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Expectations. Everyone has them. In fact, they are such a part of our daily lives that we rarely stop to think about how our expectations influence the choices we make. When we expect certain outcomes, we tend to think and act accordingly, as though those outcomes are certain to become reality.

This phenomenon is all too familiar in the college planning process. For many, going to the right college, not just any college, is a long held expectation. If not an end in itself, it is regarded as a means to a greater end. The implications are clear. Regarded as critical to leveraging desired outcomes, the choice of a college often holds greater significance than the fact of college attendance itself.

[Learn more about applying to college.]

Across the spectrum of credentials presented by more than 2 million college applicants each year, reasonable expectations regarding admissions competitiveness would project favorable outcomes for most at institutions that represent good fits for them.

The key word is "reasonable." Not surprisingly, many students (and their parents) fail to recognize or understand the nature of the competition they will encounter at selective institutions. As a result, their expectations exceed the likely outcomes. And at the end of the day, we are left with a reprise of last year’s headlines about talented students who are not admitted to their target schools as elite institutions become even more selective.

Facing this reality isn’t easy if you are a top student who has lived with the constant reminders that "smart, high-achieving students can go anywhere!" Lost in the shuffle is the fact that having the requisite credentials to compete for admission—being "qualified"—at selective colleges is not enough to secure admission in competitions that demand higher levels of distinction between great candidates. Selective college admissions is not an academic meritocracy—and it certainly isn’t fair.

Finding happy—and appropriate—outcomes is truly a function of managing expectations. Having the "goods" academically simply puts you on the "competitive playing field" at a selective institution. It is not a guarantee of admission at places that are bound by increasingly complex admissions agendas that cater to special interest groups and students with unique talents, as well as agendas related to yield (who will show up if admitted?) and ability to pay.

The implications of institutional agendas are especially impactful for students who may require financial assistance. While colleges may award tens of millions of dollars in financial assistance, they are directing it strategically at the students whom they value most.

[Does "need-blind" admissions exist?]

It may be helpful, then, to view the pending application process as an attempt to acquire "invitations" rather than offers of admission at colleges of choice. Whereas the latter would play to the misguided notion that "all good students get the positive outcomes they deserve," the former reflects the reality of the competition—selective institutions are guided by values and priorities that are influenced by unseen internal agendas. Taken in this light, the "good news" letter for which you strive is truly an invitation to join an exclusive gathering.

As a prospective applicant, then, you need to be thoughtful, reasonable, and deliberate in your decision making. You are in a much stronger position to influence the outcomes than you might imagine—if you put yourself on "competitive playing fields" that make sense for you, because you will be valued for your potential contributions. Those schools are more likely to extend an invitation and provide the financial support you might need.

All but one of the programs ranked in the top 10 of U.S. News‘s rankings of Best Business Schools were also among the 10 business schools that received the most applications for full-time admission prior to the 2010-11 academic year, according to data furnished by the schools in a 2010 survey. 

Dartmouth University’s Tuck School of Business, eighth in the Best Business School rankings, was the lone top-10 program that didn’t also place in the top 10 of the applications list. It was supplanted by the Duke University Fuqua School of Business. 

[In pictures: The 10 business schools that receive the most full-time applications.]

In all, 261 of the 437 business schools surveyed by U.S. News reported full-time M.B.A. program application data. Among them, the average program received 525 applications for admission prior to the 2010-11 academic year. Harvard Business School received 9,524 applications, the most of any school and 32 percent more than the Stanford Graduate School of Business, which placed second on the list. 

[See 4 ways to improve your chances of getting into business school.] 

Business schools that were designated by U.S. News as Unranked were not considered for this report. U.S. News did not calculate a numerical ranking for Unranked programs because the program did not supply U.S. News with enough key statistical data to be numerically ranked. 

Below is a list of the 10 business schools that received the most applications for full-time admission in 2010: 

Don’t see your school in the top 10? Access the U.S. News Business School Compass to find complete rankings and much more. 

U.S. News surveyed more than 400 schools for our 2010 survey of business programs. Schools self-reported a myriad of data regarding their academic programs and the makeup of their student body, among other areas, making U.S. News’s data the most accurate and detailed collection of college facts and figures of its kind. While U.S. News uses much of this survey data to rank schools for our annual Best Business Schools rankings, the data can also be useful when examined on a smaller scale. U.S. News will now produce lists of data, separate from the overall rankings, meant to provide students and parents a means to find which schools excel, or have room to grow, in specific areas that are important to them. While the data comes from the schools themselves, these lists are not related to, and have no influence over, U.S. News’s rankings of Best Colleges or Best Graduate Schools.

If you are a rising high school senior, you probably thought you had all summer to get prepared for the upcoming college admission frenzy. But guess what? You’re running out of time.

To avoid the time crunch in the fall, here are five things you can do now:

1. Examine school prices: I think it’s reckless to apply to a school if you don’t have some sense of what kind of price you would have to pay. Sticker prices, however, are often meaningless. At private colleges and universities, for instance, 88 percent of students receive some type of price break.

The good news is that it’s becoming much easier to determine what the tab will be in advance by using federally mandated net price calculators. These calculators will provide you with a good idea of what the price will be at an institution based on your academic profile and your parents’ finance data. With the exception of the super rich, I don’t think anyone should apply to colleges without using these calculators first.

While the federal deadline to install these calculators on school websites is late October, lots of schools already have their calculators up and running.

[Read more about net price calculators.]

2. Check deadlines: Use a calendar to keep track of deadlines for applications and financial aid. When there is a choice, you’ll have to decide whether to apply early decision, early action or regular decision. When you apply early, the school might require that you submit your financial aid application far in advance.

[Learn about overlooked ways to pay for college.]

3. Get started on the essay: Writing the college essay is one of the most nerve-wracking chores that face high school seniors. If you start now, you’re more likely to be able to devote the time to do a superb job.

If you are applying to a school that uses the Common Application, you can obtain a list of the six essay questions by visiting the organization’s website. My favorite is "Topic of your choice."

While you can often use the same essay for multiple schools, be prepared to answer a college’s supplemental questions. A biggie goes something like this: "Why do you want to attend our school?" You won’t be able to ace this question unless you really understand the college, and that requires research.

[See 10 tips for writing college admission essays.]

4. Don’t overlook the supplemental materials: If you are an artist, musician, or actor, applying to colleges can be even more time consuming. You typically will have to send a résumé noting your artistic background and accomplishments, as well as a portfolio that can be captured on a CD or DVD. If your portfolio isn’t finished, start now.

[Get more tips about the college application process.]

5. Research: If you haven’t begun researching schools, get started now. An easy first step is to request admission materials from school websites. In addition, spend time on the college’s admission website, where you will often find academic profiles of the freshmen class, notable facts about the school, information on financial aid and scholarships. Plenty of schools will also offer virtual tour and opportunities for online chats.

[Find more statistics and details about colleges.]

Equally important, you should poke around online at a school’s relevant academic departments.

Last week, the National Council on Teacher Quality (NCTQ) released a study reporting that many of the nearly 200,000 new teaching candidates each year were paired with ineffective mentors during their student teaching experience.

Student teaching is usually the last requirement for a prospective teacher. Many schools require students to spend their last semester gaining real-world experience teaching in a school; an established teacher will serve as a student teacher’s mentor.

Among the report’s findings: There were not enough qualified teachers willing to mentor student teachers; many teachers’ colleges did not spend enough time placing student teachers with effective mentors; and institutions depend too much on school districts to help place student teachers.

[See how educators are rethinking teacher training.]

I talked to officials at two of U.S. News‘s top-ranked graduate education programs to get their take on the characteristics of a quality student teaching program. Marcy Singer-Gabella is a professor and associate chair for the department of teaching and learning at Vanderbilt University’s Peabody College of Education & Human Development, U.S. News‘s top-ranked education graduate school. Thomas James is provost and dean of the college at Columbia University’s Teachers College, U.S. News‘s fourth-ranked education graduate school.

What’s the most important aspect of a successful student teaching program?

Marcy Singer-Gabella: It’s important to think about clinical practice and how early we can get students into classrooms. Students need to have opportunities to work in classrooms from the beginning of the program. We’re trying to increase the amount of time prospective teachers spend in classrooms.

Thomas James: We see student teaching as the centerpiece of learning to be a teacher. It’s the clinical experience that everything else is built around—we have field experiences built in from the very beginning, with observational and collaborative work. When it comes time to do their student teaching, they’ve already spent a lot of time in the classroom.

Is it important for student teachers to get experience in a variety of classroom settings? 

Singer-Gabella: We’re looking for opportunities for our candidates to be working in a range of different classrooms. We try to have our students placed in classrooms with high rates of [English Language Learners] and students with learning needs, but we also want to put them in more affluent and well-resourced settings.

James: Teachers College may be somewhat different than many schools. We’re very committed to having our students work in urban schools, having students experience under-resourced schools with multiracial environments. We’ve committed to making our students into successful urban teachers. If they can do that, they can succeed in a suburban or rural environment.

How should schools help student teachers prepare for the experience?

Singer-Gabella: For most of our programs, our students have the opportunity to work in the classroom for a semester before teaching. A gradual increase of responsibility in the classroom in the semesters prior to student teaching means they’re ready to take on the full responsibility for planning, teaching, and managing a classroom.

Who should decide where a student teacher is placed?

Singer-Gabella: We feel really strongly that we have to make a joint decision with the schools. Teachers and principals know their classrooms better than we do. We visit the school and observe the classroom. At the same time, we’re getting to know our [student teachers], their strengths and weaknesses, and we’re able to identify schools and classrooms where they’d be a good fit.

What support do you give students while they are student teaching?

James: We have ongoing seminars while they’re doing student teaching—they can talk with faculty and their peers about what’s going on in their schools. The [NCTQ] has a sense that while you’re student teaching, you should not be doing coursework. We believe the opposite. It’s important for them to be engaged in seminar work, learning comparatively. It gives them intervals to reflect on their experience.

Do you check back in with your students after they’re teaching in the real world? Does what they tell you help you decide how to tweak your programs?

Singer-Gabella: We do both informal and formal surveys one, three, and five years out. We survey their principals as well. We try to get a lot of data about what our teachers felt prepared to do, and what they didn’t feel prepared to do, and the principals give an important corroboration to those surveys.

See how your school stacks up in our rankings of Best High Schools. Have something of interest to share? Send your news to us at highschoolnotes@usnews.com.

Boulder, Colo.—Using data collected by NASA’s STEREO spacecraft, researchers at Southwest Research Institute and the National Solar Observatory have developed the first detailed images of solar wind structures as plasma and other particles from a coronal mass ejection (CME) traveled 93 million miles and impacted Earth.

The images from a December 2008 CME event reveal an array of dynamic interactions as the solar wind, traveling at speeds up to a million miles per hour, shifts and changes on its three-day journey to Earth, guided by the magnetic field lines that spiral out from the Sun’s surface. Observed structures include the solar wind piling up at the leading edge of a CME, voids in the interior, long thread-like structures, and rear cusps. Quiet periods show a magnetic disconnection phenomenon called a plasmoid, "puffs" that correlate with in-situ density fluctuations, and V-shaped structures centered on the current sheet—a heliospheric structure in which the polarity of the Sun’s magnetic field changes from north to south.

"For the first time, we can see directly the larger scale structures that cause blips in the solar wind impacting our spacecraft and Earth," said SwRI’s Dr. Craig DeForest, lead author of an Astrophysical Journal article released online yesterday. "There is still a great deal to be learned from these data, but they are already changing the way we think about the solar wind."

"For 30 years," said co-author Dr. Tim Howard, also of SwRI, "we have been trying to understand basic anatomy of CMEs and magnetic clouds, and how they correspond to their source structures in the solar corona. By tracking these features through the image data we can establish what parts of a space weather storm came from which parts of the solar corona, and why."

The team used a combination of image processing techniques to generate the images over a distance of more than 1 AU (astronomical unit), overcoming the greatest challenge in heliospheric imaging, that of extracting faint signals amid far brighter foreground and background signals. Small "blobs" of solar wind tracked by the team were more than 10 billion times fainter than the surface of the full Moon and 10 thousand times fainter than the starfield behind them.

"These data are like the first demonstration weather satellite images that revolutionized meteorology on Earth," said DeForest. "At a glance it is possible to see things from a satellite that cannot be extracted from the very best weather stations on the ground. But both types of data are required to understand how storms develop."

In particular, the new images reveal the shape and density of Jupiter-sized clouds of material in the so-called empty space between planets; in contrast, in-situ probes such as the WIND and ACE spacecraft reveal immense detail about the solar wind, at a single point in space.

—

 Follow U.S. News Science on Twitter.

The world's first view of Earth taken by a spacecraft from the vicinity of the moon. The photo was transmitted to Earth by the United States Lunar Orbiter I and received at the NASA tracking station near Madrid. This crescent of the Earth was photographed August 23, 1966 when the spacecraft was on its 16th orbit and just about to pass behind the moon.

By Ben P. Stein, Inside Science News Service

(ISNS)—You think your vacation pictures are impressive? Try to imagine what it was like 45 years ago as scientists and engineers produced the very first images of our planet from deep space.

On August 23, 1966, NASA’s Lunar Orbiter 1 took the first photo of Earth from the moon’s orbit, and it forever changed how we see our home planet.

"You’re looking at your home from this really foreign kind of desolate landscape," said Jay Friedlander, who started his NASA career 20 years ago as a photographic technician working on images including those from the Lunar Orbiter at NASA’s Goddard Space Flight Center. "It’s the first time you’re actually looking at Earth as a different kind of place," said Friedlander, currently a multimedia specialist at Goddard. 

Pictures of Earth from space had been taken before, by rockets in the 1940s, and satellites in the 1950s and 1960s. However, those pictures captured just parts of Earth, as opposed to a full-on view of the planet. But that was about to change.

In the summer of 1966, the Beatles were performing their last string of public concerts, the Baltimore Orioles were on the way to their first World Series championship, the National Organization for Women was founded, and the United States was preparing to send the first humans to the moon. But before NASA could send astronauts to our lunar neighbor, they needed to find a safe place to land. So from 1966-67, the Lunar Orbiter program dispatched unmanned reconnaissance spacecraft to orbit the moon.

"The basic idea was preparing to go to the moon for the Apollo missions," said Dave Williams, a planetary curation scientist at Goddard. According to Williams, NASA "needed high resolution pictures of the surface to make sure this is something they could land on and pick out landing sites."

NASA needed to map the moon quickly. As it turned out, they could call upon off-the-shelf technology: Boeing and Eastman Kodak had previously developed a spacecraft with an onboard camera system for the Department of Defense.

The first spacecraft, Lunar Orbiter 1, left Earth on August 10, 1966—92 hours later it was orbiting the moon.

It was like a flying photography lab, according to Friedlander.

"The camera system itself took up at least a third of the spacecraft," said Friedlander. Just about everything else, he said, "was power and propulsion."

The Lunar Orbiter camera contained dual lenses, taking photos at the same time. One lens took wide-angle images of the moon at medium resolution. A second telephoto lens took high-resolution images yielding details as small as 5 meters in size. For every swath of real estate on the moon that the medium resolution lens imaged, the high resolution lens would take three snapshots of smaller areas within that swath.

The entire camera contraption would have made Rube Goldberg proud, exposing, developing, and processing photographic film onboard a moving spacecraft, traveling around the moon constantly between hot and cold temperature extremes anywhere from approximately 27 to 3,700 miles above the lunar surface.

"This thing is going around the moon in zero gravity and developing film," said Williams. "It was an amazing achievement that they could do this."

Williams said that the camera had "these big honking reels" of 70 mm film. The film would roll through, the camera would take pictures, and then move the exposed film to an automated developer. The automated film developer contained a mix of chemicals that would develop the film using a process similar to the method used by Polaroid cameras. An electron beam would then scan each developed image before transmitting the photos back to Earth using radio signals—the same way television satellites would analog signals to TV stations.

Deployed one after the other, five Lunar Orbiter spacecraft produced a medium-detail map of 99 percent of the moon. Only in the last two years has NASA’s Lunar Reconnaissance Orbiter—still actively circling the moon—generated higher-resolution maps of the entire lunar surface.

The team, led by Dr David Wacey of the University of Western Australia and including Professor Martin Brasier of Oxford University, report the finding in the journal Nature Geoscience.

“At last we have good solid evidence for life over 3.4 billion years ago. It confirms there were bacteria at this time, living without oxygen,” says Professor Brasier of the Department of Earth Sciences at Oxford.

The Earth was still a hot, violent place at this time, with volcanic activity dominating the early Earth. The sky was cloudy and gray, keeping the heat in despite the sun being weaker than today. The water temperature of the oceans was much higher at 40-50 degrees—the temperature of a hot bath—and circulating currents were very strong. Any land masses were small, or about the size of Caribbean islands, and the tidal range was huge.

Significantly, there was very little oxygen present as there were no plants or algae yet to photosynthesize and produce oxygen. The new evidence points to early life being sulfur-based, living off and metabolizing compounds containing sulfur rather than oxygen for energy and growth.

“Such bacteria are still common today. Sulfur bacteria are found in smelly ditches, soil, hot springs, hydrothermal vents—anywhere where there’s little free oxygen and they can live off organic matter,” explains Professor Brasier.

The microfossils were found in a remote part of Western Australia called Strelley Pool. They are very well preserved between the quartz sand grains of the oldest beach or shoreline known on Earth, in some of the oldest sedimentary rocks that can be found anywhere.

“We can be very sure about the age as the rocks were formed between two volcanic successions that narrow the possible age down to a few tens of millions of years,” says Professor Brasier. “That”s very accurate indeed when the rocks are 3.4 billion years old.”

The microfossils satisfy three crucial tests that the forms seen in the rocks are biological and have not occurred through some mineralization process.

The fossils are very clearly preserved showing precise cell-like structures all of a similar size. They look like well known but much newer microfossils from 2 billion years ago, and are not odd or strained in shape.

The fossils suggest biological-like behavior. The cells are clustered in groups, are only present in appropriate habitats and are found attached to sand grains.

And crucially, they show biological metabolisms. The chemical make-up of the tiny fossilized structures is right, and crystals of pyrite (fool’s gold) associated with the microfossils are very likely to be by-products of the sulfur metabolism of these ancient cells and bacteria.

Early fossils of life on Earth has been a controversial area. In the past decade, the barriers that need to be overcome before claiming such evidence have been raised significantly, aided by new techniques for mapping the chemistry of rocks at fine scales.

In 2002, the same Oxford group suggested well-known microfossils from the Apex chert in Australia were not the preserved forms of ancient bacteria after all. They argued that the context, shape and mineralogy of the forms were all wrong for them to be of biological origin.

They believe the current fossils, found just 20 miles away, satisfy all criteria for judging such finds.

The researchers are now using the techniques and approaches they used in this study to re-examine other fossil finds that have been proposed to contain evidence for life on Earth at these extremely early times.

“We”re now making detailed comparisons with all other early microfossils, and we”re very optimistic for future finds,” says Professor Brasier.

The work also has implications for looking for life on other planets, giving an indication of what evidence for such life might look like.

Should there be life elsewhere in our solar system—on Mars or on the moons of Titan or Europa—it is likely to be similar sorts of bacteria and cells living in similar environments. So any fossils in rocks from these planets and moons ought to look like these Australian microfossils and pass the same evidence tests.

“Could these sorts of things exist on Mars? It”s just about conceivable,” says Professor Brasier. “But it would need these approaches—mapping the chemistry of any microfossils in fine detail and convincing three-dimensional images—to support any evidence for life on Mars.”

—

 Follow U.S. News Science on Twitter.

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Study: Despite Looking Both Ways, Kids With ADHD Have Trouble Crossing Streets

Crossing the street safely can be tricky for kids with attention deficit hyperactivity disorder, who may be more likely than their peers to be hit by a car, a new study suggests. Researchers tracked 117 children ages 7 to 10, of whom 76 had ADHD and 39 did not. Although the ADHD group understood how to cross the street safely, looking both ways and waiting for a gap in traffic, they were more apt to cross without sufficient space between cars, according to findings published Sunday in Pediatrics. That’s likely because ADHD, a condition characterized by distractibility, forgetfulness, and impulsivity, interferes with timing and planning skills. "We’ve told parents to make sure their kids look left and right," study author Despina Stavrinos, an assistant professor in the Injury Control Research Center at the University of Alabama at Birmingham, told Time. "But that might not be enough for kids with ADHD."

Surviving ADHD at Work and School

School means seven classes with seven different teachers. Work means all day, five days a week, in a pressure-filled, deadline-oriented office. In either setting, there are assignments to juggle, time to manage, and priorities to organize. For someone with attention deficit hyperactivity disorder, success in school or the workplace is a moving and elusive target.

"People with ADHD can’t make it out the door on time. They have trouble finishing projects, problems with paperwork, and usually, a disaster of an office," said psychotherapist Terry Matlen, author of Survival Tips for Women with ADHD. When you take the symptoms of ADHD and put them into a work or school setting, there’s more than likely going to be a struggle."

About 4 percent of adults and children are believed to have ADHD. They are forgetful and hyperactive, have trouble staying focused and paying attention, and understand or follow instructions with difficulty—all symptoms that can wreak havoc on educational and professional success. Up to a third of students with ADHD drop out of high school, and they’re also less likely to attend and graduate from college.

It’s no better in the workplace: Adults with ADHD lose an average of three weeks a year of productivity, according to the World Health Organization. They earn less than their coworkers, take more sick days, have more on-the-job accidents, and are more likely to be fired. They also don’t get the support that students do. To succeed, they must take the lead by developing coping strategies themselves. [Read more: Surviving ADHD at Work and School.]

Can Your Relationship Survive ADHD?

Maybe he’s the husband who manages his time poorly, grows bored within minutes, and falls through on promises to mow the lawn or get groceries. Maybe she’s the wife who’s disorganized and cluttered, overlooks details, and flits from one activity to the next. "One of the most common things I hear is, ‘If you really loved me, you would remember to close the cabinets in the kitchen, or pay the bills on time, or call before you leave work,’" says psychotherapist Walter Sherburne of Andover, Mass. "I know one couple who ended up divorced because the husband decided he just couldn’t live with someone who didn’t close the kitchen cupboards."

Welcome to an ADHD marriage.

"When you put the symptoms of [attention deficit hyperactivity disorder] into a marriage, it creates havoc," says Matlen. "There’s a lot of anger and resentment. You think your husband doesn’t love you anymore, but he’s completely dumbfounded because he has ADHD and doesn’t have a good sense of how his behavior affects other people. Things can start to unravel pretty quickly."

Indeed, the divorce rate is nearly twice as high for people with ADHD as it is for other couples, says marriage consultant Melissa Orlov, author of The ADHD Effect on Marriage. Symptoms include trouble staying focused and paying attention, difficulty understanding or following instructions, and hyperactivity, or fidgeting frequently and talking excessively. In adults, ADHD usually isn’t diagnosed until symptoms persist and spread into multiple aspects of daily life, from success at work to the ability to form romantic relationships. There is no cure, but adult ADHD symptoms can generally be minimized with medication, therapy, or both. [Read more: Can Your Relationship Survive ADHD?]

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Ago 22, 2011
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Una nube negra y un chaparrón de tarde pueden dar al traste con los planes de verano, pero si alguien decidiera pasar sus vacaciones en Cherrapunji, en el noreste de India, tendría que estar mentalizado para sufrir una jornada lluviosa tras otra. En el mes de julio, sólo dejó de llover un día, y en los primeros 11 se acumularon más de 600 litros de agua por metro cuadrado. Y es que esta localidad posee uno de los récords meteorológicos más curiosos del mundo: está considerada como la ciudad más lluviosa de la Tierra, puesto que las precipitaciones consiguen acumular hasta 12.000 litros por metro cuadrado anualmente. Madrid recoge unos 450 litros, Barcelona, 640 y A Coruña, 1.008, en el mismo periodo.

La descomunal cifra de Cherrapunji tiene todavía más mérito si se tiene en cuenta que se recoge únicamente en ocho meses, desde marzo hasta octubre, el periodo que dura el monzón en el subcontinente indio. A 1.454 metros de altitud y a las faldas de la cordillera del Himalaya, Cherrapunji consiguió su reconocimiento en 1974, cuando acumuló la extraordinaria cantidad de 24.555,3 l/m2.

Durante este año 2011, no se puede hablar de sequía, pero sí de una notabilísima reducción en las cantidades de lluvia respecto a la media de los últimos 30 años. Seis de los últimos siete meses han sido más secos que la media, como por ejemplo, julio, cuando deberían haber acumulado 3.141 l/m2, pero a duras penas se han registrado 1.369 l/m2.

Ago 21, 2011
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Existen animales que habitan la Tierra desde hace millones de años. Primitivos, sin grandes cambios físicos, apenas evolucionados. Son como fósiles, pero están vivos. Este es el caso de la Protoanguilapalau, una anguila rarísima descubierta por el científico Jiro Sakaue a 35 metros de profundidad en un arrecife de Palau, al oeste del océano Pacífico. En cuanto Sakaue, que describe el hallazgo en el último Proceedings of the Royal Society B, miró al pez, se dio cuenta de que era especial.