Using News to Start Class: How Small Daily Interactions Affect Larger Classroom Interactions

In 2013, I added an extra credit assignment to my freshmen composition classes encouraging students to bring in news stories each class period; this assignment was designed to encourage students to be more willing to participate in classroom discussions. We then spent the first few minutes of each class discussing the stories they brought. After using this assignment for a few years, I had anecdotal evidence to suggest that my students were generally more talkative in class after the first week or two of sharing news. These experiences made me want to see if I could measure some change or document how students felt about discussing the news to start class. To that end, I developed a set of surveys to quantify this data. This article discusses the results of four semesters of survey and extra credit data from students bringing news stories to start their English classes

Cosmological expansion and local systems: a Lema\^{i}tre-Tolman-Bondi model

We propose a Lema\^{i}tre-Tolman-Bondi system mimicking a two-body system to address the problem of the cosmological expansion versus local dynamics. This system is strongly bound but participates in the cosmic expansion and is exactly comoving with the cosmic substratum

Influence of Electrophysical Parameters of Magnetodielectric Layer on a PCP on Its Electrodynamic Characteristics

Within the framework of the impedance concept, approximate analytical formulas for the distributed surface impedance of the magnetodielectric layer with the inhomogeneous permeability and permittivity located on a perfectly conducting plane (PCP) for the cases of a quadratic law of changes in electrical parameters along the layer thickness are obtained. A comparative analysis of electromagnetic waves reflection coefficient from this structure for various laws of change of the permeability and permittivity is presented

Design and acoustic tests of the ATHENA WFI filter wheel assembly development model towards TRL5

The filter wheel (FW) assembly (FWA), developed by the CBK Institute, is one of the critical subsystems of the wide field imager (WFI) instrument on board the Advanced Telescope for High Energy Astrophysics—mission of the ESA Cosmic Vision 2015-25 space science program (launch scheduled around 2035). The instrument has to collect soft x-rays with very high quantum efficiency, thus WFI requires extremely thin optical blocking filter (OBF). Due to its thickness (∼150 nm) and large area (∼170 mm × 170 mm) needed to achieve a 40 ′ × 40 ′ instrument field of view, the filter is extremely vulnerable to acoustic loads generated during Ariane 6 rocket launch. On the other side, FW mechanism has to provide high overall reliability, so it is more favourable to launch the instrument in atmospheric pressure (without vacuum enclosure for filter protection). Design efforts of the FW subsystem were focused on two issues: providing maximal possible sound pressure level suppression and smallest possible differential pressure across the OBF, which should prevent filters from damaging. We describe the design of a reconfigurable acoustic-demonstrator model (DM) of WFI FWA created for purposes of acoustic testing. Also, the acoustic test campaign is described: test methodology, test criteria, and results discussion and its implication on future FWA design. In general, tests conducted with the FWA DM showed that current design of WFI is feasible and the project can be continued without introducing a vacuum enclosure, which would significantly increase system complexity and mass

Teaching and Generative AI

With the rapid development of generative AI, teachers are experiencing a new pedagogical challenge, one that promises to forever change the way we approach teaching and learning. As a response to this unprecedented teaching context, this collection—Teaching and Generative AI: Pedagogical Possibilities and Productive Tensions—provides interdisciplinary teachers, librarians, and instructional designers with practical and thoughtful pedagogical resources for navigating the possibilities and challenges of teaching in an AI era. Because our goal with this edited collection is to present nuanced discussions of AI technologies across disciplines, the chapters collectively acknowledge or explore both possibilities and tensions—including the strengths, limitations, ethical considerations, and disciplinary potential and challenges—of teaching in an AI era. As such, the authors in this collection do not simply praise or criticize AI, but thoughtfully acknowledge and explore its complexities within educational settings