Thermal and albedo mapping of the north and south polar regions of Mars

The first maps of the thermal properties of the north and south polar region of Mars are presented. The maps complete the mapping of the entire planet. The maps for the north polar region were derived from Viking Infrared Thermal Mapper (IRTM) observations obtained from 10 Jun. to 30 Sep. 1978. This period corresponds to the early summer season in the north, when the north residual water ice cap was exposed, and the polar surface temperatures were near their maximum. The maps in the south were derived from observations obtained between 24 Aug. to 23 Sep. 1977. This period corresponds to the late summer season in the south, when the seasonal polar cap had retreated to close to its residual configuration, and the second global dust storm of 1977 had largely subsided. The major results concerning the following topics are summarized: (1) surface water ice; (2) polar dune material; and (3) dust deposits

Modeling interannual variability in the Martian seasonal CO2 cycle

One aspect of the seasonal pressure variations measured at the Viking Lander sites is their nearly perfect interannual repeatability. This presents a problem because it implies that the behavior of the seasonal polar caps should be highly repeatable from year to year as well. There are a number of observations and theories suggesting that the presence of dust and water ice clouds in the Martian atmosphere should have significant direct and indirect effects on the rates of CO2 condensation and sublimation in the north and south polar regions. These effects include (1) reduced rates of CO2 frost condensation during polar night seasons due to the radiative effects of dust and water ice clouds and associated CO2 clouds or elevated atmospheric temperatures and (2) reduced or elevated rates of frost sublimation due to the radiative effects of atmospheric dust or to changes in frost emissivities and albedos due to contamination by water ice and dust. The Viking Landing pressure observations are examined to determine the range and character of the interannual variations present. Then a diurnal and seasonal thermal model is used to examine the effects of interannual variations in the polar heat balance on seasonal pressure variations

The relationship between self-directed informal learning and the career development process of technology users

Few new studies plus theoretical stagnation mark the inattention of educators to self-directed informal learning during career development in technology. Therefore this study explored the relationship between self-directed informal learning and the career development process among everyday technology users. Supporting questions addressed how self-directedness related categorically and holistically to informal learning during career development. This qualitative study used multiple narrative case studies to collect, analyze, and describe the results of life-story data recovered from 13 technology users purposefully selected using a sampling strategy grounded in the literature. Individual lifestory narratives surfaced tacitly held perceptions and social identities associated with career-related learning. The data were analyzed categorically and holistically leading to a rich description of common themes and patterns as well as triangulating content validity methodologically and thematically. Findings culminated in a conceptualization of self-directed informal learning as entrepreneurial in nature, which without appropriate strategic guidance can become either a negative or positive influence on career development. Such guidance was best expressed as self-reflection on structured play. With much learning thought to be self-directed, the study\u27s implications for social change are economically and educationally important. Results suggest that corporate trainers must replace maintenance learning that is transportable to lower wage locations with innovative learning that encourages resourceful self-directed learning. Educators must make room for story-based self-reflection, the heart of self-directed learning. Recommendations for implementing entrepreneurial learning are provided

The Introduction of Yoga Recovery on Physiological and Psychological Stress and Performance in NCAA Athletes

NCAA student athletes face unique physiological and psychological stressors daily, which may contribute to overtraining, burnout, and other physical and mental health issues. However, NCAA institutions often leave recovery up to the individual athlete due to time restriction and Countable Athletic Related Activities (CARA) hour limitations on team mandated activities. Attention to methods to promote recovery from these training loads is increasing in NCAA institutions. A mind-body activity such as yoga is proposed to have physiological and psychological benefits for student athletes. The goal of this review is to identify which aspects of yoga promote the most effective recovery in measures such as: performance, physical biomarkers of stress, muscle damage, heart rate variability, sleep quality, mood state, anxiety, and depression. A recovery yoga protocol is presented, based on the current literature on the topic, to suggest a time- and cost-effective mind-body recovery modality for NCAA student athletes. The recommendation of this review concludes that, among other approaches, NCAA athletes are ideal candidates to undertake the practice of a yoga-based relaxation technique. As such, initial incorporation of yoga is recommended for 20 minutes twice weekly, with a third 60- minute practice each week for a more integrated mind-body yoga experience. From the literature, there is a scientific rationale to understand and anticipate physiological effects such as decreased muscle soreness, heart rate variability, and oxidative stress and psychological effects of improved mood, decreased anxiety, and depression in terms of yoga efficacy. Based on this rationale, introduction of yoga-based recovery is likely to improve some aspects of academic and athletic performance, as well as overall greater wellbeing upon completion of the recommended intervention. However, well-founded conclusions are tentative because explicit mechanistic research is sparse. Accordingly, outcomes based research is needed to confirm the extent to which introduction of these recovery-based approaches will benefit yoga novices

Embracing a Pedagogy of Care in the Infant and Toddler Classroom

Care is a universal concept which connects us all as humans. Everyone comes into this world needing care and most of us will exit this world in need of care. Care is necessary throughout the span of our lives and should be considered a human right. Everyone is entitled to quality care, no matter their age or social status. The U.S. society has been entrenched in a decades long division between education and care which has historically prioritized education over care. This division has contributed to care being hidden and undervalued within the context of early childhood (EC) as a vital aspect of teaching prac- tice, particularly in infant and toddler settings. As a result, care has become associated with custodial tasks which can be done by anyone and with little training or specialization. This paper focuses on implications of integrating a pedagogy of care into EC infant and toddler settings and reasserting care as a foundational aspect of EC professional practice. The paper provides a brief overview of the history of care in the context of EC and contributing factors related to the divide between care and education, analyzes and defines care, and offers insight to the significant implications embracing a pedagogy of care may have for the field. Advisor: Dr. Rachel Schachte

Increasing Fluency in Disabled Middle School Readers: Repeated Reading Utilizing Above Grade Level Reading Passages

This study examined the effects of repeated reading using above grade level narrative passages on: (a) reading rate as measured in words per minute (wpm) and (b) reading miscues. A single group, pretest-post-test design was used to measure the treatment effects. The study group consisted of 11, sixth grade African-American students with learning disabilities who received language arts instruction in a self-contained special education setting. A pretest- post-test measurement was conducted using the Flynt-Cooter Reading Inventory for the Classroom to measure reading level and reading rate. The study results suggest that for the classroom teacher, daily, extended use of a repeated reading intervention with above grade level passages may have two positive effects on students with reading disabilities. First, reading rate may increase, meaning that a greater volume of text can be read, enabling a student to read more productively. Secondly, a decrease in reading miscues may also occur, resulting in greater decoding accuracy and aiding comprehension. These two factors may improve overall reading efficiency

It Takes a Village: Tribalism as a Premise to Understand Societal Responsibility and Impact of Mass Violence

What is a mass shooter? This is difficult to answer as there is no single definition. The definition of a mass shooter depends on contextual factors including victim count, setting, and motivation (Gramlich, 2019). The Federal Bureau of Investigation (FBI) defines active shooters as “one or more individuals actively engaged in killing or attempting to kill people in a populated area” (Federal Bureau of Investigation, 2021, page 1). While other definitions are used to identify a mass shooter, given the breadth of study in this area by the FBI, this paper will use the FBI definition

Early College Coursework and College Readiness: Evidence from HMTCA

Early college high schools (ECHSs) are partnerships between high schools and colleges or universities that provide high school students with an opportunity to learn more about the college experience. These early college initiatives introduce students to higher education’s academic and cultural life. Prior research on ECHSs has examined high school students and focuses on students’ college enrollment and retention. Less attention has been paid to students’ self-reported preparedness for college. My research examines Hartford Magnet Trinity College Academy (HMTCA) and its partnership with Trinity College. In order to assess the impact of this collaboration on student preparedness, a survey was administered to HMTCA alumni. From responses to this questionnaire, I sought to answer two questions: In what ways do recent Hartford Magnet Trinity College Academy (HMTCA) alumni describe how their high school experience at Trinity College prepared them for college? Do the students’ responses vary by whether they took a Trinity College class or not? This study finds that HMTCA’s partnership with Trinity College is an effective resource for its students. The results indicate that all students who participated in the program benefited in some way by their exposure to the Trinity College campus, but the students who took college courses at Trinity College were better prepared for collegiate academics. Based on the results of this study, high school students who were exposed to a college campus seem to be comfortable navigating the physical setting of a college. However, students who enrolled in actual college courses were more ready for collegiate academics, suggesting that there are at least two dimensions to the impact of early college high schools

16 Minutes of “Eyes-on-Text” Can Make a Difference: Whole-Class Choral Reading as an Adolescent Fluency Strategy

Research continues to suggest that adolescents struggle with reading, indicating that much work remains to ensure that all students read at levels consistent with the skills required for academic achievement (Biancarosa & Snow, 2006). This article investigates whole class choral reading (WCCR) within the context of a sixth-grade language arts setting for the purpose of improving oral reading fluency skills with narrative text. In this quasi-experimental study involving 112 students, WCCR was implemented on a daily basis with students utilizing the repeated reading of narrative text. Results suggest that students improved both phonological decoding and oral reading fluency skills with moderate effect sizes. Implications for teaching are discussed