Scaling K2. I. Revised Parameters for 222,088 K2 Stars and a K2 Planet Radius Valley at 1.9 R_⊕

Previous measurements of stellar properties for K2 stars in the Ecliptic Plane Input Catalog largely relied on photometry and proper motion measurements, with some added information from available spectra and parallaxes. Combining Gaia DR2 distances with spectroscopic measurements of effective temperatures, surface gravities, and metallicities from the Large Sky Area Multi-Object Fibre Spectroscopic Telescope (LAMOST) DR5, we computed updated stellar radii and masses for 26,838 K2 stars. For 195,250 targets without a LAMOST spectrum, we derived stellar parameters using random forest regression on photometric colors trained on the LAMOST sample. In total, we measured spectral types, effective temperatures, surface gravities, metallicities, radii, and masses for 222,088 A, F, G, K, and M-type K2 stars. With these new stellar radii, we performed a simple reanalysis of 299 confirmed and 517 candidate K2 planet radii from Campaigns 1–13, elucidating a distinct planet radius valley around 1.9 R_⊕, a feature thus far only conclusively identified with Kepler planets, and tentatively identified with K2 planets. These updated stellar parameters are a crucial step in the process toward computing K2 planet occurrence rates

Circle talks as situated experiential learning: Context, identity, and knowledgeability in \u27learning from reflection\u27

This article presents research that used ethnographic and sociolinguistic methods to study ways participants learn through reflection when carried out as a “circle talk.” The data indicate that participants in the event (a) invoked different contextual frames that (b) implicated them in various identity positions, which (c) affected how they could express their knowledge. These features worked together to generate socially shared meanings that enabled participants to jointly achieve conceptualization—the ideational role “reflection” is presumed to play in the experiential learning process. The analysis supports the claim that participants generate new knowledge in reflection, but challenges individualistic and cognitive assumptions regarding how this occurs. The article builds on situated views of experiential learning by showing how knowledge can be understood as socially shared and how learning and identity formation are mutually entailing processes

Unwinding of a cholesteric liquid crystal and bidirectional surface anchoring

We examine the influence of bidirectional anchoring on the unwinding of a planar cholesteric liquid crystal induced by the application of a magnetic field. We consider a liquid crystal layer confined between two plates with the helical axis perpendicular to the substrates. We fixed the director twist on one boundary and allow for bidirectional anchoring on the other by introducing a high-order surface potential. By minimizing the total free energy for the system, we investigate the untwisting of the cholesteric helix as the liquid crystal attempts to align with the magnetic field. The transitions between metastable states occur as a series of pitchjumps as the helix expels quarter or half-turn twists, depending on the relative sizes of the strength of the surface potential and the bidirectional anchoring. We show that secondary easy axis directions can play a significant role in the unwinding of the cholesteric in its transition towards a nematic, especially when the surface anchoring strength is large