Quasar x-ray spectra revisited

A sample of 45 quasars observed by the Imaging Proportional Counter (IPC) on the Einstein satellite is used to re-examine the relationship between the soft (0.2-3.5 keV) X-ray energy index and radio-loudness. We found the following: (1) the tendency for radio-loud quasars to have systematically flatter X-ray slopes than radio-quiet quasars (RQQ's) is confirmed with the soft X-ray excess having negligible effect; (2) there is a tendency for the flatness of the X-ray slope to correlate with radio core-dominance for radio-loud quasars, suggesting that a component of the X-ray emission is relativistically beamed; (3) for the RQQ's the soft X-ray slopes, with a mean of approximately 1.0, are consistent with the slopes found at higher energies (2-10 keV) although steeper than those observed for Seyfert 1 galaxies (also 2-10 keV) where the reflection model gives a good fit to the data; (4) the correlation of FeII emission line strength with X-ray energy index is confirmed for radio-quiet quasars using a subset of 18 quasars. The radio-loud quasars show no evidence for a correlation. This relation suggests a connection between the ionizing continuum and the line emission from the broad emission line region (BELR) of radio-quiet quasars, but in the opposite sense to that predicted by current photoionization models; and (5) the correlations of X-ray slope with radio core dominance and FeII equivalent width within the radio-loud and radio-quiet sub-classes respectively imply that the observed wide range of X-ray spectral slopes is real rather than due to the large measuring uncertainties for individual objects

The biogeochemical influence of nitrate, dissolved oxygen, and dissolved organic carbon on stream nitrate uptake

Streams are potential hotspots for retention and removal of NO3−, and understanding the mechanisms that enhance NO3− reactivity in stream systems is critical for predicting and preventing eutrophication. Both dissolved organic C (DOC) and dissolved O2 (DO) influence NO3− removal processes. Assessing the individual impacts of NO3−, DO, and DOC concentrations on stream NO3− removal is difficult because these factors covary and are coupled through the C and N cycles. We used an experimental approach to quantify the influences of NO3−, DOC, and DO on NO3− transport in headwater streams of the Ipswich and Parker River watersheds (Massachusetts, USA) with contrasting levels of DOC and DO. In a 1st set of experiments, we added NO3− to address how uptake kinetics differed between a low-DO/high-DOC stream (Cedar Swamp Creek) and a high-DO/low-DOC stream (Cart Creek). In a 2nd set of experiments, we manipulated, for the first time at the reach scale, both DO and DOC in a factorial experiment. DO was added to the low-DO stream by injecting O2 and was removed from the high-DO stream by adding sodium sulfite. DOC was added both alone and in combination with the DO manipulations. NO3− concentration was an important control of NO3− uptake velocity in our study streams, consistent with previous findings. The results of the DOC and DO manipulations suggested that DO determines whether a stream has net NO3− uptake or production and that the presence of DOC magnifies the DO response processes. Addition of DOC by itself did not lead to increased NO3− uptake. In addition, we observed organic matter priming effects, wherein the addition of labile organic matter resulted in accelerated metabolism of naturally occurring DOC in the water column. Priming effects have not been reported previously in stream systems. Results from our experiments suggest that NO3− uptake in streams might arise from complex interactions among DOC, DO, and NO3−, and ultimately, from the influence of DO on dominant stream processes

Legal U.S. Immigration: Influences on Gender, Age, and Skill Composition

The authors develop empirical models that enable them to examine the influence of two important determinants - source country characteristics and U.S. immigration policy - on the gender, age, and skills of immigrants coming to America.https://research.upjohn.org/up_press/1064/thumbnail.jp

Changing assessment practice in engineering: how can understanding lecturer perspectives help?

Assessment in engineering disciplines is typically oriented to demonstrating competence in specific tasks. Even where assessments are intended to have a formative component, little priority may be given to feedback. Engineering departments are often criticized, by their students and by external quality reviewers, for paying insufficient attention to formative assessment. The e3an project set out to build a question bank of peer-reviewed questions for use within electrical and electronic engineering. As a part of this process, a number of engineers from disparate institutions were required to work together in teams, designing a range of assessments for their subject specialisms. The project team observed that lecturers were especially keen to develop formative assessment but that their understanding of what might be required varied considerably. This paper describes the various ways in which the processes of the project have engaged lecturers in actively identifying and developing their conceptions of teaching, learning and assessment in their subject. It reports on an interview study that was conducted with a selection of participants. It is concluded that lecturers' reflections on and understanding of assessment are closely related to the nature of the subject domain and that it is essential when attempting to improve assessment practice to start from the perspective of lecturers in the discipline

Complexity-based learning and teaching: a case study in higher education

This paper presents a learning and teaching strategy based on complexity science and explores its impacts on a higher education game design course. The strategy aimed at generating conditions fostering individual and collective learning in educational complex adaptive systems, and led the design of the course through an iterative and adaptive process informed by evidence emerging from course dynamics. The data collected indicate that collaboration was initially challenging for students, but collective learning emerged as the course developed, positively affecting individual and team performance. Even though challenged, students felt highly motivated and enjoyed working on course activities. Their perception of progress and expertise were always high, and the academic performance was on average very good. The strategy fostered collaboration and allowed students and tutors to deal with complex situations requiring adaptation

How Reasoning Aims at Truth

Many hold that theoretical reasoning aims at truth. In this paper, I ask what it is for reasoning to be thus aim-directed. Standard answers to this question explain reasoning’s aim-directedness in terms of intentions, dispositions, or rule-following. I argue that, while these views contain important insights, they are not satisfactory. As an alternative, I introduce and defend a novel account: reasoning aims at truth in virtue of being the exercise of a distinctive kind of cognitive power, one that, unlike ordinary dispositions, is capable of fully explaining its own exercises. I argue that this account is able to avoid the difficulties plaguing standard accounts of the relevant sort of mental teleology

The Good in Articulation: Describing the Co-constitution of Self, Practice, and Value

This paper elaborates a neo-Wittgensteinian, philosophical-anthropological alternative to classically Aristotelian approaches in the philosophy of friendship. On the classic approach, the value of friendship, as a practice, and the value of particular friendships within the life of any given individual, are each subordinated to the ur-value of individual flourishing. That is, it starts with a value that it sees as frustrated or fulfilled by social practice. The alternative, meanwhile, moves from the articulation of social practice to the values these practices frame. I will argue that the alternative is descriptively and prescriptively superior when what’s at issue is the status of a social practice like friendship. By acknowledging the co-constitution of self, practice, and other, the alternative gives one the latitude to recognize and philosophize about relationships that tend to fall out of contemporary accounts of love and friendship as these are actually lived; produces descriptions and questions that are truer to lived experiences of friendship; and respects one of the most basic norms of friendship—that is, a friend’s irreducible particularity to oneself—without having to provide a self-defeatingly instrumentalist or reductionist argument for it