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The landscape of educational research necessitates sophisticated approaches to scholarly communication, demanding researchers to adeptly navigate diverse methodological traditions. This article provides systematic guidelines for academic writing that transcend methodological boundaries, offering practical strategies for crafting clear, ethical, and impactful scholarly work. Emphasizing the importance of structure, style, and scholarly conventions, the article addresses the complexities of quantitative, qualitative, and mixed-methods research. Key guidelines include adherence to ethical standards, clarity and conciseness in communication, and proper citation practices to maintain academic integrity. The article also offers insights into adapting dissertations and theses into journal articles, highlighting the challenges and opportunities for early-career researchers. As educational research evolves, the need for effective academic writing remains paramount, ensuring that valuable insights are shared and built upon within the scholarly community. By fostering excellence in academic writing, researchers can significantly contribute to the advancement of educational theory and practice.

The global status of English as a lingua franca necessitates effective English language teaching (TEFL) to meet the demands of the global economy and social development. This article explores key principles for effective TEFL, grounded in a sophisticated theoretical framework that integrates cognitive, sociocultural, and constructivist perspectives. It emphasizes the importance of understanding learner needs, focusing on meaningful communication, and implementing Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT). Differentiated instruction and technology integration are highlighted as essential strategies to cater to diverse learner profiles and enhance engagement. The article also underscores the significance of cultural awareness in language instruction, advocating for the inclusion of cultural elements to prepare students for real-world interactions. Effective assessment practices, combining formative and summative approaches, are crucial for monitoring progress and informing instruction. Continuous professional development (CPD) is emphasized as vital for teachers to remain current and effective, involving action research, participation in professional learning communities, and reflective teaching practices. By adhering to these principles, educators can create dynamic and inclusive classrooms that promote successful language acquisition.

Dr Mahmoud M. S. Abdallah's article, "The New Territory of Educational Research in TESOL/TEFL: What Novice Researchers Should Know", provides a comprehensive guide for novice researchers in Teaching English to Speakers of Other Languages (TESOL) and Teaching English as a Foreign Language (TEFL). It emphasises the importance of research in enhancing teaching practices, informing educational policies, and understanding second language acquisition (SLA). It defines research as a systematic, cyclical process aimed at discovering new knowledge or validating existing knowledge. The article explores various research approaches, including qualitative, quantitative, mixed methods, and action research. Qualitative research is highlighted for its ability to explore human experiences through methods like ethnography, case studies, and discourse analysis. Quantitative research is presented for testing hypotheses and generalising findings through experimental, quasi-experimental, and survey research. Mixed methods research combines both approaches for a holistic understanding, while action research empowers teachers to become researchers in their own classrooms. The article introduces essential research terminologies, such as variables, hypotheses, data, reliability, validity, and generalisability. It outlines the research process, from identifying a problem to writing the report, emphasising the importance of thorough literature reviews, clear research questions, appropriate research designs, data collection and analysis, and findings interpretation. The article encourages TESOL/TEFL educators to embrace research as part of their professional identity, becoming informed consumers and producers of knowledge. It provides criteria for selecting research topics, including relevance, originality, feasibility, personal interest, potential impact, alignment with current educational contexts, and interdisciplinary potential. In conclusion, the article equips novice researchers with the knowledge and tools necessary to engage in rigorous and impactful research, contributing to the continuous improvement of language education.

The literature review is a pivotal component in educational research studies, serving as a bridge between existing knowledge and the research being undertaken. This article examines the multifaceted role and function of the literature review from a pragmatic perspective, highlighting its significance in advancing knowledge and informing educational practice. A comprehensive literature review establishes the research territory by situating the study within a broader intellectual context, demonstrating the researcher's command of the field, and illuminating the path for their own investigation. It justifies the research undertaking by identifying gaps, inconsistencies, or unanswered questions in the existing literature, thereby establishing the rationale for the study. Moreover, the literature review shapes the research problem and questions by critically evaluating previous studies and refining research focus. It informs methodological choices by showcasing the strengths and weaknesses of different research designs and analytical approaches. Even after data collection and analysis, the literature review provides a framework for interpreting the study's findings, placing them in dialogue with existing knowledge. By embracing a pragmatic lens, researchers can harness the power of the literature review to produce impactful and relevant research that contributes to both theoretical understanding and practical application in educational contexts. The article concludes by emphasizing the dynamic and essential nature of the literature review, which evolves throughout the research process and enhances the relevance, rigour, and potential impact of the study on educational practice and policy.

This article explores the concept of the post-methods era in language teaching, which advocates for moving beyond rigid, prescriptive methodologies. The author argues that no single method can address the diverse needs of all learners and contexts. Instead, teachers should adopt an eclectic and context-sensitive approach, drawing on a range of methods to suit specific situations. Key characteristics of this era include a focus on the learner, the importance of context, authenticity in language use, and the teacher as a reflective practitioner. The article highlights the limitations of traditional methods and the influence of sociolinguistics and psycholinguistics in shaping modern language teaching. Practical implications for teachers include informed eclecticism, needs analysis, materials development, action research, and continuous professional development. While the post-methods approach offers flexibility and adaptability, it also presents challenges, particularly for novice teachers and in systems reliant on traditional methods. The article concludes that ongoing research and dialogue are essential for refining effective language teaching practices in this era.

The pivotal role of Algebra in the educational trajectories of U.S. students continues to motivate controversial, high-profile policies focused on when students access the course, their classroom peers, and how the course is taught. This random-assignment partnership study examines an innovative district-level reform--the Algebra I Initiative--that placed 9th-grade students with prior math scores well below grade level into Algebra I classes coupled with teacher training instead of a remedial pre-Algebra class. We find that this reform significantly increased grade-11 math achievement (ES = 0.2 SD) without lowering the achievement of classroom peers eligible for conventional Algebra I classes. This initiative also increased attendance, district retention, and overall math credits. These results suggest that higher expectations for the lowest-performing students coupled with aligned teacher supports is a promising model for realizing students' mathematical potential. [The Stanford Sequoia K-12 Research Collaborative provided support for this paper.]

The field of English Language Teaching (ELT) and Learning is constantly evolving, influenced by advancements in educational theory, technology, and global trends. This article aims to explore several key issues and concepts in ELT, focusing on modern approaches and challenges faced by educators and learners alike. I will examine topics such as contextualised teaching and learning, functional linguistics, web-based new literacies and new literacy practices, situated language learning, lifelong learning, cognitive apprenticeship, online professional development, and the challenges specific to teaching English as a Foreign Language (EFL) in the Egyptian context.

This research study explores the potential of a pedagogical model of self-regulated learning supported with Artificial Intelligence (AI) chatbots to enhance self-expression and reflective writing skills for novice EFL student teachers at Faculty of Education, Assiut University. The study adopted a pre-post quasi-experimental design, that starts with the identification of the necessary self-expression and reflective writing skills for the target participants (50 fresh EFL student teachers at Assiut University who were purposively selected using a screening questionnaire based on their basic IT literacy skills). A pre-test was administered to assess their initial skill levels in self-expression and reflective writing. Then, an intervention was implemented in the form of a pedagogical model designed around the principles of self-regulated learning and situated language learning, which guided the use of AI chatbots (Bing, ChatGPT, and Google Bard). This model was initially piloted on a small sample (n = 10) of EFL student teachers to check validity and reliability and then experimented with the research participants for 8 weeks during the first semester of the academic year 2023/24. Following the intervention, a post-test was conducted to measure the participants' levels of self-expression and reflective writing skills after being exposed to the interventional model, aiming to identify any improvements gained from the intervention. The results indicated a positive effect with noticeable enhancements in the EFL student teachers' skills. This suggests the potential effectiveness of the model in fostering self-expression and reflective writing skills and developing EFL student teachers' general language proficiency and IT literacy. [This paper was published in "Academic Journal of Faculty of Education, Assiut University" v40 n9 p1-50 2024.]

This research was designed to develop and test a model of the Air Force manpower market. The study indicates that previous manpower supply studies failed to account for simultaneous determination of enlistments and retentions and misinterpreted regressions as supply equations. They are, instead, reduced form equations resulting from joint interaction of Air Force demand and enlistment supply activity. A stochastic process model is used to represent the Air Force manpower market. Variables determining manpower inventory levels, personnel turnover, and new enlistment flows are the mandated force level requirement, Air Force and civilian wages, the unemployment rate, and perceived civilian returns to Air Force-provided training. In the model it is possible to trace the impact of changes in the determining variables upon retention and enlistments. The empirical work supports the simultaneous demand and supply approach developed in the study. The results indicate that (1) changes in force level account for most enlistment rate changes during the all-volunteer force period, (2) higher Air Force wages have improved retention and reduce demand for new enlistments, (3) accessions show lower Air Force Qualifications Test scores, and (4) previous estimates of military manpower supply elasticities are biased downward from true elasticity. (Author/CSS)

The Partnership for College Completion (PCC) was founded to "advance equity in higher education" by supporting colleges and universities to improve college completion for Black, Latinx, and Pell-eligible students--those groups that experience persistent disparities in completion. Simultaneously, PCC engages in state policy reform to bring about systems-wide change. Begun in 2018, the Illinois Equity in Attainment Initiative (ILEA) is its flagship initiative, designed to partner with Illinois colleges and universities to assist them in narrowing their college completion gaps. Promising new research suggests improving equity in college completion requires an explicit focus on race, attention to organizational change, commitment to equity-focused policies and plans, and cross-institutional partnerships to help manifest change. Drawing from this research, ILEA and its partner institutions developed and implemented public-facing equity plans to improve graduation rates for their Black, Latinx, and Pell-eligible students. This study examines how the ILEA collaborative institutions confronted and negotiated structural barriers inhibiting graduation for these historically marginalized groups. The report aims to: (1) Provide study partners, including the Partnership for College Completion, with program feedback; (2) Inform readers about equity plan development and implementation, policy, and practice collaboratives; (3) Identify strengths and growth opportunities about PCC's efforts to bring colleges and universities together to jointly improve college completion for Black, Latinx, and Pell-eligible students; and (4) Reflect on implementation successes and challenges.

Although the use of social networks, especially Facebook, has become a common practice among educational communities in Egypt, studies have yet to explore the online practices of in-service (language) teachers as part of Continuing Professional Development (hereafter CPD). Therefore, this study investigated English language teachers' informal online professional development that may include some types of language learning for improving their pedagogical content knowledge. It also explored differences between teachers' perceived use of Facebook as a venue of CPD. This study employed a mixed-method design, collecting qualitative and quantitative data via content analysis and a questionnaire. The participants were 180 English-language Egyptian in-service teachers. The qualitative analysis of teacher's posts demonstrates that CPD informal groups, as maintained by Egyptian EFL teachers, display different aspects of professional knowledge. Results showed that the data yielded seven main categories: General Pedagogical Knowledge (PK), Content Knowledge (CK), L2 Pedagogical Content Knowledge, Knowledge of L2 Learners, Knowledge of Educational context and Knowledge of (professional) self and miscellaneous topics. Besides, ANOVA's Welch test indicated significant differences in the means of the sum scores of the questionnaire as well as two sub-domains (PK and CK) among primary, preparatory and secondary teachers in some aspects, such as pronunciation and vocabulary. This study concludes that CPD Facebook groups provide wide options and spaces for continuous learning and informal study for EFL teachers. Pedagogical implications and recommendations for further research were suggested. [This paper was published in "CDELT Occasional Papers in the Development of English Education" v87 2024.]

This report examines the evolving landscape of English language arts (ELA) curriculum and instructional support in Michigan elementary schools from the 2019-20 to the 2022-23 school years. Recognizing the pivotal role instruction plays in shaping students' literacy development, this report explores which curriculum resources teachers are using to provide ELA instruction and the infrastructure of support surrounding curriculum implementation. Relying on statewide survey data, we find that: (1) Districts made many changes to their ELA curriculum resources due to the COVID-19 pandemic but few due to the Read by Grade Three Law; (2) Variability remains a feature of Michigan's ELA curriculum resource landscape; (3) Elementary classroom teachers are more likely to use only one core curriculum resource than they were in 2019-20; (4) Elementary classroom teachers are more likely to supplement their core curriculum with additional writing, phonics, or spelling resources than they were in 2019-20; (5) More teachers are using curriculum resources that EdReports rates as "Meets Expectations" than they were in 2019-20, particularly in districts serving higher proportions of students from historically underserved populations; (6) The majority of the most-used core ELA curriculum resources are not rated by What Works Clearinghouse or Evidence for ESSA; and (7) Teachers reported increased access to curriculum-aligned professional development compared to 2019-20.

Students in the foster care system tend to have lower educational outcomes than their peers, including more frequent disciplinary events. However, few studies have explored how transitions into and out of foster care placements are associated with educational outcomes. Using longitudinal data from four California school districts, this study investigated the dynamics of entering versus exiting foster care to predict school discipline and how this relationship ultimately influences absenteeism. Our findings suggest that students in foster care are more likely than their peers to face disciplinary action, especially exclusionary discipline, particularly when entering foster care. We also find suggestive evidence that disciplinary actions upon entry increase student absenteeism for students in foster care.

The article presents a blended dialogic socio-constructivist pedagogy for language learning, emphasizing the importance of both individual and social aspects of learning. It argues that technology alone does not transform pedagogy; rather, it is the approach to technology that matters. The pedagogy combines personal freedom for reflection and individual assignments with social interactions like pair work and group discussions for collaborative knowledge construction. The progression from controlled, face-to-face activities to freer, online ones aids in consolidating new ideas and mastering language skills. The article supports its approach with literature on socio-constructivism, highlighting the synergy between individual constructivism and socio-culturalism. It draws on theories by Vygotsky and Piaget, advocating for a dialogic approach that extends learning beyond the classroom through web-mediated environments. This approach is particularly beneficial for English Language Learners (ELL), moving language learning from isolated mental functioning to real-world communication and fostering a participatory metaphor for language learning. The article concludes that blended learning, which combines web technologies with traditional pedagogies, is crucial for engaging learners in meaningful dialogue and practice.

School districts have historically operated summer programs to give students extra learning and enrichment opportunities to promote positive academic and behavioral outcomes. Despite the potential benefits and policymakers' endorsement of summer programming, recent research suggests that summer programs have a limited impact on post-pandemic academic recovery, with modest gains in math test scores and no impact in reading. This may be partly due to the challenges districts face in implementing academic recovery programs at the scale needed to impact student outcomes. This brief highlights the efficacy of summer programs for literacy, math and social-emotional learning (SEL) outcomes, showing that well-designed summer programs can meaningfully boost student achievement. The report also provides recommendations for district leaders to use as a framework for planning and implementing effective summer programming.

West central Georgia has become a burgeoning center for advanced manufacturing and logistics. With facilities for global brands across automotive, agriculture, tech, and biotech industries, the region (which includes Carroll, Coweta, Douglas, Haralson, Heard, Meriwether, and Troup counties) has experienced a 100+ percent surge in job demand for manufacturing engineers, machine operators, and material assembly shift technicians alone. This case study explores a cross-sector response to upskilling and reskilling talent in the region through West Georgia Technical College's establishment of a Regional Workforce Training Center, which has fostered impactful employer partnerships to drive skill acquisition for entry-level talent and incumbent workforces, enhance workforce diversity, and meet the evolving needs of both businesses and the community at large.

This manuscript explores the argument for lower student-to-school counselor ratios in U.S. public education. Drawing upon a comprehensive historical review and existing research, we establish the integral role of school counselors and the notable benefits of reduced student-to-counselor ratios. Our analysis of national data exposes marked disparities across states and districts, with the most underfunded often serving higher percentages of low-income students and students of color. This situation raises significant ethical concerns, prompting a call for conscientious policy reform and targeted investment. Informed by emerging best practices, we propose recommendations for enhancing counselor staffing and ultimately student outcomes. This ethical argument underscores the need for proactive actions and provides a basis for future research to further delineate the impact of school counselor ratios on educational equity and student success.

Budget constraints and limited supplies of local tutors have caused many K-12 school districts to pivot from individual tutoring in-person toward small-group tutoring online to expand access to personalized instruction. We conduct a field experiment to explore the effect of increasing student-tutor ratios on middle school students' math achievement and growth during an online tutoring program. We leverage a novel feature of the program where tutors often taught individual and small-group tutoring sessions, allowing them to directly compare their experiences across these settings. Both experimental estimates and tutor survey responses suggest 1:1 tutoring is more effective than 3:1 tutoring online. Tutoring small groups in an online format presents additional challenges for personalizing instruction, developing relationships, fostering participation, and managing student behavior.

The dissociation of quarkonium states with different binding energies produced in heavy-ion collisions is a powerful probe for investigating the formation and properties of the quark-gluon plasma. The ratio of production cross-sections of $\psi(2S)$ and $J/\psi$ mesons times the ratio of their branching fractions into the dimuon final state is measured as a function of centrality using data collected by the LHCb detector in PbPb collisions at $\sqrt{s_{\text{NN}}}$ = 5.02 TeV. The measured ratio shows no dependence on the collision centrality, and is compared to the latest theory predictions and to the recent measurements in literature., Comment: All figures and tables, along with any supplementary material and additional information, are available at https://cern.ch/lhcbproject/Publications/p/LHCb-PAPER-2024-041.html (LHCb public pages)

Port-Hamiltonian neural networks (pHNNs) are emerging as a powerful modeling tool that integrates physical laws with deep learning techniques. While most research has focused on modeling the entire dynamics of interconnected systems, the potential for identifying and modeling individual subsystems while operating as part of a larger system has been overlooked. This study addresses this gap by introducing a novel method for using pHNNs to identify such subsystems based solely on input-output measurements. By utilizing the inherent compositional property of the port-Hamiltonian systems, we developed an algorithm that learns the dynamics of individual subsystems, without requiring direct access to their internal states. On top of that, by choosing an output error (OE) model structure, we have been able to handle measurement noise effectively. The effectiveness of the proposed approach is demonstrated through tests on interconnected systems, including multi-physics scenarios, demonstrating its potential for identifying subsystem dynamics and facilitating their integration into new interconnected models., Comment: Preprint submitted to ECC 2025

NGC 5139 ($\omega$ Cen), is the closest candidate of a Nuclear Star Cluster that has been stripped of its host galaxy in the Milky Way. Despite extensive studies through the last decades, many open questions about the cluster remain, including the properties of the binary population. In this study we use MUSE multi-epoch spectroscopy to identify binary systems in $\omega$ Cen. The observations span 8 years, with a total of 312 248 radial velocity measurements for 37 225 stars. Following the removal of known photometric variables, we identify 275 stars that show RV variations, corresponding to a discovery fraction of 1.4$\pm$0.1%. Using dedicated simulations, we find that our data is sensitive to 70$\pm$10% of the binaries expected in the sample, resulting in a completeness-corrected binary fraction of 2.1$\pm$0.4% in the central region of $\omega$ Cen. We find similar binary fractions for all stellar evolutionary stages covered by our data, the only notable exception being the blue straggler stars, which show an enhanced binary fraction. We also find no distinct correlation with distance from the cluster centre, indicating a limited amount of mass segregation within the half-light radius of $\omega$ Cen., Comment: 13 pages, 9 figures, 1 Table; Published by Monthly Notices of the Royal Astronomical Society (MNRAS)

Recent observations of the Galactic component of the high-energy neutrino flux, together with the detection of the diffuse Galactic gamma-ray emission up to sub-PeV energies, open new possibilities to study the acceleration and propagation of cosmic rays in the Milky Way. At the same time, both large non-astrophysical backgrounds at TeV energies and scarcity of neutrino events in the sub-PeV band currently limit these analyses. Here we use the sample of cascade events with estimated neutrino energies above 200 TeV, detected by the partially deployed Baikal Gigaton Volume Detector (GVD) in six years of operation, to test the continuation of the Galactic neutrino spectrum to sub-PeV energies. We find that the distribution of the arrival directions of Baikal-GVD cascades above 200 TeV in the sky suggests an excess of neutrinos from low Galactic latitudes. We find the excess above 200 TeV also in the most recent IceCube public data sets, both of cascades and tracks. The significant (3.6 sigma in the combined analysis) flux of Galactic neutrinos above 200 TeV challenges often-used templates for neutrino search based on cosmic-ray simulations., Comment: 7 pages, 5 figures, revtex 4.2

Photoelectron diffraction (PED) is a powerful spectroscopic technique that combines elemental resolution with a high sensitivity to the local atomic arrangement at crystal surfaces, thus providing unique fingerprints of selected atomic sites in matter. Stimulated by the rapid innovation in the development of various analysis methods for probing the atomic and electronic structures of van der Waals (vdW) heterostructures of two-dimensional materials, we present a theoretical assessment of the capacity of PED for extracting structural properties such as stacking, twist angles and interlayer distances. We provide a complete description of PED for the benchmark vdW heterostructure bilayer graphene (BLG), by calculating and analyzing the PED of BLG in Bernal and AA-stacking as well as twisted BLG for a wide range of the twist angle., Comment: 10 pages, 7 figures

Rotation is an important, yet poorly-modelled phenomenon of stellar structure and evolution. Accurate estimates of internal rotation rates are therefore valuable for constraining stellar evolution models. We aim to assess the accuracy of asteroseismic estimates of internal rotation rates and how these depend on the fundamental stellar parameters. We apply the recently-developed method called extended-MOLA inversions to infer localised estimates of internal rotation rates of synthetic observations of red giants. We search for suitable reference stellar models following a grid-based approach, and assess the robustness of the resulting inferences to the choice of reference model. We find that matching the mixed mode pattern between the observation and the reference model is an important criterion to select suitable reference models. We propose to i) select a set of reference models based on the correlation between the observed rotational splittings and the mode-trapping parameter ii) compute rotation rates for all these models iii) use the mean value obtained across the whole set as the estimate of the internal rotation rates. We find that the effect of a near surface perturbation in the synthetic observations on the rotation rates estimated based on the correlation between the observed rotational splittings and the mode-trapping parameter is negligible. We conclude that when using an ensemble of reference models, constructed based on matching the mixed mode pattern, the input rotation rates can be recovered across a range of fundamental stellar parameters like mass, mixing-length parameter and composition. Further, red-giant rotation rates determined in this way are also independent of a near surface perturbation of stellar structure., Comment: 23 pages, 16 figures, Accepted for publication in Astronomy and Astrophysics

YbCu4Au is a unique material exhibiting multiple quantum fluctuations simultaneously. In this study, we investigated the field-induced criticality in YbCu4Au, based on comprehensive micro and macro measurements, including powder X-ray diffraction (XRD), neutron powder diffraction (NPD), nuclear magnetic resonance, magnetization, resistivity, specific heat, muon spin rotation relaxation (muSR), and X-ray absorption spectroscopy (XAS). Single crystals of YbCu4Au were grown, and their crystal structure was determined using XRD, and NPD measurements. Magnetic successive transitions were observed below 1 T by specific heat, resistivity, NPD, and muSR measurements. XAS measurements further indicate that the valence of Yb ions (+2.93) remained unchanged above 2 T. Moreover, the change in quadrupole frequency observed in the previous study is attributable to the electric quadrupole, as the expected value of the electric quadrupole was finite under magnetic fields [S. Wada et al., Journal of Physics: Condensed Matter, 20, 175201 (2008).]. These experimental results suggest that YbCu4Au exhibited bicritical behavior near 1 T, arising from the competition between RKKY interaction, accounting for the magnetic phases, and the Zeeman effect., Comment: 9 pages, 8 figures

A new 2,400 L liquid scintillator has been produced for the COSINE-100 Upgrade, which is under construction at Yemilab for the next COSINE dark matter experiment phase. The linear-alkyl-benzene-based scintillator is designed to serve as a veto for NaI(Tl) crystal targets and a separate platform for rare event searches. We measured using a sample consisting of a custom-made 445 mL cylindrical Teflon container equipped with two 3-inch photomultiplier tubes. Analyses show activity levels of $0.091 \pm 0.042$ mBq/kg for $^{238}$U and $0.012 \pm 0.007$ mBq/kg for $^{232}$Th.

A theory of ordinal powers of the ideal $\mathfrak{g}_{\mathcal{S}}$ of $\mathcal{S}$-ghost morphisms is developed by introducing for every ordinal $\lambda$, the $\lambda$-th inductive power $\mathcal{J}^{(\lambda)}$ of an ideal $\mathcal{J}.$ The Generalized $\lambda$-Generating Hypothesis ($\lambda$-GGH) for an ideal $\mathcal J$ of an exact category $\mathcal{A}$ is the proposition that the $\lambda$-th inductive power ${\mathcal{J}}^{(\lambda)}$ is an object ideal. It is shown that under mild conditions every inductive power of a ghost ideal is an object-special preenveloping ideal. When $\lambda$ is infinite, the proof is based on an ideal version of Eklof's Lemma. When $\lambda$ is an infinite regular cardinal, the Generalized $\lambda$-Generating Hypothesis is established for the ghost ideal $\mathfrak{g}_{\mathcal{S}}$ for the case when $\mathcal A$ a locally $\lambda$-presentable Grothendieck category and $\mathcal{S}$ is a set of $\lambda$-presentable objects in $\mathcal A$ such that $^\perp (\mathcal{S}^\perp)$ contains a generating set for $\mathcal A.$ As a consequence of $\lambda$-GGH for the ghost ideal $\mathfrak{g}_{R\mbox{-}\mathrm{mod}}$ in the category of modules $R\mbox{-}\mathrm{Mod}$ over a ring, it is shown that if the class of pure projective left $R$-modules is closed under extensions, then every left FP-projective module is pure projective. A restricted version $n$-GGH($\mathfrak{g}(\mathbf{C}(R))$) for the ghost ideal in $\mathbf{C}(R))$ is also considered and it is shown that $n$-GGH($\mathfrak{g}(\mathbf{C}(R))$) holds for $R$ if and only if the $n$-th power of the ghost ideal in the derived category $\mathbf{D}(R)$ is zero if and only if the global dimension of $R$ is less than $n.$ If $R$ is coherent, then the Generating Hypothesis holds for $R$ if and only if $R$ is von Neumann regular.

Over the past few years, a growing number of data platforms have emerged, including data commons, data repositories, and databases containing biomedical, environmental, social determinants of health and other data relevant to improving health outcomes. With the growing number of data platforms, interoperating multiple data platforms to form data meshes, data fabrics and other types of data ecosystems reduces data silos, expands data use, and increases the potential for new discoveries. In this paper, we introduce ten principles, which we call pillars, for data meshes. The goals of the principles are 1) to make it easier, faster, and more uniform to set up a data mesh from multiple data platforms; and, 2) to make it easier, faster, and more uniform, for a data platform to join one or more data meshes. The hope is that the greater availability of data through data meshes will accelerate research and that the greater uniformity of meshes will lower the cost of developing meshes and connecting a data platform to them., Comment: 10 pages, 1 figure

The amount of evolution in the dust content of galaxies over the past five billion years of cosmic history is contested in the literature. Here we present a far-infrared census of dust based on a sample of 29,241 galaxies with redshifts ranging from 0 < z < 0.5 using data from the Herschel Astrophysical Terahertz Survey (H-ATLAS). We use the spectral energy distribution fitting tool MAGPHYS and a stacking analysis to investigate the evolution of dust mass and temperature of far-infrared-selected galaxies as a function of both luminosity and redshift. At low redshifts, we find that the mass-weighted and luminosity-weighted dust temperatures from the stacking analysis both exhibit a trend for brighter galaxies to have warmer dust. In higher redshift bins, we see some evolution in both mass-weighted and luminosity-weighted dust temperatures with redshift, but the effect is strongest for luminosity-weighted temperature. The measure of dust content in galaxies at z<0.1 (the Dust Mass Function) has a different shape to that derived using optically-selected galaxies from the same region of sky. We revise the local dust mass density (z<0.1) to $\rho_{\rm d} =(1.37\pm0.08)\times 10^5 {\rm\,M_{\odot}\,Mpc^{-3}}\,h_{70}^{-1}$; corresponding to an overall fraction of baryons (by mass) stored in dust of $f_{\rm mb} {(\rm dust)} = (2.22\pm 0.13) \times 10^{-5}$. We confirm evolution in both the luminosity density and dust mass density over the past few billion years ($\rho_{\rm d} \propto (1+z)^{2.6 \pm 0.6}$), with a flatter evolution than observed in previous FIR-selected studies. We attribute the evolution in $\rho_L$ and $\rho_m$ to an evolution in the dust mass., Comment: Accepted for publication in MNRAS

Driving the nuclear fusion reaction p+11B -> 3 alpha + 8.7 MeV in laboratory conditions, by interaction between high-power laser pulses and matter, has become a popular field of research, due to numerous applications that it can potentially allow: an alternative to deuterium-tritium (DT) for fusion energy production, astrophysics studies and alpha-particle generation for medical treatments. A possible scheme for laser-driven p-11B reactions is to direct a beam of laser-accelerated protons onto a boron sample (the so-called 'pitcher-catcher' scheme). This technique was successfully implemented on large, energetic lasers, yielding hundreds of joules per shot at low repetition. We present here a complementary approach, exploiting the high-repetition rate of the VEGA III petawatt laser at CLPU (Spain), aiming at accumulating results from many interactions at much lower energy, for better controlling the parameters and the statistics of the measurements. Despite a moderate energy per pulse, our experiment allowed exploring the laser-driven fusion process with tens (up to hundreds) of laser shots. The experiment provided a clear signature of the produced reactions and of the fusion products, accumulated over many shots, leading to an improved optimization of the diagnostic for these experimental campaigns In this paper we discuss the effectiveness of the laser-driven p-11B fusion in the pitcher-catcher scheme, at high-repetition rate, addressing the challenges of this experimental scheme and highlighting its critical aspects. Our proposed methodologies allow evaluating the performance of this scheme for laser-driven alpha particle production and can be adapted to high-repetition rate laser facilities with higher energy and intensity.

We show that recent experiments in hybrid qubit-oscillator devices that measure the phase-space characteristic function of the oscillator via the qubit can be seen through the lens of functional calculus and path integrals, drawing a clear analogy with the generating functional of a quantum field theory. This connection suggests an expansion of the characteristic function in terms of Feynman diagrams, exposing the role of the real-time bosonic propagator, and identifying the external source functions with certain time-dependent couplings that can be controlled experimentally. By applying maximum-likelihood techniques, we show that the ``measurement'' of these Feynman diagrams can be reformulated as a problem of multi-parameter point estimation that takes as input a set of Ramsey-type measurements of the qubit. By numerical simulations that consider leading imperfections in trapped-ion devices, we identify the optimal regimes in which Feynman diagrams could be reconstructed from measured data with low systematic and stochastic errors. We discuss how these ideas can be generalized to finite temperatures via the Schwinger-Keldysh formalism, contributing to a bottom-up approach to probe quantum simulators of lattice field theories by systematically increasing the qubit-oscillator number.

The LIGO, Virgo and KAGRA gravitational wave observatories are currently undertaking their O4 observing run offering the opportunity to discover new electromagnetic counterparts to gravitational wave events. We examine the capability of the Neil Gehrels Swift Observatory (Swift) to respond to these triggers, primarily binary neutron star mergers, with both the UV/Optical Telescope (UVOT) and the X-ray Telescope (XRT). We simulate Swift's response to a trigger under different strategies using model skymaps, convolving these with the 2MPZ catalogue to produce an ordered list of observing fields, deriving the time taken for Swift to reach the correct field and simulating the instrumental responses to modelled kilonovae and short gamma-ray burst afterglows. We find that UVOT using the $u$ filter with an exposure time of order 120 s is optimal for most follow-up observations and that we are likely to detect counterparts in $\sim6$% of all binary neutron star triggers. We find that the gravitational wave 90% error area and measured distance to the trigger allow us to select optimal triggers to follow-up. Focussing on sources less than 300 Mpc away or 500 Mpc if the error area is less than a few hundred square degrees, distances greater than previously assumed, offer the best opportunity for discovery by Swift with $\sim5 - 30$% of triggers having detection probabilities $\geq 0.5$. At even greater distances, we can further optimise our follow-up by adopting a longer 250 s or 500 s exposure time., Comment: 16 pages, 13 figures. Submitted to MNRAS

The Legacy Survey of Space and Time (LSST) at Vera C. Rubin Observatory is planned to begin in the Fall of 2025. The LSST survey cadence has been designed via a community-driven process regulated by the Survey Cadence Optimization Committee (SCOC), which recommended up to 3% of the observing time to carry out Target of Opportunity (ToO) observations. Experts from the scientific community, Rubin Observatory personnel, and members of the SCOC were brought together to deliver a recommendation for the implementation of the ToO program during a workshop held in March 2024. Four main science cases were identified: gravitational wave multi-messenger astronomy, high energy neutrinos, Galactic supernovae, and small potentially hazardous asteroids possible impactors. Additional science cases were identified and briefly addressed in the documents, including lensed or poorly localized gamma-ray bursts and twilight discoveries. Trigger prioritization, automated response, and detailed strategies were discussed for each science case. This document represents the outcome of the Rubin ToO 2024 workshop, with additional contributions from members of the Rubin Science Collaborations. The implementation of the selection criteria and strategies presented in this document has been endorsed in the SCOC Phase 3 Recommendations document (PSTN-056). Although the ToO program is still to be finalized, this document serves as a baseline plan for ToO observations with the Rubin Observatory.

We review lattice results related to pion, kaon, $D$-meson, $B$-meson, and nucleon physics with the aim of making them easily accessible to the nuclear and particle physics communities. More specifically, we report on the determination of the light-quark masses, the form factor $f_+(0)$ arising in the semileptonic $K \to \pi$ transition at zero momentum transfer, as well as the decay-constant ratio $f_K/f_\pi$ and its consequences for the CKM matrix elements $V_{us}$ and $V_{ud}$. We review the determination of the $B_K$ parameter of neutral kaon mixing as well as the additional four $B$ parameters that arise in theories of physics beyond the Standard Model. For the heavy-quark sector, we provide results for $m_c$ and $m_b$ as well as those for the decay constants, form factors, and mixing parameters of charmed and bottom mesons and baryons. These are the heavy-quark quantities most relevant for the determination of CKM matrix elements and the global CKM unitarity-triangle fit. We review the status of lattice determinations of the strong coupling constant $\alpha_s$. We review the determinations of nucleon charges from the matrix elements of both isovector and flavour-diagonal axial, scalar and tensor local quark bilinears, and momentum fraction, helicity moment and the transversity moment from one-link quark bilinears. We also review determinations of scale-setting quantities. Finally, in this review we have added a new section on the general definition of the low-energy limit of the Standard Model., Comment: 435 pages, 53 Figures, 190 tables. arXiv admin note: substantial text overlap with arXiv:2111.09849, arXiv:1902.08191

It is easier to investigate phenomena in particle physics geometrically by exploring a real solution to the Dirac-Hestenes equation instead of a complex solution to the Dirac equation. The present research outlines the multidimensional Dirac-Hestenes equation. Since the matrix representation of the complexified (Clifford) geometric algebra $\mathbb{C}\otimes{C \kern -0.1em \ell}_{1,n}$ depends on a parity of $n$, we explore even and odd cases separately. In the geometric algebra ${C \kern -0.1em \ell}_{1,3}$, there is a lemma on a unique decomposition of an element of the minimal left ideal into the product of the idempotent and an element of the real even subalgebra. The lemma is used to construct the four-dimensional Dirac-Hestenes equation. The analogous lemma is not valid in the multidimensional case, since the dimension of the real even subalgebra of ${C \kern -0.1em \ell}_{1,n}$ is bigger than the dimension of the minimal left ideal for $n>4$. Hence, we consider the auxiliary real subalgebra of ${C \kern -0.1em \ell}_{1,n}$ to prove a similar statement. We present the multidimensional Dirac-Hestenes equation in ${C \kern -0.1em \ell}_{1,n}$. We prove that one might obtain a solution to the multidimensional Dirac-Hestenes equation using a solution to the multidimensional Dirac equation and vice versa. We also show that the multidimensional Dirac-Hestenes equation has gauge invariance., Comment: 20 pages

We report the discovery of the first example of an Einstein zig-zag lens, an extremely rare lensing configuration. In this system, J1721+8842, six images of the same background quasar are formed by two intervening galaxies, one at redshift $z_1 = 0.184$ and a second one at $z_2 = 1.885$. Two out of the six multiple images are deflected in opposite directions as they pass the first lens galaxy on one side, and the second on the other side -- the optical paths forming zig-zags between the two deflectors. In this letter, we demonstrate that J1721+8842, previously thought to be a lensed dual quasar, is in fact a compound lens with the more distant lens galaxy also being distorted as an arc by the foreground galaxy. Evidence supporting this unusual lensing scenario includes: 1- identical light curves in all six lensed quasar images obtained from two years of monitoring at the Nordic Optical Telescope; 2- detection of the additional deflector at redshift $z_2 = 1.885$ in JWST/NIRSpec IFU data; and 3- a multiple-plane lens model reproducing the observed image positions. This unique configuration offers the opportunity to combine two major lensing cosmological probes: time-delay cosmography and dual source-plane lensing since J1721+8842 features multiple lensed sources forming two distinct Einstein radii of different sizes, one of which being a variable quasar. We expect tight constraints on the Hubble constant and the equation of state of dark energy by combining these two probes on the same system. The $z_2 = 1.885$ deflector, a quiescent galaxy, is also the highest-redshift strong galaxy-scale lens with a spectroscopic redshift measurement., Comment: 6 pages, 3 figures

The use of parallel manipulators in aerospace engineering has gained significant attention due to their ability to provide improved stability and precision. This paper presents the design, control, and analysis of 'STEWIE', which is a three-degree-of-freedom (DoF) parallel manipulator robot developed by members of the thrustMIT rocketry team, as a payload stabilization mechanism for their sounding rocket, 'Altair'. The goal of the robot was to demonstrate the attitude control of the parallel plate against the continuous change in orientation experienced by the rocket during its flight, stabilizing the payloads. At the same time, the high gravitational forces (G-forces) and vibrations experienced by the sounding rocket are counteracted. A novel design of the mechanism, inspired by a standard Stewart platform, is proposed which was down-scaled to fit inside a 4U CubeSat within its space constraints. The robot uses three micro servo motors to actuate the links that control the alignment of the parallel plate. In addition to the actuation mechanism, a robust control system for its manipulation was developed for the robot. The robot represents a significant advancement in the field of space robotics in the aerospace industry by demonstrating the successful implementation of complex robotic mechanisms in small, confined spaces such as CubeSats, which are standard form factors for large payloads in the aerospace industry., Comment: For code and design files, refer to https://github.com/utkarshanand140/Stewie-Robot