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Over three sections, the 2001 and 2011 Indian censuses are scrutinised to locate, down to the sub‑district administrative and village levels, where L1‑L3 (first to third language) Sanskrit tokens were returned during census enumeration. First, there is a theo‑political discussion of Sanskrit’s imaginative power for faith‑based development. This includes a discussion on how ‘Sanskrit‑speaking’ villages signify an ambition toward cultural renaissance. Next, Sanskrit’s national‑level enumeration is discussed. Finally, closer scrutiny is paid to the top four states (Maharashtra, Bihar, Madhya Pradesh, and Uttar Pradesh). On average, more Sanskrit tokens were returned by men than women; 92% of L2‑Sanskrit tokens are linked to L1‑Hindi; most L1‑L3‑Sanskrit tokens cluster with Hindi, English, and/or the State Official Language; most Sanskrit tokens are Urban, as opposed to Rural; and most tokens are found across the Hindi Belt of north India.

Science should provide students an accurate and contemporary education on genetic influence, particularly how it impacts trait variability and developmental norms. Stories involving familial, racial, and sexual differences routinely appear in the popular media and sales of over-the-counter genetic tests are mounting. Unfortunately, research suggests genetic curricula in secondary education and university courses have little impact on genetic literacy; instead they appear to amplify genetic essentialism. This position paper reports on genetic essentialism, the impact of three components of science education (teachers, students, curriculum), and critiques existing genetic lessons in two prevalent scientific disciplines, biology and psychology. Two entrenched 19th century genetic paradigms (e.g., Mendelian inheritance and behavioral genetics) are specifically examined. The paper closes with specific recommendations for improving students' genetic literacy including important contemporary genetic science (e.g., epigenetics) and instructional approaches (e.g., learning progression, refutational teaching).

Software installation is an early barrier to success for graduate students in our online statistics class. To help them overcome this potential barrier, our instructional team created the SPSS Early Adopter Program (SEAP). The SEAP gamified the installation task with a discussion badge and bonus point; these external motivators encouraged students to avoid procrastinating on their SPSS installation. To document student experiences with the SEAP, we conducted a nonexperimental, descriptive study of 475 students enrolled in an online statistics course. Data collection and analysis consisted of descriptive statistics of the SEAP completion rate and a reflexive thematic analysis of students' spontaneous reactions to the installation process. Results showed that 205 of 475 students (43%) completed the SEAP challenge. In their unsolicited responses, 14 SEAP completers (7%) spontaneously expressed confusion and uncertainty; we coded this as a theme of academic vulnerability. Another 27 SEAP completers (13%) spontaneously expressed comments like, "I finally figured it out!" We coded these responses as a theme of academic resilience. For academically resilient students, the SPSS Early Adopter Program transformed a success barrier into a rewarding challenge.

Learning to read primary scientific literature (PSL) is an important part of developing scientific literacy skills. First-year students entering college often have little previous exposure to PSL and therefore face initial barriers in learning how to engage with PSL. Annotations have been shown to be a useful tool in undergraduate education and have potential for guiding students in developing higher-level reading strategies. In this study, we collected both qualitative and quantitative data to test the hypothesis of whether annotated PSL aids in the development of reading strategies for novice students learning to read PSL. Our qualitative results showed that annotations help students (i) break down PSL into manageable pieces, (ii) summarize the text, (iii) identify key information, and (iv) distinguish between different sections of PSL. Quantitatively, we saw no significant influence of annotations on the development of reading strategies for students learning to read PSL. Overall, our study provides a window into better understanding of specific strategies that students employ in reading PSL. Collectively, we suggest incorporating annotated PSL with some scaffolding social activities as an effective strategy to bring novice readers up the on-ramp of scientific literacy.

The 2019 coronavirus disease pandemic and distrust for popular media have highlighted the need for effective methods of direct communication of biomedical science to the public. It is presently unclear how well nonexperts can learn from primary scientific sources and what factors predict such learning in the general public. The present study examined three modalities for learning about biomedical science directly from study investigators: primary scientific articles, annotated primary scientific articles presented online with interactive learning features, and TEDTalks about scientific studies presented by a study investigator. Each modality presented the same study, "Sleep Drives Metabolite Clearance from the Adult Brain" (L. Xie, H. Kang, Q. Chen, Y. Liao, et al., Science 342:373--377, 2013, https://doi.org/10.1126/science.1241224). Knowledge about the study's scientific content was assessed before and after the randomly assigned learning modality using multiple-choice questions. Participants included a sample of college psychology students and a sample of community-dwelling older adults. Cognitive tests were used to assess individual differences in working memory, processing speed, science literacy, and semantic knowledge. Surveys were used to assess trust in science and scientists, attitudes toward science, and attitudes toward cognitive tasks. Results indicated that both younger and older adults can learn basic biomedical science from a primary source. Knowledge gains were observed in all three learning modalities with no evidence of age group differences. Notably, the largest learning gains for undergraduates and older adults were observed in the primary scientific article condition, followed by the TEDTalk, and the annotated paper. Baseline knowledge about the science study topic and adoption of "scientific attitudes" (e.g., open-mindedness) predicted learning across age groups and learning modalities. These findings suggest that science educators, communicators, and outreach professionals should consider methods of promoting science literacy in the general public through direct access to primary scientific sources.

This study focuses on the load-deformation response of a heavily loaded rocking footing on geogrid-reinforced sand via centrifuge-model scale shake table tests. To mitigate issues observed with overturning failure and excessive settlement of shallow footings on unimproved ground, geogrid reinforcement can help control footing kinematics while maintaining the enhanced energy dissipation of a rocking footing. The scalemodel geogrid evaluated in this study was manufactured with 3D printing and placed at a depth equal to the footing width. Shake sequences induced controlled yielding, and the geogrid was observed to reduce settlement during rocking and preserved recentering under strong shaking.

In recent years, there has been a focus on improving geotechnical systems by implementing and constructing new deep foundation such as helical and expanded piles. This study examined the effects of parameters such as embedment depth, pile geometry, and axial loading direction on the load-displacement behaviour of these piles. To conduct the research, a database was compiled consisting of 80 axial loading test records for different piles. The embedment depth of the piles ranged from 2.4 to 36.8 m, and the diameter of helices or expanded parts ranged from 254 to 1500 mm. The ultimate load of the piles was determined using the 2.5% and 5% displacement ratio criteria and the Brinch-Hansen 80% method. Additionally, hyperbolic functions were fitted to the load-displacement curves, allowing for consistent estimation of the limit load and the initial tangent modulus. Analysis of the results from the database revealed that the dominant factors influencing the ultimate load, limit load, maximum measured load, initial stiffness, and load-displacement behaviour were the ratio of helices or expanded part diameter to shaft diameter, shaft and toe surface area, and load direction. Correlations derived from the database were validated using measurements from eight full-scale helical and expanded piles.

This study investigates the quasi-static bearing stress-settlement response of shallow foundations in monolithic tire derived aggregate (TDA) layers having a total thickness of 3 m using a large-scale container and loading system. Tests were performed on footings having a range of widths, embedment depths, shapes, and loading inclinations. In tests where tilting was restricted, a clear bearing capacity was not observed for settlements up to 1.2B, where B is the footing width, but in tests where tilting was permitted bearing capacity was observed between settlements of 0.2B to 0.7B. Surface settlements indicate a dragdown response of the TDA adjacent to the footing extending out to more than 3B from the footing center, while settlement plates beneath the footing indicate a zone of influence of induced settlements of 14% at a depth of 4B. While bearing capacity theories for frictional geomaterials provided a reasonable prediction of the bearing capacity of footings in TDA for most tests, the corresponding settlements may be excessive for engineering applications. Accordingly, a correlation was developed between the theoretical bearing capacity and bearing stress at a settlement of 0.1B. A test with sustained loading indicates slight creep settlements with some stress dependency with magnitudes consistent with past studies.

Abstract Laser powder bed fusion of high-strength aluminium alloys remains challenging due to the formation of hot cracks during the printing process. Hot cracking is a complex phenomenon involving a complex thermo-mechanical and metallurgical interplay. Such relationship needs to be fully understood to reap the benefits of advanced laser modulation (temporal and spatial) capabilities, now becoming available in PBF-LB. To this end, we explore the formation of hot cracks in single tracks produced using a simple spatial–temporal laser modulation characterised by laser pulses of various distance. The formation of cracks is then rationalised by physical and numerical modelling using multi-physics CFD simulation. We demonstrate that the area of the mushy zone at the back of the moving melt pool, dynamically contracts and expands according to the laser temporal regimes and find maxima in correspondence to the largest laser pulse distance and the time steps between exposures. By then analysing in detail in the crack observed in the printed parts fabricated with the same laser modulation, it is possible to conclude that the mechanisms leading to hot cracks in these specimens is analogous. In turn, the insights on single tracks can be extended, for the most part, to the case of bulk specimens. Nevertheless, printed specimens appear to be more sensitive to the erratic movement of the melt pool, due to the presence of a larger number of highly energetical grain boundaries and unintended microstructural defects (voids and inclusions), from which cracks can nucleate. Graphical Abstract

Abstract Scientific practices describe behaviors scientists engage in while investigating the natural world. Educators should be aware of different science practice frameworks to better understand their students' progression for learning science practices across the K-20 spectrum. For example, a high school AP instructor would benefit from understanding both the K-12 frameworks their students have already experienced and the future undergraduate frameworks their students are moving toward. We were interested in exploring educator familiarity with the scientific practices outlined in the Next Generation Science and Engineering Practices, the Advanced Placement Science Practices, and Vision & Change Core Competencies. In practice, all science educators are teaching the same set of core principles around which these different frameworks are built. Under this view, it is a missed opportunity to not consider or draw on different frameworks to expand one’s teaching practice. Using a cognitive constructionist approach, we describe the implementation of the “Science Practice Frameworks Concept Map Activity,” designed to (1) introduce educators to scientific practices contained within Science Practice Frameworks and (2) show educators that despite these science practices targeting different student populations they are, at their core, very similar and often overlap. We present data showing a positive shift in educator familiarity with Science Practice Frameworks and present examples of participant concept maps that help us begin to understand how educators perceive the frameworks and the relationships between them, ensuring that educators are better prepared to guide students through a comprehensive understanding of science practices.

Four variations of the Koch curve are presented. In each case, the similarity dimension, area bounded by the fractal and its initiator, and volume of revolution about the initiator are calculated. A range of classroom exercises are proved to allow students to investigate the fractals further.

Discrete time models, one linear and one non-linear, are investigated, both with a herbivore species that consumes a basal food source species. Results are presented for coexistence of the species and to illustrate chaotic behaviour as parameters are varied in the non-linear model. The results indicate the benefit of fertilization in terms of the region of parameter space for which coexistence occurs. Possible extensions from these models for independent investigations are provided alongside classroom exercises.