Modelling of the 10-micrometer natural laser emission from the mesospheres of Mars and Venus

The NLTE radiative transfer problem is solved to obtain the 00 deg 1 vibrational state population. This model successfully reproduces the existing center-to-limb observations, although higher spatial resolution observations are needed for a definitive test. The model also predicts total fluxes which are close to the observed values. The strength of the emission is predicted to be closely related to the instantaneous near-IR solar heating rate

Advanced infrared astronomy

This task supports the application of infrared heterodyne and Fourier transform spectroscopy to ultra-high resolution studies of molecular constituents of planetary astomspheres and cometary comae. High spectral and spatial resolutions are especially useful for detection and study of localized, non-thermal phenomena in low temperature and low density regions, for detection of trace constituents and for measurement of winds and dynamical phenomena such as thermal tides. Measurement and analysis of individual spectial lines permits retrieval of atmospheric molecular abundances and temperatures and thus, information on local photochemical processes. Determination of absolute line positions to better than 10 to the minus eighth power permits direct measurements of gas velocity to a few meters/sec. Observations are made from ground based heterodyne spectrometers at the Kitt Peak McMath solar telescope and from the NASA infrared Telescope Facility on Mauna Kea, Hawaii. Wind velocities at 110km altitude on Venus were extracted approximately 1 m/sec from measurements of non-thermal emission cores of 10.3 micron CO2 lines. Results indicate a subsolar to antisolar circulationwith a small zonal retrograde component

Association of Early Life Stressors with Deficits in Child and Adolescent Cognitive Functioning

The purpose of this study was to determine whether the ACEs questionnaire could be a viable screener tool for identifying children in need of neuropsychological testing. This study consisted of a sample of child participants aged 8-17 years (N=53) who were divided into a no ACEs group or the ACEs group (1 or more ACEs) depending on parental responses to the ACEs questionnaire. Participants completed a series of virtual neuropsychological tests that assessed overall neurocognitive functioning, memory, and attention. No significant differences between the no ACEs group and the ACEs group in performance of the overall Neurocognitive Index, Composite Memory Index, or Complex Attention Index emerged. While no significant differences were found in this study, the demographic make-up of the sample could in part explain the absence of significant findings. The sample for this study included highly educated parents who resided in a higher SES bracket. These and other limitations are discussed. While this study did have limitations, several future directions were identified that would strengthen this area of research

Thermal bifurcation in the upper solar photosphere inferred from heterodyne spectroscopy of OH rotational lines

Low noise high spectral resolution observations of two pure rotation transitions of OH from the solar photosphere were obtained. The observations were obtained using the technique of optically null-balanced infrared heterodyne spectroscopy, and consist of center-to-limb line profiles of a v=1 and a v=0 transition near 12 microns. These lines should be formed in local thermodynamic equilibrium (LTE), and are diagnostics of the thermal structure of the upper photosphere. The v=0 R22 (24.5)e line strengthens at the solar limb, in contradiction to the predictions of current one dimensional photospheric models. Data for this line support a two dimensional model in which horizontal thermal fluctuations of order + or - 800K occur in the region Tau (sub 5000) approximately .001 to .01. This thermal bifurcation may be maintained by the presence of magnetic flux tubes, and may be related to the solar limb extensions observed in the 30 to 200 micron region

How Designers Learn to Learn:: Connecting Motivation and Cognitive Process in Practice- based Research Design

Performing research under the umbrella of design engages various methodological approaches. Scholars such as Christopher Frayling (1993) position dominant modes of art and design research as research-/nto, research-through, and research-for, while more contemporarily Laurene Vaughan (2017) argues for the value and importance of practice-based design research as an embodied "research-a//” approach. Through practice-based research, the traditionally distinct role of designer-maker and research-writer often merge for "making,” both in engaging theoretical frameworks and in focusing research activities. However, in disciplines such as architecture and industrial design that have traditionally favored investigating the measurable performance of "products” as primarily positivistic, the individual's motivation to initiate directed research activities may be challenged by merging different modes of knowledge acquisition and production. This leads us to question in what ways understanding individual motivation and self-concept can inform the research process under the umbrella of design research. By more closely examining Jacquelynne Eccles (1987) educational model of Expectancy Value Theory, this paper focuses on the rarely acknowledged issue of an individual's motivational beliefs and self-concept in the practice of design research. This exploration begins to conceptually connect these influential factors, especially a designer/researcher's expectancies and values toward certain tasks, to their learning behavior and performance. Specifically, by looking at traditions in institutional pedagogy and their emphasis on visual and textual knowledge and content provides evidence of a separation between "thinking of things” and "writing design.” Using Donald Shon's (1984) concept of "reflective practice” in design, research practices and activities can be viewed as successions of representation and conscious learning that are accessible, manipulatable, and flexible. Through practice-based design research ” or research-*// ” this paper posits that an individual's motivation, expectancies, values, and experiences are reflected in their "knowledge performances” and research design

How Designers Learn to Learn:: Connecting Motivation and Cognitive Process in Practice- based Research Design

Performing research under the umbrella of design engages various methodological approaches. Scholars such as Christopher Frayling (1993) position dominant modes of art and design research as research-/nto, research-through, and research-for, while more contemporarily Laurene Vaughan (2017) argues for the value and importance of practice-based design research as an embodied "research-a//” approach. Through practice-based research, the traditionally distinct role of designer-maker and research-writer often merge for "making,” both in engaging theoretical frameworks and in focusing research activities. However, in disciplines such as architecture and industrial design that have traditionally favored investigating the measurable performance of "products” as primarily positivistic, the individual's motivation to initiate directed research activities may be challenged by merging different modes of knowledge acquisition and production. This leads us to question in what ways understanding individual motivation and self-concept can inform the research process under the umbrella of design research. By more closely examining Jacquelynne Eccles (1987) educational model of Expectancy Value Theory, this paper focuses on the rarely acknowledged issue of an individual's motivational beliefs and self-concept in the practice of design research. This exploration begins to conceptually connect these influential factors, especially a designer/researcher's expectancies and values toward certain tasks, to their learning behavior and performance. Specifically, by looking at traditions in institutional pedagogy and their emphasis on visual and textual knowledge and content provides evidence of a separation between "thinking of things” and "writing design.” Using Donald Shon's (1984) concept of "reflective practice” in design, research practices and activities can be viewed as successions of representation and conscious learning that are accessible, manipulatable, and flexible. Through practice-based design research ” or research-*// ” this paper posits that an individual's motivation, expectancies, values, and experiences are reflected in their "knowledge performances” and research design

How Designers Learn to Learn:: Connecting Motivation and Cognitive Process in Practice- based Research Design

Performing research under the umbrella of design engages various methodological approaches. Scholars such as Christopher Frayling (1993) position dominant modes of art and design research as research-/nto, research-through, and research-for, while more contemporarily Laurene Vaughan (2017) argues for the value and importance of practice-based design research as an embodied "research-a//” approach. Through practice-based research, the traditionally distinct role of designer-maker and research-writer often merge for "making,” both in engaging theoretical frameworks and in focusing research activities. However, in disciplines such as architecture and industrial design that have traditionally favored investigating the measurable performance of "products” as primarily positivistic, the individual's motivation to initiate directed research activities may be challenged by merging different modes of knowledge acquisition and production. This leads us to question in what ways understanding individual motivation and self-concept can inform the research process under the umbrella of design research. By more closely examining Jacquelynne Eccles (1987) educational model of Expectancy Value Theory, this paper focuses on the rarely acknowledged issue of an individual's motivational beliefs and self-concept in the practice of design research. This exploration begins to conceptually connect these influential factors, especially a designer/researcher's expectancies and values toward certain tasks, to their learning behavior and performance. Specifically, by looking at traditions in institutional pedagogy and their emphasis on visual and textual knowledge and content provides evidence of a separation between "thinking of things” and "writing design.” Using Donald Shon's (1984) concept of "reflective practice” in design, research practices and activities can be viewed as successions of representation and conscious learning that are accessible, manipulatable, and flexible. Through practice-based design research ” or research-*// ” this paper posits that an individual's motivation, expectancies, values, and experiences are reflected in their "knowledge performances” and research design

Observations of the 10 micrometer natural laser emission from the mesospheres of Mars and Venus

Observations of the total flux and center to limb dependence of the nonthermal emission occurring in the cores of the 9.4 and 10.4 micrometers CO2 bands on Mars are compared to a theoretical model based on this mechanism. The model successfully reproduces the observed center to limb dependence of this emission, to within the limits imposed by the spatial resolution of the observations of Mars and Venus. The observed flux from Mars agrees closely with the prediction of the model; the flux observed from Venus is 74% of the flux predicted by the model. This emission is used to obtain the kinetic temperatures of the Martian and Venusian mesospheres. For Mars near 70 km altitude, a rotational temperature analysis using five lines gives T = 135 + or - 20 K. The frequency width of the emission is also analyzed to derive a temperature of 126 + or - 6 K. In the case of the Venusian mesosphere near 109 km, the frequency width of the emission gives T = 204 + or - 10 K