Fault tectonics and earthquake hazards in parts of southern California

The author has identified the following significant results. Four previously unknown faults were discovered in basement terrane of the Peninsular Ranges. These have been named the San Ysidro Creek fault, Thing Valley fault, Canyon City fault, and Warren Canyon fault. In addition fault gouge and breccia were recognized along the San Diego River fault. Study of features on Skylab imagery and review of geologic and seismic data suggest that the risk of a damaging earthquake is greater along the northwestern portion of the Elsinore fault than along the southeastern portion. Physiographic indicators of active faulting along the Garlock fault identifiable in Skylab imagery include scarps, linear ridges, shutter ridges, faceted ridges, linear valleys, undrained depressions and offset drainage. The following previously unrecognized fault segments are postulated for the Salton Trough Area: (1) An extension of a previously known fault in the San Andreas fault set located southeast of the Salton Sea; (2) An extension of the active San Jacinto fault zone along a tonal change in cultivated fields across Mexicali Valley ( the tonal change may represent different soil conditions along opposite sides of a fault). For the Skylab and LANDSAT images studied, pseudocolor transformations offer no advantages over the original images in the recognition of faults in Skylab and LANDSAT images. Alluvial deposits of different ages, a marble unit and iron oxide gossans of the Mojave Mining District are more readily differentiated on images prepared from ratios of individual bands of the S-192 multispectral scanner data. The San Andreas fault was also made more distinct in the 8/2 and 9/2 band ratios by enhancement of vegetation differences on opposite sides of the fault. Preliminary analysis indicates a significant earth resources potential for the discrimination of soil and rock types, including mineral alteration zones. This application should be actively pursued

Analysis of pseudocolor transformations of ERTS-1 images of Southern California area

The author has identified the following significant results. Representative faults and lineaments, natural features on the Mojave Desert, and cultural features of the southern California area were studied on ERTS-1 images. The relative appearances of the features were compared on a band 4 and 5 subtraction image, its pseudocolor transformation, and pseudocolor images of bands 4, 5, and 7. Selected features were also evaluated in a test given students at the University of California, Los Angeles. Observations and the test revealed no significant improvement in the ability to detect and locate faults and lineaments on the pseudocolor transformations. With the exception of dry lake surfaces, no enhancement of the features studied was observed on the bands 4 and 5 subtraction images. Geologic and geographic features characterized by minor tonal differences on relatively flat surfaces were enhanced on some of the pseudocolor images

Insights Gained into Marginalized Students Access Challenges During the COVID-19 Academic Response

The American Chemical Society (ACS) Committee on Minority Affairs (CMA) endeavors to support all chemistry faculty and staff as they educate all of our students during this pandemic. While the chemistry education community and the ACS have both provided resources as most institutions transitioned to virtual platforms, this pandemic disproportionally affects our students of color, lower socio-economic and rural backgrounds, and students with disabilities. Specifically, these students must overcome hurdles of technology access, environmental disruptions, and cultural pressures in order to be successful. Therefore, CMA has formulated partnerships with both academic and industrial institutions to highlight some best practices to improve future virtual learning experiences of these oftentimes marginalized students. Specifically, the work presented here examines programs and policies at three academic institutions with very different student body demographics and surrounding learning environments (Indiana University Purdue University Indianapolis (IUPUI), The College of New Jersey (TCNJ), and Los Angeles Community College District (LACCD)) with an attempt to identify variables that enhance marginalized student success in chemistry courses. The combination of their results suggests elements such as access to technology, home responsibility, and impostor syndrome, that other learning programs should consider to increase virtual learning success. Furthermore, other stopgap measures implemented at industrial partners give insight as to how these considerations can be implemented during virtual internship programs to meet their learning objectives associated with entering their institutional pipeline

Providing social support for underrepresented racial and ethnic minority phd students in the biomedical sciences:a career coaching model

Improvement in the proportion of underrepresented racial and ethnic minorities (URMs) in academic positions has been unsatisfactory. Although this is a complex problem, one key issue is that graduate students often rely on research mentors for career-related support, the effectiveness of which can be variable. We present results from a novel academic career “coaching” intervention, one aim of which was to provide supplementary social support for PhD students, particularly those from underrepresented backgrounds. Coaching was de­livered both within small groups and on an individual basis, with a diverse group of coach­es and students coming from many universities. Coaches were provided with additional diversity training. Ninety-six semistructured interviews with 33 URM students over 3 years were analyzed using a qualitative framework approach. For most of the URM PhD students, coaching provided social support in the form of emotional, informational, and appraisal support. Coaching groups provided a noncompetitive environment and “community of support” within which students were able to learn from one another’s experiences and discuss negative and stressful experiences related to their graduate school, lab, or career plans. This coached peer group model is capable of providing the social support that many URM students do not find at their home universities

An Integrated Framework for Intersectorality: Nonprofitness and Its Influence on Society and Public Administration Programs

Cross-sector interactions have long occurred in the public delivery of goods, services, and interests. While scholars have often addressed cross-sector interactions using the dimensions of publicness (state) and privateness (market), an intersectoral framework necessitates the understanding and incorporation of nonprofitness to account for the dimensions of nonprofits along the public-private continuum. This article proposes a framework for identifying the dimensions of nonprofits in an intersectoral world and draws on relevant examples to illustrate the presence and influence of nonprofitness. The article then focuses on the future of education in the field of public administration and, in light of the proposed framework, makes and considers recommendations to help educational programs better equip students to appreciate work across sectors

The academy for future science faculty:randomized controlled trial of theory-driven coaching to shape development and diversity of early-career scientists

Background: Approaches to training biomedical scientists have created a talented research community. However, they have failed to create a professional workforce that includes many racial and ethnic minorities and women in proportion to their representation in the population or in PhD training. This is particularly true at the faculty level. Explanations for the absence of diversity in faculty ranks can be found in social science theories that reveal processes by which individuals develop identities, experiences, and skills required to be seen as legitimate within the profession. Methods/Design: Using the social science theories of Communities of Practice, Social Cognitive Career Theory, identity formation, and cultural capital, we have developed and are testing a novel coaching-based model to address some of the limitations of previous diversity approaches. This coaching intervention (The Academy for Future Science Faculty) includes annual in-person meetings of students and trained faculty Career Coaches, along with ongoing virtual coaching, group meetings and communication. The model is being tested as a randomized controlled trial with two cohorts of biomedical PhD students from across the U.S., one recruited at the start of their PhDs and one nearing completion. Stratification into the experimental and control groups, and to coaching groups within the experimental arms, achieved equal numbers of students by race, ethnicity and gender to the extent possible. A fundamental design element of the Academy is to teach and make visible the social science principles which highly influence scientific advancement, as well as acknowledging the extra challenges faced by underrepresented groups working to be seen as legitimate within the scientific communities. Discussion: The strategy being tested is based upon a novel application of the well-established principles of deploying highly skilled coaches, selected and trained for their ability to develop talents of others. This coaching model is intended to be a complement, rather than a substitute, for traditional mentoring in biomedical research training, and is being tested as such

Volunteer Engagement in Housing Co-Operatives – Civil Society “en miniature”

Housing co‐operatives host miniature versions of civil society. They vitalise a social system that is shaped by formal regulations, economic functions, and a population of private housing units. The study examines factors that influence a person’s willingness to volunteer in civic society using a multilevel analysis based on survey data from 32 co‐operatives and 1263 members. To do so, the social exchange theory is extended to include the member value approach, which connects social engagement with the fulfillment of a range of needs, thus going beyond a narrow economic cost benefit analysis. Study results show that volunteer engagement largely depends on the degree to which members can expect to experience their own achievement. This finding provides an explanation for significant differences in the engagement levels beyond factors that have already been determined (age, level of education). On an organizational level, the study reveals that the age of an organization influences volunteer engagement, but that the size and the degree of professionalization do not have an effect on it