Search for: All records

A key form of scientific literacy is being able to leverage the knowledge, practices, and commitments of ethical science to everyday civic matters of social consequence. Learning how to engage in civic life in equity-focused ways needs to be intertwined with learning disciplinary—or transdisciplinary—knowledge and practices. In this article we discuss how an art-science learning program at Science Gallery Dublin in Ireland supported subsequent civic participation by adolescent youth. Using longitudinal case studies of young people, we document how they became agents of change in their homes, schools, and wider communities over several years after participating in the program. This work provides insight into how specific design features of informal learning environments help launch or expand the science-linked identities of youth interested in participation in civic life and social action. These cases also illustrate how to develop educational models that support young people to take informed action toward matters of community and environmental consequence, a key aspect of building a more sustainable and thriving future. 

We report measurements of the parity-conserving beam-normal single-spin elastic scattering asymmetries Bn on 12C and 27Al, obtained with an electron beam polarized transverse to its momentum direction. These measurements add an additional kinematic point to a series of previous measurements of Bn on 12C and provide a first measurement on 27Al. The experiment utilized the Qweak apparatus at Jefferson Lab with a beam energy of 1.158 GeV. The average laboratory scattering angle for both targets was 7.7∘, and the average Q2 for both targets was 0.024 37 GeV2 (Q=0.1561 GeV). The asymmetries are Bn=−10.68±0.90(stat)±0.57(syst) ppm for 12C and Bn=−12.16±0.58(stat)±0.62(syst) ppm for 27Al. The results are consistent with theoretical predictions, and are compared to existing data. When scaled by Z/A, the Q dependence of all the far-forward angle (θ<10∘) data from 1H to 27Al can be described by the same slope out to Q≈0.35 GeV. Larger-angle data from other experiments in the same Q range are consistent with a slope about twice as steep.