The Alpha Magnetic Spectrometer (AMS) on the international space station: Part II — Results from the first seven years

The Alpha Magnetic Spectrometer (AMS) is a precision particle physics detector on the International Space Station (ISS) conducting a unique, long-duration mission of fundamental physics research in space. The physics objectives include the precise studies of the origin of dark matter, antimatter, and cosmic rays as well as the exploration of new phenomena. Following a 16-year period of construction and testing, and a precursor flight on the Space Shuttle, AMS was installed on the ISS on May 19, 2011. In this report we present results based on 120 billion charged cosmic ray events up to multi-TeV energies. This includes the fluxes of positrons, electrons, antiprotons, protons, and nuclei. These results provide unexpected information, which cannot be explained by the current theoretical models. The accuracy and characteristics of the data, simultaneously from many different types of cosmic rays, provide unique input to the understanding of origins, acceleration, and propagation of cosmic rays.</p

Perceptions and Attitudes of Future Primary Education Teachers on Technology and Inclusive Education

[EN] The goal of the current research was to explore the perceptions of the students in the last year of a degree in Primary Education towards technology and inclusive education. It employed a mixed method research with a combined use of qualitative and quantitative methods. The research population was comprised of 153 learners, and the quantitative sample consisted of 104 participants and the qualitative one 57. Quantitative data collection was conducted using a validated questionnaire, while the qualitative data were collected through individual semi-structured interviews. On analysing the results, it was emphasized the effectiveness of technology to design and implementation of inclusive practices. However, the results also pointed out the necessity to train students technically as well as pedagogically in the use of technological tools. Moreover, it was highlighted the lack of training in inclusive education and inclusive practices during the degree, training that students considered essential to be ready for their future careers