In this experiential paper we report on lessons learned during the development of the data acquisition software for the IceCube project - specifically, how to effectively address the unique challenges presented by a distributed, collaborative, multi-institutional, multi-disciplined project such as this. While development progress in software projects is often described solely in terms of technical issues, our experience indicates that non- and quasi-technical interactions play a substantial role in the effectiveness of large software development efforts. These include: selection and management of multiple software development methodologies, the effective use of various collaborative communication tools, project management structure and roles, and the impact and apparent importance of these elements when viewed through the differing perspectives of hardware, software, scientific and project office roles. Even in areas clearly technical in nature, success is still influenced by non-technical issues that can escape close attention. In particular we describe our experiences on software requirements specification, development methodologies and communication tools. We make observations on what tools and techniques have and have not been effective in this geographically disperse (including the South Pole) collaboration and offer suggestions on how similarly structured future projects may build upon our experiences.

The silence of the Paris Climate Agreement of 2015 about compensation for harms inflicted by carbon emissions of the past cannot obliterate the obligations of the developed countries that caused these omissions to make reparations to affected developing countries. This article includes in its scope the grounds of these obligations and the forms that such compensation might take, and their relation to adaptation. By way of methodology, we employ both ethical analysis and the application of ethical findings to areas such as technology transfer and early-warning systems. We also argue that geo-engineering should not be included among the forms that compensation might adopt. Our aim is to foster among countries responsible for carbon emissions an enhanced awareness of imaginative ways in which the harms they have caused can be mitigated or ameliorated.

California is facing a heightening teacher shortage that is being felt the most by underserved schools, which have high percentages of students of color, from low socioeconomic status, and/or English Language Learners. Along with a teacher shortage, there is a great racial mismatch between public school students and teachers in California. While prior research has identified how high school academic achievement is important for entering the teaching occupation there is limited research that considers how college academic achievement and overall college experience may mediate or moderate the racial and gendered patterns of obtaining a teaching credential. The research questions for this project are: 1) Are there significant differences by race and gender in the probability of earning a teaching credential? And 2) Are these differences mediated or moderated by college achievement and experiences? This project aims to examine the racialized and gendered patterns of earning a teaching credential among three CalTeach graduating cohorts (2011-13) on three University of California Campuses (n=982). I find that Latinas, Latinos, white men, Asian women, Asian men, and Black women and men are less likely to obtain a teaching credential than white women. I have found that high school achievement (GPA and college entrance exam scores) is not significantly associated with earning a credential, but students’ college GPA at graduation and major are important, especially for Latinas. This suggests that academic outcomes in college are important for who goes into teaching, and especially among Latinas.

In our current marketplace of ideas, the invisible hand is not facilitating democracy by spreading knowledge and diverse perspectives to produce an informed citizenry. Instead, the invisible hand is acting as a puppeteer, manipulating voters and exploiting psychological prejudices in ways that often benefit only a small elite, or populist demagogues. And because this invisible hand emerges naturally from a combination of psychological, political, and economic pressures, without a conspiratorial cabal or Head Propagandist, it manipulates in a way that North Korea could only dream of, and China is presently trying to emulate. But this undemocratic state of affairs is unnecessary: science and real-world experience show how we can repair the invisible hand in the marketplace of ideas by reforming the media system, allowing democracy to function and flourish.

Latinx students’ educational experiences are impacted by social identities like gender and nativity status. However, there is limited research on gender and nativity differences in the development of social capital during college among Latinx students. Based on the immigration and education literature, I have developed hypotheses and competing hypotheses for the following study. I hypothesize that Latinx female students are more likely to build relationships with faculty. However, my competing hypothesis is that Latinx male students are more likely to create relationships with faculty. I also hypothesize that students born in the US are more likely to know a faculty recommender. However, my competing hypothesis is that students born abroad are more likely to connect with faculty recommenders. Lastly, I hypothesize that there is an interaction between gender and nativity status. Thus, the following research questions guide this project: Are there gender and/or nativity differences in the social capital developed in college among Latinx students? Further, is there an interaction between gender and nativity? I use logistic regression analyses of the 2018 University of California Undergraduate Experiences Survey (UCUES) data, which includes the responses of first- and second year Latinx students (n=2,342). Findings show that difference are concentrated on their nativity status more than their gender. Latinx students born abroad have a more likelihood of knowing a faculty recommender compared to students born in the US. In addition, there are significant differences when gender and nativity status interacted. Latinx male students who were born abroad are more likely to know a faculty recommender.