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Presidential Spotlight from 2025.

Effective X-ray photon-counting spectral imaging (x-CSI) detector design involves the optimisation of a wide range of parameters both regarding the sensor (e.g., material, thickness and pixel pitch) and electronics (e.g., signal-processing chain and count-triggering scheme). Our previous publications have looked at the role of pixel pitch, sensor thickness and a range of additive charge sharing correction algorithms (CSCAs), and in this work, we compare additive and subtractive CSCAs to identify the advantages and disadvantages. These CSCAs differ in their approach to dealing with charge sharing: additive approaches attempt to reconstruct the original event, whilst subtractive approaches discard the shared events. Each approach was simulated on data from a wide range of x-CSI detector designs (pixel pitches 100–600 µm, sensor thickness 1.5 mm) and X-ray fluxes (106–109 photons mm−2 s−1), and their performance was characterised in terms of absolute detection efficiency (ADE), absolute photopeak efficiency (APE), relative coincidence counts (RCC) and binned spectral efficiency (BSE). Differences between the two approaches were explained mechanistically in terms of the CSCA’s effect on both charge sharing and pule pileup. At low X-ray fluxes, the two approaches perform similarly, but at higher fluxes, they differ in complex ways. Generally, additive CSCAs perform better on absolute metrics (ADE and APE), and subtractive CSCAs perform better on relative metrics (RCC and BSE). Which approach to use will, thus, depend on the expected operating flux and whether dose efficiency or spectral efficiency is more important for the application in mind.

Innovator Award for Edited Collection from the Central States Communication Association (CSCA)Shonda Rhimes is one of the most powerful players in contemporary American network television. Beginning with her break-out hit series Grey's Anatomy, she has successfully debuted Private Practice, Scandal, How to Get Away with Murder, The Catch, For The People, and Station 19. Rhimes's work is attentive to identity politics, \"post-\" identity politics, power, and representation, addressing innumerable societal issues. Rhimes intentionally addresses these issues with diverse characters and story lines that center, for example, on interracial friendships and relationships, LGBTIQ relationships and parenting, the impact of disability on familial and work dynamics, and complex representations of womanhood. This volume serves as a means to theorize Rhimes's contributions and influence by inspiring provocative conversations about television as a deeply politicized institution and exploring how Rhimes fits into the implications of twenty-first century television.  

Changing practices in schools is a very complex endeavor. This paper is about new practices we prompted to foster collaboration and critical reasoning in science classrooms: the presentation of pictures representing different perspectives, small group synchronous argumentation, and moderation of synchronous argumentation. A CSCL tool helped in supporting synchronous argumentation through graphical representations of argumentative moves. We checked the viability of these practices in science classrooms. To do so, we investigated whether these practices led to conceptual learning, and undertook interactional analyses to study the behaviors of students and teachers. Thirty-two Grade 8 students participated in a series of activities on the day/night cycle. Learning was measured by the correctness of knowledge, the extent to which it was elaborated , the mental models that emerged from the explanations, the knowledge integration in explanations, and their simplicity . We showed that participants could learn the day/night cycle concept, as all measures of learning improved. For some students, it even led to conceptual change . However, the specific help provided by teachers during collective argumentation did not yield additional learning. The analysis of protocols of teacher-led collective argumentation indicated that although the teachers’ help was needed, some teachers had difficulties monitoring these synchronous discussions. We conclude that the next step of the design-research cycle should be devoted to (a) the development of new tools directed at helping teachers facilitate synchronous collective argumentation, and to (b) activities including teachers, designers, and researchers for elaborating new strategies to use these tools to improve the already positive learning outcomes from synchronous argumentation.

Senator Evans should forget his latest scheme