String-Inspired Triplet See-Saw from Diagonal Embedding of SU(2)_L in SU(2)_A x SU(2)_B

Motivated by string constructions, we consider a variant on the Type II see-saw mechanism involving the exchange of triplet representations of SU(2)_L in which this group arises from a diagonal embedding into SU(2)_A x SU(2)_B. A natural assignment of Standard Model lepton doublets to the two underlying gauge groups results in a bimaximal pattern of neutrino mixings and an inverted hierarchy in masses. Simple perturbations around this leading-order structure can accommodate the observed pattern of neutrino masses and mixings.Comment: 8 pages; uses RevTe

Extended Water Quality Monitoring of the Lincoln Lake Watershed

For seven years, the Lincoln Lake (Moores Creek and Beatty Branch) watershed was monitored for improvements in water quality resulting from agricultural best management practices (BMP) implemented to reduce nutrient transport. During the first three years of monitoring (1991 to 1994), nitrogen transport declined significantly (Edwards et al., 1994, 1996, and 1997) under both base and storm flow conditions. This decline in nitrogen transport was again observed in the three-year period following 1994 (Vendrell et al. 1998). This monitoring effort has demonstrated that water quality bas improved in the Lincoln Lake watershed. However, since the nitrogen transport continued to decline and there was some indication that phosphorus may begin to decline, monitoring was extended for another year (1998)

Research Mentoring and Scientist Identity: Insights from Undergraduates and their Mentors

Background Mentored research apprenticeships are a common feature of academic outreach programs that aim to promote diversity in science fields. The current study tests for links between three forms of mentoring (instrumental, socioemotional, and negative) and the degree to which undergraduates psychologically identify with science. Participants were 66 undergraduate-mentor dyads who worked together in a research apprenticeship. The undergraduate sample was predominantly composed of women, first-generation college students, and members of ethnic groups that are historically underrepresented in science. Results Findings illustrated that undergraduates who reported receiving more instrumental and socioemotional mentoring were higher in scientist identity. Further, mentors who reported engaging in higher levels of negative mentoring had undergraduates with lower scientist identity. Qualitative data from undergraduates’ mentors provided deeper insight into their motivation to become mentors and how they reason about conflict in their mentoring relationships. Conclusions Discussion highlights theoretical implications and details several methodological recommendations

Food incentives to improve completion of tuberculosis treatment: randomised controlled trial in Dili, Timor-Leste

Objective To determine the effectiveness of the provision of whole food to enhance completion of treatment for tuberculosis

The emergence of proton nuclear magnetic resonance metabolomics in the cardiovascular arena as viewed from a clinical perspective

The ability to phenotype metabolic profiles in serum has increased substantially in recent years with the advent of metabolomics. Metabolomics is the study of the metabolome, defined as those molecules with an atomic mass less than 1.5 kDa. There are two main metabolomics methods: mass spectrometry (MS) and proton nuclear magnetic resonance (1H NMR) spectroscopy, each with its respective benefits and limitations. MS has greater sensitivity and so can detect many more metabolites. However, its cost (especially when heavy labelled internal standards are required for absolute quantitation) and quality control is sub-optimal for large cohorts. 1H NMR is less sensitive but sample preparation is generally faster and analysis times shorter, resulting in markedly lower analysis costs. 1H NMR is robust, reproducible and can provide absolute quantitation of many metabolites. Of particular relevance to cardio-metabolic disease is the ability of 1H NMR to provide detailed quantitative data on amino acids, fatty acids and other metabolites as well as lipoprotein subparticle concentrations and size. Early epidemiological studies suggest promise, however, this is an emerging field and more data is required before we can determine the clinical utility of these measures to improve disease prediction and treatment. This review describes the theoretical basis of 1H NMR; compares MS and 1H NMR and provides a tabular overview of recent 1H NMR-based research findings in the atherosclerosis field, describing the design and scope of studies conducted to date. 1H NMR metabolomics-CVD related research is emerging, however further large, robustly conducted prospective, genetic and intervention studies are needed to advance research on CVD risk prediction and to identify causal pathways amenable to intervention

An Empirically Derived Three-Dimensional Laplace Resonance in the Gliese 876 Planetary System

We report constraints on the three-dimensional orbital architecture for all four planets known to orbit the nearby M dwarf Gliese 876 based solely on Doppler measurements and demanding long-term orbital stability. Our dataset incorporates publicly available radial velocities taken with the ELODIE and CORALIE spectrographs, HARPS, and Keck HIRES as well as previously unpublished HIRES velocities. We first quantitatively assess the validity of the planets thought to orbit GJ 876 by computing the Bayes factors for a variety of different coplanar models using an importance sampling algorithm. We find that a four-planet model is preferred over a three-planet model. Next, we apply a Newtonian MCMC algorithm to perform a Bayesian analysis of the planet masses and orbits using an n-body model in three-dimensional space. Based on the radial velocities alone, we find that a 99% credible interval provides upper limits on the mutual inclinations for the three resonant planets ($\Phi_{cb}<6.20^\circ$ for the "c" and "b" pair and $\Phi_{be}<28.5^\circ$ for the "b" and "e" pair). Subsequent dynamical integrations of our posterior sample find that the GJ 876 planets must be roughly coplanar ($\Phi_{cb}<2.60^\circ$ and $\Phi_{be}<7.87^\circ$), suggesting the amount of planet-planet scattering in the system has been low. We investigate the distribution of the respective resonant arguments of each planet pair and find that at least one argument for each planet pair and the Laplace argument librate. The libration amplitudes in our three-dimensional orbital model supports the idea of the outer-three planets having undergone significant past disk migration.Comment: 19 pages, 11 figures, 8 tables. Accepted to MNRAS. Posterior samples available at https://github.com/benelson/GJ87

Peer Review of Teaching Project: Survey of Project Participants

In planning for the future of the Peer Review of Teaching project, we performed a survey of to collect faculty participant feedback on their experience in the project (i.e., writing a course portfolio, possibly having it externally reviewed) and the impact that the experience has had on their teaching. While each of the partner campuses (University of Nebraska-Lincoln, University of Michigan, Kansas State, Texas A&M, Indiana – Bloomington, and University of Kansas) have shaped the project experience differently for campus participants, we sought feedback from participants of all the project partners to get an overall assessment of the project

Peer Review of Teaching Project: Overview Newsletter

The Peer Review of Teaching Project (PRTP) is a UNL campus program that supports teams of faculty in making visible the serious intellectual work of teaching. Begun in 1994, the project uses the same process one would use to explore a research question by having faculty inquire, analyze, and document their teaching practices and the resulting student learning and then make these results accessible for use, review, and assessment by one’s peers. The project consists of a first-year fellowship program and an advanced scholar program. Specific faculty outcomes from participating in the project include: (1) Reflecting upon, developing, and writing a course portfolio about one of their courses, (2) Identifying common teaching and curricular issues across academic disciplines, (3) Becoming skilled as a reviewer of a course portfolio (and other teaching materials), (4) Discussing the challenges in teaching and addressing the needs of diverse student learners, (5) Developing a common vocabulary for assessing the intellectual work of teaching, (6) Being nurtured to become a leader in creating and advocating campus teaching policies

Peer Review of Teaching Project

The national impact of UNL’s Peer Review of Teaching Project was recognized in 2005 – with a TIAA-CREF Hesburgh Certificate of Excellence – as an exceptional program in enhancing undergraduate student learning. In 2006, the project was designated an Institutional Leader by the Carnegie Foundation for the Advancement of Teaching and Learning. As a national institutional leader, the project will continue defining, measuring, tracking, and improving approaches that deepen student understanding

Peer Review of Teaching Project: Overview Newsletter

The Peer Review of Teaching Project (PRTP) is a UNL campus program that supports teams of faculty in making visible the serious intellectual work of teaching. Begun in 1994, the project uses the same process one would use to explore a research question by having faculty inquire, analyze, and document their teaching practices and the resulting student learning and then make these results accessible for use, review, and assessment by one’s peers. The project consists of a first-year fellowship program and an advanced scholar program. Specific faculty outcomes from participating in the project include: (1) Reflecting upon, developing, and writing a course portfolio about one of their courses, (2) Identifying common teaching and curricular issues across academic disciplines, (3) Becoming skilled as a reviewer of a course portfolio (and other teaching materials), (4) Discussing the challenges in teaching and addressing the needs of diverse student learners, (5) Developing a common vocabulary for assessing the intellectual work of teaching, (6) Being nurtured to become a leader in creating and advocating campus teaching policies