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The article "Some Important Facts about Language Teaching/Learning: Basics and Assumptions" by Dr. Mahmoud M. S. Abdallah explores the foundational elements of language teaching and learning. It emphasizes the importance of language proficiency for personal, social, and professional success, highlighting the cognitive and societal benefits of bilingualism and multilingualism. The article discusses various approaches and methodologies in language teaching, such as Communicative Language Teaching (CLT), which focuses on meaningful communication and interaction. It also addresses the role of teachers as facilitators and the significance of using authentic materials and technology in language instruction. The article examines underlying assumptions in language teaching, such as the importance of grammar instruction and the role of input and output in language acquisition. Additionally, it emphasizes the need for learner autonomy and culturally responsive teaching practices. The article concludes by outlining principles of effective language teaching and addressing challenges and controversies in the field, such as the role of native language, the optimal age for language learning, and the impact of technology. Overall, the article provides a comprehensive guide to understanding the complexities of language teaching and learning, offering valuable insights for educators, policymakers, and language learners.

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.

A growing body of research has documented extensive credit loss among transfer students. However, the field lacks theoretically driven and empirically supported frameworks that can guide credit loss research and reforms. We develop and then test a comprehensive framework designed to address this gap using novel administrative credit loss data from Texas. Our results demonstrate how the likelihood of credit loss varies across course characteristics, majors, pretransfer academics, student characteristics, and sending and receiving institutions. Additionally, we are able to disentangle general credit loss from major credit loss and examine how they vary across institutions, majors, and the combination of both. The extensive variation in credit loss among universities in particular underscores the need for future research and reform.

Although community colleges have served as a gateway to universities for millions of students--disproportionately so for students from populations historically underrepresented in higher education--prior research has demonstrated that the majority of vertical transfer students lose at least some of their pretransfer credits. However, researchers examining how credit loss relates to subsequent college outcomes have been hindered by data limitations. For this study, we drew from the literature on academic momentum and examined the relationship between credit loss, institutional retention, and postsecondary persistence. Our use of novel administrative data from Texas enabled us to disentangle major credit loss from general credit loss and study the contribution of each credit loss type to posttransfer outcomes. Our analyses show that both forms of credit loss are inversely related to institutional retention, but the relationships between credit loss and postsecondary persistence are far less consistent. We found evidence suggesting that major credit loss is more strongly related to both retention and persistence than general credit loss. We did not find evidence that the relationship between credit loss and posttransfer outcomes is moderated by students' race/ethnicity, economic status, or gender, and we found only limited evidence of moderation by major.

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.

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.

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)

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.

Radiogenic neutrons emitted by detector materials are one of the most challenging backgrounds for the direct search of dark matter in the form of weakly interacting massive particles (WIMPs). To mitigate this background, the XENONnT experiment is equipped with a novel gadolinium-doped water Cherenkov detector, which encloses the xenon dual-phase time projection chamber (TPC). The neutron veto (NV) tags neutrons via their capture on gadolinium or hydrogen, which release $\gamma$-rays that are subsequently detected as Cherenkov light. In this work, we present the key features and the first results of the XENONnT NV when operated with demineralized water in the initial phase of the experiment. Its efficiency for detecting neutrons is $(82\pm 1)\,\%$, the highest neutron detection efficiency achieved in a water Cherenkov detector. This enables a high efficiency of $(53\pm 3)\,\%$ for the tagging of WIMP-like neutron signals, inside a tagging time window of $250\,\mathrm{\mu s}$ between TPC and NV, leading to a livetime loss of $1.6\,\%$ during the first science run of XENONnT.

We analyzed the 7.92$\times 10^{11}$ cosmic-ray-induced muon events collected by the IceCube Neutrino Observatory from May 13, 2011, when the fully constructed experiment started to take data, to May 12, 2023. This dataset provides an up-to-date cosmic-ray arrival direction distribution in the Southern Hemisphere with unprecedented statistical accuracy covering more than a full period length of a solar cycle. Improvements in Monte Carlo event simulation and better handling of year-to-year differences in data processing significantly reduce systematic uncertainties below the level of statistical fluctuations compared to the previously published results. We confirm the observation of a change in the angular structure of the cosmic-ray anisotropy between 10 TeV and 1 PeV, more specifically in the 100-300 TeV energy range.

The results of simultaneous measurements of noctilucent clouds (NLC) position in a number of ground-based locations are presented. Observational data of 14 bright NLC events over 5 years is used for building the altitude maps of cloud fields using triangulation technique updated for multi-location case. Statistical distribution of NLC altitude and its change during the summer season is considered. Mean NLC altitudes are compared with colorimetric technique based on the same data and simple radiation transfer model. This can be used to check the model and estimate the accuracy of single-camera technique of NLC altitude measurements. Results and methods are suggested for net ground-based survey of noctilucent clouds., Comment: 13 pages, 8 figures, submitted to Journal of Atmospheric and Solar-Terrestrial Physics

After decades of experimental efforts, the DAMA/LIBRA(DL) annual modulation (AM) analysis on the ${\chi}$N (WIMP Dark Matter interactions on nucleus) channel remains the only one which can be interpreted as positive signatures. This has been refuted by numerous time-integrated (TI) and AM analysis. It has been shown that ${\chi}$e (WIMP interactions with electrons) alone is not compatible with the DL AM data. We expand the investigations by performing an AM analysis with the addition of ${\chi}$e long-range and short-range interactions to ${\chi}$N, derived using the frozen-core approximation method. Two scenarios are considered, where the ${\chi}$N and ${\chi}$e processes are due to a single ${\chi}$ (${\Gamma}^{1\chi}_{tot}$) or two different ${\chi}$s (${\Gamma}^{2\chi}_{tot}$). The combined fits with ${\chi}$N and ${\chi}$e provide stronger significance to the DL AM data which are compatible with the presence of additional physical effects beyond \c{hi}N alone. This is the first analysis which explores how ${\chi}$e AM can play a role in DL AM. The revised allowed regions as well as the exclusion contours from the other null AM experiments are presented. All DL AM allowed parameter spaces in ${\chi}$N and ${\chi}$e channels under both ${\Gamma}^{1\chi}_{tot}$ and ${\Gamma}^{2\chi}_{tot}$ are excluded at the 90\% confidence level by the combined null AM results. It can be projected that DL-allowed parameter spaces from generic models with interactions induced by two-WIMPs are ruled out., Comment: 6 pages, 5 figures

From 2012 to 2023, the PRISMA-32 array was in operation at the Experimental Complex NEVOD (MEPhI, Moscow). The purpose of the array was to study extensive air showers by detecting the air-shower neutron and electron-photon components using unshielded neutron detectors. To expand the capabilities of this facility, including for the study of cosmic and geophysical phenomena with a neutron flux, its upgrade was carried out. During the upgrade, a dedicated measuring channel for studying variations of the neutron background and the processes affecting these variations was created. To achieve this, the photomultipliers, the integrating amplifiers, the digitalizing electronics and the high-voltage power supply system were replaced. The paper describes the structure of the upgraded array, which was named PRISMA-36, and presents the results of studying the characteristics of the main elements of its "variation" channel. A method for identifying signals caused by neutron capture and the determined criteria for their selection are discussed. An example of a Forbush decrease, caused by a X1.1-class flare and recorded with the variation channel of the PRISMA-36 array, is given., Comment: 19 pages, 21 figures

We report on a search for millicharged particles (mCPs) produced in cosmic ray proton atmospheric interactions using data collected during the first science run of the LUX-ZEPLIN experiment. The mCPs produced by two processes -- meson decay and proton bremsstrahlung -- are considered in this study. This search utilized a novel signature unique to liquid xenon (LXe) time projection chambers (TPCs), allowing sensitivity to mCPs with masses ranging from 10 to 1000 MeV/c$^2$ and fractional charges between 0.001 and 0.02 of the electron charge e. With an exposure of 60 live days and a 5.5 tonne fiducial mass, we observed no significant excess over background. This represents the first experimental search for atmospheric mCPs and the first search for mCPs using an underground LXe experiment.

Rare-Earth Barium Copper Oxide (REBCO) coated conductors are an attractive option for application in high field accelerator magnets due to their high critical field and the convenience of fabrication without heat treatment compared to some other superconductors. A small REBCO accelerator magnet was previously fabricated and tested in liquid nitrogen, demonstrating over 90% critical current retention in the coils. This paper describes the magnet re-assembly with a different support structure and its test in liquid helium at 1.8-4.5 K. The magnet quench history along with the instrumentation data is presented and discussed., Comment: 2024 Applied Superconductivity Conference; Journal submitted to IEEE Trans.Appl.Supercond

Dense lattices of photonic crystals can serve as artificial materials, with light propagation in these structures described by effective material parameters that surpass the capabilities of natural materials. In this study, we introduce a metamaterial that supports quadrupole magnetization, a characteristic rarely observed in existing structures. We experimentally demonstrate a magnetic quadrupole metamaterial associated with Mie-resonance-excited stop bands below the Bragg band. Additionally, we develop a theoretical model that addresses both dispersion and boundary conditions within this framework. Using a Fabry-Perot resonator as a case study, we validate our model and reveal that the quadrupole metamaterial can exhibit a markedly different reflection/transmission spectrum, including zero reflection at normal incidence. Our findings underscore the practical potential for both experimental and theoretical investigations of metamaterials that extend beyond the dipole approximation.

Magnetization noise measurements on the spin ice Dy${}_2$Ti${}_2$O${}_7$ have revealed a remarkable `pink noise' power spectrum $S(f,T)$ below 4 K, including evidence of magnetic monopole excitations diffusing in a fractal landscape. However, at higher temperatures, the reported values of the anomalous exponent $b(T)$ describing the high frequency tail of $S(f,T)$ are not easy to reconcile with other results in the literature, which generally suggest significantly smaller deviations from the Brownian motion value of $b=2$, that become negligible above $T=20$ K. We accurately estimate $b(T)$ at temperatures between 2~K and 20~K, using a.c. susceptibility measurements that, crucially, stretch up to the relatively high frequency of $f = 10^6$ Hz. We show that previous noise measurements underestimate $b(T)$ and we suggest reasons for this. Our results establish deviations in $b(T)$ from $b=2$ up to about 20 K. However studies on different samples confirms that $b(T)$ is sample dependent: the details of this dependence agree in part, though not completely, with previous studies of the effect of crystal defects on monopole population and diffusion. Our results establish the form of $b(T)$ which characterises the subtle, and evolving, nature of monopole diffusion in the dense Coulomb fluid, a highly correlated state, where several dynamical processes combine. They do not rule out the importance of a fractal landscape picture emerging at lower temperatures where the monopole gas is dilute.

Using the time-of-flight technique, we measured the beta-delayed neutron emission of $^{132}$Cd. From our large-scale shell model (LSSM) calculation using the N$^3$LO interaction [Z.Y. Xu et al., Phys. Rev. Lett. 131, 022501 (2023)], we suggest the decay is dominated by the transformation of a neutron in the $g_{7/2}$ orbital, deep below the Fermi surface, into a proton in the $g_{9/2}$ orbital. We compare the beta-decay half-lives and neutron branching ratios of nuclei with $Z<50$ and $N\geq82$ obtained with our LSSM with those of leading "global" models. Our calculations match known half-lives and neutron branching ratios well and suggest that current leading models overestimate the yet-to-be-measured half-lives. Our model, backed by the $^{132}$Cd decay data presented here, offers robust predictive power for nuclei of astrophysical interest such as $r$-process waiting points., Comment: 7 pages, 5 figures

STARR (STAnford Research Repository) is a clinical research support ecosystem that supports basic science research, population health research and translational research at Stanford University. STARR consists of raw and analysis ready multi-modal data, and tools for cohort analysis and self service data access. STARR data is accessible on secure shared computing systems for ad hoc analysis. Also present is a suite of services on top of STARR, that allow researchers access to complex purpose built data cuts, common data models and software solutions. This manuscript is a research resource description and describes the evolution of STARR Tools that are used to offer self-service access to detailed clinical data for research purposes to researchers at Stanford Medicine, along with a framework used to ensure that data acquired via the self-service tools is handled in compliance with all applicable regulations and rules.

We investigate theoretically photonic chips with monolithically integrated blue light sources. According to our evaluations, a group-III nitride light emitting heterostructure can be efficiently combined with silicon nitride waveguiding layers. Low losses, high level of miniaturization and built-in light injection mechanism potentially make the selected platform attractive for applications and draw up an addition or even alternative to silicon photonics. We use a combination of drift-diffusion and Maxwell equations to build a model of the proposed multilayer structure. The model allows to choose the best parameters for both light emitting sandwich and waveguiding layers as well as to pick an optimal coupling regime. High transmittance coefficients are obtained. Various optimal geometries are analised with respect to captured power, desired polarization and excited modes. The obtained numbers are promising and allow in the future to pave the way towards hetero-integrated blue photonic circuits.

Neutron tagging is a fundamental technique for electron anti-neutrino detection via the inverse beta decay channel. A reported discrepancy in neutron detection efficiency between observational data and simulation predictions prompted an investigation into neutron capture modeling in Geant4. The study revealed that an overestimation of the thermal motion of hydrogen atoms in Geant4 impacts the fraction of captured nuclei. By manually modifying the Geant4 implementation, the simulation results align with calculations based on evaluated nuclear data and show good agreement with observables derived from the SK-Gd data., Comment: 9 pages, 5 figures

The combination of detection techniques enhances our ability to identify companions orbiting nearby stars. We employed high-contrast imaging to constrain mass and separation of possible companions responsible for the significant proper motion anomalies of the nearby stars HIP 11696, HIP 47110 and HIP 36277. These targets were observed using the LBT's high-contrast camera, SHARK-NIR, in H-band using a Gaussian coronagraph, and with the LMIRCam instrument in the L'-band and using a vAPP coronagraph. Both observations were conducted simultaneously. Additionally, constraints at short separations from the host star are derived analyzing the renormalized unit weight error (RUWE) values from the Gaia catalogue. We find that the companion responsible for the anomaly signal of HIP 11696 is likely positioned at a distance from 2.5 to 28 astronomical units from its host. Its mass is estimated to be between 4 and 16 Jupiter masses, with the greater mass possible only at the upper end of the separation range. Similar limits were obtained for HIP 47110 where the companion should reside between 3 and 30 au with a mass between 3 and 10 MJup. For HIP 36277, we identified a faint stellar companion at large separation, though it might be substellar depending on the assumed age for the star. Considering the older age, this object accounts for the absolute value of the PMa vector but not for its direction. Additionally, we found a substellar candidate companion at a closer separation that could explain the PMa signal, considering a younger age for the system., Comment: 12 pages, 9 figures, accepted for publication on MNRAS

The BL Lac object 3C 371 is one of the targets that are regularly monitored by the Whole Earth Blazar Telescope (WEBT) Collaboration to study blazar variability on both short and long timescales. We aim to evaluate the long-term multiwavelength (MWL) behaviour of 3C 371, comparing it with the results derived for its optical emission in our previous study. For this, we make use of the multi-band campaigns organized by the WEBT Collaboration in optical and radio between January 2018 and December 2020, and of public data from Swift and Fermi satellites and the MOJAVE Very Large Interferometry programme. We evaluate the variability shown by the source in each band with the amplitude variability quantification, as well as possible interband correlation using the z-Discrete Correlation Function. We also present a deep analysis of the optical-UV, X-ray and $\gamma$-ray spectral variability. With the MOJAVE data we perform a kinematics analysis, looking for components propagating along the jet, calculating its kinematics parameters. This set of parameters is later used for the interpretation of the source MWL behaviour, modelling the broadband spectral energy distribution (SED) of the source with theoretical blazar emission scenarios., Comment: Accepted in A&A, 22 pages, 15 figures

GRB 191019A was a long Gamma-ray burst (GRB) lasting about 65 s and, as such, originally thought to be linked to a core-collapse supernova. However, even though follow-up observations identified the optical counterpart close to the bright nucleus of a nearby ancient galaxy (z=0.248), no associated supernova was found. This led to the suggestion that the burst was caused by the merger of two compact stellar objects, likely in a dense circumnuclear environment. By using a recently developed diagnostic tool based on prompt emission temporal properties, we noticed that GRB 191019A falls among those long GRBs which are associated with compact mergers and with evidence of kilonova light. We thus re-analyzed unpublished GROND multi-color (g'r'i'z'JHK_s) data obtained between 0.4 and 15 days post trigger. Image subtraction confirmed the optical counterpart in all four optical bands, with GROND tracking its fading until 1.5 days post-burst. Incorporating publicly available Swift-XRT data, a joint fit of an afterglow plus a kilonova model revealed a better match than an afterglow-only scenario. The resulting kilonova properties resemble those of AT2017gfo associated with the binary neutron star merger GW170817, with a total ejected mass of about 0.06 solar mass. Contrary to previous findings inferring a high-density circumburst environment (n0=10^7-10^8 cm^-3), our analysis finds standard conditions (n0 = 1 cm^-3), suggesting the long duration of GRB 191019A was intrinsic rather than due to jet interaction with a dense external medium., Comment: 21 pages, 7 figures, accepted for publication in ApJ

The cosmic ray (CR) flux, as well as the hydrogen flux into the atmosphere of an exoplanet, can change the composition of the atmosphere. Here, we present the CR and hydrogen flux on top of the atmosphere. To do so, we have to study the 3D multifluid MHD structure of astrospheres. We discuss the shock structure of the stellar wind of LHS 1140 using four different models: HD and MHD single-fluid models, as well as multifluid models for both cases, including a neutral hydrogen flow from the interstellar medium. The CR flux in a multifluid model as well as the ionization rate in an exoplanetary atmosphere are also presented. The astrosphere is modeled using the 3D Cronos code, while the CR flux at LHS 1140 b is calculated using both a 1D and a 3D stochastic galactic CR modulation code. Finally, the atmospheric ionization and radiation dose is estimated using the AtRIS code. Results. It is shown that the 3D multifluid positions of the termination shock differ remarkably from those found in the 3D ideal-single fluid hydrodynamic case. CR fluxes computed using a 1D approach are completely different from those calculated using the 3D modulation code and show an essentially unmodulated spectrum at the exoplanet in question. Utilizing these spectra, ionization rates and radiation exposure within the atmosphere of LHS 1140 b are derived. The termination shock, astropause, and bow shock distances must be taken from the 3D multifluid MHD model to determine the CR fluxes correctly. Moreover, because of the tiny astrosphere, the exoplanet is submerged in the neutral hydrogen flow of the interstellar medium, which will influence the exoplanetary atmosphere. A 3D approach to Galactic\0 cosmic ray (GCR) modulation in astrospheres is also necessary to avoid unrealistic estimates of GCR intensities., Comment: 14 pages, 8 figure

E-commerce is rapidly transforming economies across Africa, offering immense opportunities for economic growth, market expansion, and digital inclusion. This study investigates the effects of e-commerce on select African regions. By utilizing readiness factors, including mobile money deployment, GDP per capita, internet penetration, and digital infrastructure, the preparedness of African countries for e-commerce adoption is quantified, highlighting significant disparities. Through case studies in urban and rural areas, including Lagos, Kano, Nairobi, and the Rift Valley, the study shows e-commerce's significant effects on small and medium-sized enterprises (SMEs), employment, and market efficiency. Urban centers demonstrated significant gains in productivity and profitability, whereas rural regions experienced slower growth due to limited internet access and infrastructural barriers. Despite these challenges, localized solutions such as mobile money systems and agricultural e-commerce platforms are bridging gaps. This study highlights the significant potential of e-commerce in Africa while emphasizing the need for targeted investments and strategies to address existing regional disparities., Comment: 10 pages, 2 figures