The effect of beam-driven return current instability on solar hard X-ray bursts

The problem of electrostatic wave generation by a return current driven by a small area electron beam during solar hard X-ray bursts is discussed. The marginal stability method is used to solve numerically the electron and ion heating equations for a prescribed beam current evolution. When ion-acoustic waves are considered, the method appears satisfactory and, following an initial phase of Coulomb resistivity in which T sub e/T sub i rise, predicts a rapid heating of substantial plasma volumes by anomalous ohmic dissipation. This hot plasma emits so much thermal bremsstrahlung that, contrary to previous expectations, the unstable beam-plasma system actually emits more hard X-rays than does the beam in the purely collisional thick target regime relevant to larger injection areas. Inclusion of ion-cyclotron waves results in ion-acoustic wave onset at lower T sub e/T sub i and a marginal stability treatment yields unphysical results

Factors associated with growth in daily smoking among Indigenous adolescents

North American Indigenous adolescents smoke earlier, smoke more, and are more likely to become regular smokers as adults than youth from any other ethnic group, yet we know very little about their early smoking trajectories. We use multilevel growth modeling across five waves of data from Indigenous adolescents (aged 10-13 years at Wave 1) to investigate factors associated with becoming a daily smoker. Several factors, including number of peers who smoked at Wave 1 and meeting diagnostic criteria for major depressive episode and conduct disorder, were associated with early daily smoking. Only age and increases in the number of smoking peers were associated with increased odds of becoming a daily smoker. © 2012 The Authors. Journal of Research on Adolescence © 2012 Society for Research on Adolescence

Persistence of a Geographically-Stable Hybrid Zone in Puerto Rican Dwarf Geckos

Determining the mechanisms that create and maintain biodiversity is a central question in ecology and evolution. Speciation is the process that creates biodiversity. Speciation is mediated by incompatibilities that lead to reproductive isolation between divergent populations and these incompatibilities can be observed in hybrid zones. Gecko lizards are a speciose clade possessing an impressive diversity of behavioral and morphological traits. In geckos, however, our understanding of the speciation process is negligible. To address this gap, we used genetic sequence data (both mitochondrial and nuclear markers) to revisit a putative hybrid zone between Sphaerodactylus nicholsi and Sphaerodactylus townsendi in Puerto Rico, initially described in 1984. First, we addressed discrepancies in the literature on the validity of both species. Second, we sampled a 10-km-wide transect across the putative hybrid zone and tested explicit predictions about its dynamics using cline models. Third, we investigated potential causes for the hybrid zone using species distribution modeling and simulations; namely, whether unique climatic variables within the hybrid zone might elicit selection for intermediate phenotypes. We find strong support for the species-level status of each species and no evidence of movement, or unique climatic variables near the hybrid zone. We suggest that this narrow hybrid zone is geographically stable and is maintained by a combination of dispersal and selection. Thus, this work has identified an extant model system within geckos that that can be used for future investigations detailing genetic mechanisms of reproductive isolation in an understudied vertebrate group

Fast Partial Distance Estimation and Applications

We study approximate distributed solutions to the weighted {\it all-pairs-shortest-paths} (APSP) problem in the CONGEST model. We obtain the following results. $1.$ A deterministic $(1+o(1))$-approximation to APSP in $\tilde{O}(n)$ rounds. This improves over the best previously known algorithm, by both derandomizing it and by reducing the running time by a $\Theta(\log n)$ factor. In many cases, routing schemes involve relabeling, i.e., assigning new names to nodes and require that these names are used in distance and routing queries. It is known that relabeling is necessary to achieve running times of $o(n/\log n)$. In the relabeling model, we obtain the following results. $2.$ A randomized $O(k)$-approximation to APSP, for any integer $k>1$, running in $\tilde{O}(n^{1/2+1/k}+D)$ rounds, where $D$ is the hop diameter of the network. This algorithm simplifies the best previously known result and reduces its approximation ratio from $O(k\log k)$ to $O(k)$. Also, the new algorithm uses uses labels of asymptotically optimal size, namely $O(\log n)$ bits. $3.$ A randomized $O(k)$-approximation to APSP, for any integer $k>1$, running in time $\tilde{O}((nD)^{1/2}\cdot n^{1/k}+D)$ and producing {\it compact routing tables} of size $\tilde{O}(n^{1/k})$. The node lables consist of $O(k\log n)$ bits. This improves on the approximation ratio of $\Theta(k^2)$ for tables of that size achieved by the best previously known algorithm, which terminates faster, in $\tilde{O}(n^{1/2+1/k}+D)$ rounds

Reflecting on Pupil Learning to Promote Social Justice: A Catholic University\u27s Approach to Assessment

In contrast to current education policies that conceptualize pupil learning largely in terms of standardized exam scores, we offer an alternative view, one that conceives of pupil learning as a source of insight for pupils and teachers alike. Drawing on survey data and a qualitative study of the teacher candidate experience, we explore the allowing questions: In a teacher education program committed to promoting social justice, embracing an inquiry-into-practice stance, and affirming diversity by meeting the needs of diverse learners, how do teacher candidates assess pupil learning, in particular, how are their assessments influenced by these program themes? Further, how do they respond when dilemmas linked to pupil learning arise? Specifically, we focused on dilemmas two teacher candidates encountered that engendered a sense of disequilibrium,” a feeling something was not quite right with their leaching. In turn; we consider how they responded-typically taking ownership of dilemmas and modifying their teaching, while occasionally distancing themselves from responsibility for pupil performance. To conclude, we discuss implications for teacher educators, and specifically for Catholic institutions of higher education that prepare teachers for both public and Catholic schools

Reflecting on Pupil Learning to Promote Social Justice: A Catholic University\u27s Approach to Assessment

In contrast to current education policies that conceptualize pupil learning largely in terms of standardized exam scores, we offer an alternative view, one that conceives of pupil learning as a source of insight for pupils and teachers alike. Drawing on survey data and a qualitative study of the teacher candidate experience, we explore the following questions: In a teacher education program committed to promoting social justice, embracing an inquiry-into-practice stance, and affirming diversity by meeting the needs of diverse learners, how do teacher candidates assess pupil learning, in particular, how are their assessments influenced by these program themes? Further, how do they respond when dilemmas linked to pupil learning arise? Specifically. we focused on dilemmas two teacher candidates encountered that engendered a sense of disequilibrium, a.feeling something was not quite right with their teaching. In turn, we consider how they responded - typically taking ownership of dilemmas and modifying their teaching, while occasionally distancing themselves from responsibility for pupil performance. To conclude, we discuss implications for teacher educators, and specifically for Catholic institutions of higher education that prepare teachers for both public and Catholic schools

Reflecting on Pupil Learning to Promote Social Justice: A Catholic University\u27s Approach to Assessment

In contrast to current education policies that conceptualize pupil learning largely in terms of standardized exam scores, we offer an alternative view, one that conceives of pupil learning as a source of insight for pupils and teachers alike. Drawing on survey data and a qualitative study of the teacher candidate experience, we explore the following questions: In a teacher education program committed to promoting social justice, embracing an inquiry-into-practice stance, and affirming diversity by meeting the needs of diverse learners, how do teacher candidates assess pupil learning, in particular, how are their assessments influenced by these program themes? Further, how do they respond when dilemmas linked to pupil learning arise? Specifically. we focused on dilemmas two teacher candidates encountered that engendered a sense of disequilibrium, a.feeling something was not quite right with their teaching. In turn, we consider how they responded - typically taking ownership of dilemmas and modifying their teaching, while occasionally distancing themselves from responsibility for pupil performance. To conclude, we discuss implications for teacher educators, and specifically for Catholic institutions of higher education that prepare teachers for both public and Catholic schools

Antigenic diversity is generated by distinct evolutionary mechanisms in African trypanosome species

Antigenic variation enables pathogens to avoid the host immune response by continual switching of surface proteins. The protozoan blood parasite Trypanosoma brucei causes human African trypanosomiasis ("sleeping sickness") across sub-Saharan Africa and is a model system for antigenic variation, surviving by periodically replacing a monolayer of variant surface glycoproteins (VSG) that covers its cell surface. We compared the genome of Trypanosoma brucei with two closely related parasites Trypanosoma congolense and Trypanosoma vivax, to reveal how the variant antigen repertoire has evolved and how it might affect contemporary antigenic diversity. We reconstruct VSG diversification showing that Trypanosoma congolense uses variant antigens derived from multiple ancestral VSG lineages, whereas in Trypanosoma brucei VSG have recent origins, and ancestral gene lineages have been repeatedly co-opted to novel functions. These historical differences are reflected in fundamental differences between species in the scale and mechanism of recombination. Using phylogenetic incompatibility as a metric for genetic exchange, we show that the frequency of recombination is comparable between Trypanosoma congolense and Trypanosoma brucei but is much lower in Trypanosoma vivax. Furthermore, in showing that the C-terminal domain of Trypanosoma brucei VSG plays a crucial role in facilitating exchange, we reveal substantial species differences in the mechanism of VSG diversification. Our results demonstrate how past VSG evolution indirectly determines the ability of contemporary parasites to generate novel variant antigens through recombination and suggest that the current model for antigenic variation in Trypanosoma brucei is only one means by which these parasites maintain chronic infections