Observation of a diffractive contribution to dijet production in proton-proton collisions at √s=7 TeV

The cross section for dijet production in proton-proton collisions at √s=7 TeV is presented as a function of a variable that approximates the fractional momentum loss of the scattered proton in single-diffractive events. The analysis is based on an integrated luminosity of 2.7 nb-1 collected with the CMS detector at the LHC at low instantaneous luminosities, and uses events with jet transverse momentum of at least 20 GeV. The dijet cross section results are compared to the predictions of diffractive and nondiffractive models. The low- data show a significant contribution from diffractive dijet production, observed for the first time at the LHC. The associated rapidity gap survival probability is estimated. © 2013 CERN. Published by the American Physical Society.

Direct in situ observation of the electron-driven synthesis of Ag filaments on α-Ag2 WO4 crystals

In this letter, we report, for the first time, the real-time in situ nucleation and growth of Ag filaments on α-Ag2 WO4 crystals driven by an accelerated electron beam from an electronic microscope under high vacuum. We employed several techniques to characterise the material in depth. By using these techniques combined with first-principles modelling based on density functional theory, a mechanism for the Ag filament formation followed by a subsequent growth process from the nano-to micro-scale was proposed. In general, we have shown that an accelerated electron beam from an electronic microscope under high vacuum enables in situ visualisation of Ag filaments with subnanometer resolution and offers great potential for addressing many fundamental issues in materials science, chemistry, physics and other fields of science.

Challenges of teaching corporate environmental management in Brazil

This paper sheds light on the main challenges of teaching Corporate Environmental Management (CEM) in Brazil. Thus, we analysed the main challenges for CEM in Brazil from the viewpoint of teachers. The objective of the research is achieved by means of interviews performed with five renowned professors responsible for teaching CEM in undergraduate courses. Results indicate five types of barriers for teaching CEM: weak integration of other teachers in the teaching of CEM; low level of acceptance of CEM as a subject by the peers teachers; a lack of focus on business while teaching CEM; a scarcity of CEM teaching materials appropriate for the realities of Brazil; and a relative lack of interest among some students in CEM. Teaching CEM is fundamental for the education of more responsible students, but little is known about teaching CEM in Brazil.. Copyright © 2013 Inderscience Enterprises Ltd.

Observation of a new boson with mass near 125 GeV in pp collisions at √=7 and 8 TeV

A detailed description is reported of the analysis used by the CMS Collaboration in the search for the standard model Higgs boson in pp collisions at the LHC, which led to the observation of a new boson. The data sample corresponds to integrated luminosities up to 5.1 fb-1 at √=7 TeV, and up to 5.3 fb-1 at √ s=8 TeV. The results for five Higgs boson decay modes γγ, ZZ, WW, ττ, and bb, which show a combined local significance of 5 standard deviations near 125 GeV, are reviewed. A fit to the invariant mass of the two high resolution channels, γγ and ZZ → 4ℓ, gives a mass estimate of 125.3 ± 0.4 (stat.) ± 0.5 (syst.) GeV. The measurements are interpreted in the context of the standard model Lagrangian for the scalar Higgs field interacting with fermions and vector bosons. The measured values of the corresponding couplings are compared to the standard model predictions. The hypothesis of custodial symmetry is tested through the measurement of the ratio of the couplings to the W and Z bosons. All the results are consistent, within their uncertainties, with the expectations for a standard model Higgs boson. [Figure not available: see fulltext.] © 2013 CERN for the benefit of the CMS collaboration.

Observation of the Associated Production of a Single Top Quark - and a W Boson in pp Collisions at root s=8 TeV

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Search for exclusive or semi-exclusive gamma gamma production and observation of exclusive and semi-exclusive e(+)e(-) production in pp collisions at root s=7 TeV

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

On observation of the downconversion mechanism in Er3+/Yb3+ co-doped tellurite glass using thermal and optical parameters

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Observation of a peaking structure in the J/psi phi mass spectrum from B-+/- -> J/psi phi K-+/- decays

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Observation of the diphoton decay of the Higgs boson and measurement of its properties

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Observation of the rare B-s(0)->mu(+)mu(-) decay from the combined analysis of CMS and LHCb data

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

The Importance of Teaching Students How to Read to Comprehend Mathematical Language

In this action research study of my classroom of 8th and 9th grade Algebra I students, I investigated if there are any benefits for the students in my class to learn how to read, translate, use, and understand the mathematical language found daily in their math lessons. I discovered that daily use and practice of the mathematical language in both written and verbal form, by not only me but by my students as well, improved their understanding of the textbook instructions, increased their vocabulary and also increased their understanding of their math lessons. I also found that my students remembered the mathematical material better with constant use of mathematical language and terms. As a result of this research, I plan to continue stressing the use of mathematical language and vocabulary in my classroom and will try to develop new ways to help students to read, understand, and remember mathematical language they find daily in their textbooks.

The Impact of Teaching Presence in Intensive Online Courses on Perceived Learning and Sense of Community: A Mixed Methods Study

This mixed methods concurrent triangulation design study was predicated upon two models that advocated a connection between teaching presence and perceived learning: the Community of Inquiry Model of Online Learning developed by Garrison, Anderson, and Archer (2000); and the Online Interaction Learning Model by Benbunan-Fich, Hiltz, and Harasim (2005). The objective was to learn how teaching presence impacted students’ perceptions of learning and sense of community in intensive online distance education courses developed and taught by instructors at a regional comprehensive university. In the quantitative phase online surveys collected relevant data from participating students (N = 397) and selected instructional faculty (N = 32) during the second week of a three-week Winter Term. Student information included: demographics such as age, gender, employment status, and distance from campus; perceptions of teaching presence; sense of community; perceived learning; course length; and course type. The students claimed having positive relationships between teaching presence, perceived learning, and sense of community. The instructors showed similar positive relationships with no significant differences when the student and instructor data were compared. The qualitative phase consisted of interviews with 12 instructors who had completed the online survey and replied to all of the open-response questions. The two phases were integrated using a matrix generation, and the analysis allowed for conclusions regarding teaching presence, perceived learning, and sense of community. The findings were equivocal with regard to satisfaction with course length and the relative importance of the teaching presence components. A model was provided depicting relationships between and among teaching presence components, perceived learning, and sense of community in intensive online courses.

Making Learning Visible: Peer Review and the Scholarship of Teaching

This is the promotional brochure from the March 2004 national conference, Making Learning Visible: Peer Review and the Scholarship of Teaching. This conference was hosted by the UNL Peer Review of Teaching project and the University of Nebraska-Lincoln.

Chicana, Indian and Sudanese Perspectives of Teaching in the Academy: Three Levels of Experience in the Teaching-Learning and Social Environment

“Women of color from any culture or country face additional barriers in predominantly white institutions. This panel presents perspectives and experiences of three women from three cultures and three different levels of academia—a Chicana Latino visiting professor, a graduate teaching assistant from India, and a Sudanese graduate research assistant.”

XMM-Newton EPIC and OM observation of Nova Centauri 1986 (V842 Cen)

We report the results from the temporal and spectral analysis of an XMMNewton observation of Nova Centauri 1986 (V842 Cen). We detect a period at 3.51 +/- 0.4 h in the EPIC data and at 4.0 +/- 0.8 h in the Optical Monitor (OM) data. The X-ray spectrum is consistent with the emission from an absorbed thin thermal plasma with a temperature distribution given by an isobaric cooling flow. The maximum temperature of the cooling flow model is keV. Such a high temperature can be reached in a shocked region and, given the periodicity detected, most likely arises in a magnetically channelled accretion flow characteristic of intermediate polars. The pulsed fraction of the 3.51-h modulation decreases with energy as observed in the X-ray light curves of magnetic cataclysmic variables, possibly due either to occultation of the accretion column by the white dwarf body or phase-dependent to absorption. We do not find the 57-s white dwarf spin period, with a pulse amplitude of 4 mmag, reported by Woudt et al. in either the OM data, which are sensitive to pulse amplitudes ?0.03 mag, or the EPIC data, sensitive to pulse fractions p? 14 +/- 2 per cent.