Neutronic Characteristics of ENDF/B-VIII.0 Compared to ENDF/B-VII.1 for Light-Water Reactor Analysis

The Evaluated Nuclear Data File (ENDF)/B-VIII.0 data library was released in 2018. To assess the new data during development and shortly after release, many validation calculations were performed with static, room-temperature benchmarks. Recently, when performing validation of ENDF/B-VIII.0 for pressurized water reactor depletion calculations, a regression in performance compared to ENDF/B-VII.1 was observed. This paper documents extensive benchmark calculations for light-water reactors performed using continuous energy Monte Carlo code with ENDF/B-VII.1 and -VIII.0 and neutronic characteristics of ENDF/B-VIII.0 are discussed and compared to those of ENDF/B-VII.1. It is our recommendation that ENDF/B data library assessment should include reactor-specific benchmark assessments, including depletion cases, such that these types of regressions may be caught earlier in the data development cycle.

Catch and Length Models in the Stock Synthesis Framework: Expanded Application to Data-Moderate Stocks

Many fisheries in the world are data-moderate, with data types (e.g., total removals, abundance indices, and biological composition data) of varied quality (e.g., limited time series or representative samples) or available data. Integrated stock assessments are useful tools for data-moderate fisheries as they can include all available information, can be updated due to the availability of more information over time, and can directly test the inclusion and exclusion of specific data types. This study uses the simulation testing and systematic data reduction from the US West Coast benchmark assessments to examine the performance of Stock Synthesis with catch and length (SS-CL) compositions only. The simulation testing of various life histories, recruitment variabilities, and data availability scenarios found that the correctly specified SS-CL can estimate unbiased key population quantities such as stock status with as little as 1 year of length data although 5 years or more may be more reliable. The error in key population quantities is decreased with an increase in years and the sample size of length data. The removal of the length compositions from benchmark assessments often caused large model deviations in the outputs compared to the removal of other data sources, indicating the importance of length data in integrated models. Models with catch and length data, excluding abundance indices and age composition, generally provided informative estimates of the stock status relative to the reference model, with most data scenarios falling within the CIs of the reference model. The results of simulation analysis and systematic data reduction indicated that SS-CL is potentially viable for data-moderate assessments in the USA, thus reducing precautionary buffers on catch limits for many stocks previously assessed in a lower tier using catch-only models. SS-CL could also be applied to many stocks around the world, maximizing the use of data available via the well tested, multifeature benefits of SS.

How Benchmark Is Used in Third Grade Reading Instruction

Third grade reading teachers at the local setting are not consistently using formative benchmark data to improve student reading performance, creating a gap in practice. This gap in practice may be due to teachers’ lack of capacity to use the data to make changes to their instructional practices. The purpose of this qualitative study was to explore how third grade reading teachers are using data from reading benchmark assessments to improve student reading performance. This research study was guided by two Research Questions (RQs). RQ 1 addressed how third grade teachers are using reading benchmark assessment data to improve student reading performance. RQ 2 addressed specific instructional strategies that third grade teachers are using from reading benchmark assessment data to effectively improve student reading performance. Data-driven decision making (DDDM) was the conceptual framework that was the foundation for this study. This basic qualitative design for this research study included 13 participants. Data were collected through open-ended semistructured interviews, and qualitative analyses were conducted through open coding and thematic analysis. According to the findings of this study, immediately analyzing data, collaboration, and data driven instruction were the themes that emerged guided by RQ 1. Emerging themes for RQ 2 included test taking strategies, modeling, and guided reading. Leadership in this district may use these findings to make decisions about the effectiveness of teachers’ use of these benchmark assessments or the data gathered from the assessments to impact student reading proficiencies. This research may provide specific instructional strategies used through the DDDM process that increases student reading proficiency. The findings could possibly yield results that have positive social change implications for reading achievement.

Policy Assessments for the Carbon Emission Flows and Sustainability of Bitcoin Blockchain Operation in China

The large energy consumption and the associated carbon emission of the Bitcoin blockchain operations are growing to a non-negligible problem that could potentially undermine the sustainable efforts of many countries around the world. In this paper, we make the first and original attempt to investigate the carbon emission flows of the Bitcoin blockchain operations in China under different carbon policies with a Bitcoin blockchain carbon emission (BBCE) model. We find that without any policy interventions, the annual energy consumption of the Bitcoin blockchain in China is expected to maximize in 2024 at 296.59 Twh and generate 130.50 million metric tons of carbon emission flows correspondingly, which would exceed the annualized greenhouse gas emission level of the Czech Republic and Portugal in 2016. Moreover, the maximum carbon emission per GDP of the Bitcoin industry is estimated to reach 10.77 kg/USD in June 2026 based on benchmark assessments. In addition, policies that induce changes in the energy consumption structure of the mining activities may be more effective than intuitive punitive measures in limiting the total amount of carbon emission in the Bitcoin blockchain operation. In particular, we find that market access policy has an incentive effect on the emission reduction of the Bitcoin industry. After evaluating the policy effectiveness, we provide some novel insights for the sustainable operations of the disruptive blockchain technology by analyzing the carbon emissions pattern of the Bitcoin blockchain.

Can We Agree What Skilled Mindfulness-Based Teaching Looks Like? Lessons From Studying the MBI:TAC

Background The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) is a widely used tool for assessing fidelity in mindfulness-based program (MBP) research and training. It also supports MBP teacher reflective and skill development. MBI:TAC assessors review MBP teaching and rate the teaching on 6 domains. The MBI:TAC yields individual domain and overall scores, using 6 levels of competence. Although the MBI:TAC is widely used in MBP research and training, research is at an early stage. Objective We developed and tested a method of training MBI:TAC assessors to use the tool reliably and examined interrater reliability of the tool. Methods A total of 31 international senior MBP teachers were recruited to join an online training to build their skills in using the MBI:TAC. The training systematically and iteratively built familiarity and skills in assessing the 6 MBI:TAC domains. Qualitative and quantitative data on trainee’s experience of the training were gathered. Interrater reliability in using the tool was tested each week of the training. At the end of the training, interrater reliability was tested by asking trainees to individually assess videos that they had not previously seen. Their ratings were compared to benchmark assessments, which had been established via consensus agreement between 4 expert users of the MBI:TAC. Results The training was well received and appreciated, with some challenges experienced in applying the assessment methodology. Participants’ ratings became progressively more in line with one another and the benchmark ratings during the training. At the end, interrater reliability was high (ranging from 0.67 to 1.0). Conclusion It is possible for senior MBP trainers, coming from different regions in the world, to align toward common understandings of the elements of MBP teaching competence and program integrity. An assessor training methodology was tested, and the learning from this project has led to refinements for future delivery.

Stock collapse or stock recovery? Contrasting perceptions of a depleted cod stock

ICES assessments of cod (Gadus morhua) in the west of Scotland (ICES Division 6a) suggest the biomass has collapsed and that fishing mortality rate (F) has remained high. In contrast, other stocks in the same fishery, and adjacent cod stocks all show marked declines in fishing mortality and some recovery of the biomass. The perception of the status of 6a cod appears to be dependent on the assumption that the fishery exploitation pattern is flat topped. An assessment that allows the exploitation to take a domed shape produces results that suggest a marked decline in fishing mortality rate and that the spawning stock biomass has recovered to the minimum biomass reference point, Blim. The reduction in F is consistent with substantial reductions in fishing effort and shows a similar pattern to stocks taken within the same fishery. The management implications arising from the two assessments differ substantially. The analysis indicates that benchmark assessments need to test assessment model conditioning assumptions more widely and that management advice needs to consider a more comprehensive range of information about the stock and fishery.

The Relation Between easyCBM and Smarter Balanced Reading and Mathematics Assessments

This study investigated the relation be- tween the easyCBM Benchmark Assessments in both mathematics and reading and the Smarter Balanced assessment, widely adopted across the United States. Data for the study were obtained from a convenience sample of approximately 1,000 students per grade in grades 3-8 provided by two school districts in the Pa- cific Northwest. Results indicate that the easyCBM CCSS math assessments are a strong predictor of the Smarter Balanced total math score, with correlations ranging from .69 to .84 across grades and seasonal benchmarks. Linear regression analyses indicate that the different easyCBM CCSS math measures account for 68% to 77% of the variance in Smarter Balanced total math score. In addition, all of the easyCBM read- ing assessments are significantly related to the Smart- er Balanced English language arts total score, with correlations ranging from .50 to .69 across grades, measure types, and seasonal benchmarks. Linear re- gression analyses indicate that the different easyCBM reading measures account for 50% to 62% of the vari- ance in Smarter Balanced English language arts score.

Family Structure as an Effect on Student Achievement

Students not only learn at different speeds and methods but also live in many different households and face many challenges to their personal academic journeys. These households have both positive and negative effects on the students which is often mirrored in the classroom. How students learn, and what are the factors that have positive and a negative effect on their learning is not only a very important aspect of education, but a highly evolving phenomena. Family households have changed rapidly over the last several decades and it is the job of the educational community to adhere to these changes in order to service each student in the very best way possible. The purpose of this study was to classify a selected group of students into three family households: married, single/divorced and foster guardianship and using state standardized tests in math and communication arts (MAP) along with school district quarterly benchmark assessments, see if a significant relationship exists between family households and student achievement. Once a significant relationship is identified, the study addressed to what degree the significance level existed, and finally through an analysis of the literature review, make recommendations that might benefit school districts in helping students that are not performing at the appropriate levels of success in state testing. iv The study will address four research questions: 1) How do 5th and 6th grade students from two parent homes compare academically with 5th and 6th grade students from single parent or guardianship homes, as measured by the Math MAP? 2) How do 5th and 6th grade students from two parent homes compare academically with 5th and 6th grade students from single parent or guardianship homes, as measured by the Communication Arts MAP? 3) How do 5th and 6th grade students from two parent homes compare academically with 5th and 6th grade students from single parent or guardianship homes as measured by Math quarterly benchmark assessments? 4) How do 5th and 6th grade students from two parent homes compare academically with 5th and 6th grade students from single parent or guardianship homes as measured by Communication Arts quarterly benchmark assessments? The testing instrument used was ANOVA (Analysis of Variance), which provided the appropriate measure of testing for the dependent variable (MAP and Quarterly Benchmarks) and the independent variable (family demographics, households). The results of the data will be organized and identified as having significant relationships and rejections of the null hypothesis or an acceptance of the null hypothesis. The study was significant because it examined literature that addressed the impact that a home life has on a student, and how that affect that students' performance in the classroom. v the study also will provide recommendations for educators that would be beneficial in addressing the growing needs of all students based on the type of household they dwell.

Contexts Matter: Two Teachers' Language Arts Instruction in this High-stakes Era

This retrospective cross-case analysis compares two fourth-grade language arts teachers' beliefs and practices as they respond to an influx of high-stakes tests, including district-mandated benchmark testing systems. One teacher works in a suburban school, the other in an urban school. Results from the study show that the teachers' beliefs about literacy instruction are somewhat similar. Both teachers believed that creating a text-rich atmosphere engages students' interests, social interactions around texts aid comprehension, and “best practices” such as guided reading and literature discussions are useful methods. Both teachers harshly criticized the continuous barrage of tests in their district (between 10 and 17 district-mandated benchmark assessments per nine-month school year). However, their practices differed dramatically and created inequitable educational opportunities. Students in the suburban setting spent more time socially constructing knowledge about texts, themes, and topics while students in the urban school spent more time individually practicing the skills necessary to achieve understanding of a text's inherent meaning. Results from the study suggest that research on the influence of high-stakes assessments should go beyond surveys or interview statements of knowledge and should investigate teachers' practices in contexts where evidence of inequity may present itself.