Extreme Pyroconvective Updrafts During a Megafire

Airborne cloud radar reveals extreme wildfire updrafts (~60 m s−1) and downdrafts (~30 m s−1) rivaling those in supercell thunderstorms. These extreme vertical velocities occur through a 3-km-deep layer and below the base of a developing pyrocumulonimbus (pyroCb) cloud, which extends to the tropopause at 12 km. In situ aircraft sampling shows updrafts are linked to large temperature and moisture excesses but remain subsaturated at flight level (i.e., below cloud base). Parcel estimates using the in situ data help explain how these “hot-moist” updrafts trigger the overlying pyroCb. The extreme vertical motions observed also pose a previously undocumented aviation hazard

In situ microphysics observations of intense pyroconvection from a large wildfire

This study characterizes the size and shape distributions of 10 µm to 6 mm diameter particles observed during six penetrations of wildfire-induced pyroconvection near Boise, Idaho, USA, by a research aircraft over the period 29–30 August 2016. In situ measurements by the aircraft include winds, atmospheric state, and bulk water content and particle concentration, size, and shape. These observations are complemented by data from airborne and ground-based radars. One of the penetrations is through a subsaturated smoke–ash plume with negligible cloud liquid water content that is characterized by an updraft of almost 36 m s−1. The size distribution of number concentration is very similar to that documented previously for a smoke plume from a prescribed fire, and particle shapes exhibit qualitative and quantitative attributes comparable to ash particles created in a burn chamber. Particles sampled during this penetration are most likely pyrometeors composed of ash. Pyrocumulus clouds are probed in the other penetrations where values of relative humidity and cloud liquid water content are larger, but updrafts are weaker. Compared to the smoke-plume penetration, size distributions are mostly characterized by larger concentration, and particle shapes exhibit a higher degree of circular symmetry. Particle composition in these pyrocumulus penetrations is most likely a combination of hydrometeors (ice particles) and pyrometeors (ash).</p

Childcare, choice and social class: Caring for young children in the UK

This paper draws on the results of two qualitative research projects examining parental engagements with the childcare market in the UK. Both projects are located in the same two London localities. One project focuses on professional middle class parents, and the other on working class families, and we discuss the key importance of social class in shaping parents' differential engagement with the childcare market, and their understandings of the role childcare plays in their children's lives. We identify and discuss the different "circuits" of care (Ball et al 1995) available to and used by families living physically close to each other, but in social class terms living in different worlds. We also consider parents' relationships with carers, and their social networks. We conclude that in order to fully understand childcare policies and practices and families' experiences of care, an analysis which encompasses social class and the workings of the childcare market is needed

Engineering access to higher education through higher education fairs

Text from van Zanten A., Legavre A. “Engineering access to higher education through higher education fairs”, in Goastellec G., Picard F. (ed.) The Roles of Higher Education and Research in the Fabric of Societies, Leuven, Sense Publishers, 2014 (in press). Transition to higher education is a major social process. This transition has been mostly studied by French sociologists of education and higher education from perspectives focusing predominantly on the role of the socio-economic status, academic profiles and different tracks followed by secondary school students (Merle 1996, Duru-Bellat and Kieffer 2008, Convert 2010), and, to a lesser extent, on the types of secondary schools attended (Duru-Bellat and Mingat 1998, Nakhili 2005) and the local higher education provision (Berthet et al. 2010, Orange 2013). Although these structural determinants play a major role in explaining significant regularities, they provide more powerful explanations for individuals representing the extremes of the different variables considered, leaving room for the influence of other major factors for those students in intermediate situations. In addition, even in the case of students occupying extreme positions, structural perspectives better explain the distribution of students between different higher education tracks than they do between institutions and disciplines. In this chapter, we adopt a perspective that we see as complementary to and interacting with the perspective centred on structural determinants by focusing on the role of the devices that mediate the exchanges between students and higher education institutions, and more specifically on one device: higher education fairs. Our purpose in doing so is not only to document how these various devices frame, in ways that remain largely unexplored by researchers, exchanges between providers and consumers of higher education but also to point out – and further explore in future publications – how these devices, and the specific features of fairs, contribute to the reproduction and transformation of educational inequalities in access to higher education (Benninghoff et al. 2012)

‘I’m good, but not that good’: digitally-skilled young people’s identity in computing

Computers and information technology are fast becoming a part of young people’s everyday life. However, there remains a difference between the majority who can use computers and the minority who are computer scientists or professionals. Drawing on 32 semi-structured interviews with digitally-skilled young people (aged 13-19), we explore their views and aspirations in computing, with a focus on the identities and discourses that these youngsters articulate in relation to this field. Our findings suggest that, even among digitally-skilled young people, traditional identities of computing as people who are clever but antisocial still prevail, which can be unattractive for youths, especially girls. Digitally-skilled youths identify with computing in different ways and for different reasons. Most enjoy doing computing but few aspired to being a computer person. Implications of our findings for computing education are discussed, especially the continued need to broaden identities in computing, even for the digitally-skilled

Innovation in technology-enhanced assessment in the UK and the USA: future scenarios and critical considerations

This paper uses methods derived from the field of futures studies to explore the future of technology-enhanced assessment. Drawing on interviews and consultation activities with experts, the paper aims to discuss the conditions that can impede or foster ‘innovation’ in assessment and education more broadly. Through a review of relevant research, the paper suggests an interpretive model of the factors sustaining the conservatism of educational assessment: the utilitarian view of education, dominant beliefs about academic excellence, and market or quasi-market dynamics. In the central section of the paper, three scenarios of innovation in assessment are described, developed through an iterative process involving researchers, representatives from the e-assessment industry, and experts from British awarding organisations. In the final section, a critical discussion draws attention to the implications that data pervasiveness and computer-generated predictive models may have for the future of education

The ideal job-seeker norm: unemployment and marital privileges in the professional middle-class

Objective: To understand how heterosexual US married parents interpret and respond to a spouse's unemployment and subsequent job-searching. Background: The pervasiveness of employment uncertainty, and unemployment, may propel families to embrace gender egalitarian norms. Quantitative research finds that this possibility is not borne out. Qualitative research has sought to illuminate mechanisms as to how gender norms persist even during a time that is optimal for dismantling them, but these mechanisms remain unclear. Method: Seventy-two in-depth interviews were conducted with a nonrandom sample of heterosexual, professional, dual-earner, married, unemployed women, men, and their spouses in the United States. Follow-up interviews were conducted with 35 participants. Intensive family observations were conducted with four families, two of unemployed men, and two of unemployed women. Results: Unemployed women, men, and spouses acknowledge that a set of time-intensive activities are key for reemployment (the ideal job-seeker norm). Couples with unemployed men direct resources such as time, space, and even money to facilitate unemployed men's compliance with the ideal job-seeker norm. Couples downplay the importance of women's reemployment and do not direct similar resources to help unemployed women job-search. Conclusion: Couples preserve a traditional gender status quo, often in defiance of material realities, by actively maintaining men's position at the helm of paid work and women's at unpaid work. Implications: Linking unemployment and job-seeking with the institution of heterosexual marriage reveals novel insights into social and marital processes shaping job-seeking

Domestic knowledge, inequalities and differences

Research suggests that domestic knowledge is an expression of gender differences, which is constructed and deployed through unequal social relations, and is able to empower women if it gains collective spaces of expression. The article presents an analysis of parental involvement at school in Spain so as to underpin the former thesis and highlight its connection with the political theory about the "sexual contract"