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Abstract We present a novel Active Magnetic Shield (AMS), designed and implemented for the n2EDM experiment at the Paul Scherrer Institute. The experiment will perform a high-sensitivity search for the electric dipole moment of the neutron. Magnetic-field stability and control is of key importance for n2EDM. A large, cubic, 5 m side length, magnetically shielded room (MSR) provides a passive, quasi-static shielding-factor of about $$10^5$$ 10 5 for its inner sensitive volume. The AMS consists of a system of eight complex, feedback-controlled compensation coils constructed on an irregular grid spanned on a volume of less than 1000 m $$^3$$ 3 around the MSR. The AMS is designed to provide a stable and uniform magnetic-field environment around the MSR, while being reasonably compact. The system can compensate static and variable magnetic fields up to $$\pm \, 50 \, {\upmu }\hbox {T}$$ ± 50 μ T (homogeneous components) and $$\pm \, 5 \, {\upmu }\hbox {T/m}$$ ± 5 μ T/m (first-order gradients), suppressing them to a few $${\upmu }\hbox {T}$$ μ T in the sub-Hertz frequency range. The presented design concept and implementation of the AMS fulfills the requirements of the n2EDM experiment and can be useful for other applications, where magnetically silent environments are important and spatial constraints inhibit simpler geometrical solutions.

Abstract We present the design of a next-generation experiment, n2EDM, currently under construction at the ultracold neutron source at the Paul Scherrer Institute (PSI) with the aim of carrying out a high-precision search for an electric dipole moment of the neutron. The project builds on experience gained with the previous apparatus operated at PSI until 2017, and is expected to deliver an order of magnitude better sensitivity with provision for further substantial improvements. An overview is of the experimental method and setup is given, the sensitivity requirements for the apparatus are derived, and its technical design is described.

Acclaimed children's books in the United States (U.S.) may be utilized as resources to instruct global issues. As children's literature reflects social context and values, acclaimed books may provide curricular materials for those within the U.S. and to international audiences. Stakeholders, including librarians, teachers, national industry experts, and parents, are among those who review and award prizes to children's literature. This work has resulted in booklists teachers, families, and librarians use to guide their book purchasing and sharing practices. We investigate the histories, composition, and criteria for 22 award and acclaimed U.S. children's book lists containing 4,244 titles. Fewer than 100 titles appear consistently across multiple stakeholder lists. International audiences will become more aware of the types of U.S. awards for children's literature that exist and reflect on the award and acclaimed book lists published in their countries and how they might be used by teachers, parents, and other stakeholders.

An analytic solution to the magnetostatic inverse problem in the framework of vector spherical harmonic basis functions is presented. This formalism is used for the design of a spherical magnetic field compensation system and its performance is compared with an already existing rectangular coil system. The proposed set of spherical coils with 15 degrees of freedom achieves a shielding factor of 1000 or better in a large part of the volume enclosed by the coils for a dipolar type external perturbation.

Purpose: The purpose of this paper is to show how the impact of White Supremacy and Christian hegemony on the educational system. By highlighting interconnectedness across targeted groups, the authors assert that through coalition building, groups are stronger than they would be working alone. Solidarity gives hope to combating hatred of all kinds. Learning that there is a long history of antisemitism is an important component of fighting bias. With book banning and controversy over teaching critical race theory in schools, it is important that educators reflect on their social justice education. Design/methodology/approach: The authors analyze the definitions and enactment of multicultural, culturally responsive and anti-bias education as well as critical theory. They then investigate how antisemitism is of concern to all identities targeted by White Supremacy and Christian Nationalism (LGBTQIA+, minoritized races, non-Christians, etc.) and the importance of education in fighting hate and influencing policy and practice. Findings: Although 2 % of the US population identifies as Jewish, 11% of incidents educators reported were classified as antisemitic. Education is the key to fighting antisemitism and Holocaust denial (Greene et al., 2021; Stanton and Marcus, 2019). The authors make recommendations for addressing antisemitism, including addressing antisemitic incidents, the importance of Holocaust studies, the need for religious literacy, fighting the banning of books and narrowing the school curriculum. The authors ended by reinforcing the need for Jewish people to be included in multicultural, culturally responsive, anti-bias education and the need for "Heb-crit" as a sub-study of critical race theory. Social implications: Anti-bias education must include antisemitism and show how connected hatred is rather than having groups compare their struggles. The authors explained the diversity among Jewish people to highlight the complexity of an identity group that is often inaccurately oversimplified. Originality/value: There is a need for scholarship on modern-day antisemitism and internalized antisemitism and reflective narratives as commonly used in Black and Latinx studies (Rubin, 2020). With the rise in Holocaust denial and antisemitic groups (Southern Poverty Law Center, 2024), it is important to advocate and teach about these topics, which are not often discussed in PK-12 or Schools of Education (Muller, 2022).

We report on a search for ultralow-mass axionlike dark matter by analyzing the ratio of the spin-precession frequencies of stored ultracold neutrons and ^{199}Hg atoms for an axion-induced oscillating electric dipole moment of the neutron and an axion-wind spin-precession effect. No signal consistent with dark matter is observed for the axion mass range 10^{-24}≤m_{a}≤10^{-17} eV. Our null result sets the first laboratory constraints on the coupling of axion dark matter to gluons, which improve on astrophysical limits by up to 3 orders of magnitude, and also improves on previous laboratory constraints on the axion coupling to nucleons by up to a factor of 40.

Purpose: Recognizing that hate crimes and antisemitic attacks are increasing, the purpose of this article is to discuss ways "The Assignment" by Liza Wiemer, a contemporary young adult novel that depicts curriculum violence and its effects on students, acts as a "disruptor" in young adult literature. The authors present a rationale for using young adult literature on The Holocaust in high school classrooms to challenge the status quo and identify ways to become upstanders in the face of hate. Design/methodology/approach: Through a content analysis using a critical literacy framework, the authors analyzed "The Assignment" for pedagogical ways to use the novel to challenge educators and students to examine and rethink how they feel about hate, bias and antisemitism. Findings: Four ways the novel can be used as a disrupter were identified--text structure and language, pedagogical practices and curriculum violence, the student/peer/authority figure power dynamic and challenging accepted beliefs that can lead to bias, hate and antisemitism. Practical implications: Although all individuals can be impacted by hate and antisemitism, this article focuses on young adults as they are the novel's target audience. However, the authors believe people of all ages have the potential to disrupt societal practices and become upstanders and suggest ideas in this article be applied broadly to other novels and teaching situations. Originality/value: A focus is on the ways the novel can build a community of allies and upstanders -- students as agents of change rather than complacent bystanders. As bias, hate and antisemitism are on the rise, this article presents a unique way to combat it through literature and critical discussion.

This paper shares results from a critical content analysis of Newbery-winning titles from 1922-2019 for representations of race/ethnicity, gender, and disability. Each title was coded for the inclusion and representation of race/ethnicity, gender, and disability at both the book and main character levels. Lenses of critical race, gender schema, and critical disability theories were used to classify the ways race/ethnicity, gender, and ability of diverse populations are portrayed and represented in Newbery-winning titles. Results were then compared to U.S. Census and National Center for Education Statistics data about today's public-school population. Representations of diversity in Newbery-winning titles are not confluent with the race/ethnicity, gender, and disability of children in U.S. schools. Given the prominence of Newbery-winning literature in elementary schools, children are likely to come across these unrepresentative characters.

Knowledge about the smallest meaningful units of language, morphemes, is crucial for vocabulary and reading comprehension. This meta-analysis of 43 studies examined differences in morphological knowledge in the societal language between language-minority and language-majority children. There was a moderate to large mean group difference in morphological knowledge in favor of the language-majority children. Studies that examined inflectional knowledge (walk-walked, rose-roses) reported larger differences than studies that examined knowledge of derivations (coexist, serious) and compounds (bluebird, highlight). Studies that used oral tests and tests of expressive language reported larger differences than studies that used written tests and tests of receptive language. These findings show that morphology is an area of weakness in language-minority children. Paired with the evidence that morphological instruction improves general language ability and reading comprehension, the results suggest that morphology could be an essential component in language interventions for language-minority children.

Morphemes, the smallest meaning-bearing units of language, recur in many words. Therefore, morphological knowledge can facilitate the comprehension of novel words. This study tested the effectiveness of a morphological training program on children's learning and retention of exposed words and morphologically related unexposed words compared with an active control condition. Norwegian second graders (N = 717) unselected for ability were individually randomized to either a morphological (n = 366) or a mathematical training program (n = 351). Both programs lasted for 8 weeks and were delivered as self-contained apps in a classroom setting. The morphological training built on the principle that frequency of target elements together with variation of nontarget elements can support implicit learning. Treatment-blind examiners assessed participants' meaning-based knowledge (word comprehension and definitions) and code-based knowledge (word reading fluency and spelling) at pretraining, immediately post training, and at follow-up 6 months later. An intention-to-treat analysis showed lasting effects of the morphological training on meaning-based knowledge of exposed words (posttest: d = 0.37; follow-up: d = 0.31) and unexposed words containing trained morphemes (posttest: d = 0.27; follow-up: d = 0.27) and code-based knowledge of exposed words (posttest: d = 0.22; follow-up: d = 0.13). For code-based knowledge of unexposed words, there were significant training effects at the posttest (d = 0.12) but not follow-up (d = 0.05). There were no significant effects on a far-transfer measure of general vocabulary. These results demonstrate that a brief morphological training program can produce lasting and educationally meaningful gains in students' word knowledge.

Newbery Medal-winning books provide cultural models for children's developing cultural understandings of themselves and others. This article presents results of a critical content analysis that used sociocultural and historical lenses to examine representations of race/ethnicity, gender, and ability of main characters across the Newbery-winning corpus and how these representations have changed over the history of the award, 1922-2019. Findings present a lack of consistent diverse representation across all fields, with increased diverse representation in the most recent decades. The discussion contextualizes findings against historical events. Understanding the representations of diversity in these texts and the historical contexts within which such texts have emerged provides grounding to problematize the status quo of the curriculum and suggests a need for critical questioning and grand conversations.

Abstract This article provides an overview of the importance of and the steps to undertaking a classroom library diversity audit. It begins by situating the importance of the classroom library in children's development because literature can reflect and expand worldviews. Next, statistics of U.S. children's literature publishing and U.S. classroom populations are provided to contextualize the need for a diverse classroom library. The article then covers the four steps a teacher needs to take to complete a classroom library audit - visualizing, completing the inventory, reflecting on findings, and developing next-step plans. It concludes with a call to action for teachers to consider their responsibility as curators of diversity.

In a recent article, Crider recommends ending a course with a memorable learning experience, called an epic finale, instead of a final exam. Here, we give the details of epic finales given in four mathematics courses: Discrete Mathematics, Information and Coding Theory, Real Analysis, and Complex Analysis. We describe how to reconfigure a course to allow for this type of closing activity and give suggestions for how to create an epic finale.

This article discusses a pedagogical technique for utilizing breakout rooms for small group discussions and synchronous drawing features in Zoom to create crowdsourced solutions to mathematical problems that involve graphing or visualization. Students begin with specific examples and then move quickly to the development of a more general understanding of the concepts. The process was primarily used in synchronous settings, although certain aspects could be utilized in asynchronous settings. The method discussed in this paper incorporates active learning techniques into the online classroom, helps students build community by working in groups, and increases student engagement in the online class meetings.

Language-minority students constitute a heterogeneous group, both in terms of skills in the majority language and contextual factors, such as language use at home and socioeconomic status. These characteristics may interact with the effectiveness of language instruction programs. This study investigated whether the effectiveness of a digital morphology program conducted in mainstream classrooms differed between Norwegian second-grade language-minority students (n = 188) and language-majority students (n = 521). Further, the study examined language-minority students' latent language-literacy skill profiles. Specifically, it investigated how the skill profiles related to the students' initial morphological word knowledge and the immediate and long-term effects of the program. Intention-to-treat analyses showed positive effects of the program on morphological word knowledge at posttest (d = 0.30) and 6-month follow-up (d = 0.27), with no evidence of group differences in program effects. For the language-minority students, a latent profile model with three language-literacy profiles emerged. All three profiles had low vocabulary compared to the full sample but differed in reading and spelling. There were significant differences between the three profiles in initial morphological word knowledge. However, the program effects were not associated with the language-literacy profiles or contextual factors. Findings suggest that language-minority students can benefit from classroom-implemented language instruction programs on an equal level as language-majority peers.

Glia are imperative in nearly every function of the nervous system, including neurotransmission, neuronal repair, development, immunity, and myelination. Recently, the reparative roles of glia in the central and peripheral nervous systems have been elucidated, suggesting a tremendous potential for these cells as novel treatments to central nervous system disorders. Glial cells often behave as 'double-edged swords' in neuroinflammation, ultimately deciding the life or death of resident cells. Compared to glia, neuronal cells have limited mobility, lack the ability to divide and self-renew, and are generally more delicate. Glia have been candidates for therapeutic use in many successful grafting studies, which have been largely focused on restoring myelin with Schwann cells, olfactory ensheathing glia, and oligodendrocytes with support from astrocytes. However, few therapeutics of this class have succeeded past clinical trials. Several tools and materials are being developed to understand and re-engineer these grafting concepts for greater success, such as extra cellular matrix-based scaffolds, bioactive peptides, biomolecular delivery systems, biomolecular discovery for neuroinflammatory mediation, composite microstructures such as artificial channels for cell trafficking, and graft enhanced electrical stimulation. Furthermore, advances in stem cell-derived cortical/cerebral organoid differentiation protocols have allowed for the generation of patient-derived glia comparable to those acquired from tissues requiring highly invasive procedures or are otherwise inaccessible. However, research on bioengineered tools that manipulate glial cells is nowhere near as comprehensive as that for systems of neurons and neural stem cells. This article explores the therapeutic potential of glia in transplantation with an emphasis on novel bioengineered tools for enhancement of their reparative properties. Neural glia are responsible for a host of developmental, homeostatic, and reparative roles in the central nervous system but are often a major cause of tissue damage and cellular loss in insults and degenerative pathologies. Most glial grafts have employed Schwann cells for remyelination, but other glial with novel biomaterials have been employed, emphasizing their diverse functionality. Promising strategies have emerged, including neuroimmune mediation of glial scar tissues and facilitated migration and differentiation of stem cells for neural replacement. Herein, a comprehensive review of biomaterial tools for glia in transplantation is presented, highlighting Schwann cells, astrocytes, olfactory ensheating glia, oligodendrocytes, microglia, and ependymal cells. [Display omitted] [ABSTRACT FROM AUTHOR]

This qualitative study focuses on elementary teacher candidates (TCs) at two United States university-based teacher preparation programs and their experiences with edTPA, a teacher performance assessment increasing in implementation nationwide. TCs from two public universities, in a state where edTPA bears a high-stakes connection to teaching licensure, were participants. Their perspectives of program supports that contributed to edTPA completion are emphasized. Findings suggest that particular supports within coursework and the student teaching practicum contributed to TCs' feelings of success regarding edTPA completion, while certain gaps were hindrances. Implications are applicable to teacher education programs when considering structures that may or may not be necessary for supporting TCs with edTPA.