PANEL DATA UNIT ROOT TEST WITH FIXED TIME DIMENSION

The consideration of the limit theory in which T is fixed and N is allowed to go to infinity improves the finite-sample properties of the tests and avoids the imposition of the relative rates at which T and N go to infinity.

Arbitrary amplitude ion-acoustic solitary excitations in the presence of excess superthermal electrons

Velocity distribution functions with an excess of superthermal particles are commonly observed in space plasmas, and are effectively modeled by a kappa distribution. They are also found in some laboratory experiments. In this paper we obtain existence conditions for and some characteristics of ion-acoustic solitary waves in a plasma composed of cold ions and kappa-distributed electrons, where kappa>3/2 represents the spectral index. As is the case for the usual Maxwell-Boltzmann electrons, only positive potential solitons are found, and, as expected, in the limit of large kappa one recovers the usual range of possible soliton Mach numbers, viz., 1 < M < 1.58. For lower values of kappa, modeling the presence of a greater superthermal component, the range of accessible Mach numbers is reduced. It is found that the amplitude of the largest possible solitons that may be generated in a given plasma (corresponding to the highest allowed Mach number for the given plasma composition) falls off with decreasing kappa, i.e., an increasing superthermal component. On the other hand, at fixed Mach number, both soliton amplitude and profile steepness increase as kappa is decreased. These changes are seen to be important particularly for kappa < 4, i.e., when the electrons have a "hard" spectrum.

Developing students’ ability to engage critically with science in the news: identifying elements of the ‘media awareness’ dimension

Worldwide, science education reform movements are stressing the need to promote ‘scienti?c literacy’ among young people. Increasingly, this is taken to include empowering students to engage critically with science-related news reporting. Despite this requirement now featuring in statutory curricula throughout the UK, there has, to date, been a dearth of research-informed advice to assist science teachers as they identify appropriate instructional objectives in this regard and design relevant learning activities through which these might be achieved. In this study, prominent science communication
scholars, science journalists, science educators and media educators were interviewed to determine what knowledge, skills and habits of mind they judged valuable for individuals reading science-related news stories. Teachers of science and of English from nine secondary schools in Northern Ireland addressed the same issue. A striking – and signi?cant – ?nding of the study was the very substantial number of statements of knowledge, skill and disposition o?ered by participants that relate to ‘media awareness’, an issue largely overlooked in the science education literature. The school-focused phase of the research suggests that cross-curricular approaches involving teachers of science collaborating with those of English/media education or media studies may best serve to address this important curricular goal.