Young stellar objects (YSOs) are protostars that exhibit bipolar outflows fed by accretion disks. Theories of the transition between disk and outflow often involve a complex magnetic field structure thought to be created by the disk coiling field lines at the jet base; however, due to limited resolution, these theories cannot be confirmed with observation and thus may benefit from laboratory astrophysics studies. We create a dynamically similar laboratory system by driving a $\sim$1 MA current pulse with a 200 ns rise through a $\approx$2 mm-tall Al cylindrical wire array mounted to a three-dimensional (3-D)-printed, stainless steel scaffolding. This system creates a plasma that converges on the centre axis and ejects cm-scale bipolar outflows. Depending on the chosen 3-D-printed load path, the system may be designed to push the ablated plasma flow radially inwards or off-axis to make rotation. In this paper, we present results from the simplest iteration of the load which generates radially converging streams that launch non-rotating jets. The temperature, velocity and density of the radial inflows and axial outflows are characterized using interferometry, gated optical and ultraviolet imaging, and Thomson scattering diagnostics. We show that experimental measurements of the Reynolds number and sonic Mach number in three different stages of the experiment scale favourably to the observed properties of YSO jets with $Re\sim 10^5\unicode{x2013}10^9$ and $M\sim 1\unicode{x2013}10$, while our magnetic Reynolds number of $Re_M\sim 1\unicode{x2013}15$ indicates that the magnetic field diffuses out of our plasma over multiple hydrodynamical time scales. We compare our results with 3-D numerical simulations in the PERSEUS extended magnetohydrodynamics code.

Building on the affectivism approach, we expand on Binz et al.'s meta-learning research program by highlighting that emotion and other affective phenomena should be key to the modeling of human learning. We illustrate the added value of affective processes for models of learning across multiple domains with a focus on reinforcement learning, knowledge acquisition, and social learning.

OBJECTIVES/GOALS: To introduce the new Team Science Community Toolkit, co-created by community and academic partners, and showcase its potential to empower Community Organizations (COs) in achieving equity in community-engaged research (CER). METHODS/STUDY POPULATION: In response to the challenges faced by COs in CER collaborations, qualitative interviews were conducted with CO staff from historically marginalized communities. These interviews informed the development of the Team Science Community Toolkit, a collaborative effort involving a Community Advisory Board (CAB) and Team Science experts from Northwestern University. The toolkit, designed using a community-based participatory research approach, incorporates the Science of Team Science and User-Centered Design principles. Integrated into the NIH-sponsored COALESCE website, it includes templates, checklists, and interactive tools, along with a real-world simulation, to support COs in all stages of the research process. RESULTS/ANTICIPATED RESULTS: Focus groups and usability testing involving external community experts validated the toolkit’s content and usability. Participants expressed enthusiasm and a sense of empowerment, indicating that the toolkit allows them to actively shape research processes and infuse their specific voices and needs into their partnerships. The toolkit is designed to support breaking down barriers like jargon and cultural adaptability to improve accessibility and open conversation. The impact of this Team Science focused toolkit is under evaluation. This presentation will showcase the toolkit, detail its collaborative development, and explore potential applications, ultimately offering a path to more equitable and valuable community-based research. DISCUSSION/SIGNIFICANCE: By providing COs with the resources and knowledge to participate as equal partners in research collaborations, it enhances self-advocacy, transparency, and equity. The toolkit has the potential to utilize Team Science to foster productive communication in community-academic research partnerships.

There is evidence that seaweed production can involve a variety of physical risks, but there has been little study of how wider contextual factors – such as enterprise size, economic and business relations, and forms of employment arrangements – may affect workers’ safety. This study explores the impact of such aspects on workers’ experiences of occupational safety and health (OSH) risks and their management in the developing seaweed industry, in North West Europe. Based on qualitative findings from a survey and discussions with owners/managers, workers and stakeholders in the industry, the study identified a number of issues relating to OSH in seaweed production. These include the predominance of micro small enterprises, the presence of significant risks to health and safety and limitations in the capacity of owners/managers to address them, as well as structural and economic factors in the sector that promote precarious work, and the low visibility and inaccessibility of micro and small enterprises (MSEs) to both public and private regulations. The paper discusses experiences of these issues in the emergent industry and relates them to the wider literature about work health and safety in micro and small firms and precarious and non-standard forms of work, typically found in agriculture and food production. Findings point to the need for better orchestration of public and private regulatory influences and further research to determine if strategies that are seen as successful in other sectors could be transferred to the emergent European seaweed industry.

Wheat was first cultivated in the Fertile Crescent (South Western Asia) with a farming expansion that lasted from around 9000 BC to 4000 BC. Whilst humans have been exposed to wheat for around the last 10 000 years, humans have existed for greater than 2·5 million years. Therefore, wheat (and thereby gluten) are relatively new introductions to our diet! By the end of the 20th century, global wheat output had expanded by 5-fold, with a corresponding increase in the prevalence of gluten-related disorders. Coeliac disease (CD) is a state of heightened immunological responsiveness to ingested gluten in genetically susceptible individuals. CD now affects 1 % or more of all adults, for which the management is a strict lifelong gluten-free diet (GFD). However, there is a growing body of evidence to show that a far greater proportion of individuals without CD are self-initiating a GFD. This includes individuals initiating a GFD as a lifestyle choice, people with irritable bowel-type symptoms and those diagnosed with non-coeliac gluten (or wheat) sensitivity. Despite a greater recognition of gluten-related disorders, gaps still remain in our understanding of both their aetiology and management. This article explores the role of the gluten-free diet in gluten-related disorders, along with current uncertainties.

Large-scale societal issues such as public health crises highlight the need to communicate scientific information, which is often uncertain, accurately to the public and policy makers. The challenge is to communicate the inherent scientific uncertainty — especially about the underlying quality of the evidence — whilst supporting informed decision making. Little is known about the effects that such scientific uncertainty has on people’s judgments of the information. In three experimental studies (total N=6,489), we investigate the influence of scientific uncertainty about the quality of the evidence on people’s perceived trustworthiness of the information and decision making. We compare the provision of high, low, and ambiguous quality-of-evidence indicators against providing no such cues. Results show an asymmetric relationship: people react more strongly to cues of low quality of evidence than they do to high quality of evidence compared to no cue. While responses to a cue of high quality of evidence are not significantly different from no cue; a cue of low or uncertain quality of evidence is accompanied by lower perceived trustworthiness and lower use of the information in decision making. Cues of uncertain quality of evidence have a similar effect to those of low quality. These effects do not change with the addition of a reason for the indicated quality level. Our findings shed light on the effects of the communication of scientific uncertainty on judgment and decision making, and provide insights for evidence-based communications and informed decision making for policy makers and the public.

Phillips et al. discuss whether knowledge or beliefs are more basic representations of others' minds, focusing on the primary function of knowledge representation: learning from others. We discuss links between emotion and “knowledge versus belief,” and particularly the role of emotions in learning from others in mechanisms such as “social epistemic emotions” and “affective social learning.”