• Energy Research

Abstract In this study, the authors analyze how students from the University of Oulu (N=1585) reflect on their possibilities to affect climate matters through social activity. The data was collected with an online survey in the autumn of 2019 and was analyzed with quantitative and qualitative methods. Readiness for climate actions in social activity was moderately low and lower than in other climate actions considered in the survey. The following categories were identified to explain readiness for social activity: Emotional Expressions, Trustworthy Information, Individual Freedom, Societal Responsibility, and Us Against the World-mindset. Some of the possibilities for climate actions suggested by students include developing and exporting Finnish innovations and expertise, leading by example, receiving and distributing reliable information, making decisions and regulations on a societal level, providing economical support for environmental organizations, and affecting personal actions.

AbstractTwo related searches for phenomena beyond the standard model (BSM) are performed using events with hadronic jets and significant transverse momentum imbalance. The results are based on a sample of proton–proton collisions at a center-of-mass energy of $$13\,\text {Te}\text {V} $$13Te, collected by the CMS experiment at the LHC in 2016–2018 and corresponding to an integrated luminosity of 137$$\,\text {fb}^{-1}$$fb-1. The first search is inclusive, based on signal regions defined by the hadronic energy in the event, the jet multiplicity, the number of jets identified as originating from bottom quarks, and the value of the kinematic variable $$M_{\mathrm {T2}}$$MT2 for events with at least two jets. For events with exactly one jet, the transverse momentum of the jet is used instead. The second search looks in addition for disappearing tracks produced by BSM long-lived charged particles that decay within the volume of the tracking detector. No excess event yield is observed above the predicted standard model background. This is used to constrain a range of BSM models that predict the following: the pair production of gluinos and squarks in the context of supersymmetry models conserving R-parity, with or without intermediate long-lived charginos produced in the decay chain; the resonant production of a colored scalar state decaying to a massive Dirac fermion and a quark; or the pair production of scalar and vector leptoquarks each decaying to a neutrino and a top, bottom, or light-flavor quark. In most of the cases, the results obtained are the most stringent constraints to date.

The purpose of this study was to determine the understanding of science teachers about the nature of science (NOS) and its instructional practices and implications for renewable energy. Surveys and interviews were conducted on science teachers and elementary, middle, and high school/vocational school students in this study. The instrument used was adapted from the NOS questionnaire instrument and interview questions Abd-El-Khalick, Bell, and Lederman, then developed and refined according to the respondents to measure NOS understanding and instructional practice. Questions added regarding teaching about renewable energy. This research is a qualitative research conducted online on science teachers in Java, Indonesia. Then the contents of the questionnaire are projected on the NoS understanding rubric which is divided into don't understand the NOS aspect yet, little understanding of the NOS aspect, and know and understand aspects of NOS. While the results of the interviews are presented in a qualitative descriptive manner. The results showed a lack of understanding of science teachers about NOS and its instructional practices. Understanding is still very lacking in the tentative aspects, observation and inference, as well as theory and law. The teaching of renewable energy that can train students' NOS which is felt urgent to be taught is also not applied by the teachers in their teaching. Various obstacles were expressed such as immature preparation, limited learning time, and lack of understanding. This resulted in poor implementation of aspects of NoS in classroom learning which had an impact on students' understanding.