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Abstract The predominant conceptualization of scientific literacy occurs on the micro scale of an individual person. However, scientific literacy can also be exhibited at the meso scale by groups of people in communities of place, practice, or interest. What comprises this community level scientific literacy (CSL) is both understudied and undertheorized. In this paper, we utilized a systematic literature review to describe how CSL is characterized in the extant literature and a Delphi survey of experts to elicit more current thought. Guided by cultural‐historical activity theory, inductive and deductive analyses produced seven elements of CSL and their constituent characteristics: (1) resources, (2) attributes of those resources, (3) actors, (4) interactions between actors, (5) contexts, (6) topics, and (7) purposes. The typology created through this process is meant to be generative, serving as a starting point for continuing refinement within science education and other fields related to science learning and knowing. 

The linear response of non-Hermitian resonant systems demonstrates various intriguing features such as the emergence of non-Lorentzian lineshapes. Recently, we have developed a systematic theory to understand the scattering lineshapes in such systems and, in doing so, established the connection with the input/output scattering channels. Here, we follow up on that work by presenting a different, more transparent derivation of the resolvent operator associated with a non-Hermitian system under general conditions and highlight the connection with the structure of the underlying eigenspace decomposition. Finally, we also present a simple solution to the problem of self-orthogonality associated with the left and right Jordan canonical vectors and show how the left basis can be constructed in a systematic fashion. Our work provides a unifying mathematical framework for studying non-Hermitian systems such as those implemented using dielectric cavities, metamaterials, and plasmonic resonators. 

Abstract Understanding the linear response of any system is the first step towards analyzing its linear and nonlinear dynamics, stability properties, as well as its behavior in the presence of noise. In non-Hermitian Hamiltonian systems, calculating the linear response is complicated due to the non-orthogonality of their eigenmodes, and the presence of exceptional points (EPs). Here, we derive a closed form series expansion of the resolvent associated with an arbitrary non-Hermitian system in terms of the ordinary and generalized eigenfunctions of the underlying Hamiltonian. This in turn reveals an interesting and previously overlooked feature of non-Hermitian systems, namely that their lineshape scaling is dictated by how the input (excitation) and output (collection) profiles are chosen. In particular, we demonstrate that a configuration with an EP of order M can exhibit a Lorentzian response or a super-Lorentzian response of order M s with M s  = 2, 3, …,  M , depending on the choice of input and output channels. 

We develop a linear theory for non-Hermitian optical systems having exceptional points. In contrast to previous studies, our analysis results in an exact expression for the resolvent operator without the need to use perturbation expansions. 

We introduce a new class of photonic resonators with resonant modes that feature hybrid standing-travelling waves. 

Abstract When people are exposed to information that leads them to overestimate the actual amount of genetic difference between racial groups, it can augment their racial biases. However, there is apparently no research that explores if the reverse is possible. Does teaching adolescents scientifically accurate information about genetic variation within and between US census races reduce their racial biases? We randomized 8^thand 9^thgrade students (n = 166) into separate classrooms to learn for an entire week either about the topics of (a) human genetic variation or (b) climate variation. In a cross‐over randomized trial with clustering, we demonstrate that when students learn about genetic variation within and between racial groups it significantly changes their perceptions of human genetic variation, thereby causing a significant decrease in their scores on instruments assessing cognitive forms of prejudice. We then replicate these findings in two computer‐based randomized controlled trials, one with adults (n = 176) and another with biology students (n = 721, 9^th–12^thgraders). These results indicate that teaching about human variation in the domain of genetics has potentially powerful effects on social cognition during adolescence. In turn, we argue that learning about the social and quantitative complexities of human genetic variation research could prepare students to become informed participants in a society where human genetics is invoked as a rationale in sociopolitical debates.