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  1. Attracting students to computing is crucial for advancing the development of new skills and fostering positive attitudes toward the field, especially among females and minoritized populations. One promising approach involves integrating computing with artistic activities, such as music. This study examines how learner’s prior experiences influence their participation in a virtual summer camp on coding with music. The study also examines how participation in the camp influences participants' attitudes about computing, with an eye toward gender differences. Data were collected through participant surveys (N=73) and focus groups (N=48). Findings suggest that parents’ and guardians' involvement is crucial for participation and integrating coding with artistic work holds promise for attracting students to the field. Findings can inform possible paths to engaging students in computing. 
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    Free, publicly-accessible full text available June 8, 2025
  2. The atomic structure of FLiNaK and its evolution with temperature are examined with x-ray scattering and molecular dynamics (MD) simulations in the temperature range 460–636 °C. In accord with previous studies, it’s observed that the average nearest-neighbor (NN) cation-anion coordination number increases with increasing cation size, going from ∼4 for Li-F to ∼6.4 for K-F. In addition, we find that there is a coupled change in local coordination geometry – going from tetrahedral for Li-F to octahedral for Na to very disordered quasi-cuboidal for K. The varying geometry and coordination distances for the cation-anion pairs cause a relatively constant F-F next-nearest neighbor (NNN) distance of approximately 3.1 Å. This relatively fixed distance allows the F anions to assume an overall correlated structure very similar to that of a hard-sphere liquid with an extended radius which is beyond the normal F ion size but reflects the cation-anion coordination requirements. Careful consideration of the evolution of the experimental atomic distribution functions with increasing temperature shows that the changes in correlation at each distance can be understood within the context of broadening asymmetric neighbor distributions. Within the temperature range studied, the evolution of F-F correlations with increasing temperature is consistent with changes expected in a hard-sphere liquid simply due to decreasing density. 
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    Free, publicly-accessible full text available December 1, 2024
  3. Free, publicly-accessible full text available September 11, 2024
  4. An acoustic particle patterning method generated ordered structures in battery electrodes to facilitate lithium-ion diffusion and charge transport kinetics, allowing superior rate capability and cycling stability over conventional electrodes.

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  5. Free, publicly-accessible full text available August 7, 2024
  6. Broadening participation in computer science has been widely stud- ied, creating many diferent techniques to attract, motivate, and engage students. A common meta-strategy is to use an outside do- main as a hook, using the concepts in that domain to teach computer science. These domains are selected to interest the student, but stu- dents often lack a strong background in these domains. Therefore, a strategy designed to increase students’ interest, motivation, and engagement could actually create more barriers for students, who now are faced with learning two new topics. To reduce this poten- tial barrier in the domain of music, this paper presents the use of automated, immediate feedback during programming activities at a summer camp that uses music to teach foundational programming concepts. The feedback guides students musically, correcting notes that are out-of-key or rhythmic phrases that are too long or short, allowing students to focus their learning on the computer science concepts. This paper compares the correctness of students that re- ceived automated feedback with students that did not, which shows the efectiveness of the feedback. Follow up focus groups with stu- dents confrmed this quantitative data, with students claiming that the feedback was not only useful but that the activities would be much more challenging without the feedback. 
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