: (i) psychomotor (effective in developing skill) and (ii) inclusivity (included students of varying skill level). The efficacy of the CLA in skill development was clearly an important mediator of receptiveness for highly successful products of a traditional culture. This significant finding could be explained by three key factors: the acculturation of the participants, the motor learning theory underpinning the alternative pedagogy and the unit learning design and delivery. The inclusive nature of the CLA provided a solution to the problem of exclusion, which also made the approach attractive to participants. Conclusions: PETE educators could consider these findings when introducing an alternative pedagogy aimed at challenging PETE recruits' custodial, traditional teaching beliefs. To mediate receptiveness, it is important that the learning theory underpinning the alternative approach is operationalised in a research-informed pedagogical learning design that facilitates students' perceptions of the effectiveness of the approach through experiencing and or observing it working

Dark sectors 2016 Workshop: community report

This report, based on the Dark Sectors workshop at SLAC in April 2016, summarizes the scientific importance of searches for dark sector dark matter and forces at masses beneath the weak-scale, the status of this broad international field, the important milestones motivating future exploration, and promising experimental opportunities to reach these milestones over the next 5-10 years

Risk factors for intensive care admission in children with severe acute asthma in the Netherlands:a prospective multicentre study

Rationale: Severe acute asthma (SAA) can be fatal, but is often preventable. We previously observed in a retrospective cohort study, a three-fold increase in SAA paediatric intensive care (PICU) admissions between 2003 and 2013 in the Netherlands, with a significant increase during those years of numbers of children without treatment of inhaled corticosteroids (ICS). Objectives: To determine whether steroid-naïve children are at higher risk of PICU admission among those hospitalised for SAA. Furthermore, we included the secondary risk factors tobacco smoke exposure, allergic sensitisation, previous admissions and viral infections. Methods: A prospective, nationwide multicentre study of children with SAA (2-18 years) admitted to all Dutch PICUs and four general wards between 2016 and 2018. Potential risk factors for PICU admission were assessed using logistic regression analyses. Measurements and main results: 110 PICU and 111 general ward patients were included. The proportion of steroid-naïve children did not differ significantly between PICU and ward patients. PICU children were significantly older and more exposed to tobacco smoke, with symptoms >1 week prior to admission. Viral susceptibility was not a significant risk factor for PICU admission. Conclusions: Children with SAA admitted to a PICU were comparable to those admitted to a general ward with respect to ICS treatment prior to admission. Preventable risk factors for PICU admission were >7 days of symptoms without adjustment of therapy and exposure to tobacco smoke. Physicians who treat children with asthma must be aware of these risk factors

Preservice teachers implementing a nonlinear physical education pedagogy

Background In recent years, there has been considerable interest in the evolution of physical education teaching practice from a traditional teacher-centred approach to a student-centred approach. Consequently, research has focused on questions about the changing conceptions of the teaching and learning process, that is, from how ‘we’ teach to how ‘they’ learn. A contemporary theoretical model of the teaching and learning process could underpin learning design and delivery adopted in physical education. The constraints-led approach (CLA) is a viable alternative as its practice design and delivery is grounded in the contemporary motor learning theory of ecological dynamics within a nonlinear pedagogy framework. However, its implementation is thought to present unique challenges to physical education practitioners due to the dynamic individual learner-environment interactions from which learning occurs. For this reason, it has been suggested that researchers work symbiotically with practitioners to help facilitate the adoption of nonlinear pedagogies and provide valuable information regarding the application of theory into practice. Purpose This study sought to explore two PETE students’ experiences learning to implement a nonlinear informed pedagogical approach, specifically the CLA, with physical education students in a school practicum setting. The two PETE students were provided with support from the primary researcher during the experience. Participants and setting A purposive sample of two second-year PETE students from an Australian university were recruited for the study. Participant selection was based on meeting the pre-specified selection criteria of a demonstrated receptiveness to the CLA and a demonstrated confidence, ability and enthusiasm to implement the approach within a school setting. The two study participants were given the opportunity to implement the CLA within a supportive school culture while on their first physical education teaching practicum. Data collection and analysis The data collection methods utilised were documentary evidence, in the form of PETE students’ post lesson written reflections, primary researcher observations with written reflections and semi-structured student interviews undertaken within 1 week of the culmination of the practicum. These data sources were analysed collectively using thematic analysis to identify repeated patterns of meaning within the data. Findings As expected, implementing the CLA presented significant challenges to novice practitioners, due to the complex nature of student learning within a nonlinear informed approach. Specifically, the PETE students rarely detected any of the multiple pupil responses that ‘unexpectedly’ emerged from their modified learning environments. They also had difficulty manipulating the learning environment to facilitate the emergence of learners’ tactical problem-solving behaviour through the natural learning processes underpinning the CLA. Conclusion For an evolution of physical education teaching practice to progress, it is important that PETE educators work together with the physical education department of a local school to support PETE students to effectively implement nonlinear informed approaches in a school environment. Opportunities need to be provided to allow PETE students to progressively develop their experiential knowledge and conceptual understanding of the exploratory learning processes underpinning a nonlinear approach

TRY plant trait database – enhanced coverage and open access

Plant traits - the morphological, anatomical, physiological, biochemical and phenological characteristics of plants - determine how plants respond to environmental factors, affect other trophic levels, and influence ecosystem properties and their benefits and detriments to people. Plant trait data thus represent the basis for a vast area of research spanning from evolutionary biology, community and functional ecology, to biodiversity conservation, ecosystem and landscape management, restoration, biogeography and earth system modelling. Since its foundation in 2007, the TRY database of plant traits has grown continuously. It now provides unprecedented data coverage under an open access data policy and is the main plant trait database used by the research community worldwide. Increasingly, the TRY database also supports new frontiers of trait‐based plant research, including the identification of data gaps and the subsequent mobilization or measurement of new data. To support this development, in this article we evaluate the extent of the trait data compiled in TRY and analyse emerging patterns of data coverage and representativeness. Best species coverage is achieved for categorical traits - almost complete coverage for ‘plant growth form’. However, most traits relevant for ecology and vegetation modelling are characterized by continuous intraspecific variation and trait–environmental relationships. These traits have to be measured on individual plants in their respective environment. Despite unprecedented data coverage, we observe a humbling lack of completeness and representativeness of these continuous traits in many aspects. We, therefore, conclude that reducing data gaps and biases in the TRY database remains a key challenge and requires a coordinated approach to data mobilization and trait measurements. This can only be achieved in collaboration with other initiatives

The James Webb Space Telescope Mission

Twenty-six years ago a small committee report, building on earlier studies, expounded a compelling and poetic vision for the future of astronomy, calling for an infrared-optimized space telescope with an aperture of at least $4m$. With the support of their governments in the US, Europe, and Canada, 20,000 people realized that vision as the $6.5m$ James Webb Space Telescope. A generation of astronomers will celebrate their accomplishments for the life of the mission, potentially as long as 20 years, and beyond. This report and the scientific discoveries that follow are extended thank-you notes to the 20,000 team members. The telescope is working perfectly, with much better image quality than expected. In this and accompanying papers, we give a brief history, describe the observatory, outline its objectives and current observing program, and discuss the inventions and people who made it possible. We cite detailed reports on the design and the measured performance on orbit.Comment: Accepted by PASP for the special issue on The James Webb Space Telescope Overview, 29 pages, 4 figure

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead