No abstract

A search for the various double beta decay modes of 124 Sn and 112 Sn has been performed on 75 kg•days of data. New half-life limits for excited states in 124 Sn have been obtained including a lower limit for decay into the first excited 2 + state of 124 Te of T 1/2 > 0.87 × 10 20 yrs (90%CL) and into the first excited 0 + state of T 1/2 > 1.08 × 10 20 yrs (90%CL). Ground state and excited state transitions of 112 Sn have also been experimentally explored. A limit for the 2νEC/EC of T 1/2 > 1.8 × 10 19 yrs (90%CL) is obtained. The non-observation of de-excitation gammas from the 0 + at 1888.5 keV results in a lower half-life limit on the 0νEC/EC decay of 112 Sn of T 1/2 > 0.8 × 10 19 yrs (90%CL), despite a possible resonant enhancement of the decay rate due to degenerated states.

For the first time an extensive search for various double beta decay modes of 124Sn and 112Sn has been performed. A total exposure of 43.29 kg.days has been accumulated. New half-life limits of 124Sn into excited states of 124Te have been obtained; the lower half-life limit for the first excited 2+ state at 602.7keV is T_1/2 > 3.1 *10^{18}yrs (90 % CL) and for the first excited 0+ state T_1/2 > 7.7 *10^{18}yrs (90 % CL). For the very first time, ground state and excited state transitions of 112Sn have been experimentally explored. The obtained half-life limits for ECEC and beta+/EC into the first excited 2+ state of 112Cd are both T_1/2 >1.4 *10^{18}yrs (90 % CL). A resonance enhancement in the decay rate for 0nuECEC might be expected for the 0+-state at 1870.9keV due to degeneracy with the 112Sn ground state. No signal was found resulting in a lower half-life limit of T_1/2 > 1.6 *10^{18} yrs (90 % CL) for this decay. As all the excited state searches are based on gamma-lines, all half-life limits apply for both neutrino and neutrino-less modes. Neutrinoless ground state transitions were searched for in the ECEC and beta+/EC mode and a limit of T_1/2 > 1.5 *10^{18} yrs (90 % CL) was obtained for ECEC decays of 112Sn, whilst the beta+/EC mode results are inconclusive.Comment: 19 pages, 11 figure

Education is indispensable for the flourishing of people from all backgrounds and stages of life. However, given the accelerating demographic, environmental, economical, socio-political, and technological changes-and their associated risks and opportunities-there is increasing consensus that our current educational systems are falling short and that we need to repurpose education and rethink the organization of learning to meet the challenges of the 21st century. The United Nations Educational Scientific and Cultural Organization (UNESCO) "Futures of Education" initiative was formally launched at the United Nations General Assembly in 2019 to provide such a vision of education for the future. The International Scientific and Evidence-based Education (ISEE) Assessment synthesizes knowledge streams generated by different communities and stakeholders at all levels and scales and will thereby essentially contribute to re-envisioning this future of education. The overall aim of the ISEE Assessment is to pool the expertise from a broad range of knowledge holders and stakeholders to undertake a scientifically robust and evidence-based assessment in an open and inclusive manner of our current educational systems and its necessary reforms. In this commentary, we discuss the aims and goals of the ISEE Assessment. We describe how the ISEE Assessment will address key questions on the purpose of education and what, how, where and when we learn, and evaluate the alignment of today's education and theory of learning with the current and forthcoming needs and challenges and to inform policymaking for future education.

In this paper, we propose a novel methodology and design to contribute towards the achievement of the 17 Sustainable Development Goals (SDGs) adopted by member states of the United Nations for a better and more sustainable future for all. We particularly focus on achieving SDG 4.7—using education to ensure all learners acquire the knowledge and skills needed to promote sustainable development. We describe the design of a crowdsourced approach to monitor issues at a local level, and then use the insights gained to indicate how learning can be achieved by the entire community. We begin by encouraging local communities to identify issues that they are concerned about, with an assumption that any issue identified will fall within the purview of the 17 SDGs. Each issue is then tagged with a plurality of actions taken to address it. Finally, we tag the positive or negative changes in the issue as perceived by members of the local community. This data is used to broadly indicate quantitative measures of community learning when solving a societal problem, in turn telling us how SDG 4.7 is being achieved. The paper describes the design of a unique, youth-led, technology-based, bottom-up approach, applicable to communities across the globe, which can potentially ensure transgressive learning through participation of and monitoring by the local community leading to sustainable development.