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We have measured the thermal conductivity and specific heat capacity of subsamples from four iron meteorites with nickel concentrations between 5% and 8% (Agoudal, Canyon Diablo, Muonionalusta, and Sikhote‐Alin) at temperatures between 5 and 300 K. From these, we have calculated their thermal diffusivity and thermal inertia values across this temperature range. For comparison, we also measured subsamples from two L chondrites (NWA 11038 and NWA 11344) at the same time, using the same methods. The thermal diffusivity results of the irons show a relatively constant value for T > 100 K with a characteristic low‐temperature maxima at ∼5 K for the iron meteorites; by contrast, the diffusivities of the L chondrites fell by a factor of two over this range and reached low‐temperature maxima at ∼20 K. Thermal inertia values show a crossover behavior, with a strong increase in thermal inertia as temperatures drop below 55 K and a less dramatic change at higher temperatures. Our new diffusivity and inertia values cover a wider range of temperatures than previous literature data for iron meteorites. They also provide a useful ground truth in understanding remotely sensed thermal inertias of potentially metal‐rich asteroids, including 16 Psyche, target of the NASA Psyche mission. [ABSTRACT FROM AUTHOR]

Introduction: Language that assumes gender and sex are binary and aligned is pervasive in medicine and is often used when teaching on physiology and pathology. Information presented through this lens oversimplifies disease mechanisms and poorly addresses the health of gender and sexually diverse (GSD) individuals. We developed a training session to help faculty reference gender and sex in a manner that would be accurate and inclusive of GSD health., Methods: The 1-hour session for undergraduate and graduate medical educators highlighted cisgender and binary biases in medical teachings and introduced a getting-to-the-root mindset that prioritized teaching the processes underlying differences in disease profiles among gender and sex subpopulations. The training consisted of 30 minutes of didactic teaching and 20 minutes of small-group discussion. Medical education faculty attended and self-reported knowledge and awareness before and after the training. Results were compared using paired t tests. Expenses included fees for consultation and catering., Results: Forty faculty participated (pretraining survey n = 36, posttraining survey n = 21). After the training, there was a significant increase in self-reported awareness of the difference between gender and sex ( p = .002), perceived relevance of gender to teachings ( p = .04), and readiness to discuss physiological drivers of sex-linked disease ( p = .005)., Discussion: Participants reported increased understanding and consideration of gender and sex in medical education; feedback emphasized a desire for continued guidance. This easily adaptable session can provide an introduction to a series of medical teachings on gender and sex., (© 2024 Crosby et al.)