Search for: book+published+in+2020+edited+by+economists,+law+graduate,+psychologist,+acknowledgments+critical+insights

The Salmon River Coloring Book documents patterns of algal succession found on the Salmon River in northern California (a tributary to the larger Klamath River) which includes diatoms, cyanobacteria, and green algae. Algal groups are presented in coloring pages as both (1) macroscopic (i.e., visible to the human eye) forms and (2) microscopic (i.e., requiring a microscope) forms. On each page, rhyming text accompanies the line art to provide further educational information about each algal group. To aid in the coloring process, we also created a reference that provides actual photos from both the field and microscope. This work was hand-drawn in digital art applications and written by both Jordan Zabrecky and Taryn Elliott who both collected algal samples on the Salmon River in the summer of 2023 supported by Nation Science Foundation Division of Biology Grant Award #2042915. Access link: https://oercommons.org/courseware/lesson/141536 

Using data from Academic Analytics 2009-2022 linked to publications and multiple approaches of identifying race, we examine gender and racial/ethnicity differentials in promotion of economists in economics and non-economics departments. Results are mixed. The share of Black economists remains at 3%. Huge gender penalties in promotion to both associate and full not explained by productivity continue in economics departments. There are no gender penalties in promotion to associate for economists in non-economics departments, although some in promotion to full. There are hardly any significant racial penalties in promotion to either rank, although statistical significance is difficult with such small samples. 

As the backbone of global Internet connectivity, the submarine cable network (SCN) faces growing threats with serious economic and security implications. Strengthening its resilience requires a clear understanding of which cables and landing points are most critical. This depends on accurately mapping traffic onto the underlying infrastructure to identify vulnerabilities and assess their regional and global impact. Yet existing methods often lack the resolution and fidelity needed for such analysis, leaving researchers and policymakers without the insights to safeguard this vital system. This paper introduces Calypso, a framework for mapping traceroute paths to the submarine cables they traverse. Calypso integrates ownership records, routing metadata, and geographic constraints to infer cable usage despite the opacity of the SCN and challenges such as route virtualization and inland infrastructure. It also defines Route Stress, a traceroute-derived metric for estimating the relative importance of submarine cables. Through expert validation, failure analysis, and regional case studies, we demonstrate Calypso’s utility in revealing SCN dependencies and informing resilience efforts. 

Abstract Transposable elements (TEs) are dynamic components of eukaryotic genomes, playing a crucial role in genome evolution and plasticity, particularly in unstable regions such as chromosome ends. In the globally significant fungal pathogenFusarium oxysporum, we identified and characterized a novel family of non-LTR retrotransposons named FoTeRs (F. oxysporumTelomeric Retrotransposons). These elements are consistently and uniquely localized at chromosome ends, representing a rare example of site-specific TE integration. Phylogenetic analysis confirmed that FoTeRs form a distinct clade with other telomere-targeting retrotransposons, suggesting a shared evolutionary history and a convergent mechanism for telomeric integration. We found that individual FoTeR elements exhibit a duality in their evolutionary status. Putatively functional elements are under strong purifying selection, indicating that their protein-coding regions are highly conserved. This contrasts with the presence of other, non-functional copies that exhibit signs of mutational decay, a process accelerated by Repeat-Induced Point (RIP) mutations —a fungal-specific defense mechanism. The high density of upstream variable number tandem repeats (VNTRs) also contributes to their genomic plasticity. Furthermore, FoTeRs frequently co-localize with host Telomere-Linked Helicases (TLHs), suggesting a potential functional link in telomere maintenance. This study provides crucial insights into the role of TEs in shaping the genome architecture and adaptive potential of this important fungal pathogen. 

{"Abstract":["Machine-readable tables accompany the book chapter "Chemical Composition of the Sun", authors Maria Bergemann, Katharina Lodders, Herbert Palme,  Encyclopedia of Astrophysics 1st Edition (edited by I. Mandel, section editor F.R.N. Schneider) to be published by Elsevier as a Reference Module, 2025"]} 

Security Operations Centers (SOCs) are high-stress, time-critical environments in which analysts manage multiple concurrent tasks and depend heavily on both technical expertise and effective communication. This paper examines the integration of Large Language Model (LLM) technologies into an operational SOC using an anthropological, fieldwork-based approach. Over a six-month period, two computer science graduate researchers were embedded within a corporate SOC, guided by an internal advocate, to observe workflows and assess organizational responses to emerging technologies. We began with an initial demonstration of an LLM-based incident response tool, followed by sustained participant observation and fieldwork within the incident response and vulnerability management teams. Drawing on these insights, we co-developed and deployed an LLM-based SOC companion platform supporting root cause analysis, query construction, and asset discovery. Continued in-situ observation was used to evaluate its impact on analyst practices. Our findings show that anthropological and sociotechnical approaches, coupled with practitioner co-creation, can enable the nondisruptive introduction of LLM companion tools by closely aligning development with existing SOC workflows. 

ABSTRACT Biophysics research is exciting because physical approaches to biology can provide novel insights, and it is challenging because it requires knowledge and skills from multiple disciplines. We have developed an undergraduate biophysics laboratory module that teaches fundamental skills such as time-lapse microscopy, image analysis, programming, critical reading of scientific literature, and basics of scientific writing and peer review. The module is accessible to students who are familiar with introductory statistics, cell biology, and differential calculus. We used published research on the biomechanics ofHydramouth opening as a framework because it describes a stunning biological phenomenon:Hydra, a freshwater polyp, generates a multicell-wide mouth opening in an otherwise closed epithelium through extreme cell deformations within seconds. This publication was co–first authored by an undergraduate and was featured in the public press, thus providing multiple anchors that make the research accessible and motivating to undergraduates. Students start with a critical reading and discussion of the publication and then execute some of the experiments and analysis from the publication, thereby learning fluorescence time-lapse microscopy and image analysis by using ImageJ and/or MATLAB. Students quantify the kinematics of the tissue deformations during mouth opening and compare their data to the literature. The module culminates in the students writing a short paper about their results following themicroPublicationjournal style, a blinded peer review, and final paper submission. Here, we describe one possible implementation of the module with the necessary resources to reproduce it and summarize student feedback from a pilot run. We also provide suggestions for more advanced exercises and for using Python for data analysis. Several students expressed that repeating a published study completed by an undergraduate inspired and motivated them, thus creating buy-in and assurance that they can do it, which we expect to help with confidence and retention. 

Abstract BackgroundPrescribed fires play a critical role in reducing the intensity and severity of future wildfires by systematically and widely consuming accumulated vegetation fuel. While the current probability of prescribed fire escape in the United States stands very low, their consequential impact, particularly the large wildfires they cause, raises substantial concerns. The most direct way of understanding this trade-off between wildfire risk reduction and prescribed fire escapes is to explore patterns in the historical prescribed fire records. This study investigates the spatiotemporal patterns of escaped prescribed fires in California from 1991 to 2020, offering insights for resource managers in developing effective forest management and fuel treatment strategies. ResultsThe results reveal that the months close to the beginning and end of the wildfire season, namely May, June, September, and November, have the highest frequency of escaped fires. Under similar environmental conditions, areas with more records of prescribed fire implementation tend to experience fewer escapes. The findings revealed the vegetation types most susceptible to escaped prescribed fires. Areas with tree cover ranging from 20 to 60% exhibited the highest incidence of escapes compared to shrubs and grasslands. Among all the environmental conditions analyzed, wind speed stands out as the predominant factor that affects the risk of prescribed fire escaping. ConclusionsThese findings mark an initial step in identifying high-risk areas and periods for prescribed fire escapes. Understanding these patterns and the challenges of quantifying escape rates can inform more effective landscape management practices. 

By integrating the insights of academic researchers and stakeholders from outside the academy, transdisciplinary research promises to help address complex challenges that threaten the safety and well-being of people the world over. This promise has led to the development of systematic efforts to train graduate students to conduct transdisciplinary research, and there is increasing interest in transdisciplinary education in the graduate training literature. This article discusses the promotion of integrative ability in transdisciplinary graduate students, focusing specifically on an educational approach that fostered transdisciplinary skills in a complex, transdisciplinary, international and multi-year project dealing with invasive alien woody plant species in eastern Africa, the “Woody Weeds” Project. Graduate students in the project were expected to collaborate with each other, with senior scientists, and with stakeholders in several work packages to conduct research addressing the project’s goals. Research success required integrating perspectives across many differences, including different disciplines, institutions, languages, nations, and cultures. The Woody Weeds graduate student training program was designed to help students meet integration challenges across these categories of difference. Using the Woody Weeds training program as a framework, we offer a set of ideas for others interested in designing programs that can produce graduate students capable of conducting international, transdisciplinary research by fostering the integrative consciousness of individual students and the integrative capacity of student teams. We critically assess the extent to which the training program enhanced integrative ability using interviews with participants, outputs of the project, and the author team’s experiences. 

Abstract Transdisciplinary research is increasingly important for solving complex societal problems. Institutions aim to train graduate students to engage in transdisciplinary research. However, limited evidence exists regarding the process by which students learn transdisciplinary thinking. This qualitative study explored graduate students’ pathways of growth toward transdisciplinary thinking during one semester. The students were enrolled in a professional development course as part of a training grant. We examined artifacts from the course through multiple rounds of thematic coding. We used a grounded theory approach to gain insights into how graduate students navigate their journey toward transdisciplinary thinking. We propose a model of this journey. It traces students’ trajectories from prior experiences, through reflexive thinking about several crucial skills and dispositions, towards a transdisciplinary “prism” that transforms their thinking. We conclude that becoming a transdisciplinary researcher is not a matter of acquiring competencies, but a life-long process. Fostering this process may require fundamental reimagining of graduate education.