Observations of HONO by laser-induced fluorescence at the South Pole during ANTCI 2003

Observations of nitrous acid (HONO) by laser-induced fluorescence (LIF) at the South Pole taken during the Antarctic Troposphere Chemistry Investigation (ANTCI), which took place over the time period of Nov. 15, 2003 to Jan. 4, 2004, are presented here. The median observed mixing ratio of HONO 10 m above the snow was 5.8 pptv (mean value 6.3 pptv) with a maximum of 18.2 pptv on Nov 30th, Dec 1st, 3rd, 15th, 17th, 21st, 22nd, 25th, 27th and 28th. The measurement uncertainty is ±35%. The LIF HONO observations are compared to concurrent HONO observations performed by mist chamber/ion chromatography (MC/IC). The HONO levels reported by MC/IC are about 7.2 ± 2.3 times higher than those reported by LIF. Citation: Liao, W., A. T. Case, J. Mastromarino, D. Tan, and J. E. Dibb (2006), Observations of HONO by laser-induced fluorescence at the South Pole during ANTCI 2003, Geophys. Res. Lett., 33, L09810, doi:10.1029/2005GL025470

Creative Learning During the COVID-19 Pandemic

Creativity is the ability to produce or develop original work or ideas (APA Dictionary of Psychology, n.d.). Since creativity is a highly prized quality in virtually all aspects of life in the United States (Spencer, 2019), from the professional setting and social circles to leisure activities and daily chores, Yesit is important to foster creative learning environments for children and young adults. The purpose of this study, Creative Learning During the COVID-19 Pandemic, is to examine Binghamton University students’ self-perceived creativity levels in various types of learning environments during the pandemic. An online Qualtrics survey of forty-two questions was designed using relevant items from the questionnaire, KEYS: Assessing the Climate for Creativity (Amabile, 1996), along with questions geared to obtain demographic information. We hypothesize that undergraduate students who have an educational environment closest to an in-person class, whether that be all in-person or hybrid learning, have a better view towards their self-perceived creativity over students who have all online classes. The implications behind examining the potential repercussions to young adults’ creativity during the transitory period of undergraduate education, especially in the midst of a global pandemic, includes gaining insight into the positive and negative outcomes different COVID-19 learning environments have on students.https://orb.binghamton.edu/research_days_posters_2021/1045/thumbnail.jp

Remarks on pseudo-vertex-transitive graphs with small diameter

Let $\Gamma$ denote a $Q$-polynomial distance-regular graph with vertex set $X$ and diameter $D$. Let $A$ denote the adjacency matrix of $\Gamma$. For a vertex $x\in X$ and for $0 \leq i \leq D$, let $E^*_i(x)$ denote the projection matrix to the $i$th subconstituent space of $\Gamma$ with respect to $x$. The Terwilliger algebra $T(x)$ of $\Gamma$ with respect to $x$ is the semisimple subalgebra of $\mathrm{Mat}_X(\mathbb{C})$ generated by $A, E^*_0(x), \ldots, E^*_D(x)$. Let $V=\mathbb{C}^X$ denote a $\mathbb{C}$-vector space consisting of complex column vectors with rows indexed by $X$. We say $\Gamma$ is pseudo-vertex-transitive whenever for any vertices $x,y \in X$, both (i) the Terwilliger algebras $T(x)$ and $T(y)$ of $\Gamma$ are isomorphic; and (ii) there exists a $\mathbb{C}$-vector space isomorphism $\rho:V\to V$ such that $(\rho A - A \rho)V=0$ and $(\rho E^*_i(x) - E^*_i(y)\rho)V=0$ for all $0\leq i \leq D$. In this paper we discuss pseudo-vertex transitivity for distance-regular graphs with diameter $D\in \{2,3,4\}$. In the case of diameter two, a strongly regular graph $\Gamma$ is thin, and $\Gamma$ is pseudo-vertex-transitive if and only if every local graph of $\Gamma$ has the same spectrum. In the case of diameter three, Taylor graphs are thin and pseudo-vertex-transitive. In the case of diameter four, antipodal tight graphs are thin and pseudo-vertex-transitive.Comment: 29 page