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We present the first experimental observation of above-threshold ionization (ATI) electrons produced by ionization of the neon K-shell in a laser field where intensity exceeds 10$^{20}$ W/cm$^{2}$. An array of plastic scintillating calorimeter detectors was used to measure the high-energy electrons at four angles in the laser forward direction. Coarse energy resolution was obtained using aluminum filters of several thicknesses to block lower-energy electrons. A threshold intensity around $2 \times 10^{20}$ W/cm$^{2}$ is observed for production of energetic ATI electrons in the laser forward direction, with maximum electron energy exceeding 10 MeV. L-shell electrons with energies < 1.4 MeV are scattered further forward along the laser direction than expected. We present comparisons of the measured total electron energies to the predictions of a Monte Carlo models employing the ADK-PPT ionization model and the Augst barrier suppression ionization model.

We present measurements of integrated electron energies produced by above-threshold ionization (ATI) of neon in a laser field with intensity exceeding 10$^{20}$ W/cm$^{2}$. We observe electrons with energy exceeding 10 MeV ejected in the laser forward direction above a threshold intensity of $2 \times 10^{20}$ W/cm$^{2}$. We compare to ATI models using both tunneling (ADK-PPT) and barrier suppression ionization and observe the onset of ATI at a higher threshold intensity than predicted by these models.

We reconstruct spectra of secondary x-rays generated from a 500 MeV - 2 GeV laser plasma electron accelerator. A compact (7.5 $\times$ 7.5 $\times$ 15 cm), modular x-ray calorimeter made of alternating layers of absorbing materials and imaging plates records the single-shot x-ray depth-energy distribution. X-rays range from few-MeV inverse Compton scattered x-rays to $\sim$100 MeV average bremsstrahlung energies and are characterized individually by the same calorimeter detector. Geant4 simulations of energy deposition from mono-energetic x-rays in the stack generate an energy-vs-depth response matrix for the given stack configuration. A fast, iterative reconstruction algorithm based on analytic models of inverse Compton scattering and bremsstrahlung photon energy distributions then unfolds x-ray spectra in $\sim10$ seconds., Comment: Proceedings of the Advanced Accelerator Concepts Seminar Series 2020

The physics governing electron acceleration by a relativistically intense laser are not confined to the critical density surface, they also pervade the sub-critical plasma in front of the target. Here, particles can gain many times the ponderomotive energy from the overlying laser, and strong fields can grow. Experiments using a high contrast laser and a prescribed laser pre-pulse demonstrate that development of the pre-plasma has an unexpectedly strong effect on the most energetic, super-ponderomotive electrons. Presented 2D particle-in-cell simulations reveal how strong, voluminous magnetic structures that evolve in the pre-plasma impact high energy electrons more significantly than low energy ones for longer pulse durations and how the common practice of tilting the target to a modest incidence angle can be enough to initiate strong deflection. The implications are that multiple angular spectral measurements are necessary to prevent misleading conclusions from past and future experiments.

This paper makes the case for a shift in the policy strategy to improve K-12 education. It argues for investment in an infrastructure to develop the knowledge base on effective teaching and learning, and to prepare new teachers according to that knowledge base. As in medicine, the infrastructure would be located within practice settings, and consist of a set of schools within school districts that serve as the sites for research and development focused on practice, and for the induction of new teachers. The corridor of schools stretching from the earliest grade through graduation would be a critical point of intersection for faculty from research and teacher preparation institutions, and K-12 teachers and administrators.

We convert a GeV laser-plasma electron accelerator into a compact femtosecond-pulsed $\gamma$-ray source by inserting a $100 \mu$m-thick glass plate $\sim3$ cm after the accelerator exit. With near-unity reliability, and requiring only crude alignment, this glass plasma mirror retro-reflected spent drive laser pulses (photon energy $\hbar\omega_L = 1.17$ eV) with $>50\%$ efficiency back onto trailing electrons (peak Lorentz factor $1000 < \gamma_e < 4400$), creating an optical undulator that generated $\sim10^8 \gamma$-ray photons with sub-mrad divergence, estimated peak brilliance $\sim10^{21}$ photons/s/mm$^2$/mrad$^2$/$0.1\%$ bandwidth and negligible bremsstrahlung background. The $\gamma$-ray photon energy $E_\gamma = 4\gamma_e^2 \hbar\omega_L$, inferred from the measured $\gamma_e$ on each shot, peaked from 5 to 85 MeV, spanning a range otherwise available with comparable brilliance only from large-scale GeV-linac-based high-intensity $\gamma$-ray sources.

In this white paper, the author addresses the current issues faced by policy makers for improving the K-12 education system in the United States. Reliance had been on: (1) incentives; and (2) accountability standards. These two policy levers promised a quick, easily understood response for a relatively small investment. While the logic of these policies was promising, they have produced disappointing results time and again. An organizational structure of Innovation and Induction Corridors, comprised of a cluster of schools located inside a group of major school districts, is proposed. The corridors in each district would span pre-K or kindergarten through grade 12, and the schools would be officially designated as research and development sites. Except for new teachers who are being inducted into the profession, any student, teacher, or administrator could choose not to be in these schools, removing from the mix those who have reservations about engagement in research and development. The job descriptions of the teachers and administrators in the corridor would include routine participation in education R&D for which they would be paid a premium. Classrooms would be open for observation at all times, and data collection, video recording, and shared work would be standard protocol. Political risks for district personnel would be reduced because the disgruntled would have the option of moving to any school outside the corridor. Consent to use data for research purposes subject to standard confidentiality protections would be a condition for enrollment or employment in corridor schools. Is the proposal realistic? The primary obstacle foreseen is funding--that is the policy decision to allocate, or reallocate, funds to make it happen. Creating organizational structures that enable the best researchers and the most skillful practitioners to work together to build and improve professional practice and the knowledge base that supports it will address the capacity challenge that has undermined one policy initiative after another. It is an investment strategy that will not only work for today, but one that will evolve to meet the challenges of tomorrow.

In this work, we present a new and general method for measuring the astrophysical S-factor of nuclear reactions in laser-induced plasmas and we apply it to d(d,n)$^{3}$He. The experiment was performed with the Texas Petawatt laser, which delivered 150-270 fs pulses of energy ranging from 90 to 180 J to D$_{2}$ or CD$_{4}$ molecular clusters. After removing the background noise, we used the measured time-of-flight data of energetic deuterium ions to obtain their energy distribution. We derive the S-factor using the measured energy distribution of the ions, the measured volume of the fusion plasma and the measured fusion yields. This method is model-independent in the sense that no assumption on the state of the system is required, but it requires an accurate measurement of the ion energy distribution especially at high energies and of the relevant fusion yields. In the d(d,n)$^{3}$He and $^{3}$He(d,p)$^{4}$He cases discussed here, it is very important to apply the background subtraction for the energetic ions and to measure the fusion yields with high precision. While the available data on both ion distribution and fusion yields allow us to determine with good precision the S-factor in the d+d case (lower Gamow energies), for the d+$^3$He case the data are not precise enough to obtain the S-factor using this method. Our results agree with other experiments within the experimental error, even though smaller values of the S-factor were obtained. This might be due to the plasma environment differing from the beam target conditions in a conventional accelerator experiment.

In this work we explore the possibility that the motion of the deuterium ions emitted from Coulomb cluster explosions is chaotic enough to resemble thermalization. We analyze the process of nuclear fusion reactions driven by laser-cluster interactions in experiments conducted at the Texas Petawatt laser facility using a mixture of D2+3He and CD4+3He cluster targets. When clusters explode by Coulomb repulsion, the emission of the energetic ions is nearly isotropic. In the framework of cluster Coulomb explosions, we analyze the energy distributions of the ions using a Maxwell- Boltzmann (MB) distribution, a shifted MB distribution (sMB) and the energy distribution derived from a log-normal (LN) size distribution of clusters. We show that the first two distributions reproduce well the experimentally measured ion energy distributions and the number of fusions from d-d and d-3He reactions. The LN distribution is a good representation of the ion kinetic energy distribution well up to high momenta where the noise becomes dominant, but overestimates both the neutron and the proton yields. If the parameters of the LN distributions are chosen to reproduce the fusion yields correctly, the experimentally measured high energy ion spectrum is not well represented. We conclude that the ion kinetic energy distribution is highly chaotic and practically not distinguishable from a thermalized one., Comment: 9 pages, 6 figures

We report on experiments in which the Texas Petawatt laser irradiated a mixture of deuterium or deuterated methane clusters and helium-3 gas, generating three types of nuclear fusion reactions: D(d, 3He)n, D(d, t)p and 3He(d, p)4He. We measured the yields of fusion neutrons and protons from these reactions and found them to agree with yields based on a simple cylindrical plasma model using known cross sections and measured plasma parameters. Within our measurement errors, the fusion products were isotropically distributed. Plasma temperatures, important for the cross sections, were determined by two independent methods: (1) deuterium ion time-of-flight, and (2) utilizing the ratio of neutron yield to proton yield from D(d, 3He)n and 3He(d, p)4He reactions, respectively. This experiment produced the highest ion temperature ever achieved with laser-irradiated deuterium clusters., Comment: 16 pages, 6 figures

The plasma astrophysical S factor for the 3He(D, p)4He fusion reaction was measured for the first time at temperatures of few keV, using the interaction of intense ultrafast laser pulses with molecular deuterium clusters mixed with 3He atoms. Different proportions of D2 and 3He or CD4 and 3He were mixed in the gas jet target in order to allow the measurement of the cross-section for the 3He(D, p)4He reaction. The yield of 14.7 MeV protons from the 3He(D, p)4He reaction was measured in order to extract the astrophysical S factor at low energies. Our result is in agreement with other S factor parameterizations found in the literature.

We measured, using Petawatt-level pulses, the average ion energy and neutron yield in high-intensity laser interactions with molecular clusters as a function of laser intensity. The interaction volume over which fusion occurred (1-10 mm^3) was larger than previous investigations, owing to the high laser power. Possible effects of prepulses were examined by implementing a pair of plasma mirrors. Our results show an optimum laser intensity for the production of energetic deuterium ions both with and without the use of the plasma mirrors. We measured deuterium plasmas with 14 keV average ion energies, which produced 7.2x10^6 and 1.6x10^7 neutrons in a single shot with and without plasma mirrors, respectively. The measured neutron yields qualitatively matched the expected yields calculated using a cylindrical plasma model., Comment: 24 pages, 7 figures

Two different methods have been employed to determine the plasma temperature in a laser-cluster fusion experiment on the Texas Petawatt laser. In the first, the temperature was derived from time-of-flight data of deuterium ions ejected from exploding D2 or CD4 clusters. In the second, the temperature was measured from the ratio of the rates of two different nuclear fusion reactions occurring in the plasma at the same time: D(d, 3He)n and 3He(d, p)4He. The temperatures determined by these two methods agree well, which indicates that: i) The ion energy distribution is not significantly distorted when ions travel in the disassembling plasma; ii) The kinetic energy of deuterium ions, especially the hottest part responsible for nuclear fusion, is well described by a near-Maxwellian distribution., Comment: 13 pages, 4 figures

This report asks how the insights from the research reviewed in the National Research Council's "How People Learn" (1999) can be incorporated into classroom practice. The report also suggests a research and development agenda that would inform and stimulate the required change. Following an introductory chapter that frames the agenda of the report, chapter 2 summarizes some of the key findings from "How People Learn" and outlines implications of those findings for teaching and for designing classroom environments. "How People Learn" is a large report; this document focuses on the findings and messages that are most relevant to classroom practice. Chapter 3 summarizes responses from educators and policymakers that were offered at a conference and workshop that discussed "How People Learn." More specific suggestions made by conference and workshop participants are incorporated into chapter 4, in which the workshop committee presents its recommendations for a research and development agenda. The agenda is organized around: (1) educational materials; (2) preservice and inservice education; (3) public policy; and (4) public opinion and the media. Appendixes list meeting participants with their biographical sketches. (Contains 58 references.) (SLD)