The international geomagnetic reference field 1965.0 in dipole coordinates

Computer program for transforming spherical harmonic coefficients to geomagnetic dipole coordinate

Quantitative magnetospheric models derived from spacecraft magnetometer data

Quantitative models of the external magnetospheric field were derived by making least-squares fits to magnetic field measurements from four IMP satellites. The data were fit to a power series expansion in the solar magnetic coordinates and the solar wind-dipole tilt angle, and thus the models contain the effects of seasonal north-south asymmetries. The expansions are divergence-free, but unlike the usual scalar potential expansions, the models contain a nonzero curl representing currents distributed within the magnetosphere. Characteristics of four models are presented, representing different degrees of magnetic disturbance as determined by the range of Kp values. The latitude at the earth separating open polar cap field lines from field lines closing on the dayside is about 5 deg lower than that determined by previous theoretically-derived models. At times of high Kp, additional high latitude field lines are drawn back into the tail

Function generator eliminates necessity of series summation

Diode generator using four building-block circuits produces complex waveforms without the necessity of series summation. This highly specialized method of producing complex waveforms requires less power than present methods and uses simpler circuitry

Chadron : a chronological view of the early history of the old-home-town

History of Chadron, Nebraska from 1885-1925, with the bulk of the time spent on 1885-1910.https://openspaces.unk.edu/spec-coll/1010/thumbnail.jp

Advising First-Generation and Socioeconomically Diverse Honors Students

Honors programs and colleges increasingly consider socioeconomic status as a form of diversity by actively recruiting first-generation and low-income college students. Supporting this movement, the National Collegiate Honors Council’s “Shared Principals and Practices of Honors Education” (2022) highlights the need for inclusive excellence from across all communities. First-generation and low-income students are often high-potential students, and their inclusion into honors communities enhances the whole. The challenge, though, is retaining and graduating these students at rates similar to their more advantaged peers. Academic advising can be an effective tool in these efforts. First-generation and socioeconomically diverse college students are a large and integral part of college demographics, and they are a group that honors programs and colleges should seek to recruit, retain, and graduate. While these students may face more challenges than some of their more advantaged peers, research shows that they are capable of excelling in college (Pascarella et al., 2004) and, thus, in honors education. With support, especially via honors advising, first-generation and socioeconomically diverse college students can be successful participants and graduates of these programs, which will, in turn, help to end disadvantageous cycles for these students and their families. For honors programs and colleges, growing the number of first-generation and socioeconomically diverse colleges students will increase diversity as well as contribute positively toward institutional goals of expanding diversity and social justice

Socioeconomic Equity in Honors Education: Increasing Numbers of First-Generation and Low-Income Students

Many honors administrators can cite the numbers and percentages of students of color and statistics on the male to female ratio. Public institutions might cite in-state to out-of-state comparisons. For most, however, socioeconomic status is low on their list, if there at all, even though it is an important measure of diversity. First-generation college students, neither of whose parents has a baccalaureate degree, make up 58% of college enrollments (Redford & Hoyer). Students with a Pell Grant, which qualifies them as having a low-income background, compose 33% of the American higher education population (Baum et al.). Approximately 24% of college students are both first-generation and low-income (Engle & Tinto). In honors, firstgeneration college students make up 28.6% of honors college and program enrollments (National Collegiate Honors Council’s Admissions, Retention, and Completion Survey). Research from the third (2012) follow-up to the National Center for Education Statistics (NCES) Longitudinal Study of 2002 has provided more specific details about first-generation college students. The NCES found that 24% of college students come from families where neither parent has any college experience while an additional 34% are from families where parents may have some college experience but no bachelor’s degree. The final 42% of students have at least one parent with a bachelor’s degree (Redford & Hoyer). Most research has reached the consensus that a first-generation college student (FGCS) is a student for whom neither parent has a bachelor’s degree (Davis). Using this definition, 58% of college students can be considered first-generation. No one definition of a low-income college student is sufficient given the variation depending on the location. A student may be considered low-income if attending a private institution in a location with a high cost of living but reasonably well-off at a public institution in a low cost-of-living area. Most institutions use Pell Grant eligibility as a proxy for income levels, but this is an imperfect metric. Not all students file the Free Application for Federal Student Aid (FAFSA) for a variety of reasons, such as having uncertain immigrant status or having a family member who is an undocumented immigrant. Other students are unable to file the FAFSA because their parents refuse to share financial or tax information with them out of embarrassment or fear of being audited. The NCES estimates that approximately 20% of students do not file the FAFSA, but it is impossible to tell who may have qualified for a Pell Grant

Future of Ultraviolet Astronomy Based on Six Years of IUE Research

Physical insights into the various astronomical objects which were studied using the International Ultraviolet Explorer (IUE) satellite. Topics covered included galaxies, cool stars, hot stars, close binaries, variable stars, the interstellar medium, the solar system, and IUE follow-on missions

Far infrared supplement: Catalog of infrared observations

The Far Infrared Supplement: catalog of infrared observations summarizes all infrared astronomical observations at far infrared wavelengths published in the scientific literature between 1965 and 1982. The Supplement list contains 25% of the observations in the full catalog of infrared observations (C10), and essentially eliminates most visible stars from the listings. The Supplement is more compact than the main Catalog (it does not contain the bibliography and position index of the C10), and is intended for easy reference during astronomical observations

Catalog of infrared observations including: Bibliography of infrared astronomy and index of infrared source positions

The Catalog of Infrared Observations and its Far Infrared Supplement summarize all infrared astronomical observations at infrared wavelengths published in the scientific literature between 1965 and 1982. The Catalog includes as appendices the Bibliography of infrared astronomy which keys observations in the Catalog with the original journal references, and the index of infrared source positions which gives source positions for alphabetically listed sources in the Catalog. The Catalog data base contains over 85,000 observations of about 10,000 infrared sources, of which about 2,000 have no known visible counterpart

Far infrared supplement: Catalog of infrared observations

The development of a new generation of orbital, airborne and ground-based infrared astronomical observatory facilities, including the infrared astronomical satellite (IRAS), the cosmic background explorer (COBE), the NASA Kuiper airborne observatory, and the NASA infrared telescope facility, intensified the need for a comprehensive, machine-readable data base and catalog of current infrared astronomical observations. The Infrared Astronomical Data Base and its principal data product, this catalog, comprise a machine-readable library of infrared (1 micrometer to 1000 micrometers) astronomical observations published in the scientific literature since 1965