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This article reports on a multi-method study of a high school course in data science, finding that students who take data science take more mathematics courses than those who do not, there are more under-represented students in data science than is typical for other advanced mathematics courses; that the students who take data science are more positive about a future in STEM and they tend to be older. Analysis of writing from the students shows that students are very positive about the course, appreciating the relevance of the content, the opportunity to investigate ideas, the chance to learn challenging, applied content, and the opportunity to think creatively. In an assessment of data and functions given to students in data science and Algebra 2 courses, the students in data science scored at significantly higher levels.

The evolution of a deformed subcritical fast magnetosonic shock front is compared between two two-dimensional particle-in-cell simulations with different orientations of the magnetic field relative to the simulation box. All other initial and simulation conditions are kept identical. Shock boundary oscillations are observed in the simulation where the magnetic field direction is resolved. This oscillation is caused by the reformation of the shock front. One part of the front acts as a shock, while the other functions as a magnetic piston, with both halves changing their states in antiphase. The oscillation period corresponds to the time required for one shock wave to grow as the other collapses. In contrast, the corrugated fast magnetosonic shock does not oscillate in the second simulation, where the magnetic field is oriented out of the simulation plane. This dependence on magnetic field orientation suggests that the shock oscillation is induced by magnetic tension, which is only effective in the first simulation. In both simulations, the shock perturbation does not grow over time, indicating that the shocks are stable. The potential relevance of these findings for the Alfvénic oscillations of the supercritical Earth's bow shock, detected by the MMS multi-spacecraft mission, is also discussed. [ABSTRACT FROM AUTHOR]

In this guide we provide instructions and recommendations about creating and running escape rooms for healthcare education. In recent years there has been a growing interest in adopting escape rooms as an educational tool to be included in healthcare curricula, and we attempt to explain why and how these tools are fit for the particularities of this type of education. We first describe the steps that a design team will have to follow to create an educational escape room from scratch, from core characteristics like target audience and learning goals to actual puzzle design and testing. We then continue by providing recommendations to operators and lecturers about how to run such escape room as part of an overall teaching session that also includes a lecture, briefing, debriefing and evaluation. We finalise this guide by listing a set of tools for validating and evaluating these types of escape rooms. [ABSTRACT FROM AUTHOR]

This article reports on a multi-method study of a high school course in data science, finding that students who take data science take more mathematics courses than those who do not, there are more under-represented students in data science than is typical for other advanced mathematics courses; that the students who take data science are more positive about a future in STEM and they tend to be older. Analysis of writing from the students shows that students are very positive about the course, appreciating the relevance of the content, the opportunity to investigate ideas, the chance to learn challenging, applied content, and the opportunity to think creatively. In an assessment of data and functions given to students in data science and Algebra 2 courses, the students in data science scored at significantly higher levels. [ABSTRACT FROM AUTHOR]