Chirality-dependent pinning of magnetic domain walls (DWs) has been observed in a planar Ni81Fe19 nanowire with two spatially separated notches on opposite edges of the wire. Using focused magneto-optical Kerr effect measurements of field-driven magnetization reversal we show that several different metastable remanent magnetization states can be formed reproducibly, and that the application of a component of magnetic field transverse to the wire axis maintains the chirality of DW as it interacts with both notches and overcomes the problems of chirality loss due to Walker breakdown.

Understanding how early reading and mathematics co-develop is important from both theoretical and pedagogical standpoints. Previous research has provided mixed results. This paper investigates the development of reading and mathematics in a longitudinal sample of N = 355,883 students from the United Kingdom (2005-2019) aged 5 to 12 (49% girls). Results indicate a positive relation between the development of the two domains. In addition, a substantial statistically significant positive association between prior reading scores and subsequent changes in achievement in mathematics was found, whereas changes in reading were smaller for students with a higher prior performance in mathematics. The findings suggest that acquiring good reading skills is highly relevant for developing mathematics skills. Implications for theory and practice are discussed. Note:We only considered studies that investigated models with paths from prior reading to subsequent mathematics and vice versa. Note that the meaning of cross-lagged coefficients can differ substantially when different modeling strategies are applied (e.g., Usami et al., 2019).

No abstract

Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. BackgroundThe Performance Indicators in Primary Schools On Entry Baseline (PIPS baseline) assessment for pupils starting school includes an item which aims to assess how well a pupil writes his or her own name. There is some debate regarding the utility of this measure, on the grounds that name length may constitute bias.

Publisher's copyright statement: c 2011 IEEE. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from the IEEE. Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details.