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   Atzori, M.; Ludowieg, H. D.; Valentín-Pérez, Á.; Cortijo, M.; Breslavetz, I.; Paillot, K.; Rosa, P.; Train, C.; Autschbach, J.; Hillard, E. A.; et al (April 2021, Science Advances)

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   Magnetochiral dichroism (MChD), a fascinating manifestation of the light-matter interaction characteristic for chiral systems under magnetic fields, has become a well-established optical phenomenon reported for many different materials. However, its interpretation remains essentially phenomenological and qualitative, because the existing microscopic theory has not been quantitatively confirmed by confronting calculations based on this theory with experimental data. Here, we report the experimental low-temperature MChD spectra of two archetypal chiral paramagnetic crystals taken as model systems, tris(1,2-diaminoethane)nickel(II) and cobalt(II) nitrate, for light propagating parallel or perpendicular to the c axis of the crystals, and the calculation of the MChD spectra for the Ni(II) derivative by state-of-the-art quantum chemical calculations. By incorporating vibronic coupling, we find good agreement between experiment and theory, which opens the way for MChD to develop into a powerful chiral spectroscopic tool and provide fundamental insights for the chemical design of new magnetochiral materials for technological applications. 

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3. Validation of the Programming Emotions Questionnaire

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4. Examining the arguments surrounding the argument-based approach to validation: A systematic review of validation methodology

   Lavery, M.; Carney, M.; Bostic, J.; Shih, J.; Krupa, E.; Wilson, M.; Kruse, L (April 2018, American Educational Research Association)

   As early as Descartes (1637/1970), logic and reason have been positioned as tools for individuals to advance their own understanding. By contrast, argumentation is an interactive, social exercise used for persuasion, collective cognition, and to advance shared knowledge (Mercier & Sperber, 2011, 2017). When one advances an argument, subjects it to the tests and challenges of others, and responds to questions and counterarguments, one’s thinking improves (Mercier & Sperber, 2017). Through argumentation, groups produce correct solutions more often than individuals (Moshman & Geil, 1998) and individual accuracy improves as well (Castelain, Girotto, Jamet, & Mercier, 2016). Since it was formally introduced by Kane (1990, 1992), the argument-based approach to validation has been promoted in the field of educational and psychological measurement as the preferred method for validating interpretations and uses of test scores (AERA, APA, & NCME, 2014; Kane, 2013; Schilling & Hill, 2007). Scholars continue to debate the best approaches for developing and supporting validity arguments, however (for examples, see Brennan, 2013; Kane, 2007). 

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5. Validation of a Secure Programming Concept Inventory

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