Emigration behavior of Clark's Nutcracker

Journal ArticleEruptive movements of the Clark's Nutcracker (Nucifraga columbiana) were observed during the late summer and fall of 1977, 1978 and 1979 in northern Utah and adjacent states. Over 2,000 emigrating nutcrackers were seen during these periods. Eruptions began in mid to late August, about the time nutcrackers began foraging on developing conifer cones, and continued until early October. Nearly all nutcrackers traveled in small, loose flocks (x = 10.1 individuals). During 1977-1978, most emigrating nutcrackers appeared to winter in p&on-juniper woodlands of Utah and adjacent states and no nutcrackers were reported outside their normal breeding range. A northward movement of nutcrackers, presumably the same population observed emigrating southward in fall 1977, was noted in summer 1978. Evidence for breeding of nutcrackers on their wintering areas is presented. A compartmental model summarizes current knowledge on the temporal and spatial aspects of nutcracker emigration

Prospects of searches for long-lived charged particles with MoEDAL

We study the prospects of searches for exotic long-lived particles with the MoEDAL detector at the LHC, assuming the integrated luminosity of 30 fb$^{-1}$ that is expected at the end of Run 3. MoEDAL incorporates nuclear track detectors deployed a few metres away from the interaction point, which are sensitive to any highly-ionizing particles. Hence MoEDAL is able to detect singly- or doubly-charged particles with low velocities $\beta < 0.15$ or $< 0.3$, respectively, and lifetimes larger than ${\cal O}(1) \,{\rm m}/c$. We examine the MoEDAL sensitivity to various singly-charged supersymmetric particles with long lifetimes and to several types of doubly-charged long-lived particles with different spins and SU(2) charges. We compare the prospective MoEDAL mass reaches to current limits from ATLAS and CMS, which involve auxiliary analysis assumptions. MoEDAL searches for doubly-charged fermions are particularly competitive.Comment: 19 pages, 5 figure

Mind the Gap

Mind the Gap sought to improve the metacognition and academic attainment of pupils in Year 4. There were two aspects to the intervention. The first involved training teachers in how to embed metacognitive approaches in their work, and how to continue to effectively and strategically involve parents. This training took place over a day and was provided by a consultant. The second component focused on parental engagement and offered families the opportunity to participate in a series of facilitated workshops where children and parents work together to create an animated film. Sessions were coordinated by a practitioner who helped participants to think about how they are learning, create learning goals and reflect on their progress; to be metacognitive about the learning process they were engaged in together. The families were offered 2 hours of workshops per week for 5 weeks (10 hours in total). The project targeted schools in four areas of England: Birmingham, Devon, London and Manchester. It was delivered by the Campaign for Learning, with assessments carried out by Durham University. Delivery started in September 2012 and finished in October 2013. The project was evaluated using a randomised controlled trial, which compared the interventions to a ‘business-as-usual’ control group. It is important to note that it was eligibility for the animation course, not participation, that was randomised, so the results must be regarded as estimating the effect of being offered the animation course (alone or in combination with teacher training, as appropriate) rather than participating in it

Introduction to the Issue: Preparing the Next Generation of Middle School Leaders

The articles in this issue of Current Issues in Middle Level Education are based on a Symposium that did not take place as planned. In May 2020, middle level educators and researchers from across the Southeast and beyond would have gathered in Asheville, NC, for a Symposium sponsored by the Southeast Professors of Middle Level Education (SEPOMLE). Due to COVID-19, however, the in-person Symposium was canceled, and accepted authors were invited to submit manuscripts based on their work for this issue. These articles represent ideas on the Symposium theme of “Preparing the Next Generation of Middle School Leaders.” Across the articles, a theme of connection emerges. This idea of connection is linked to middle level concepts about curriculum and teaching, and it is also linked to a professional goal of meetings like the Symposium to connect with one another, share ideas, and build a community of learners. The idea of connection also relates to our national context and the importance of building bridges and looking forward together: to include diverse voices and perspectives, to connect across distances, to strengthen education. In the words of the late John Lewis, “You must be a headlight, not a taillight.” We thank the authors of these articles for shining light on ways for middle level educators and researchers to connect and to prepare new leaders. SEPOMLE is planning a Symposium in 2021. Please check the website for the National Association of Professors of Middle Level Education (www.napomle.com) for information in the months ahead

Relationships of attitudes toward homework and time spent on homework to course outcomes: The case of foreign language learning

In previous studies of homework in core academic subjects, positive student attitudes toward homework were linked to higher achievement, whereas time spent on homework showed an inconsistent relationship with achievement. This study examined the generalizability of these findings to foreign language learning by analyzing 2,342 adult students' attitudes toward assigned homework, time spent on assigned homework, and achievement outcomes in a variety of foreign language courses. Student ratings of the relevance of homework, the usefulness of feedback provided on homework, and the fairness of homework grading were positively correlated with teacher-assigned grades and standardized proficiency test scores in listening, reading, and speaking. Reported time spent on homework, however, was negatively correlated with these measures. In hierarchical regression analyses, all homework-related variables emerged as significant predictors of outcomes after controlling for potential covariates such as language learning aptitude, demographic variables, and affective factors. Thus, these results provide evidence that language course outcomes are positively associated with attitudes toward homework but negatively associated with time spent on homework. Possible interpretations of these findings are discussed. We suggest that the negative association follows in part from the opportunity cost of time spent on assigned homework, which decreases time spent on individualized study that may be more beneficial for improving language course outcomes

Irreducible characters of GSp(4, q) and dimensions of spaces of fixed vectors

In this paper, we compute the conjugacy classes and the list of irreducible characters of GSp(4,q), where q is odd. We also determine precisely which irreducible characters are non-cuspidal and which are generic. These characters are then used to compute dimensions of certain subspaces of fixed vectors of smooth admissible non-supercuspidal representations of GSp(4,F), where F is a non-archimedean local field of characteristic zero with residue field of order q.Comment: 48 pages, 21 tables. Corrected an error in Table 16 for type V* representations (theta_11 and theta_12 were switched

[OII] Emission, Eigenvector 1 and Orientation in Radio-quiet Quasars

We present supportive evidence that the Boroson and Green eigenvector 1 is not driven by source orientation. Until recently it was generally accepted that eigenvector 1 does not depend on orientation as it strongly correlates with [OIII]5007 emission, thought to be an isotropic property. However, recent studies of radio-loud AGN have questioned the isotropy of [OIII] emission and concluded that [OII]3727 emission is isotropic. In this paper we investigate the relation between eigenvector 1 and [OII] emission in radio-quiet BQS (Bright Quasar Survey) quasars, and readdress the issue of orientation as the driver of eigenvector 1. We find significant correlations between eigenvector 1 and orientation independent [OII] emission, which implies that orientation does not drive eigenvector 1. The luminosities and equivalent widths of [OIII] and [OII] correlate with one another, and the range in luminosities and equivalent widths is similar. This suggests that the radio-quiet BQS quasars are largely free of orientation dependent dust effects and ionization dependent effects in the narrow-line region. We also conclude that neither the [OIII] emission nor the [OII]/[OIII] ratio are dependent on orientation in our radio-quiet BQS quasar sample, contrary to recent results found for radio-loud quasars.Comment: 24 pages, 12 figures, accepted for publication in Ap