Stratigraphy of the Perrine and Nun Sulci quadrangles (Jg-2 and Jg-5), Ganymede

Dark and light terrain materials in the Perrine and Nun Sulci quadrangles are divided into nine map units, four dark, and five light. These are placed in time-stratigraphic sequence primarily by means of embayment and cross-cutting relationships. Dark terrain is generally more heavily cratered and thus older that light terrain but, at least in these quadrangles, crater densities are not reliable indicators of relative ages among the four dark material units. The four mapped material units within dark terrain are: cratered dark materials (dc), grooved dark materials (dg), transitional dark materials (di), and dark materials, undivided (d). The five mapped units within light terrain are: intermediate light materials (li), grooved light materials (lg), irregularly grooved light materials (lgl), smooth light materials (ls), and light materials, undivided

The Heritage Area Movement: Redefining Opportunities for Extension Professionals

The heritage area movement is gaining momentum in the United States, offering new opportunities for Extension professionals to strengthen communities, build strong partnerships, and share the Extension story. This article reports on a case study examining the anatomy of a heritage area start-up, the Appalachian Forest Heritage Area (AFHA) in West Virginia and western Maryland. Results underscore the diversity of interest groups coalescing into the heritage area movement and illustrate the regional impact of Extension services. Issues raised by participants highlight many of the challenges heritage area projects face nationwide. Leadership opportunities for Extension professionals within the heritage area movement are discussed

Grantmakers Describe the Impact of the Economic Crisis on Their Giving

This research advisory looks at public statements made by more than one-third of the 100 largest U.S. foundations by giving and 35 other foundation and corporate funders that have described their giving plans, ranging from raising payout rates to reducing administrative costs to cutting programs altogether

Tectonic evolution of Lavinia Planitia, Venus

High resolution radar images from the Magellan spacecraft have revealed the first details of the morphology of the Lavinia Planitia region of Venus. Lavinia is a broad lowland over 2000 km across, centered at about 45 deg S latitude, 345 deg E longitude. Herein, the tectonic evolution of Lavinia is discussed, and its possible relationship to processes operating in the planet's interior. The discussion is restricted to the region from 37.3 to 52.6 deg S latitude and from about 340 to 0 deg E longitude. One of the most interesting characteristics of Lavinia is that the entire region possesses a regional tectonic framework of striking regularity. Lavinia is also transected by a complex pattern of belts of intense tectonic deformation known as ridge belts. Despite the gross topographic similarity of all of the ridge belts in Lavinia, they exhibit two rather distinct styles of near surface deformation. One is composed of sets of broad, arch-like ridges rising above the surrounding plains. In the other type, obvious fold-like ridges are rare to absent in the radar images. Both type show evidence for small amounts of shear distributed across the belts

Earthquake in Haiti: Leading U.S. Foundations Respond to the Crisis

In the immediate aftermath of the January 12, 2010, earthquake in Haiti, the Foundation Center surveyed members of its Grantmaker Leadership Panel to gauge the reaction of top U.S. funders to the unfolding crisis. Findings suggest that a number of leading funders are considering a direct response to the crisis, with a primary focus on providing emergency assistance

Plains Tectonism on Venus: The Deformation Belts of Lavinia Planitia

High-resolution radar images from the Magellan spacecraft have revealed the first details of the morphology of the Lavinia Planitia region of Venus. A number of geologic units can be distinguished, including volcanic plains units with a range of ages. Transecting these plains over much of the Lavinia region are two types of generally orthogonal features that we interpret to be compressional wrinkle ridges and extensional grooves. The dominant tectonic features of Lavinia are broad elevated belts of intense deformation that transect the plains with complex geometry. They are many tens to a few hundred kilometers wide, as much as 1000 km long, and elevated hundreds of meters above the surrounding plains. Two classes of deformation belts are seen in the Lavinia region. “Ridge belts” are composed of parallel ridges, each a few hundred meters in elevation, that we interpret to be folds. Typical fold spacings are 5–10 km. “Fracture belts” are dominated instead by intense faulting, with faults in some instances paired to form narrow grabens. There is also some evidence for modest amounts of horizontal shear distributed across both ridge and fracture belts. Crosscutting relationships among the belts show there to be a range in belt ages. In western Lavinia in particular, many ridge and fracture belts appear to bear a relationship to the much smaller wrinkle ridges and grooves on the surrounding plains: Ridge morphology tends to dominate belts that lie more nearly parallel to local plains wrinkle ridges, and fracture morphology tends to dominate belts that lie more nearly parallel to local plains grooves. We use simple models to explore the formation of ridge and fracture belts. We show that convective motions in the mantle can couple to the crust to cause horizontal stresses of a magnitude sufficient to induce the formation of deformation belts like those observed in Lavinia. We also use the small-scale wavelengths of deformation observed within individual ridge belts to place an approximate lower limit on the venusian thermal gradient in the Lavinia region at the time of deformation

Multicenter, randomized trial of a bionic pancreas in type 1 diabetes

BACKGROUND: Currently available semiautomated insulin-delivery systems require individualized insulin regimens for the initialization of therapy and meal doses based on carbohydrate counting for routine operation. In contrast, the bionic pancreas is initialized only on the basis of body weight, makes all dose decisions and delivers insulin autonomously, and uses meal announcements without carbohydrate counting. METHODS: In this 13-week, multicenter, randomized trial, we randomly assigned in a 2:1 ratio persons at least 6 years of age with type 1 diabetes either to receive bionic pancreas treatment with insulin aspart or insulin lispro or to receive standard care (defined as any insulin-delivery method with unblinded, real-time continuous glucose monitoring). The primary outcome was the glycated hemoglobin level at 13 weeks. The key secondary outcome was the percentage of time that the glucose level as assessed by continuous glucose monitoring was below 54 mg per deciliter; the prespecified noninferiority limit for this outcome was 1 percentage point. Safety was also assessed. RESULTS: A total of 219 participants 6 to 79 years of age were assigned to the bionic-pancreas group, and 107 to the standard-care group. The glycated hemoglobin level decreased from 7.9% to 7.3% in the bionic-pancreas group and did not change (was at 7.7% at both time points) in the standard-care group (mean adjusted difference at 13 weeks, -0.5 percentage points; 95% confidence interval [CI], -0.6 to -0.3; P\u3c0.001). The percentage of time that the glucose level as assessed by continuous glucose monitoring was below 54 mg per deciliter did not differ significantly between the two groups (13-week adjusted difference, 0.0 percentage points; 95% CI, -0.1 to 0.04; P\u3c0.001 for noninferiority). The rate of severe hypoglycemia was 17.7 events per 100 participant-years in the bionic-pancreas group and 10.8 events per 100 participant-years in the standard-care group (P = 0.39). No episodes of diabetic ketoacidosis occurred in either group. CONCLUSIONS: In this 13-week, randomized trial involving adults and children with type 1 diabetes, use of a bionic pancreas was associated with a greater reduction than standard care in the glycated hemoglobin level. (Funded by the National Institute of Diabetes and Digestive and Kidney Diseases and others; ClinicalTrials.gov number, NCT04200313.)

Resilience, science, technology, engineering, and mathematics (STEM), and anger: A linguistic inquiry into the psychological processes associated with resilience in secondary school STEM learning.

AIM: To examine resilience in Science, Technology, Engineering, and Mathematics (STEM) learning within an ecological model, identifying the psychological processes associated with resilient, and non-resilient learning to develop a framework for promoting STEM resilience. SAMPLE AND METHOD: From a sample of secondary-school students (n = 4,936), 1,577 students who found their STEM lesson difficult were identified. Students were assessed on three resilience capabilities and asked to write a commentary on how they responded to the lesson. RESULTS: Factor analysis revealed that resilience in STEM learning could be positioned within the ecological systems model, with students' resilience being comprised of three capabilities; the ability to quickly and easily recover (Recovery), remain focussed on goals (Ecological), and naturally adjust (Adaptive capacity). Using a linguistic analysis programme, we identified the prevalence of words within the student commentaries which related to seven psychological processes. Greater ability to recover was negatively related to negative emotional processes. To increase the specificity of this relationship, we identified high and low resilient students and compared their commentaries. Low resilient students used significantly more anger words. Qualitative analysis revealed interpersonal sources of anger (anger at teacher due to lack of support) and intrapersonal sources of anger (including rumination, expression and control, and seeking distraction). CONCLUSIONS: Anger is a key process that distinguishes students who struggle to recover from a difficult STEM lesson. An ecological systems model may prove useful for understanding STEM resilience and developing intervention pathways. Implications for teacher education include the importance of students' perceptions of teacher support

Resilience, science, technology, engineering, and mathematics (STEM), and anger: A linguistic inquiry into the psychological processes associated with resilience in secondary school STEM learning

Aim: To examine resilience in Science, Technology, Engineering, and Mathematics (STEM) learning within an ecological model, identifying the psychological processes associated with resilient, and non-resilient learning to develop a framework for promoting STEM resilience. Sample and method: From a sample of secondary-school students (n = 4,936), 1,577 students who found their STEM lesson difficult were identified. Students were assessed on three resilience capabilities and asked to write a commentary on how they responded to the lesson. Results: Factor analysis revealed that resilience in STEM learning could be positioned within the ecological systems model, with students’ resilience being comprised of three capabilities; the ability to quickly and easily recover (Recovery), remain focussed on goals (Ecological), and naturally adjust (Adaptive capacity). Using a linguistic analysis programme, we identified the prevalence of words within the student commentaries which related to seven psychological processes. Greater ability to recover was negatively related to negative emotional processes. To increase the specificity of this relationship, we identified high and low resilient students and compared their commentaries. Low resilient students used significantly more anger words. Qualitative analysis revealed interpersonal sources of anger (anger at teacher due to lack of support) and intrapersonal sources of anger (including rumination, expression and control, and seeking distraction). Conclusions: Anger is a key process that distinguishes students who struggle to recover from a difficult STEM lesson. An ecological systems model may prove useful for understanding STEM resilience and developing intervention pathways. Implications for teacher education include the importance of students’ perceptions of teacher support

Resilience, science, technology, engineering, and mathematics (STEM), and anger: A linguistic inquiry into the psychological processes associated with resilience in secondary school STEM learning.

AIM: To examine resilience in Science, Technology, Engineering, and Mathematics (STEM) learning within an ecological model, identifying the psychological processes associated with resilient, and non-resilient learning to develop a framework for promoting STEM resilience. SAMPLE AND METHOD: From a sample of secondary-school students (n = 4,936), 1,577 students who found their STEM lesson difficult were identified. Students were assessed on three resilience capabilities and asked to write a commentary on how they responded to the lesson. RESULTS: Factor analysis revealed that resilience in STEM learning could be positioned within the ecological systems model, with students' resilience being comprised of three capabilities; the ability to quickly and easily recover (Recovery), remain focussed on goals (Ecological), and naturally adjust (Adaptive capacity). Using a linguistic analysis programme, we identified the prevalence of words within the student commentaries which related to seven psychological processes. Greater ability to recover was negatively related to negative emotional processes. To increase the specificity of this relationship, we identified high and low resilient students and compared their commentaries. Low resilient students used significantly more anger words. Qualitative analysis revealed interpersonal sources of anger (anger at teacher due to lack of support) and intrapersonal sources of anger (including rumination, expression and control, and seeking distraction). CONCLUSIONS: Anger is a key process that distinguishes students who struggle to recover from a difficult STEM lesson. An ecological systems model may prove useful for understanding STEM resilience and developing intervention pathways. Implications for teacher education include the importance of students' perceptions of teacher support