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NLO QCD corrections to ZZ+jet production at hadron colliders
No full textA fully differential calculation of the next-to-leading order QCD corrections
to the production of Z-boson pairs in association with a hard jet at the
Tevatron and LHC is presented. This process is an important background for
Higgs particle and new physics searches at hadron colliders. We find sizable
corrections for cross sections and differential distributions, particularly at
the LHC. Residual scale uncertainties are typically at the 10% level and can be
further reduced by applying a veto against the emission of a second hard jet.
Our results confirm that NLO corrections do not simply rescale LO predictions
Testing article with a title change for June 2025
No full textoai:repository.royalholloway.ac.uk:ddb5be85-4d70-4b95-b1ca-8f0849b5a800/
Using a Definition of Information Literacy to Engage Academics and Students: A UK Perspective
Full text linkFollowing the publication of an updated definition of information literacy in 2018 by CILIP, the United Kingdom's library and information association, librarians at Royal Holloway, University of London, began to use the definition with both students and staff. Their aim was to foster a better understanding of information literacy and how it can benefit learners throughout their studies and beyond. The students were first-year English undergraduates, and the staff were working toward a postgraduate teaching certificate. Discussions during and after the sessions indicated that the updated definition was effective in introducing the concept of information literacy to both students and staff, highlighting its importance in academia and the wider world
Using Mentimeter to gauge and engage science students in information skills sessions
No full textThe perennial problem of gathering student feedback and assessing student learning lurk in every librarian’s information literacy (IL) programme. A number of interactive polling tools such as Socrative and Poll Everywhere have been used to great effect in IL sessions to gauge the students’ engagement with the session and also obtain feedback. Another tool, Mentimeter, currently being used at Royal Holloway, University of London, has not seen as much limelight as its peers in literature on polling and student engagement. Mentimeter allows you to create your own questions and lets students vote or answer questions in a variety of ways encouraging their participation in the IL session. Its functionality and ease with which it can be used and embeds into LibGuides make it a tool worth the consideration of librarians involved in delivering information skills sessions.
This digital poster will demonstrate how Mentimeter has easily been inserted into IL sessions at Royal Holloway to poll students’ current search strategies and what resources they currently use, and from this information, tailor their teaching to plug gaps in students’ search strategies and knowledge of what resources are available to them. In doing this, we have been able to illustrate to Science faculty students the value of information literacy skills. Mentimeter has been used in almost all Science training sessions for undergraduates this year so far (2016-17) as a way to inform the instructor what should be focused on
Teachmeet handout: Using Socrative polls in IL teaching
No full textTeaching large numbers of students involves being creative, and as information literacy teaching at Royal Holloway University of London has changed dramatically over the past two academic years, so has the teaching adopted by Library staff.
This session will demonstrate use of an online polling tool, Socrative, and allow participants to test out the tool for themselves. It will demonstrate flexible ideas for using the tool as part of a lesson, and include examples of questions and use in class. Participants will only need a smartphone to take part, and the speakers welcome questions and suggestions on using polling tools in the classroom.
Socrative has been used to quiz students on their previous knowledge during Library training sessions; allowing teaching to be adapted to the needs of each individual class. It has been used to canvas opinion on Library training which will be used in future to improve teaching; and it’s proved a valuable tool in increasing student participation – from small groups of 15 to large groups of 60 students.
In all cases Socrative has increased student participation in students of all levels, and acts as a quick, easy, and effective introductory exercise to the themes of the class. It has also been possible to collect data on student experiences and knowledge to use in class, but also to preserve in order to improve future teaching
Web-scale discovery in the arts: Royal Holloway’s first year undergraduates and academics feed back
Full text linkThis poster will highlight the key findings of my MSc Dissertation, submitted in May 2014 to Robert Gordon University, which was awarded the Dorothy Williams award at graduation. It will introduce the aims of the research; to collect data on previous information-seeking experience and current information-seeking skills using the Primo Central discovery system from first-year arts undergraduates at Royal Holloway University of London. The quantitative results of a survey and test were compared against qualitative statements from academic staff in the applicable departments, and recommendations made about the suitability of Primo Central for these students.
It was found, after weighing the merits of Primo Central against a traditional WebOPAC, that Primo Central was preferable, although serious concerns were raised about its usability and information retrieval relevant to the subject disciplines. Arts subjects at Royal Holloway heavily favour monograph literature, and the Primo Central interface defaults to a general Index search which pushes monographs down the list of results. Academics were already concerned at students’ ability to interpret and interrogate a Library catalogue, and this is backed up in the literature; suggesting that the Primo Central default search may not be intuitive enough for students of this level.
A list of desired features was developed, and discussed in relation to the Primo Central and WebOPAC services. The poster will demonstrate graphically student and academic responses, results collected on student use of Primo Central and a list of key search features which this user group would benefit from. Recommendations and changes to practices at Royal Holloway as a result of this reseach may be of use to librarians working with new undergraduates in order to adapt instruction and improve training materials
Creative IL embedding at Royal Holloway, University of London 2013
Full text linkn 2013, Helen Westwood and Russell Burke presented at LILAC about how information literacy was embedded in Geography courses at Royal Holloway. One of our plans for the future was to embed IL across the college. In May 2014, a paper was accepted at the College’s Learning, Teaching and Quality Committee making IL training and assessment a requirement for all first year undergraduate courses from 2014/15. This poster will show the steps involved in achieving this outcome, the challenges we have faced, and how we have used a variety of ways to engage staff and students with information literacy.
Our Academic Liaison team is formed of six Information Consultants. We are keen to be creative in the way we deliver IL training and we have used a range of methods in order to make the most of the time we are given for the content. An “Information Literacy for staff” libguide has been developed, which includes an information literacy menu so academics can see what we we offer and choose what they would like us to deliver for their students “a la carte”. We are also using libguides to support our sessions. For example, one has been developed especially for a Geography 1st year core module. This includes a pre-lecture quiz, as well as tabs for the components of IL. In workshops for a range of subjects, we have asked students to suggest keywords on a given topic using padlet.com. In other lectures, we are using the student response system Socrative for instant question and answer segments. We will use screenshots of these on the poster.
We are keen to share and discuss our approach to embedding IL with LILAC delegates and hope this poster will provide inspiration for other institutions
Mechanisms of Engagement and Change for Minority Ethnic Caregivers with Multisystemic Therapy: A Grounded Theory
Full text linkEvidence has shown that Multisystemic Therapy (MST) an intensive family- and community-based intervention has been particularly effective in the treatment of youth with antisocial behaviour from ethnically diverse backgrounds. Although the process of change within MST has been explored, there is a dearth of research in looking at this for families from ethnic minority backgrounds. The current research aimed to address this gap by exploring the experiences of a sample of London based caregivers who had completed an MST intervention. A qualitative approach was adopted, using grounded theory methodology to explore ethnic minority caregiver experiences of MST and generate a model of the processes of engagement and change based on participants’ accounts. Seven semi-structured interviews were carried out with caregivers from two London sites. The emergent model consisted of seven interacting theoretical codes. Three of these codes were organised around the process of engagement; deciding to engage with MST, becoming therapeutically aligned and considering cultural difference, and four related to the process of change; working within a safe and trusting relationship, therapist acting as cultural broker, empowering the parent and increased communication within and outside the family. The author makes novel suggestions relating to the specific mechanisms that are thought to underlie the process of engaging with MST, and highlights the importance of considering cultural difference in the initial stages of the MST intervention
Bonding Experiences in Mothers of Infants with Severe Congenital Heart Disease
Full text linkMothers who have an infant with severe congenital heart disease (CHD) face an uncertain and emotionally challenging postpartum period as their baby is hospitalised and undergoes life-saving cardiac surgical treatment. There are many potential risk factors to mother-infant bonding, that is, the emotional tie a mother develops with her baby, in the context of infant illness. Having an infant with a diagnosis of severe CHD could be seen as a threat to the mother’s experience of bonding. However, there is limited understanding about the maternal perception of bonding with an infant with severe CHD.
This study aimed to explore mothers’ bonding with their infant with severe CHD throughout antenatal, perinatal and postnatal periods and how they coped with any challenges to this bond. Interviews were conducted with eight mothers of infants aged between eight and fifteen months with severe CHD, who were recruited from a children’s hospital and who were diagnosed either antenatally or postnatally. Interpretative Phenomenological Analysis was used to identify themes across the mothers’ accounts. Four superordinant themes were identified: ‘An Emotional Start to Motherhood and the Mother-Infant Bond’, ‘Losing Control in the Context of CHD’, ‘Keeping Connected to the Baby’ and ‘Moving on Together’.
The findings identify mother-infant bonding as a process that can withstand challenges such as maternal-infant separation, potential loss of the infant and maternal feelings of disconnection from the baby. Practical strategies were used by mothers to maintain their bond with their infant following diagnosis and during hospitalisation. These included being close to their infant and taking over caregiving duties from the nurses. Mothers described strength and resilience from the experience and a process of increasingly feeling closer to their infant. Several potential research implications and clinical recommendations for healthcare professionals are suggested
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