Late Cretaceous Dinosaur Tracks from the Iron Springs Formation, Iron County, Utah

Located in Iron County, Utah, the Parowan Gap dinosaur track site contains over one hundred natural casts of non-avian dinosaur tracks preserved in sandstones and siltstones of the Late Cretaceous (≈83 Ma) Iron Springs Formation. For this study, the authors returned to the area to survey for and describe previously unidentified tracks. Many tracks from this new study occur as in situ casts found on the basal surfaces of sandstones deposited by braided and meandering rivers on the coastal plain of the Western Interior Seaway, with some specimens from fallen talus blocks. Over the course of two years, the research team identified and recorded a total of 31 specimens. The results comprise tracks that resemble a minimum of at least five ichnotaxa including Caririchnium, Amblydactylus, Ceratopsipes, Magnoavipes, and Dromaeosauripus. The most common and well-recognized ichnogenus recorded in the Iron Springs Formation is Caririchnium, which likely represents ornithopod dinosaurs. We also identified two Ceratopsipes tracks in a fallen sandstone block. The pair of tracks are significant because they are the second set from the ichnotaxa found at Parowan Gap. Together the Parowan Gap Ceratopsipes samples represent the oldest ceratopsian tracks in Utah. The potential Dromaeosauripus specimen represents a small theropod dinosaur. This specimen is of great interest because theropod tracks, especially dromaeosaur tracks, are less common in the Iron Springs Formation, with a total of seven tracks reported from previous studies. If this is an appropriate interpretation, it would make the potential Dromaeosauripus track the youngest dromaeosaur trace fossil in Utah

Indication of electron neutrino appearance from an accelerator-produced off-axis muon neutrino beam

The T2K experiment observes indications of nu(mu) -> nu(mu) e appearance in data accumulated with 1.43 x 10(20) protons on target. Six events pass all selection criteria at the far detector. In a three-flavor neutrino oscillation scenario with |Delta m(23)(2)| = 2.4 x 10(-3) eV(2), sin(2)2 theta(23) = 1 and sin(2)2 theta(13) = 0, the expected number of such events is 1.5 +/- 0.3(syst). Under this hypothesis, the probability to observe six or more candidate events is 7 x 10(-3), equivalent to 2.5 sigma significance. At 90% C.L., the data are consistent with 0.03(0.04) < sin(2)2 theta(13) < 0.28(0.34) for delta(CP) = 0 and a normal (inverted) hierarchy

Visualization of the Digital Divide Among K-12 Students: Open Data, Quantitative Measures, and Policy Implications

Our work utilized a multi-disciplinary approach to assess the digital divide among K-12 students through socio-technical and economic analysis. Results show that access to high-speed internet (broadband) and use continued to be a challenge for children and schools located in disadvantaged communities. Three visualizations were developed to display the digital disparity at the county level across our country and to support decision-making in resource allocation to improve broadband access and utilization

Developing the virtuous self in an online MBA: Reflections on instruments and processes

The relationship between virtue ethics and leadership is profound and has been the subject of sustained examination (see, for example, Fontrodona, et al. 2012). The core of these debates has centred on the way in which a life of the good, conceived as a process of self- awareness built through experience and reflection, has the capacity to comprise the people who inhabit, lead, and constitute organizations. Prima facie management education ought to entail the explicit development of the virtuous self, rather than this education being of a residual type. This requires a more reflective approach to management practice. We are challenged in this endeavour by our status as providers of online education. Our central concern in this paper is to provide an account of a Leadership Development ePortfolio, particularly its development to a program of online leadership skill development. This includes, among other skills, the development of reflective practice skills, development of self-awareness, self-mastery (Senge, 1990), and a consideration of how to apply those skills to others (e.g.: mentoring) and with others (e.g.: team learning, service learning). We argue that introducing these elements to a program fosters the development of ethically virtuous management graduates