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This note reports a summary on the activities carried out regarding the task PROJ_11 «Procurement and installation of permanent magnets in SPIDER Grounded Grid». The main goals of this task are to evaluate how good are the Criss-cross Deflection Effect (CCDE) compensations in SPIDER, based on the experimental data currently available, and to identify the optimized magnetic remanence of Grounded Grid (GG) magnets, in order to purchase one or more new sets of magnets if necessary. The activities regarded the interpretation of the available experimental results on the subject and comparisons with simulation activities. A final part of the note regards the procedures to be followed for removal, reinstallation and checks of magnets in GG and EG segments during SPIDER shutdown in 2022. The main outcome of the document regards the final decisions to be taken regarding the type and orientation of magnets to be installed in SPIDER GG and EG during the shutdown in 2022.

While the detrimental consequences of racial/ethnic discrimination for adolescent well-being are well-established, less is known about the impact of SES-based discrimination and the potential protective benefits of adolescents’ intraindividual assets. The current study addressed these gaps by investigating the longitudinal associations between racial/ethnic and SES-based educator-perpetrated discrimination and adolescents’ academic well-being and assessed whether psychological resources moderated these pathways. To do so, the study used longitudinal data from a diverse sample of 750 9(th) grade students (54% female; 41% White, 34% Latina/o/x, 8% Asian American, 6% African American, 11% biracial/other race/ethnicity; 43% had parents with an associate’s degree or less) in the Southwestern U.S. who were subsequently surveyed one year later. Educator-perpetrated racial/ethnic discrimination was negatively associated with students’ school engagement, and both psychological resilience and self-efficacy emerged as protective for students’ educational expectations in the face of racial/ethnic and SES-based discrimination, respectively. The results of the current study highlight the role of discriminatory treatment in educational disparities and provide insights on effective coping strategies to combat the negative impacts of discrimination in academics.

Parents and adolescents often have different views regarding parental racial socialization practices; however, studies documenting such discrepancies remain scarce. Using a person-centered approach, this study investigated patterns of parent–adolescent discrepant views on racial socialization (i.e., cultural socialization, bias coping, bias awareness) as well as antecedents and consequences of the discrepancy profiles. Participants were 604 adolescents (54% female, M(age) = 12.41, Range(age) = 11–15) and their mothers and fathers. The results showed distinct discrepancy patterns and suggested that more maternal/paternal warmth was associated with profiles that have smaller discrepancies or profiles in which adolescents reported higher socialization than parents. Adolescents who reported higher or similar socialization as parents demonstrated better adjustment. Implications for interventions aimed at strengthening parent–child relationships and communication about race and culture are discussed.

Discrimination based on race/ethnicity, sexual minority status, and gender is associated with higher rates of drinking, drug use and risky sexual behavior during adolescence. The current study explored variation in the link between these three types of discrimination and health risk behaviors by focusing on how this association differed according to externalizing problem behavior status. Participants in the Study of Early Child Care and Youth Development were asked about discrimination and their drinking, drug use and risky sexual behavior (age 15; 50% female, 82% White, n = 939). The association between discrimination and health risk behaviors varied according to both externalizing problem status and the type of discrimination, suggesting that individual-level characteristics (i.e., externalizing behaviors) shape variation in the consequences of discrimination for adolescent health outcomes. Ultimately, these findings point to the need for future research to better understand which adolescents are the most vulnerable to the consequences of discrimination, and when these vulnerabilities are most likely to occur.

The current study investigated early adolescents’ experiences of friend-related stress across middle school and its developmental consequences following the transition to high school. Using a sample of approximately 1,000 middle school students, four unique friend-related stress trajectories were observed across middle school: consistently low friend-related stress (57% of the sample), consistently high friend-related stress (7%), moderate and increasing friend-related stress (22%), and moderate but decreasing friend-related stress (14%). Groups characterized by higher levels of friend-related stress across middle school were linked to subsequent poorer socioemotional well-being, lower academic engagement, and greater involvement in and expectancies around risky behaviors following the transition to high school. Increased friend-related stress across the high school transition was also linked to poorer outcomes, even after taking into account earlier stress trajectories. Gender differences highlighted the particular struggles girls experience both in friend stress and in the links between friend stress and subsequent well-being.

Disaster exposure can put survivors at greater risk for subsequent mental health (MH) problems. Within the field of disaster MH research, it is important to understand how the choice of analytic approaches and their implicit assumptions may affect results when using a disaster exposure measure. We compared different analytic strategies for quantifying disaster exposure and included a new analytic approach, latent class analysis (LCA), in a sample of parents and youth. Following exposure to multiple floods in Texas, a sample of 555 parents and 486 youth were recruited. Parents were predominantly female (70.9%) and White (60.8%). Parents were asked to have their oldest child between the ages of 10 and 19 years old participate (M = 13.74 years, SD = 2.57; 52.9% male). Participants completed measures on disaster exposure, posttraumatic stress, depression, and anxiety. The LCA revealed four patterns of exposure in both parents and youth: high exposure (15.5% parent, 9.5% child), moderate exposure (19.8% parent, 28.2% child), community exposure (45.9% parent, 34.4% child), and low exposure (18.8% parent, 27.8% child). In terms of MH, there were similarities across analytic approaches, but the LCA highlighted a threshold effect, with the high exposure class doing worse than all others, d = 1.12. These results have important implications in understanding the different exposure experiences of survivors and the linkage to MH outcomes. The findings are also informative in the development and use of screening tools used in postdisaster contexts in determining who may or may not need MH services.

The Neutral Beam Test Facility (NBTF, Padova, Italy) is a facility devoted to the test and optimization of the Neautral Beam Injector for ITER. A full-scale prototype, called MITICA, is under construction at NBTF and has to demonstrate all the design parameters for ITER, among which a stable beam operation at the enrgy of 1MeV. In order to test and optimize the stable high voltage holding of 1MV, a dedicated campaign is foreseen for 2022, utilizing realistic mock-ups of MITICA ion source and accelerator. During the campaign, the mock-up of the ion source will be biased with an increasing potential up to -1MV and the discharge towards the grounded electrodes will be observed. In this way, possible weak points of the geometry will be detected and possibly mitigated. As diagnostics for discharge position and intensity, a system of cameras was designed, including visible cameras, IR camera and fast camera. The results of this optical diagnostics will be then compared with the electric measuments of the discharges taken on a dedicated ground electrode, for a cross check. This paper describes the motivations of the choice of the type and number of diagnostic cameras adopted during the experiments, the optimization of their layout, which includes also the use of a series of mirrors, the design of supports and protection systems, and the procedure to interpret the experimental data and cross check them with the electric measurements.

The RFX-mod Reversed Field Pinch device passive boundary is being improved: - Drastic reduction of resistivity of first shell surrounding the plasma; - Reduction of plasma-stabilizing conductor distance from b/a=1.11 to b/a=1.04. The RFX-mod core upgrades consist of: - Removal of Inconel vacuum vessel; - Modification of the stainless steel Support Structure to ensure Vacuum Tightness (VTSS); - Modification of the copper Passive Stabilizing Shell (PSS); - Installation of upgraded sensors inside the vacuum vessel. Initial main points of investigation in the new device are discussed.

This note reports a summary on the activities carried out regarding the task PROJ_11 "Procurement and installation of permanent magnets in SPIDER Grounded Grid". The activities carried out so far regard the interpretation of the available experimental results on the subject and simulation activities.

An important diagnostic for the high voltage test campaign on MITICA mockup is the visual investigation of the electrode surface during glow discharges and breakdowns. A system of five or more cameras is foreseen for the tests, including visible cameras, a fast camera and an infrared camera. In order to set up the camera system, the suitable ports on beam source vessel shall be chosen and the supports for the cameras shall be designed. This document describes the scope statement of the camera system, the specification of the surfaces to be monitored during the experiment, the determination of the suitable ports and the technical requirements for the support system to be procured.

To reach fusion conditions and control the plasma configuration in ITER, the next step in tokamak fusion research, two neutral beam injectors (NBIs) will supply 17MW each, by neutralizing accelerated negative hydrogen or deuterium ions. The requirements of ITER NBIs (40A/1MeV D- ions for

The negative-ion beam source SPIDER, which is the full-scale prototype source for the ITER neutral beam injector, recently started the operation with caesium. This experimental phase follows three years of volume operation, devoted to the commissioning of the plants and to the integrated test of the ion source and accelerator. The ion source, composed of eight RF drivers connected to a large plasma chamber from which the negative ions are extracted, was operated up to a RF power of 400kW, and beam energy up to 50kV, and plasma discharges limited to less than one minute This contribution will describe the main results of the first campaign with caesium in SPIDER. The repetition of short plasma and beam extraction blips with different injection rates was applied, to study the effect on plasma and beam parameters. The caesiation procedure adopted in SPIDER will be described (caesium injection rate, duty cycle of plasma-on, RF power, source gas pressure) together with the effects of the source parameters on the extracted beam and its uniformity. Even though the use of a much reduced number of beamlets was a strong limitation in terms of total accelerated current (a mask at the plasma grid covered 1252 apertures over 1280 to limit the gas load to the vacuum pumps), it provided advantages in the study of the caesium effect on the beam, such as the introduction of dedicated diagnostics for the single beamlets, and the identification of the beamlet current and optics.

Latino/a adolescents are a growing part of U.S. public high schools, and many experience stressors related to their ethnicity within their schools that can contribute to risky behaviors such as drug use. Marijuana remains the most common illicit drug that Latino/a adolescents use. Using a sample of 121 Latino/a 9(th) grade students, the current study examined pathways linking perceived peer- and educator-perpetrated ethnic discrimination with marijuana approval and use. Findings revealed that perceived peer-perpetrated ethnic discrimination was linked with lower school belonging (β(approval model) = −.21, p = .031; β(use model) = −.18, p = .013), and lower school belonging was related to higher marijuana approval (β = −.22, p = .030), but not use. Additionally, those students with lower school belonging were more likely to experience greater depressive symptoms (β(approval model) = −.45, p < .001, β(use model) = −.50, p < .001), and had more close friends who smoked marijuana (β(approval model) = −.28, p = .002, β(use model) = −.35, p < .001). Higher depressive symptomology was associated with more marijuana use (β = .32, p = .008). Having more substance-using friends was linked with higher marijuana approval (β = .24, p = .010) and use (β = .44, p < .001). Educator-perpetrated ethnic discrimination was not associated with any of the constructs under study. Findings highlight both internalizing and externalizing pathways through which peer-perpetrated ethnic discrimination may contribute to Latino/a adolescents’ marijuana approval and use. Results have the potential to inform intervention efforts aimed at curtailing Latino/a adolescents’ marijuana use.

Educational interventions typically center on youth displaying early academic risk, potentially overlooking those falling off track academically later in their educational careers. The current study investigated the extent to which life course transitions experienced during adolescence were linked to falling off-track academically in high school. Data from the National Longitudinal Study of Adolescent to Adult Health (N = 4284; 53% female; M

The COVID‐19 global pandemic and the resulting economic, health, and educational disruptions have upset all aspects of young people’s lives. The pandemic’s reach will likely continue in the near term and as psychological and academic trajectories unfold over time. In this article, we draw on the central tenets of life course theory—intertwined developmental trajectories, linked lives, and stratification systems (Elder, 1998)—to inform understanding of potential adverse effects of the COVID‐19 pandemic on children’s and adolescents’ adjustment and well‐being, as well as mechanisms and processes that may buffer or exacerbate the pandemic’s negative impact. We review empirical evidence on the impact of previous macro‐level crises (e.g., the Great Recession) to illustrate how life course theory can aid developmental scientists in examining the effects of COVID‐19 on children’s development. We conclude with recommendations for research.

In multi-beamlet negative ion accelerators for neutral beam injectors, the transverse magnetic field necessary for suppressing the co-extracted electrons induces a deflection of the negative ion beamlets that must be corrected. For the design, particle-tracing simulation codes are used to compute ion trajectories and optical properties of the beamlets in the acceleration stage. In these codes, uniform boundary conditions are normally assumed for the ion current density distribution at the surface (called meniscus), where negative ions are extracted from the plasma and form beamlets, which are accelerated across the apertures of the accelerator grids. Recently, experimental campaigns dedicated to the accurate measurement of the beamlet deflection in the acceleration phase revealed higher deflection than foreseen by simulations. In this work, we demonstrate that an agreement with the experimental data can be obtained by incorporating in the numerical simulations a non-radially symmetric distribution of the ion current density extracted across the meniscus surface. In the first part, the asymmetry of the ion current density at the meniscus is studied in an empirical way, by analysing and fitting the experimental results obtained with different operating parameters. In the second part, we show that the ion current asymmetry estimated by this procedure is well consistent with the flow pattern of H− ions calculated in the meniscus zone using a detailed particle in cell (PIC) model of the ion source in the presence of transverse magnetic field.

The present research examined how school contexts shape the extent to which beliefs about the potential for change (implicit theories) interact with social adversity to predict depressive symptoms. A preregistered multilevel regression analysis using data from 6,237 ninth-grade adolescents in 25 U.S. high schools showed a three-way interaction: Implicit theories moderated the associations between victimization and depressive symptoms only in schools with high levels of school-level victimization, but not in schools with low victimization levels. In high-victimization schools, adolescents who believed that people cannot change (an entity theory of personality) were more depressed when they were victimized more frequently. Thus, the mental health correlates of adolescents' implicit theories depend on both personal experiences and the norms in the context.

Understanding how contexts promote positive educational outcomes is a critical objective of adolescent research. This study provides support for the established link between school climate and educational outcomes and expands our understanding of this association by examining multiple aspects of school climate in a sample of Black adolescents in the United States (N = 1,740). Data were drawn from the Education Longitudinal Study of 2002, and multinomial logistic regression and multiple group modeling in a structural equation modeling framework revealed that Black high school students' perceptions of school safety, school liking, and academic press were associated with enrollment in higher education. Null moderation results suggest that these facets of school climate operate similarly for all students regardless of their gender or socioeconomic status.

Compared to white girls, sexual maturation is accelerated in African American girls as measured by indicators of pubertal development, including age at first menses. Increasing epidemiological evidence suggests that the timing of pubertal development may have strong implications for cardio-metabolic health in adolescence and adulthood. In fact, younger menarcheal age has been related prospectively to poorer cardiovascular risk factor profiles, a worsening of these profiles over time, and an increase in risk for cardiovascular events, including non-fatal incident cardiovascular disease and cardiovascular-specific and all-cause mortality. Yet, because this literature has been limited almost exclusively to white girls/women, whether this same association is present among African American girls/women has not been clarified. In the current narrative review, the well-established vulnerability of African American girls to experience earlier pubertal onset is discussed as are findings from literatures examining the health outcomes of earlier pubertal timing and its antecedents, including early life adversity exposures often experienced disproportionately in African American girls. Gaps in these literatures are highlighted especially with respect to the paucity of research among minority girls/women, and a conceptual framework is posited suggesting disparities in pubertal timing between African American and white girls may partially contribute to well-established disparities in adulthood risk for cardio-metabolic disease between African American and white women. Future research in these areas may point to novel areas for intervention in preventing or lessening the heightened cardio-metabolic risk among African American women, an important public health objective.

Experiences of racial/ethnic discrimination are all too common in the lives of adolescents of color. In this article, I identify who is at risk for discriminatory treatment and describe the far-reaching effects of discrimination on adolescents' adjustment, including their mental and physical health, academic performance and engagement, and risky behaviors. After establishing the impact of racial/ethnic discrimination during adolescence, I then address how personal relationships and individual assets can protect youth from some of the detrimental effects of discrimination. Finally, I discuss the limits of research on this topic and explore promising areas of inquiry, including the contexts in which discrimination occurs and the potential for interventions to reduce discrimination.

Introduction Discrimination is detrimental for the development of ethnic minority adolescents' academic competence. To combat the negative effects of discrimination and promote academic success, it is important to understand the mechanisms underlying the association between discrimination and academic competence. Guided by the integrative model of ethnic minority children's development and the adapting cultural systems framework, this study examined whether a culture-specific factor, language brokering efficacy, mediated the relation between adolescents' perceived discrimination and their academic competence. Method Data were drawn form a two-wave longitudinal study of 604 Mexican American adolescent language brokers residing in and around a metropolitan city in central Texas, USA (54% female; Mage = 12.5; SD = 1.0; 75% born in the U.S.). Path analyses were conducted to answer the research questions. Results The study revealed that the link between discrimination and academic competence was mediated by language brokering efficacy when translating for fathers and mothers, although the path from language brokering efficacy to academic competence was stronger when brokering for mothers. Conclusions The results highlight the importance of incorporating ethnic minority children's adapting cultural experiences in linking the contextual influence with their developmental competence. Implications for interventions aiming to reduce the negative impacts of discrimination are also discussed.