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Nanomaterials must be systematically designed to be technologically viable1-5. Driven by optimizing intermolecular interactions, current designs are too rigid to plug in new chemical functionalities and cannot mitigate condition differences during integration6,7. Despite extensive optimization of building blocks and treatments, accessing nanostructures with the required feature sizes and chemistries is difficult. Programming their growth across the nano-to-macro hierarchy also remains challenging, if not impossible8-13. To address these limitations, we should shift to entropy-driven assemblies to gain design flexibility, as seen in high-entropy alloys, and program nanomaterial growth to kinetically match target feature sizes to the mobility of the system during processing14-17. Here, following a micro-then-nano growth sequence in ternary composite blends composed of block-copolymer-based supramolecules, small molecules and nanoparticles, we successfully fabricate high-performance barrier materials composed of more than 200 stacked nanosheets (125 nm sheet thickness) with a defect density less than 0.056 µm-2 and about 98% efficiency in controlling the defect type. Contrary to common perception, polymer-chain entanglements are advantageous to realize long-range order, accelerate the fabrication process (

This work documents the first version of the U.S. Department of Energy (DOE) new Energy Exascale Earth System Model (E3SMv1). We focus on the standard resolution of the fully coupled physical model designed to address DOE mission-relevant water cycle questions. Its components include atmosphere and land (110-km grid spacing), ocean and sea ice (60 km in the midlatitudes and 30 km at the equator and poles), and river transport (55 km) models. This base configuration will also serve as a foundation for additional configurations exploring higher horizontal resolution as well as augmented capabilities in the form of biogeochemistry and cryosphere configurations. The performance of E3SMv1 is evaluated by means of a standard set of Coupled Model Intercomparison Project Phase 6 (CMIP6) Diagnosis, Evaluation, and Characterization of Klima simulations consisting of a long preindustrial control, historical simulations (ensembles of fully coupled and prescribed SSTs) as well as idealized CO2 forcing simulations. The model performs well overall with biases typical of other CMIP-class models, although the simulated Atlantic Meridional Overturning Circulation is weaker than many CMIP-class models. While the E3SMv1 historical ensemble captures the bulk of the observed warming between preindustrial (1850) and present day, the trajectory of the warming diverges from observations in the second half of the twentieth century with a period of delayed warming followed by an excessive warming trend. Using a two-layer energy balance model, we attribute this divergence to the model's strong aerosol-related effective radiative forcing (ERFari+aci = −1.65 W/m2) and high equilibrium climate sensitivity (ECS = 5.3 K).

The paper seeks to identify how teacher expertise is implicitly and explicitly conceptualised in current English education policy in respect of the professional development of teachers. We focus specifically on conceptualisations of expertise in the Early Career Framework (ECF), both in terms of the policy documentation produced by the Department for Education and in terms of a selection of publicly available materials produced by the lead providers of the ECF. We aim to locate these conceptualisations in terms of broader sociological and philosophical debates about the nature of expertise and its relationship to professional work, in addition to recent research on the policy context of teacher education and professional development in England. Our analysis reveals the inappropriacy of 'expert systems' approaches to expertise in educational contexts, the underlying assumptions embedded in policy in terms of what constitutes high-quality teaching practice and the insufficiency of relying on an appointed advisory group and organisations preferred by government for identifying and iterating criteria for expertise. [ABSTRACT FROM AUTHOR]

This paper considers the landscape of early childhood education in England to be dominated by discourses of "readiness-for-school" and "readiness-for-learning" that act to heavily stratify the educational spaces inhabited by young children. The "ready-child" is constructed as a normative identity towards which the "unready" child is expected to progress. This is not to imply that "readiness"/"unreadiness" is constructed as a binary relationship, but rather that "readiness" is predominantly understood as a predefined spectrum of knowledge, skills and identities. This paper considers the confinement of children within such predetermined subject positions to be problematic, as inevitably not all children will achieve these normative ideals or progress across this spectrum in a recognizable manner, resulting in their exclusion from positions of "success". In response to these concerns, this article seeks to disrupt dominant conceptualizations of "readiness" in the context of early childhood education, expanding space for alternative ideas, theories and practices. In a deliberate move away from concepts that relate "readiness" to predefined goals, outcomes and identities, the possibility of thinking with a complex logic in order to generate new ideas, understandings and practices is explored. Approaching complexity from the "outside-in", this paper draws in particular on the concept of "becoming" (Deleuze & Guattari, 1987), exploring "readiness" as a complex process of emergence, always open to the unpredictable and the new. It is argued that "readiness" is part of an open-ended "becoming", rather than a pre-defined "state" of being. Drawing on the work of Deleuze (1983), Deleuze and Guattari (1987) and Dewey (1899/2010; 1916), this reconceptualized idea of "readiness" does not hark back to romantic notions that might consider all forms of development equally valid or desirable. This paper argues instead that it matters greatly what and how children "become" and as such, "readiness" for these emergent "becomings" must be considered an ethical and political endeavor.

This report presents results from the DOE-sponsored workshop titled, Advancing X-Cutting Ideas for Computational Climate Science Workshop,'' known as AXICCS, held on September 12--13, 2016 in Rockville, MD. The workshop brought together experts in climate science, computational climate science, computer science, and mathematics to discuss interesting but unsolved science questions regarding climate modeling and simulation, promoted collaboration among the diverse scientists in attendance, and brainstormed about possible tools and capabilities that could be developed to help address them. Emerged from discussions at the workshop were several research opportunities that the group felt could advance climate science significantly. These include (1) process-resolving models to provide insight into important processes and features of interest and inform the development of advanced physical parameterizations, (2) a community effort to develop and provide integrated model credibility, (3) including, organizing, and managing increasingly connected model components that increase model fidelity yet complexity, and (4) treating Earth system models as one interconnected organism without numerical or data based boundaries that limit interactions. The group also identified several cross-cutting advances in mathematics, computer science, and computational science that would be needed to enable one or more of these big ideas. It is critical to address the need for organized, verified, and optimized software, which enables the models to grow and continue to provide solutions in which the community can have confidence. Effectively utilizing the newest computer hardware enables simulation efficiency and the ability to handle output from increasingly complex and detailed models. This will be accomplished through hierarchical multiscale algorithms in tandem with new strategies for data handling, analysis, and storage. These big ideas and cross-cutting technologies for enabling breakthrough climate simulation advancements also need the "glue" of outreach and learning across the scientific domains to be successful. The workshop identified several strategies to allow productive, continuous engagement across those who have a broad knowledge of the various angles of the problem. Specific ideas to foster education and tools to make material progress were discussed. Examples include follow-on cross-cutting meetings that enable unstructured discussions of the types this workshop fostered. A concerted effort to recruit undergraduate and graduate students from all relevant domains and provide them experience, training, and networking across their immediate expertise is needed. This will broaden and expand their exposure to the future needs and solutions, and provide a pipeline of scientists with a diversity of knowledge and know-how. Providing real-world experience with subject matter experts from multiple angles may also motivate the students to attack these problems and even come up with the missing solutions.

Aedes eggs may hatch in synchrony, yielding individuals of similar age and size, or asynchrony, yielding individuals of different ages and sizes, depending on rainfall. Multiple freshwater species have similar variation in developmental synchrony of immatures.We tested alternative hypotheses that asynchronous hatch modifies intraspecific competition among Aedes aegypti (L.) (Diptera: Culicidae) compared with synchronous hatch via: (1) priority effects; or (2) reduced temporal overlap. We placed pairs of newly hatched larvae into water‐filled vials with food at either the same time (synchronous) or 4 days apart (asynchronous) and recorded survival, sex, development time and wing length for the resulting adults.For second‐eclosing adults, asynchronous hatch yielded larger adult females compared to synchronous hatch, but there were no effects on male sizes, nor on survival or development times. For first‐eclosing adults, asynchronous hatch yielded both larger sizes and shorter development times for both sexes compared with synchronous hatch. These results are consistent with the hypothesis that hatch asynchrony reduced the impact of intraspecific competition, possibly by reducing the time that larvae co‐occurred.We found limited evidence for priority effects, suggesting that the dominant effect of hatch asynchrony of 4 days is reduced intraspecific competition, probably via reduced temporal overlap. These results suggest that priority advantage is only one possible effect of asynchrony and that there may be benefits to developmental asynchrony under certain circumstances. Further experiments with different degrees of asynchrony, at different resource levels, would enhance our understanding of intraspecific competition among larval mosquitoes and likely other freshwater taxa with variable hatch asynchrony. [ABSTRACT FROM AUTHOR]

Over the past four decades, a number of researchers have attempted to describe the reading habits of teachers. Some have investigated the impact of reading habits generally, while most have focused on some kind of loosely defined "professional reading." In relationship to this body of literature, the purpose of our descriptive survey study, which invited teachers from randomly selected schools in both large and small districts across the United States, was to both add to and update the available literature regarding teachers' professional reading habits. We found that reading for professional development appears to be a common activity for the classroom teachers who participated in our survey. We also found that that the bulk of the teachers' professional reading time was completed in the evenings and on weekends. We did not find statistically significant differences in reading preferences and behaviors when differences in degree were considered. Further, we did not find statistically significant differences in reading preferences when we compared the teachers' responses by years of experience. Teachers noted that limited time and lack of relevancy were two primary reasons for why they did not read. We discuss implications for professional development.

Collaboration is commonly viewed as a valuable and necessary yet complex and challenging aspect of faculty life in the contemporary academy. The value of collaborative efforts is often tied to tangible, measurable outcomes as a principle marker of success (e.g., increased publications, larger grant awards, and closer conformity to defined learning/project goals). Yet, what of the intangible values? What intrinsic value does collaboration hold for individuals, programs, and project teams? In an effort to explore these questions, we detail a collaborative self-study as a culminating component to a yearlong Curriculum Redesign Grant funded by our University. From our self-study, we forward a view of collaboration as a valuable process precisely because it necessarily moves beyond the tangible, formalized outcomes to involve the emergence of self-awareness, community, belonging, and the formation of heuristics capable of furthering group functioning in other endeavors. Ultimately, we suggest that collaboration is a process, one replete with ambiguity and uncertainty, but one that can yield additional sustained outcomes in the form of a community of practice.

Force Sensitive Resistors (FSRs) are commercially available thin film polymer sensors commonly employed in a multitude of biomechanical measurement environments. Reasons for such wide spread usage lie in the versatility, small profile, and low cost of these sensors. Yet FSRs have limitations. It is commonly accepted that temperature, curvature and biological tissue compliance may impact sensor conductance and resulting force readings. The effect of these variables and degree to which they interact has yet to be comprehensively investigated and quantified. This work systematically assesses varying levels of temperature, sensor curvature and surface compliance using a full factorial design-of-experiments approach. Three models of Interlink FSRs were evaluated. Calibration equations under 12 unique combinations of temperature, curvature and compliance were determined for each sensor. Root mean squared error, mean absolute error, and maximum error were quantified as measures of the impact these thermo/mechanical factors have on sensor performance. It was found that all three variables have the potential to affect FSR calibration curves. The FSR model and corresponding sensor geometry are sensitive to these three mechanical factors at varying levels. Experimental results suggest that reducing sensor error requires calibration of each sensor in an environment as close to its intended use as possible and if multiple FSRs are used in a system, they must be calibrated independently.

Instructors often teach in isolation with very little collegial interaction guiding their practice. In light of the research that exists identifying the value of collaboration within learning environments, the merits of such isolated practice must be questioned. Even though collaboration within educational settings has been identified as critical to the development of both instructors and students, highly collaborative approaches to team teaching have not been fully explored. The purpose of this study was to examine our own experience as team teachers in a team taught, educational psychology course. Through a phenomenological analysis of our lived experiences as instructors engaged in collaboratively teaching an undergraduate course, we gained understanding of the benefits of team teaching within a broader context. A thematic structure emerged that captured our experience of the process of co-teaching. This shared thematic structure consisted of one ground theme, named "we didn't have a manual for this/finding our way through", and five themes, each providing insight into how we made sense of team teaching. The five emergent themes were (a) "You can't shoot from the hip"; (b) "Following and leading. . .all of us together"; (c) "If we walk away disagreeing, is it okay?"; (d) "The presence of another pushed us to go deeper"; and (e) "You build something bigger". Implications for the use of team teaching in higher education are also explored, highlighting the value of collaborative praxis. [Note: The publication year (2009) shown on the PDF is incorrect. The correct publication year is 2008.]

We demonstrate use of a modern Fortran solver interface to manage solver algorithms for an implicit barotropic mode solver in the Model for Predictions Across Scales-Ocean (MPAS-O). ForTrilinos, a Fortran interface to Trilinos that contains a large collection of solver capabilities written in C++, has been implemented in MPAS-O to provide access to a suite of linear solver options. By virtue of the simplified wrapper and interface generator (SWIG) automation tool that generates modern Fortran interfaces to C++ code, we were able to implement the Fortran solver interface in MPAS-O using a familiar Fortran coding style while minimizing performance degradation. The ForTrilinos solver interface is written within MPAS-O's time stepping modules as a subroutine in conjunction with MPAS-O code. Applied to an idealized ocean and a high-resolution realistic ocean test case, parallel performance of ForTrilinos solvers is examined. It is found that parallel scalability of the ForTrilinos solvers is highly dependent on the number of global synchronization points per solver iteration in each iterative solver algorithm. ForTrilinos solvers perform best compared to the Fortran hand-crafted (FHC) solver when the amount of work per processor is large enough. However, parallel scalability is better with the FHC solver and so when the work per core is modest FHC outperforms ForTrilinos. The intercomparison between the ForTrilinos and FHC solvers reveals that this performance hit in the ForTrilinos solver mostly comes from the global synchronization process, while suggesting that the matrix-vector multiplication process in the FHC solver needs to be optimized for better performance. [ABSTRACT FROM AUTHOR]

Artificial intelligence is being adopted across industries at an unprecedented pace. Alongside its posited benefits, AI also presents serious risks to society, making the implementation of normative frameworks to reduce these risks a global imperative. The UNESCO Recommendation on the Ethics of AI asserts that "AI actors should make all reasonable efforts to minimize and avoid reinforcing or perpetuating discriminatory or biased applications and outcomes throughout the life cycle of the AI system to ensure fairness of such systems". To date however, AI-based systems often perpetuate (and even scale and amplify) human, structural and social biases. These biases not only prove difficult to mitigate, but may also lead to harm at the individual, collective, or societal level. This study explores biases in three significant large language models (LLMs): OpenAI's GPT-2 and ChatGPT, along with Meta's Llama 2, highlighting their role in both advanced decision-making systems and as user-facing conversational agents. Across multiple studies, the brief reveals how biases emerge in the text generated by LLMs, through gendered word associations, positive or negative regard for gendered subjects, or diversity in text generated by gender and culture. The research uncovers persistent social biases within these state-of-the-art language models, despite ongoing efforts to mitigate such issues. The findings underscore the critical need for continuous research and policy intervention to address the biases that exacerbate as these technologies are integrated across diverse societal and cultural landscapes. The emphasis on GPT-2 and Llama 2 being open-source foundational models is particularly noteworthy, as their widespread adoption underlines the urgent need for scalable, objective methods to assess and correct biases, ensuring fairness in AI systems globally. [ABSTRACT FROM AUTHOR]