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We review scientific ocean drilling of the New Jersey passive continental margin and the success of Integrated Ocean Drilling Program (IODP1) Expedition 313 in addressing long-standing, fundamental issues of sequence stratigraphy, sea-level change, and resources. The New Jersey margin was targeted for study by several generations of ocean drilling because of its thick, prograding Oligocene to Quaternary sequences bounded by unconformities. Coring and logging on the onshore coastal plain (Ocean Drilling Program [ODP] Legs 150Xh ttp://www-odp.tamu.edu/publications/citations/cite150X.html and 174AX), outer continental shelf (Leg 174A), and continental slope and rise (Legs 95, 150, and 174A) provided a chronology of sea-level lowerings but did not sample facies needed to evaluate Miocene sea-level amplitudes. Expedition 313 used a Mission Specific Platform (L/B Kayd) to drill on the shallow continental shelf, recover critical Miocene facies, particularly on clinoform foresets, and capture the full amplitudes of relative sea-level changes. Expedition 313 overcame challenging borehole conditions and recovered a total of 1311 m of core at three sites (81 % recovery) that: (1) correlated difficult-to-date nearshore-shelf facies to the time scale with resolution better than ±0.5 million years (Myr); (2) tested and confirmed that sequence boundaries are a primary cause of seismic reflections on siliciclastic shelves; (3) tested sequence stratigraphic models with core-log-seismic integration; and (4) provided a record of paleodepth changes through time that constrained amplitudes of Miocene sea-level change, including the influence of mantle dynamic topography. The New Jersey relative sea-level estimates are similar to those obtained using stable isotopes and Mg/Ca paleothermometry, showing that GMGSL (“eustasy”) varied with 10–60 m scale amplitudes on the Myr scale. Drilling beneath the shallow continental shelf also identified groundwater sources, including seawater, deepsourced brines, and meteoric fresh water, that represent potential resources for future generations. Studies of this margin have implications for future subsurface storage of supercritical CO2 and geotechnical issues relating to the location of offshore wind infrastructure. Expedition 313 demonstrated the feasibility of continuously recovering and logging strata in shallow water, providing constraints on sea level, sequences, hydrogeology, and resources. 

Online professional development (PD) can support broader accessibility than traditional face-to- face PD. However online delivery presents challenges for characteristics of high-quality PD, such as collaborative knowledge building and community development, that have proven positive outcomes in face-to- face modes. A few comparative studies have demonstrated equivalent outcomes when PD activities have been translated from a successful face-to-face implementation to an online format. This study investigates whether an online version of PD for high school biology teachers on using computer-supported complex systems curriculum and instruction can achieve the same high impact as the face-to-face version. We describe changes in design decisions to accommodate the online mode and measure impact on teachers’ perceptions of their experiences and student outcomes. The results show positive teacher perceptions in both PD formats and roughly equal student outcomes. However, teachers articulated other benefits to online activities that indicate opportunities for improved access to high-quality PD. 

Polymer networks crosslinked with spring-like ortho -phenylene ( o P) foldamers were developed. NMR analysis indicated the o P crosslinkers were well-folded. Polymer networks with o P-based crosslinkers showed enhanced energy dissipation and elasticity compared to divinylbenzene crosslinked networks. The energy dissipation was attributed to the strain-induced reversible unfolding of the o P units. Energy dissipation increased with the number of helical turns in the foldamer. 

Many researchers have identified the need for a more holistic understanding of the role of feedback in supporting learning in online environments. This study explores how our design, development, and implementation of an online feedback facilitation system influenced high school science teachers’ learning in an asynchronous teacher professional development online course. We then describe teachers’ and facilitators’, i.e., feedback providers’, perceptions of the effectiveness of the system’s features for supporting participants’ learning and engagement. Our work also responds to recent calls for developing a more nuanced understanding of how the complexity of feedback influences learning and the need for more qualitative research on online facilitators’ and learners’ experiences working with new technologies. Results demonstrated that, despite the difficulty of analyzing the complex variables influencing learners’ interactions and perceptions of the feedback system, designing adaptive feedback systems that draw on the principles of design- based implementation research (DBIR) offer promise for enhancing the systems’ contributions to teacher learning. 

Neutrino-nucleus cross section measurements are needed to improve interaction modeling to meet the precision needs of neutrino experiments in efforts to measure oscillation parameters and search for physics beyond the Standard Model. We review the difficulties associated with modeling neutrino-nucleus interactions that lead to a dependence on event generators in oscillation analyses and cross section measurements alike. We then describe data-driven model validation techniques intended to address this model dependence. The method relies on utilizing various goodness-of-fit tests and the correlations between different observables and channels to probe the model for defects in the phase space relevant for the desired analysis. These techniques shed light on relevant mismodeling, allowing it to be detected before it begins to bias the cross section results. We compare more commonly used model validation methods which directly validate the model against alternative ones to these data-driven techniques and show their efficacy with fake data studies. These studies demonstrate that employing data-driven model validation in cross section measurements represents a reliable strategy to produce robust results that will stimulate the desired improvements to interaction modeling. Published by the American Physical Society2025