An X-ray and Radio Study of the Varying Expansion Velocities in Tycho's Supernova Remnant

We present newly obtained X-ray and radio observations of Tycho's supernova remnant using {\it Chandra} and the Karl G. Jansky Very Large Array in 2015 and 2013/14, respectively. When combined with earlier epoch observations by these instruments, we now have time baselines for expansion measurements of the remnant of 12-15 year in the X-rays and 30 year in the radio. The remnant's large angular size allows for proper motion measurements at many locations around the periphery of the blast wave. We find, consistent with earlier measurements, a clear gradient in the expansion velocity of the remnant, despite its round shape. The proper motions on the western and southwestern sides of the remnant are about a factor of two higher than those in the east and northeast. We showed in an earlier work that this is related to an offset of the explosion site from the geometric center of the remnant due to a density gradient in the ISM, and using our refined measurements reported here, we find that this offset is $\sim 23"$ towards the northeast. An explosion center offset in such a circular remnant has implications for searches for progenitor companions in other remnants.Comment: Accepted for publication in ApJ Letter

The Three-Dimensional Expansion of the Ejecta from Tycho's Supernova Remnant

We present the first three-dimensional measurements of the velocity of various ejecta knots in Tycho's supernova remnant, known to result from a Type Ia explosion. Chandra X-ray observations over a 12-year baseline from 2003 to 2015 allow us to measure the proper motion of nearly 60 "tufts" of Si-rich ejecta, giving us the velocity in the plane of the sky. For the line of sight velocity, we use two different methods: a non-equilibrium ionization model fit to the strong Si and S lines in the 1.2-2.8 keV regime, and a fit consisting of a series of Gaussian lines. These methods give consistent results, allowing us to determine the red or blue shift of each of the knots. Assuming a distance of 3.5 kpc, we find total velocities that range from 2400 to 6600 km s$^{-1}$, with a mean of 4430 km s$^{-1}$. We find several regions where the ejecta knots have overtaken the forward shock. These regions have proper motions in excess of 6000 km s$^{-1}$. Some Type Ia supernova explosion models predict a velocity asymmetry in the ejecta. We find no such velocity asymmetries in Tycho, and discuss our findings in light of various explosion models, favoring those delayed detonation models with relatively vigorous and symmetrical deflagrations. Finally, we compare measurements with models of the remnant's evolution that include both smooth and clumpy ejecta profiles, finding that both ejecta profiles can be accommodated by the observations.Comment: Accepted for publication in ApJ. Some figures slightly degraded to reduce file siz

An evaluation of the Elementary Evaluative Criteria

Thesis (Ed.M.)--Boston University, 1955. This item was digitized by the Internet Archive

The Role of Attention-Deficit/hyperactivity Disorder in the Association between Verbal Ability and Conduct Disorder

Although there is clear evidence that low verbal ability is a risk factor for conduct disorder (CD), some researchers have questioned whether this association is due to the common comorbidity between attention-deficit/hyperactivity disorder (ADHD) and CD. The present study examined the association among verbal ability, ADHD, and CD in a genetically informative sample in order to examine the role of genes and/or environmental influences shared in common with ADHD on the covariation between verbal ability and CD. Participants were 2744 adolescents from the Center for Antisocial Drug Dependence (CADD), and included 360 monozygotic (MZ) female twin pairs, 221 dizygotic (DZ) female twin pairs, 297 MZ male twin pairs, 220 DZ male twin pairs, and 274 opposite-sex DZ twin pairs. The Diagnostic Interview Schedule for Children (DISC-IV) was used to assess lifetime symptoms of ADHD and CD. Verbal ability was assessed via the Vocabulary subtest of the Wechsler Adult Intelligence Scale III (WAIS-III) for individuals over the age of 16 and the Vocabulary subtest of the Wechsler Intelligence Scale for Children III (WISC-III) for individuals under the age of 16. There was a small but significant negative covariance between verbal ability and CD and between verbal ability and ADHD. Results also suggest that the covariation between verbal ability and CD is due to influences shared in common with ADHD

Whole-cortex mapping of common genetic influences on depression and a social deficits dimension

Social processes are associated with depression, particularly understanding and responding to others, deficits in which can manifest as callousness/unemotionality (CU). Thus, CU may reflect some of the genetic risk to depression. Further, this vulnerability likely reflects the neurological substrates of depression, presenting biomarkers to capture genetic vulnerability of depression severity. However, heritability varies within brain regions, so a high-resolution genetic perspective is needed. We developed a toolbox that maps genetic and environmental associations between brain and behavior at high resolution. We used this toolbox to estimate brain areas that are genetically associated with both depressive symptoms and CU in a sample of 258 same-sex twin pairs from the Colorado Longitudinal Twin Study (LTS). We then overlapped the two maps to generate coordinates that allow for tests of downstream effects of genes influencing our clusters. Genetic variance influencing cortical thickness in the right dorsal lateral prefrontal cortex (DLFPC) sulci and gyri, ventral posterior cingulate cortex (PCC), pre-somatic motor cortex (PreSMA), medial precuneus, left occipital-temporal junction (OTJ), parietal-temporal junction (PTJ), ventral somatosensory cortex (vSMA), and medial and lateral precuneus were genetically associated with both depression and CU. Split-half replication found support for both DLPFC clusters. Meta-analytic term search identified "theory of mind", "inhibit", and "pain" as likely functions. Gene and transcript mapping/enrichment analyses implicated calcium channels. CU reflects genetic vulnerability to depression that likely involves executive and social functioning in a distributed process across the cortex. This approach works to unify neuroimaging, neuroinformatics, and genetics to discover pathways to psychiatric vulnerability.</p

The Etiology of Observed Negative Emotionality from 14 to 24 Months

We examined the magnitude of genetic and environmental influences on observed negative emotionality at age 14, 20, and 24 months. Participants were 403 same-sex twin pairs recruited from the Longitudinal Twin Study whose emotional responses to four different situations were coded by independent raters. Negative emotionality showed significant consistency across settings, and there was evidence of a latent underlying negative emotionality construct. Heritability decreased, and the magnitude of shared environmental influences increased, for the latent negative emotionality construct from age 14 to 24 months. There were significant correlations between negative emotionality assessed at age 14, 20, and 24 months, and results suggested common genetic and shared environmental influences affecting negative emotionality across age, and that age-specific influences are limited to non-shared environmental influences, which include measurement error

Seeing an exercise as a single mathematical object: using variation to structure sense-making

In this theoretical paper we take an exercise to be a collection of procedural questions or tasks. It can be useful to treat such an exercise as a single object, with individual questions seen as elements in a mathematically and pedagogically structured set. We use the notions of 'dimensions of possible variation' and 'range of permissible change', derived from Ference Marton, to discuss affordances and constraints of some sample exercises. This gives insight into the potential pedagogical role of exercises, and shows how exercise analysis and design might contribute to hypotheses about learning trajectories. We argue that learners' response to an exercise has something in common with modeling that we might call 'micro-modeling', but we resort to a more inclusive description of mathematical thinking to describe learners' possible responses to a well-planned exercise. Finally we indicate how dimensions of possible variation inform the design and use of an exercise