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The Coronal Global Evolutionary Model (CGEM) provides data-driven simulations of the magnetic field in the solar corona to better understand the build-up of magnetic energy that leads to eruptive events. The CGEM project has developed six capabilities. CGEM modules (1) prepare time series of full-disk vector magnetic field observations to (2) derive the changing electric field in the solar photosphere over active-region scales. This local electric field is (3) incorporated into a surface flux transport model that reconstructs a global electric field that evolves magnetic flux in a consistent way. These electric fields drive a (4) 3D spherical magneto-frictional (SMF) model, either at high-resolution over a restricted range of solid angle or at lower resolution over a global domain, to determine the magnetic field and current density in the low corona. An SMF-generated initial field above an active region and the evolving electric field at the photosphere are used to drive (5) detailed magneto-hydrodynamic (MHD) simulations of active regions in the low corona. SMF or MHD solutions are then used to compute emissivity proxies that can be compared with coronal observations. Finally, a lower-resolution SMF magnetic field is used to initialize (6) a global MHD model that is driven by an SMF electric-field time series to simulate the outer corona and heliosphere, ultimately connecting Sun to Earth. As a demonstration, this report features results of CGEM applied to observations of the evolution of NOAA Active Region 11158 in February 2011., Comment: 19 pages, 8 figures

We describe the PDFI_SS software library, which is designed to find the electric field at the Sun's photosphere from a sequence of vector magnetogram and Doppler velocity measurements, and estimates of horizontal velocities obtained from local correlation tracking using the recently upgraded FLCT code. The library, a collection of Fortran subroutines, uses the "PDFI" technique described by Kazachenko et al. (2014), but modified for use in spherical, Plate-Carr\'ee geometry on a staggered grid. The domain over which solutions are found is a subset of the global spherical surface, defined by user-specified limits of colatitude and longitude. Our staggered-grid approach, based on that of Yee (1966), is more conservative and self-consistent compared to the centered, Cartesian grid used by Kazachenko et al. (2014). The library can be used to compute an end-to-end solution for electric fields from data taken by the HMI instrument aboard NASA's SDO Mission. This capability has been incorporated into the HMI pipeline processing system operating at SDO's JSOC. The library is written in a general and modular way so that the calculations can be customized to modify or delete electric field contributions, or used with other data sets. Other applications include "nudging" numerical models of the solar atmosphere to facilitate assimilative simulations. The library includes an ability to compute "global" (whole-Sun) electric field solutions. The library also includes an ability to compute Potential Magnetic Field solutions in spherical coordinates. This distribution includes a number of test programs which allow the user to test the software., Comment: 68 pages, 28 figures, 3 tables. This version (arXiv) will be updated when major changes to the software occur

The most violent space weather events (eruptive solar flares and coronal mass ejections) are driven by the release of free magnetic energy stored in the solar corona. Energy can build up on timescales of hours to days, and then may be suddenly released in the form of a magnetic eruption, which then propagates through interplanetary space, possibly impacting the Earth's space environment. Can we use the observed evolution of the magnetic and velocity fields in the solar photosphere to model the evolution of the overlying solar coronal field, including the storage and release of magnetic energy in such eruptions? The objective of CGEM, the Coronal Global Evolutionary Model, funded by the NASA/NSF Space Weather Modeling program, is to develop and evaluate such a model for the evolution of the coronal magnetic field. The evolving coronal magnetic field can then be used as a starting point for magnetohydrodynamic (MHD) models of the corona, which can then be used to drive models of heliospheric evolution and predictions of magnetic field and plasma density conditions at 1AU., Comment: 7 pages, 2 figures. Feature article in Space Weather 13

We compute the change in the Lorentz force integrated over the outer solar atmosphere implied by observed changes in vector magnetograms that occur during large, eruptive solar flares. This force perturbation should be balanced by an equal and opposite force perturbation acting on the solar photosphere and solar interior. The resulting expression for the estimated force change in the solar interior generalizes the earlier expression presented by Hudson, Fisher and Welsch (CS-383, ASP, 221, 2008), providing horizontal as well as vertical force components, and provides a more accurate result for the vertical component of the perturbed force. We show that magnetic eruptions should result in the magnetic field at the photosphere becoming more horizontal, and hence should result in a downward (towards the solar interior) force change acting on the photosphere and solar interior, as recently argued from an analysis of magnetogram data by Wang and Liu (Astrophys. J. Lett. 716, L195, 2010). We suggest the existence of an observational relationship between the force change computed from changes in the vector magnetograms, the outward momentum carried by the ejecta from the flare, and the properties of the helioseismic disturbance driven by the downward force change. We use the impulse driven by the Lorentz-force change in the outer solar atmosphere to derive an upper limit to the mass of erupting plasma that can escape from the Sun. Finally, we compare the expected Lorentz-force change at the photosphere with simple estimates from flare-driven gasdynamic disturbances and from an estimate of the perturbed pressure from radiative backwarming of the photosphere in flaring conditions., Comment: 23 pages, 6 figures. Accepted by Solar Physics, Nov. 11, 2011

Determining the electric field (E-field) distribution on the Sun's photosphere is essential for quantitative studies of how energy flows from the Sun's photosphere, through the corona, and into the heliosphere. This E-field also provides valuable input for data-driven models of the solar atmosphere and the Sun-Earth system. We show how Faraday's Law can be used with observed vector magnetogram time series to estimate the photospheric E-field, an ill-posed inversion problem. Our method uses a "poloidal-toroidal decomposition" (PTD) of the time derivative of the vector magnetic field. The PTD solutions are not unique; the gradient of a scalar potential can be added to the PTD E-field without affecting consistency with Faraday's Law. We present an iterative technique to determine a potential function consistent with ideal MHD evolution; but this E-field is also not a unique solution to Faraday's Law. Finally, we explore a variational approach that minimizes an energy functional to determine a unique E-field, similar to Longcope's "Minimum Energy Fit". The PTD technique, the iterative technique, and the variational technique are used to estimate E-fields from a pair of synthetic vector magnetograms taken from an MHD simulation; and these E-fields are compared with the simulation's known electric fields. These three techniques are then applied to a pair of vector magnetograms of solar active region NOAA AR8210, to demonstrate the methods with real data., Comment: 41 pages, 10 figures

This paper describes the Chicago Area Directors of Student Teachers (CADST), formed in 1969 as an outgrowth of the Chicago Consortium, which was designed to initiate cooperation among institutions of higher education in the Chicago area. Members of CADST work together to share ideas and deal with issues relevant to working with preservice teachers. The organization currently involves 24 public, private, and parochial institutions. Membership is open to people at the institution who coordinate or direct field placements. If one of these people leaves their position, the institution may send a new representative. For many participants the crucial piece is having someone or a group who will mentor them through the process. CADST meets six times per year. This paper presents a background on CADST, describes the present organization, explains CADST's collaborative efforts, and discusses its structure and future. It also explains how to develop a coalition of supervisors. Attached are a sample letter for setting a meeting and the requirements for that day; a sample agenda; and a sample of host institutions. (SM)

The objective of this paper is to investigate whether a convective dynamo can account quantitatively for the observed lower limit of X-ray surface flux in solar-type main sequence stars. Our approach is to use 3D numerical simulations of a turbulent dynamo driven by convection to characterize the dynamic behavior, magnetic field strengths, and filling factors in a non-rotating stratified medium, and to predict these magnetic properties at the surface of cool stars. We use simple applications of stellar structure theory for the convective envelopes of main-sequence stars to scale our simulations to the outer layers of stars in the F0--M0 spectral range, which allows us to estimate the unsigned magnetic flux on the surface of non-rotating reference stars. With these estimates we use the recent results of \citet{Pevtsov03} to predict the level of X-ray emission from such a turbulent dynamo, and find that our results compare well with observed lower limits of surface X-ray flux. If we scale our predicted X-ray fluxes to \ion{Mg}{2} fluxes we also find good agreement with the observed lower limit of chromospheric emission in K dwarfs. This suggests that dynamo action from a convecting, non-rotating plasma is a viable alternative to acoustic heating models as an explanation for the basal emission level seen in chromospheric, transition region, and coronal diagnostics from late-type stars., Comment: ApJ, accepted, 30 pages with 7 figures

An extensive body of knowledge is showing that the links between how teachers think and feel about themselves affects their performance. One coordinator of a new teacher program, comprised of teachers from preschool to high school, asks her new teachers to reflect by writing biography poetry. The coordinator used the poem framework at the beginning and end of the year. Her students appear to be more long-winded and have much more to say in June, and she does not let them see what they wrote in September until they have written their June sample. They are amazed that they have a tendency to be more classroom and student oriented in June than in September. Many of the new teachers felt that this exercise helped them see how far they had come; others centered on the concepts, and were surprised by their choice of words over the year. The teachers saw their growth, encouraged the students to grow, and felt good about their classrooms. (Contains 5 references. Appended are a biography poem form and new teacher reflections samples.) (NKA)

This project investigated the significance of preservice teachers' experiences and the residual effects of those experiences, noting how a volunteer new teacher program had assisted preservice teachers and examining the effects of participation in special programs. Surveys were sent to 122 alumni of Northeastern Illinois University. Respondents were teachers who had attended the Beginning Teacher Meetings, teachers who had received materials from the Beginning Teacher Meetings but had not participated regularly, and preservice teachers who had participated in the university's apprenticeship program in local school districts. The survey examined respondents' background, their personal and professional competence, and the impact of the university's preservice teacher education program. A total of 38 usable surveys were returned. Results indicated that participants were teaching, successful, and enjoying their chosen profession. The university's program positively affected them, prepared them to be good teachers, and contributed to their overall success. Respondents believed that the volunteer new teacher program provided invaluable services. The survey instrument is appended. (SM)

This study comparatively analyzed three exemplary beginning teacher induction programs that involved university-school district collaboration. Researchers sent letters to leading researchers in the field of induction and mentoring requesting nominations of exemplary programs. They made contact with nine of the programs and interviewed program coordinators about program organization and demographics. They looked at program components (e.g., mentoring, orientation for beginning teachers, handbooks, and stipends). They also collected data on excellence criteria (successful implementation factors, program goal attainment, and site specific goals). Data analysis provided information on positive variables seen across three exemplary sites using frame analysis theory. Each of four frames is discussed, highlighting variables in each frame which the data indicate had the most positive impact on the programs: (1) structural frame (formal structure tight/loose, research-based, change built into the structure, and outcomes/impact); (2) human resource frame (leadership people/task-centered, feedback process, reflective practice, teacher professionalization/job enlargement, close to the customer, personal/professional support, confidence building, and peer support component); (3) political frame (interaction/fit of players); and (4) symbolic frame (win-win, emphatic responses, and part of the larger management philosophy). (Contains 13 references.) (SM)

Magneto-convection simulations with two scenarios have been performed: In one, horizontal magnetic field is advected into the computational domain by fluid entering at the bottom. In the other, an initially uniform vertical magnetic field is imposed on a snapshot of non-magnetic convection and allowed to evolve. In both cases, the field is swept into the intergranular lanes and the boundaries of the underlying mesogranules. The largest field concentrations at the surface reach pressure balance with the surrounding gas. They suppress both horizontal and vertical flows, which reduces the heat transport. They cool, become evacuated and their optical depth unity surface is depressed by several hundred kilometers. Micropores form, typically where a small granule disappears and surrounding flux tubes squeeze into its previous location., Comment: 8 pages, 10 figures

This paper provides educators with information about the development of a literature-based unit for middle-grade students dealing with the Medieval period and Asian cultures, thereby creating interest in the content materials through the use of fiction and nonfiction materials. The paper's purpose is to encourage educators to use a literature-based focus to create a variety of situations within the classroom that can lead to ongoing research about students' metacognitive strategies, interest in reading, and shared information across grades. Materials in the paper include lists and examples of the literature used with the students, guidelines for developing questioning strategies, and the framework used in working with the various reading levels of the students. The paper also contains an appendix on social studies literature "focus units"; another appendix on guidelines for developing questioning strategies; a list of the 25 books used for the various units; and a figure illustrating major book choices with a breakdown according to recommended reading levels. (Author/RS)

A 4-year preservice program is examined to ascertain the effectiveness of the program and its impact on participants as well as the impact it may have upon future teacher education programs. Data from questionnaires completed by current clinical students and their cooperating teachers are analyzed, discussed, and considered in conjunction with a follow-up survey of earlier students in the program who are now in various phases of their teaching careers. The data presented in this report indicate that early field components in teacher education programs should begin with issues and strategies that are known to provide difficulty for the new teacher. Teacher educators must remember that as knowledge of the profession grows, needs change and must be reinforced and reaffirmed at each level. The findings reinforce the notion that strong preservice components are necessary and that they must be cyclical in nature. For example, analysis of the data suggests that it would be useful to incorporate a mentoring component at the beginning of preservice teachers' field experiences and not limit it to the induction phase. (IAH)

A state university and a local school district collaborated to develop an apprenticeship model for field teacher training that benefited all parties involved in the field experience process. The model's foundation was based on experiences working with new teachers in inner city settings. The model was to create an environment that would provide student teachers the growth inducing experiences that would lead them from their first interactions with the schools and children to achieving success in their first year of teaching. The process for developing the model included interactive input and evaluation by field experience students, teachers, and the district administration; central to this process was building trust among participants. Role development was vital, and key roles were played by field experience coordinator, university supervisor, cooperating teacher, principal, and school district administration. The final component involved actual program implementation at various sites. Students were placed at a site knowing that all the players understood the field, their roles, and implications for the novice. The partnership program has resulted in ongoing assessment by the university and the districts. An important result is networking across organizations--students, teachers, and schools learn to share ideas with one another. Appendixes contain a field experience questionnaire, description of cooperating teacher role and expectations, references, and a schedule of clinical seminar topics. (JB)