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Galaxy populations are known to exhibit a strong colour bimodality, corresponding to blue star-forming and red quiescent subpopulations. The relative abundance of the two populations has been found to vary with stellar mass and environment. In this paper, we explore the effect of environment considering different types of measurements. We choose a sample of 49 911 galaxies with 0.05 < z < 0.18 from the Galaxy And Mass Assembly survey. We study the dependence of the fraction of red galaxies on different measures of the local environment as well as the large-scale `geometric’ environment defined by density gradients in the surrounding cosmic web. We find that the red galaxy fraction varies with the environment at fixed stellar mass. The red fraction depends more strongly on local environmental measures than on large-scale geometric environment measures. By comparing the different environmental densities, we show that no density measurement fully explains the observed environmental red fraction variation, suggesting the different measures of environmental density contain different information. We test whether the local environmental measures, when combined together, can explain all the observed environmental red fraction variation. The geometric environment has a small residual effect, and this effect is larger for voids than any other type of geometric environment. This could provide a test of the physics applied to cosmological-scale galaxy evolution simulations as it combines large-scale effects with local environmental impact.

 

The HSI (Hispanic Serving Institution) ATE (Advanced Technological Education) Hub 2 is a three-year collaborative research project funded by the National Science Foundation (NSF) that continues the partnership between two successful programs and involves a third partner in piloting professional development that draws upon findings from the initial program. The goal of HSI ATE Hub 2 is to improve outcomes for Latinx students in technician education programs through design, development, pilot delivery, and dissemination of a 3-tier professional development (PD) model for culturally responsive technician education at 2-year Hispanic Serving Institutions (HSIs). The project seeks to do this by developing the awareness and ability of faculty to appreciate, engage, and affirm the unique cultural identities of the students in their classes and use this connection to deepen students’ belonging and emerging identities as STEM learners and future STEM technicians. This paper shares the research foundations shaping this approach and the methods by which faculty professional development is being provided to develop this important and sensitive instructional capability in participating faculty. The tiered PD model features a scaffolded series of reflective and activity-oriented modules to incrementally enrich the instructional practices and mindset of HSI STEM educators and strengthen their repertoire of strategies for engaging culturally diverse students. Scaffolding that translates culturally responsive theory to practice spans each of the four distinct topic modules in each tier. Each topic module in a tier then scaffolds to a more advanced topic module in the next tier. Tier 1, Bienvenidos, welcomes HSI STEM educators who recognize the need to better serve their Latinx students, and want guidance for small practical activities to try with their students. Tier 2, Transformation through Action, immerses HSI STEM educators in additional activities that bring culturally responsive practices into their technician training while building capacity to collect evidence about impacts and outcomes for students. Tier 3, Engaging Community, strengthens leadership as HSI STEM educators disseminate results from activities completed in Tiers 1 and 2 at conferences that attract technician educators. Sharing the evidence-based practices and their outcomes contributes to achieving broader impacts in the Advanced Technological Education or ATE Community of NSF grantees. Westchester Community College (WCC), the first 2-year HSI in the State University of New York (SUNY) 64 campus system, is piloting the 3-tier PD model using virtual learning methods mastered through previous NSF ATE work and the COVID-19 context. During the pilot, over 20 WCC technician educators in three cohorts will develop leadership skills and practice culturally responsive methods. The pilot will build capacity within WCC STEM technician programs to better support the diversity of students, industry demand for a diverse workforce, and WCC’s capacity for future development of technician education programs. This first paper in a three part series describes the program goals and objectives, the 3-Tier PD model, and reports initial results for Cohort A’s engagement in the first three modules of Tier 1. 

Herein, we tested the ability of UNC-33L to rescue dauer formation, lifespan, and locomotion defects of unc-33(mn407) mutants. Results show that the presence of UNC-33L does not rescue the defective dauer phenotype in unc-33(mn407) mutants. However, UNC-33L significantly rescued premature death and uncoordinated locomotion in young unc-33(mn407) adults. The degree of UNC-33L-mediated rescue was less noticeable as the nematodes aged, denoting that both age and the presence of UNC-33L interact in the production of the phenotypes. 

I've already deposited this and this record is a duplicate. I apparently can't move on with the project report unless I submit a duplicate for some reason. 

The ability to interpret, evaluate, and make data-based decisions is critical in the age of big data. Normative scripts around the use of data position them as a privileged epistemic form conferring authority through objectivity that can serve as a lever for effecting change. However, humans and materials shape how data are created and used which can reinscribe existing power relations in society at large (Van Wart, Lanouette & Parikh, 2020). Thus, research is needed on how learners can be supported to engage in critical data literacies through sociocultural perspectives. As a field intimately concerned with data-based reasoning, social justice, and design, the learning sciences is well-positioned to contribute to such an effort. This symposium brings together scholars to present theoretical frameworks and empirical studies on the design of learning spaces for critical data literacies. This collection supports a larger discussion around existing tensions, additional design considerations, and new methodologies.