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Excitation of whistler-mode waves by cyclotron instability is considered as the likely generation process of the waves. Here, the authors show direct observational evidence for locally ongoing secular energy transfer from the resonant electrons to the whistler-mode waves in Earth’s magnetosheath.

It is suggested that waves can provide both diffusion and resistivity that can potentially support the reconnection electric field in low-density astrophysical plasmas. Here, the authors show, using direct spacecraft measurements, that the waves contribute to anomalous diffusion but do not contribute to the reconnection electric field.

This study aims to examine children's actions in relation to the preschool teacher's scaffolding action in a context where an interactive whiteboard (IWB) is used. Over five months, 22 children aged between 4 and 6 years old, along with their five preschool teachers, were video observed. The study of these teaching moments has provided a rich seam of evidence that details the ways children act in relation to their teacher's scaffolding. The results show that children manifest 12 distinct actions including: Giving short responses, Approaching the IWB to engage in the teaching activities; Explaining, Experimenting; Smiling and laughing; Pointing and showing; Working together; Challenging each other; Solving a problem; Using language in meaningful contexts; Expressing emotions; and Comparing the similarities and differences. By mapping children's actions in the scaffolding process, which are often undermined or ignored in the existing research, the findings of this study have expanded and deepened our understanding of the scaffolding process and the notion of scaffolding itself. The findings, further, exemplify how just providing support can contribute to early childhood education, since early interventions, such as the ways preschool teachers scaffold children's actions, are particularly crucial for children's learning and development.

Magnetotail reconnection plays a crucial role in explosive energy conversion in geospace. Here, the authors show that magnetotail reconnection starts from electron reconnection in the presence of a strong external driver, which then develops into ion reconnection.

Various types of plasma waves are generated around electron diffusion regions (EDRs). Here the authors show electron Bernstein waves (EBWs), at the electron-scale boundary of the Hall current reversal near EDR, are sufficiently strong to diffuse electrons and modify electron pressure tensor.

Abstract This article presents 18 magnetic reconnection electron diffusion region (EDR) candidates found using a neural network algorithm with the Magnetospheric Multiscale Mission phase 1a data at the Earth's dayside magnetopause. These new candidates are compared to the 32 previously reported dayside EDRs listed in Webster et al. (2018), https://doi.org/10.1029/2018ja025245, which constitute the training database of our algorithm. One of the main parameters used is a scalar quantity called “MeanRL” which is based on the asymmetry of the electron velocity distribution function and better identifies electron agyrotropy in the plane perpendicular to the magnetic field. In the light of the new EDR candidates found, we discuss and analyze the sign of the energy dissipation during the reconnection process and the distinction between the inner and outer EDRs, with 40% of the candidates showing negative or oscillating dissipation. We also present in details one of the new identified EDR candidates.

Abstract Ionospheric outflow has been shown to be a dominant ion source of Earth's magnetosphere. However, most studies in the literature are about ionospheric outflow injected into the nightside magnetosphere. We still know little about ionospheric outflow injected into the dayside magnetosphere and its further energization after it enters the magnetosphere. Here, with data from Magnetospheric Multiscale mission, we report direct observations of the modulation of dayside ionospheric outflow ions by ultralow frequency (ULF) waves. The observations indicate that the modulation is mass dependent, which demonstrates the possibility of using ULF waves as a mass spectrometer to identify ion species. Moreover, the measurement suggests that polarization drift may play a role in O+ modulation, which may lead to a true acceleration and even nonadiabatic behavior of O+. This interaction scenario can work throughout the whole magnetosphere and impact upon the plasma environment and dynamics.

We report an ion-scale magnetic flux rope (the size of the flux rope is ∼ 8.5 ion inertial lengths) at the trailing edge of Kelvin–Helmholtz (KH) waves observed by the Magnetospheric Multiscale (MMS) mission on 27 September 2016, which is likely generated by multiple X-line reconnection. The currents of this flux rope are highly filamentary: in the central flux rope, the current flows are mainly parallel to the magnetic field, supporting a local magnetic field increase at about 7 nT, while at the edges the current filaments are predominantly along the antiparallel direction, which induce an opposing field that causes a significant magnetic depression along the axis direction (> 20 nT), meaning the overall magnetic field of this flux rope is depressed compared to the ambient magnetic field. Thus, this flux rope, accompanied by the plasma thermal pressure enhancement in the center, is referred to as a crater type. Intense lower hybrid drift waves (LHDWs) are found at the magnetospheric edge of the flux rope, and the wave potential is estimated to be ∼ 17 % of the electron temperature. Though LHDWs may be stabilized by the mechanism of electron resonance broadening, these waves could still effectively enable diffusive electron transports in the cross-field direction, corresponding to a local density dip. This indicates LHDWs could play important roles in the evolution of crater flux ropes.

We use Magnetosphere Multiscale (MMS) mission data to investigate a small number of magnetosheath jets, which are localized and transient increases in dynamic pressure, typically due to a combined increase in plasma velocity and density. For two approximately hour-long intervals in November, 2015 we found six jets, which are of two distinct types. (a) Two of the jets are associated with the magnetic field discontinuities at the boundary between the quasi-parallel and quasi-perpendicular magnetosheath. Straddling the boundary, the leading part of these jets contains an ion population similar to the quasi-parallel magnetosheath, while the trailing part contains ion populations similar to the quasi-perpendicular magnetosheath. Both populations are, however, cooler than the surrounding ion populations. These two jets also have clear increases in plasma density and magnetic field strength, correlated with a velocity increase. (b) Three of the jets are found embedded within the quasi-parallel magnetosheath. They contain ion populations similar to the surrounding quasi-parallel magnetosheath, but with a lower temperature. Out of these three jets, two have a simple structure. For these two jets, the increases in density and magnetic field strength are correlated with the dynamic pressure increases. The other jet has a more complicated structure, and no clear correlations between density, magnetic field strength and dynamic pressure. This jet has likely interacted with the magnetosphere, and contains ions similar to the jets inside the quasi-parallel magnetosheath, but shows signs of adiabatic heating. All jets are associated with emissions of whistler, lower hybrid, and broadband electrostatic waves, as well as approximately 10 s period electromagnetic waves with a compressional component. The latter have a Poynting flux of up to 40 µW m−2 and may be energetically important for the evolution of the jets, depending on the wave excitation mechanism. Only one of the jets is likely to have modified the surrounding magnetic field into a stretched configuration, as has recently been reported in other studies. None of the jets are associated with clear signatures of either magnetic or thermal pressure gradient forces acting on them. The different properties of the two types also point to different generation mechanisms, which are discussed here. Their different properties and origins suggest that the two types of jets need to be separated in future statistical and simulation studies.

Circulating cell-free mitochondrial DNA (ccf-mtDNA) is a biomarker of cellular injury or cellular stress and is a potential novel biomarker of psychological stress and of various brain, somatic, and psychiatric disorders. No studies have yet analyzed ccf-mtDNA levels in post-traumatic stress disorder (PTSD), despite evidence of mitochondrial dysfunction in this condition. In the current study, we compared plasma ccf-mtDNA levels in combat trauma-exposed male veterans with PTSD (n = 111) with those who did not develop PTSD (n = 121) and also investigated the relationship between ccf mt-DNA levels and glucocorticoid sensitivity. In unadjusted analyses, ccf-mtDNA levels did not differ significantly between the PTSD and non-PTSD groups (t = 1.312, p = 0.191, Cohens d = 0.172). In a sensitivity analysis excluding participants with diabetes and those using antidepressant medication and controlling for age, the PTSD group had lower ccf-mtDNA levels than did the non-PTSD group (F(1, 179) = 5.971, p = 0.016, partial η2 = 0.033). Across the entire sample, ccf-mtDNA levels were negatively correlated with post-dexamethasone adrenocorticotropic hormone (ACTH) decline (r = -0.171, p = 0.020) and cortisol decline (r = -0.149, p = 0.034) (viz., greater ACTH and cortisol suppression was associated with lower ccf-mtDNA levels) both with and without controlling for age, antidepressant status and diabetes status. Ccf-mtDNA levels were also significantly positively associated with IC50-DEX (the concentration of dexamethasone at which 50% of lysozyme activity is inhibited), a measure of lymphocyte glucocorticoid sensitivity, after controlling for age, antidepressant status, and diabetes status (β = 0.142, p = 0.038), suggesting that increased lymphocyte glucocorticoid sensitivity is associated with lower ccf-mtDNA levels. Although no overall group differences were found in unadjusted analyses, excluding subjects with diabetes and those taking antidepressants, which may affect ccf-mtDNA levels, as well as controlling for age, revealed decreased ccf-mtDNA levels in PTSD. In both adjusted and unadjusted analyses, low ccf-mtDNA levels were associated with relatively increased glucocorticoid sensitivity, often reported in PTSD, suggesting a link between mitochondrial and glucocorticoid-related abnormalities in PTSD.

In the contemporary digitalised knowledge society, work-integrated professional development is an important and continuous activity. Continuous professional development should preferably be a hybrid format, where academia collaborates with industry and the surrounding society in a multi-directed exchange of ideas. Continuous professional development is today conducted in a blend of workplace activities, and in technology enhanced online environments. A complex blend for professionals that at the same time are working full-time with their ordinary jobs. The need for a support model to navigate in these new digital learning spaces is obvious, where the support model also should include collaboration and a community of practice. A community where the members communicate regularly to improve their skills and knowledge in their common professional domain. The aim of this paper is to describe and analyse the development of a support model that involves these aspects. Findings confirm the necessity of the four steps in the earlier model, at the same time as they indicate the need for a fifth step facilitating the creation of Communities and Landscapes of Practice. The use of the model may support higher education institutions in creating beneficial conditions for hybrid work-integrated continuous professional development for industry.

In the ongoing shift to a knowledge society, the idea of a technology-enabled lifelong learning has frequently been discussed. The shift also requires a transformation of higher education with new forms for teaching and learning deployment. This ongoing transformation was formulated in a research question that has guided this study: 1) Which key themes of lifelong learning emerge from higher education literature? This study was carried out as a scoping literature review to map literature in the field. Findings from a thematic analysis pointed out seven main themes or perspectives: The Policy perspective, The Value perspective, The Employability perspective, The Reform perspective, The Collaborative perspective, The Student perspective and The Workplace learning and Professional development perspectives. Five publications of the 26 selected publications from the literature search will be further used and analysed as part of a Delphi study. This Delphi study will involve a group of leading researchers in the field of lifelong learning as an expert panel to further explore and expand the key themes of lifelong learning in higher education and digital trends in higher education reforms.

Student teachers commonly report encountering emotional challenges in work placements during teacher education. Even so, the perspective of mentoring teachers has been given little attention regarding the student teachers' emotional challenges. In this study, the authors' aim is to investigate what mentoring teachers perceive to be the emotional challenges student teachers face and what support they think they can offer student teachers. A sample of 25 Swedish mentoring teachers participated in an interview study. According to the findings, the mentoring teachers reported three main emotional challenges that they perceived that student teachers encounter: conflicts with/among pupils, encountering diverse pupil populations and dealing with failure. Mentoring teachers' reports can be understood in the light of their idea of what work placement should be. Their rationales included the need for student teachers to be either exposed to 'reality' or protected from worst-case scenarios.

Education in segregated settings for pupils with intellectual disability (ID) has often been portrayed as a unified form of schooling. There is a risk of providing a simplified picture of these settings and of what pupils with ID need to learn. This is generally stipulated in policy documents, leaving room for staff in school to interpret curricula and form learning environments. The aim of this study is to explore how four different learning environments are constructed in segregated settings where pupils with ID are educated in Sweden. The study was conducted as a multiple case study, using observations and interviews with teachers and pupils in four special classes for pupils with ID (SCIDs). Drawing on curriculum theory, the four learning environments, in the results named as Alpha, Beta, Gamma and Delta class, respectively, appeared to be characterized by different ideas of schooling, labelled as knowledge-mediating, socializing, functional life skills and caring as well as teacher-centred classrooms. The study contributes to a deepened understanding of the complexity of education for pupils with ID in segregated settings.

The present study focuses on challenges to the work of teachers as a result of a Swedish educational reform that mandates schools guarantee pupils receive early learning support concerning reading, writing, and number sense. The outcome of reforms is connected to how teachers achieve agency in their work , and we use the ecological model of teacher agency as an overarching theoretical framework and analytical dimension. The study involved interviews with 14 teachers, and the focus was on a) how teachers identify pupils in need of support and how this support is carried out, (b) how teachers would like this identification to be carried out, and how teachers would like to support pupils with weak number sense. Teachers described a 'dilemmatic space' (cf. Fransson and Grannäs 2013), which affects how they achieved agency in developing pupils' number sense. The dilemmatic space described by teachers in this study is framed by necessary priorities pertaining to the cultural, structural, and material conditions of the current situation. According to the study's results, whether teachers should perform the assessment merits discussion. The study concludes there is a risk that conducting assessments and offering support risks cancelling each other out.

Work-based learning is an influential period of teacher education, where a mentor teacher is assigned to support the student teacher. Mentoring conversations between the mentor teachers and student teacher seldom cover how student teachers cope with emotional challenges. Therefore, we aimed to investigate mentor teachers' perspectives on student teachers' reports of emotional challenges. The study had a particular focus on actions the mentor teachers described as preferable in reacting to scenarios of emotional challenges reported by student teachers. We conducted a constructivist grounded theory study and interviewed 22 mentor teachers. The findings of the study show that mentor teachers' main concern revolved around student teachers' understanding of challenges as learning opportunities. According to mentor teachers' descriptions, the preferred actions in their role as mentor teachers were to regulate, engage/help, be exemplary, and take charge. Thus, our study shows that mentor teachers intended to aid student teachers in navigating emotional challenges.