Energetic particle influence on the Earth's atmosphere

This manuscript gives an up-to-date and comprehensive overview of the effects of energetic particle precipitation (EPP) onto the whole atmosphere, from the lower thermosphere/mesosphere through the stratosphere and troposphere, to the surface. The paper summarizes the different sources and energies of particles, principally galactic cosmic rays (GCRs), solar energetic particles (SEPs) and energetic electron precipitation (EEP). All the proposed mechanisms by which EPP can affect the atmosphere are discussed, including chemical changes in the upper atmosphere and lower thermosphere, chemistry-dynamics feedbacks, the global electric circuit and cloud formation. The role of energetic particles in Earth’s atmosphere is a multi-disciplinary problem that requires expertise from a range of scientific backgrounds. To assist with this synergy, summary tables are provided, which are intended to evaluate the level of current knowledge of the effects of energetic particles on processes in the entire atmosphere

Abundances and concentrations of brominated azo dyes detected in indoor dust

Dust samples were collected from four indoor environments, including childcare facilities, houses, hair salons, and a research facility from the USA and were analyzed for brominated compounds using full scan liquid chromatography high-resolution mass spectrometry. A total of 240 brominated compounds were detected in these dust samples, and elemental formulas were predicted for 120 more abundant ions. In addition to commonly detected brominated flame retardants (BFRs), nitrogen-containing brominated azo dyes (BADs) were among the most frequently detected and abundant. Specifically, greater abundances of BADs were detected in indoor dusts from daycares and salons compared to houses and the research facility. Using authentic standards, a quantitative method was established for two BADs (DB373: Disperse Blue 373 and DV93: Disperse Violet 93) and 2-bromo-4,6-dinitroaniline, a commonly used precursor in azo dye production, in indoor dust. Generally, greater concentrations of DB373 (≤3850 ng/g) and DV93 (≤1190 ng/g) were observed in indoor dust from daycares highlighting children as a susceptible population to potential health risk from exposure to BADs. These data are important because, to date, targeted analysis of brominated compounds in indoor environments has focused mainly on BFRs and appears to underestimate the total amount of brominated compounds. © 2019 Elsevier LtdBrominated azo dyes were detected at biologically significant concentrations in indoor dust using liquid chromatography ultrahigh-resolution mass spectrometry25278479

Chinese high-school students in physics classroom as active, self-regulated learners: cognitive, motivational and environmental aspects

The present study investigates whether Chinese high-school students are self-regulated learners. A social-cognitive model that distinguishes environmental, motivational, and cognitive components of this active approach to learning is described. This provides an appropriate framework for investigating this complex issue with eighth and tenth graders attending a high-school in Beijing. By contrasting components of selfregulated learning and components indicating a more passive approach to learning that were both measured with self-report instruments, it could be shown that these students may indeed be considered as self-regulated physics learners. Comparisons of the grade levels revealed that tenth graders are not more active in self-regulating their learning processes than are eighth graders, and that they might even experience a motivational decline in learning physics. The same applies to girls versus boys. The physics-related self-efficacy belief of girls turned out to be considerably lower than with boys, a result that corresponds to findings with students from Western nations. Finally, assumptions about the causal role of motivational factors for using self-regulatory strategies could be confirmed. Possible consequences for further fostering self-regulated learning in physics instruction are discussed