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Measurement of double-parton scattering in inclusive production of four jets with low transverse momentum in proton-proton collisions at √s = 13 TeV
No full textA measurement of inclusive four-jet production in proton-proton collisions at a center-of-mass energy of 13 TeV is presented. The transverse momenta of jets within |η| \u3c 4.7 are required to exceed 35, 30, 25, and 20 GeV for the first-, second-, third-, and fourth-leading jet, respectively. Differential cross sections are measured as functions of the jet transverse momentum, jet pseudorapidity, and several other observables that describe the angular correlations between the jets. The measured distributions show sensitivity to different aspects of the underlying event, parton shower modeling, and matrix element calculations. In particular, the interplay between angular correlations caused by parton shower and double-parton scattering contributions is shown to be important. The double-parton scattering contribution is extracted by means of a template fit to the data, using distributions for single-parton scattering obtained from Monte Carlo event generators and a double-parton scattering distribution constructed from inclusive single-jet events in data. The effective double-parton scattering cross section is calculated and discussed in view of previous measurements and of its dependence on the models used to describe the single- parton scattering background. [Figure not available: see fulltext.
Measurement and QCD analysis of double-differential inclusive jet cross sections in proton-proton collisions at √s = 13 TeV
No full textA measurement of the inclusive jet production in proton-proton collisions at the LHC at s = 13 TeV is presented. The double-differential cross sections are measured as a function of the jet transverse momentum pT and the absolute jet rapidity |y|. The anti-kT clustering algorithm is used with distance parameter of 0.4 (0.7) in a phase space region with jet pT from 97 GeV up to 3.1 TeV and |y| \u3c 2.0. Data collected with the CMS detector are used, corresponding to an integrated luminosity of 36.3 fb−1 (33.5 fb−1). The measurement is used in a comprehensive QCD analysis at next-to-next-to-leading order, which results in significant improvement in the accuracy of the parton distributions in the proton. Simultaneously, the value of the strong coupling constant at the Z boson mass is extracted as αS(mZ) = 0.1170±0.0019. For the first time, these data are used in a standard model effective field theory analysis at next-to-leading order, where parton distributions and the QCD parameters are extracted simultaneously with imposed constraints on the Wilson coefficient c1 of 4-quark contact interactions. [Figure not available: see fulltext.
Fragmentation of jets containing a prompt J/ψ meson in PbPb and pp collisions at sNN=5.02TeV
No full textJets containing a prompt J/ψ meson are studied in lead-lead collisions at a nucleon-nucleon center-of-mass energy of 5.02 TeV, using the CMS detector at the LHC. Jets are selected to be in the transverse momentum range of 3
Healthy Brains from Birth: Raising Parental Awareness on Early Childhood Brain Development in HealthPartners Birth Centers
Get PDFThe human brain most efficiently and rapidly develops during the first three years of life with nurturing and stimulating serve-and-return interactions (Britto et al., 2017; Center for the Developing Child 2021). Because not all parents are aware of their impact during this pivotal period of brain development, particularly before six months of age (Zero to Three, Bezos Family Foundation, & SoAct Consulting, 2016), a movement known as Little Moments Count (LMC) aims to educate and empower families to support the healthy brain development of their children through practical serve-and-return interactions involving talking, reading, playing and singing. While LMC programs are currently introduced to parents by healthcare providers during well-child visits, they are working to expand their initiatives to reach a younger population in HealthPartners birth centers. The purpose of this quantitative community research project was to provide HealthPartners and Reach Out and Read Minnesota (RORM) with a recommendation for a viable and effective expansion of LMC to an inpatient setting. The recommendation was based primarily on the education, priorities and beliefs of new parents on early childhood brain development and serve-and-return interactions. In addition, the research team considered perspectives of nursing management and staff at HealthPartners birth centers and established evidence-based parenting interventions. Quantitative data was gathered from new parents in Minnesota and Western Wisconsin through an anonymous Qualtrics survey and from birth center staff via informal interviews. A total of 93 participants met the survey’s inclusion criteria. Regarding parent education, the survey revealed that the vast majority of parents (61%) had received information on the importance of serve-and-return interactions during their postnatal care compared to prenatal care (26.5%) and hospitalization (17.7%). There was a wide variety of avenues in which parents had received information, but the primary source was from a primary care provider (52.1%), whom parents most frequently trusted to provide accurate healthcare information. Regarding education preferences, the survey revealed that some parents were interested in receiving information on the importance of serve-and-return interactions during their prenatal care (23.5%) or their hospitalization (15.1%). However, almost 60% of parents preferred to receive this information during their postnatal care or the well-child visits, suggesting that parents feel overwhelmed with the amount of information they receive during the first stages of their journey. Yet despite feeling overwhelmed, 100% of participants made time to talk, read, play, or sing to their child at least a few times per week, and 100% of parents believed this impacted their child’s health. This notable finding contrasted with previous research that indicated a lack of parental awareness on the impact of positive parenting before six months of age (Zero to Three, Bezos Family Foundation, & SoAct Consulting, 2016). However, as supported by the 2016 parent survey, the current study found that parents are motivated to improve their parenting, and desire additional strategies and support. HealthPartners birthing centers expressed interest in providing more resources to parents regarding the importance of talking, reading, playing and singing to their children. However, birthing centers are facing several limitations with initiating novel interventions during the COVID-19 pandemic. Researchers concluded from parental and facility needs that the discussion of early childhood brain development between parents and healthcare providers should be seen on a continuum that tailors interventions to the unique needs of parents during each phase of their journeys
The Pastor: From Calling to Competency
Get PDFElucidation of pastoral competency is a complicated subject, but, a necessary and important aspect of servant leadership for pastors, and congregants. Competency outcomes and criterion measurement (what is pastoral competency and how it is measured and achieved) will require deliberate conversations that uncover the mission of the church and its overall purpose. The intention is not to create competence or mission related criteria that govern all other decisions, but to create a natural accountability and priority structure against which future decisions, growth opportunities, leadership priorities, and congregational variables can be discussed. In addition, these conversations will be treated with the greatest care. While most pastors are driven by a deeply rooted calling to their ministry, they are also responsible for running very complicated tasks that require a certain amount of competence and servant leadership characteristics. In the current study, pastors will be asked how they measure their competency, and congregants will be asked how they perceive the servant leadership skills of their respective pastors
Factors Affecting the Academic Self-Concept of K-12 Students with Reading Disabilities
Get PDFThe way students perceive themselves as learners is referred to as their academic self-concept (ASC). ASC is made up of the thoughts and feelings a student has about their experience in the classroom with learning tasks and research has shown it develops through a variety of comparisons. ASC has the potential to affect learning outcomes, academic achievement, behavior, and mental health. The goal of this literature review was to discover how ASC develops for K-12 students with reading disabilities and the specific factors that influence its formation. The review included a look at the research surrounding ASC in the general population and moved to comparing it with that of students with reading disabilities. The literature pointed to several conclusions: The academic self-concept of K-12 students with reading disabilities emerges as it does for their typically developed peers, however, unlike their typically developing peers, students with reading disabilities also experience challenges specific to their disability that play a significant role. Meaningful support and diagnosis can positively affect ASC while negative classroom experiences are damaging to ASC. Implications for educators working with students with reading disabilities are included
Diabetes and Hypertension Prevention in Vanuatu: A Community Service Project
Get PDFVanuatu is a country located in the Southwestern Pacific Ocean that is east of Australia (Adams & Foster, 2020, para. 1). This community service project partnered with the health clinic at the Family Care Centre (FCC), located in Teouma Valley on the island of Éfaté. Through communication with Anna Harris, a nurse working at the FCC clinic, several pressing needs of the clinic and the population at large were identified, including nutrition, exercise, diabetes, and hypertension education. As a result of the current needs of the FCC clinic in Vanuatu, this community service project aimed to educate Ni-Vans on the growing epidemic of non-communicable diseases (NCDs) and provide a knowledge base to the population in order to increase preventive measures. In order to do so, researchers Jasmin Lindberg, Abbie Marton, Danielle Settle and undergraduate graphic design student Isabelle Marton created a storybook and handout for patients of the FCC. The storybook and handout are meant to teach patients how physical activity and diet can affect their long term health, specifically focusing on the effects hypertension and diabetes have on the body. Pictures of culturally appropriate scenes and simple language were incorporated in both the storybook and handout with a goal of impacting not only those who directly use it, but future generations as well. These storybooks and handouts were placed and used by medical professionals in the FCC clinic to guide Ni-Vans, with the hope that they will learn more about these NCDs and how to combat them. In time, education shared through the storybook will hopefully lessen the burden of NCDs in Vanuatu
Evidence-Based Interventions to Address Elopement in Children with Autism Spectrum Disorder
Get PDFElopement is a concerning behavior among autistic children. This thesis focused on evidence-based strategies and interventions used to treat elopement for children with Autism Spectrum Disorders. Response blocking occurs immediately after a child elopes to protect them, but is not an effective intervention (Call et al., 2011, and Marle et al., 2020). Research data utilized Functional Behavior Assessments to determine the function of elopement and focused on strategies that decreased or eliminated elopement behavior (Kamlowsky et al., 2021, and Stockall et al., 2015). Studies were limited due to small sample sizes (Call et al., 2017, and Scheithauer et al., 2020). The information gained from this research was synthesized to create a systematic process for a special education team to identify, document, and address eloping behaviors
Choosing Educational Strategies to Develop Social Studies Knowledge and Encourage Civic and Political Participation Among Students With Special Education Needs
Get PDFThis research will address three questions: 1) To what extent do people with disabilities participate in the political process, 2) What do studies reveal about social studies education for students with disabilities, and 3) How can teachers prepare students with disabilities to improve their knowledge of history and government and thereby better participate in civic and political processes. In particular, the thesis will suggest a number of instructional strategies and interventions to improve students with disabilities’ mastery of the traditional, heavily text-laden subject of social studies. The goal of this literature review is to synthesize this research in order to provide tools and strategies for working teachers. Students with disabilities often struggle on assessments in history, as do their peers without disabilities. According to comprehensive national studies, only a small fraction of students with disabilities are proficient in Social Studies. There are a number of instructional strategies and interventions which teachers can utilize to improve their students’ skills. Seven strategies discussed in this thesis: PACT, CoPD, CSR, CBI, TBL, SFA, and Concept Mapping focus on improving reading comprehension and content acquisition to improve students’ understanding of expository texts