Sample records for learners ells receive
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Manavathu, Marian; Zhou, George
2012-01-01
Through a qualitative research design, this article investigates the impacts of differentiated laboratory instructional materials on English language learners' (ELLs) laboratory task comprehension. The factors affecting ELLs' science learning experiences are further explored. Data analysis reveals a greater degree of laboratory task comprehension…
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Flipped Instruction with English Language Learners at a Newcomer High School
Graziano, Kevin J.; Hall, John D.
2017-01-01
Research on flipped instruction with English Language Learners (ELLs) is sparse. Data-driven flipped research conducted with ELLs primarily involves adult learners attending a college or university. This study examined the academic performance of secondary ELLs who received flipped instruction in an algebra course at a newcomer school compared to…
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Ilich, Maria O.
Psychometricians and test developers evaluate standardized tests for potential bias against groups of test-takers by using differential item functioning (DIF). English language learners (ELLs) are a diverse group of students whose native language is not English. While they are still learning the English language, they must take their standardized tests for their school subjects, including science, in English. In this study, linguistic complexity was examined as a possible source of DIF that may result in test scores that confound science knowledge with a lack of English proficiency among ELLs. Two years of fifth-grade state science tests were analyzed for evidence of DIF using two DIF methods, Simultaneous Item Bias Test (SIBTest) and logistic regression. The tests presented a unique challenge in that the test items were grouped together into testlets---groups of items referring to a scientific scenario to measure knowledge of different science content or skills. Very large samples of 10, 256 students in 2006 and 13,571 students in 2007 were examined. Half of each sample was composed of Spanish-speaking ELLs; the balance was comprised of native English speakers. The two DIF methods were in agreement about the items that favored non-ELLs and the items that favored ELLs. Logistic regression effect sizes were all negligible, while SIBTest flagged items with low to high DIF. A decrease in socioeconomic status and Spanish-speaking ELL diversity may have led to inconsistent SIBTest effect sizes for items used in both testing years. The DIF results for the testlets suggested that ELLs lacked sufficient opportunity to learn science content. The DIF results further suggest that those constructed response test items requiring the student to draw a conclusion about a scientific investigation or to plan a new investigation tended to favor ELLs.
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Wu, Chia-Pei; Lin, Huey-Ju
2016-01-01
This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test…
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Mitchell, Mary A.
This study analyzed English language learner (ELL) performance on the June 2012 Biology MCAS, namely on item attributes of domain, cognitive skill, and linguistic complexity. It examined the impact of English proficiency, Latinate first language, first language orthography, and late-entry ELL status. The results indicated that English proficiency was a strong predictor of performance and that ELLs at higher levels of English proficiency overwhelmingly passed. The results further indicated that English proficiency introduced a construct-irrelevant variance on the Biology MCAS and raised validity issues for using this assessment at lower levels of English proficiency. This study also found that ELLs with a Latinate first language consistently had statistically significant lower performance. Late-entry ELL status did not predict Biology MCAS performance.
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Yang, Sha
2016-01-01
Narrative ability comes before literacy for bilingual students and helps narrow down the gap in text-level literacy between English language learners (ELLs) and native English speakers. Kindergarten ELLs are the best age group to receive intervention to improve their oral narrative skills. Multimedia stories have potential to assist kindergarten…
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ELL Students and the Library or ELL Estudiantes en la Biblioteca
Moorefield-Lang, Heather; Anaya, Gabriela; Shirk, Dawn
2010-01-01
Like middle school students, adults would never want to go into a new school not being able to speak the language. Most teachers aren't signing up to teach in Mexico or China unless they know how to speak with their fellow educators and their students. But English Language Learners (ELL) don't have the choices that teachers do. They have been…
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Barrera, Manuel; Liu, Kristi; Thurlow, Martha; Chamberlain, Steve
2006-01-01
English language learners (ELLs) with disabilities struggle with reading and the reasons for their struggles are not well understood owing to little knowledge about the impact of disability on language development in either the first or second language (Klingner et al., 2006). Nevertheless, this difficulty in reading achievement historically has…
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Teaching Photosynthesis with ELL Students
Piper, Susan; Shaw, Edward Lewis, Jr.
2010-01-01
Although the teaching of photosynthesis occurs yearly in elementary classrooms, one thing that makes it challenging is the inclusion of English language learners (ELLs). This article presents several activities for teaching and assessing of photosynthesis in a third grade classroom. The activities incorporate the photosynthesis content, teaching…
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More than Numbers: Teaching ELLs Mathematical Language in Primary Grades
Sistla, Michelle; Feng, Jay
2014-01-01
Teaching English Language Learners (ELL) academics while they are acquiring English language skills is a challenge for teachers. This action research examines the use of Response To Intervention (RTI) in teaching ELLs mathematical language and its effect on students' math achievement in primary grades. It shows that when mathematical language…
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Directory of Open Access Journals (Sweden)
Xaé Alicia Reyes
2014-12-01
Full Text Available This article discusses research findings from follow-up studies on the effects of purposeful programming designed to prepare educators who participated in either of two professional development federal grants funded by the U.S. Department of Education (REALL 2007 and LEAD 2012 to address the needs of English Language Learners (ELLs. The qualitative data gleaned through focus group interviews and responses to questionnaires collected in these studies describe both educators’ sense of self-efficacy (Bandura, 1994 and their students’ transformations as they experience success. The longitudinal data collected over a 6-year period include narratives of resistance encountered by the grant participants in spaces such as schools, districts, and the broader community, and how these challenges were approached.
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Video Self-Modeling for English Language Learners
Boisvert, Précille; Rao, Kavita
2015-01-01
Teachers of English language learners (ELLs), expected to address grade-level standards and prepare ELLs for standardized assessments, have the difficult task of designing instruction that meets the range of needs in their classrooms. When these learners have experienced limited or interrupted education, the challenges intensify. Whereas…
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English Language Learners in a Digital Classroom
Prince, Johanna
2017-01-01
English language learners (ELLs) experience linguistic, cultural, and cognitive shifts that can be challenging and at times lead to isolation for ELLs. While education technology may be an instructional resource and engage learners, devices alone do not shift instructional practices or lead to student gains. This case study was performed at an…
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ELL High School Students' Metacognitive Awareness of Reading Strategy Use and Reading Proficiency
Hong-Nam, Kay
2014-01-01
This study investigated the metacognitive awareness and reading strategies use of high school-aged English language learners (ELLs) and the relationship between ELL reading strategy use and reading proficiency as measured by a standardized reading test and self-rated reading proficiency. Results reveal that participants reported moderate use of…
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Search for B {yields} K{ell}{sup +}{ell}{sup -} and B {yields} K*(892){ell}{sup +}{ell}{sup -}
Energy Technology Data Exchange (ETDEWEB)
Aubert, B.
2004-02-12
The authors present preliminary results from a search for the flavor-changing neutral current decays B {yields} K{ell}{sup +}{ell}{sup -} and B {yields} K*(892){ell}{sup +}{ell}{sup -} using a sample of 22.7 x 10{sup 6} {Upsilon}(4S) {yields} B{bar B} decays collected with the BABAR detector at the PEP-II B Factory. They have reconstructed the following final states: B{sup +} {yields} K{sup +}{ell}{sup +}{ell}{sup -}, B{sup 0} {yields} K{sup 0}{ell}{sup +}{ell}{sup -} (K{sub s}{sup 0} {yields} {pi}{sup +} {pi}{sup -}), B{sup +} {yields} K*{sup +}{ell}{sup +}{ell}{sup -} (K*{sup +} {yields} K{sub s}{sup 0}{pi}{sup +}), and B{sup 0} {yields} K*{sup 0}{ell}{sup +}{ell}{sup -} (K*{sup 0} {yields} K{sup +}{pi}{sup -}), where {ell}{sup +}{ell}{sup -} is either an e{sup +}e{sup -} or {mu}{sup +}{mu}{sup -} pair. They obtain the 90% C.L. upper limits {Beta}(B {yields} K{ell}{sup +}{ell}{sup -}) < 0.6 x 10{sup -6} and {Beta}(B {yields} K*{ell}{sup +}{ell}{sup -}) < 2.5 x 10{sup -6}, close to the Standard Model predictions for these branching fractions.
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In-Service Teachers' Perspectives on Adolescent ELL Writing Instruction
Kibler, Amanda K.; Heny, Natasha A.; Andrei, Elena
2016-01-01
As writing has assumed increasing importance in discussions of pedagogy for diverse classrooms, attention to the contexts in which secondary teachers develop and implement writing instruction for adolescent English language learners (ELLs) is of great importance. Drawing on ecological language learning theories and situated teacher learning theory…
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The Influence of Teacher Power on English Language Learners' Self-Perceptions of Learner Empowerment
Diaz, Abel; Cochran, Kathryn; Karlin, Nancy
2016-01-01
English language learners (ELL) are students with a primary language spoken other than English enrolled in U.S. educational settings. As ELL students take on the challenges of learning English and U.S. culture, they must also learn academic content. The expectation to succeed academically in a foreign culture and language, while learning to speak…
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Geva, Esther; Massey-Garrison, Angela
2013-01-01
The overall objective of this article is to examine how oral language abilities relate to reading profiles in English language learners (ELLs) and English as a first language (EL1) learners, and the extent of similarities and differences between ELLs and EL1s in three reading subgroups: normal readers, poor decoders, and poor comprehenders. The study included 100 ELLs and 50 EL1s in Grade 5. The effect of language group (ELL/EL1) and reading group on cognitive and linguistic skills was examined. Except for vocabulary, there was no language group effect on any measure. However, within ELL and EL1 alike, significant differences were found between reading groups: Normal readers outperformed the two other groups on all the oral language measures. Distinct cognitive and linguistic profiles were associated with poor decoders and poor comprehenders, regardless of language group. The ELL and EL1 poor decoders outperformed the poor comprehenders on listening comprehension and inferencing. The poor decoders displayed phonological-based weaknesses, whereas the poor comprehenders displayed a more generalized language processing weakness that is nonphonological in nature. Regardless of language status, students with poor decoding or comprehension problems display difficulties with various aspects of language.
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Fairness in Assessment of English Learners
Abedi, Jamal; Levine, Harold G.
2013-01-01
English language learners (ELLs) face a challenging academic future in learning a new language while simultaneously mastering content in the language they may be struggling to learn. Assessment plays an extremely important role in the academic careers of ELL students, perhaps more so than for native speakers of English. Major changes and…
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Teaching Vocabulary to English Language Learners
Daniels, Sharilyn Fox
2009-01-01
This study determined if the vocabulary gap for English Language Learners (ELLs) and their peers could be bridged through providing home interventions with multiple exposures to words, definitions, model sentences and context. Ninety-one first grade students from a public school in Southern California with a 95% ELL population were researched. ELL…
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Exemplary Teachers of English Language Learners: A Knowledge Base
Clayton, Courtney
2013-01-01
The number of English language learners (ELL) in schools continues to rise. However, statistics reveal that the majority of classroom teachers have no training in working with ELLs (NCES, 2011). Because of this, it is critical to understand how teachers can be successfully prepared to teach ELLs. Through in-depth inquiry, this study explored what…
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Spinelli, Cathleen G.
2008-01-01
Existing research indicates that there is a disproportionate number of students with cultural and linguistic differences, English Language Learners (ELL), who are misidentified as learning disabled when their problems are due to cultural and/or linguistic differences. As a consequence, these students do not receive appropriate services. With the…
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Leontsinis, Stefanos
2018-01-01
The observation of the $\\mathrm{Z}$ boson rare decay to a $\\psi$ meson and two oppositely charged same-flavour leptons, $\\ell^+ \\ell^-$, where $\\psi$ represents the sum of $\\mathrm{J}/\\psi$ and $\\psi(\\mathrm{2S})\\to\\mathrm{J}/\\psi\\, X$, and $\\ell=\\mu,\\mathrm{e}$, is presented. The data sample used corresponds to an integrated luminosity of $35.9\\,\\mathrm{fb}^{-1}$ of proton-proton collisions at a center-of-mass energy of $13\\,\\mathrm{TeV}$ accumulated by the CMS experiment at the LHC. The signal is observed with a significance in excess of 5 standard deviations. Removing contributions from $\\psi(\\mathrm{2S})$ decays to $\\mathrm{J}/\\psi$, the signal is interpreted as being entirely from $\\mathrm{Z}\\to\\mathrm{J}/\\psi\\,\\ell^+\\ell^-$, with its fiducial branching fraction relative to that of the decay $\\mathrm{Z}\\to\\mu^+\\mu^-\\mu^+\\mu^-$ measured to be $$\\frac{\\mathcal{B}(\\mathrm{Z}\\to\\mathrm{J}/\\psi\\,\\ell^+\\ell^-)}{\\mathcal{B}(\\mathrm{Z}\\to\\mu^+\\mu^-\\mu^+\\mu^-)}=0.70\\pm 0.18\\, \\mathrm{(stat)} \\pm 0.05\\, \\mathrm{(s...
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Murphy, Peggy Henderson
2018-01-01
English Language Learner (ELL) students are sometimes a small constituency. Many resources already in the library can be used to enhance their language acquisition, confidence, and cultural fluency--resources such as graphic novels, hi-lo books, and makerspace materials. This article discusses enhancing language acquisition, confidence, and…
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Rigor or Restriction: Examining Close Reading with High School English Language Learners
Thomason, Betty; Brown, Clara Lee; Ward, Natalia
2017-01-01
English language learners (ELLs) are the fastest growing student subgroup in the United States, and public schools have the challenging task of teaching ELLs both English language and academic content. In spite of the attention given to improving outcomes for ELLs, the achievement gap between ELLs and native English speakers persists, especially…
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Berryhill, J W
2003-01-01
We present evidence for the flavor-changing neutral current decay B -> K*(ell) sup + (ell) sup - and a measurement of the branching fraction for the related process B -> K(ell) sup + (ell) sup - , where (ell) sup + (ell) sup - is either an e sup + e sup - or mu sup +mu sup - pair. These decays are highly suppressed in the Standard Model, and they are sensitive to contributions from new particles in the intermediate state. The data sample comprises 123 x 10 sup 6 UPSILON(4S) -> B(bar B) decays collected with the BABAR detector at the PEP-II e sup + e sup - storage ring. Averaging over K* isospin and lepton flavor, we obtain the branching fractions BETA(B -> K(ell) sup + (ell) sup -) = (0.65 sub - sub 0 sub . sub 1 sub 3 sup + sup 0 sup . sup 1 sup 4 +- 0.04) x 10 sup - sup 6 BETA(B -> K*(ell) sup + (ell) sup -) = (0.88 sub - sub 0 sub . sub 2 sub 9 sup + sup 0 sup . sup 3 sup 3 +- 0.10) x 10 sup - sup 6 , where the uncertainties are statistical and systematic, respectively. The significance of the B -> K(ell) ...
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Mathematics Problem Solving, Literacy, and ELL for Alternative Certification Teachers
Evans, Brian R.; Ardito, Gerald; Kim, Soonhyang
2017-01-01
New teachers who entered the profession through alternative pathways often teach in high-need urban environments, which means there may be a significant number of English Language Learner (ELL) students in their classrooms. In order to best support these students, techniques can be employed to best facilitate learning for students who do not have…
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Miles, Eva
2013-01-01
The purpose of this study was to examine the impact of open enrollment, curriculum alignment, and data-driven instruction on the test performance of English Language Learners (ELLs) and Re-designated Fluent English Proficient students (RFEPs) at Shangri-la High School. Participants of this study consisted of the student population enrolled in…
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Reading Test Performance of English-Language Learners Using an English Dictionary.
Albus, Debra; Thurlow, Martha; Liu, Kristin; Bielinski, John
2005-01-01
The authors examined the effects of a simplified English dictionary accommodation on the reading-test performance of Hmong English-language learners (ELLs). Participants included a control group of 69 non-ELL students and an experimental group of 133 Hmong ELLs from 3 urban middle schools in Minnesota. In a randomized counterbalanced design, all…
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INSPIRE-00236828
The observation of the $\\mathrm{Z}$ boson rare decay to a $\\psi$ meson and two oppositely charged same-flavour leptons, $\\ell^+ \\ell^-$, where $\\psi$ represents the sum of $\\mathrm{J}/\\psi$ and $\\psi(\\mathrm{2S})\\to\\mathrm{J}/\\psi\\, X$, and $\\ell=\\mu,\\mathrm{e}$, is presented. The data sample used corresponds to an integrated luminosity of $35.9\\,\\mathrm{fb}^{-1}$ of proton-proton collisions at a center-of-mass energy of $13\\,\\mathrm{TeV}$ accumulated by the CMS experiment at the LHC. The signal is observed with a significance in excess of 5 standard deviations. Removing contributions from $\\psi(\\mathrm{2S})$ decays to $\\mathrm{J}/\\psi$, the signal is interpreted as being entirely from $\\mathrm{Z}\\to\\mathrm{J}/\\psi\\,\\ell^+\\ell^-$, with its fiducial branching fraction relative to that of the decay $\\mathrm{Z}\\to\\mu^+\\mu^-\\mu^+\\mu^-$ measured to be $$\\frac{\\mathcal{B}(\\mathrm{Z}\\to\\mathrm{J}/\\psi\\,\\ell^+\\ell^-)}{\\mathcal{B}(\\mathrm{Z}\\to\\mu^+\\mu^-\\mu^+\\mu^-)}=0.70\\pm 0.18\\, \\mathrm{(stat)} \\pm 0.05\\, \\mathrm{(s...
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Vasquez Heilig, Julian; Holme, Jennifer Jellison
2013-01-01
This study addresses the segregation of English language learner (ELL) students in schools across Texas. We descriptively analyze levels of racial, economic, and linguistic isolation experienced by ELL students across the state of Texas. We also examine the association between segregation by race/ethnicity, economic disadvantage, and language…
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Full- and Half-Day Kindergarten Programmes: Examining Impacts on Second Language Learners
Bingham, Gary E.; Hall-Kenyon, Kendra M.
2013-01-01
This study investigated the effect of full- and half-day kindergarten programmes on English language learners (ELL) and English-only-speaking children's literacy and mathematics performance in a large urban school district. Considerations were given to how the length of the school day, children's language status (ELL and non-ELL), and children's…
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The Language Growth of Spanish-Speaking English Language Learners
Rojas, Raul; Iglesias, Aquiles
2013-01-01
Although the research literature regarding language growth trajectories is burgeoning, the shape and direction of English Language Learners' (ELLs) language growth trajectories are largely not known. This study used growth curve modeling to determine the shape of ELLs' language growth trajectories across 12,248 oral narrative language samples…
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Promising Instructional Practices for English Language Learners
Prince, Johanna
2018-01-01
Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be…
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Growth in Oral Reading Fluency of Spanish ELL Students with Learning Disabilities
Rubin, Daniel Ian
2016-01-01
The process of learning to read is difficult for many children, and this is especially true for students with learning disabilities (LD). Reading in English becomes even more difficult when a student's home language is not English. For English language learner (ELL) students with LD, acquiring the necessary skills to read fluently is an even…
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Enhancing English Learners' Language Development Using Wordless Picture Books
Louie, Belinda; Sierschynski, Jarek
2015-01-01
This article presents an approach to use wordless picture books to enhance the language development of English language learners. This approach is grounded in best practices to teach ELLs. The process starts with viewing and analyzing the visual images, engaging ELLs in discussion, and ending with students' self-authored texts. The wordless…
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Farbman, David A.
2015-01-01
With the number of students who are English language learners (ELLs) likely to double in coming years, it is more important than ever for schools across the U.S. to design and implement educational practices and strategies that best meet ELLs' learning needs, says the report, "Giving English Language Learners the Time They Need to…
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Aaboud, Morad; ATLAS Collaboration; Abbott, Brad; Abdinov, Ovsat; Abeloos, Baptiste; Abidi, Syed Haider; AbouZeid, Ossama; Abraham, Nicola; Abramowicz, Halina; Abreu, Henso; Abreu, Ricardo; Abulaiti, Yiming; Acharya, Bobby Samir; Adachi, Shunsuke; Adamczyk, Leszek; Adelman, Jahred; Adersberger, Michael; Adye, Tim; Affolder, Tony; Afik, Yoav; Agatonovic-Jovin, Tatjana; Agheorghiesei, Catalin; Aguilar-Saavedra, Juan Antonio; Ahlen, Steven; Ahmadov, Faig; Aielli, Giulio; Akatsuka, Shunichi; Akerstedt, Henrik; Åkesson, Torsten Paul Ake; Akilli, Ece; Akimov, Andrei; Alberghi, Gian Luigi; Albert, Justin; Albicocco, Pietro; Alconada Verzini, Maria Josefina; Alderweireldt, Sara; Aleksa, Martin; Aleksandrov, Igor; Alexa, Calin; Alexander, Gideon; Alexopoulos, Theodoros; Alhroob, Muhammad; Ali, Babar; Aliev, Malik; Alimonti, Gianluca; Alison, John; Alkire, Steven Patrick; Allbrooke, Benedict; Allen, Benjamin William; Allport, Phillip; Aloisio, Alberto; Alonso, Alejandro; Alonso, Francisco; Alpigiani, Cristiano; Alshehri, Azzah Aziz; Alstaty, Mahmoud; Alvarez Gonzalez, Barbara; Άlvarez Piqueras, Damián; Alviggi, Mariagrazia; Amadio, Brian Thomas; Amaral Coutinho, Yara; Amelung, Christoph; Amidei, Dante; Amor Dos Santos, Susana Patricia; Amoroso, Simone; Amundsen, Glenn; Anastopoulos, Christos; Ancu, Lucian Stefan; Andari, Nansi; Andeen, Timothy; Anders, Christoph Falk; Anders, John Kenneth; Anderson, Kelby; Andreazza, Attilio; Andrei, George Victor; Angelidakis, Stylianos; Angelozzi, Ivan; Angerami, Aaron; Anisenkov, Alexey; Anjos, Nuno; Annovi, Alberto; Antel, Claire; Antonelli, Mario; Antonov, Alexey; Antrim, Daniel Joseph; Anulli, Fabio; Aoki, Masato; Aperio Bella, Ludovica; Arabidze, Giorgi; Arai, Yasuo; Araque, Juan Pedro; Araujo Ferraz, Victor; Arce, Ayana; Ardell, Rose Elisabeth; Arduh, Francisco Anuar; Arguin, Jean-Francois; Argyropoulos, Spyridon; Arik, Metin; Armbruster, Aaron James; Armitage, Lewis James; Arnaez, Olivier; Arnold, Hannah; Arratia, Miguel; Arslan, Ozan; Artamonov, Andrei; Artoni, Giacomo; Artz, Sebastian; Asai, Shoji; Asbah, Nedaa; Ashkenazi, Adi; Asquith, Lily; Assamagan, Ketevi; Astalos, Robert; Atkinson, Markus; Atlay, Naim Bora; Augsten, Kamil; Avolio, Giuseppe; Axen, Bradley; Ayoub, Mohamad Kassem; Azuelos, Georges; Baas, Alessandra; Baca, Matthew John; Bachacou, Henri; Bachas, Konstantinos; Backes, Moritz; Bagnaia, Paolo; Bahmani, Marzieh; Bahrasemani, Sina; Baines, John; Bajic, Milena; Baker, Oliver Keith; Baldin, Evgenii; Balek, Petr; Balli, Fabrice; Balunas, William Keaton; Banas, Elzbieta; Bandyopadhyay, Anjishnu; Banerjee, Swagato; Bannoura, Arwa A E; Barak, Liron; Barberio, Elisabetta Luigia; Barberis, Dario; Barbero, Marlon; Barillari, Teresa; Barisits, Martin-Stefan; Barkeloo, Jason Tyler Colt; Barklow, Timothy; Barlow, Nick; Barnes, Sarah Louise; Barnett, Bruce; Barnett, Michael; Barnovska-Blenessy, Zuzana; Baroncelli, Antonio; Barone, Gaetano; Barr, Alan; Barranco Navarro, Laura; Barreiro, Fernando; Barreiro Guimarães da Costa, João; Bartoldus, Rainer; Barton, Adam Edward; Bartos, Pavol; Basalaev, Artem; Bassalat, Ahmed; Bates, Richard; Batista, Santiago Juan; Batley, Richard; Battaglia, Marco; Bauce, Matteo; Bauer, Florian; Bawa, Harinder Singh; Beacham, James; Beattie, Michael David; Beau, Tristan; Beauchemin, Pierre-Hugues; Bechtle, Philip; Beck, Hans~Peter; Beck, Helge Christoph; Becker, Kathrin; Becker, Maurice; Becot, Cyril; Beddall, Andrew; Beddall, Ayda; Bednyakov, Vadim; Bedognetti, Matteo; Bee, Christopher; Beermann, Thomas; Begalli, Marcia; Begel, Michael; Behr, Janna Katharina; Bell, Andrew Stuart; Bella, Gideon; Bellagamba, Lorenzo; Bellerive, Alain; Bellomo, Massimiliano; Belotskiy, Konstantin; Beltramello, Olga; Belyaev, Nikita; Benary, Odette; Benchekroun, Driss; Bender, Michael; Bendtz, Katarina; Benekos, Nektarios; Benhammou, Yan; Benhar Noccioli, Eleonora; Benitez, Jose; Benjamin, Douglas; Benoit, Mathieu; Bensinger, James; Bentvelsen, Stan; Beresford, Lydia; Beretta, Matteo; Berge, David; Bergeaas Kuutmann, Elin; Berger, Nicolas; Beringer, Jürg; Berlendis, Simon; Bernard, Nathan Rogers; Bernardi, Gregorio; Bernius, Catrin; Bernlochner, Florian Urs; Berry, Tracey; Berta, Peter; Bertella, Claudia; Bertoli, Gabriele; Bertolucci, Federico; Bertram, Iain Alexander; Bertsche, Carolyn; Bertsche, David; Besjes, Geert-Jan; Bessidskaia Bylund, Olga; Bessner, Martin Florian; Besson, Nathalie; Bethani, Agni; Bethke, Siegfried; Bevan, Adrian John; Beyer, Julien-christopher; Bianchi, Riccardo-Maria; Biebel, Otmar; Biedermann, Dustin; Bielski, Rafal; Bierwagen, Katharina; Biesuz, Nicolo Vladi; Biglietti, Michela; Billoud, Thomas Remy Victor; Bilokon, Halina; Bindi, Marcello; Bingul, Ahmet; Bini, Cesare; Biondi, Silvia; Bisanz, Tobias; Bittrich, Carsten; Bjergaard, David Martin; Black, James; Black, Kevin; Blair, Robert; Blazek, Tomas; Bloch, Ingo; Blocker, Craig; Blue, Andrew; Blum, Walter; Blumenschein, Ulrike; Blunier, Sylvain; Bobbink, Gerjan; Bobrovnikov, Victor; Bocchetta, Simona Serena; Bocci, Andrea; Bock, Christopher; Boehler, Michael; Boerner, Daniela; Bogavac, Danijela; Bogdanchikov, Alexander; Bohm, Christian; Boisvert, Veronique; Bokan, Petar; Bold, Tomasz; Boldyrev, Alexey; Bolz, Arthur Eugen; Bomben, Marco; Bona, Marcella; Boonekamp, Maarten; Borisov, Anatoly; Borissov, Guennadi; Bortfeldt, Jonathan; Bortoletto, Daniela; Bortolotto, Valerio; Boscherini, Davide; Bosman, Martine; Bossio Sola, Jonathan David; Boudreau, Joseph; Bouffard, Julian; Bouhova-Thacker, Evelina Vassileva; Boumediene, Djamel Eddine; Bourdarios, Claire; Boutle, Sarah Kate; Boveia, Antonio; Boyd, James; Boyko, Igor; Bozson, Adam James; Bracinik, Juraj; Brandt, Andrew; Brandt, Gerhard; Brandt, Oleg; Bratzler, Uwe; Brau, Benjamin; Brau, James; Breaden Madden, William Dmitri; Brendlinger, Kurt; Brennan, Amelia Jean; Brenner, Lydia; Brenner, Richard; Bressler, Shikma; Briglin, Daniel Lawrence; Bristow, Timothy Michael; Britton, Dave; Britzger, Daniel; Brochu, Frederic; Brock, Ian; Brock, Raymond; Brooijmans, Gustaaf; Brooks, Timothy; Brooks, William; Brosamer, Jacquelyn; Brost, Elizabeth; Broughton, James; Bruckman de Renstrom, Pawel; Bruncko, Dusan; Bruni, Alessia; Bruni, Graziano; Bruni, Lucrezia Stella; Bruno, Salvatore; Brunt, Benjamin; Bruschi, Marco; Bruscino, Nello; Bryant, Patrick; Bryngemark, Lene; Buanes, Trygve; Buat, Quentin; Buchholz, Peter; Buckley, Andrew; Budagov, Ioulian; Buehrer, Felix; Bugge, Magnar Kopangen; Bulekov, Oleg; Bullock, Daniel; Burch, Tyler James; Burdin, Sergey; Burgard, Carsten Daniel; Burger, Angela Maria; Burghgrave, Blake; Burka, Klaudia; Burke, Stephen; Burmeister, Ingo; Burr, Jonathan Thomas Peter; Busato, Emmanuel; Büscher, Daniel; Büscher, Volker; Bussey, Peter; Butler, John; Buttar, Craig; Butterworth, Jonathan; Butti, Pierfrancesco; Buttinger, William; Buzatu, Adrian; Buzykaev, Aleksey; Cabrera Urbán, Susana; Caforio, Davide; Cairo, Valentina; Cakir, Orhan; Calace, Noemi; Calafiura, Paolo; Calandri, Alessandro; Calderini, Giovanni; Calfayan, Philippe; Callea, Giuseppe; Caloba, Luiz; Calvente Lopez, Sergio; Calvet, David; Calvet, Samuel; Calvet, Thomas Philippe; Camacho Toro, Reina; Camarda, Stefano; Camarri, Paolo; Cameron, David; Caminal Armadans, Roger; Camincher, Clement; Campana, Simone; Campanelli, Mario; Camplani, Alessandra; Campoverde, Angel; Canale, Vincenzo; Cano Bret, Marc; Cantero, Josu; Cao, Tingting; Capeans Garrido, Maria Del Mar; Caprini, Irinel; Caprini, Mihai; Capua, Marcella; Carbone, Ryne Michael; Cardarelli, Roberto; Cardillo, Fabio; Carli, Ina; Carli, Tancredi; Carlino, Gianpaolo; Carlson, Benjamin Taylor; Carminati, Leonardo; Carney, Rebecca; Caron, Sascha; Carquin, Edson; Carrá, Sonia; Carrillo-Montoya, German D; Casadei, Diego; Casado, Maria Pilar; Casolino, Mirkoantonio; Casper, David William; Castelijn, Remco; Castillo Gimenez, Victoria; Castro, Nuno Filipe; Catinaccio, Andrea; Catmore, James; Cattai, Ariella; Caudron, Julien; Cavaliere, Viviana; Cavallaro, Emanuele; Cavalli, Donatella; Cavalli-Sforza, Matteo; Cavasinni, Vincenzo; Celebi, Emre; Ceradini, Filippo; Cerda Alberich, Leonor; Santiago Cerqueira, Augusto; Cerri, Alessandro; Cerrito, Lucio; Cerutti, Fabio; Cervelli, Alberto; Cetin, Serkant Ali; Chafaq, Aziz; Chakraborty, Dhiman; Chan, Stephen Kam-wah; Chan, Wing Sheung; Chan, Yat Long; Chang, Philip; Chapman, John Derek; Charlton, Dave; Chau, Chav Chhiv; Chavez Barajas, Carlos Alberto; Che, Siinn; Cheatham, Susan; Chegwidden, Andrew; Chekanov, Sergei; Chekulaev, Sergey; Chelkov, Gueorgui; Chelstowska, Magda Anna; Chen, Chunhui; Chen, Hucheng; Chen, Jing; Chen, Shenjian; Chen, Shion; Chen, Xin; Chen, Ye; Cheng, Hok Chuen; Cheng, Huajie; Cheplakov, Alexander; Cheremushkina, Evgenia; Cherkaoui El Moursli, Rajaa; Cheu, Elliott; Cheung, Kingman; Chevalier, Laurent; Chiarella, Vitaliano; Chiarelli, Giorgio; Chiodini, Gabriele; Chisholm, Andrew; Chitan, Adrian; Chiu, Yu Him Justin; Chizhov, Mihail; Choi, Kyungeon; Chomont, Arthur Rene; Chouridou, Sofia; Chow, Yun Sang; Christodoulou, Valentinos; Chu, Ming Chung; Chudoba, Jiri; Chuinard, Annabelle Julia; Chwastowski, Janusz; Chytka, Ladislav; Ciftci, Abbas Kenan; Cinca, Diane; Cindro, Vladimir; Cioara, Irina Antonela; Ciocca, Claudia; Ciocio, Alessandra; Cirotto, Francesco; Citron, Zvi Hirsh; Citterio, Mauro; Ciubancan, Mihai; Clark, Allan G; Clark, Brian Lee; Clark, Michael; Clark, Philip James; Clarke, Robert; Clement, Christophe; Coadou, Yann; Cobal, Marina; Coccaro, Andrea; Cochran, James H; Colasurdo, Luca; Cole, Brian; Colijn, Auke-Pieter; Collot, Johann; Colombo, Tommaso; Conde Muiño, Patricia; Coniavitis, Elias; Connell, Simon Henry; Connelly, Ian; Constantinescu, Serban; Conti, Geraldine; Conventi, Francesco; Cooke, Mark; Cooper-Sarkar, Amanda; Cormier, Felix; Cormier, Kyle James Read; Corradi, Massimo; Corriveau, Francois; Cortes-Gonzalez, Arely; Cortiana, Giorgio; Costa, Giuseppe; Costa, María José; Costanzo, Davide; Cottin, Giovanna; Cowan, Glen; Cox, Brian; Cranmer, Kyle; Crawley, Samuel Joseph; Creager, Rachael; Cree, Graham; Crépé-Renaudin, Sabine; Crescioli, Francesco; Cribbs, Wayne Allen; Cristinziani, Markus; Croft, Vince; Crosetti, Giovanni; Cueto, Ana; Cuhadar Donszelmann, Tulay; Cukierman, Aviv Ruben; Cummings, Jane; Curatolo, Maria; Cúth, Jakub; Czekierda, Sabina; Czodrowski, Patrick; D'amen, Gabriele; D'Auria, Saverio; D'eramo, Louis; D'Onofrio, Monica; Da Cunha Sargedas De Sousa, Mario Jose; Da Via, Cinzia; Dabrowski, Wladyslaw; Dado, Tomas; Dai, Tiesheng; Dale, Orjan; Dallaire, Frederick; Dallapiccola, Carlo; Dam, Mogens; Dandoy, Jeffrey; Daneri, Maria Florencia; Dang, Nguyen Phuong; Daniells, Andrew Christopher; Dann, Nicholas Stuart; Danninger, Matthias; Dano Hoffmann, Maria; Dao, Valerio; Darbo, Giovanni; Darmora, Smita; Dassoulas, James; Dattagupta, Aparajita; Daubney, Thomas; Davey, Will; David, Claire; Davidek, Tomas; Davis, Douglas; Davison, Peter; Dawe, Edmund; Dawson, Ian; De, Kaushik; de Asmundis, Riccardo; De Benedetti, Abraham; De Castro, Stefano; De Cecco, Sandro; De Groot, Nicolo; de Jong, Paul; De la Torre, Hector; De Lorenzi, Francesco; De Maria, Antonio; De Pedis, Daniele; De Salvo, Alessandro; De Sanctis, Umberto; De Santo, Antonella; De Vasconcelos Corga, Kevin; De Vivie De Regie, Jean-Baptiste; Debbe, Ramiro; Debenedetti, Chiara; Dedovich, Dmitri; Dehghanian, Nooshin; Deigaard, Ingrid; Del Gaudio, Michela; Del Peso, Jose; Delgove, David; Deliot, Frederic; Delitzsch, Chris Malena; Dell'Acqua, Andrea; Dell'Asta, Lidia; Dell'Orso, Mauro; Della Pietra, Massimo; della Volpe, Domenico; Delmastro, Marco; Delporte, Charles; Delsart, Pierre-Antoine; DeMarco, David; Demers, Sarah; Demichev, Mikhail; Demilly, Aurelien; Denisov, Sergey; Denysiuk, Denys; Derendarz, Dominik; Derkaoui, Jamal Eddine; Derue, Frederic; Dervan, Paul; Desch, Klaus Kurt; Deterre, Cecile; Dette, Karola; Devesa, Maria Roberta; Deviveiros, Pier-Olivier; Dewhurst, Alastair; Dhaliwal, Saminder; Di Bello, Francesco Armando; Di Ciaccio, Anna; Di Ciaccio, Lucia; Di Clemente, William Kennedy; Di Donato, Camilla; Di Girolamo, Alessandro; Di Girolamo, Beniamino; Di Micco, Biagio; Di Nardo, Roberto; Di Petrillo, Karri Folan; Di Simone, Andrea; Di Sipio, Riccardo; Di Valentino, David; Diaconu, Cristinel; Diamond, Miriam; Dias, Flavia; Diaz, Marco Aurelio; Diehl, Edward; Dietrich, Janet; Díez Cornell, Sergio; Dimitrievska, Aleksandra; Dingfelder, Jochen; Dita, Petre; Dita, Sanda; Dittus, Fridolin; Djama, Fares; Djobava, Tamar; Djuvsland, Julia Isabell; Barros do Vale, Maria Aline; Dobos, Daniel; Dobre, Monica; Doglioni, Caterina; Dolejsi, Jiri; Dolezal, Zdenek; Donadelli, Marisilvia; Donati, Simone; Dondero, Paolo; Donini, Julien; Dopke, Jens; Doria, Alessandra; Dova, Maria-Teresa; Doyle, Tony; Drechsler, Eric; Dris, Manolis; Du, Yanyan; Duarte-Campderros, Jorge; Dubreuil, Arnaud; Duchovni, Ehud; Duckeck, Guenter; Ducourthial, Audrey; Ducu, Otilia Anamaria; Duda, Dominik; Dudarev, Alexey; Dudder, Andreas Christian; Duffield, Emily Marie; Duflot, Laurent; Dührssen, Michael; Dulsen, Carsten; Dumancic, Mirta; Dumitriu, Ana Elena; Duncan, Anna Kathryn; Dunford, Monica; Duran Yildiz, Hatice; Düren, Michael; Durglishvili, Archil; Duschinger, Dirk; Dutta, Baishali; Duvnjak, Damir; Dyndal, Mateusz; Dziedzic, Bartosz Sebastian; Eckardt, Christoph; Ecker, Katharina Maria; Edgar, Ryan Christopher; Eifert, Till; Eigen, Gerald; Einsweiler, Kevin; Ekelof, Tord; El Kacimi, Mohamed; El Kosseifi, Rima; Ellajosyula, Venugopal; Ellert, Mattias; Elles, Sabine; Ellinghaus, Frank; Elliot, Alison; Ellis, Nicolas; Elmsheuser, Johannes; Elsing, Markus; Emeliyanov, Dmitry; Enari, Yuji; Endner, Oliver Chris; Ennis, Joseph Stanford; Erdmann, Johannes; Ereditato, Antonio; Ernst, Michael; Errede, Steven; Escalier, Marc; Escobar, Carlos; Esposito, Bellisario; Estrada Pastor, Oscar; Etienvre, Anne-Isabelle; Etzion, Erez; Evans, Hal; Ezhilov, Alexey; Ezzi, Mohammed; Fabbri, Federica; Fabbri, Laura; Fabiani, Veronica; Facini, Gabriel; Fakhrutdinov, Rinat; Falciano, Speranza; Falla, Rebecca Jane; Faltova, Jana; Fang, Yaquan; Fanti, Marcello; Farbin, Amir; Farilla, Addolorata; Farina, Christian; Farina, Edoardo Maria; Farooque, Trisha; Farrell, Steven; Farrington, Sinead; Farthouat, Philippe; Fassi, Farida; Fassnacht, Patrick; Fassouliotis, Dimitrios; Faucci Giannelli, Michele; Favareto, Andrea; Fawcett, William James; Fayard, Louis; Fedin, Oleg; Fedorko, Wojciech; Feigl, Simon; Feligioni, Lorenzo; Feng, Cunfeng; Feng, Eric; Feng, Haolu; Fenton, Michael James; Fenyuk, Alexander; Feremenga, Last; Fernandez Martinez, Patricia; Fernandez Perez, Sonia; Ferrando, James; Ferrari, Arnaud; Ferrari, Pamela; Ferrari, Roberto; Ferreira de Lima, Danilo Enoque; Ferrer, Antonio; Ferrere, Didier; Ferretti, Claudio; Fiedler, Frank; Filipčič, Andrej; Filipuzzi, Marco; Filthaut, Frank; Fincke-Keeler, Margret; Finelli, Kevin Daniel; Fiolhais, Miguel; Fiorini, Luca; Fischer, Adam; Fischer, Cora; Fischer, Julia; Fisher, Wade Cameron; Flaschel, Nils; Fleck, Ivor; Fleischmann, Philipp; Fletcher, Rob Roy MacGregor; Flick, Tobias; Flierl, Bernhard Matthias; Flores Castillo, Luis; Flowerdew, Michael; Forcolin, Giulio Tiziano; Formica, Andrea; Förster, Fabian Alexander; Forti, Alessandra; Foster, Andrew Geoffrey; Fournier, Daniel; Fox, Harald; Fracchia, Silvia; Francavilla, Paolo; Franchini, Matteo; Franchino, Silvia; Francis, David; Franconi, Laura; Franklin, Melissa; Frate, Meghan; Fraternali, Marco; Freeborn, David; Fressard-Batraneanu, Silvia; Freund, Benjamin; Froidevaux, Daniel; Frost, James; Fukunaga, Chikara; Fusayasu, Takahiro; Fuster, Juan; Gabaldon, Carolina; Gabizon, Ofir; Gabrielli, Alessandro; Gabrielli, Andrea; Gach, Grzegorz; Gadatsch, Stefan; Gadomski, Szymon; Gagliardi, Guido; Gagnon, Louis Guillaume; Galea, Cristina; Galhardo, Bruno; Gallas, Elizabeth; Gallop, Bruce; Gallus, Petr; Galster, Gorm Aske Gram Krohn; Gan, KK; Ganguly, Sanmay; Gao, Yanyan; Gao, Yongsheng; Garay Walls, Francisca; García, Carmen; García Navarro, José Enrique; García Pascual, Juan Antonio; Garcia-Sciveres, Maurice; Gardner, Robert; Garelli, Nicoletta; Garonne, Vincent; Gascon Bravo, Alberto; Gasnikova, Ksenia; Gatti, Claudio; Gaudiello, Andrea; Gaudio, Gabriella; Gavrilenko, Igor; Gay, Colin; Gaycken, Goetz; Gazis, Evangelos; Gee, Norman; Geisen, Jannik; Geisen, Marc; Geisler, Manuel Patrice; Gellerstedt, Karl; Gemme, Claudia; Genest, Marie-Hélène; Geng, Cong; Gentile, Simonetta; Gentsos, Christos; George, Simon; Gerbaudo, Davide; Gershon, Avi; Geß{}ner, Gregor; Ghasemi, Sara; Ghneimat, Mazuza; Giacobbe, Benedetto; Giagu, Stefano; Giangiacomi, Nico; Giannetti, Paola; Gibson, Stephen; Gignac, Matthew; Gilchriese, Murdock; Gillberg, Dag; Gilles, Geoffrey; Gingrich, Douglas; Giordani, MarioPaolo; Giorgi, Filippo Maria; Giraud, Pierre-Francois; Giromini, Paolo; Giugliarelli, Gilberto; Giugni, Danilo; Giuli, Francesco; Giuliani, Claudia; Giulini, Maddalena; Gjelsten, Børge Kile; Gkaitatzis, Stamatios; Gkialas, Ioannis; Gkougkousis, Evangelos Leonidas; Gkountoumis, Panagiotis; Gladilin, Leonid; Glasman, Claudia; Glatzer, Julian; Glaysher, Paul; Glazov, Alexandre; Goblirsch-Kolb, Maximilian; Godlewski, Jan; Goldfarb, Steven; Golling, Tobias; Golubkov, Dmitry; Gomes, Agostinho; Gonçalo, Ricardo; Goncalves Gama, Rafael; Goncalves Pinto Firmino Da Costa, Joao; Gonella, Giulia; Gonella, Laura; Gongadze, Alexi; González de la Hoz, Santiago; Gonzalez-Sevilla, Sergio; Goossens, Luc; Gorbounov, Petr Andreevich; Gordon, Howard; Gorelov, Igor; Gorini, Benedetto; Gorini, Edoardo; Gorišek, Andrej; Goshaw, Alfred; Gössling, Claus; Gostkin, Mikhail Ivanovitch; Gottardo, Carlo Alberto; Goudet, Christophe Raymond; Goujdami, Driss; Goussiou, Anna; Govender, Nicolin; Gozani, Eitan; Graber, Lars; Grabowska-Bold, Iwona; Gradin, Per Olov Joakim; Gramling, Johanna; Gramstad, Eirik; Grancagnolo, Sergio; Gratchev, Vadim; Gravila, Paul Mircea; Gray, Chloe; Gray, Heather; Greenwood, Zeno Dixon; Grefe, Christian; Gregersen, Kristian; Gregor, Ingrid-Maria; Grenier, Philippe; Grevtsov, Kirill; Griffiths, Justin; Grillo, Alexander; Grimm, Kathryn; Grinstein, Sebastian; Gris, Philippe Luc Yves; Grivaz, Jean-Francois; Groh, Sabrina; Gross, Eilam; Grosse-Knetter, Joern; Grossi, Giulio Cornelio; Grout, Zara Jane; Grummer, Aidan; Guan, Liang; Guan, Wen; Guenther, Jaroslav; Guescini, Francesco; Guest, Daniel; Gueta, Orel; Gui, Bin; Guido, Elisa; Guillemin, Thibault; Guindon, Stefan; Gul, Umar; Gumpert, Christian; Guo, Jun; Guo, Wen; Guo, Yicheng; Gupta, Ruchi; Gupta, Shaun; Gustavino, Giuliano; Gutelman, Benjamin Jacque; Gutierrez, Phillip; Gutierrez Ortiz, Nicolas Gilberto; Gutschow, Christian; Guyot, Claude; Guzik, Marcin Pawel; Gwenlan, Claire; Gwilliam, Carl; Haas, Andy; Haber, Carl; Hadavand, Haleh Khani; Haddad, Nacim; Hadef, Asma; Hageböck, Stephan; Hagihara, Mutsuto; Hakobyan, Hrachya; Haleem, Mahsana; Haley, Joseph; Halladjian, Garabed; Hallewell, Gregory David; Hamacher, Klaus; Hamal, Petr; Hamano, Kenji; Hamilton, Andrew; Hamity, Guillermo Nicolas; Hamnett, Phillip George; Han, Liang; Han, Shuo; Hanagaki, Kazunori; Hanawa, Keita; Hance, Michael; Haney, Bijan; Hanke, Paul; Hansen, Jørgen Beck; Hansen, Jorn Dines; Hansen, Maike Christina; Hansen, Peter Henrik; Hara, Kazuhiko; Hard, Andrew; Harenberg, Torsten; Hariri, Faten; Harkusha, Siarhei; Harrison, Paul Fraser; Hartmann, Nikolai Marcel; Hasegawa, Yoji; Hasib, Ahmed; Hassani, Samira; Haug, Sigve; Hauser, Reiner; Hauswald, Lorenz; Havener, Laura Brittany; Havranek, Miroslav; Hawkes, Christopher; Hawkings, Richard John; Hayakawa, Daiki; Hayden, Daniel; Hays, Chris; Hays, Jonathan Michael; Hayward, Helen; Haywood, Stephen; Head, Simon; Heck, Tobias; Hedberg, Vincent; Heelan, Louise; Heer, Sebastian; Heidegger, Kim Katrin; Heim, Sarah; Heim, Timon; Heinemann, Beate; Heinrich, Jochen Jens; Heinrich, Lukas; Heinz, Christian; Hejbal, Jiri; Helary, Louis; Held, Alexander; Hellman, Sten; Helsens, Clement; Henderson, Robert; Heng, Yang; Henkelmann, Steffen; Henriques Correia, Ana Maria; Henrot-Versille, Sophie; Herbert, Geoffrey Henry; Herde, Hannah; Herget, Verena; Hernández Jiménez, Yesenia; Herr, Holger; Herten, Gregor; Hertenberger, Ralf; Hervas, Luis; Herwig, Theodor Christian; Hesketh, Gavin Grant; Hessey, Nigel; Hetherly, Jeffrey Wayne; Higashino, Satoshi; Higón-Rodriguez, Emilio; Hildebrand, Kevin; Hill, Ewan; Hill, John; Hiller, Karl Heinz; Hillier, Stephen; Hils, Maximilian; Hinchliffe, Ian; Hirose, Minoru; Hirschbuehl, Dominic; Hiti, Bojan; Hladik, Ondrej; Hoad, Xanthe; Hobbs, John; Hod, Noam; Hodgkinson, Mark; Hodgson, Paul; Hoecker, Andreas; Hoeferkamp, Martin; Hoenig, Friedrich; Hohn, David; Holmes, Tova Ray; Homann, Michael; Honda, Shunsuke; Honda, Takuya; Hong, Tae Min; Hooberman, Benjamin Henry; Hopkins, Walter; Horii, Yasuyuki; Horton, Arthur James; Hostachy, Jean-Yves; Hostiuc, Alexandru; Hou, Suen; Hoummada, Abdeslam; Howarth, James; Hoya, Joaquin; Hrabovsky, Miroslav; Hrdinka, Julia; Hristova, Ivana; Hrivnac, Julius; Hryn'ova, Tetiana; Hrynevich, Aliaksei; Hsu, Pai-hsien Jennifer; Hsu, Shih-Chieh; Hu, Qipeng; Hu, Shuyang; Huang, Yanping; Hubacek, Zdenek; Hubaut, Fabrice; Huegging, Fabian; Huffman, Todd Brian; Hughes, Emlyn; Hughes, Gareth; Huhtinen, Mika; Huo, Peng; Huseynov, Nazim; Huston, Joey; Huth, John; Iacobucci, Giuseppe; Iakovidis, Georgios; Ibragimov, Iskander; Iconomidou-Fayard, Lydia; Idrissi, Zineb; Iengo, Paolo; Igonkina, Olga; Iizawa, Tomoya; Ikegami, Yoichi; Ikeno, Masahiro; Ilchenko, Yuriy; Iliadis, Dimitrios; Ilic, Nikolina; Introzzi, Gianluca; Ioannou, Pavlos; Iodice, Mauro; Iordanidou, Kalliopi; Ippolito, Valerio; Isacson, Max Fredrik; Ishijima, Naoki; Ishino, Masaya; Ishitsuka, Masaki; Issever, Cigdem; Istin, Serhat; Ito, Fumiaki; Iturbe Ponce, Julia Mariana; Iuppa, Roberto; Iwasaki, Hiroyuki; Izen, Joseph; Izzo, Vincenzo; Jabbar, Samina; Jackson, Paul; Jacobs, Ruth Magdalena; Jain, Vivek; Jakobi, Katharina Bianca; Jakobs, Karl; Jakobsen, Sune; Jakoubek, Tomas; Jamin, David Olivier; Jana, Dilip; Jansky, Roland; Janssen, Jens; Janus, Michel; Janus, Piotr Andrzej; Jarlskog, Göran; Javadov, Namig; Javůrek, Tomáš; Javurkova, Martina; Jeanneau, Fabien; Jeanty, Laura; Jejelava, Juansher; Jelinskas, Adomas; Jenni, Peter; Jeske, Carl; Jézéquel, Stéphane; Ji, Haoshuang; Jia, Jiangyong; Jiang, Hai; Jiang, Yi; Jiang, Zihao; Jiggins, Stephen; Jimenez Pena, Javier; Jin, Shan; Jinaru, Adam; Jinnouchi, Osamu; Jivan, Harshna; Johansson, Per; Johns, Kenneth; Johnson, Christian; Johnson, William Joseph; Jon-And, Kerstin; Jones, Roger; Jones, Samuel David; Jones, Sarah; Jones, Tim; Jongmanns, Jan; Jorge, Pedro; Jovicevic, Jelena; Ju, Xiangyang; Juste Rozas, Aurelio; Köhler, Markus Konrad; Kaczmarska, Anna; Kado, Marumi; Kagan, Harris; Kagan, Michael; Kahn, Sebastien Jonathan; Kaji, Toshiaki; Kajomovitz, Enrique; Kalderon, Charles William; Kaluza, Adam; Kama, Sami; Kamenshchikov, Andrey; Kanaya, Naoko; Kanjir, Luka; Kantserov, Vadim; Kanzaki, Junichi; Kaplan, Benjamin; Kaplan, Laser Seymour; Kar, Deepak; Karakostas, Konstantinos; Karastathis, Nikolaos; Kareem, Mohammad Jawad; Karentzos, Efstathios; Karpov, Sergey; Karpova, Zoya; Karthik, Krishnaiyengar; Kartvelishvili, Vakhtang; Karyukhin, Andrey; Kasahara, Kota; Kashif, Lashkar; Kass, Richard; Kastanas, Alex; Kataoka, Yousuke; Kato, Chikuma; Katre, Akshay; Katzy, Judith; Kawade, Kentaro; Kawagoe, Kiyotomo; Kawamoto, Tatsuo; Kawamura, Gen; Kay, Ellis; Kazanin, Vassili; Keeler, Richard; Kehoe, Robert; Keller, John; Kellermann, Edgar; Kempster, Jacob Julian; Kendrick, James; Keoshkerian, Houry; Kepka, Oldrich; Kerševan, Borut Paul; Kersten, Susanne; Keyes, Robert; Khader, Mazin; Khalil-zada, Farkhad; Khanov, Alexander; Kharlamov, Alexey; Kharlamova, Tatyana; Khodinov, Alexander; Khoo, Teng Jian; Khovanskiy, Valery; Khramov, Evgeniy; Khubua, Jemal; Kido, Shogo; Kilby, Callum; Kim, Hee Yeun; Kim, Shinhong; Kim, Young-Kee; Kimura, Naoki; Kind, Oliver Maria; King, Barry; Kirchmeier, David; Kirk, Julie; Kiryunin, Andrey; Kishimoto, Tomoe; Kisielewska, Danuta; Kitali, Vincent; Kivernyk, Oleh; Kladiva, Eduard; Klapdor-Kleingrothaus, Thorwald; Klein, Matthew Henry; Klein, Max; Klein, Uta; Kleinknecht, Konrad; Klimek, Pawel; Klimentov, Alexei; Klingenberg, Reiner; Klingl, Tobias; Klioutchnikova, Tatiana; Kluge, Eike-Erik; Kluit, Peter; Kluth, Stefan; Kneringer, Emmerich; Knoops, Edith; Knue, Andrea; Kobayashi, Aine; Kobayashi, Dai; Kobayashi, Tomio; Kobel, Michael; Kocian, Martin; Kodys, Peter; Koffas, Thomas; Koffeman, Els; Köhler, Nicolas Maximilian; Koi, Tatsumi; Kolb, Mathis; Koletsou, Iro; Komar, Aston; Kondo, Takahiko; Kondrashova, Nataliia; Köneke, Karsten; König, Adriaan; Kono, Takanori; Konoplich, Rostislav; Konstantinidis, Nikolaos; Kopeliansky, Revital; Koperny, Stefan; Kopp, Anna Katharina; Korcyl, Krzysztof; Kordas, Kostantinos; Korn, Andreas; Korol, Aleksandr; Korolkov, Ilya; Korolkova, Elena; Kortner, Oliver; Kortner, Sandra; Kosek, Tomas; Kostyukhin, Vadim; Kotwal, Ashutosh; Koulouris, Aimilianos; Kourkoumeli-Charalampidi, Athina; Kourkoumelis, Christine; Kourlitis, Evangelos; Kouskoura, Vasiliki; Kowalewska, Anna Bozena; Kowalewski, Robert Victor; Kowalski, Tadeusz; Kozakai, Chihiro; Kozanecki, Witold; Kozhin, Anatoly; Kramarenko, Viktor; Kramberger, Gregor; Krasnopevtsev, Dimitrii; Krasny, Mieczyslaw Witold; Krasznahorkay, Attila; Krauss, Dominik; Kremer, Jakub Andrzej; Kretzschmar, Jan; Kreutzfeldt, Kristof; Krieger, Peter; Krizka, Karol; Kroeninger, Kevin; Kroha, Hubert; Kroll, Jiri; Kroll, Joe; Kroseberg, Juergen; Krstic, Jelena; Kruchonak, Uladzimir; Krüger, Hans; Krumnack, Nils; Kruse, Mark; Kubota, Takashi; Kucuk, Hilal; Kuday, Sinan; Kuechler, Jan Thomas; Kuehn, Susanne; Kugel, Andreas; Kuger, Fabian; Kuhl, Thorsten; Kukhtin, Victor; Kukla, Romain; Kulchitsky, Yuri; Kuleshov, Sergey; Kulinich, Yakov Petrovich; Kuna, Marine; Kunigo, Takuto; Kupco, Alexander; Kupfer, Tobias; Kuprash, Oleg; Kurashige, Hisaya; Kurchaninov, Leonid; Kurochkin, Yurii; Kurth, Matthew Glenn; Kus, Vlastimil; Kuwertz, Emma Sian; Kuze, Masahiro; Kvita, Jiri; Kwan, Tony; Kyriazopoulos, Dimitrios; La Rosa, Alessandro; La Rosa Navarro, Jose Luis; La Rotonda, Laura; La Ruffa, Francesco; Lacasta, Carlos; Lacava, Francesco; Lacey, James; Lack, David Philip John; Lacker, Heiko; Lacour, Didier; Ladygin, Evgueni; Lafaye, Remi; Laforge, Bertrand; Lagouri, Theodota; Lai, Stanley; Lammers, Sabine; Lampl, Walter; Lançon, Eric; Landgraf, Ulrich; Landon, Murrough; Lanfermann, Marie Christine; Lang, Valerie Susanne; Lange, J örn Christian; Langenberg, Robert Johannes; Lankford, Andrew; Lanni, Francesco; Lantzsch, Kerstin; Lanza, Agostino; Lapertosa, Alessandro; Laplace, Sandrine; Laporte, Jean-Francois; Lari, Tommaso; Lasagni Manghi, Federico; Lassnig, Mario; Lau, Tak Shun; Laurelli, Paolo; Lavrijsen, Wim; Law, Alexander; Laycock, Paul; Lazovich, Tomo; Lazzaroni, Massimo; Le, Brian; Le Dortz, Olivier; Le Guirriec, Emmanuel; Le Quilleuc, Eloi; LeBlanc, Matthew Edgar; LeCompte, Thomas; Ledroit-Guillon, Fabienne; Lee, Claire Alexandra; Lee, Graham Richard; Lee, Shih-Chang; Lee, Lawrence; Lefebvre, Benoit; Lefebvre, Guillaume; Lefebvre, Michel; Legger, Federica; Leggett, Charles; Lehmann Miotto, Giovanna; Lei, Xiaowen; Leight, William Axel; Leite, Marco Aurelio Lisboa; Leitner, Rupert; Lellouch, Daniel; Lemmer, Boris; Leney, Katharine; Lenz, Tatjana; Lenzi, Bruno; Leone, Robert; Leone, Sandra; Leonidopoulos, Christos; Lerner, Giuseppe; Leroy, Claude; Lesage, Arthur; Lester, Christopher; Levchenko, Mikhail; Levêque, Jessica; Levin, Daniel; Levinson, Lorne; Levy, Mark; Lewis, Dave; Li, Bing; Li, Changqiao; Li, Haifeng; Li, Liang; Li, Qi; Li, Quanyin; Li, Shu; Li, Xingguo; Li, Yichen; Liang, Zhijun; Liberti, Barbara; Liblong, Aaron; Lie, Ki; Liebal, Jessica; Liebig, Wolfgang; Limosani, Antonio; Lin, Simon; Lin, Tai-Hua; Linck, Rebecca Anne; Lindquist, Brian Edward; Lionti, Anthony Eric; Lipeles, Elliot; Lipniacka, Anna; Lisovyi, Mykhailo; Liss, Tony; Lister, Alison; Litke, Alan; Liu, Bo; Liu, Hao; Liu, Hongbin; Liu, Jesse; Liu, Jian; Liu, Jianbei; Liu, Kun; Liu, Lulu; Liu, Minghui; Liu, Yanlin; Liu, Yanwen; Livan, Michele; Lleres, Annick; Llorente Merino, Javier; Lloyd, Stephen; Lo, Cheuk Yee; Lo Sterzo, Francesco; Lobodzinska, Ewelina Maria; Loch, Peter; Loebinger, Fred; Loesle, Alena; Loew, Kevin Michael; Loginov, Andrey; Lohse, Thomas; Lohwasser, Kristin; Lokajicek, Milos; Long, Brian Alexander; Long, Jonathan David; Long, Robin Eamonn; Longo, Luigi; Looper, Kristina Anne; Lopez, Jorge; Lopez Mateos, David; Lopez Paz, Ivan; Lopez Solis, Alvaro; Lorenz, Jeanette; Lorenzo Martinez, Narei; Losada, Marta; Lösel, Philipp Jonathan; Lou, XinChou; Lounis, Abdenour; Love, Jeremy; Love, Peter; Lu, Haonan; Lu, Nan; Lu, Yun-Ju; Lubatti, Henry; Luci, Claudio; Lucotte, Arnaud; Luedtke, Christian; Luehring, Frederick; Lukas, Wolfgang; Luminari, Lamberto; Lundberg, Olof; Lund-Jensen, Bengt; Lutz, Margaret Susan; Luzi, Pierre Marc; Lynn, David; Lysak, Roman; Lytken, Else; Lyu, Feng; Lyubushkin, Vladimir; Ma, Hong; Ma, Lian Liang; Ma, Yanhui; Maccarrone, Giovanni; Macchiolo, Anna; Macdonald, Calum Michael; Maček, Boštjan; Machado Miguens, Joana; Madaffari, Daniele; Madar, Romain; Mader, Wolfgang; Madsen, Alexander; Maeda, Junpei; Maeland, Steffen; Maeno, Tadashi; Maevskiy, Artem; Magerl, Veronika; Mahlstedt, Joern; Maiani, Camilla; Maidantchik, Carmen; Maier, Andreas Alexander; Maier, Thomas; Maio, Amélia; Majersky, Oliver; Majewski, Stephanie; Makida, Yasuhiro; Makovec, Nikola; Malaescu, Bogdan; Malecki, Pawel; Maleev, Victor; Malek, Fairouz; Mallik, Usha; Malon, David; Malone, Claire; Maltezos, Stavros; Malyukov, Sergei; Mamuzic, Judita; Mancini, Giada; Mandić, Igor; Maneira, José; Manhaes de Andrade Filho, Luciano; Manjarres Ramos, Joany; Mankinen, Katja Hannele; Mann, Alexander; Manousos, Athanasios; Mansoulie, Bruno; Mansour, Jason Dhia; Mantifel, Rodger; Mantoani, Matteo; Manzoni, Stefano; Mapelli, Livio; Marceca, Gino; March, Luis; Marchese, Luigi; Marchiori, Giovanni; Marcisovsky, Michal; Marin Tobon, Cesar Augusto; Marjanovic, Marija; Marley, Daniel; Marroquim, Fernando; Marsden, Stephen Philip; Marshall, Zach; Martensson, Mikael; Marti-Garcia, Salvador; Martin, Christopher Blake; Martin, Tim; Martin, Victoria Jane; Martin dit Latour, Bertrand; Martinez, Mario; Martinez Outschoorn, Verena; Martin-Haugh, Stewart; Martoiu, Victor Sorin; Martyniuk, Alex; Marzin, Antoine; Masetti, Lucia; Mashimo, Tetsuro; Mashinistov, Ruslan; Masik, Jiri; Maslennikov, Alexey; Massa, Lorenzo; Mastrandrea, Paolo; Mastroberardino, Anna; Masubuchi, Tatsuya; Mättig, Peter; Maurer, Julien; Maxfield, Stephen; Maximov, Dmitriy; Mazini, Rachid; Maznas, Ioannis; Mazza, Simone Michele; Mc Fadden, Neil Christopher; Mc Goldrick, Garrin; Mc Kee, Shawn Patrick; McCarn, Allison; McCarthy, Robert; McCarthy, Tom; McClymont, Laurie; McDonald, Emily; Mcfayden, Josh; Mchedlidze, Gvantsa; McMahon, Steve; McNamara, Peter Charles; McNicol, Christopher John; McPherson, Robert; Meehan, Samuel; Megy, Theo Jean; Mehlhase, Sascha; Mehta, Andrew; Meideck, Thomas; Meier, Karlheinz; Meirose, Bernhard; Melini, Davide; Mellado Garcia, Bruce Rafael; Mellenthin, Johannes Donatus; Melo, Matej; Meloni, Federico; Melzer, Alexander; Menary, Stephen Burns; Meng, Lingxin; Meng, Xiangting; Mengarelli, Alberto; Menke, Sven; Meoni, Evelin; Mergelmeyer, Sebastian; Merlassino, Claudia; Mermod, Philippe; Merola, Leonardo; Meroni, Chiara; Merritt, Frank; Messina, Andrea; Metcalfe, Jessica; Mete, Alaettin Serhan; Meyer, Christopher; Meyer, Jean-Pierre; Meyer, Jochen; Meyer Zu Theenhausen, Hanno; Miano, Fabrizio; Middleton, Robin; Miglioranzi, Silvia; Mijović, Liza; Mikenberg, Giora; Mikestikova, Marcela; Mikuž, Marko; Milesi, Marco; Milic, Adriana; Millar, Declan Andrew; Miller, David; Mills, Corrinne; Milov, Alexander; Milstead, David; Minaenko, Andrey; Minami, Yuto; Minashvili, Irakli; Mincer, Allen; Mindur, Bartosz; Mineev, Mikhail; Minegishi, Yuji; Ming, Yao; Mir, Lluisa-Maria; Mistry, Khilesh; Mitani, Takashi; Mitrevski, Jovan; Mitsou, Vasiliki A; Miucci, Antonio; Miyagawa, Paul; Mizukami, Atsushi; Mjörnmark, Jan-Ulf; Mkrtchyan, Tigran; Mlynarikova, Michaela; Moa, Torbjoern; Mochizuki, Kazuya; Mogg, Philipp; Mohapatra, Soumya; Molander, Simon; Moles-Valls, Regina; Mondragon, Matthew Craig; Mönig, Klaus; Monk, James; Monnier, Emmanuel; Montalbano, Alyssa; Montejo Berlingen, Javier; Monticelli, Fernando; Monzani, Simone; Moore, Roger; Morange, Nicolas; Moreno, Deywis; Moreno Llácer, María; Morettini, Paolo; Morgenstern, Stefanie; Mori, Daniel; Mori, Tatsuya; Morii, Masahiro; Morinaga, Masahiro; Morisbak, Vanja; Morley, Anthony Keith; Mornacchi, Giuseppe; Morris, John; Morvaj, Ljiljana; Moschovakos, Paris; Mosidze, Maia; Moss, Harry James; Moss, Josh; Motohashi, Kazuki; Mount, Richard; Mountricha, Eleni; Moyse, Edward; Muanza, Steve; Mueller, Felix; Mueller, James; Mueller, Ralph Soeren Peter; Muenstermann, Daniel; Mullen, Paul; Mullier, Geoffrey; Munoz Sanchez, Francisca Javiela; Murray, Bill; Musheghyan, Haykuhi; Muškinja, Miha; Myagkov, Alexey; Myska, Miroslav; Nachman, Benjamin Philip; Nackenhorst, Olaf; Nagai, Koichi; Nagai, Ryo; Nagano, Kunihiro; Nagasaka, Yasushi; Nagata, Kazuki; Nagel, Martin; Nagy, Elemer; Nairz, Armin Michael; Nakahama, Yu; Nakamura, Koji; Nakamura, Tomoaki; Nakano, Itsuo; Naranjo Garcia, Roger Felipe; Narayan, Rohin; Narrias Villar, Daniel Isaac; Naryshkin, Iouri; Naumann, Thomas; Navarro, Gabriela; Nayyar, Ruchika; Neal, Homer; Nechaeva, Polina; Neep, Thomas James; Negri, Andrea; Negrini, Matteo; Nektarijevic, Snezana; Nellist, Clara; Nelson, Andrew; Nelson, Michael Edward; Nemecek, Stanislav; Nemethy, Peter; Nessi, Marzio; Neubauer, Mark; Neumann, Manuel; Newman, Paul; Ng, Tsz Yu; Nguyen Manh, Tuan; Nickerson, Richard; Nicolaidou, Rosy; Nielsen, Jason; Nikolaenko, Vladimir; Nikolic-Audit, Irena; Nikolopoulos, Konstantinos; Nilsen, Jon Kerr; Nilsson, Paul; Ninomiya, Yoichi; Nisati, Aleandro; Nishu, Nishu; Nisius, Richard; Nitsche, Isabel; Nitta, Tatsumi; Nobe, Takuya; Noguchi, Yohei; Nomachi, Masaharu; Nomidis, Ioannis; Nomura, Marcelo Ayumu; Nooney, Tamsin; Nordberg, Markus; Norjoharuddeen, Nurfikri; Novgorodova, Olga; Nozaki, Mitsuaki; Nozka, Libor; Ntekas, Konstantinos; Nurse, Emily; Nuti, Francesco; O'connor, Kelsey; O'Neil, Dugan; O'Rourke, Abigail Alexandra; O'Shea, Val; Oakham, Gerald; Oberlack, Horst; Obermann, Theresa; Ocariz, Jose; Ochi, Atsuhiko; Ochoa, Ines; Ochoa-Ricoux, Juan Pedro; Oda, Susumu; Odaka, Shigeru; Oh, Alexander; Oh, Seog; Ohm, Christian; Ohman, Henrik; Oide, Hideyuki; Okawa, Hideki; Okumura, Yasuyuki; Okuyama, Toyonobu; Olariu, Albert; Oleiro Seabra, Luis Filipe; Olivares Pino, Sebastian Andres; Oliveira Damazio, Denis; Olszewski, Andrzej; Olszowska, Jolanta; Onofre, António; Onogi, Kouta; Onyisi, Peter; Oppen, Henrik; Oreglia, Mark; Oren, Yona; Orestano, Domizia; Orlando, Nicola; Orr, Robert; Osculati, Bianca; Ospanov, Rustem; Otero y Garzon, Gustavo; Otono, Hidetoshi; Ouchrif, Mohamed; Ould-Saada, Farid; Ouraou, Ahmimed; Oussoren, Koen Pieter; Ouyang, Qun; Owen, Mark; Owen, Rhys Edward; Ozcan, Veysi Erkcan; Ozturk, Nurcan; Pachal, Katherine; Pacheco Pages, Andres; Pacheco Rodriguez, Laura; Padilla Aranda, Cristobal; Pagan Griso, Simone; Paganini, Michela; Paige, Frank; Palacino, Gabriel; Palazzo, Serena; Palestini, Sandro; Palka, Marek; Pallin, Dominique; Panagiotopoulou, Evgenia; Panagoulias, Ilias; Pandini, Carlo Enrico; Panduro Vazquez, William; Pani, Priscilla; Panitkin, Sergey; Pantea, Dan; Paolozzi, Lorenzo; Papadopoulou, Theodora; Papageorgiou, Konstantinos; Paramonov, Alexander; Paredes Hernandez, Daniela; Parker, Adam Jackson; Parker, Michael Andrew; Parker, Kerry Ann; Parodi, Fabrizio; Parsons, John; Parzefall, Ulrich; Pascuzzi, Vincent; Pasner, Jacob Martin; Pasqualucci, Enrico; Passaggio, Stefano; Pastore, Francesca; Pataraia, Sophio; Pater, Joleen; Pauly, Thilo; Pearson, Benjamin; Pedraza Lopez, Sebastian; Pedro, Rute; Peleganchuk, Sergey; Penc, Ondrej; Peng, Cong; Peng, Haiping; Penwell, John; Peralva, Bernardo; Perego, Marta Maria; Perepelitsa, Dennis; Peri, Francesco; Perini, Laura; Pernegger, Heinz; Perrella, Sabrina; Peschke, Richard; Peshekhonov, Vladimir; Peters, Krisztian; Peters, Yvonne; Petersen, Brian; Petersen, Troels; Petit, Elisabeth; Petridis, Andreas; Petridou, Chariclia; Petroff, Pierre; Petrolo, Emilio; Petrov, Mariyan; Petrucci, Fabrizio; Pettersson, Nora Emilia; Peyaud, Alan; Pezoa, Raquel; Phillips, Forrest Hays; Phillips, Peter William; Piacquadio, Giacinto; Pianori, Elisabetta; Picazio, Attilio; Piccaro, Elisa; Pickering, Mark Andrew; Piegaia, Ricardo; Pilcher, James; Pilkington, Andrew; Pin, Arnaud Willy J; Pinamonti, Michele; Pinfold, James; Pirumov, Hayk; Pitt, Michael; Plazak, Lukas; Pleier, Marc-Andre; Pleskot, Vojtech; Plotnikova, Elena; Pluth, Daniel; Podberezko, Pavel; Poettgen, Ruth; Poggi, Riccardo; Poggioli, Luc; Pogrebnyak, Ivan; Pohl, David-leon; Polesello, Giacomo; Poley, Anne-luise; Policicchio, Antonio; Polifka, Richard; Polini, Alessandro; Pollard, Christopher Samuel; Polychronakos, Venetios; Pommès, Kathy; Ponomarenko, Daniil; Pontecorvo, Ludovico; Popeneciu, Gabriel Alexandru; Portillo Quintero, Dilia María; Pospisil, Stanislav; Potamianos, Karolos; Potrap, Igor; Potter, Christina; Potti, Harish; Poulsen, Trine; Poveda, Joaquin; Pozo Astigarraga, Mikel Eukeni; Pralavorio, Pascal; Pranko, Aliaksandr; Prell, Soeren; Price, Darren; Primavera, Margherita; Prince, Sebastien; Proklova, Nadezda; Prokofiev, Kirill; Prokoshin, Fedor; Protopopescu, Serban; Proudfoot, James; Przybycien, Mariusz; Puri, Akshat; Puzo, Patrick; Qian, Jianming; Qin, Gang; Qin, Yang; Quadt, Arnulf; Queitsch-Maitland, Michaela; Quilty, Donnchadha; Raddum, Silje; Radeka, Veljko; Radescu, Voica; Radhakrishnan, Sooraj Krishnan; Radloff, Peter; Rados, Pere; Ragusa, Francesco; Rahal, Ghita; Raine, John Andrew; Rajagopalan, Srinivasan; Rangel-Smith, Camila; Rashid, Tasneem; Raspopov, Sergii; Ratti, Maria Giulia; Rauch, Daniel; Rauscher, Felix; Rave, Stefan; Ravinovich, Ilia; Rawling, Jacob Henry; Raymond, Michel; Read, Alexander Lincoln; Readioff, Nathan Peter; Reale, Marilea; Rebuzzi, Daniela; Redelbach, Andreas; Redlinger, George; Reece, Ryan; Reed, Robert; Reeves, Kendall; Rehnisch, Laura; Reichert, Joseph; Reiss, Andreas; Rembser, Christoph; Ren, Huan; Rescigno, Marco; Resconi, Silvia; Resseguie, Elodie Deborah; Rettie, Sebastien; Reynolds, Elliot; Rezanova, Olga; Reznicek, Pavel; Rezvani, Reyhaneh; Richter, Robert; Richter, Stefan; Richter-Was, Elzbieta; Ricken, Oliver; Ridel, Melissa; Rieck, Patrick; Riegel, Christian Johann; Rieger, Julia; Rifki, Othmane; Rijssenbeek, Michael; Rimoldi, Adele; Rimoldi, Marco; Rinaldi, Lorenzo; Ripellino, Giulia; Ristić, Branislav; Ritsch, Elmar; Riu, Imma; Rizatdinova, Flera; Rizvi, Eram; Rizzi, Chiara; Roberts, Rhys Thomas; Robertson, Steven; Robichaud-Veronneau, Andree; Robinson, Dave; Robinson, James; Robson, Aidan; Rocco, Elena; Roda, Chiara; Rodina, Yulia; Rodriguez Bosca, Sergi; Rodriguez Perez, Andrea; Rodriguez Rodriguez, Daniel; Roe, Shaun; Rogan, Christopher Sean; Røhne, Ole; Roloff, Jennifer; Romaniouk, Anatoli; Romano, Marino; Romano Saez, Silvestre Marino; Romero Adam, Elena; Rompotis, Nikolaos; Ronzani, Manfredi; Roos, Lydia; Rosati, Stefano; Rosbach, Kilian; Rose, Peyton; Rosien, Nils-Arne; Rossi, Elvira; Rossi, Leonardo Paolo; Rosten, Jonatan; Rosten, Rachel; Rotaru, Marina; Rothberg, Joseph; Rousseau, David; Rozanov, Alexandre; Rozen, Yoram; Ruan, Xifeng; Rubbo, Francesco; Rühr, Frederik; Ruiz-Martinez, Aranzazu; Rurikova, Zuzana; Rusakovich, Nikolai; Russell, Heather; Rutherfoord, John; Ruthmann, Nils; Ryabov, Yury; Rybar, Martin; Rybkin, Grigori; Ryu, Soo; Ryzhov, Andrey; Rzehorz, Gerhard Ferdinand; Saavedra, Aldo; Sabato, Gabriele; Sacerdoti, Sabrina; Sadrozinski, Hartmut; Sadykov, Renat; Safai Tehrani, Francesco; Saha, Puja; Sahinsoy, Merve; Saimpert, Matthias; Saito, Masahiko; Saito, Tomoyuki; Sakamoto, Hiroshi; Sakurai, Yuki; Salamanna, Giuseppe; Salazar Loyola, Javier Esteban; Salek, David; Sales De Bruin, Pedro Henrique; Salihagic, Denis; Salnikov, Andrei; Salt, José; Salvatore, Daniela; Salvatore, Pasquale Fabrizio; Salvucci, Antonio; Salzburger, Andreas; Sammel, Dirk; Sampsonidis, Dimitrios; Sampsonidou, Despoina; Sánchez, Javier; Sanchez Martinez, Victoria; Sanchez Pineda, Arturo Rodolfo; Sandaker, Heidi; Sandbach, Ruth Laura; Sander, Christian Oliver; Sandhoff, Marisa; Sandoval, Carlos; Sankey, Dave; Sannino, Mario; Sano, Yuta; Sansoni, Andrea; Santoni, Claudio; Santos, Helena; Santoyo Castillo, Itzebelt; Sapronov, Andrey; Saraiva, João; Sarrazin, Bjorn; Sasaki, Osamu; Sato, Koji; Sauvan, Emmanuel; Savage, Graham; Savard, Pierre; Savic, Natascha; Sawyer, Craig; Sawyer, Lee; Saxon, James; Sbarra, Carla; Sbrizzi, Antonio; Scanlon, Tim; Scannicchio, Diana; Schaarschmidt, Jana; Schacht, Peter; Schachtner, Balthasar Maria; Schaefer, Douglas; Schaefer, Leigh; Schaefer, Ralph; Schaeffer, Jan; Schaepe, Steffen; Schaetzel, Sebastian; Schäfer, Uli; Schaffer, Arthur; Schaile, Dorothee; Schamberger, R Dean; Schegelsky, Valery; Scheirich, Daniel; Schernau, Michael; Schiavi, Carlo; Schier, Sheena; Schildgen, Lara Katharina; Schillo, Christian; Schioppa, Marco; Schlenker, Stefan; Schmidt-Sommerfeld, Korbinian Ralf; Schmieden, Kristof; Schmitt, Christian; Schmitt, Stefan; Schmitz, Simon; Schnoor, Ulrike; Schoeffel, Laurent; Schoening, Andre; Schoenrock, Bradley Daniel; Schopf, Elisabeth; Schott, Matthias; Schouwenberg, Jeroen; Schovancova, Jaroslava; Schramm, Steven; Schuh, Natascha; Schulte, Alexandra; Schultens, Martin Johannes; Schultz-Coulon, Hans-Christian; Schulz, Holger; Schumacher, Markus; Schumm, Bruce; Schune, Philippe; Schwartzman, Ariel; Schwarz, Thomas Andrew; Schweiger, Hansdieter; Schwemling, Philippe; Schwienhorst, Reinhard; Schwindling, Jerome; Sciandra, Andrea; Sciolla, Gabriella; Scornajenghi, Matteo; Scuri, Fabrizio; Scutti, Federico; Searcy, Jacob; Seema, Pienpen; Seidel, Sally; Seiden, Abraham; Seixas, José; Sekhniaidze, Givi; Sekhon, Karishma; Sekula, Stephen; Semprini-Cesari, Nicola; Senkin, Sergey; Serfon, Cedric; Serin, Laurent; Serkin, Leonid; Sessa, Marco; Seuster, Rolf; Severini, Horst; Sfiligoj, Tina; Sforza, Federico; Sfyrla, Anna; Shabalina, Elizaveta; Shaikh, Nabila Wahab; Shan, Lianyou; Shang, Ruo-yu; Shank, James; Shapiro, Marjorie; Shatalov, Pavel; Shaw, Kate; Shaw, Savanna Marie; Shcherbakova, Anna; Shehu, Ciwake Yusufu; Shen, Yu-Ting; Sherafati, Nima; Sherwood, Peter; Shi, Liaoshan; Shimizu, Shima; Shimmin, Chase Owen; Shimojima, Makoto; Shipsey, Ian Peter Joseph; Shirabe, Shohei; Shiyakova, Mariya; Shlomi, Jonathan; Shmeleva, Alevtina; Shoaleh Saadi, Diane; Shochet, Mel; Shojaii, Seyed Ruhollah; Shope, David Richard; Shrestha, Suyog; Shulga, Evgeny; Shupe, Michael; Sicho, Petr; Sickles, Anne Marie; Sidebo, Per Edvin; Sideras Haddad, Elias; Sidiropoulou, Ourania; Sidoti, Antonio; Siegert, Frank; Sijacki, Djordje; Silva, José; Silverstein, Samuel; Simak, Vladislav; Simic, Ljiljana; Simion, Stefan; Simioni, Eduard; Simmons, Brinick; Simon, Manuel; Sinervo, Pekka; Sinev, Nikolai; Sioli, Maximiliano; Siragusa, Giovanni; Siral, Ismet; Sivoklokov, Serguei; Sjölin, Jörgen; Skinner, Malcolm Bruce; Skubic, Patrick; Slater, Mark; Slavicek, Tomas; Slawinska, Magdalena; Sliwa, Krzysztof; Slovak, Radim; Smakhtin, Vladimir; Smart, Ben; Smiesko, Juraj; Smirnov, Nikita; Smirnov, Sergei; Smirnov, Yury; Smirnova, Lidia; Smirnova, Oxana; Smith, Joshua Wyatt; Smith, Matthew; Smith, Russell; Smizanska, Maria; Smolek, Karel; Snesarev, Andrei; Snyder, Ian Michael; Snyder, Scott; Sobie, Randall; Socher, Felix; Soffer, Abner; Søgaard, Andreas; Soh, Dart-yin; Sokhrannyi, Grygorii; Solans Sanchez, Carlos; Solar, Michael; Soldatov, Evgeny; Soldevila, Urmila; Solodkov, Alexander; Soloshenko, Alexei; Solovyanov, Oleg; Solovyev, Victor; Sommer, Philip; Son, Hyungsuk; Sopczak, Andre; Sosa, David; Sotiropoulou, Calliope Louisa; Soualah, Rachik; Soukharev, Andrey; South, David; Sowden, Benjamin; Spagnolo, Stefania; Spalla, Margherita; Spangenberg, Martin; Spanò, Francesco; Sperlich, Dennis; Spettel, Fabian; Spieker, Thomas Malte; Spighi, Roberto; Spigo, Giancarlo; Spiller, Laurence Anthony; Spousta, Martin; St Denis, Richard Dante; Stabile, Alberto; Stamen, Rainer; Stamm, Soren; Stanecka, Ewa; Stanek, Robert; Stanescu, Cristian; Stanitzki, Marcel Michael; Stapf, Birgit Sylvia; Stapnes, Steinar; Starchenko, Evgeny; Stark, Giordon; Stark, Jan; Stark, Simon Holm; Staroba, Pavel; Starovoitov, Pavel; Stärz, Steffen; Staszewski, Rafal; Stegler, Martin; Steinberg, Peter; Stelzer, Bernd; Stelzer, Harald Joerg; Stelzer-Chilton, Oliver; Stenzel, Hasko; Stewart, Graeme; Stockton, Mark; Stoebe, Michael; Stoicea, Gabriel; Stolte, Philipp; Stonjek, Stefan; Stradling, Alden; Straessner, Arno; Stramaglia, Maria Elena; Strandberg, Jonas; Strandberg, Sara; Strauss, Michael; Strizenec, Pavol; Ströhmer, Raimund; Strom, David; Stroynowski, Ryszard; Strubig, Antonia; Stucci, Stefania Antonia; Stugu, Bjarne; Styles, Nicholas Adam; Su, Dong; Su, Jun; Suchek, Stanislav; Sugaya, Yorihito; Suk, Michal; Sulin, Vladimir; Sultan, D M S; Sultansoy, Saleh; Sumida, Toshi; Sun, Siyuan; Sun, Xiaohu; Suruliz, Kerim; Suster, Carl; Sutton, Mark; Suzuki, Shota; Svatos, Michal; Swiatlowski, Maximilian; 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2018-02-08
Measurements of $ZZ$ production in the $\\ell^{+}\\ell^{-}\\ell^{\\prime +}\\ell^{\\prime -}$ channel in proton-proton collisions at 13 TeV center-of-mass energy at the Large Hadron Collider are presented. The data correspond to 36.1 $\\mathrm{fb}^{-1}$ of collisions collected by the ATLAS experiment in 2015 and 2016. Here $\\ell$ and $\\ell'$ stand for electrons or muons. Integrated and differential $ZZ \\to \\ell^{+}\\ell^{-}\\ell^{\\prime +}\\ell^{\\prime -}$ cross sections with $Z \\to \\ell^+\\ell^-$ candidate masses in the range of 66 GeV to 116 GeV are measured in a fiducial phase space corresponding to the detector acceptance and corrected for detector effects. The differential cross sections are presented in bins of twenty observables, including several that describe the jet activity. The integrated cross section is also extrapolated to a total phase space and to all Standard-Model decays of $Z$ bosons with mass between 66 GeV and 116 GeV, resulting in a value of $17.3 \\pm 0.9$ [$\\pm 0.6$ (stat.) $\\pm 0.5$ (syst.) $\\pm...
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Regional Educational Laboratory West, 2014
2014-01-01
To figure out better ways to serve their English language learner (ELL) students, the state departments of education in the West Region states of Arizona, Nevada, and Utah, who are members of the English Learner Alliance, asked REL West to help them put together a more detailed picture of two particular groups of K-12 ELL students who seem to…
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English Language Learners. Where We Stand. Item Number 39-0247
American Federation of Teachers, 2006
2006-01-01
This document contains resolution text adopted by the American Federation of Teachers (AFT) in July 2006 regarding English language learners (ELLs). A Question & Answer section follows the resolution, addressing the following issues: (1) How the AFT is helping educators who work with ELLs; (2) Latest research on effective literacy practices for…
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Directory of Open Access Journals (Sweden)
Anna-Mari Olivier
2010-12-01
Full Text Available This study aims to contribute to the knowledge base on the status and development of emergent literacy skills of learners receiving formal education in their second or additional language. The focus is on young English language learners (ELLs, i.e. learners whose home language is not English but who have English as their language of teaching and learning. This article reports on a study that investigated ELLs’ emergent literacy skills prior to entering grade 1 and then evaluated the effectiveness of an evidence-based stimulation programme on early literacy skills in the South African context. Using a quasi-experimental design, ELLs’ emergent literacy skills were assessed with an adapted version of 8 of the subtests of the Emergent Literacy Assessment battery (Willenberg, 2004 and were compared to those of English first language (L1 and of ELL control groups, both before and after the 8-week purpose-designed programme. While learners showed significant improvement on 6 of the 8 subtests, the programme did not significantly improve ELLs’ skills in comparison to those of the control groups. Possible independent variables contributing to the dearth of intervention effect include socio-economic status, learners’ L1, and teacher- and classroom-specific characteristics, all of which were considered in this study. Clinical implications for speech-language therapists with regard to assessment, intervention, service delivery and outcome measures are highlighted.
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Lesser, Lawrence M.; Wagler, Amy E.; Esquinca, Alberto; Valenzuela, M. Guadalupe
2013-01-01
The framework of linguistic register and case study research on Spanish-speaking English language learners (ELLs) learning statistics informed the construction of a quantitative instrument, the Communication, Language, And Statistics Survey (CLASS). CLASS aims to assess whether ELLs and non-ELLs approach the learning of statistics differently with…
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AUTHOR|(INSPIRE)INSPIRE-00230799
This thesis presents the observation of a Standard Model Higgs boson ($h$) and a search for an additional scalar ($H$) in the $h/H \\to ZZ^{(∗)} \\to \\ell^+\\ell^−\\ell^+\\ell^−$ channel (four-lepton channel), where l stands for either an electron or a muon. The observation of a Standard Model Higgs boson in the four-lepton channel uses the proton–proton collision data collected with the ATLAS detector during 2011 and 2012 at center- of-mass energies of 7 and 8 TeV. An excess with a local significance of 8.1 standard deviation is observed in the four-lepton invariant mass spectrum around 125 GeV. The mass of the excess measured in $ \\ell^+\\ell^−\\ell^+\\ell^−$ channel is 125.51 $\\pm$ 0.52 GeV. Further measurements on the production cross section times branching ratio of the excess agree well with the Standard Model predictions within the experimental uncertainties. The search for an additional scalar uses an integrated luminosity of 36.1 fb$^{−1}$ proton–proton collision data at a center-of-mass ener...
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Solano-Flores, Guillermo; Wang, Chao; Kachchaf, Rachel; Soltero-Gonzalez, Lucinda; Nguyen-Le, Khanh
2014-01-01
We address valid testing for English language learners (ELLs)--students in the United States who are schooled in English while they are still acquiring English as a second language. Also, we address the need for procedures for systematically developing ELL testing accommodations--changes in tests intended to support ELLs to gain access to the…
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Camhi, Paul J.; Ebsworth, Miriam Eisenstein
2008-01-01
This action research study evaluates a classroom approach incorporating a reflective, metacognitive component within a second language process-oriented writing environment. Inspired by the literature and developed by the first author, this approach seeks to provide English language learners (ELLs) with a command of metalinguistic principles…
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Aguirre-Munoz, Zenaida; Park, Jae-Eun; Amabisca, Anastasia; Boscardin, Christy Kim
2008-01-01
Although explicit grammar instruction has been a source of considerable debate in second-language teaching, increasingly educational linguists assert instruction in academic language is critical, given the current assessment reform in K-12 contexts. Of particular concern is that contemporary English-Language-Learner (ELL) instruction focuses on…
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English Language Learners' Strategies for Reading Computer-Based Texts at Home and in School
Park, Ho-Ryong; Kim, Deoksoon
2016-01-01
This study investigated four elementary-level English language learners' (ELLs') use of strategies for reading computer-based texts at home and in school. The ELLs in this study were in the fourth and fifth grades in a public elementary school. We identify the ELLs' strategies for reading computer-based texts in home and school environments. We…
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Lesser, Lawrence M.; Wagler, Amy E.; Salazar, Berenice
2016-01-01
English language learners (ELLs) are a rapidly growing part of the student population in many countries. Studies on resources for language learners--especially Spanish-speaking ELLs--have focused on areas such as reading, writing, and mathematics, but not introductory probability and statistics. Semi-structured qualitative interviews investigated…
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Kindergarten Teachers' Perceptions of Barriers English Language Learners Face in Mathematics
Franklin, Martha A.
2013-01-01
There is a disparity of mathematics achievement between native English speakers and English language learners (ELL). This study sought to understand the barriers ELL kindergarten students faced in being successful in mathematics. The purpose of this qualitative, instrumental case study was to explore kindergarten teachers' perceptions…
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Increasing the Vocabulary Acquisition Rate for Third Grade English Language Learners
Pendergrass, Jennifer D.
2017-01-01
Given the ongoing demographic transformations of U.S classrooms, knowledge of the strategies teachers use to address the vocabulary needs of English language learners (ELLs) is central for improving student outcomes. The problem in a Georgia school system was that ELLs were not building grade-level appropriate vocabulary at a pace comparable to…
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Computer Testing as a Form of Accommodation for English Language Learners
Abedi, Jamal
2009-01-01
This study compared performance of both English language learners (ELLs) and non-ELL students in Grades 4 and 8 under accommodated and nonaccommodated testing conditions. The accommodations used in this study included a computerized administration of a math test with a pop-up glossary, a customized English dictionary, extra testing time, and…
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Using Visual Supports to Teach English Language Learners in Physical Education
Nguyen, Huong Tran; Watanabe, Megan Fujiko
2013-01-01
Twenty-five percent of students in the United States are children of immigrant parents, who are considered English language learners (ELLs). As a collective ELL group, their performance level on every measure from achievement scores to graduation rates tends to be lower than almost any other category of students. With over five million ELL…
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Mitchell, Sandra L.
2016-01-01
Public school teachers must meet the unique needs of English language learners (ELLs) in the general education classroom. There is a need to understand teacher attitudes toward ELLs because attitudes can explain and influence teacher behavior and professional practice. The purpose of this quantitative study was to examine the relationships between…
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Python, Quentin; Tavernier, Stefaan; Van Doninck, Walter; Van Mulders, Petra; Van Parijs, Isis; Brun, Hugues; Caillol, Cécile; Clerbaux, Barbara; De Lentdecker, Gilles; Delannoy, Hugo; Fasanella, Giuseppe; Favart, Laurent; Goldouzian, Reza; Grebenyuk, Anastasia; Karapostoli, Georgia; Lenzi, Thomas; Léonard, Alexandre; Luetic, Jelena; Maerschalk, Thierry; Marinov, Andrey; Randle-conde, Aidan; Seva, Tomislav; Vander Velde, Catherine; Vanlaer, Pascal; Yonamine, Ryo; Zenoni, Florian; Zhang, Fengwangdong; Cimmino, Anna; Cornelis, Tom; Dobur, Didar; Fagot, Alexis; Garcia, Guillaume; Gul, Muhammad; Poyraz, Deniz; Salva Diblen, Sinem; Schöfbeck, Robert; Tytgat, Michael; Van Driessche, Ward; Yazgan, Efe; Zaganidis, Nicolas; Bakhshiansohi, Hamed; Beluffi, Camille; Bondu, Olivier; Brochet, Sébastien; Bruno, Giacomo; Caudron, Adrien; De Visscher, Simon; Delaere, Christophe; Delcourt, Martin; Forthomme, Laurent; Francois, Brieuc; Giammanco, Andrea; Jafari, Abideh; Jez, Pavel; Komm, Matthias; Lemaitre, Vincent; 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Ruiz Vargas, José Cupertino; Aleksandrov, Aleksandar; Hadjiiska, Roumyana; Iaydjiev, Plamen; Rodozov, Mircho; Stoykova, Stefka; Sultanov, Georgi; Vutova, Mariana; Dimitrov, Anton; Glushkov, Ivan; Litov, Leander; Pavlov, Borislav; Petkov, Peicho; Fang, Wenxing; Ahmad, Muhammad; Bian, Jian-Guo; Chen, Guo-Ming; Chen, He-Sheng; Chen, Mingshui; Chen, Ye; Cheng, Tongguang; Jiang, Chun-Hua; Leggat, Duncan; Liu, Zhenan; Romeo, Francesco; Shaheen, Sarmad Masood; Spiezia, Aniello; Tao, Junquan; Wang, Chunjie; Wang, Zheng; Zhang, Huaqiao; Zhao, Jingzhou; Ban, Yong; Chen, Geng; Li, Qiang; Liu, Shuai; Mao, Yajun; Qian, Si-Jin; Wang, Dayong; Xu, Zijun; Avila, Carlos; Cabrera, Andrés; Chaparro Sierra, Luisa Fernanda; Florez, Carlos; Gomez, Juan Pablo; González Hernández, Carlos Felipe; Ruiz Alvarez, José David; Sanabria, Juan Carlos; Godinovic, Nikola; Lelas, Damir; Puljak, Ivica; Ribeiro Cipriano, Pedro M; Antunovic, Zeljko; Kovac, Marko; Brigljevic, Vuko; Ferencek, Dinko; Kadija, Kreso; Micanovic, Sasa; Sudic, Lucija; Susa, Tatjana; Attikis, Alexandros; Mavromanolakis, Georgios; Mousa, Jehad; Nicolaou, Charalambos; Ptochos, Fotios; Razis, Panos A; Rykaczewski, Hans; Finger, Miroslav; Finger Jr, Michael; Carrera Jarrin, Edgar; Ellithi Kamel, Ali; Mahmoud, Mohammed; Radi, Amr; Calpas, Betty; Kadastik, Mario; Murumaa, Marion; Perrini, Lucia; Raidal, Martti; Tiko, Andres; Veelken, Christian; Eerola, Paula; Pekkanen, Juska; Voutilainen, Mikko; Härkönen, Jaakko; Karimäki, Veikko; Kinnunen, Ritva; Lampén, Tapio; Lassila-Perini, Kati; Lehti, Sami; Lindén, Tomas; Luukka, Panja-Riina; Peltola, Timo; Tuominiemi, Jorma; Tuovinen, Esa; Wendland, Lauri; Talvitie, Joonas; Tuuva, Tuure; Besancon, Marc; Couderc, Fabrice; Dejardin, Marc; Denegri, Daniel; Fabbro, Bernard; Faure, Jean-Louis; Favaro, Carlotta; Ferri, Federico; Ganjour, Serguei; Ghosh, Saranya; Givernaud, Alain; Gras, Philippe; Hamel de Monchenault, Gautier; Jarry, Patrick; Kucher, Inna; Locci, Elizabeth; Machet, Martina; Malcles, Julie; Rander, John; Rosowsky, André; Titov, Maksym; Zghiche, Amina; Abdulsalam, Abdulla; Antropov, Iurii; Baffioni, Stephanie; Beaudette, Florian; Busson, Philippe; Cadamuro, Luca; Chapon, Emilien; Charlot, Claude; Davignon, Olivier; Granier de Cassagnac, Raphael; Jo, Mihee; Lisniak, Stanislav; Miné, Philippe; Nguyen, Matthew; Ochando, Christophe; Ortona, Giacomo; Paganini, Pascal; Pigard, Philipp; Regnard, Simon; Salerno, Roberto; Sirois, Yves; Strebler, Thomas; Yilmaz, Yetkin; Zabi, Alexandre; Agram, Jean-Laurent; Andrea, Jeremy; Aubin, Alexandre; Bloch, Daniel; Brom, Jean-Marie; Buttignol, Michael; Chabert, Eric Christian; Chanon, Nicolas; Collard, Caroline; Conte, Eric; Coubez, Xavier; Fontaine, Jean-Charles; Gelé, Denis; Goerlach, Ulrich; Le Bihan, Anne-Catherine; Merlin, Jeremie Alexandre; Skovpen, Kirill; Van Hove, Pierre; Gadrat, Sébastien; Beauceron, Stephanie; Bernet, Colin; Boudoul, Gaelle; Bouvier, Elvire; Carrillo Montoya, Camilo Andres; Chierici, Roberto; Contardo, Didier; Courbon, Benoit; Depasse, Pierre; El Mamouni, Houmani; Fan, Jiawei; Fay, Jean; Gascon, Susan; Gouzevitch, Maxime; Grenier, Gérald; Ille, Bernard; Lagarde, Francois; Laktineh, Imad Baptiste; Lethuillier, Morgan; Mirabito, Laurent; Pequegnot, Anne-Laure; Perries, Stephane; Popov, Andrey; Sabes, David; Sordini, Viola; Vander Donckt, Muriel; Verdier, Patrice; Viret, Sébastien; Toriashvili, Tengizi; Tsamalaidze, Zviad; Autermann, Christian; Beranek, Sarah; Feld, Lutz; Heister, Arno; Kiesel, Maximilian Knut; Klein, Katja; Lipinski, Martin; Ostapchuk, Andrey; Preuten, Marius; Raupach, Frank; Schael, Stefan; Schomakers, Christian; Schulte, Jan-Frederik; Schulz, Johannes; Verlage, Tobias; Weber, Hendrik; Zhukov, Valery; Brodski, Michael; Dietz-Laursonn, Erik; Duchardt, Deborah; Endres, Matthias; Erdmann, Martin; Erdweg, Sören; Esch, Thomas; Fischer, Robert; Güth, Andreas; Hamer, Matthias; Hebbeker, Thomas; Heidemann, Carsten; Hoepfner, Kerstin; Knutzen, Simon; Merschmeyer, Markus; Meyer, Arnd; Millet, Philipp; Mukherjee, Swagata; Olschewski, Mark; Padeken, Klaas; Pook, Tobias; Radziej, Markus; Reithler, Hans; Rieger, Marcel; Scheuch, Florian; Sonnenschein, Lars; Teyssier, Daniel; Thüer, Sebastian; Cherepanov, Vladimir; Flügge, Günter; Haj Ahmad, Wael; Hoehle, Felix; Kargoll, Bastian; Kress, Thomas; Künsken, Andreas; Lingemann, Joschka; Nehrkorn, Alexander; Nowack, Andreas; Nugent, Ian Michael; Pistone, Claudia; Pooth, Oliver; Stahl, Achim; Aldaya Martin, Maria; Asawatangtrakuldee, Chayanit; Beernaert, Kelly; Behnke, Olaf; Behrens, Ulf; Bin Anuar, Afiq Aizuddin; Borras, Kerstin; Campbell, Alan; Connor, Patrick; Contreras-Campana, Christian; Costanza, Francesco; Diez Pardos, Carmen; Dolinska, Ganna; Eckerlin, Guenter; Eckstein, Doris; Eren, Engin; Gallo, Elisabetta; Garay Garcia, Jasone; Geiser, Achim; Gizhko, Andrii; Grados Luyando, Juan Manuel; Gunnellini, Paolo; Harb, Ali; Hauk, Johannes; Hempel, Maria; Jung, Hannes; Kalogeropoulos, Alexis; Karacheban, Olena; Kasemann, Matthias; Keaveney, James; Kieseler, Jan; Kleinwort, Claus; Korol, Ievgen; Krücker, Dirk; Lange, Wolfgang; Lelek, Aleksandra; Leonard, Jessica; Lipka, Katerina; Lobanov, Artur; Lohmann, Wolfgang; Mankel, Rainer; Melzer-Pellmann, Isabell-Alissandra; Meyer, Andreas Bernhard; Mittag, Gregor; Mnich, Joachim; Mussgiller, Andreas; Ntomari, Eleni; Pitzl, Daniel; Placakyte, Ringaile; Raspereza, Alexei; Roland, Benoit; Sahin, Mehmet Özgür; Saxena, Pooja; Schoerner-Sadenius, Thomas; Seitz, Claudia; Spannagel, Simon; Stefaniuk, Nazar; Trippkewitz, Karim Damun; Van Onsem, Gerrit Patrick; Walsh, Roberval; Wissing, Christoph; Blobel, Volker; Centis Vignali, Matteo; Draeger, Arne-Rasmus; Dreyer, Torben; Garutti, Erika; Goebel, Kristin; Gonzalez, Daniel; Haller, Johannes; Hoffmann, Malte; Junkes, Alexandra; Klanner, Robert; Kogler, Roman; Kovalchuk, Nataliia; Lapsien, Tobias; Lenz, Teresa; Marchesini, Ivan; Marconi, Daniele; Meyer, Mareike; Niedziela, Marek; Nowatschin, Dominik; Ott, Jochen; Pantaleo, Felice; Peiffer, Thomas; Perieanu, Adrian; Poehlsen, Jennifer; Sander, Christian; Scharf, Christian; Schleper, Peter; Schmidt, Alexander; Schumann, Svenja; Schwandt, Joern; Stadie, Hartmut; Steinbrück, Georg; Stober, Fred-Markus Helmut; Stöver, Marc; Tholen, Heiner; Troendle, Daniel; Usai, Emanuele; Vanelderen, Lukas; Vanhoefer, Annika; Vormwald, Benedikt; Barth, Christian; Baus, Colin; Berger, Joram; Butz, Erik; Chwalek, Thorsten; Colombo, Fabio; De Boer, Wim; Dierlamm, Alexander; Fink, Simon; Friese, Raphael; Giffels, Manuel; Gilbert, Andrew; Goldenzweig, Pablo; Haitz, Dominik; Hartmann, Frank; Heindl, Stefan Michael; Husemann, Ulrich; Katkov, Igor; Lobelle Pardo, Patricia; Maier, Benedikt; Mildner, Hannes; Mozer, Matthias Ulrich; Müller, Thomas; Müller, Thomas; Plagge, Michael; Quast, Gunter; Rabbertz, Klaus; Röcker, Steffen; Roscher, Frank; Schröder, Matthias; Shvetsov, Ivan; Sieber, Georg; Simonis, Hans-Jürgen; Ulrich, Ralf; Wagner-Kuhr, Jeannine; Wayand, Stefan; Weber, Marc; Weiler, Thomas; Williamson, Shawn; Wöhrmann, Clemens; Wolf, Roger; Anagnostou, Georgios; Daskalakis, Georgios; Geralis, Theodoros; Giakoumopoulou, Viktoria Athina; Kyriakis, Aristotelis; Loukas, Demetrios; Topsis-Giotis, Iasonas; Agapitos, Antonis; Kesisoglou, Stilianos; Panagiotou, Apostolos; Saoulidou, Niki; Tziaferi, Eirini; Evangelou, Ioannis; Flouris, Giannis; Foudas, Costas; Kokkas, Panagiotis; Loukas, Nikitas; Manthos, Nikolaos; Papadopoulos, Ioannis; Paradas, Evangelos; Filipovic, Nicolas; Bencze, Gyorgy; Hajdu, Csaba; Hidas, Pàl; Horvath, Dezso; Sikler, Ferenc; Veszpremi, Viktor; Vesztergombi, Gyorgy; Zsigmond, Anna Julia; Beni, Noemi; Czellar, Sandor; Karancsi, János; Makovec, Alajos; Molnar, Jozsef; Szillasi, Zoltan; Bartók, Márton; Raics, Peter; Trocsanyi, Zoltan Laszlo; Ujvari, Balazs; Bahinipati, Seema; Choudhury, Somnath; Mal, Prolay; Mandal, Koushik; Nayak, Aruna; Sahoo, Deepak Kumar; Sahoo, Niladribihari; Swain, Sanjay Kumar; Bansal, Sunil; Beri, Suman Bala; Bhatnagar, Vipin; Chawla, Ridhi; Bhawandeep, Bhawandeep; Kalsi, Amandeep Kaur; Kaur, Anterpreet; Kaur, Manjit; Kumar, Ramandeep; Mehta, Ankita; Mittal, Monika; Singh, Jasbir; Walia, Genius; Kumar, Ashok; Bhardwaj, Ashutosh; Choudhary, Brajesh C; Garg, Rocky Bala; Keshri, Sumit; Malhotra, Shivali; Naimuddin, Md; Nishu, Nishu; Ranjan, Kirti; Sharma, Ramkrishna; Sharma, Varun; Bhattacharya, Rajarshi; Bhattacharya, Satyaki; Chatterjee, Kalyanmoy; Dey, Sourav; Dutt, Suneel; Dutta, Suchandra; Ghosh, Shamik; Majumdar, Nayana; Modak, Atanu; Mondal, Kuntal; Mukhopadhyay, Supratik; Nandan, Saswati; Purohit, Arnab; Roy, Ashim; Roy, Debarati; Roy Chowdhury, Suvankar; Sarkar, Subir; Sharan, Manoj; Thakur, Shalini; Behera, Prafulla Kumar; Chudasama, Ruchi; Dutta, Dipanwita; Jha, Vishwajeet; Kumar, Vineet; Mohanty, Ajit Kumar; Netrakanti, Pawan Kumar; Pant, Lalit Mohan; Shukla, Prashant; Topkar, Anita; Aziz, Tariq; Dugad, Shashikant; Kole, Gouranga; Mahakud, Bibhuprasad; Mitra, Soureek; Mohanty, Gagan Bihari; Parida, Bibhuti; Sur, Nairit; Sutar, Bajrang; Banerjee, Sudeshna; Bhowmik, Sandeep; Dewanjee, Ram Krishna; Ganguly, Sanmay; Guchait, Monoranjan; Jain, Sandhya; Kumar, Sanjeev; Maity, Manas; Majumder, Gobinda; Mazumdar, Kajari; Sarkar, Tanmay; Wickramage, Nadeesha; Chauhan, Shubhanshu; Dube, Sourabh; Hegde, Vinay; Kapoor, Anshul; Kothekar, Kunal; Rane, Aditee; Sharma, Seema; Behnamian, Hadi; Chenarani, Shirin; Eskandari Tadavani, Esmaeel; Etesami, Seyed Mohsen; Fahim, Ali; Khakzad, Mohsen; Mohammadi Najafabadi, Mojtaba; Naseri, Mohsen; Paktinat Mehdiabadi, Saeid; Rezaei Hosseinabadi, Ferdos; Safarzadeh, Batool; Zeinali, Maryam; Felcini, Marta; Grunewald, Martin; Abbrescia, Marcello; Calabria, Cesare; Caputo, Claudio; Colaleo, Anna; Creanza, Donato; Cristella, Leonardo; De Filippis, Nicola; De Palma, Mauro; Fiore, Luigi; Iaselli, Giuseppe; Maggi, Giorgio; Maggi, Marcello; Miniello, Giorgia; My, Salvatore; Nuzzo, Salvatore; Pompili, Alexis; Pugliese, Gabriella; Radogna, Raffaella; Ranieri, Antonio; Selvaggi, Giovanna; Silvestris, Lucia; Venditti, Rosamaria; Verwilligen, Piet; Abbiendi, Giovanni; Battilana, Carlo; Bonacorsi, Daniele; Braibant-Giacomelli, Sylvie; Brigliadori, Luca; Campanini, Renato; Capiluppi, Paolo; Castro, Andrea; Cavallo, Francesca Romana; Chhibra, Simranjit Singh; Codispoti, Giuseppe; Cuffiani, Marco; Dallavalle, Gaetano-Marco; Fabbri, Fabrizio; Fanfani, Alessandra; Fasanella, Daniele; Giacomelli, Paolo; Grandi, Claudio; Guiducci, Luigi; Marcellini, Stefano; Masetti, Gianni; Montanari, Alessandro; Navarria, Francesco; Perrotta, Andrea; Rossi, Antonio; Rovelli, Tiziano; Siroli, Gian Piero; Tosi, Nicolò; Albergo, Sebastiano; Chiorboli, Massimiliano; Costa, Salvatore; Di Mattia, Alessandro; Giordano, Ferdinando; Potenza, Renato; Tricomi, Alessia; Tuve, Cristina; Barbagli, Giuseppe; Ciulli, Vitaliano; Civinini, Carlo; D'Alessandro, Raffaello; Focardi, Ettore; Gori, Valentina; Lenzi, Piergiulio; Meschini, Marco; Paoletti, Simone; Sguazzoni, Giacomo; Viliani, Lorenzo; Benussi, Luigi; Bianco, Stefano; Fabbri, Franco; Piccolo, Davide; Primavera, Federica; Calvelli, Valerio; Ferro, Fabrizio; Lo Vetere, Maurizio; Monge, Maria Roberta; Robutti, Enrico; Tosi, Silvano; Brianza, Luca; Dinardo, Mauro Emanuele; Fiorendi, Sara; Gennai, Simone; Ghezzi, Alessio; Govoni, Pietro; Malvezzi, Sandra; Manzoni, Riccardo Andrea; Marzocchi, Badder; Menasce, Dario; Moroni, Luigi; Paganoni, Marco; Pedrini, Daniele; Pigazzini, Simone; Ragazzi, Stefano; Tabarelli de Fatis, Tommaso; Buontempo, Salvatore; Cavallo, Nicola; De Nardo, Guglielmo; Di Guida, Salvatore; Esposito, Marco; Fabozzi, Francesco; Iorio, Alberto Orso Maria; Lanza, Giuseppe; Lista, Luca; Meola, Sabino; Paolucci, Pierluigi; Sciacca, Crisostomo; Thyssen, Filip; Azzi, Patrizia; Bacchetta, Nicola; Benato, Lisa; Bisello, Dario; Boletti, Alessio; Carlin, Roberto; Carvalho Antunes De Oliveira, Alexandra; Checchia, Paolo; Dall'Osso, Martino; De Castro Manzano, Pablo; Dorigo, Tommaso; Dosselli, Umberto; Gasparini, Fabrizio; Gasparini, Ugo; Gozzelino, Andrea; Lacaprara, Stefano; Margoni, Martino; Meneguzzo, Anna Teresa; Pazzini, Jacopo; Pozzobon, Nicola; Ronchese, Paolo; Simonetto, Franco; Torassa, Ezio; Zanetti, Marco; Zotto, Pierluigi; Zucchetta, Alberto; Zumerle, Gianni; Braghieri, Alessandro; Magnani, Alice; Montagna, Paolo; Ratti, Sergio P; Re, Valerio; Riccardi, Cristina; Salvini, Paola; Vai, Ilaria; Vitulo, Paolo; Alunni Solestizi, Luisa; Bilei, Gian Mario; Ciangottini, Diego; Fanò, Livio; Lariccia, Paolo; Leonardi, Roberto; Mantovani, Giancarlo; Menichelli, Mauro; Saha, Anirban; Santocchia, Attilio; Androsov, Konstantin; Azzurri, Paolo; Bagliesi, Giuseppe; Bernardini, Jacopo; Boccali, Tommaso; Castaldi, Rino; Ciocci, Maria Agnese; Dell'Orso, Roberto; Donato, Silvio; Fedi, Giacomo; Giassi, Alessandro; Grippo, Maria Teresa; Ligabue, Franco; Lomtadze, Teimuraz; Martini, Luca; Messineo, Alberto; Palla, Fabrizio; Rizzi, Andrea; Savoy-Navarro, Aurore; Spagnolo, Paolo; Tenchini, Roberto; Tonelli, Guido; Venturi, Andrea; Verdini, Piero Giorgio; Barone, Luciano; Cavallari, Francesca; Cipriani, Marco; D'imperio, Giulia; Del Re, Daniele; Diemoz, Marcella; Gelli, Simone; Jorda, Clara; Longo, Egidio; Margaroli, Fabrizio; Meridiani, Paolo; Organtini, Giovanni; Paramatti, Riccardo; Preiato, Federico; Rahatlou, Shahram; Rovelli, Chiara; Santanastasio, Francesco; Amapane, Nicola; Arcidiacono, Roberta; Argiro, Stefano; Arneodo, Michele; Bartosik, Nazar; Bellan, Riccardo; Biino, Cristina; Cartiglia, Nicolo; Cenna, Francesca; Costa, Marco; Covarelli, Roberto; Degano, Alessandro; Demaria, Natale; Finco, Linda; Kiani, Bilal; Mariotti, Chiara; Maselli, Silvia; Migliore, Ernesto; Monaco, Vincenzo; Monteil, Ennio; Obertino, Maria Margherita; Pacher, Luca; Pastrone, Nadia; Pelliccioni, Mario; Pinna Angioni, Gian Luca; Ravera, Fabio; Romero, Alessandra; Ruspa, Marta; Sacchi, Roberto; Shchelina, Ksenia; Sola, Valentina; Solano, Ada; Staiano, Amedeo; Traczyk, Piotr; Belforte, Stefano; Casarsa, Massimo; Cossutti, Fabio; Della Ricca, Giuseppe; La Licata, Chiara; Schizzi, Andrea; Zanetti, Anna; Kim, Dong Hee; Kim, Gui Nyun; Kim, Min Suk; Lee, Sangeun; Lee, Seh Wook; Oh, Young Do; Sekmen, Sezen; Son, Dong-Chul; Yang, Yu Chul; Lee, Ari; Brochero Cifuentes, Javier Andres; Kim, Tae Jeong; Cho, Sungwoong; Choi, Suyong; Go, Yeonju; Gyun, Dooyeon; Ha, Seungkyu; Hong, Byung-Sik; Jo, Youngkwon; Kim, Yongsun; Lee, Byounghoon; Lee, Kisoo; Lee, Kyong Sei; Lee, Songkyo; Lim, Jaehoon; Park, Sung Keun; Roh, Youn; Almond, John; Kim, Junho; Oh, Sung Bin; Seo, Seon-hee; Yang, Unki; Yoo, Hwi Dong; Yu, Geum Bong; Choi, Minkyoo; Kim, Hyunchul; Kim, Hyunyong; Kim, Ji Hyun; Lee, Jason Sang Hun; Park, Inkyu; Ryu, Geonmo; Ryu, Min Sang; Choi, Young-Il; Goh, Junghwan; Hwang, Chanwook; Lee, Jongseok; Yu, Intae; Dudenas, Vytautas; Juodagalvis, Andrius; Vaitkus, Juozas; Ahmed, Ijaz; Ibrahim, Zainol Abidin; Komaragiri, Jyothsna Rani; Md Ali, Mohd Adli Bin; Mohamad Idris, Faridah; Wan Abdullah, Wan Ahmad Tajuddin; Yusli, Mohd Nizam; Zolkapli, Zukhaimira; Castilla-Valdez, Heriberto; De La Cruz-Burelo, Eduard; Heredia-De La Cruz, Ivan; Hernandez-Almada, Alberto; Lopez-Fernandez, Ricardo; Magaña Villalba, Ricardo; Mejia Guisao, Jhovanny; Sánchez Hernández, Alberto; Carrillo Moreno, Salvador; Oropeza Barrera, Cristina; Vazquez Valencia, Fabiola; Carpinteyro, Severiano; Pedraza, Isabel; Salazar Ibarguen, Humberto Antonio; Uribe Estrada, Cecilia; Morelos Pineda, Antonio; Krofcheck, David; Butler, Philip H; Ahmad, Ashfaq; Ahmad, Muhammad; Hassan, Qamar; Hoorani, Hafeez R; Khan, Wajid Ali; Shah, Mehar Ali; Shoaib, Muhammad; Waqas, Muhammad; Bialkowska, Helena; Bluj, Michal; Boimska, Bożena; Frueboes, Tomasz; Górski, Maciej; Kazana, Malgorzata; Nawrocki, Krzysztof; Romanowska-Rybinska, Katarzyna; Szleper, Michal; Zalewski, Piotr; Bunkowski, Karol; Byszuk, Adrian; Doroba, Krzysztof; Kalinowski, Artur; Konecki, Marcin; Krolikowski, Jan; Misiura, Maciej; Olszewski, Michal; Walczak, Marek; Bargassa, Pedrame; Beirão Da Cruz E Silva, Cristóvão; Di Francesco, Agostino; Faccioli, Pietro; Ferreira Parracho, Pedro Guilherme; Gallinaro, Michele; Hollar, Jonathan; Leonardo, Nuno; Lloret Iglesias, Lara; Nemallapudi, Mythra Varun; Rodrigues Antunes, Joao; Seixas, Joao; Toldaiev, Oleksii; Vadruccio, Daniele; Varela, Joao; Vischia, Pietro; Afanasiev, Serguei; Bunin, Pavel; Gavrilenko, Mikhail; Golutvin, Igor; Gorbunov, Ilya; Kamenev, Alexey; Karjavin, Vladimir; Lanev, Alexander; Malakhov, Alexander; Matveev, Viktor; Moisenz, Petr; Palichik, Vladimir; Perelygin, Victor; Shmatov, Sergey; Shulha, Siarhei; Skatchkov, Nikolai; Smirnov, Vitaly; Voytishin, Nikolay; Zarubin, Anatoli; Chtchipounov, Leonid; Golovtsov, Victor; Ivanov, Yury; Kim, Victor; Kuznetsova, Ekaterina; Murzin, Victor; Oreshkin, Vadim; Sulimov, Valentin; Vorobyev, Alexey; Andreev, Yuri; Dermenev, Alexander; Gninenko, Sergei; Golubev, Nikolai; Karneyeu, Anton; Kirsanov, Mikhail; Krasnikov, Nikolai; Pashenkov, Anatoli; Tlisov, Danila; Toropin, Alexander; Epshteyn, Vladimir; Gavrilov, Vladimir; Lychkovskaya, Natalia; Popov, Vladimir; Pozdnyakov, Ivan; Safronov, Grigory; Spiridonov, Alexander; Toms, Maria; Vlasov, Evgueni; Zhokin, Alexander; Bylinkin, Alexander; Chadeeva, Marina; Popova, Elena; Tarkovskii, Evgenii; Andreev, Vladimir; Azarkin, Maksim; Dremin, Igor; Kirakosyan, Martin; Leonidov, Andrey; Rusakov, Sergey V; Terkulov, Adel; Baskakov, Alexey; Belyaev, Andrey; Boos, Edouard; Dubinin, Mikhail; Dudko, Lev; Ershov, Alexander; Gribushin, Andrey; Klyukhin, Vyacheslav; Kodolova, Olga; Lokhtin, Igor; Miagkov, Igor; Obraztsov, Stepan; Petrushanko, Sergey; Savrin, Viktor; Snigirev, Alexander; Blinov, Vladimir; Skovpen, Yuri; Azhgirey, Igor; Bayshev, Igor; Bitioukov, Sergei; Elumakhov, Dmitry; Kachanov, Vassili; Kalinin, Alexey; Konstantinov, Dmitri; Krychkine, Victor; Petrov, Vladimir; Ryutin, Roman; Sobol, Andrei; Troshin, Sergey; Tyurin, Nikolay; Uzunian, Andrey; Volkov, Alexey; Adzic, Petar; Cirkovic, Predrag; Devetak, Damir; Dordevic, Milos; Milosevic, Jovan; Milosevic, Vukasin; Rekovic, Vladimir; Alcaraz Maestre, Juan; Barrio Luna, Mar; Calvo, Enrique; Cerrada, Marcos; Chamizo Llatas, Maria; Colino, Nicanor; De La Cruz, Begona; Delgado Peris, Antonio; Escalante Del Valle, Alberto; Fernandez Bedoya, Cristina; Fernández Ramos, Juan Pablo; Flix, Jose; Fouz, Maria Cruz; Garcia-Abia, Pablo; Gonzalez Lopez, Oscar; Goy Lopez, Silvia; Hernandez, Jose M; Josa, Maria Isabel; Navarro De Martino, Eduardo; Pérez-Calero Yzquierdo, Antonio María; Puerta Pelayo, Jesus; Quintario Olmeda, Adrián; Redondo, Ignacio; Romero, Luciano; Senghi Soares, Mara; de Trocóniz, Jorge F; Missiroli, Marino; Moran, Dermot; Cuevas, Javier; Fernandez Menendez, Javier; Gonzalez Caballero, Isidro; González Fernández, Juan Rodrigo; Palencia Cortezon, Enrique; Sanchez Cruz, Sergio; Suárez Andrés, Ignacio; Vizan Garcia, Jesus Manuel; Cabrillo, Iban Jose; Calderon, Alicia; Castiñeiras De Saa, Juan Ramon; Curras, Esteban; Fernandez, Marcos; Garcia-Ferrero, Juan; Gomez, Gervasio; Lopez Virto, Amparo; Marco, Jesus; Martinez Rivero, Celso; Matorras, Francisco; Piedra Gomez, Jonatan; Rodrigo, Teresa; Ruiz-Jimeno, Alberto; Scodellaro, Luca; Trevisani, Nicolò; Vila, Ivan; Vilar Cortabitarte, Rocio; Abbaneo, Duccio; Auffray, Etiennette; Auzinger, Georg; Bachtis, Michail; Baillon, Paul; Ball, Austin; Barney, David; Bloch, Philippe; Bocci, Andrea; Bonato, Alessio; Botta, Cristina; Camporesi, Tiziano; Castello, Roberto; Cepeda, Maria; Cerminara, Gianluca; D'Alfonso, Mariarosaria; D'Enterria, David; Dabrowski, Anne; Daponte, Vincenzo; David Tinoco Mendes, Andre; De Gruttola, Michele; De Guio, Federico; De Roeck, Albert; Di Marco, Emanuele; Dobson, Marc; Dorney, Brian; Du Pree, Tristan; Duggan, Daniel; Dünser, Marc; Dupont, Niels; Elliott-Peisert, Anna; Fartoukh, Stephane; Franzoni, Giovanni; Fulcher, Jonathan; Funk, Wolfgang; Gigi, Dominique; Gill, Karl; Girone, Maria; Glege, Frank; Gulhan, Doga; Gundacker, Stefan; Guthoff, Moritz; Hammer, Josef; Harris, Philip; Hegeman, Jeroen; Innocente, Vincenzo; Janot, Patrick; Kirschenmann, Henning; Knünz, Valentin; Kornmayer, Andreas; Kortelainen, Matti J; Kousouris, Konstantinos; Krammer, Manfred; Lecoq, Paul; Lourenco, Carlos; Lucchini, Marco Toliman; Malgeri, Luca; Mannelli, Marcello; Martelli, Arabella; Meijers, Frans; Mersi, Stefano; Meschi, Emilio; Moortgat, Filip; Morovic, Srecko; Mulders, Martijn; Neugebauer, Hannes; Orfanelli, Styliani; Orsini, Luciano; Pape, Luc; Perez, Emmanuelle; Peruzzi, Marco; Petrilli, Achille; Petrucciani, Giovanni; Pfeiffer, Andreas; Pierini, Maurizio; Racz, Attila; Reis, Thomas; Rolandi, Gigi; Rovere, Marco; Ruan, Manqi; Sakulin, Hannes; Sauvan, Jean-Baptiste; Schäfer, Christoph; Schwick, Christoph; Seidel, Markus; Sharma, Archana; Silva, Pedro; Simon, Michal; Sphicas, Paraskevas; Steggemann, Jan; Stoye, Markus; Takahashi, Yuta; Tosi, Mia; Treille, Daniel; Triossi, Andrea; Tsirou, Andromachi; Veckalns, Viesturs; Veres, Gabor Istvan; Wardle, Nicholas; Zagoździńska, Agnieszka; Zeuner, Wolfram Dietrich; Bertl, Willi; Deiters, Konrad; Erdmann, Wolfram; Horisberger, Roland; Ingram, Quentin; Kaestli, Hans-Christian; Kotlinski, Danek; Langenegger, Urs; Rohe, Tilman; Bachmair, Felix; Bäni, Lukas; Bianchini, Lorenzo; Casal, Bruno; Dissertori, Günther; Dittmar, Michael; Donegà, Mauro; Eller, Philipp; Grab, Christoph; Heidegger, Constantin; Hits, Dmitry; Hoss, Jan; Kasieczka, Gregor; Lecomte, Pierre; Lustermann, Werner; Mangano, Boris; Marionneau, Matthieu; Martinez Ruiz del Arbol, Pablo; Masciovecchio, Mario; Meinhard, Maren Tabea; Meister, Daniel; Micheli, Francesco; Musella, Pasquale; Nessi-Tedaldi, Francesca; Pandolfi, Francesco; Pata, Joosep; Pauss, Felicitas; Perrin, Gaël; Perrozzi, Luca; Quittnat, Milena; Rossini, Marco; Schönenberger, Myriam; Starodumov, Andrei; Tavolaro, Vittorio Raoul; Theofilatos, Konstantinos; Wallny, Rainer; Aarrestad, Thea Klaeboe; Amsler, Claude; Caminada, Lea; Canelli, Maria Florencia; De Cosa, Annapaola; Galloni, Camilla; Hinzmann, Andreas; Hreus, Tomas; Kilminster, Benjamin; Lange, Clemens; Ngadiuba, Jennifer; Pinna, Deborah; Rauco, Giorgia; Robmann, Peter; Salerno, Daniel; Yang, Yong; Candelise, Vieri; Doan, Thi Hien; Jain, Shilpi; Khurana, Raman; Konyushikhin, Maxim; Kuo, Chia-Ming; Lin, Willis; Lu, Yun-Ju; Pozdnyakov, Andrey; Yu, Shin-Shan; Kumar, Arun; Chang, Paoti; Chang, You-Hao; Chang, Yu-Wei; Chao, Yuan; Chen, Kai-Feng; Chen, Po-Hsun; Dietz, Charles; Fiori, Francesco; Hou, George Wei-Shu; Hsiung, Yee; Liu, Yueh-Feng; Lu, Rong-Shyang; Miñano Moya, Mercedes; Paganis, Efstathios; Psallidas, Andreas; Tsai, Jui-fa; Tzeng, Yeng-Ming; Asavapibhop, Burin; Singh, Gurpreet; Srimanobhas, Norraphat; Suwonjandee, Narumon; Adiguzel, Aytul; Cerci, Salim; Damarseckin, Serdal; Demiroglu, Zuhal Seyma; Dozen, Candan; Dumanoglu, Isa; Girgis, Semiray; Gokbulut, Gul; Guler, Yalcin; Gurpinar, Emine; Hos, Ilknur; Kangal, Evrim Ersin; Kara, Ozgun; Kiminsu, Ugur; Oglakci, Mehmet; Onengut, Gulsen; Ozdemir, Kadri; Sunar Cerci, Deniz; Tali, Bayram; Topakli, Huseyin; Turkcapar, Semra; Zorbakir, Ibrahim Soner; Zorbilmez, Caglar; Bilin, Bugra; Bilmis, Selcuk; Isildak, Bora; Karapinar, Guler; Yalvac, Metin; Zeyrek, Mehmet; Gülmez, Erhan; Kaya, Mithat; Kaya, Ozlem; Yetkin, Elif Asli; Yetkin, Taylan; Cakir, Altan; Cankocak, Kerem; Sen, Sercan; Grynyov, Boris; Levchuk, Leonid; Sorokin, Pavel; Aggleton, Robin; Ball, Fionn; Beck, Lana; Brooke, James John; Burns, Douglas; Clement, Emyr; Cussans, David; Flacher, Henning; Goldstein, Joel; Grimes, Mark; Heath, Greg P; Heath, Helen F; Jacob, Jeson; Kreczko, Lukasz; Lucas, Chris; Newbold, Dave M; Paramesvaran, Sudarshan; Poll, Anthony; Sakuma, Tai; Seif El Nasr-storey, Sarah; Smith, Dominic; Smith, Vincent J; Bell, Ken W; Belyaev, Alexander; Brew, Christopher; Brown, Robert M; Calligaris, Luigi; Cieri, Davide; Cockerill, David JA; Coughlan, John A; Harder, Kristian; Harper, Sam; Olaiya, Emmanuel; Petyt, David; Shepherd-Themistocleous, Claire; Thea, Alessandro; Tomalin, Ian R; Williams, Thomas; Baber, Mark; Bainbridge, Robert; Buchmuller, Oliver; Bundock, Aaron; Burton, Darren; Casasso, Stefano; Citron, Matthew; Colling, David; Corpe, Louie; Dauncey, Paul; Davies, Gavin; De Wit, Adinda; Della Negra, Michel; Di Maria, Riccardo; Dunne, Patrick; Elwood, Adam; Futyan, David; Haddad, Yacine; Hall, Geoffrey; Iles, Gregory; James, Thomas; Lane, Rebecca; Laner, Christian; Lucas, Robyn; Lyons, Louis; Magnan, Anne-Marie; Malik, Sarah; Mastrolorenzo, Luca; Nash, Jordan; Nikitenko, Alexander; Pela, Joao; Penning, Bjoern; Pesaresi, Mark; Raymond, David Mark; Richards, Alexander; Rose, Andrew; Seez, Christopher; Summers, Sioni; Tapper, Alexander; Uchida, Kirika; Vazquez Acosta, Monica; Virdee, Tejinder; Wright, Jack; Zenz, Seth Conrad; Cole, Joanne; Hobson, Peter R; Khan, Akram; Kyberd, Paul; Leslie, Dawn; Reid, Ivan; Symonds, Philip; Teodorescu, Liliana; Turner, Mark; Borzou, Ahmad; Call, Kenneth; Dittmann, Jay; Hatakeyama, Kenichi; Liu, Hongxuan; Pastika, Nathaniel; Charaf, Otman; Cooper, Seth; Henderson, Conor; Rumerio, Paolo; Arcaro, Daniel; Avetisyan, Aram; Bose, Tulika; Gastler, Daniel; Rankin, Dylan; Richardson, Clint; Rohlf, James; Sulak, Lawrence; Zou, David; Benelli, Gabriele; Berry, Edmund; Cutts, David; Garabedian, Alex; Hakala, John; Heintz, Ulrich; Hogan, Julie Managan; Jesus, Orduna; Laird, Edward; Landsberg, Greg; Mao, Zaixing; Narain, Meenakshi; Piperov, Stefan; Sagir, Sinan; Spencer, Eric; Syarif, Rizki; Breedon, Richard; Breto, Guillermo; Burns, Dustin; Calderon De La Barca Sanchez, Manuel; Chauhan, Sushil; Chertok, Maxwell; Conway, John; Conway, Rylan; Cox, Peter Timothy; Erbacher, Robin; Flores, Chad; Funk, Garrett; Gardner, Michael; Ko, Winston; Lander, Richard; Mclean, Christine; Mulhearn, Michael; Pellett, Dave; Pilot, Justin; Ricci-Tam, Francesca; Shalhout, Shalhout; Smith, John; Squires, Michael; Stolp, Dustin; Tripathi, Mani; Wilbur, Scott; Yohay, Rachel; Cousins, Robert; Everaerts, Pieter; Florent, Alice; Hauser, Jay; Ignatenko, Mikhail; Saltzberg, David; Takasugi, Eric; Valuev, Vyacheslav; Weber, Matthias; Burt, Kira; Clare, Robert; Ellison, John Anthony; Gary, J William; Hanson, Gail; Heilman, Jesse; Jandir, Pawandeep; Kennedy, Elizabeth; Lacroix, Florent; Long, Owen Rosser; Malberti, Martina; Olmedo Negrete, Manuel; Paneva, Mirena Ivova; Shrinivas, Amithabh; Wei, Hua; Wimpenny, Stephen; Yates, Brent; Branson, James G; Cerati, Giuseppe Benedetto; Cittolin, Sergio; Derdzinski, Mark; Gerosa, Raffaele; Holzner, André; Klein, Daniel; Krutelyov, Vyacheslav; Letts, James; Macneill, Ian; Olivito, Dominick; Padhi, Sanjay; Pieri, Marco; Sani, Matteo; Sharma, Vivek; Simon, Sean; Tadel, Matevz; Vartak, Adish; Wasserbaech, Steven; Welke, Charles; Wood, John; Würthwein, Frank; Yagil, Avraham; Zevi Della Porta, Giovanni; Bhandari, Rohan; Bradmiller-Feld, John; Campagnari, Claudio; Dishaw, Adam; Dutta, Valentina; Flowers, Kristen; Franco Sevilla, Manuel; Geffert, Paul; George, Christopher; Golf, Frank; Gouskos, Loukas; Gran, Jason; Heller, Ryan; Incandela, Joe; Mccoll, Nickolas; Mullin, Sam Daniel; Ovcharova, Ana; Richman, Jeffrey; Stuart, David; Suarez, Indara; West, Christopher; Yoo, Jaehyeok; Anderson, Dustin; Apresyan, Artur; Bendavid, Joshua; Bornheim, Adolf; Bunn, Julian; Chen, Yi; Duarte, Javier; Lawhorn, Jay Mathew; Mott, Alexander; Newman, Harvey B; Pena, Cristian; Spiropulu, Maria; Vlimant, Jean-Roch; Xie, Si; Zhu, Ren-Yuan; Andrews, Michael Benjamin; Azzolini, Virginia; Carlson, Benjamin; Ferguson, Thomas; Paulini, Manfred; Russ, James; Sun, Menglei; Vogel, Helmut; Vorobiev, Igor; Cumalat, John Perry; Ford, William T; Jensen, Frank; Johnson, Andrew; Krohn, Michael; Mulholland, Troy; Stenson, Kevin; Wagner, Stephen Robert; Alexander, James; Chaves, Jorge; Chu, Jennifer; Dittmer, Susan; Mcdermott, Kevin; Mirman, Nathan; Nicolas Kaufman, Gala; Patterson, Juliet Ritchie; Rinkevicius, Aurelijus; Ryd, Anders; Skinnari, Louise; Soffi, Livia; Tan, Shao Min; Tao, Zhengcheng; Thom, Julia; Tucker, Jordan; Wittich, Peter; Zientek, Margaret; Winn, Dave; Abdullin, Salavat; Albrow, Michael; Apollinari, Giorgio; Banerjee, Sunanda; Bauerdick, Lothar AT; Beretvas, Andrew; Berryhill, Jeffrey; Bhat, Pushpalatha C; Bolla, Gino; Burkett, Kevin; Butler, Joel Nathan; Cheung, Harry; Chlebana, Frank; Cihangir, Selcuk; Cremonesi, Matteo; Elvira, Victor Daniel; Fisk, Ian; Freeman, Jim; Gottschalk, Erik; Gray, Lindsey; Green, Dan; Grünendahl, Stefan; Gutsche, Oliver; Hare, Daryl; Harris, Robert M; Hasegawa, Satoshi; Hirschauer, James; Hu, Zhen; Jayatilaka, Bodhitha; Jindariani, Sergo; Johnson, Marvin; Joshi, Umesh; Klima, Boaz; Kreis, Benjamin; Lammel, Stephan; Linacre, Jacob; Lincoln, Don; Lipton, Ron; Liu, Tiehui; Lopes De Sá, Rafael; Lykken, Joseph; Maeshima, Kaori; Magini, Nicolo; Marraffino, John Michael; Maruyama, Sho; Mason, David; McBride, Patricia; Merkel, Petra; Mrenna, Stephen; Nahn, Steve; Newman-Holmes, Catherine; O'Dell, Vivian; Pedro, Kevin; Prokofyev, Oleg; Rakness, Gregory; Ristori, Luciano; Sexton-Kennedy, Elizabeth; Soha, Aron; Spalding, William J; Spiegel, Leonard; Stoynev, Stoyan; Strobbe, Nadja; Taylor, Lucas; Tkaczyk, Slawek; Tran, Nhan Viet; Uplegger, Lorenzo; Vaandering, Eric Wayne; Vernieri, Caterina; Verzocchi, Marco; Vidal, Richard; Wang, Michael; Weber, Hannsjoerg Artur; Whitbeck, Andrew; Acosta, Darin; Avery, Paul; Bortignon, Pierluigi; Bourilkov, Dimitri; Brinkerhoff, Andrew; Carnes, Andrew; Carver, Matthew; Curry, David; Das, Souvik; Field, Richard D; Furic, Ivan-Kresimir; Konigsberg, Jacobo; Korytov, Andrey; Ma, Peisen; Matchev, Konstantin; Mei, Hualin; Milenovic, Predrag; Mitselmakher, Guenakh; Rank, Douglas; Shchutska, Lesya; Sperka, David; Thomas, Laurent; Wang, Jian; Wang, Sean-Jiun; Yelton, John; Linn, Stephan; Markowitz, Pete; Martinez, German; Rodriguez, Jorge Luis; Ackert, Andrew; Adams, Jordon Rowe; Adams, Todd; Askew, Andrew; Bein, Samuel; Diamond, Brendan; Hagopian, Sharon; Hagopian, Vasken; Johnson, Kurtis F; Khatiwada, Ajeeta; Prosper, Harrison; Santra, Arka; Weinberg, Marc; Baarmand, Marc M; Bhopatkar, Vallary; Colafranceschi, Stefano; Hohlmann, Marcus; Noonan, Daniel; Roy, Titas; Yumiceva, Francisco; Adams, Mark Raymond; Apanasevich, Leonard; Berry, Douglas; Betts, Russell Richard; Bucinskaite, Inga; Cavanaugh, Richard; Evdokimov, Olga; Gauthier, Lucie; Gerber, Cecilia Elena; Hofman, David Jonathan; Kurt, Pelin; O'Brien, Christine; Sandoval Gonzalez, Irving Daniel; Turner, Paul; Varelas, Nikos; Wang, Hui; Wu, Zhenbin; Zakaria, Mohammed; Zhang, Jingyu; Bilki, Burak; Clarida, Warren; Dilsiz, Kamuran; Durgut, Süleyman; Gandrajula, Reddy Pratap; Haytmyradov, Maksat; Khristenko, Viktor; Merlo, Jean-Pierre; Mermerkaya, Hamit; Mestvirishvili, Alexi; Moeller, Anthony; Nachtman, Jane; Ogul, Hasan; Onel, Yasar; Ozok, Ferhat; Penzo, Aldo; Snyder, Christina; Tiras, Emrah; Wetzel, James; Yi, Kai; Anderson, Ian; Blumenfeld, Barry; Cocoros, Alice; Eminizer, Nicholas; Fehling, David; Feng, Lei; Gritsan, Andrei; Maksimovic, Petar; Osherson, Marc; Roskes, Jeffrey; Sarica, Ulascan; Swartz, Morris; Xiao, Meng; Xin, Yongjie; You, Can; Al-bataineh, Ayman; Baringer, Philip; Bean, Alice; Bowen, James; Bruner, Christopher; Castle, James; Kenny III, Raymond Patrick; Kropivnitskaya, Anna; Majumder, Devdatta; Mcbrayer, William; Murray, Michael; Sanders, Stephen; Stringer, Robert; Tapia Takaki, Daniel; Wang, Quan; Ivanov, Andrew; Kaadze, Ketino; Khalil, Sadia; Makouski, Mikhail; Maravin, Yurii; Mohammadi, Abdollah; Saini, Lovedeep Kaur; Skhirtladze, Nikoloz; Toda, Sachiko; Rebassoo, Finn; Wright, Douglas; Anelli, Christopher; Baden, Drew; Baron, Owen; Belloni, Alberto; Calvert, Brian; Eno, Sarah Catherine; Ferraioli, Charles; Gomez, Jaime; Hadley, Nicholas John; Jabeen, Shabnam; Kellogg, Richard G; Kolberg, Ted; Kunkle, Joshua; Lu, Ying; Mignerey, Alice; Shin, Young Ho; Skuja, Andris; Tonjes, Marguerite; Tonwar, Suresh C; Abercrombie, Daniel; Allen, Brandon; Apyan, Aram; Barbieri, Richard; Baty, Austin; Bi, Ran; Bierwagen, Katharina; Brandt, Stephanie; Busza, Wit; Cali, Ivan Amos; Demiragli, Zeynep; Di Matteo, Leonardo; Gomez Ceballos, Guillelmo; Goncharov, Maxim; Hsu, Dylan; Iiyama, Yutaro; Innocenti, Gian Michele; Klute, Markus; Kovalskyi, Dmytro; Krajczar, Krisztian; Lai, Yue Shi; Lee, Yen-Jie; Levin, Andrew; Luckey, Paul David; Marini, Andrea Carlo; Mcginn, Christopher; Mironov, Camelia; Narayanan, Siddharth; Niu, Xinmei; Paus, Christoph; Roland, Christof; Roland, Gunther; Salfeld-Nebgen, Jakob; Stephans, George; Sumorok, Konstanty; Tatar, Kaya; Varma, Mukund; Velicanu, Dragos; Veverka, Jan; Wang, Jing; Wang, Ta-Wei; Wyslouch, Bolek; Yang, Mingming; Zhukova, Victoria; Benvenuti, Alberto; Chatterjee, Rajdeep Mohan; Evans, Andrew; Finkel, Alexey; Gude, Alexander; Hansen, Peter; Kalafut, Sean; Kao, Shih-Chuan; Kubota, Yuichi; Lesko, Zachary; Mans, Jeremy; Nourbakhsh, Shervin; Ruckstuhl, Nicole; Rusack, Roger; Tambe, Norbert; Turkewitz, Jared; Acosta, John Gabriel; Oliveros, Sandra; Avdeeva, Ekaterina; Bartek, Rachel; Bloom, Kenneth; Bose, Suvadeep; Claes, Daniel R; Dominguez, Aaron; Fangmeier, Caleb; Gonzalez Suarez, Rebeca; Kamalieddin, Rami; Knowlton, Dan; Kravchenko, Ilya; Malta Rodrigues, Alan; Meier, Frank; Monroy, Jose; Siado, Joaquin Emilo; Snow, Gregory R; Stieger, Benjamin; Alyari, Maral; Dolen, James; George, Jimin; Godshalk, Andrew; Harrington, Charles; Iashvili, Ia; Kaisen, Josh; Kharchilava, Avto; Kumar, Ashish; Parker, Ashley; Rappoccio, Salvatore; Roozbahani, Bahareh; Alverson, George; Barberis, Emanuela; Baumgartel, Darin; Hortiangtham, Apichart; Knapp, Benjamin; Massironi, Andrea; Morse, David Michael; Nash, David; Orimoto, Toyoko; Teixeira De Lima, Rafael; Trocino, Daniele; Wang, Ren-Jie; Wood, Darien; Bhattacharya, Saptaparna; Hahn, Kristan Allan; Kubik, Andrew; Kumar, Ajay; Low, Jia Fu; Mucia, Nicholas; Odell, Nathaniel; Pollack, Brian; Schmitt, Michael Henry; Sung, Kevin; Trovato, Marco; Velasco, Mayda; Dev, Nabarun; Hildreth, Michael; Hurtado Anampa, Kenyi; Jessop, Colin; Karmgard, Daniel John; Kellams, Nathan; Lannon, Kevin; Marinelli, Nancy; Meng, Fanbo; Mueller, Charles; Musienko, Yuri; Planer, Michael; Reinsvold, Allison; Ruchti, Randy; Smith, Geoffrey; Taroni, Silvia; Valls, Nil; Wayne, Mitchell; Wolf, Matthias; Woodard, Anna; Alimena, Juliette; Antonelli, Louis; Brinson, Jessica; Bylsma, Ben; Durkin, Lloyd Stanley; Flowers, Sean; Francis, Brian; Hart, Andrew; Hill, Christopher; Hughes, Richard; Ji, Weifeng; Liu, Bingxuan; Luo, Wuming; Puigh, Darren; Winer, Brian L; Wulsin, Howard Wells; Cooperstein, Stephane; Driga, Olga; Elmer, Peter; Hardenbrook, Joshua; Hebda, Philip; Lange, David; Luo, Jingyu; Marlow, Daniel; Medvedeva, Tatiana; Mei, Kelvin; Mooney, Michael; Olsen, James; Palmer, Christopher; Piroué, Pierre; Stickland, David; Tully, Christopher; Zuranski, Andrzej; Malik, Sudhir; Barker, Anthony; Barnes, Virgil E; Folgueras, Santiago; Gutay, Laszlo; Jha, Manoj; Jones, Matthew; Jung, Andreas Werner; Jung, Kurt; Miller, David Harry; Neumeister, Norbert; Radburn-Smith, Benjamin Charles; Shi, Xin; Sun, Jian; Svyatkovskiy, Alexey; Wang, Fuqiang; Xie, Wei; Xu, Lingshan; Parashar, Neeti; Stupak, John; Adair, Antony; Akgun, Bora; Chen, Zhenyu; Ecklund, Karl Matthew; Geurts, Frank JM; Guilbaud, Maxime; Li, Wei; Michlin, Benjamin; Northup, Michael; Padley, Brian Paul; Redjimi, Radia; Roberts, Jay; Rorie, Jamal; Tu, Zhoudunming; Zabel, James; Betchart, Burton; Bodek, Arie; de Barbaro, Pawel; Demina, Regina; Duh, Yi-ting; Ferbel, Thomas; Galanti, Mario; Garcia-Bellido, Aran; Han, Jiyeon; Hindrichs, Otto; Khukhunaishvili, Aleko; Lo, Kin Ho; Tan, Ping; Verzetti, Mauro; Chou, John Paul; Contreras-Campana, Emmanuel; Gershtein, Yuri; Gómez Espinosa, Tirso Alejandro; Halkiadakis, Eva; Heindl, Maximilian; Hidas, Dean; Hughes, Elliot; Kaplan, Steven; Kunnawalkam Elayavalli, Raghav; Kyriacou, Savvas; Lath, Amitabh; Nash, Kevin; Saka, Halil; Salur, Sevil; Schnetzer, Steve; Sheffield, David; Somalwar, Sunil; Stone, Robert; Thomas, Scott; Thomassen, Peter; Walker, Matthew; Foerster, Mark; Heideman, Joseph; Riley, Grant; Rose, Keith; Spanier, Stefan; Thapa, Krishna; Bouhali, Othmane; Celik, Ali; Dalchenko, Mykhailo; De Mattia, Marco; Delgado, Andrea; Dildick, Sven; Eusebi, Ricardo; Gilmore, Jason; Huang, Tao; Juska, Evaldas; Kamon, Teruki; Mueller, Ryan; Pakhotin, Yuriy; Patel, Rishi; Perloff, Alexx; Perniè, Luca; Rathjens, Denis; Rose, Anthony; Safonov, Alexei; Tatarinov, Aysen; Ulmer, Keith; Akchurin, Nural; Cowden, Christopher; Damgov, Jordan; Dragoiu, Cosmin; Dudero, Phillip Russell; Faulkner, James; Kunori, Shuichi; Lamichhane, Kamal; Lee, Sung Won; Libeiro, Terence; Undleeb, Sonaina; Volobouev, Igor; Wang, Zhixing; Delannoy, Andrés G; Greene, Senta; Gurrola, Alfredo; Janjam, Ravi; Johns, Willard; Maguire, Charles; Melo, Andrew; Ni, Hong; Sheldon, Paul; Tuo, Shengquan; Velkovska, Julia; Xu, Qiao; Arenton, Michael Wayne; Barria, Patrizia; Cox, Bradley; Goodell, Joseph; Hirosky, Robert; Ledovskoy, Alexander; Li, Hengne; Neu, Christopher; Sinthuprasith, Tutanon; Sun, Xin; Wang, Yanchu; Wolfe, Evan; Xia, Fan; Clarke, Christopher; Harr, Robert; Karchin, Paul Edmund; Lamichhane, Pramod; Sturdy, Jared; Belknap, Donald; Dasu, Sridhara; Dodd, Laura; Duric, Senka; Gomber, Bhawna; Grothe, Monika; Herndon, Matthew; Hervé, Alain; Klabbers, Pamela; Lanaro, Armando; Levine, Aaron; Long, Kenneth; Loveless, Richard; Ojalvo, Isabel; Perry, Thomas; Pierro, Giuseppe Antonio; Polese, Giovanni; Ruggles, Tyler; Savin, Alexander; Sharma, Archana; Smith, Nicholas; Smith, Wesley H; Taylor, Devin; Woods, Nathaniel
2016-12-10
Four-lepton production in proton-proton collisions, ${\\mathrm{ p }\\mathrm{ p }} \\to \\left(\\mathrm{Z} / \\gamma^*\\right)\\left(\\mathrm{Z}/ \\gamma^*\\right) \\to {\\ell^+\\ell^-\\ell^{\\prime+}\\ell^{\\prime-}} $, where $\\ell, \\ell' = \\mathrm{ e }$ or $\\mu$, is studied at a center-of-mass energy of 13 TeV with the CMS detector at the LHC. The data sample corresponds to an integrated luminosity of 2.6 fb$^{-1}$. The ZZ production cross section, $\\sigma(\\mathrm{ p }\\mathrm{ p } \\to \\mathrm{Z}\\mathrm{Z}) =$ 14.6 $^{+1.9}_{-1.8}$ (stat) $^{+0.5}_{-0.3}$ (syst) $\\pm$ 0.2 (theory) $\\pm$ 0.4 (lumi) pb, is measured for events with two opposite-sign, same-flavor lepton pairs produced in the mass region 60 $ $ 4 GeV for all opposite-sign lepton pairs. The results are in agreement with standard model predictions.
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Model solutions and properties for diagnosing student programs in Ask-Elle
Jeuring, Johan; Binsbergen, Thomas~van; Gerdes, Alex; Heeren, Bastiaan
2014-01-01
Ask-Elle is an interactive tutor that supports the stepwise development of simple functional programs. Using Ask-Elle students receive feedback about whether or not they are on the right track, they can ask for a hint when they are stuck, and get suggestions about how to refactor their program. Our
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Differential Performance by English Language Learners on an Inquiry-Based Science Assessment
Turkan, Sultan; Liu, Ou Lydia
2012-10-01
The performance of English language learners (ELLs) has been a concern given the rapidly changing demographics in US K-12 education. This study aimed to examine whether students' English language status has an impact on their inquiry science performance. Differential item functioning (DIF) analysis was conducted with regard to ELL status on an inquiry-based science assessment, using a multifaceted Rasch DIF model. A total of 1,396 seventh- and eighth-grade students took the science test, including 313 ELL students. The results showed that, overall, non-ELLs significantly outperformed ELLs. Of the four items that showed DIF, three favored non-ELLs while one favored ELLs. The item that favored ELLs provided a graphic representation of a science concept within a family context. There is some evidence that constructed-response items may help ELLs articulate scientific reasoning using their own words. Assessment developers and teachers should pay attention to the possible interaction between linguistic challenges and science content when designing assessment for and providing instruction to ELLs.
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Learning to Teach Inquiry: A Beginning Science Teacher of English Language Learners
Ortega, Irasema; Luft, Julie A.; Wong, Sissy S.
2013-01-01
Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELLs). For the underprepared early career science teacher, these circumstances are challenging. This study examines the changes in beliefs and practices of an early career science teacher who taught high numbers of ELLs in an urban…
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Use and Impact of English-Language Learner Assessment in Arizona
Lawton, Stephen B.
2009-01-01
The Arizona English-Language Learner Assessment (AZELLA) is the backbone of Arizona's new English-language learner (ELL) policy in that it is used to assess students' English-language proficiency in order to place them into groups for English-language instruction and to determine when they have become proficient in English. This paper evaluates a…
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Cisco, Brooke Kandel; Padron, Yolanda
2012-01-01
Recent data indicate that many adolescent English language learners (ELLs) comprehend English texts at only a limited literal level. The purpose of this research synthesis was to systematically identify and describe the research related to the English reading comprehension of middle grades ELLs while also making practical connections to…
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Supporting English Language Learners in Math Class, Grades K-2
Bresser, Rusty; Melanese, Kathy; Sphar, Christine
2009-01-01
More than 10 percent of the students in our nation's public schools are English language learners, and this number grows each year. Many of these students are falling behind in math. "Supporting English Language Learners in Math Class, Grades K-2" outlines the challenges ELL students face when learning math and provides a wealth of specific…
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Supporting English Language Learners in Math Class, Grades 3-5
Bresser, Rusty; Melanese, Kathy; Sphar, Christine
2009-01-01
More than 10 percent of the students in our nation's public schools are English language learners, and this number grows each year. Many of these students are falling behind in math. "Supporting English Language Learners in Math Class, Grades 3-5" outlines the challenges ELL students face when learning math and provides a wealth of specific…
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Buck, Gayle; Mast, Colette; Ehlers, Nancy; Franklin, Elizabeth
2005-11-01
A feminist action research team, which consisted of a science educator, an English-language learner (ELL) educator, a first-year science teacher, and a graduate assistant, set a goal to work together to explore the process a beginning teacher goes through to establish a classroom conducive to the needs of middle-level ELL learners. The guiding questions of the study were answered by gathering a wealth of data over the course of 5 months and taken from the classroom, planning sessions, and researchers and students. These data were collected by observations, semistructured interviews, and written document reviews. The progressive analysis ultimately revealed that: (a) successful strategies a beginning teacher must utilize for teaching middle-level ELL children in a mainstream classroom involve complex structural considerations that are not part of the teacher's preparation; (b) learning increases for all children, but there are differences in learning achievement between ELL and non-ELL children; and (c) student and peer feedback proved to be an effective means of enhancing the growth of a beginning teacher seeking to increase her skills in teaching ELL learners. The experiences and findings from this project have implications for teacher preparation programs committed to preparing educators to teach science to all children.
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Wang, Peizhen; Machado, Crystal
2015-01-01
This paper describes the ways in which Writing Centers (WC) currently serve English Language Learners (ELL) at American universities. The authors argue that the pedagogy offered at these centers does not always meet the needs of the Chinese ELLs who make up the largest population of ELLs at American universities. The proposed supplemental model…
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Solano-Flores, Guillermo; Barnett-Clarke, Carne; Kachchaf, Rachel R.
2013-01-01
We examined the performance of English language learners (ELLs) and non-ELLs on Grade 4 and Grade 5 mathematics content knowledge (CK) and academic language (AL) tests. CK and AL items had different semiotic loads (numbers of different types of semiotic features) and different semiotic structures (relative frequencies of different semiotic…
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Tonogbanua, Elizabeth Paulsen
2016-01-01
This qualitative interpretive study explored how former newcomer English Language Learners (ELLs) in Boston Public Schools (BPS) made sense of their transmigration experiences through a digital storytelling project. The study fills a gap on transmigration experiences in the context of English-only learning environments, with a particular…
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Pieretti, Robert A.; Roseberry-McKibbin, Celeste
2016-01-01
Speech-language pathologists (SLPs) are experiencing the exciting challenge of serving increasing numbers of English Language Learners (ELLs) in U.S. schools. When ELLs struggle in school, they may be overreferred for speech-language services. SLPs are routinely expected to differentiate a language difference based on cultural, linguistic, and…
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Molle, Daniella
2010-01-01
The lack of empirical scholarship on professional development initiatives for teachers of English language learners (ELLs) in US schools has been repeatedly documented in educational research. The present dissertation project examines a professional development course specifically designed for K-12 teachers of ELLs. The course aims to foster the…
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Enablers and Inhibitors to English Language Learners' Research Process in a High School Setting
Kim, Sung Un
2015-01-01
This researcher sought to examine enablers and inhibitors to English language learner (ELL) students' research process within the framework of Carol C. Kuhlthau's Information Search Process (ISP). At a high school forty-eight ELL students in three classes, an English as a Second Language (ESL) teacher, and a biology teacher participated in the…
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Hindsight of an English Language Learner.
Dam, Phap
This keynote address by a native Vietnamese speaker who did not learn English until he was college-age, through the now obsolete "grammar-translation" method, recounts his difficulties in learning to converse orally in English. He stresses the need to teach conversational English to English Language Learners (ELLs) in addition to…
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Montelongo, Jose A.; Hernandez, Anita C.; Herter, Roberta J.
2016-01-01
English-Spanish cognates are words that are orthographically and semantically identical or nearly identical in English and Spanish as a result of a common etymology. Because of the similarities in the two languages, Spanish-dominant Latino English Language Learners (ELLs) can be taught to recognize English cognates thereby increasing their…
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Gwynne, Julia; Pareja, Amber Stitziel; Ehrlich, Stacy B.; Allensworth, Elaine
2012-01-01
One out of every seven students in the Chicago Public Schools (CPS) is designated as an English language learner (ELL), and 30 percent of students in the entire district have been designated as ELLs at some point while enrolled in CPS. Many of the policies, programs, and resources targeting the needs of ELL students focus on students in elementary…
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Cavanaugh, Gary Scott
2017-01-01
Research affirmed that instructional strategies that promote English Language Learners' (ELLs) Academic Language Proficiency (ALP) are essential in the primary grades for ELLs to succeed in school. This quantitative causal-comparative study relied on the premise of Vygotsky's sociocultural theory and addressed to what extent Balanced Math…
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Reading Interventions to Support English Language Learners
Corella, Jolene
2012-01-01
High stakes assessments conducted in the southwestern United States demonstrate that fewer than 50% of English language learners (ELLs) are achieving proficiency levels in reading fluency. The purpose of this study was to understand if reading interventions using the framework of Samuels's repeated reading (RR) strategy increased student…
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Directory of Open Access Journals (Sweden)
Wayne E. Wright
2006-05-01
Full Text Available This article reports the results of a survey of third-grade teachers of English Language Learners (ELLs in Arizona regarding school language and accountability policies—Proposition 203, which restricts bilingual education and mandates sheltered English Immersion; the federal No Child Left Behind Act of 2001 (NCLB; and Arizona LEARNS, the state’s high-stakes testing and accountability program. The instrument, consisting of 126 survey questions plus open-ended interview question, was designed to obtain teacher’s views, to ascertain the impact of these polices, and to explore their effectiveness in improving the education of ELL students. The survey was administered via telephone to 40 teacher participants from different urban, rural and reservation schools across the state. Each participant represents the elementary school in their respective school district which has the largest population of ELL students. Analyses of both quantitative and qualitative data reveal that these policies have mostly resulted in confusion in schools throughout the state over what is and is not allowed, and what constitutes quality instruction for ELLs, that there is little evidence that such policies have led to improvements in the education of ELL students, and that these policies may be causing more harm than good. Specifically, teachers report they have been given little to no guidance over what constitutes sheltered English immersion, and provide evidence that most ELL students in their schools are receiving mainstream sink-or-swim instruction. In terms of accountability, while the overwhelming majority of teachers support the general principle, they believe that high-stakes tests are inappropriate for ELLs and participants provided evidence that the focus on testing is leading to instruction practices for ELLs which fail to meet their unique linguistic and academic needs. The article concludes with suggestions for needed changes to improve the quality of
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Angular analysis of $B^0 \\to K^\\ast(892)^0 \\ell^+ \\ell^-$
Abdesselam, A.; Adamczyk, K.; Aihara, H.; Al Said, S.; Arinstein, K.; Arita, Y.; Asner, D.M.; Aso, T.; Atmacan, H.; Aulchenko, V.; Aushev, T.; Ayad, R.; Aziz, T.; Babu, V.; Badhrees, I.; Bahinipati, S.; Bakich, A.M.; Bala, A.; Ban, Y.; Bansal, V.; Barberio, E.; Barrett, M.; Bartel, W.; Bay, A.; Bedny, I.; Behera, P.; Belhorn, M.; Belous, K.; Besson, D.; Bhardwaj, V.; Bhuyan, B.; Biswal, J.; Bloomfield, T.; Blyth, S.; Bobrov, A.; Bondar, A.; Bonvicini, G.; Bookwalter, C.; Boulahouache, C.; Bozek, A.; Bračko, M.; Breibeck, F.; Brodzicka, J.; Browder, T.E.; Waheed, E.; Červenkov, D.; Chang, M. -C.; Chang, P.; Chao, Y.; Chekelian, V.; Chen, A.; Chen, K. -F.; Chen, P.; Cheon, B.G.; Chilikin, K.; Chistov, R.; Cho, K.; Chobanova, V.; Choi, S. -K.; Choi, Y.; Cinabro, D.; Crnkovic, J.; Dalseno, J.; Danilov, M.; Dash, N.; Di Carlo, S.; Dingfelder, J.; Doležal, Z.; Dossett, D.; Drásal, Z.; Drutskoy, A.; Dubey, S.; Dutta, D.; Dutta, K.; Eidelman, S.; Epifanov, D.; Esen, S.; Farhat, H.; Fast, J.E.; Feindt, M.; Ferber, T.; Frey, A.; Frost, O.; Fulsom, B.G.; Gaur, V.; Gabyshev, N.; Ganguly, S.; Garmash, A.; Getzkow, D.; Gillard, R.; Giordano, F.; Glattauer, R.; Goh, Y.M.; Goldenzweig, P.; Golob, B.; Greenwald, D.; Grosse Perdekamp, M.; Grygier, J.; Grzymkowska, O.; Guo, H.; Haba, J.; Hamer, P.; Han, Y.L.; Hara, K.; Hara, T.; Hasegawa, Y.; Hasenbusch, J.; Hayasaka, K.; Hayashii, H.; He, X.H.; Heck, M.; Hedges, M.T.; Heffernan, D.; Heider, M.; Heller, A.; Higuchi, T.; Himori, S.; Hirose, S.; Horiguchi, T.; Hoshi, Y.; Hoshina, K.; Hou, W. -S.; Hsiung, Y.B.; Hsu, C. -L.; Huschle, M.; Hyun, H.J.; Igarashi, Y.; Iijima, T.; Imamura, M.; Inami, K.; Inguglia, G.; Ishikawa, A.; Itagaki, K.; Itoh, R.; Iwabuchi, M.; Iwasaki, M.; Iwasaki, Y.; Iwata, S.; Jacobs, W.W.; Jaegle, I.; Jeon, H.B.; Joffe, D.; Jones, M.; Joo, K.K.; Julius, T.; Kakuno, H.; Kang, J.H.; Kang, K.H.; Kapusta, P.; Kataoka, S.U.; Kato, E.; Kato, Y.; Katrenko, P.; Kawai, H.; Kawasaki, T.; Keck, T.; Kichimi, H.; Kiesling, C.; Kim, B.H.; Kim, D.Y.; Kim, H.J.; Kim, H. -J.; Kim, J.B.; Kim, J.H.; Kim, K.T.; Kim, M.J.; Kim, S.H.; Kim, S.K.; Kim, Y.J.; Kinoshita, K.; Kleinwort, C.; Klucar, J.; Ko, B.R.; Kobayashi, N.; Koblitz, S.; Kodyš, P.; Koga, Y.; Korpar, S.; Kotchetkov, D.; Kouzes, R.T.; Križan, P.; Krokovny, P.; Kronenbitter, B.; Kuhr, T.; Kumar, R.; Kumita, T.; Kurihara, E.; Kuroki, Y.; Kuzmin, A.; Kvasnička, P.; Kwon, Y. -J.; Lai, Y. -T.; Lange, J.S.; Lee, D.H.; Lee, I.S.; Lee, S. -H.; Leitgab, M.; Leitner, R.; Levit, D.; Lewis, P.; Li, C.H.; Li, H.; Li, J.; Li, L.; Li, X.; Li, Y.; Li Gioi, L.; Libby, J.; Limosani, A.; Liu, C.; Liu, Y.; Liu, Z.Q.; Liventsev, D.; Loos, A.; Louvot, R.; Lubej, M.; Lukin, P.; Luo, T.; MacNaughton, J.; Masuda, M.; Matsuda, T.; Matvienko, D.; Matyja, A.; McOnie, S.; Mikami, Y.; Miyabayashi, K.; Miyachi, Y.; Miyake, H.; Miyata, H.; Miyazaki, Y.; Mizuk, R.; Mohanty, G.B.; Mohanty, S.; Mohapatra, D.; Moll, A.; Moon, H.K.; Mori, T.; Morii, T.; Moser, H. -G.; Müller, T.; Muramatsu, N.; Mussa, R.; Nagamine, T.; Nagasaka, Y.; Nakahama, Y.; Nakamura, I.; Nakamura, K.R.; Nakano, E.; Nakano, H.; Nakano, T.; Nakao, M.; Nakayama, H.; Nakazawa, H.; Nanut, T.; Nath, K.J.; Natkaniec, Z.; Nayak, M.; Nedelkovska, E.; Negishi, K.; Neichi, K.; Ng, C.; Niebuhr, C.; Niiyama, M.; Nisar, N.K.; Nishida, S.; Nishimura, K.; Nitoh, O.; Nozaki, T.; Ogawa, A.; Ogawa, S.; Ohshima, T.; Okuno, S.; Olsen, S.L.; Ono, Y.; Onuki, Y.; Ostrowicz, W.; Oswald, C.; Ozaki, H.; Pakhlov, P.; Pakhlova, G.; Pal, B.; Palka, H.; Panzenböck, E.; Park, C. -S.; Park, C.W.; Park, H.; Park, K.S.; Paul, S.; Peak, L.S.; Pedlar, T.K.; Peng, T.; Pesántez, L.; Pestotnik, R.; Peters, M.; Petrič, M.; Piilonen, L.E.; Poluektov, A.; Prasanth, K.; Prim, M.; Prothmann, K.; Pulvermacher, C.; Purohit, M.V.; Rauch, J.; Reisert, B.; Ribežl, E.; Ritter, M.; Röhrken, M.; Rorie, J.; Rostomyan, A.; Rozanska, M.; Rummel, S.; Ryu, S.; Sahoo, H.; Saito, T.; Sakai, K.; Sakai, Y.; Sandilya, S.; Santel, D.; Santelj, L.; Sanuki, T.; Sasao, N.; Sato, Y.; Savinov, V.; Schlüter, T.; Schneider, O.; Schnell, G.; Schönmeier, P.; Schram, M.; Schwanda, C.; Schwartz, A.J.; Schwenker, B.; Seidl, R.; Seino, Y.; Semmler, D.; Senyo, K.; Seon, O.; Seong, I.S.; Sevior, M.E.; Shang, L.; Shapkin, M.; Shebalin, V.; Shen, C.P.; Shibata, T. -A.; Shibuya, H.; Shinomiya, S.; Shiu, J. -G.; Shwartz, B.; Sibidanov, A.; Simon, F.; Singh, J.B.; Sinha, R.; Smerkol, P.; Sohn, Y. -S.; Sokolov, A.; Soloviev, Y.; Solovieva, E.; Stanič, S.; Starič, M.; Steder, M.; Strube, J.F.; Stypula, J.; Sugihara, S.; Sugiyama, A.; Sumihama, M.; Sumisawa, K.; Sumiyoshi, T.; Suzuki, K.; Suzuki, S.; Suzuki, S.Y.; Suzuki, Z.; Takeichi, H.; Takizawa, M.; Tamponi, U.; Tanaka, M.; Tanaka, S.; Tanida, K.; Taniguchi, N.; Taylor, G.N.; Tenchini, F.; Teramoto, Y.; Tikhomirov, I.; Trabelsi, K.; Trusov, V.; Tse, Y.F.; Tsuboyama, T.; Uchida, M.; Uchida, T.; Uehara, S.; Ueno, K.; Uglov, T.; Unno, Y.; Uno, S.; Uozumi, S.; Urquijo, P.; Ushiroda, Y.; Usov, Y.; Vahsen, S.E.; Van Hulse, C.; Vanhoefer, P.; Varner, G.; Varvell, K.E.; Vervink, K.; Vinokurova, A.; Vorobyev, V.; Vossen, A.; Wagner, M.N.; Wang, C.H.; Wang, J.; Wang, M. -Z.; Wang, P.; Wang, X.L.; Watanabe, M.; Watanabe, Y.; Wedd, R.; Wehle, S.; White, E.; Wiechczynski, J.; Williams, K.M.; Won, E.; Yabsley, B.D.; Yamada, S.; Yamamoto, H.; Yamaoka, J.; Yamashita, Y.; Yamauchi, M.; Yashchenko, S.; Ye, H.; Yelton, J.; Yook, Y.; Yuan, C.Z.; Yusa, Y.; Zhang, C.C.; Zhang, L.M.; Zhang, Z.P.; Zhao, L.; Zhilich, V.; Zhukova, V.; Zhulanov, V.; Ziegler, M.; Zivko, T.; Zupanc, A.; Zwahlen, N.; Zyukova, O.
2016-01-01
We present a measurement of angular observables, $P_4'$, $P_5'$, $P_6'$, $P_8'$, in the decay $B^0 \\to K^\\ast(892)^0 \\ell^+ \\ell^-$, where $\\ell^+\\ell^-$ is either $e^+e^-$ or $\\mu^+\\mu^-$. The analysis is performed on a data sample corresponding to an integrated luminosity of $711~\\mathrm{fb}^{-1}$ containing $772\\times 10^{6}$ $B\\bar B$ pairs, collected at the $\\Upsilon(4S)$ resonance with the Belle detector at the asymmetric-energy $e^+e^-$ collider KEKB. Four angular observables, $P_{4,5,6,8}'$ are extracted in five bins of the invariant mass squared of the lepton system, $q^2$. We compare our results for $P_{4,5,6,8}'$ with Standard Model predictions including the $q^2$ region in which the LHCb collaboration reported the so-called $P_5'$ anomaly.
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Wilcox, Kristen Campbell; Gregory, Karen; Yu, Lisa
2017-01-01
This article reports on findings from a multiple case study investigating the nature of educators' approaches toward monitoring English language learners' (ELLs) performance and using data to improve instruction and apply appropriate interventions. Six New York elementary schools where ELLs' performance was better than predicted (i.e.…
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Kachchaf, Rachel Rae
The purpose of this study was to compare how English language learners (ELLs) and monolingual English speakers solved multiple-choice items administered with and without a new form of testing accommodation---vignette illustration (VI). By incorporating theories from second language acquisition, bilingualism, and sociolinguistics, this study was able to gain more accurate and comprehensive input into the ways students interacted with items. This mixed methods study used verbal protocols to elicit the thinking processes of thirty-six native Spanish-speaking English language learners (ELLs), and 36 native-English speaking non-ELLs when solving multiple-choice science items. Results from both qualitative and quantitative analyses show that ELLs used a wider variety of actions oriented to making sense of the items than non-ELLs. In contrast, non-ELLs used more problem solving strategies than ELLs. There were no statistically significant differences in student performance based on the interaction of presence of illustration and linguistic status or the main effect of presence of illustration. However, there were significant differences based on the main effect of linguistic status. An interaction between the characteristics of the students, the items, and the illustrations indicates considerable heterogeneity in the ways in which students from both linguistic groups think about and respond to science test items. The results of this study speak to the need for more research involving ELLs in the process of test development to create test items that do not require ELLs to carry out significantly more actions to make sense of the item than monolingual students.
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Technology-Based Literacy Instruction for English Language Learners
White, Erin L.; Gillard, Sharlett
2011-01-01
There is a growing need to implement an alternative and viable solution in U.S. K-12 schools that will address the ever-growing gap that the rapidly growing English language learner (ELL) population presents. This article examines various technology-based solutions, and their potential impact. The systematic implementation of these…
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Moreira, Sylvia; Hamilton, Maryellen
2006-01-01
Rhyming tests have historically been used in the education system to assess reading readiness. English language learners (ELLs) have consistently scored poorly on these assessment tools. The current article examines a possible reason for this poor performance by ELLs. Specifically, the authors examined the relationship between semantic…
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Taherbhai, Husein; Seo, Daeryong; O'Malley, Kimberly
2014-01-01
English language learners (ELLs) are the fastest growing subgroup in American schools. These students, by a provision in the reauthorization of the Elementary and Secondary Education Act, are to be supported in their quest for language proficiency through the creation of systems that more effectively measure ELLs' progress across years. In…
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After exit: Academic achievement patterns of former English language learners.
Directory of Open Access Journals (Sweden)
Ester J. de Jong
2004-09-01
Full Text Available With few exceptions, accountability systems for programs for English language learners (ELLs have focused on the achievement patterns of ELLs who are still considered “limited English proficient” and program evaluations have been unable to answer the question whether ELLs actually catch up with English proficient peers after attending a bilingual or English as a Second Language (ESL program. Disaggregating data for former ELLs can therefore provide important information for long-term district and program accountability. The study was concerned with the achievement patterns in English language arts, Math, and Science of former ELLs who attended a bilingual and a English as a Second Language (ESL program. It also explored whether length of program participation and grade level exited played a significant role in predicting academic achievement patterns for these exited students. Results indicate that 4th grade students more closely paralleled non- ELL students’ achievement patterns than 8th grade students, particularly for the BE students. While length of program participation is not a significant predictor of former ELLs’ academic success, exit grade does emerge as an important variable to take into consideration in setting exit guidelines.
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Solano-Flores, Guillermo
2014-01-01
This article addresses validity and fairness in the testing of English language learners (ELLs)--students in the United States who are developing English as a second language. It discusses limitations of current approaches to examining the linguistic features of items and their effect on the performance of ELL students. The article submits that…
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Search for new physics in $b \\to q \\ell \\ell$ decays arXiv
INSPIRE-00258140
Recent results obtained in experiments at the LHC in the field of rare $b$-hadron decays are reviewed in this contribution, with a focus on $b\\to q\\ell\\ell$ processes. A general status is presented as well as recently completed measurements.
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Park, Gloria
2011-01-01
This article is the culmination of the Cultural and Linguistic Autobiography (CLA) writing project, which details narrative descriptions of adult English language learners' (ELLs') cultural and linguistic experiences and how those experiences may have influenced the ways in which these learners constructed and reconstructed their identities.…
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ELL Excel: Using Peer Mentoring to Help English Language Learners Excel in American Classrooms
Turney, Kristilynn M.
2013-01-01
This action research study describes implementation of a peer mentorship program to improve the performance of English language learners at the research site, a suburban high school in Ohio. With the rapidly increasing number of English language learners at the research site as well as schools across the country and the expectations of No Child…
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Webquests for English-Language Learners: Essential Elements for Design
Sox, Amanda; Rubinstein-Avila, Eliane
2009-01-01
The authors of this article advocate for the adaptation and use of WebQuests (web-based interdisciplinary collaborative learning units) to integrate technological competencies and content area knowledge development at the secondary level and to support the linguistic needs of English-language learners (ELLs). After examining eight WebQuests, the…
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Facilitating Professional Development for Teachers of English Language Learners
Molle, Daniella
2013-01-01
The study explores the process of facilitation in professional development for educators. The study relies on discourse analysis of interaction among K-12 teachers and administrators in a Midwestern U.S. state during a semester-long professional development program especially designed for educators working with English language learners (ELLs).…
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Hallman, Heidi L.; Meineke, Hannah R.
2016-01-01
This article discusses teacher educators' response to how teacher education programs should prepare prospective teachers to be teachers of English language learners. In the case study presented, the authors note that discussions have ensued about whether teaching English language learners (ELLs) should be addressed through separate coursework or…
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O'Loughlin, Tricia Ann
2017-01-01
Beginning learners of English progress through the same stages to acquire language. However, the length of time each student spends at a particular stage may vary greatly. Under the current educational policies, ELL students are expected to participate in the general education curriculum while developing their proficiency in the English language.…
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Beneville, Margaret A.; Li, Chieh
2018-01-01
Purpose: There is a notable dearth of interventions that have been specifically designed for Asian English Language Learner (ELL) students, and the existing research on ELL students often lacks population validity and sample diversity. In response to this need, this paper aims to review current research on literacy interventions for East/Southeast…
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Preservice Teachers' Developing Conceptions of Teaching English Learners
Kelly, Laura Beth
2018-01-01
In this study, 12 preservice teachers in a community college English as a second language (ESL) K-12 teacher education program drew pictures and wrote descriptions of teachers teaching English language learners (ELLs) at the beginning and end of an ESL methods course. Using content analysis, the researcher analyzed the drawings and descriptions…
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Words, Words, Words: Reading Shakespeare with English Language Learners
Porter, Christina
2009-01-01
In 2006, the author returned to school after completing the Teaching Shakespeare Institute at the Folger Library inspired with new performance-based ideas for teaching the plays. The author began to wonder about using Shakespeare as a vehicle for investigating "rich and strange" language with English Language Learners (ELLs). The author began by…
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A Correlational Study of Graphic Organizers and Science Achievement of English Language Learners
Clarke, William Gordon
English language learners (ELLs) demonstrate lower academic performance and have lower graduation and higher dropout rates than their non-ELL peers. The primary purpose of this correlational quantitative study was to investigate the relationship between the use of graphic organizer-infused science instruction and science learning of high school ELLs. Another objective was to determine if the method of instruction, socioeconomic status (SES), gender, and English language proficiency (ELP) were predictors of academic achievement of high school ELLs. Data were gathered from a New York City (NYC) high school fall 2012-2013 archival records of 145 ninth-grade ELLs who had received biology instruction in freestanding English as a second language (ESL) classes, followed by a test of their learning of the material. Fifty-four (37.2%) of these records were of students who had learned science by the conventional textbook method, and 91 (62.8%) by using graphic organizers. Data analysis employed the Statistical Package for the Social Sciences (SPSS) software for multiple regression analysis, which found graphic organizer use to be a significant predictor of New York State Regents Living Environment (NYSRLE) test scores (p < .01). One significant regression model was returned whereby, when combined, the four predictor variables (method of instruction, SES, gender, and ELP) explained 36% of the variance of the NYSRLE score. Implications of the study findings noted graphic organizer use as advantageous for ELL science achievement. Recommendations made for practice were for (a) the adoption of graphic organizer infused-instruction, (b) establishment of a protocol for the implementation of graphic organizer-infused instruction, and (c) increased length of graphic organizer instructional time. Recommendations made for future research were (a) a replication quantitative correlational study in two or more high schools, (b) a quantitative quasi-experimental quantitative study to
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Sirunyan, Albert M; CMS Collaboration; Adam, Wolfgang; Ambrogi, Federico; Asilar, Ece; Bergauer, Thomas; Brandstetter, Johannes; Brondolin, Erica; Dragicevic, Marko; Erö, Janos; Escalante Del Valle, Alberto; Flechl, Martin; Fruehwirth, Rudolf; Ghete, Vasile Mihai; Hrubec, Josef; Jeitler, Manfred; Krammer, Natascha; Krätschmer, Ilse; Liko, Dietrich; Madlener, Thomas; Mikulec, Ivan; Rad, Navid; Rohringer, Herbert; Schieck, Jochen; Schöfbeck, Robert; Spanring, Markus; Spitzbart, Daniel; Taurok, Anton; Waltenberger, Wolfgang; Wittmann, Johannes; Wulz, Claudia-Elisabeth; Zarucki, Mateusz; Chekhovsky, Vladimir; Mossolov, Vladimir; Suarez Gonzalez, Juan; De Wolf, Eddi A; Di Croce, Davide; Janssen, Xavier; Lauwers, Jasper; Pieters, Maxim; Van De Klundert, Merijn; Van Haevermaet, Hans; Van Mechelen, Pierre; Van Remortel, Nick; Abu Zeid, Shimaa; Blekman, Freya; D'Hondt, Jorgen; De Bruyn, Isabelle; De Clercq, Jarne; Deroover, Kevin; Flouris, Giannis; Lontkovskyi, Denys; Lowette, Steven; Marchesini, Ivan; Moortgat, Seth; Moreels, Lieselotte; Python, Quentin; Skovpen, Kirill; Tavernier, Stefaan; Van Doninck, Walter; Van Mulders, Petra; Van Parijs, Isis; Beghin, Diego; Bilin, Bugra; Brun, Hugues; Clerbaux, Barbara; De Lentdecker, Gilles; Delannoy, Hugo; Dorney, Brian; Fasanella, Giuseppe; Favart, Laurent; Goldouzian, Reza; Grebenyuk, Anastasia; Kalsi, Amandeep Kaur; Lenzi, Thomas; Luetic, Jelena; Postiau, Nicolas; Starling, Elizabeth; Thomas, Laurent; Vander Velde, Catherine; Vanlaer, Pascal; Vannerom, David; Wang, Qun; Cornelis, Tom; Dobur, Didar; Fagot, Alexis; Gul, Muhammad; Khvastunov, Illia; Poyraz, Deniz; Roskas, Christos; Trocino, Daniele; Tytgat, Michael; Verbeke, Willem; Vermassen, Basile; Vit, Martina; Zaganidis, Nicolas; Bakhshiansohi, Hamed; Bondu, Olivier; Brochet, Sébastien; Bruno, Giacomo; Caputo, Claudio; David, Pieter; Delaere, Christophe; Delcourt, Martin; Francois, Brieuc; Giammanco, Andrea; Krintiras, Georgios; Lemaitre, Vincent; Magitteri, Alessio; Mertens, Alexandre; Musich, Marco; Piotrzkowski, Krzysztof; Saggio, Alessia; Vidal Marono, Miguel; Wertz, Sébastien; Zobec, Joze; Alves, Fábio Lúcio; Alves, Gilvan; Brito, Lucas; Correia Silva, Gilson; Hensel, Carsten; Moraes, Arthur; Pol, Maria Elena; Rebello Teles, Patricia; Belchior Batista Das Chagas, Ewerton; Carvalho, Wagner; Chinellato, Jose; Coelho, Eduardo; Melo Da Costa, Eliza; Da Silveira, Gustavo Gil; De Jesus Damiao, Dilson; De Oliveira Martins, Carley; Fonseca De Souza, Sandro; Malbouisson, Helena; Matos Figueiredo, Diego; Melo De Almeida, Miqueias; Mora Herrera, Clemencia; Mundim, Luiz; Nogima, Helio; Prado Da Silva, Wanda Lucia; Sanchez Rosas, Luis Junior; Santoro, Alberto; Sznajder, Andre; Thiel, Mauricio; Tonelli Manganote, Edmilson José; Torres Da Silva De Araujo, Felipe; Vilela Pereira, Antonio; Ahuja, Sudha; Bernardes, Cesar Augusto; Calligaris, Luigi; Tomei, Thiago; De Moraes Gregores, Eduardo; Mercadante, Pedro G; Novaes, Sergio F; Padula, Sandra; Romero Abad, David; Aleksandrov, Aleksandar; Hadjiiska, Roumyana; Iaydjiev, Plamen; Marinov, Andrey; Misheva, Milena; Rodozov, Mircho; Shopova, Mariana; Sultanov, Georgi; Dimitrov, Anton; Litov, Leander; Pavlov, Borislav; Petkov, Peicho; Fang, Wenxing; Gao, Xuyang; Yuan, Li; Ahmad, Muhammad; Bian, Jian-Guo; Chen, Guo-Ming; Chen, He-Sheng; Chen, Mingshui; Chen, Ye; Jiang, Chun-Hua; Leggat, Duncan; Liao, Hongbo; Liu, Zhenan; Romeo, Francesco; Shaheen, Sarmad Masood; Spiezia, Aniello; Tao, Junquan; Wang, Chunjie; Wang, Zheng; Yazgan, Efe; Zhang, Huaqiao; Zhao, Jingzhou; Ban, Yong; Chen, Geng; Levin, Andrew; Li, Jing; Li, Linwei; Li, Qiang; Mao, Yajun; Qian, Si-Jin; Wang, Dayong; Xu, Zijun; Wang, Yi; Avila, Carlos; Cabrera, Andrés; Carrillo Montoya, Camilo Andres; Chaparro Sierra, Luisa Fernanda; Florez, Carlos; González Hernández, Carlos Felipe; Segura Delgado, Manuel Alejandro; Courbon, Benoit; Godinovic, Nikola; Lelas, Damir; Puljak, Ivica; Sculac, Toni; Antunovic, Zeljko; Kovac, Marko; Brigljevic, Vuko; Ferencek, Dinko; Kadija, Kreso; Mesic, Benjamin; Starodumov, Andrei; Susa, Tatjana; Ather, Mohsan Waseem; Attikis, Alexandros; Kolosova, Marina; Mavromanolakis, Georgios; Mousa, Jehad; Nicolaou, Charalambos; Ptochos, Fotios; Razis, Panos A; Rykaczewski, Hans; Finger, Miroslav; Finger Jr, Michael; Ayala, Edy; Carrera Jarrin, Edgar; Assran, Yasser; Mahrous, Ayman; Mohammed, Yasser; Bhowmik, Sandeep; Carvalho Antunes De Oliveira, Alexandra; Dewanjee, Ram Krishna; Ehataht, Karl; Kadastik, Mario; Raidal, Martti; Veelken, Christian; Eerola, Paula; Kirschenmann, Henning; Pekkanen, Juska; Voutilainen, Mikko; Havukainen, Joona; Heikkilä, Jaana Kristiina; Jarvinen, Terhi; Karimäki, Veikko; Kinnunen, Ritva; Lampén, Tapio; Lassila-Perini, Kati; Laurila, Santeri; Lehti, Sami; Lindén, Tomas; Luukka, Panja-Riina; Mäenpää, Teppo; Siikonen, Hannu; Tuominen, Eija; Tuominiemi, Jorma; Tuuva, Tuure; Besancon, Marc; Couderc, Fabrice; Dejardin, Marc; Denegri, Daniel; Faure, Jean-Louis; Ferri, Federico; Ganjour, Serguei; Givernaud, Alain; Gras, Philippe; Hamel de Monchenault, Gautier; Jarry, Patrick; Leloup, Clément; Locci, Elizabeth; Malcles, Julie; Negro, Giulia; Rander, John; Rosowsky, André; Sahin, Mehmet Ãzgür; Titov, Maksym; Abdulsalam, Abdulla; Amendola, Chiara; Antropov, Iurii; Beaudette, Florian; Busson, Philippe; Charlot, Claude; Granier de Cassagnac, Raphael; Kucher, Inna; Lisniak, Stanislav; Lobanov, Artur; Martin Blanco, Javier; Nguyen, Matthew; Ochando, Christophe; Ortona, Giacomo; Pigard, Philipp; Salerno, Roberto; Sauvan, Jean-Baptiste; Sirois, Yves; Stahl Leiton, Andre Govinda; Zabi, Alexandre; Zghiche, Amina; Agram, Jean-Laurent; Andrea, Jeremy; Bloch, Daniel; Brom, Jean-Marie; Chabert, Eric Christian; Cherepanov, Vladimir; Collard, Caroline; Conte, Eric; Fontaine, Jean-Charles; Gelé, Denis; Goerlach, Ulrich; Jansová, Markéta; Le Bihan, Anne-Catherine; Tonon, Nicolas; Van Hove, Pierre; Gadrat, Sébastien; Beauceron, Stephanie; Bernet, Colin; Boudoul, Gaelle; Chanon, Nicolas; Chierici, Roberto; Contardo, Didier; Depasse, Pierre; El Mamouni, Houmani; Fay, Jean; Finco, Linda; Gascon, Susan; Gouzevitch, Maxime; Grenier, Gérald; Ille, Bernard; Lagarde, Francois; Laktineh, Imad Baptiste; Lattaud, Hugues; Lethuillier, Morgan; Mirabito, Laurent; Pequegnot, Anne-Laure; Perries, Stephane; Popov, Andrey; Sordini, Viola; Vander Donckt, Muriel; Viret, Sébastien; Zhang, Sijing; Khvedelidze, Arsen; Tsamalaidze, Zviad; Autermann, Christian; Feld, Lutz; Kiesel, Maximilian Knut; Klein, Katja; Lipinski, Martin; Preuten, Marius; Rauch, Max Philip; Schomakers, Christian; Schulz, Johannes; Teroerde, Marius; Wittmer, Bruno; Zhukov, Valery; Albert, Andreas; Duchardt, Deborah; Endres, Matthias; Erdmann, Martin; Esch, Thomas; Fischer, Robert; Ghosh, Saranya; Güth, Andreas; Hebbeker, Thomas; Heidemann, Carsten; Hoepfner, Kerstin; Keller, Henning; Knutzen, Simon; Mastrolorenzo, Luca; Merschmeyer, Markus; Meyer, Arnd; Millet, Philipp; Mukherjee, Swagata; Pook, Tobias; Radziej, Markus; Reithler, Hans; Rieger, Marcel; Scheuch, Florian; Schmidt, Alexander; Teyssier, Daniel; Flügge, Günter; Hlushchenko, Olena; Kargoll, Bastian; Kress, Thomas; Künsken, Andreas; Müller, Thomas; Nehrkorn, Alexander; Nowack, Andreas; Pistone, Claudia; Pooth, Oliver; Sert, Hale; Stahl, Achim; Aldaya Martin, Maria; Arndt, Till; Asawatangtrakuldee, Chayanit; Babounikau, Illia; Beernaert, Kelly; Behnke, Olaf; Behrens, Ulf; Bermúdez MartÃnez, Armando; Bertsche, David; Bin Anuar, Afiq Aizuddin; Borras, Kerstin; Botta, Valeria; Campbell, Alan; Connor, Patrick; Contreras-Campana, Christian; Costanza, Francesco; Danilov, Vladyslav; De Wit, Adinda; Defranchis, Matteo Maria; Diez Pardos, Carmen; DomÃnguez Damiani, Daniela; Eckerlin, Guenter; Eichhorn, Thomas; Elwood, Adam; Eren, Engin; Gallo, Elisabetta; Geiser, Achim; Grados Luyando, Juan Manuel; Grohsjean, Alexander; Gunnellini, Paolo; Guthoff, Moritz; Haranko, Mykyta; Harb, Ali; Hauk, Johannes; Jung, Hannes; Kasemann, Matthias; Keaveney, James; Kleinwort, Claus; Knolle, Joscha; Krücker, Dirk; Lange, Wolfgang; Lelek, Aleksandra; Lenz, Teresa; Lipka, Katerina; Lohmann, Wolfgang; Mankel, Rainer; Melzer-Pellmann, Isabell-Alissandra; Meyer, Andreas Bernhard; Meyer, Mareike; Missiroli, Marino; Mittag, Gregor; Mnich, Joachim; Myronenko, Volodymyr; Pflitsch, Svenja Karen; Pitzl, Daniel; Raspereza, Alexei; Savitskyi, Mykola; Saxena, Pooja; Schütze, Paul; Schwanenberger, Christian; Shevchenko, Rostyslav; Singh, Akshansh; Stefaniuk, Nazar; Tholen, Heiner; Vagnerini, Antonio; Van Onsem, Gerrit Patrick; Walsh, Roberval; Wen, Yiwen; Wichmann, Katarzyna; Wissing, Christoph; Zenaiev, Oleksandr; Aggleton, Robin; Bein, Samuel; Benato, Lisa; Benecke, Anna; Blobel, Volker; Centis Vignali, Matteo; Dreyer, Torben; Garutti, Erika; Gonzalez, Daniel; Haller, Johannes; Hinzmann, Andreas; Karavdina, Anastasia; Kasieczka, Gregor; Klanner, Robert; Kogler, Roman; Kovalchuk, Nataliia; Kurz, Simon; Kutzner, Viktor; Lange, Johannes; Marconi, Daniele; Multhaup, Jens; Niedziela, Marek; Nowatschin, Dominik; Perieanu, Adrian; Reimers, Arne; Rieger, Oliver; Scharf, Christian; Schleper, Peter; Schumann, Svenja; Schwandt, Joern; Sonneveld, Jory; Stadie, Hartmut; Steinbrück, Georg; Stober, Fred-Markus Helmut; Stöver, Marc; Troendle, Daniel; Vanhoefer, Annika; Vormwald, Benedikt; Akbiyik, Melike; Barth, Christian; Baselga, Marta; Baur, Sebastian; Butz, Erik; Caspart, René; Chwalek, Thorsten; Colombo, Fabio; De Boer, Wim; Dierlamm, Alexander; Faltermann, Nils; Freund, Benedikt; Giffels, Manuel; Harrendorf, Marco Alexander; Hartmann, Frank; Heindl, Stefan Michael; Husemann, Ulrich; Kassel, Florian; Katkov, Igor; Kudella, Simon; Mildner, Hannes; Mitra, Soureek; Mozer, Matthias Ulrich; Müller, Thomas; Plagge, Michael; Quast, Gunter; Rabbertz, Klaus; Schröder, Matthias; Shvetsov, Ivan; Sieber, Georg; Simonis, Hans-Jürgen; Ulrich, Ralf; Wayand, Stefan; Weber, Marc; Weiler, Thomas; Williamson, Shawn; Wöhrmann, Clemens; Wolf, Roger; Anagnostou, Georgios; Daskalakis, Georgios; Geralis, Theodoros; Kyriakis, Aristotelis; Loukas, Demetrios; Paspalaki, Garyfallia; Topsis-Giotis, Iasonas; Karathanasis, George; Kesisoglou, Stilianos; Kontaxakis, Pantelis; Panagiotou, Apostolos; Saoulidou, Niki; Tziaferi, Eirini; Vellidis, Konstantinos; Kousouris, Konstantinos; Papakrivopoulos, Ioannis; Tsipolitis, Georgios; Evangelou, Ioannis; Foudas, Costas; Gianneios, Paraskevas; Katsoulis, Panagiotis; Kokkas, Panagiotis; Mallios, Stavros; Manthos, Nikolaos; Papadopoulos, Ioannis; Paradas, Evangelos; Strologas, John; Triantis, Frixos A; Tsitsonis, Dimitrios; Bartók, Márton; Csanad, Mate; Filipovic, Nicolas; Major, Péter; Nagy, Marton Imre; Pasztor, Gabriella; Surányi, Olivér; Veres, Gabor Istvan; Bencze, Gyorgy; Hajdu, Csaba; Horvath, Dezso; Hunyadi, Ãdám; Sikler, Ferenc; Vámi, Tamás Ãlmos; Veszpremi, Viktor; Vesztergombi, Gyorgy; Beni, Noemi; Czellar, Sandor; Karancsi, János; Makovec, Alajos; Molnar, Jozsef; Szillasi, Zoltan; Raics, Peter; Trocsanyi, Zoltan Laszlo; Ujvari, Balazs; Choudhury, Somnath; Komaragiri, Jyothsna Rani; Tiwari, Praveen Chandra; Bahinipati, Seema; Kar, Chandiprasad; Mal, Prolay; Mandal, Koushik; Nayak, Aruna; Sahoo, Deepak Kumar; Swain, Sanjay Kumar; Bansal, Sunil; Beri, Suman Bala; Bhatnagar, Vipin; Chauhan, Sushil; Chawla, Ridhi; Dhingra, Nitish; Gupta, Rajat; Kaur, Anterpreet; Kaur, Amandeep; Kaur, Manjit; Kaur, Sandeep; Kumar, Ramandeep; Kumari, Priyanka; Lohan, Manisha; Mehta, Ankita; Sandeep, Kaur; Sharma, Sandeep; Singh, Jasbir; Walia, Genius; Bhardwaj, Ashutosh; Choudhary, Brajesh C; Garg, Rocky Bala; Gola, Mohit; Keshri, Sumit; Kumar, Ashok; Malhotra, Shivali; Naimuddin, Md; Priyanka, Priyanka; Ranjan, Kirti; Shah, Aashaq; Sharma, Ramkrishna; Bhardwaj, Rishika; Bharti, Monika; Bhattacharya, Rajarshi; Bhattacharya, Satyaki; Bhawandeep, Bhawandeep; Bhowmik, Debabrata; Dey, Sourav; Dutt, Suneel; Dutta, Suchandra; Ghosh, Shamik; Mondal, Kuntal; Nandan, Saswati; Purohit, Arnab; Rout, Prasant Kumar; Roy, Ashim; Roy Chowdhury, Suvankar; Sarkar, Subir; Sharan, Manoj; Singh, Bipen; Thakur, Shalini; Behera, Prafulla Kumar; Chudasama, Ruchi; Dutta, Dipanwita; Jha, Vishwajeet; Kumar, Vineet; Netrakanti, Pawan Kumar; Pant, Lalit Mohan; Shukla, Prashant; Aziz, Tariq; Bhat, Muzamil Ahmad; Dugad, Shashikant; Mohanty, Gagan Bihari; Sur, Nairit; Sutar, Bajrang; Ravindra Kumar Verma, Ravindra; Banerjee, Sudeshna; Bhattacharya, Soham; Chatterjee, Suman; Das, Pallabi; Guchait, Monoranjan; Jain, Sandhya; Karmakar, Saikat; Kumar, Sanjeev; Maity, Manas; Majumder, Gobinda; Mazumdar, Kajari; Sahoo, Niladribihari; Sarkar, Tanmay; Chauhan, Shubhanshu; Dube, Sourabh; Hegde, Vinay; Kapoor, Anshul; Kothekar, Kunal; Pandey, Shubham; Rane, Aditee; Sharma, Seema; Chenarani, Shirin; Eskandari Tadavani, Esmaeel; Etesami, Seyed Mohsen; Khakzad, Mohsen; Mohammadi Najafabadi, Mojtaba; Naseri, Mohsen; Rezaei Hosseinabadi, Ferdos; Safarzadeh, Batool; Zeinali, Maryam; Felcini, Marta; Grunewald, Martin; Abbrescia, Marcello; Calabria, Cesare; Colaleo, Anna; Creanza, Donato; Cristella, Leonardo; De Filippis, Nicola; De Palma, Mauro; Di Florio, Adriano; Errico, Filippo; Fiore, Luigi; Gelmi, Andrea; Iaselli, Giuseppe; Lezki, Samet; Maggi, Giorgio; Maggi, Marcello; Miniello, Giorgia; My, Salvatore; Nuzzo, Salvatore; Pompili, Alexis; Pugliese, Gabriella; Radogna, Raffaella; Ranieri, Antonio; Selvaggi, Giovanna; Sharma, Archana; Silvestris, Lucia; Venditti, Rosamaria; Verwilligen, Piet; Zito, Giuseppe; Abbiendi, Giovanni; Battilana, Carlo; Bonacorsi, Daniele; Borgonovi, Lisa; Braibant-Giacomelli, Sylvie; Campanini, Renato; Capiluppi, Paolo; Castro, Andrea; Cavallo, Francesca Romana; Chhibra, Simranjit Singh; Ciocca, Claudia; Codispoti, Giuseppe; Cuffiani, Marco; Dallavalle, Gaetano-Marco; Fabbri, Fabrizio; Fanfani, Alessandra; Giacomelli, Paolo; Grandi, Claudio; Guiducci, Luigi; Iemmi, Fabio; Marcellini, Stefano; Masetti, Gianni; Montanari, Alessandro; Navarria, Francesco; Perrotta, Andrea; Primavera, Federica; Rossi, Antonio; Rovelli, Tiziano; Siroli, Gian Piero; Tosi, Nicolò; Albergo, Sebastiano; Di Mattia, Alessandro; Potenza, Renato; Tricomi, Alessia; Tuve, Cristina; Barbagli, Giuseppe; Chatterjee, Kalyanmoy; Ciulli, Vitaliano; Civinini, Carlo; D'Alessandro, Raffaello; Focardi, Ettore; Latino, Giuseppe; Lenzi, Piergiulio; Meschini, Marco; Paoletti, Simone; Russo, Lorenzo; Sguazzoni, Giacomo; Strom, Derek; Viliani, Lorenzo; Benussi, Luigi; Bianco, Stefano; Fabbri, Franco; Piccolo, Davide; Ferro, Fabrizio; Ravera, Fabio; Robutti, Enrico; Tosi, Silvano; Benaglia, Andrea; Beschi, Andrea; Brianza, Luca; Brivio, Francesco; Ciriolo, Vincenzo; Di Guida, Salvatore; Dinardo, Mauro Emanuele; Fiorendi, Sara; Gennai, Simone; Ghezzi, Alessio; Govoni, Pietro; Malberti, Martina; Malvezzi, Sandra; Massironi, Andrea; Menasce, Dario; Moroni, Luigi; Paganoni, Marco; Pedrini, Daniele; Ragazzi, Stefano; Tabarelli de Fatis, Tommaso; Buontempo, Salvatore; Cavallo, Nicola; Di Crescenzo, Antonia; Fabozzi, Francesco; Fienga, Francesco; Galati, Giuliana; Iorio, Alberto Orso Maria; Khan, Wajid Ali; Lista, Luca; Meola, Sabino; Paolucci, Pierluigi; Sciacca, Crisostomo; Voevodina, Elena; Azzi, Patrizia; Bacchetta, Nicola; Bellato, Marco; Boletti, Alessio; Bragagnolo, Alberto; Carlin, Roberto; Checchia, Paolo; Dall'Osso, Martino; De Castro Manzano, Pablo; Dorigo, Tommaso; Dosselli, Umberto; Gasparini, Fabrizio; Gasparini, Ugo; Gozzelino, Andrea; Lacaprara, Stefano; Lujan, Paul; Margoni, Martino; Meneguzzo, Anna Teresa; Pozzobon, Nicola; Ronchese, Paolo; Rossin, Roberto; Simonetto, Franco; Tiko, Andres; Torassa, Ezio; Zanetti, Marco; Zotto, Pierluigi; Braghieri, Alessandro; Magnani, Alice; Montagna, Paolo; Ratti, Sergio P; Re, Valerio; Ressegotti, Martina; Riccardi, Cristina; Salvini, Paola; Vai, Ilaria; Vitulo, Paolo; Alunni Solestizi, Luisa; Biasini, Maurizio; Bilei, Gian Mario; Cecchi, Claudia; Ciangottini, Diego; Fanò, Livio; Lariccia, Paolo; Manoni, Elisa; Mantovani, Giancarlo; Mariani, Valentina; Menichelli, Mauro; Rossi, Alessandro; Santocchia, Attilio; Spiga, Daniele; Androsov, Konstantin; Azzurri, Paolo; Bagliesi, Giuseppe; Bianchini, Lorenzo; Boccali, Tommaso; Borrello, Laura; Castaldi, Rino; Ciocci, Maria Agnese; Dell'Orso, Roberto; Fedi, Giacomo; Fiori, Francesco; Giannini, Leonardo; Giassi, Alessandro; Grippo, Maria Teresa; Ligabue, Franco; Manca, Elisabetta; Mandorli, Giulio; Messineo, Alberto; Palla, Fabrizio; Rizzi, Andrea; Spagnolo, Paolo; Tenchini, Roberto; Tonelli, Guido; Venturi, Andrea; Verdini, Piero Giorgio; Barone, Luciano; Cavallari, Francesca; Cipriani, Marco; Daci, Nadir; Del Re, Daniele; Di Marco, Emanuele; Diemoz, Marcella; Gelli, Simone; Longo, Egidio; Marzocchi, Badder; Meridiani, Paolo; Organtini, Giovanni; Pandolfi, Francesco; Paramatti, Riccardo; Preiato, Federico; Rahatlou, Shahram; Rovelli, Chiara; Santanastasio, Francesco; Amapane, Nicola; Arcidiacono, Roberta; Argiro, Stefano; Arneodo, Michele; Bartosik, Nazar; Bellan, Riccardo; Biino, Cristina; Cartiglia, Nicolo; Cenna, Francesca; Cometti, Simona; Costa, Marco; Covarelli, Roberto; Demaria, Natale; Kiani, Bilal; Mariotti, Chiara; Maselli, Silvia; Migliore, Ernesto; Monaco, Vincenzo; Monteil, Ennio; Monteno, Marco; Obertino, Maria Margherita; Pacher, Luca; Pastrone, Nadia; Pelliccioni, Mario; Pinna Angioni, Gian Luca; Romero, Alessandra; Ruspa, Marta; Sacchi, Roberto; Shchelina, Ksenia; Sola, Valentina; Solano, Ada; Soldi, Dario; Staiano, Amedeo; Belforte, Stefano; Candelise, Vieri; Casarsa, Massimo; Cossutti, Fabio; Della Ricca, Giuseppe; Vazzoler, Federico; Zanetti, Anna; Kim, Dong Hee; Kim, Gui Nyun; Kim, Min Suk; Lee, Jeongeun; Lee, Sangeun; Lee, Seh Wook; Moon, Chang-Seong; Oh, Young Do; Sekmen, Sezen; Son, Dong-Chul; Yang, Yu Chul; Kim, Hyunchul; Moon, Dong Ho; Oh, Geonhee; Goh, Junghwan; Kim, Tae Jeong; Cho, Sungwoong; Choi, Suyong; Go, Yeonju; Gyun, Dooyeon; Ha, Seungkyu; Hong, Byung-Sik; Jo, Youngkwon; Lee, Kisoo; Lee, Kyong Sei; Lee, Songkyo; Lim, Jaehoon; Park, Sung Keun; Roh, Youn; Kim, Hyunsoo; Almond, John; Kim, Junho; Kim, Jae Sung; Lee, Haneol; Lee, Kyeongpil; Nam, Kyungwook; Oh, Sung Bin; Radburn-Smith, Benjamin Charles; Seo, Seon-hee; Yang, Unki; Yoo, Hwi Dong; Yu, Geum Bong; Jeon, Dajeong; Kim, Hyunyong; Kim, Ji Hyun; Lee, Jason Sang Hun; Park, Inkyu; Choi, Young-Il; Hwang, Chanwook; Lee, Jongseok; Yu, Intae; Dudenas, Vytautas; Juodagalvis, Andrius; Vaitkus, Juozas; Ahmed, Ijaz; Ibrahim, Zainol Abidin; Md Ali, Mohd Adli Bin; Mohamad Idris, Faridah; Wan Abdullah, Wan Ahmad Tajuddin; Yusli, Mohd Nizam; Zolkapli, Zukhaimira; Castilla-Valdez, Heriberto; De La Cruz-Burelo, Eduard; Duran-Osuna, Cecilia; Heredia-De La Cruz, Ivan; Lopez-Fernandez, Ricardo; Mejia Guisao, Jhovanny; Rabadán-Trejo, Raúl Iraq; Ramirez-Sanchez, Gabriel; Reyes-Almanza, Rogelio; Sánchez Hernández, Alberto; Carrillo Moreno, Salvador; Oropeza Barrera, Cristina; Vazquez Valencia, Fabiola; Eysermans, Jan; Pedraza, Isabel; Salazar Ibarguen, Humberto Antonio; Uribe Estrada, Cecilia; Morelos Pineda, Antonio; Krofcheck, David; Bheesette, Srinidhi; Butler, Philip H; Ahmad, Ashfaq; Ahmad, Muhammad; Asghar, Muhammad Irfan; Hassan, Qamar; Hoorani, Hafeez R; Saddique, Asif; Shah, Mehar Ali; Shoaib, Muhammad; Waqas, Muhammad; Bialkowska, Helena; Bluj, Michal; Boimska, Bozena; Frueboes, Tomasz; Górski, Maciej; Kazana, Malgorzata; Nawrocki, Krzysztof; Szleper, Michal; Traczyk, Piotr; Zalewski, Piotr; Bunkowski, Karol; Byszuk, Adrian; Doroba, Krzysztof; Kalinowski, Artur; Konecki, Marcin; Krolikowski, Jan; Misiura, Maciej; Olszewski, Michal; Pyskir, Andrzej; Walczak, Marek; Bargassa, Pedrame; Beirão Da Cruz E Silva, Cristóvão; Di Francesco, Agostino; Faccioli, Pietro; Galinhas, Bruno; Gallinaro, Michele; Hollar, Jonathan; Leonardo, Nuno; Lloret Iglesias, Lara; Nemallapudi, Mythra Varun; Seixas, Joao; Strong, Giles; Toldaiev, Oleksii; Vadruccio, Daniele; Varela, Joao; Golunov, Alexey; Golutvin, Igor; Karjavine, Vladimir; Korenkov, Vladimir; Kozlov, Guennady; Lanev, Alexander; Malakhov, Alexander; Matveev, Viktor; Mitsyn, Valeri Valentinovitch; Moisenz, Petr; Palichik, Vladimir; Perelygin, Victor; Shmatov, Sergey; Shulha, Siarhei; Smirnov, Vitaly; Trofimov, Vladimir; Yuldashev, Bekhzod S; Zarubin, Anatoli; Zhiltsov, Victor; Golovtsov, Victor; Ivanov, Yury; Kim, Victor; Kuznetsova, Ekaterina; Levchenko, Petr; Murzin, Victor; Oreshkin, Vadim; Smirnov, Igor; Sosnov, Dmitry; Sulimov, Valentin; Uvarov, Lev; Vavilov, Sergey; Vorobyev, Alexey; Andreev, Yuri; Dermenev, Alexander; Gninenko, Sergei; Golubev, Nikolai; Karneyeu, Anton; Kirsanov, Mikhail; Krasnikov, Nikolai; Pashenkov, Anatoli; Tlisov, Danila; Toropin, Alexander; Epshteyn, Vladimir; Gavrilov, Vladimir; Lychkovskaya, Natalia; Popov, Vladimir; Pozdnyakov, Ivan; Safronov, Grigory; Spiridonov, Alexander; Stepennov, Anton; Stolin, Viatcheslav; Toms, Maria; Vlasov, Evgueni; Zhokin, Alexander; Aushev, Tagir; Chistov, Ruslan; Danilov, Mikhail; Parygin, Pavel; Philippov, Dmitry; Polikarpov, Sergey; Tarkovskii, Evgenii; Andreev, Vladimir; Azarkin, Maksim; Dremin, Igor; Kirakosyan, Martin; Rusakov, Sergey V; Terkulov, Adel; Baskakov, Alexey; Belyaev, Andrey; Boos, Edouard; Dubinin, Mikhail; Dudko, Lev; Ershov, Alexander; Gribushin, Andrey; Klyukhin, Vyacheslav; Kodolova, Olga; Lokhtin, Igor; Miagkov, Igor; Obraztsov, Stepan; Petrushanko, Sergey; Savrin, Viktor; Snigirev, Alexander; Blinov, Vladimir; Dimova, Tatyana; Kardapoltsev, Leonid; Shtol, Dmitry; Skovpen, Yuri; Azhgirey, Igor; Bayshev, Igor; Bitioukov, Sergei; Elumakhov, Dmitry; Godizov, Anton; Kachanov, Vassili; Kalinin, Alexey; Konstantinov, Dmitri; Mandrik, Petr; Petrov, Vladimir; Ryutin, Roman; Slabospitskii, Sergei; Sobol, Andrei; Troshin, Sergey; Tyurin, Nikolay; Uzunian, Andrey; Volkov, Alexey; Babaev, Anton; Baidali, Sergei; Adzic, Petar; Cirkovic, Predrag; Devetak, Damir; Dordevic, Milos; Milosevic, Jovan; Alcaraz Maestre, Juan; Ãlvarez Fernández, Adrian; Bachiller, Irene; Barrio Luna, Mar; Brochero Cifuentes, Javier Andres; Cerrada, Marcos; Colino, Nicanor; De La Cruz, Begona; Delgado Peris, Antonio; Fernandez Bedoya, Cristina; Fernández Ramos, Juan Pablo; Flix, Jose; Fouz, Maria Cruz; Gonzalez Lopez, Oscar; Goy Lopez, Silvia; Hernandez, Jose M; Josa, Maria Isabel; Moran, Dermot; Pérez-Calero Yzquierdo, Antonio MarÃa; Puerta Pelayo, Jesus; Redondo, Ignacio; Romero, Luciano; Senghi Soares, Mara; Triossi, Andrea; Albajar, Carmen; de Trocóniz, Jorge F; Cuevas, Javier; Erice, Carlos; Fernandez Menendez, Javier; Folgueras, Santiago; Gonzalez Caballero, Isidro; González Fernández, Juan Rodrigo; Palencia Cortezon, Enrique; RodrÃguez Bouza, VÃctor; Sanchez Cruz, Sergio; Vischia, Pietro; Vizan Garcia, Jesus Manuel; Cabrillo, Iban Jose; Calderon, Alicia; Chazin Quero, Barbara; Duarte Campderros, Jordi; Fernandez, Marcos; Fernández Manteca, Pedro José; GarcÃa Alonso, Andrea; Garcia-Ferrero, Juan; Gomez, Gervasio; Lopez Virto, Amparo; Marco, Jesus; Martinez Rivero, Celso; Martinez Ruiz del Arbol, Pablo; Matorras, Francisco; Piedra Gomez, Jonatan; Prieels, Cédric; Rodrigo, Teresa; Ruiz-Jimeno, Alberto; Scodellaro, Luca; Trevisani, Nicolò; Vila, Ivan; Vilar Cortabitarte, Rocio; Abbaneo, Duccio; Akgun, Bora; Auffray, Etiennette; Baillon, Paul; Ball, Austin; Barney, David; Bendavid, Joshua; Bianco, Michele; Bocci, Andrea; Botta, Cristina; Camporesi, Tiziano; Cepeda, Maria; Cerminara, Gianluca; Chapon, Emilien; Chen, Yi; Cucciati, Giacomo; D'Enterria, David; Dabrowski, Anne; Daponte, Vincenzo; David Tinoco Mendes, Andre; De Roeck, Albert; Deelen, Nikkie; Dobson, Marc; Du Pree, Tristan; Dünser, Marc; Dupont, Niels; Elliott-Peisert, Anna; Everaerts, Pieter; Fallavollita, Francesco; Fasanella, Daniele; Franzoni, Giovanni; Fulcher, Jonathan; Funk, Wolfgang; Gigi, Dominique; Gilbert, Andrew; Gill, Karl; Glege, Frank; Guilbaud, Maxime; Gulhan, Doga; Hegeman, Jeroen; Innocente, Vincenzo; Jafari, Abideh; Janot, Patrick; Karacheban, Olena; Kieseler, Jan; Kornmayer, Andreas; Krammer, Manfred; Lange, Clemens; Lecoq, Paul; Lourenco, Carlos; Malgeri, Luca; Mannelli, Marcello; Meijers, Frans; Merlin, Jeremie Alexandre; Mersi, Stefano; Meschi, Emilio; Milenovic, Predrag; Moortgat, Filip; Mulders, Martijn; Ngadiuba, Jennifer; Orfanelli, Styliani; Orsini, Luciano; Pantaleo, Felice; Pape, Luc; Perez, Emmanuel; Peruzzi, Marco; Petrilli, Achille; Petrucciani, Giovanni; Pfeiffer, Andreas; Pierini, Maurizio; Pitters, Florian Michael; Rabady, Dinyar; Racz, Attila; Reis, Thomas; Rolandi, Gigi; Rovere, Marco; Sakulin, Hannes; Schäfer, Christoph; Schwick, Christoph; Seidel, Markus; Selvaggi, Michele; Sharma, Archana; Silva, Pedro; Sphicas, Paraskevas; Stakia, Anna; Steggemann, Jan; Tosi, Mia; Treille, Daniel; Tsirou, Andromachi; Veckalns, Viesturs; Zeuner, Wolfram Dietrich; Caminada, Lea; Deiters, Konrad; Erdmann, Wolfram; Horisberger, Roland; Ingram, Quentin; Kaestli, Hans-Christian; Kotlinski, Danek; Langenegger, Urs; Rohe, Tilman; Wiederkehr, Stephan Albert; Backhaus, Malte; Bäni, Lukas; Berger, Pirmin; Chernyavskaya, Nadezda; Dissertori, Günther; Dittmar, Michael; Donegà , Mauro; Dorfer, Christian; Grab, Christoph; Heidegger, Constantin; Hits, Dmitry; Hoss, Jan; Klijnsma, Thomas; Lustermann, Werner; Manzoni, Riccardo Andrea; Marionneau, Matthieu; Meinhard, Maren Tabea; Micheli, Francesco; Musella, Pasquale; Nessi-Tedaldi, Francesca; Pata, Joosep; Pauss, Felicitas; Perrin, Gaël; Perrozzi, Luca; Pigazzini, Simone; Quittnat, Milena; Ruini, Daniele; Sanz Becerra, Diego Alejandro; Schönenberger, Myriam; Shchutska, Lesya; Tavolaro, Vittorio Raoul; Theofilatos, Konstantinos; Vesterbacka Olsson, Minna Leonora; Wallny, Rainer; Zhu, De Hua; Aarrestad, Thea Klaeboe; Amsler, Claude; Brzhechko, Danyyl; Canelli, Maria Florencia; De Cosa, Annapaola; Del Burgo, Riccardo; Donato, Silvio; Galloni, Camilla; Hreus, Tomas; Kilminster, Benjamin; Neutelings, Izaak; Pinna, Deborah; Rauco, Giorgia; Robmann, Peter; Salerno, Daniel; Schweiger, Korbinian; Seitz, Claudia; Takahashi, Yuta; Zucchetta, Alberto; Chang, Yu-Hsiang; Cheng, Kai-yu; Doan, Thi Hien; Jain, Shilpi; Khurana, Raman; Kuo, Chia-Ming; Lin, Willis; Pozdnyakov, Andrey; Yu, Shin-Shan; Chang, Paoti; Chao, Yuan; Chen, Kai-Feng; Chen, Po-Hsun; Hou, George Wei-Shu; Kumar, Arun; Li, You-ying; Lu, Rong-Shyang; Paganis, Efstathios; Psallidas, Andreas; Steen, Arnaud; Tsai, Jui-fa; Asavapibhop, Burin; Srimanobhas, Norraphat; Suwonjandee, Narumon; Bat, Ayse; Boran, Fatma; Cerci, Salim; Damarseckin, Serdal; Demiroglu, Zuhal Seyma; Dolek, Furkan; Dozen, Candan; Dumanoglu, Isa; Girgis, Semiray; Gokbulut, Gul; Guler, Yalcin; Gurpinar, Emine; Hos, Ilknur; Isik, Candan; Kangal, Evrim Ersin; Kara, Ozgun; Kayis Topaksu, Aysel; Kiminsu, Ugur; Oglakci, Mehmet; Onengut, Gulsen; Ozdemir, Kadri; Ozturk, Sertac; Sunar Cerci, Deniz; Tali, Bayram; Tok, Ufuk Guney; Turkcapar, Semra; Zorbakir, Ibrahim Soner; Zorbilmez, Caglar; Isildak, Bora; Karapinar, Guler; Yalvac, Metin; Zeyrek, Mehmet; Atakisi, Ismail Okan; Gülmez, Erhan; Kaya, Mithat; Kaya, Ozlem; Tekten, Sevgi; Yetkin, Elif Asli; Agaras, Merve Nazlim; Atay, Serhat; Cakir, Altan; Cankocak, Kerem; Komurcu, Yildiray; Sen, Sercan; Grynyov, Boris; Levchuk, Leonid; Ball, Fionn; Beck, Lana; Brooke, James John; Burns, Douglas; Clement, Emyr; Cussans, David; Davignon, Olivier; Flacher, Henning; Goldstein, Joel; Heath, Greg P; Heath, Helen F; Kreczko, Lukasz; Newbold, Dave M; Paramesvaran, Sudarshan; Penning, Bjoern; Sakuma, Tai; Smith, Dominic; Smith, Vincent J; Taylor, Joseph; Titterton, Alexander; Bell, Ken W; Belyaev, Alexander; Brew, Christopher; Brown, Robert M; Cieri, Davide; Cockerill, David JA; Coughlan, John A; Harder, Kristian; Harper, Sam; Linacre, Jacob; Olaiya, Emmanuel; Petyt, David; Shepherd-Themistocleous, Claire; Thea, Alessandro; Tomalin, Ian R; Williams, Thomas; Womersley, William John; Auzinger, Georg; Bainbridge, Robert; Bloch, Philippe; Borg, Johan; Breeze, Shane; Buchmuller, Oliver; Bundock, Aaron; Casasso, Stefano; Colling, David; Corpe, Louie; Dauncey, Paul; Davies, Gavin; Della Negra, Michel; Di Maria, Riccardo; Haddad, Yacine; Hall, Geoffrey; Iles, Gregory; James, Thomas; Komm, Matthias; Laner, Christian; Lyons, Louis; Magnan, Anne-Marie; Malik, Sarah; Martelli, Arabella; Nash, Jordan; Nikitenko, Alexander; Palladino, Vito; Pesaresi, Mark; Richards, Alexander; Rose, Andrew; Scott, Edward; Seez, Christopher; Shtipliyski, Antoni; Singh, Gurpreet; Stoye, Markus; Strebler, Thomas; Summers, Sioni; Tapper, Alexander; Uchida, Kirika; Virdee, Tejinder; Wardle, Nicholas; Winterbottom, Daniel; Wright, Jack; Zenz, Seth Conrad; Cole, Joanne; Hobson, Peter R; Khan, Akram; Kyberd, Paul; Mackay, Catherine Kirsty; Morton, Alexander; Reid, Ivan; Teodorescu, Liliana; Zahid, Sema; Call, Kenneth; Dittmann, Jay; Hatakeyama, Kenichi; Liu, Hongxuan; Madrid, Christopher; McMaster, Brooks; Pastika, Nathaniel; Smith, Caleb; Bartek, Rachel; Dominguez, Aaron; Buccilli, Andrew; Cooper, Seth; Henderson, Conor; Rumerio, Paolo; West, Christopher; Arcaro, Daniel; Bose, Tulika; Gastler, Daniel; Rankin, Dylan; Richardson, Clint; Rohlf, James; Sulak, Lawrence; Zou, David; Benelli, Gabriele; Coubez, Xavier; Cutts, David; Hadley, Mary; Hakala, John; Heintz, Ulrich; Hogan, Julie Managan; Kwok, Ka Hei Martin; Laird, Edward; Landsberg, Greg; Lee, Jangbae; Mao, Zaixing; Narain, Meenakshi; Pazzini, Jacopo; Piperov, Stefan; Sagir, Sinan; Syarif, Rizki; Usai, Emanuele; Yu, David; Band, Reyer; Brainerd, Christopher; Breedon, Richard; Burns, Dustin; Calderon De La Barca Sanchez, Manuel; Chertok, Maxwell; Conway, John; Conway, Rylan; Cox, Peter Timothy; Erbacher, Robin; Flores, Chad; Funk, Garrett; Ko, Winston; Kukral, Ota; Lander, Richard; Mclean, Christine; Mulhearn, Michael; Pellett, Dave; Pilot, Justin; Shalhout, Shalhout; Shi, Mengyao; Stolp, Dustin; Taylor, Devin; Tos, Kyle; Tripathi, Mani; Wang, Zhangqier; Zhang, Fengwangdong; Bachtis, Michail; Bravo, Cameron; Cousins, Robert; Dasgupta, Abhigyan; Florent, Alice; Hauser, Jay; Ignatenko, Mikhail; Mccoll, Nickolas; Regnard, Simon; Saltzberg, David; Schnaible, Christian; Valuev, Vyacheslav; Bouvier, Elvire; Burt, Kira; Clare, Robert; Gary, J William; Ghiasi Shirazi, Seyyed Mohammad Amin; Hanson, Gail; Karapostoli, Georgia; Kennedy, Elizabeth; Lacroix, Florent; Long, Owen Rosser; Olmedo Negrete, Manuel; Paneva, Mirena Ivova; Si, Weinan; Wang, Long; Wei, Hua; Wimpenny, Stephen; Yates, Brent; Branson, James G; Cittolin, Sergio; Derdzinski, Mark; Gerosa, Raffaele; Gilbert, Dylan; Hashemi, Bobak; Holzner, André; Klein, Daniel; Kole, Gouranga; Krutelyov, Vyacheslav; Letts, James; Masciovecchio, Mario; Olivito, Dominick; Padhi, Sanjay; Pieri, Marco; Sani, Matteo; Sharma, Vivek; Simon, Sean; Tadel, Matevz; Vartak, Adish; Wasserbaech, Steven; Wood, John; Würthwein, Frank; Yagil, Avraham; Zevi Della Porta, Giovanni; Amin, Nick; Bhandari, Rohan; Bradmiller-Feld, John; Campagnari, Claudio; Citron, Matthew; Dishaw, Adam; Dutta, Valentina; Franco Sevilla, Manuel; Gouskos, Loukas; Heller, Ryan; Incandela, Joe; Ovcharova, Ana; Qu, Huilin; Richman, Jeffrey; Stuart, David; Suarez, Indara; Wang, Sicheng; Yoo, Jaehyeok; Anderson, Dustin; Bornheim, Adolf; Lawhorn, Jay Mathew; Newman, Harvey B; Nguyen, Thong; Spiropulu, Maria; Vlimant, Jean-Roch; Wilkinson, Richard; Xie, Si; Zhang, Zhicai; Zhu, Ren-Yuan; Andrews, Michael Benjamin; Ferguson, Thomas; Mudholkar, Tanmay; Paulini, Manfred; Sun, Menglei; Vorobiev, Igor; Weinberg, Marc; Cumalat, John Perry; Ford, William T; Jensen, Frank; Johnson, Andrew; Krohn, Michael; Leontsinis, Stefanos; MacDonald, Emily; Mulholland, Troy; Stenson, Kevin; Ulmer, Keith; Wagner, Stephen Robert; Alexander, James; Chaves, Jorge; Cheng, Yangyang; Chu, Jennifer; Datta, Abhisek; Mcdermott, Kevin; Mirman, Nathan; Patterson, Juliet Ritchie; Quach, Dan; Rinkevicius, Aurelijus; Ryd, Anders; Skinnari, Louise; Soffi, Livia; Tan, Shao Min; Tao, Zhengcheng; Thom, Julia; Tucker, Jordan; Wittich, Peter; Zientek, Margaret; Abdullin, Salavat; Albrow, Michael; Alyari, Maral; Apollinari, Giorgio; Apresyan, Artur; Apyan, Aram; Banerjee, Sunanda; Bauerdick, Lothar AT; Beretvas, Andrew; Berryhill, Jeffrey; Bhat, Pushpalatha C; Bolla, Gino; Burkett, Kevin; Butler, Joel Nathan; Canepa, Anadi; Cerati, Giuseppe Benedetto; Cheung, Harry; Chlebana, Frank; Cremonesi, Matteo; Duarte, Javier; Elvira, Victor Daniel; Freeman, Jim; Gecse, Zoltan; Gottschalk, Erik; Gray, Lindsey; Green, Dan; Grünendahl, Stefan; Gutsche, Oliver; Hanlon, Jim; Harris, Robert M; Hasegawa, Satoshi; Hirschauer, James; Hu, Zhen; Jayatilaka, Bodhitha; Jindariani, Sergo; Johnson, Marvin; Joshi, Umesh; Klima, Boaz; Kortelainen, Matti J; Kreis, Benjamin; Lammel, Stephan; Lincoln, Don; Lipton, Ron; Liu, Miaoyuan; Liu, Tiehui; Lykken, Joseph; Maeshima, Kaori; Marraffino, John Michael; Mason, David; McBride, Patricia; Merkel, Petra; Mrenna, Stephen; Nahn, Steve; O'Dell, Vivian; Pedro, Kevin; Pena, Cristian; Prokofyev, Oleg; Rakness, Gregory; Ristori, Luciano; Savoy-Navarro, Aurore; Schneider, Basil; Sexton-Kennedy, Elizabeth; Soha, Aron; Spalding, William J; Spiegel, Leonard; Stoynev, Stoyan; Strait, James; Strobbe, Nadja; Taylor, Lucas; Tkaczyk, Slawek; Tran, Nhan Viet; Uplegger, Lorenzo; Vaandering, Eric Wayne; Vernieri, Caterina; Verzocchi, Marco; Vidal, Richard; Wang, Michael; Weber, Hannsjoerg Artur; Whitbeck, Andrew; Acosta, Darin; Avery, Paul; Bortignon, Pierluigi; Bourilkov, Dimitri; Brinkerhoff, Andrew; Cadamuro, Luca; Carnes, Andrew; Carver, Matthew; Curry, David; Field, Richard D; Gleyzer, Sergei V; Joshi, Bhargav Madhusudan; Konigsberg, Jacobo; Korytov, Andrey; Ma, Peisen; Matchev, Konstantin; Mei, Hualin; Mitselmakher, Guenakh; Shi, Kun; Sperka, David; Wang, Jian; Wang, Sean-Jiun; Joshi, Yagya Raj; Linn, Stephan; Ackert, Andrew; Adams, Todd; Askew, Andrew; Hagopian, Sharon; Hagopian, Vasken; Johnson, Kurtis F; Kolberg, Ted; Martinez, German; Perry, Thomas; Prosper, Harrison; Saha, Anirban; Santra, Arka; Sharma, Varun; Yohay, Rachel; Baarmand, Marc M; Bhopatkar, Vallary; Colafranceschi, Stefano; Hohlmann, Marcus; Noonan, Daniel; Rahmani, Mehdi; Roy, Titas; Yumiceva, Francisco; Adams, Mark Raymond; Apanasevich, Leonard; Berry, Douglas; Betts, Russell Richard; Cavanaugh, Richard; Chen, Xuan; Dittmer, Susan; Evdokimov, Olga; Gerber, Cecilia Elena; Hangal, Dhanush Anil; Hofman, David Jonathan; Jung, Kurt; Kamin, Jason; Mills, Corrinne; Sandoval Gonzalez, Irving Daniel; Tonjes, Marguerite; Varelas, Nikos; Wang, Hui; Wang, Xiao; Wu, Zhenbin; Zhang, Jingyu; Alhusseini, Mohammad; Bilki, Burak; Clarida, Warren; Dilsiz, Kamuran; Durgut, Süleyman; Gandrajula, Reddy Pratap; Haytmyradov, Maksat; Khristenko, Viktor; Merlo, Jean-Pierre; Mestvirishvili, Alexi; Moeller, Anthony; Nachtman, Jane; Ogul, Hasan; Onel, Yasar; Ozok, Ferhat; Penzo, Aldo; Snyder, Christina; Tiras, Emrah; Wetzel, James; Blumenfeld, Barry; Cocoros, Alice; Eminizer, Nicholas; Fehling, David; Feng, Lei; Gritsan, Andrei; Hung, Wai Ting; Maksimovic, Petar; Roskes, Jeffrey; Sarica, Ulascan; Swartz, Morris; Xiao, Meng; You, Can; Al-bataineh, Ayman; Baringer, Philip; Bean, Alice; Boren, Samuel; Bowen, James; Bylinkin, Alexander; Castle, James; Khalil, Sadia; Kropivnitskaya, Anna; Majumder, Devdatta; Mcbrayer, William; Murray, Michael; Rogan, Christopher; Sanders, Stephen; Schmitz, Erich; Tapia Takaki, Daniel; Wang, Quan; Ivanov, Andrew; Kaadze, Ketino; Kim, Doyeong; Maravin, Yurii; Mendis, Dalath Rachitha; Mitchell, Tyler; Modak, Atanu; Mohammadi, Abdollah; Saini, Lovedeep Kaur; Skhirtladze, Nikoloz; Rebassoo, Finn; Wright, Douglas; Baden, Drew; Baron, Owen; Belloni, Alberto; Eno, Sarah Catherine; Feng, Yongbin; Ferraioli, Charles; Hadley, Nicholas John; Jabeen, Shabnam; Jeng, Geng-Yuan; Kellogg, Richard G; Kunkle, Joshua; Mignerey, Alice; Ricci-Tam, Francesca; Shin, Young Ho; Skuja, Andris; Tonwar, Suresh C; Wong, Kak; Abercrombie, Daniel; Allen, Brandon; Azzolini, Virginia; Baty, Austin; Bauer, Gerry; Bi, Ran; Brandt, Stephanie; Busza, Wit; Cali, Ivan Amos; D'Alfonso, Mariarosaria; Demiragli, Zeynep; Gomez Ceballos, Guillelmo; Goncharov, Maxim; Harris, Philip; Hsu, Dylan; Hu, Miao; Iiyama, Yutaro; Innocenti, Gian Michele; Klute, Markus; Kovalskyi, Dmytro; Lee, Yen-Jie; Luckey, Paul David; Maier, Benedikt; Marini, Andrea Carlo; Mcginn, Christopher; Mironov, Camelia; Narayanan, Siddharth; Niu, Xinmei; Paus, Christoph; Roland, Christof; Roland, Gunther; Stephans, George; Sumorok, Konstanty; Tatar, Kaya; Velicanu, Dragos; Wang, Jing; Wang, Ta-Wei; Wyslouch, Bolek; Zhaozhong, Shi; Benvenuti, Alberto; Chatterjee, Rajdeep Mohan; Evans, Andrew; Hansen, Peter; Kalafut, Sean; Kubota, Yuichi; Lesko, Zachary; Mans, Jeremy; Nourbakhsh, Shervin; Ruckstuhl, Nicole; Rusack, Roger; Turkewitz, Jared; Wadud, Mohammad Abrar; Acosta, John Gabriel; Oliveros, Sandra; Avdeeva, Ekaterina; Bloom, Kenneth; Claes, Daniel R; Fangmeier, Caleb; Golf, Frank; Gonzalez Suarez, Rebeca; Kamalieddin, Rami; Kravchenko, Ilya; Monroy, Jose; Siado, Joaquin Emilo; Snow, Gregory R; Stieger, Benjamin; Godshalk, Andrew; Harrington, Charles; Iashvili, Ia; Kharchilava, Avto; Nguyen, Duong; Parker, Ashley; Rappoccio, Salvatore; Roozbahani, Bahareh; Alverson, George; Barberis, Emanuela; Freer, Chad; Hortiangtham, Apichart; Morse, David Michael; Orimoto, Toyoko; Teixeira De Lima, Rafael; Wamorkar, Tanvi; Wang, Bingran; Wisecarver, Andrew; Wood, Darien; Bhattacharya, Saptaparna; Charaf, Otman; Hahn, Kristan Allan; Mucia, Nicholas; Odell, Nathaniel; Schmitt, Michael Henry; Sung, Kevin; Trovato, Marco; Velasco, Mayda; Bucci, Rachael; Dev, Nabarun; Hildreth, Michael; Hurtado Anampa, Kenyi; Jessop, Colin; Karmgard, Daniel John; Kellams, Nathan; Lannon, Kevin; Li, Wenzhao; Loukas, Nikitas; Marinelli, Nancy; Meng, Fanbo; Mueller, Charles; Musienko, Yuri; Planer, Michael; Reinsvold, Allison; Ruchti, Randy; Siddireddy, Prasanna; Smith, Geoffrey; Taroni, Silvia; Wayne, Mitchell; Wightman, Andrew; Wolf, Matthias; Woodard, Anna; Alimena, Juliette; Antonelli, Louis; Bylsma, Ben; Durkin, Lloyd Stanley; Flowers, Sean; Francis, Brian; Hart, Andrew; Hill, Christopher; Ji, Weifeng; Ling, Ta-Yung; Luo, Wuming; Winer, Brian L; Wulsin, Howard Wells; Cooperstein, Stephane; Elmer, Peter; Hardenbrook, Joshua; Hebda, Philip; Higginbotham, Samuel; Kalogeropoulos, Alexis; Lange, David; Lucchini, Marco Toliman; Luo, Jingyu; Marlow, Daniel; Mei, Kelvin; Ojalvo, Isabel; Olsen, James; Palmer, Christopher; Piroué, Pierre; Salfeld-Nebgen, Jakob; Stickland, David; Tully, Christopher; Malik, Sudhir; Norberg, Scarlet; Barker, Anthony; Barnes, Virgil E; Das, Souvik; Gutay, Laszlo; Jones, Matthew; Jung, Andreas Werner; Khatiwada, Ajeeta; Mahakud, Bibhuprasad; Miller, David Harry; Neumeister, Norbert; Peng, Cheng-Chieh; Qiu, Hao; Schulte, Jan-Frederik; Sun, Jian; Wang, Fuqiang; Xiao, Rui; Xie, Wei; Cheng, Tongguang; Dolen, James; Parashar, Neeti; Chen, Zhenyu; Ecklund, Karl Matthew; Freed, Sarah; Geurts, Frank JM; Kilpatrick, Matthew; Li, Wei; Michlin, Benjamin; Padley, Brian Paul; Roberts, Jay; Rorie, Jamal; Shi, Wei; Tu, Zhoudunming; Zabel, James; Zhang, Aobo; Bodek, Arie; de Barbaro, Pawel; Demina, Regina; Duh, Yi-ting; Dulemba, Joseph Lynn; Fallon, Colin; Ferbel, Thomas; Galanti, Mario; Garcia-Bellido, Aran; Han, Jiyeon; Hindrichs, Otto; Khukhunaishvili, Aleko; Lo, Kin Ho; Tan, Ping; Taus, Rhys; Verzetti, Mauro; Agapitos, Antonis; Chou, John Paul; Gershtein, Yuri; Gómez Espinosa, Tirso Alejandro; Halkiadakis, Eva; Heindl, Maximilian; Hughes, Elliot; Kaplan, Steven; Kunnawalkam Elayavalli, Raghav; Kyriacou, Savvas; Lath, Amitabh; Montalvo, Roy; Nash, Kevin; Osherson, Marc; Saka, Halil; Salur, Sevil; Schnetzer, Steve; Sheffield, David; Somalwar, Sunil; Stone, Robert; Thomas, Scott; Thomassen, Peter; Walker, Matthew; Delannoy, Andrés G; Heideman, Joseph; Riley, Grant; Rose, Keith; Spanier, Stefan; Thapa, Krishna; Bouhali, Othmane; Castaneda Hernandez, Alfredo; Celik, Ali; Dalchenko, Mykhailo; De Mattia, Marco; Delgado, Andrea; Dildick, Sven; Eusebi, Ricardo; Gilmore, Jason; Huang, Tao; Kamon, Teruki; Luo, Sifu; Mueller, Ryan; Pakhotin, Yuriy; Patel, Rishi; Perloff, Alexx; Perniè, Luca; Rathjens, Denis; Safonov, Alexei; Tatarinov, Aysen; Akchurin, Nural; Damgov, Jordan; De Guio, Federico; Dudero, Phillip Russell; Kunori, Shuichi; Lamichhane, Kamal; Lee, Sung Won; Mengke, Tielige; Muthumuni, Samila; Peltola, Timo; Undleeb, Sonaina; Volobouev, Igor; Wang, Zhixing; Greene, Senta; Gurrola, Alfredo; Janjam, Ravi; Johns, Willard; Maguire, Charles; Melo, Andrew; Ni, Hong; Padeken, Klaas; Ruiz Alvarez, José David; Sheldon, Paul; Tuo, Shengquan; Velkovska, Julia; Verweij, Marta; Xu, Qiao; Arenton, Michael Wayne; Barria, Patrizia; Cox, Bradley; Hirosky, Robert; Joyce, Matthew; Ledovskoy, Alexander; Li, Hengne; Neu, Christopher; Sinthuprasith, Tutanon; Wang, Yanchu; Wolfe, Evan; Xia, Fan; Harr, Robert; Karchin, Paul Edmund; Poudyal, Nabin; Sturdy, Jared; Thapa, Prakash; Zaleski, Shawn; Brodski, Michael; Buchanan, James; Caillol, Cécile; Carlsmith, Duncan; Dasu, Sridhara; Dodd, Laura; Duric, Senka; Gomber, Bhawna; Grothe, Monika; Herndon, Matthew; Hervé, Alain; Hussain, Usama; Klabbers, Pamela; Lanaro, Armando; Levine, Aaron; Long, Kenneth; Loveless, Richard; Ruggles, Tyler; Savin, Alexander; Smith, Nicholas; Smith, Wesley H; Woods, Nathaniel
2018-01-01
This Letter presents the observation of the rare Z boson decay $\\mathrm{Z} \\to \\psi \\ell^{+} \\ell^{-}$. Here, $\\psi$ represents contributions from direct $ \\mathrm{J}/\\psi$ and $\\psi\\mathrm{(2S)}\\to\\mathrm{J}/\\psi\\,X$, ${\\ell^{+}\\ell^{-}} $ is a pair of electrons or muons, and the $ \\mathrm{J}/\\psi$ meson is detected via its decay to ${\\mu^{+}\\mu^{-}} $. The sample of proton-proton collision data, collected by the CMS experiment at the LHC at a center-of-mass energy of 13 TeV, corresponds to an integrated luminosity of 35.9 fb$^{-1}$. The signal is observed with a significance in excess of 5 standard deviations. After subtraction of the $\\psi\\mathrm{(2S)}\\to\\mathrm{J}/\\psi\\,X$ contribution, the ratio of the branching fraction of the exclusive decay $\\mathrm{Z} \\to \\mathrm{J}/\\psi \\ell^{+} \\ell^{-}$ to the decay $\\mathrm{Z} \\to \\mu^{+}\\mu^{-}\\mu^{+}\\mu^{-}$ within a fiducial phase space is measured to be $\\mathcal{B}(\\mathrm{Z} \\to \\mathrm{J}/\\psi \\ell^{+} \\ell^{-}) / \\mathcal{B}(\\mathrm{Z} \\to \\mu^{+}\\mu^{-}\\...
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Teaching strategies to support isiXhosa learners who receive ...
African Journals Online (AJOL)
how learners acquire learning, there is still a dearth of material on descriptions of current support provided to learners within the theoretical ... schools where the Language of Learning and Teaching (LOLT) is English and/or Afrikaans (i.e. the learner's second or third .... Languages (IIAL) policy for public comment. This.
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Improving Vocabulary of English Language Learners through Direct Vocabulary Instruction
Hunt, Meghan; Feng, Jay
2016-01-01
This is a report of a professional development project. The purpose of the project was to provide professional development to teachers in vocabulary instructional strategies and to examine vocabulary acquisition of English language learners. The participants were 8 second grade ELL students and 6 second grade teachers. The eight second grade…
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What School Leaders Need to Know about English Learners
Dormer, Jan Edwards
2016-01-01
School leaders have the unique opportunity and responsibility to play a crucial role in creating a culture of high expectations and an environment of support so that ELLs can succeed and continue to enrich the fabric of our country. "What School Leaders Need to Know About English Learners" offers school leaders the foundation, the ideas,…
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Johnston, Lauren E.; Mercer, Sterett H.; Geres-Smith, Rhonda
2018-01-01
The purpose of this preliminary study was to determine whether incorporating vocabulary instruction in individual reading fluency interventions for English Language Learners (ELLs) would improve reading comprehension. Two vocabulary instructional procedures were contrasted with a fluency-building only condition in an alternating-treatments design…
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The Effects of Language on English Language Learners' Music Preferences
Gosselin, Pei-Ying Lin
2017-01-01
The purpose of this study was to investigate the effects of songs in different languages on English language learners' (ELLs) music preferences. The participants (N = 62) were Chinese graduate students from a state university in the Midwestern United States. The survey contained nine excerpts from popular songs in three languages: Chinese (the…
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Smith, Sedef Uzuner
2014-01-01
In efforts to maintain America's global competitiveness in the knowledge-based economy, teacher professional development has moved to center stage. With increasing numbers of English language learners (ELLs) in U.S. schools, several states have adopted mandatory professional development for classroom teachers to equip them with the knowledge…
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Observations of Real-Time Captioning in the Elementary English Language Learner Classroom
Ingraham, Nissa
2014-01-01
This qualitative study reviews the effects of real-time captioning on vocabulary acquisition of a novice elementary English language learner (ELL). Triangulation of data was completed through review of teacher journaling, captioning transcripts, and student pretest and posttest assessments. Results illuminate improved retention and usage of…
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Elementary Physical Education Teachers' Experiences in Teaching English Language Learners
Sato, Takahiro; Hodge, Samuel R.
2016-01-01
The purpose of the current study was to describe and explain the views on teaching English Language Learners (ELLs) held by six elementary physical education (PE) teachers in the Midwest region of the United States. Situated in positioning theory, the research approach was descriptive-qualitative. The primary sources of data were face-to-face…
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Community, Voice, and Inquiry: Teaching Global History for English Language Learners
Jaffee, Ashley Taylor
2016-01-01
This in-depth qualitative case study explores how one social studies teacher implemented teaching Global History for Latino/a English Language Learners (ELLs) in an urban newcomer high school. Using a framework for culturally and linguistically relevant citizenship education, this article seeks to highlight how the teacher discussed, designed,…
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Developing Pedagogical Practices for English-Language Learners: A Design-Based Approach
Iddings, Ana Christina DaSilva; Rose, Brian Christopher
2012-01-01
This study draws on the application of sociocultural theory to second-language learning and teaching to examine the impact of a design-based research approach on teacher development and literacy instruction to English-language learners (ELLs). Design-based research methodology was employed to derive theoretical suppositions relating to the process…
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A Systemic-Functional Analysis of English Language Learners' Writing
Directory of Open Access Journals (Sweden)
Luciana C. DE OLIVEIRA
2015-06-01
Full Text Available This article presents a systemic-functional linguistic analysis of two writing samples of the University of California Analytical Writing Placement (AWP Examination written by English language learners (ELLs. The analysis shows the linguistic features utilized in the two writing samples, one that received a passing score and one that received a failing score. The article describes some of the grammatical resources which are functional for expository writing, which are divided under three main categories: textual, interpersonal, and ideational resources. Following this brief description is the analysis of both essays in terms of these resources.. The configuration of grammatical features used in the essays make up the detached style of essay 1 and the more personal style of essay 2. These grammatical features include the textual resources of thematic choices and development, clause-combining strategies (connectors, and lexical cohesion; interpersonal resources of interpersonal metaphors of modality; and ideational resources of nominalization and abstractions as ideational metaphors. Implications for educational practice and recommendations for educators based on the analysis are provided.
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Pappamihiel, N. Eleni; Lynn, C. Allen
2016-01-01
While many teachers and teacher educators in the United States K-12 system acknowledge that the English language learners (ELLs) in our schools need modifications and accommodations to help them succeed in school, few attempt to parse out how different types of accommodations may affect learning in the mainstream classroom, specifically linguistic…
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Status of New Physics searches with $b \\to s \\ell^+ \\ell^-$ transitions @ LHCb
AUTHOR|(CDS)2069512
2017-01-01
Rare decays of heavy-flavoured particles provide an ideal laboratory to look for deviations from the Standard Model, and explore energy regimes beyond the LHC reach. Decays proceeding via electroweak penguin diagrams are excellent probes to search for New Physics, and $b \\to s \\ell^+ \\ell^-$processes are particularly interesting since they give access to many observables such as branching fractions, asymmetries and angular observables. Recent results from the LHCb experiment are reviewed.
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Willocq, S
2003-01-01
We present a measurement of the branching fraction for the flavor-changing neutral current process B -> X sub s (ell) sup + (ell) sup - based on a sample of 88.9 x 10 sup 6 UPSILON(4S) -> B(bar B) events recorded with the BABAR detector at the PEP-II e sup + e sup - storage ring. The final state is reconstructed from pairs of electrons or muons and a hadronic system consisting of one K sup+- or K sub s sup 0 and up to two pions, with at most one pi sup 0. Summing over both lepton flavors, we observe a signal of 41 +- 10(stat) +- 2(syst) events with a statistical significance of 4.6 sigma. The inclusive branching fraction is determined to be BETA(B -> X sub s (ell) sup + (ell) sup -) = (6.3 +- 1.6(stat) sub - sub 1 sub . sub 5 sup + sup 1 sup . sup 8 (syst)) x 10 sup - sup 6 for m((ell) sup + (ell) sup -) > 0.2 GeV/c sup 2. All results are preliminary.
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State Education Policy Formation: The Case of Arizona's English Language Learner Legislation
Lawton, Stephen B.
2012-01-01
This historical case study focuses on policy making at the state level by analyzing the development of a new policy for English language learners (ELLs) in Arizona. "New institutionalism" is used as a framework, with political culture and educational regimes acting as environmental factors affecting state policy choices. Key events…
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Development of a Cognate Awareness Measure for Spanish-Speaking English Language Learners
Malabonga, Valerie; Kenyon, Dorry M.; Carlo, Maria; August, Diane; Louguit, Mohammed
2008-01-01
This paper describes the development and validation of the Cognate Awareness Test (CAT), which measures cognate awareness in Spanish-speaking English Language Learners (ELLs) in fourth and fifth grade. An investigation of differential performance on the two subtests of the CAT (cognates and noncognates) provides evidence that the instrument is…
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Late Emerging Reading Difficulties in English Language Learners
Garcia, Nicole Marie
2015-01-01
Research has identified a group of students who do not begin to exhibit reading difficulties until fourth or fifth grade, suggesting late-emerging reading difficulties. Considering that these students do not show signs of reading difficulties in early grades, attempting to identify these students early becomes problematic. Additionally, little is known regarding the characteristics of late-emerging reading deficits within English language learner (ELL) populations. The purpose of this study w...
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Is the Library's Online Orientation Program Effective with English Language Learners?
Albarillo, Frans
2017-01-01
In this paper, the author examines four years of assessment data (N = 4,786) from Brooklyn College's Library Online Orientation Program (LOOP; url: https://library.brooklyn.cuny.edu/resources/loop/loop.php), which is used to provide all English 1010 students with an orientation to the library, to see if English language learners (ELLs) are…
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Directory of Open Access Journals (Sweden)
Margo Elisabeth DelliCarpini
2014-11-01
Full Text Available Little research exists on effective ways to prepare secondary mathematics and science teachers to work with English language learners (ELLs in mainstream mathematics and science (subsequently referred to as STEM classrooms. Given the achievement gap that exists between ELLs and their native-speaking counterparts in STEM subjects, as well as the growing numbers of ELLs in US schools, this becomes a critical issue, as academic success for these students depends on the effectiveness of instruction they receive not only in English as a second language classes (ESL, but in mainstream classrooms as well. This article reports on the effects of a program restructuring that implemented coursework specifically designed to prepare pre-service and in-service mathematics, science, and ESL teachers to work with ELLs in their content and ESL classrooms through collaboration between mainstream STEM and ESL teachers, as well as effective content and language integration. We present findings on teachers’ attitudes and current practices related to the inclusion of ELLs in the secondary-level content classroom and their current level of knowledge and skills in collaborative practice. We further describe the rationale behind the development of the course, provide a description of the course and its requirements as they changed throughout its implementation during two semesters, and present findings from the participants enrolled. Additionally, we discuss the lessons learned; researchers’ innovative approaches to implementation of content-based instruction (CBI and teacher collaboration, which we term two-way CBI (DelliCarpini & Alonso, 2013; and implications for teacher education programs.
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Teaching strategies to support isiXhosa learners who receive ...
African Journals Online (AJOL)
There are a number of challenges related to teaching in a multi-linguistic classroom. Despite the literature clearly indicating how learners acquire learning, there is still a dearth of material on descriptions of current support provided to learners within the theoretical framework of Bronfenbrenner's ecological systems theory.
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Spanish and English Early Literacy Profiles of Preschool Latino English Language Learner Children
Gonzalez, Jorge; Pollard-Durodola, Sharolyn; Saenz, Laura; Soares, Denise; Davis, Heather; Resendez, Nora; Zhu, Leina
2016-01-01
Research Findings: The purpose of this study was to examine within-group individual differences in the code-related and oral language abilities of an economically stressed Spanish-speaking English language learner (ELL) preschool sample and to evaluate the predictive relationship of these differences to later listening comprehension. Latent class…
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Fernandez, Nicole
2012-01-01
The purpose of this study was to explore the possible causes that might contribute to the disproportionate percentage of English language learners ELLs with special education individual education plans (IEPs). Elementary school classroom teachers from school districts that exhibited high growth in the percentage of ELLs with IEPs during 2007-2010…
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Gann, Linda; Bonner, Emily P.; Moseley, Christine
2016-01-01
Given the increasing number of English Language Learners (ELLs) in secondary mathematics classrooms, it is imperative that mathematics teacher educators develop measures for determining how and why secondary mathematics teachers (SMTs) understand and respond instructionally to these students. This paper reports on the initial development and…
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Johnson, Jamie A.
2018-01-01
Higher education is experiencing rapidly shifting demographics brought about by the expanding global economy. The influx of English Language Learners (ELLs) into U.S. dance classrooms is creating a shifting paradigm for students and instructors. According to Beth McMurtrie (2012), universities with increasing international enrollments recognize…
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Abedi, Jamal
2014-01-01
Among the several forms of accommodations used in the assessment of English language learners (ELLs), language-based accommodations are the most effective in making assessments linguistically accessible to these students. However, there are significant challenges associated with the implementation of many of these accommodations. This article…
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Teaching science to English Language Learners: Instructional approaches of high school teachers
Frank, Betty-Vinca N.
Students who are English Language Learners (ELLs) form the fastest growing segment of the American school population. Prompted by the call for scientific literacy for all citizens, science educators too have investigated the intersection of language and science instruction of ELLs. However these studies have typically been conducted with elementary students. Few studies have explored how high school science teachers, particularly those who have not received any special training, approach science instruction of ELLs and what supports them in this endeavor. This was a qualitative case study conducted with five science teachers in one small urban high school that predominantly served ELLs. The purpose of this study was to examine instructional approaches used by teachers to make science accessible to ELLs and the factors that supported or inhibited them in developing their instructional approaches. This goal encompassed the following questions: (a) how teachers viewed science instruction of ELLs, (b) how teachers designed a responsive program to teach science to ELLs, (c) what approaches teachers used for curriculum development and instruction, (d) how teachers developed classroom learning communities to meet the needs of ELLs. Seven instructional strategies and five perceived sources of support emerged as findings of this research. In summary, teachers believed that they needed to make science more accessible for their ELL students while promoting their literacy skills. Teachers provided individualized attention to students to provide relevant support. Teachers engaged their students in various types of active learning lessons in social contexts, where students worked on both hands-on and meaning-making activities and interacted with their peers and teachers. Teachers also created classroom communities and learning spaces where students felt comfortable to seek and give help. Finally, teachers identified several sources of support that influenced their instructional
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English Language Learners and Kindergarten Entry Age: Achievement and Social-Emotional Effects
Gottfried, Michael; Le, Vi-Nhuan; Datar, Ashlesha
2016-01-01
In evaluating the role of kindergarten entry age, previous researchers have not examined the entry-age effects for English language learners (ELL). Additionally, little work has assessed the role of entry age on both achievement and social-emotional outcomes. This study is the first to do both simultaneously. The authors used data from a…
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Quantum coherence, top transverse polarisation and the Tevatron asymmetry $A_{FB}^\\ell$
Aguilar-Saavedra, J A
2014-01-01
We revisit the relation between the asymmetries $A_{FB}$ and $A_{FB}^\\ell$ in $t \\bar t$ production at the Tevatron, using as new physics benchmark a colour octet. We find that $A_{FB}^\\ell$ receives large contributions from the interference between $\\lambda = \\pm 1/2$ top helicity states, which has been ignored in some of the previous literature on the subject. The omission of these contributions results in a severe underestimation of the asymmetry, around $1/2$ and $1/50$ of the true value for right-handed and left-handed top couplings to the octet, respectively. Interference effects are closely related to a $\\mathcal{O}(1)$ transverse top polarisation, as yet not considered in this context.
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Mendoza, Socorro
2016-01-01
This particularistic qualitative case study design examined reading strategies, approaches, and resources teachers of ELL (English Language Learner) students in kindergarten through third grade use to support reading development and promote the home to school connection regarding literacy proficiency. The purpose of this study was to examine…
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Arithmetic properties of $\\ell$-regular overpartition pairs
NAIKA, MEGADAHALLI SIDDA MAHADEVA; SHIVASHANKAR, CHANDRAPPA
2017-01-01
In this paper, we investigate the arithmetic properties of $\\ell$-regular overpartition pairs. Let $\\overline{B}_{\\ell}(n)$ denote the number of $\\ell$-regular overpartition pairs of $n$. We will prove the number of Ramanujan-like congruences and infinite families of congruences modulo 3, 8, 16, 36, 48, 96 for $\\overline{B}_3(n)$ and modulo 3, 16, 64, 96 for $\\overline{B}_4(n)$. For example, we find that for all nonnegative integers $\\alpha$ and $n$, $\\overline{B}_{3}(3^{\\alpha}(3n+2))\\equiv ...
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Assessment of English Language Learners in the Era of New Academic Content Standards
Bailey, Alison L.; Carroll, Patricia E.
2015-01-01
The purpose of this chapter is twofold: (1) to provide a detailed review of current language assessment policies and practices with English language learner (ELL) students under the federal requirements of the No Child Left Behind Act (NCLB; 2001) and relevant research in order to evaluate their technical quality and validity, and (2) to examine…
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ESL and Content Area Teacher Responses to Discussions on English Language Learner Instruction
Pawan, Faridah; Craig, Daniel A.
2011-01-01
The current study compares the responses and statements of English as a second language (ESL) and content area teachers in discussions about the instruction of English language learners (ELLs). A study on how these two sets of teachers understand the field is important because commonalities and differences in their opinions may have an impact on…
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Han, Jeanie Nam; Vanderwood, Michael L.; Lee, Catherine Y.
2015-01-01
This study examined the predictive validity of early literacy measures with first-grade Korean English language learners (ELLs) in the United States at varying levels of English proficiency. Participants were screened using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Phoneme Segmentation Fluency (PSF), DIBELS Nonsense Word Fluency…
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Samian, Hosein Vafadar; Foo, Thomas Chow Voon; Mohebbi, Hassan
2016-01-01
This paper reports the findings of a study that investigated the effect of giving and receiving marginal L1 glosses on L2 vocabulary learning. To that end, forty nine Iranian learners of English were assigned to three different experimental conditions including marginal L1 glosses Giver (n = 17), marginal L1 glosses Receiver (n = 17), and no…
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Song, Youngjin; Higgins, Teresa; Harding-DeKam, Jenni
2014-01-01
This article describes a series of inquiry-based lessons that provide English language learners (ELLs) with opportunities to experience science and engineering practices with conceptual understanding as well as to develop their language proficiency in elementary classrooms. The four-lesson sequence models how various types of instructional…
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Reumann-Moore, Rebecca; Rowland, Jeannette; Hughes, Rosemary; Lin, Joshua
2016-01-01
Districts, charter management organizations, and individual schools can learn a great deal from each other about strategies for creating robust and supportive learning environments for English Language Learners (ELLS). This brief highlights key findings about how Philadelphia public schools were crafting instructional approaches to serve their…
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Impact of a Web-Based Reading Program on Sixth-Grade English Language Learners
Wright, Rosena
2010-01-01
This applied dissertation was developed to determine (a) the impact that Achieve3000, a web-based reading program, had on the reading-comprehension skills of English language learners (ELLs) and (b) the perceptions of students and their teacher on the technology program used at the study school as it relates to the remediation of the reading…
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Directory of Open Access Journals (Sweden)
Joshua Schulze
2011-04-01
Full Text Available This research examines how elementary English language learners(ELLs used intertextuality as a resource to compose informational texts. The research examines ELLs’ use of intertextuality (Fairclough, 1992, 2003; Lancia, 1997 as a resource for developing generic competence (Bhatia, 2002. Using the tools of critical discourse analysis (CDA and systemic functional linguistics (SFL, the researchers locate instances of manifest intertextuality to evaluate the extent of reliance on intertextual resources. While findings suggest strong reliance on intertextual resources and thus the potential to see this appropriation as a form of “transgressive intertextuality” (Pennycook, 2004, the close SFL analysis revealed that students’ grammatical moves to make the text their own have the potential to increase their linguistic control over the target genre of informational text.
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Yangambi, Matthieu Wakalewae
2005-12-01
Increasingly, English Language Learners (ELLs) are mainstreamed in science classes. As a result, science teachers must assume responsibility for these students' education. Currently, state tests show a wide performance gap between ELLs and non-ELLs in science and other content area courses. For instance, the Massachusetts Comprehensive Assessment System (MCAS) shows a two years average performance of 6% for ELLs and 33% for non-ELLs in English Language Arts (ELA), Mathematics, and Science and Technology, a 27% performance gap (Lachat, 2000). The use of research based effective teaching strategies for ELLs is indispensable in order to meet ELLs' learning needs (Jarret, 1999). The purpose of this study was to determine if differences exist between ELLs and non-ELLs regarding instructional strategies that secondary science teachers employ. Four areas were examined: instructional strategies mainstreamed ELLs and non-ELLs report as being most frequently employed by their science teachers, instructional strategies ELLs and non-ELLs consider most effective in their learning, the existing differences between ELLs and non-ELLs in the rating of effectiveness of instructional strategies their teachers currently practice, and factors impacting ELLs and non-ELLs' performance on high-stakes tests. This study was conducted in two urban high schools in Southern New England. The sample (N = 71) was based on the non-probability sampling technique known as convenience sampling from students registered in science classes. The questionnaire was designed based on research-based effective teaching strategies (Burnette, 1999; Ortiz, 1997), using a Likert-type scale. Several findings were of importance. First, ELLs and non-ELLs reported similar frequency of use of effective instructional strategies by teachers. However, ELLs and non-ELLs identified different preferences for strategies. Whereas non-ELLs preferred connecting learning to real life situations, ELLs rated that strategy as least
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Kim, Woori; Linan-Thompson, Sylvia
2013-01-01
This multiple-probe study examined the effects of self-regulation on the acquisition of science vocabulary by four third-grade English language learners (ELLs) with learning difficulties. The students were provided only direct vocabulary instruction in a baseline phase, followed by intervention and maintenance phases into which self-regulation…
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Teaching language arts to English language learners
Vásquez, Anete; Smith, Philip C
2013-01-01
This thoroughly revised and updated edition of Teaching Language Arts to English Language Learners provides readers with the comprehensive understanding of both the challenges that face ELLs and ways in which educators might address them in the language arts classroom. The authors offer proven techniques that teachers can readily use to teach reading, writing, grammar, and vocabulary as well as speaking, listening, and viewing skills. A complete section is also devoted to ways teachers can integrate all five strands of the language arts curriculum into a comprehensive unit of study w
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Friction in Different Languages
Hurley, Sarah Jessica; Murray, Alexa Lee; Cormas, Peter
2014-01-01
This article describes a lesson taught in a designated English Language Learner (ELL) classroom in an elementary school in Pawtucket, Rhode Island, using a sheltered instruction approach. Eighty one percent of the students at this school are from diverse ethnic backgrounds where 25 per cent of them receive ELL services. A variety of languages are…
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Harper, Sarah N.; Pelletier, Janette
2010-01-01
This study evaluated parents' communication, involvement and knowledge of their children's abilities in reading and mathematics among parents who spoke English as a first language (EL1) and those who were English language learners (ELL). Forty-two kindergarten-aged children, their parents and their teachers participated in the study. Results…
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$ZZ$ production at the LHC: NNLO predictions for $2\\ell2\
Kallweit, Stefan
We consider QCD radiative corrections to $ZZ$ production for all experimentally relevant leptonic processes. We report on a novel computation of next-to-next-to-leading-order (NNLO) corrections to the diboson signature with two charged leptons and missing transverse energy ($\\ell\\ell$+$E_T^{\\rm miss}$). All relevant final states are considered: $\\ell\\ell\
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Energy Technology Data Exchange (ETDEWEB)
Della Ricca, Giuseppe
2003-08-12
A preliminary measurement of |V{sub cb}| and the branching fraction {Beta}({bar B}{sup 0} {yields} D*{sup +}{ell}{sup -}{bar {nu}}{sub {ell}}) has been performed based on a sample of about 55,700 {bar B}{sup 0} {yields} D*{sup +}{ell}{sup -}{bar {nu}}{sub {ell}} decays recorded with the BABAR detector. The decays are identified in the D*{sup +} {yields} D{sup 0}{pi}{sup +} final state, with the D{sup 0} reconstructed in three different decay modes. The differential decay rate is measured as a function of the relativistic boost of the D*{sup +} in the {bar B}{sup 0} rest frame. The value of the differential decay rate at ''zero recoil'', namely the point at which the D*{sup +} is at rest in the {bar B}{sup 0} frame, is predicted in Heavy Quark Effective Theory as a kinematic factor times F(1)|V{sub cb}|, where F is the unique form factor governing the decay. We extrapolate the measured differential decay rate to the zero recoil point and obtain F(1)|V{sub cb}| = (34.03 {+-} 0.24 {+-} 1.31) x 10{sup -3}. Using a theoretical calculation for F(1) we extract |V{sub cb}| = (37.27 {+-} 0.26(stat.) {+-} 1.43(syst.){sub -1.2}{sup +1.5}(theo.)) x 10{sup -3}. From the integrated decay rate we obtain {Beta}({bar B}{sup 0} {yields} D*{sup +}{ell}{sup -}{bar {nu}}{sub {ell}}) = (4.68 {+-} 0.03 {+-} 0.29)%.
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Garcia, Peggie; Morales, P. Zitlali
2016-01-01
Although there has been a great deal of debate about the effectiveness of charter schools in the research literature, there has been surprisingly little attention paid to English language learners (ELLs) in charter schools. Moreover, the charter school research has predominantly focused on whether or not charter schools are effective rather than…
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Ash, Andrea C.; Rice, Mabel L.; Redmond, Sean M.
2014-01-01
Purpose: The primary goal of this study was to explore the effect of language context on the socially withdrawn behaviors of school-age-children who are English language learners (ELLs) from middle- to high-socioeconomic status (SES) backgrounds. This is one of the 1st studies to address the frequently confused concepts of shyness and…
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Halle, Tamara; Hair, Elizabeth; Wandner, Laura; McNamara, Michelle; Chien, Nina
2011-01-01
The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children’s growth and development. PMID:22389551
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Vaughn, Sharon; Martinez, Leticia R.; Linan-Thompson, Sylvia; Reutebuch, Colleen K.; Carlson, Coleen D.; Francis, David J.
2009-01-01
Two experimental studies to improve vocabulary knowledge and comprehension were conducted in 7th-grade social studies classes with English language learners (ELLs). Two different nonoverlapping samples of classes of 7th-grade students (N = 381 and N = 507) were randomly assigned at the classroom (i.e., section) level to a social studies…
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Vaughn, Sharon; Martinez, Leticia R.; Reutebuch, Colleen K.; Carlson, Coleen D.; Thompson, Sylvia L.; Franci, David J.
2010-01-01
The authors identified instructional practices associated with improved outcomes for English language learners (ELLs): (1) research-based vocabulary and concept instruction, (2) the use of media to build comprehension and concept knowledge, (3) the use of graphic organizers, and (4) structured peer-pairings. The purpose of our two studies was to…
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Ferlis, Emily; Xu, Yaoying
2016-01-01
This study explored perceptions of English-as-a-second-language (ESL) teachers on the prereferral process for Latino English language learners (ELLs). Using Colaizzi's (1978) phenomenological approach, qualitative data were collected through interviews with four ESL teachers. Analyses of the data indicated that the ESL teachers used research-based…
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Search for new physics with $b \\to s \\ell^+ \\ell^-$ decays at LHCb
CERN. Geneva
2017-01-01
The family of decays mediated by $b \\to s \\ell^+ \\ell^-$ transitions provides a rich laboratory to search for effects of physics beyond the Standard Model. In recent years LHCb has found hints of deviations from theoretical predictions both in the rates and angular distributions of such processes. In addition, hints of lepton flavour non-universality have been seen when comparing $B^+ \\to K^+\\mu^+\\mu^-$ and $B^+ \\to K^+e^+e^-$ decay rates, with the so-called $R_K$ ratio. Similar observables in different decays, such as $R_{K^\\ast} = \\mathrm{BR}(B^0 \\to K^{\\ast 0}\\mu^+\\mu^-) / \\mathrm{BR}(B^0 \\to K^{\\ast 0}e^+e^-)$ and others, can also be measured by LHCb, thus providing further avenues to test the effectiveness of lepton flavour universality. The latest results from LHCb in this sector will be presented.
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de Oliveira, Luciana C., Ed.
2016-01-01
This volume in the Common Core State Standards (CCSS) for English Language Learners series was designed to deepen teacher's knowledge and provides instructional approaches and practices for supporting grades 6-12 ELLs as they meet the ambitious expectations of the CCSS for Literacy in History/Social Studies, Science, and Technical Subjects. This…
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Energy Technology Data Exchange (ETDEWEB)
Abazov, Victor Mukhamedovich; et al.
2017-10-11
We present a measurement of the effective weak mixing angle parameter $\\sin^2\\theta_\\text{eff}^{\\ell}$, in $p\\bar{p}\\rightarrow Z/\\gamma^* \\rightarrow \\mu^+\\mu^-$ events at a center of mass energy of 1.96 TeV, collected by the D0 detector at the Fermilab Tevatron Collider and corresponding to 8.6 fb$^{-1}$ of integrated luminosity. The measured value of $\\sin^2\\theta_\\text{eff}^{\\ell}[\\mu\\mu]=0.23016 \\pm 0.00064$ is further combined with the result from the D0 measurement in $p\\bar{p}\\rightarrow Z/\\gamma^{*}\\rightarrow e^{+} e^{-}$ events, resulting in $\\sin^2\\theta_\\text{eff}^{\\ell} [\\text{comb.}]=0.23095 \\pm 0.00040$. This combined result is the most precise measurement from a single experiment at a hadron collider and is the most precise determination using the coupling of the $Z/\\gamma^*$ to light quarks.
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Duncan, Tamara Sorenson; Paradis, Johanne
2016-02-01
This study examined individual differences in English language learners' (ELLs) nonword repetition (NWR) accuracy, focusing on the effects of age, English vocabulary size, length of exposure to English, and first-language (L1) phonology. Participants were 75 typically developing ELLs (mean age 5;8 [years;months]) whose exposure to English began on average at age 4;4. Children spoke either a Chinese language or South Asian language as an L1 and were given English standardized tests for NWR and receptive vocabulary. Although the majority of ELLs scored within or above the monolingual normal range (71%), 29% scored below. Mixed logistic regression modeling revealed that a larger English vocabulary, longer English exposure, South Asian L1, and older age all had significant and positive effects on ELLs' NWR accuracy. Error analyses revealed the following L1 effect: onset consonants were produced more accurately than codas overall, but this effect was stronger for the Chinese group whose L1s have a more limited coda inventory compared with English. ELLs' NWR performance is influenced by a number of factors. Consideration of these factors is important in deciding whether monolingual norm referencing is appropriate for ELL children.
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Khachatryan, Vardan; Tumasyan, Armen; Adam, Wolfgang; Aşılar, Ece; Bergauer, Thomas; Brandstetter, Johannes; Brondolin, Erica; Dragicevic, Marko; Erö, Janos; Flechl, Martin; Friedl, Markus; Fruehwirth, Rudolf; Ghete, Vasile Mihai; Hartl, Christian; Hörmann, Natascha; Hrubec, Josef; Jeitler, Manfred; Knünz, Valentin; König, Axel; Krammer, Manfred; Krätschmer, Ilse; Liko, Dietrich; Matsushita, Takashi; Mikulec, Ivan; Rabady, Dinyar; Rahbaran, Babak; Rohringer, Herbert; Schieck, Jochen; Schöfbeck, Robert; Strauss, Josef; Treberer-Treberspurg, Wolfgang; Waltenberger, Wolfgang; Wulz, Claudia-Elisabeth; Mossolov, Vladimir; Shumeiko, Nikolai; Suarez Gonzalez, Juan; Alderweireldt, Sara; Cornelis, Tom; De Wolf, Eddi A; Janssen, Xavier; Knutsson, Albert; Lauwers, Jasper; Luyckx, Sten; Ochesanu, Silvia; Rougny, Romain; Van De Klundert, Merijn; Van Haevermaet, Hans; Van Mechelen, Pierre; Van Remortel, Nick; Van Spilbeeck, Alex; Abu Zeid, Shimaa; Blekman, Freya; D'Hondt, Jorgen; Daci, Nadir; De Bruyn, Isabelle; Deroover, Kevin; Heracleous, Natalie; Keaveney, James; Lowette, Steven; Moreels, Lieselotte; Olbrechts, Annik; Python, Quentin; Strom, Derek; Tavernier, Stefaan; Van Doninck, Walter; Van Mulders, Petra; Van Onsem, Gerrit Patrick; Van Parijs, Isis; Barria, Patrizia; Caillol, Cécile; Clerbaux, Barbara; De Lentdecker, Gilles; Delannoy, Hugo; Dobur, Didar; Fasanella, Giuseppe; Favart, Laurent; Gay, Arnaud; Grebenyuk, Anastasia; Lenzi, Thomas; Léonard, Alexandre; Maerschalk, Thierry; Marinov, Andrey; Perniè, Luca; Randle-conde, Aidan; Reis, Thomas; Seva, Tomislav; Vander Velde, Catherine; Vanlaer, Pascal; Yonamine, Ryo; Zenoni, Florian; Zhang, Fengwangdong; Beernaert, Kelly; Benucci, Leonardo; Cimmino, Anna; Crucy, Shannon; Fagot, Alexis; Garcia, Guillaume; Gul, Muhammad; Mccartin, Joseph; Ocampo Rios, Alberto Andres; Poyraz, Deniz; Ryckbosch, Dirk; Salva Diblen, Sinem; Sigamani, Michael; Strobbe, Nadja; Tytgat, Michael; Van Driessche, Ward; Yazgan, Efe; Zaganidis, Nicolas; Basegmez, Suzan; Beluffi, Camille; Bondu, Olivier; Brochet, Sébastien; Bruno, Giacomo; Castello, Roberto; Caudron, Adrien; Ceard, Ludivine; Da Silveira, Gustavo Gil; Delaere, Christophe; Favart, Denis; Forthomme, Laurent; Giammanco, Andrea; Hollar, Jonathan; Jafari, Abideh; Jez, Pavel; Komm, Matthias; Lemaitre, Vincent; Mertens, Alexandre; Nuttens, Claude; Perrini, Lucia; Pin, Arnaud; Piotrzkowski, Krzysztof; Popov, Andrey; Quertenmont, Loic; Selvaggi, Michele; Vidal Marono, Miguel; Beliy, Nikita; Hammad, Gregory Habib; Aldá Júnior, Walter Luiz; Alves, Gilvan; Brito, Lucas; Correa Martins Junior, Marcos; Dos Reis Martins, Thiago; Hensel, Carsten; Mora Herrera, Clemencia; Moraes, Arthur; Pol, Maria Elena; Rebello Teles, Patricia; Belchior Batista Das Chagas, Ewerton; Carvalho, Wagner; Chinellato, Jose; Custódio, Analu; Melo Da Costa, Eliza; De Jesus Damiao, Dilson; De Oliveira Martins, Carley; Fonseca De Souza, Sandro; Huertas Guativa, Lina Milena; Malbouisson, Helena; Matos Figueiredo, Diego; Mundim, Luiz; Nogima, Helio; Prado Da Silva, Wanda Lucia; Santoro, Alberto; Sznajder, Andre; Tonelli Manganote, Edmilson José; Vilela Pereira, Antonio; Ahuja, Sudha; Bernardes, Cesar Augusto; De Souza Santos, Angelo; Dogra, Sunil; Tomei, Thiago; De Moraes Gregores, Eduardo; Mercadante, Pedro G; Moon, Chang-Seong; Novaes, Sergio F; Padula, Sandra; Romero Abad, David; Ruiz Vargas, José Cupertino; Aleksandrov, Aleksandar; Genchev, Vladimir; Hadjiiska, Roumyana; Iaydjiev, Plamen; Piperov, Stefan; Rodozov, Mircho; Stoykova, Stefka; Sultanov, Georgi; Vutova, Mariana; Dimitrov, Anton; Glushkov, Ivan; Litov, Leander; Pavlov, Borislav; Petkov, Peicho; Ahmad, Muhammad; Bian, Jian-Guo; Chen, Guo-Ming; Chen, He-Sheng; Chen, Mingshui; Cheng, Tongguang; Du, Ran; Jiang, Chun-Hua; Plestina, Roko; Romeo, Francesco; Shaheen, Sarmad Masood; Tao, Junquan; Wang, Chunjie; Wang, Zheng; Zhang, Huaqiao; Asawatangtrakuldee, Chayanit; Ban, Yong; Li, Qiang; Liu, Shuai; Mao, Yajun; Qian, Si-Jin; Wang, Dayong; Xu, Zijun; Zou, Wei; Avila, Carlos; Cabrera, Andrés; Chaparro Sierra, Luisa Fernanda; Florez, Carlos; Gomez, Juan Pablo; Gomez Moreno, Bernardo; Sanabria, Juan Carlos; Godinovic, Nikola; Lelas, Damir; Polic, Dunja; Puljak, Ivica; Antunovic, Zeljko; Kovac, Marko; Brigljevic, Vuko; Kadija, Kreso; Luetic, Jelena; Micanovic, Sasa; Sudic, Lucija; Attikis, Alexandros; Mavromanolakis, Georgios; Mousa, Jehad; Nicolaou, Charalambos; Ptochos, Fotios; Razis, Panos A; Rykaczewski, Hans; Bodlak, Martin; Finger, Miroslav; Finger Jr, Michael; Aly, Reham; Aly, Shereen; El-khateeb, Esraa; Lotfy, Ahmad; Mohamed, Amr; Radi, Amr; Salama, Elsayed; Ali, Ahmed; Calpas, Betty; Kadastik, Mario; Murumaa, Marion; Raidal, Martti; Tiko, Andres; Veelken, Christian; Eerola, Paula; Pekkanen, Juska; Voutilainen, Mikko; Härkönen, Jaakko; Karimäki, Veikko; Kinnunen, Ritva; Lampén, Tapio; Lassila-Perini, Kati; Lehti, Sami; Lindén, Tomas; Luukka, Panja-Riina; Mäenpää, Teppo; Peltola, Timo; Tuominen, Eija; Tuominiemi, Jorma; Tuovinen, Esa; Wendland, Lauri; Talvitie, Joonas; Tuuva, Tuure; Besancon, Marc; Couderc, Fabrice; Dejardin, Marc; Denegri, Daniel; Fabbro, Bernard; Faure, Jean-Louis; Favaro, Carlotta; Ferri, Federico; Ganjour, Serguei; Givernaud, Alain; Gras, Philippe; Hamel de Monchenault, Gautier; Jarry, Patrick; Locci, Elizabeth; Machet, Martina; Malcles, Julie; Rander, John; Rosowsky, André; Titov, Maksym; Zghiche, Amina; Antropov, Iurii; Baffioni, Stephanie; Beaudette, Florian; Busson, Philippe; Cadamuro, Luca; Chapon, Emilien; Charlot, Claude; Dahms, Torsten; Davignon, Olivier; Filipovic, Nicolas; Florent, Alice; Granier de Cassagnac, Raphael; Lisniak, Stanislav; Mastrolorenzo, Luca; Miné, Philippe; Naranjo, Ivo Nicolas; Nguyen, Matthew; Ochando, Christophe; Ortona, Giacomo; Paganini, Pascal; Regnard, Simon; Salerno, Roberto; Sauvan, Jean-Baptiste; Sirois, Yves; Strebler, Thomas; Yilmaz, Yetkin; Zabi, Alexandre; Agram, Jean-Laurent; Andrea, Jeremy; Aubin, Alexandre; Bloch, Daniel; Brom, Jean-Marie; Buttignol, Michael; Chabert, Eric Christian; Chanon, Nicolas; Collard, Caroline; Conte, Eric; Coubez, Xavier; Fontaine, Jean-Charles; Gelé, Denis; Goerlach, Ulrich; Goetzmann, Christophe; Le Bihan, Anne-Catherine; Merlin, Jeremie Alexandre; Skovpen, Kirill; Van Hove, Pierre; Gadrat, Sébastien; Beauceron, Stephanie; Bernet, Colin; Boudoul, Gaelle; Bouvier, Elvire; Carrillo Montoya, Camilo Andres; Chasserat, Julien; Chierici, Roberto; Contardo, Didier; Courbon, Benoit; Depasse, Pierre; El Mamouni, Houmani; Fan, Jiawei; Fay, Jean; Gascon, Susan; Gouzevitch, Maxime; Ille, Bernard; Laktineh, Imad Baptiste; Lethuillier, Morgan; Mirabito, Laurent; Pequegnot, Anne-Laure; Perries, Stephane; Ruiz Alvarez, José David; Sabes, David; Sgandurra, Louis; Sordini, Viola; Vander Donckt, Muriel; Verdier, Patrice; Viret, Sébastien; Xiao, Hong; Toriashvili, Tengizi; Tsamalaidze, Zviad; Autermann, Christian; Beranek, Sarah; Edelhoff, Matthias; Feld, Lutz; Heister, Arno; Kiesel, Maximilian Knut; Klein, Katja; Lipinski, Martin; Ostapchuk, Andrey; Preuten, Marius; Raupach, Frank; Sammet, Jan; Schael, Stefan; Schulte, Jan-Frederik; Verlage, Tobias; Weber, Hendrik; Wittmer, Bruno; Zhukov, Valery; Ata, Metin; Brodski, Michael; Dietz-Laursonn, Erik; Duchardt, Deborah; Endres, Matthias; Erdmann, Martin; Erdweg, Sören; Esch, Thomas; Fischer, Robert; Güth, Andreas; Hebbeker, Thomas; Heidemann, Carsten; Hoepfner, Kerstin; Klingebiel, Dennis; Knutzen, Simon; Kreuzer, Peter; Merschmeyer, Markus; Meyer, Arnd; Millet, Philipp; Olschewski, Mark; Padeken, Klaas; Papacz, Paul; Pook, Tobias; Radziej, Markus; Reithler, Hans; Rieger, Marcel; Scheuch, Florian; Sonnenschein, Lars; Teyssier, Daniel; Thüer, Sebastian; Cherepanov, Vladimir; Erdogan, Yusuf; Flügge, Günter; Geenen, Heiko; Geisler, Matthias; Hoehle, Felix; Kargoll, Bastian; Kress, Thomas; Kuessel, Yvonne; Künsken, Andreas; Lingemann, Joschka; Nehrkorn, Alexander; Nowack, Andreas; Nugent, Ian Michael; Pistone, Claudia; Pooth, Oliver; Stahl, Achim; Aldaya Martin, Maria; Asin, Ivan; Bartosik, Nazar; Behnke, Olaf; Behrens, Ulf; Bell, Alan James; Borras, Kerstin; Burgmeier, Armin; Cakir, Altan; Calligaris, Luigi; Campbell, Alan; Choudhury, Somnath; Costanza, Francesco; Diez Pardos, Carmen; Dolinska, Ganna; Dooling, Samantha; Dorland, Tyler; Eckerlin, Guenter; Eckstein, Doris; Eichhorn, Thomas; Flucke, Gero; Gallo, Elisabetta; Garay Garcia, Jasone; Geiser, Achim; Gizhko, Andrii; Gunnellini, Paolo; Hauk, Johannes; Hempel, Maria; Jung, Hannes; Kalogeropoulos, Alexis; Karacheban, Olena; Kasemann, Matthias; Katsas, Panagiotis; Kieseler, Jan; Kleinwort, Claus; Korol, Ievgen; Lange, Wolfgang; Leonard, Jessica; Lipka, Katerina; Lobanov, Artur; Lohmann, Wolfgang; Mankel, Rainer; Marfin, Ihar; Melzer-Pellmann, Isabell-Alissandra; Meyer, Andreas Bernhard; Mittag, Gregor; Mnich, Joachim; Mussgiller, Andreas; Naumann-Emme, Sebastian; Nayak, Aruna; Ntomari, Eleni; Perrey, Hanno; Pitzl, Daniel; Placakyte, Ringaile; Raspereza, Alexei; Ribeiro Cipriano, Pedro M; Roland, Benoit; Sahin, Mehmet Özgür; Saxena, Pooja; Schoerner-Sadenius, Thomas; Schröder, Matthias; Seitz, Claudia; Spannagel, Simon; Trippkewitz, Karim Damun; Wissing, Christoph; Blobel, Volker; Centis Vignali, Matteo; Draeger, Arne-Rasmus; Erfle, Joachim; Garutti, Erika; Goebel, Kristin; Gonzalez, Daniel; Görner, Martin; Haller, Johannes; Hoffmann, Malte; Höing, Rebekka Sophie; Junkes, Alexandra; Klanner, Robert; Kogler, Roman; Lapsien, Tobias; Lenz, Teresa; Marchesini, Ivan; Marconi, Daniele; Nowatschin, Dominik; Ott, Jochen; Pantaleo, Felice; Peiffer, Thomas; Perieanu, Adrian; Pietsch, Niklas; Poehlsen, Jennifer; Rathjens, Denis; Sander, Christian; Schettler, Hannes; Schleper, Peter; Schlieckau, Eike; Schmidt, Alexander; Schwandt, Joern; Seidel, Markus; Sola, Valentina; Stadie, Hartmut; Steinbrück, Georg; Tholen, Heiner; Troendle, Daniel; Usai, Emanuele; Vanelderen, Lukas; Vanhoefer, Annika; Akbiyik, Melike; Barth, Christian; Baus, Colin; Berger, Joram; Böser, Christian; Butz, Erik; Chwalek, Thorsten; Colombo, Fabio; De Boer, Wim; Descroix, Alexis; Dierlamm, Alexander; Feindt, Michael; Frensch, Felix; Giffels, Manuel; Gilbert, Andrew; Hartmann, Frank; Husemann, Ulrich; Kassel, Florian; Katkov, Igor; Kornmayer, Andreas; Lobelle Pardo, Patricia; Mozer, Matthias Ulrich; Müller, Thomas; Müller, Thomas; Plagge, Michael; Quast, Gunter; Rabbertz, Klaus; Röcker, Steffen; Roscher, Frank; Simonis, Hans-Jürgen; Stober, Fred-Markus Helmut; Ulrich, Ralf; Wagner-Kuhr, Jeannine; Wayand, Stefan; Weiler, Thomas; Wöhrmann, Clemens; Wolf, Roger; Anagnostou, Georgios; Daskalakis, Georgios; Geralis, Theodoros; Giakoumopoulou, Viktoria Athina; Kyriakis, Aristotelis; Loukas, Demetrios; Psallidas, Andreas; Topsis-Giotis, Iasonas; Agapitos, Antonis; Kesisoglou, Stilianos; Panagiotou, Apostolos; Saoulidou, Niki; Tziaferi, Eirini; Evangelou, Ioannis; Flouris, Giannis; Foudas, Costas; Kokkas, Panagiotis; Loukas, Nikitas; Manthos, Nikolaos; Papadopoulos, Ioannis; Paradas, Evangelos; Strologas, John; Bencze, Gyorgy; Hajdu, Csaba; Hazi, Andras; Hidas, Pàl; Horvath, Dezso; Sikler, Ferenc; Veszpremi, Viktor; Vesztergombi, Gyorgy; Zsigmond, Anna Julia; Beni, Noemi; Czellar, Sandor; Karancsi, János; Molnar, Jozsef; Szillasi, Zoltan; Bartók, Márton; Makovec, Alajos; Raics, Peter; Trocsanyi, Zoltan Laszlo; Ujvari, Balazs; Mal, Prolay; Mandal, Koushik; Sahoo, Niladribihari; Swain, Sanjay Kumar; Bansal, Sunil; Beri, Suman Bala; Bhatnagar, Vipin; Chawla, Ridhi; Gupta, Ruchi; Bhawandeep, Bhawandeep; Kalsi, Amandeep Kaur; Kaur, Anterpreet; Kaur, Manjit; Kumar, Ramandeep; Mehta, Ankita; Mittal, Monika; Nishu, Nishu; Singh, Jasbir; Walia, Genius; Kumar, Ashok; Kumar, Arun; Bhardwaj, Ashutosh; Choudhary, Brajesh C; Garg, Rocky Bala; Kumar, Ajay; Malhotra, Shivali; Naimuddin, Md; Ranjan, Kirti; Sharma, Ramkrishna; Sharma, Varun; Banerjee, Sunanda; Bhattacharya, Satyaki; Chatterjee, Kalyanmoy; Dey, Sourav; Dutta, Suchandra; Jain, Sandhya; Jain, Shilpi; Khurana, Raman; Majumdar, Nayana; Modak, Atanu; Mondal, Kuntal; Mukherjee, Swagata; Mukhopadhyay, Supratik; Roy, Ashim; Roy, Debarati; Roy Chowdhury, Suvankar; Sarkar, Subir; Sharan, Manoj; Abdulsalam, Abdulla; Chudasama, Ruchi; Dutta, Dipanwita; Jha, Vishwajeet; Kumar, Vineet; Mohanty, Ajit Kumar; Pant, Lalit Mohan; Shukla, Prashant; Topkar, Anita; Aziz, Tariq; Banerjee, Sudeshna; Bhowmik, Sandeep; Chatterjee, Rajdeep Mohan; Dewanjee, Ram Krishna; Dugad, Shashikant; Ganguly, Sanmay; Ghosh, Saranya; Guchait, Monoranjan; Gurtu, Atul; Kole, Gouranga; Kumar, Sanjeev; Mahakud, Bibhuprasad; Maity, Manas; Majumder, Gobinda; Mazumdar, Kajari; Mitra, Soureek; Mohanty, Gagan Bihari; Parida, Bibhuti; Sarkar, Tanmay; Sudhakar, Katta; Sur, Nairit; Sutar, Bajrang; Wickramage, Nadeesha; Sharma, Seema; Bakhshiansohi, Hamed; Behnamian, Hadi; Etesami, Seyed Mohsen; Fahim, Ali; Goldouzian, Reza; Khakzad, Mohsen; Mohammadi Najafabadi, Mojtaba; Naseri, Mohsen; Paktinat Mehdiabadi, Saeid; Rezaei Hosseinabadi, Ferdos; Safarzadeh, Batool; Zeinali, Maryam; Felcini, Marta; Grunewald, Martin; Abbrescia, Marcello; Calabria, Cesare; Caputo, Claudio; Chhibra, Simranjit Singh; Colaleo, Anna; Creanza, Donato; Cristella, Leonardo; De Filippis, Nicola; De Palma, Mauro; Fiore, Luigi; Iaselli, Giuseppe; Maggi, Giorgio; Maggi, Marcello; Miniello, Giorgia; My, Salvatore; Nuzzo, Salvatore; Pompili, Alexis; Pugliese, Gabriella; Radogna, Raffaella; Ranieri, Antonio; Selvaggi, Giovanna; Silvestris, Lucia; Venditti, Rosamaria; Verwilligen, Piet; Abbiendi, Giovanni; Battilana, Carlo; Benvenuti, Alberto; Bonacorsi, Daniele; Braibant-Giacomelli, Sylvie; Brigliadori, Luca; Campanini, Renato; Capiluppi, Paolo; Castro, Andrea; Cavallo, Francesca Romana; Codispoti, Giuseppe; Cuffiani, Marco; Dallavalle, Gaetano-Marco; Fabbri, Fabrizio; Fanfani, Alessandra; Fasanella, Daniele; Giacomelli, Paolo; Grandi, Claudio; Guiducci, Luigi; Marcellini, Stefano; Masetti, Gianni; Montanari, Alessandro; Navarria, Francesco; Perrotta, Andrea; Rossi, Antonio; Rovelli, Tiziano; Siroli, Gian Piero; Tosi, Nicolò; Travaglini, Riccardo; Cappello, Gigi; Chiorboli, Massimiliano; Costa, Salvatore; Giordano, Ferdinando; Potenza, Renato; Tricomi, Alessia; Tuve, Cristina; Barbagli, Giuseppe; Ciulli, Vitaliano; Civinini, Carlo; D'Alessandro, Raffaello; Focardi, Ettore; Gonzi, Sandro; Gori, Valentina; Lenzi, Piergiulio; Meschini, Marco; Paoletti, Simone; Sguazzoni, Giacomo; Tropiano, Antonio; Viliani, Lorenzo; Benussi, Luigi; Bianco, Stefano; Fabbri, Franco; Piccolo, Davide; Calvelli, Valerio; Ferro, Fabrizio; Lo Vetere, Maurizio; Monge, Maria Roberta; Robutti, Enrico; Tosi, Silvano; Brianza, Luca; Dinardo, Mauro Emanuele; Fiorendi, Sara; Gennai, Simone; Gerosa, Raffaele; Ghezzi, Alessio; Govoni, Pietro; Malvezzi, Sandra; Manzoni, Riccardo Andrea; Marzocchi, Badder; Menasce, Dario; Moroni, Luigi; Paganoni, Marco; Pedrini, Daniele; Ragazzi, Stefano; Redaelli, Nicola; Tabarelli de Fatis, Tommaso; Buontempo, Salvatore; Cavallo, Nicola; Di Guida, Salvatore; Esposito, Marco; Fabozzi, Francesco; Iorio, Alberto Orso Maria; Lanza, Giuseppe; Lista, Luca; Meola, Sabino; Merola, Mario; Paolucci, Pierluigi; Sciacca, Crisostomo; Thyssen, Filip; Bacchetta, Nicola; Bisello, Dario; Boletti, Alessio; Carlin, Roberto; Carvalho Antunes De Oliveira, Alexandra; Checchia, Paolo; Dall'Osso, Martino; Fanzago, Federica; Gasparini, Fabrizio; Gasparini, Ugo; Gonella, Franco; Gozzelino, Andrea; Kanishchev, Konstantin; Margoni, Martino; Maron, Gaetano; Meneguzzo, Anna Teresa; Montecassiano, Fabio; Passaseo, Marina; Pazzini, Jacopo; Pozzobon, Nicola; Ronchese, Paolo; Simonetto, Franco; Torassa, Ezio; Tosi, Mia; Zanetti, Marco; Zotto, Pierluigi; Zucchetta, Alberto; Zumerle, Gianni; Braghieri, Alessandro; Magnani, Alice; Montagna, Paolo; Ratti, Sergio P; Re, Valerio; Riccardi, Cristina; Salvini, Paola; Vai, Ilaria; Vitulo, Paolo; Alunni Solestizi, Luisa; Biasini, Maurizio; Bilei, Gian Mario; Ciangottini, Diego; Fanò, Livio; Lariccia, Paolo; Mantovani, Giancarlo; Menichelli, Mauro; Saha, Anirban; Santocchia, Attilio; Spiezia, Aniello; Androsov, Konstantin; Azzurri, Paolo; Bagliesi, Giuseppe; Bernardini, Jacopo; Boccali, Tommaso; Broccolo, Giuseppe; Castaldi, Rino; Ciocci, Maria Agnese; Dell'Orso, Roberto; Donato, Silvio; Fedi, Giacomo; Foà, Lorenzo; Giassi, Alessandro; Grippo, Maria Teresa; Ligabue, Franco; Lomtadze, Teimuraz; Martini, Luca; Messineo, Alberto; Palla, Fabrizio; Rizzi, Andrea; Savoy-Navarro, Aurore; Serban, Alin Titus; Spagnolo, Paolo; Squillacioti, Paola; Tenchini, Roberto; Tonelli, Guido; Venturi, Andrea; Verdini, Piero Giorgio; Barone, Luciano; Cavallari, Francesca; D'imperio, Giulia; Del Re, Daniele; Diemoz, Marcella; Gelli, Simone; Jorda, Clara; Longo, Egidio; Margaroli, Fabrizio; Meridiani, Paolo; Micheli, Francesco; Organtini, Giovanni; Paramatti, Riccardo; Preiato, Federico; Rahatlou, Shahram; Rovelli, Chiara; Santanastasio, Francesco; Traczyk, Piotr; Amapane, Nicola; Arcidiacono, Roberta; Argiro, Stefano; Arneodo, Michele; Bellan, Riccardo; Biino, Cristina; Cartiglia, Nicolo; Costa, Marco; Covarelli, Roberto; Degano, Alessandro; Demaria, Natale; Dughera, Giovanni; Finco, Linda; Mariotti, Chiara; Maselli, Silvia; Migliore, Ernesto; Monaco, Vincenzo; Monteil, Ennio; Musich, Marco; Obertino, Maria Margherita; Pacher, Luca; Pastrone, Nadia; Pelliccioni, Mario; Pinna Angioni, Gian Luca; Ravera, Fabio; Romero, Alessandra; Ruspa, Marta; Sacchi, Roberto; Solano, Ada; Staiano, Amedeo; Tamponi, Umberto; Belforte, Stefano; Candelise, Vieri; Casarsa, Massimo; Cossutti, Fabio; Della Ricca, Giuseppe; Gobbo, Benigno; La Licata, Chiara; Marone, Matteo; Schizzi, Andrea; Umer, Tomo; Zanetti, Anna; Chang, Sunghyun; Kropivnitskaya, Anna; Nam, Soon-Kwon; Kim, Dong Hee; Kim, Gui Nyun; Kim, Min Suk; Kong, Dae Jung; Lee, Sangeun; Oh, Young Do; Sakharov, Alexandre; Son, Dong-Chul; Brochero Cifuentes, Javier Andres; Kim, Hyunsoo; Kim, Tae Jeong; Ryu, Min Sang; Song, Sanghyeon; Choi, Suyong; Go, Yeonju; Gyun, Dooyeon; Hong, Byung-Sik; Jo, Mihee; Kim, Hyunchul; Kim, Yongsun; Lee, Byounghoon; Lee, Kisoo; Lee, Kyong Sei; Lee, Songkyo; Park, Sung Keun; Roh, Youn; Yoo, Hwi Dong; Choi, Minkyoo; Kim, Hyunyong; Kim, Ji Hyun; Lee, Jason Sang Hun; Park, Inkyu; Ryu, Geonmo; Choi, Young-Il; Choi, Young Kyu; Goh, Junghwan; Kim, Donghyun; Kwon, Eunhyang; Lee, Jongseok; Yu, Intae; Juodagalvis, Andrius; Vaitkus, Juozas; Ahmed, Ijaz; Ibrahim, Zainol Abidin; Komaragiri, Jyothsna Rani; Md Ali, Mohd Adli Bin; Mohamad Idris, Faridah; Wan Abdullah, Wan Ahmad Tajuddin; Casimiro Linares, Edgar; Castilla-Valdez, Heriberto; De La Cruz-Burelo, Eduard; Heredia-de La Cruz, Ivan; Hernandez-Almada, Alberto; Lopez-Fernandez, Ricardo; Sánchez Hernández, Alberto; Carrillo Moreno, Salvador; Vazquez Valencia, Fabiola; Carpinteyro, Severiano; Pedraza, Isabel; Salazar Ibarguen, Humberto Antonio; Morelos Pineda, Antonio; Krofcheck, David; Butler, Philip H; Reucroft, Steve; Ahmad, Ashfaq; Ahmad, Muhammad; Hassan, Qamar; Hoorani, Hafeez R; Khan, Wajid Ali; Khurshid, Taimoor; Shoaib, Muhammad; Bialkowska, Helena; Bluj, Michal; Boimska, Bożena; Frueboes, Tomasz; Górski, Maciej; Kazana, Malgorzata; Nawrocki, Krzysztof; Romanowska-Rybinska, Katarzyna; Szleper, Michal; Zalewski, Piotr; Brona, Grzegorz; Bunkowski, Karol; Doroba, Krzysztof; Kalinowski, Artur; Konecki, Marcin; Krolikowski, Jan; Misiura, Maciej; Olszewski, Michal; Walczak, Marek; Bargassa, Pedrame; Beirão Da Cruz E Silva, Cristóvão; Di Francesco, Agostino; Faccioli, Pietro; Ferreira Parracho, Pedro Guilherme; Gallinaro, Michele; Leonardo, Nuno; Lloret Iglesias, Lara; Nguyen, Federico; Rodrigues Antunes, Joao; Seixas, Joao; Toldaiev, Oleksii; Vadruccio, Daniele; Varela, Joao; Vischia, Pietro; Afanasiev, Serguei; Bunin, Pavel; Gavrilenko, Mikhail; Golutvin, Igor; Gorbunov, Ilya; Kamenev, Alexey; Karjavin, Vladimir; Konoplyanikov, Viktor; Lanev, Alexander; Malakhov, Alexander; Matveev, Viktor; Moisenz, Petr; Palichik, Vladimir; Perelygin, Victor; Shmatov, Sergey; Shulha, Siarhei; Skatchkov, Nikolai; Smirnov, Vitaly; Zarubin, Anatoli; Golovtsov, Victor; Ivanov, Yury; Kim, Victor; Kuznetsova, Ekaterina; Levchenko, Petr; Murzin, Victor; Oreshkin, Vadim; Smirnov, Igor; Sulimov, Valentin; Uvarov, Lev; Vavilov, Sergey; Vorobyev, Alexey; Andreev, Yuri; Dermenev, Alexander; Gninenko, Sergei; Golubev, Nikolai; Karneyeu, Anton; Kirsanov, Mikhail; Krasnikov, Nikolai; Pashenkov, Anatoli; Tlisov, Danila; Toropin, Alexander; Epshteyn, Vladimir; Gavrilov, Vladimir; Lychkovskaya, Natalia; Popov, Vladimir; Pozdnyakov, Ivan; Safronov, Grigory; Spiridonov, Alexander; Vlasov, Evgueni; Zhokin, Alexander; Bylinkin, Alexander; Andreev, Vladimir; Azarkin, Maksim; Dremin, Igor; Kirakosyan, Martin; Leonidov, Andrey; Mesyats, Gennady; Rusakov, Sergey V; Vinogradov, Alexey; Baskakov, Alexey; Belyaev, Andrey; Boos, Edouard; Dubinin, Mikhail; Dudko, Lev; Ershov, Alexander; Gribushin, Andrey; Klyukhin, Vyacheslav; Kodolova, Olga; Lokhtin, Igor; Myagkov, Igor; Obraztsov, Stepan; Petrushanko, Sergey; Savrin, Viktor; Snigirev, Alexander; Azhgirey, Igor; Bayshev, Igor; Bitioukov, Sergei; Kachanov, Vassili; Kalinin, Alexey; Konstantinov, Dmitri; Krychkine, Victor; Petrov, Vladimir; Ryutin, Roman; Sobol, Andrei; Tourtchanovitch, Leonid; Troshin, Sergey; Tyurin, Nikolay; Uzunian, Andrey; Volkov, Alexey; Adzic, Petar; Ekmedzic, Marko; Milosevic, Jovan; Rekovic, Vladimir; Alcaraz Maestre, Juan; Calvo, Enrique; Cerrada, Marcos; Chamizo Llatas, Maria; Colino, Nicanor; De La Cruz, Begona; Delgado Peris, Antonio; Domínguez Vázquez, Daniel; Escalante Del Valle, Alberto; Fernandez Bedoya, Cristina; Fernández Ramos, Juan Pablo; Flix, Jose; Fouz, Maria Cruz; Garcia-Abia, Pablo; Gonzalez Lopez, Oscar; Goy Lopez, Silvia; Hernandez, Jose M; Josa, Maria Isabel; Navarro De Martino, Eduardo; Pérez-Calero Yzquierdo, Antonio María; Puerta Pelayo, Jesus; Quintario Olmeda, Adrián; Redondo, Ignacio; Romero, Luciano; Senghi Soares, Mara; Albajar, Carmen; de Trocóniz, Jorge F; Missiroli, Marino; Moran, Dermot; Brun, Hugues; Cuevas, Javier; Fernandez Menendez, Javier; Folgueras, Santiago; Gonzalez Caballero, Isidro; Palencia Cortezon, Enrique; Vizan Garcia, Jesus Manuel; Cabrillo, Iban Jose; Calderon, Alicia; Castiñeiras De Saa, Juan Ramon; De Castro Manzano, Pablo; Duarte Campderros, Jordi; Fernandez, Marcos; Gomez, Gervasio; Graziano, Alberto; Lopez Virto, Amparo; Marco, Jesus; Marco, Rafael; Martinez Rivero, Celso; Matorras, Francisco; Munoz Sanchez, Francisca Javiela; Piedra Gomez, Jonatan; Rodrigo, Teresa; Rodríguez-Marrero, Ana Yaiza; Ruiz-Jimeno, Alberto; Scodellaro, Luca; Vila, Ivan; Vilar Cortabitarte, Rocio; Abbaneo, Duccio; Auffray, Etiennette; Auzinger, Georg; Bachtis, Michail; Baillon, Paul; Ball, Austin; Barney, David; Benaglia, Andrea; Bendavid, Joshua; Benhabib, Lamia; Benitez, Jose F; Berruti, Gaia Maria; Bianchi, Giovanni; Bloch, Philippe; Bocci, Andrea; Bonato, Alessio; Botta, Cristina; Breuker, Horst; Camporesi, Tiziano; Cerminara, Gianluca; Colafranceschi, Stefano; D'Alfonso, Mariarosaria; D'Enterria, David; Dabrowski, Anne; Daponte, Vincenzo; David Tinoco Mendes, Andre; De Gruttola, Michele; De Guio, Federico; De Roeck, Albert; De Visscher, Simon; Di Marco, Emanuele; Dobson, Marc; Dordevic, Milos; Du Pree, Tristan; Dupont, Niels; Elliott-Peisert, Anna; Eugster, Jürg; Franzoni, Giovanni; Funk, Wolfgang; Gigi, Dominique; Gill, Karl; Giordano, Domenico; Girone, Maria; Glege, Frank; Guida, Roberto; Gundacker, Stefan; Guthoff, Moritz; Hammer, Josef; Hansen, Magnus; Harris, Philip; Hegeman, Jeroen; Innocente, Vincenzo; Janot, Patrick; Kirschenmann, Henning; Kortelainen, Matti J; Kousouris, Konstantinos; Krajczar, Krisztian; Lecoq, Paul; Lourenco, Carlos; Lucchini, Marco Toliman; Magini, Nicolo; Malgeri, Luca; Mannelli, Marcello; Martelli, Arabella; Masetti, Lorenzo; Meijers, Frans; Mersi, Stefano; Meschi, Emilio; Moortgat, Filip; Morovic, Srecko; Mulders, Martijn; Nemallapudi, Mythra Varun; Neugebauer, Hannes; Orfanelli, Styliani; Orsini, Luciano; Pape, Luc; Perez, Emmanuelle; Petrilli, Achille; Petrucciani, Giovanni; Pfeiffer, Andreas; Piparo, Danilo; Racz, Attila; Rolandi, Gigi; Rovere, Marco; Ruan, Manqi; Sakulin, Hannes; Schäfer, Christoph; Schwick, Christoph; Sharma, Archana; Silva, Pedro; Simon, Michal; Sphicas, Paraskevas; Spiga, Daniele; Steggemann, Jan; Stieger, Benjamin; Stoye, Markus; Takahashi, Yuta; Treille, Daniel; Tsirou, Andromachi; Veres, Gabor Istvan; Wardle, Nicholas; Wöhri, Hermine Katharina; Zagoździńska, Agnieszka; Zeuner, Wolfram Dietrich; Bertl, Willi; Deiters, Konrad; Erdmann, Wolfram; Horisberger, Roland; Ingram, Quentin; Kaestli, Hans-Christian; Kotlinski, Danek; Langenegger, Urs; Renker, Dieter; Rohe, Tilman; Bachmair, Felix; Bäni, Lukas; Bianchini, Lorenzo; Buchmann, Marco-Andrea; Casal, Bruno; Dissertori, Günther; Dittmar, Michael; Donegà, Mauro; Dünser, Marc; Eller, Philipp; Grab, Christoph; Heidegger, Constantin; Hits, Dmitry; Hoss, Jan; Kasieczka, Gregor; Lustermann, Werner; Mangano, Boris; Marini, Andrea Carlo; Marionneau, Matthieu; Martinez Ruiz del Arbol, Pablo; Masciovecchio, Mario; Meister, Daniel; Musella, Pasquale; Nessi-Tedaldi, Francesca; Pandolfi, Francesco; Pata, Joosep; Pauss, Felicitas; Perrozzi, Luca; Peruzzi, Marco; Quittnat, Milena; Rossini, Marco; Starodumov, Andrei; Takahashi, Maiko; Tavolaro, Vittorio Raoul; Theofilatos, Konstantinos; Wallny, Rainer; Weber, Hannsjoerg Artur; Aarrestad, Thea Klaeboe; Amsler, Claude; Caminada, Lea; Canelli, Maria Florencia; Chiochia, Vincenzo; De Cosa, Annapaola; Galloni, Camilla; Hinzmann, Andreas; Hreus, Tomas; Kilminster, Benjamin; Lange, Clemens; Ngadiuba, Jennifer; Pinna, Deborah; Robmann, Peter; Ronga, Frederic Jean; Salerno, Daniel; Taroni, Silvia; Yang, Yong; Cardaci, Marco; Chang, Chiu-ping; Chen, Kuan-Hsin; Doan, Thi Hien; Ferro, Cristina; Konyushikhin, Maxim; Kuo, Chia-Ming; Lin, Willis; Lu, Yun-Ju; Volpe, Roberta; Yu, Shin-Shan; Bartek, Rachel; Chang, Paoti; Chang, You-Hao; Chang, Yu-Wei; Chao, Yuan; Chen, Kai-Feng; Chen, Po-Hsun; Dietz, Charles; Fiori, Francesco; Grundler, Ulysses; Hou, George Wei-Shu; Hsiung, Yee; Liu, Yueh-Feng; Lu, Rong-Shyang; Miñano Moya, Mercedes; Petrakou, Eleni; Tsai, Jui-fa; Tzeng, Yeng-Ming; Asavapibhop, Burin; Kovitanggoon, Kittikul; Singh, Gurpreet; Srimanobhas, Norraphat; Suwonjandee, Narumon; Adiguzel, Aytul; Cerci, Salim; Dozen, Candan; Girgis, Semiray; Gokbulut, Gul; Guler, Yalcin; Gurpinar, Emine; Hos, Ilknur; Kangal, Evrim Ersin; Kayis Topaksu, Aysel; Onengut, Gulsen; Ozdemir, Kadri; Ozturk, Sertac; Tali, Bayram; Topakli, Huseyin; Vergili, Mehmet; Zorbilmez, Caglar; Akin, Ilina Vasileva; Bilin, Bugra; Bilmis, Selcuk; Isildak, Bora; Karapinar, Guler; Surat, Ugur Emrah; Yalvac, Metin; Zeyrek, Mehmet; Albayrak, Elif Asli; Gülmez, Erhan; Kaya, Mithat; Kaya, Ozlem; Yetkin, Taylan; Cankocak, Kerem; Sen, Sercan; Vardarlı, Fuat Ilkehan; Grynyov, Boris; Levchuk, Leonid; Sorokin, Pavel; Aggleton, Robin; Ball, Fionn; Beck, Lana; Brooke, James John; Clement, Emyr; Cussans, David; Flacher, Henning; Goldstein, Joel; Grimes, Mark; Heath, Greg P; Heath, Helen F; Jacob, Jeson; Kreczko, Lukasz; Lucas, Chris; Meng, Zhaoxia; Newbold, Dave M; Paramesvaran, Sudarshan; Poll, Anthony; Sakuma, Tai; Seif El Nasr-storey, Sarah; Senkin, Sergey; Smith, Dominic; Smith, Vincent J; Bell, Ken W; Belyaev, Alexander; Brew, Christopher; Brown, Robert M; Cockerill, David JA; Coughlan, John A; Harder, Kristian; Harper, Sam; Olaiya, Emmanuel; Petyt, David; Shepherd-Themistocleous, Claire; Thea, Alessandro; Thomas, Laurent; Tomalin, Ian R; Williams, Thomas; Womersley, William John; Worm, Steven; Baber, Mark; Bainbridge, Robert; Buchmuller, Oliver; Bundock, Aaron; Burton, Darren; Casasso, Stefano; Citron, Matthew; Colling, David; Corpe, Louie; Cripps, Nicholas; Dauncey, Paul; Davies, Gavin; De Wit, Adinda; Della Negra, Michel; Dunne, Patrick; Elwood, Adam; Ferguson, William; Fulcher, Jonathan; Futyan, David; Hall, Geoffrey; Iles, Gregory; Karapostoli, Georgia; Kenzie, Matthew; Lane, Rebecca; Lucas, Robyn; Lyons, Louis; Magnan, Anne-Marie; Malik, Sarah; Nash, Jordan; Nikitenko, Alexander; Pela, Joao; Pesaresi, Mark; Petridis, Konstantinos; Raymond, David Mark; Richards, Alexander; Rose, Andrew; Seez, Christopher; Tapper, Alexander; Uchida, Kirika; Vazquez Acosta, Monica; Virdee, Tejinder; Zenz, Seth Conrad; Cole, Joanne; Hobson, Peter R; Khan, Akram; Kyberd, Paul; Leggat, Duncan; Leslie, Dawn; Reid, Ivan; Symonds, Philip; Teodorescu, Liliana; Turner, Mark; Borzou, Ahmad; Dittmann, Jay; Hatakeyama, Kenichi; Kasmi, Azeddine; Liu, Hongxuan; Pastika, Nathaniel; Charaf, Otman; Cooper, Seth; Henderson, Conor; Rumerio, Paolo; Avetisyan, Aram; Bose, Tulika; Fantasia, Cory; Gastler, Daniel; Lawson, Philip; Rankin, Dylan; Richardson, Clint; Rohlf, James; St John, Jason; Sulak, Lawrence; Zou, David; Alimena, Juliette; Berry, Edmund; Bhattacharya, Saptaparna; Cutts, David; Dhingra, Nitish; Ferapontov, Alexey; Garabedian, Alex; Heintz, Ulrich; Laird, Edward; Landsberg, Greg; Mao, Zaixing; Narain, Meenakshi; Sagir, Sinan; Sinthuprasith, Tutanon; Breedon, Richard; Breto, Guillermo; Calderon De La Barca Sanchez, Manuel; Chauhan, Sushil; Chertok, Maxwell; Conway, John; Conway, Rylan; Cox, Peter Timothy; Erbacher, Robin; Gardner, Michael; Ko, Winston; Lander, Richard; Mulhearn, Michael; Pellett, Dave; Pilot, Justin; Ricci-Tam, Francesca; Shalhout, Shalhout; Smith, John; Squires, Michael; Stolp, Dustin; Tripathi, Mani; Wilbur, Scott; Yohay, Rachel; Cousins, Robert; Everaerts, Pieter; Farrell, Chris; Hauser, Jay; Ignatenko, Mikhail; Rakness, Gregory; Saltzberg, David; Takasugi, Eric; Valuev, Vyacheslav; Weber, Matthias; Burt, Kira; Clare, Robert; Ellison, John Anthony; Gary, J William; Hanson, Gail; Heilman, Jesse; Ivova PANEVA, Mirena; Jandir, Pawandeep; Kennedy, Elizabeth; Lacroix, Florent; Long, Owen Rosser; Luthra, Arun; Malberti, Martina; Olmedo Negrete, Manuel; Shrinivas, Amithabh; Wei, Hua; Wimpenny, Stephen; Branson, James G; Cerati, Giuseppe Benedetto; Cittolin, Sergio; D'Agnolo, Raffaele Tito; Holzner, André; Kelley, Ryan; Klein, Daniel; Letts, James; Macneill, Ian; Olivito, Dominick; Padhi, Sanjay; Pieri, Marco; Sani, Matteo; Sharma, Vivek; Simon, Sean; Tadel, Matevz; Vartak, Adish; Wasserbaech, Steven; Welke, Charles; Würthwein, Frank; Yagil, Avraham; Zevi Della Porta, Giovanni; Barge, Derek; Bradmiller-Feld, John; Campagnari, Claudio; Dishaw, Adam; Dutta, Valentina; Flowers, Kristen; Franco Sevilla, Manuel; Geffert, Paul; George, Christopher; Golf, Frank; Gouskos, Loukas; Gran, Jason; Incandela, Joe; Justus, Christopher; Mccoll, Nickolas; Mullin, Sam Daniel; Richman, Jeffrey; Stuart, David; Suarez, Indara; To, Wing; West, Christopher; Yoo, Jaehyeok; Anderson, Dustin; Apresyan, Artur; Bornheim, Adolf; Bunn, Julian; Chen, Yi; Duarte, Javier; Mott, Alexander; Newman, Harvey B; Pena, Cristian; Pierini, Maurizio; Spiropulu, Maria; Vlimant, Jean-Roch; Xie, Si; Zhu, Ren-Yuan; Azzolini, Virginia; Calamba, Aristotle; Carlson, Benjamin; Ferguson, Thomas; Iiyama, Yutaro; Paulini, Manfred; Russ, James; Sun, Menglei; Vogel, Helmut; Vorobiev, Igor; Cumalat, John Perry; Ford, William T; Gaz, Alessandro; Jensen, Frank; Johnson, Andrew; Krohn, Michael; Mulholland, Troy; Nauenberg, Uriel; Smith, James; Stenson, Kevin; Wagner, Stephen Robert; Alexander, James; Chatterjee, Avishek; Chaves, Jorge; Chu, Jennifer; Dittmer, Susan; Eggert, Nicholas; Mirman, Nathan; Nicolas Kaufman, Gala; Patterson, Juliet Ritchie; Rinkevicius, Aurelijus; Ryd, Anders; Skinnari, Louise; Soffi, Livia; Sun, Werner; Tan, Shao Min; Teo, Wee Don; Thom, Julia; Thompson, Joshua; Tucker, Jordan; Weng, Yao; Wittich, Peter; Abdullin, Salavat; Albrow, Michael; Anderson, Jacob; Apollinari, Giorgio; Bauerdick, Lothar AT; Beretvas, Andrew; Berryhill, Jeffrey; Bhat, Pushpalatha C; Bolla, Gino; Burkett, Kevin; Butler, Joel Nathan; Cheung, Harry; Chlebana, Frank; Cihangir, Selcuk; Elvira, Victor Daniel; Fisk, Ian; Freeman, Jim; Gottschalk, Erik; Gray, Lindsey; Green, Dan; Grünendahl, Stefan; Gutsche, Oliver; Hanlon, Jim; Hare, Daryl; Harris, Robert M; Hirschauer, James; Hooberman, Benjamin; Hu, Zhen; Jindariani, Sergo; Johnson, Marvin; Joshi, Umesh; Jung, Andreas Werner; Klima, Boaz; Kreis, Benjamin; Kwan, Simon; Lammel, Stephan; Linacre, Jacob; Lincoln, Don; Lipton, Ron; Liu, Tiehui; Lopes De Sá, Rafael; Lykken, Joseph; Maeshima, Kaori; Marraffino, John Michael; Martinez Outschoorn, Verena Ingrid; Maruyama, Sho; Mason, David; McBride, Patricia; Merkel, Petra; Mishra, Kalanand; Mrenna, Stephen; Nahn, Steve; Newman-Holmes, Catherine; O'Dell, Vivian; Prokofyev, Oleg; Sexton-Kennedy, Elizabeth; Soha, Aron; Spalding, William J; Spiegel, Leonard; Taylor, Lucas; Tkaczyk, Slawek; Tran, Nhan Viet; Uplegger, Lorenzo; Vaandering, Eric Wayne; Vernieri, Caterina; Verzocchi, Marco; Vidal, Richard; Whitbeck, Andrew; Yang, Fan; Yin, Hang; Acosta, Darin; Avery, Paul; Bortignon, Pierluigi; Bourilkov, Dimitri; Carnes, Andrew; Carver, Matthew; Curry, David; Das, Souvik; Di Giovanni, Gian Piero; Field, Richard D; Fisher, Matthew; Furic, Ivan-Kresimir; Hugon, Justin; Konigsberg, Jacobo; Korytov, Andrey; Low, Jia Fu; Ma, Peisen; Matchev, Konstantin; Mei, Hualin; Milenovic, Predrag; Mitselmakher, Guenakh; Muniz, Lana; Rank, Douglas; Rossin, Roberto; Shchutska, Lesya; Snowball, Matthew; Sperka, David; Wang, Jian; Wang, Sean-Jiun; Yelton, John; Hewamanage, Samantha; Linn, Stephan; Markowitz, Pete; Martinez, German; Rodriguez, Jorge Luis; Ackert, Andrew; Adams, Jordon Rowe; Adams, Todd; Askew, Andrew; Bochenek, Joseph; Diamond, Brendan; Haas, Jeff; Hagopian, Sharon; Hagopian, Vasken; Johnson, Kurtis F; Khatiwada, Ajeeta; Prosper, Harrison; Veeraraghavan, Venkatesh; Weinberg, Marc; Bhopatkar, Vallary; Hohlmann, Marcus; Kalakhety, Himali; Mareskas-palcek, Darren; Roy, Titas; Yumiceva, Francisco; Adams, Mark Raymond; Apanasevich, Leonard; Berry, Douglas; Betts, Russell Richard; Bucinskaite, Inga; Cavanaugh, Richard; Evdokimov, Olga; Gauthier, Lucie; Gerber, Cecilia Elena; Hofman, David Jonathan; Kurt, Pelin; O'Brien, Christine; Sandoval Gonzalez, Irving Daniel; Silkworth, Christopher; Turner, Paul; Varelas, Nikos; Wu, Zhenbin; Zakaria, Mohammed; Bilki, Burak; Clarida, Warren; Dilsiz, Kamuran; Durgut, Süleyman; Gandrajula, Reddy Pratap; Haytmyradov, Maksat; Khristenko, Viktor; Merlo, Jean-Pierre; Mermerkaya, Hamit; Mestvirishvili, Alexi; Moeller, Anthony; Nachtman, Jane; Ogul, Hasan; Onel, Yasar; Ozok, Ferhat; Penzo, Aldo; Snyder, Christina; Tan, Ping; Tiras, Emrah; Wetzel, James; Yi, Kai; Anderson, Ian; Barnett, Bruce Arnold; Blumenfeld, Barry; Fehling, David; Feng, Lei; Gritsan, Andrei; Maksimovic, Petar; Martin, Christopher; Nash, Kevin; Osherson, Marc; Swartz, Morris; Xiao, Meng; Xin, Yongjie; Baringer, Philip; Bean, Alice; Benelli, Gabriele; Bruner, Christopher; Gray, Julia; Kenny III, Raymond Patrick; Majumder, Devdatta; Malek, Magdalena; Murray, Michael; Noonan, Daniel; Sanders, Stephen; Stringer, Robert; Wang, Quan; Wood, Jeffrey Scott; Chakaberia, Irakli; Ivanov, Andrew; Kaadze, Ketino; Khalil, Sadia; Makouski, Mikhail; Maravin, Yurii; Mohammadi, Abdollah; Saini, Lovedeep Kaur; Skhirtladze, Nikoloz; Svintradze, Irakli; Toda, Sachiko; Lange, David; Rebassoo, Finn; Wright, Douglas; Anelli, Christopher; Baden, Drew; Baron, Owen; Belloni, Alberto; Calvert, Brian; Eno, Sarah Catherine; Ferraioli, Charles; Gomez, Jaime; Hadley, Nicholas John; Jabeen, Shabnam; Kellogg, Richard G; Kolberg, Ted; Kunkle, Joshua; Lu, Ying; Mignerey, Alice; Pedro, Kevin; Shin, Young Ho; Skuja, Andris; Tonjes, Marguerite; Tonwar, Suresh C; Apyan, Aram; Barbieri, Richard; Baty, Austin; Bierwagen, Katharina; Brandt, Stephanie; Busza, Wit; Cali, Ivan Amos; Demiragli, Zeynep; Di Matteo, Leonardo; Gomez Ceballos, Guillelmo; Goncharov, Maxim; Gulhan, Doga; Innocenti, Gian Michele; Klute, Markus; Kovalskyi, Dmytro; Lai, Yue Shi; Lee, Yen-Jie; Levin, Andrew; Luckey, Paul David; Mcginn, Christopher; Mironov, Camelia; Niu, Xinmei; Paus, Christoph; Ralph, Duncan; Roland, Christof; Roland, Gunther; Salfeld-Nebgen, Jakob; Stephans, George; Sumorok, Konstanty; Varma, Mukund; Velicanu, Dragos; Veverka, Jan; Wang, Jing; Wang, Ta-Wei; Wyslouch, Bolek; Yang, Mingming; Zhukova, Victoria; Dahmes, Bryan; Finkel, Alexey; Gude, Alexander; Hansen, Peter; Kalafut, Sean; Kao, Shih-Chuan; Klapoetke, Kevin; Kubota, Yuichi; Lesko, Zachary; Mans, Jeremy; Nourbakhsh, Shervin; Ruckstuhl, Nicole; Rusack, Roger; Tambe, Norbert; Turkewitz, Jared; Acosta, John Gabriel; Oliveros, Sandra; Avdeeva, Ekaterina; Bloom, Kenneth; Bose, Suvadeep; Claes, Daniel R; Dominguez, Aaron; Fangmeier, Caleb; Gonzalez Suarez, Rebeca; Kamalieddin, Rami; Keller, Jason; Knowlton, Dan; Kravchenko, Ilya; Lazo-Flores, Jose; Meier, Frank; Monroy, Jose; Ratnikov, Fedor; Siado, Joaquin Emilo; Snow, Gregory R; Alyari, Maral; Dolen, James; George, Jimin; Godshalk, Andrew; Iashvili, Ia; Kaisen, Josh; Kharchilava, Avto; Kumar, Ashish; Rappoccio, Salvatore; Alverson, George; Barberis, Emanuela; Baumgartel, Darin; Chasco, Matthew; Hortiangtham, Apichart; Massironi, Andrea; Morse, David Michael; Nash, David; Orimoto, Toyoko; Teixeira De Lima, Rafael; Trocino, Daniele; Wang, Ren-Jie; Wood, Darien; Zhang, Jinzhong; Hahn, Kristan Allan; Kubik, Andrew; Mucia, Nicholas; Odell, Nathaniel; Pollack, Brian; Pozdnyakov, Andrey; Schmitt, Michael Henry; Stoynev, Stoyan; Sung, Kevin; Trovato, Marco; Velasco, Mayda; Won, Steven; Brinkerhoff, Andrew; Dev, Nabarun; Hildreth, Michael; Jessop, Colin; Karmgard, Daniel John; Kellams, Nathan; Lannon, Kevin; Lynch, Sean; Marinelli, Nancy; Meng, Fanbo; Mueller, Charles; Musienko, Yuri; Pearson, Tessa; Planer, Michael; Reinsvold, Allison; Ruchti, Randy; Smith, Geoffrey; Valls, Nil; Wayne, Mitchell; Wolf, Matthias; Woodard, Anna; Antonelli, Louis; Brinson, Jessica; Bylsma, Ben; Durkin, Lloyd Stanley; Flowers, Sean; Hart, Andrew; Hill, Christopher; Hughes, Richard; Kotov, Khristian; Ling, Ta-Yung; Liu, Bingxuan; Luo, Wuming; Puigh, Darren; Rodenburg, Marissa; Winer, Brian L; Wulsin, Howard Wells; Driga, Olga; Elmer, Peter; Hardenbrook, Joshua; Hebda, Philip; Koay, Sue Ann; Lujan, Paul; Marlow, Daniel; Medvedeva, Tatiana; Mooney, Michael; Olsen, James; Palmer, Christopher; Piroué, Pierre; Quan, Xiaohang; Saka, Halil; Stickland, David; Tully, Christopher; Werner, Jeremy Scott; Zuranski, Andrzej; Barnes, Virgil E; Benedetti, Daniele; Bortoletto, Daniela; Gutay, Laszlo; Jha, Manoj; Jones, Matthew; Jung, Kurt; Kress, Matthew; Miller, David Harry; Neumeister, Norbert; Primavera, Federica; Radburn-Smith, Benjamin Charles; Shi, Xin; Shipsey, Ian; Silvers, David; Sun, Jian; Svyatkovskiy, Alexey; Wang, Fuqiang; Xie, Wei; Xu, Lingshan; Zablocki, Jakub; Parashar, Neeti; Stupak, John; Adair, Antony; Akgun, Bora; Chen, Zhenyu; Ecklund, Karl Matthew; Geurts, Frank JM; Guilbaud, Maxime; Li, Wei; Michlin, Benjamin; Northup, Michael; Padley, Brian Paul; Redjimi, Radia; Roberts, Jay; Rorie, Jamal; Tu, Zhoudunming; Zabel, James; Betchart, Burton; Bodek, Arie; de Barbaro, Pawel; Demina, Regina; Eshaq, Yossof; Ferbel, Thomas; Galanti, Mario; Garcia-Bellido, Aran; Goldenzweig, Pablo; Han, Jiyeon; Harel, Amnon; Hindrichs, Otto; Khukhunaishvili, Aleko; Petrillo, Gianluca; Verzetti, Mauro; Demortier, Luc; Arora, Sanjay; Barker, Anthony; Chou, John Paul; Contreras-Campana, Christian; Contreras-Campana, Emmanuel; Duggan, Daniel; Ferencek, Dinko; Gershtein, Yuri; Gray, Richard; Halkiadakis, Eva; Hidas, Dean; Hughes, Elliot; Kaplan, Steven; Kunnawalkam Elayavalli, Raghav; Lath, Amitabh; Panwalkar, Shruti; Park, Michael; Salur, Sevil; Schnetzer, Steve; Sheffield, David; Somalwar, Sunil; Stone, Robert; Thomas, Scott; Thomassen, Peter; Walker, Matthew; Foerster, Mark; Riley, Grant; Rose, Keith; Spanier, Stefan; York, Andrew; Bouhali, Othmane; Castaneda Hernandez, Alfredo; Dalchenko, Mykhailo; De Mattia, Marco; Delgado, Andrea; Dildick, Sven; Eusebi, Ricardo; Flanagan, Will; Gilmore, Jason; Kamon, Teruki; Krutelyov, Vyacheslav; Montalvo, Roy; Mueller, Ryan; Osipenkov, Ilya; Pakhotin, Yuriy; Patel, Rishi; Perloff, Alexx; Roe, Jeffrey; Rose, Anthony; Safonov, Alexei; Tatarinov, Aysen; Ulmer, Keith; Akchurin, Nural; Cowden, Christopher; Damgov, Jordan; Dragoiu, Cosmin; Dudero, Phillip Russell; Faulkner, James; Kunori, Shuichi; Lamichhane, Kamal; Lee, Sung Won; Libeiro, Terence; Undleeb, Sonaina; Volobouev, Igor; Appelt, Eric; Delannoy, Andrés G; Greene, Senta; Gurrola, Alfredo; Janjam, Ravi; Johns, Willard; Maguire, Charles; Mao, Yaxian; Melo, Andrew; Sheldon, Paul; Snook, Benjamin; Tuo, Shengquan; Velkovska, Julia; Xu, Qiao; Arenton, Michael Wayne; Boutle, Sarah; Cox, Bradley; Francis, Brian; Goodell, Joseph; Hirosky, Robert; Ledovskoy, Alexander; Li, Hengne; Lin, Chuanzhe; Neu, Christopher; Wolfe, Evan; Wood, John; Xia, Fan; Clarke, Christopher; Harr, Robert; Karchin, Paul Edmund; Kottachchi Kankanamge Don, Chamath; Lamichhane, Pramod; Sturdy, Jared; Belknap, Donald; Carlsmith, Duncan; Cepeda, Maria; Christian, Allison; Dasu, Sridhara; Dodd, Laura; Duric, Senka; Friis, Evan; Gomber, Bhawna; Hall-Wilton, Richard; Herndon, Matthew; Hervé, Alain; Klabbers, Pamela; Lanaro, Armando; Levine, Aaron; Long, Kenneth; Loveless, Richard; Mohapatra, Ajit; Ojalvo, Isabel; Perry, Thomas; Pierro, Giuseppe Antonio; Polese, Giovanni; Ross, Ian; Ruggles, Tyler; Sarangi, Tapas; Savin, Alexander; Sharma, Archana; Smith, Nicholas; Smith, Wesley H; Taylor, Devin; Woods, Nathaniel
2016-02-10
A search is described for a Higgs boson decaying into two photons, one of which has an internal conversion to a muon or an electron pair ($\\ell\\ell\\gamma$). The analysis is performed using proton-proton collision data recorded with the CMS detector at the LHC at a centre-of-mass energy of 8 TeV, corresponding to an integrated luminosity of 19.7 fb$^{-1}$. The events selected have an opposite-sign muon or electron pair and a high transverse momentum photon. No excess above background has been found in the three-body invariant mass range $ 120 < m_{\\ell\\ell\\gamma} < 150$ GeV, and limits have been derived for the Higgs boson production cross section times branching fraction for the decay $\\mathrm{H} \\to \\gamma^* \\gamma \\to \\ell \\ell \\gamma$, where the dilepton invariant mass is less than 20 GeV. For a Higgs boson with $m_{\\mathrm{H}} =$ 125 GeV, a 95% confidence level (CL) exclusion observed (expected) limit is 7.7 (6.4$^{+3.1}_{-2.0}$) times the standard model prediction. Additionally, an upper limit at 9...
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Arcon, Nina; Klein, Perry D.; Dombroski, Jill D.
2017-01-01
Previous research has shown that both dictation and speech-to-text (STT) software can increase the quality of writing for native English speakers. The purpose of this study was to investigate the effect of these modalities on the written composition and cognitive load of elementary school English language learners (ELLs). In a within-subjects…
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Ingram, Sandra W.
This quantitative comparative descriptive study involved analyzing archival data from end-of-course (EOC) test scores in biology of English language learners (ELLs) taught or not taught using the sheltered instruction observation protocol (SIOP) model. The study includes descriptions and explanations of the benefits of the SIOP model to ELLs, especially in content area subjects such as biology. Researchers have shown that ELLs in high school lag behind their peers in academic achievement in content area subjects. Much of the research on the SIOP model took place in elementary and middle school, and more research was necessary at the high school level. This study involved analyzing student records from archival data to describe and explain if the SIOP model had an effect on the EOC test scores of ELLs taught or not taught using it. The sample consisted of 527 Hispanic students (283 females and 244 males) from Grades 9-12. An independent sample t-test determined if a significant difference existed in the mean EOC test scores of ELLs taught using the SIOP model as opposed to ELLs not taught using the SIOP model. The results indicated that a significant difference existed between EOC test scores of ELLs taught using the SIOP model and ELLs not taught using the SIOP model (p = .02). A regression analysis indicated a significant difference existed in the academic performance of ELLs taught using the SIOP model in high school science, controlling for free and reduced-price lunch (p = .001) in predicting passing scores on the EOC test in biology at the school level. The data analyzed for free and reduced-price lunch together with SIOP data indicated that both together were not significant (p = .175) for predicting passing scores on the EOC test in high school biology. Future researchers should repeat the study with student-level data as opposed to school-level data, and data should span at least three years.
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Alt, Mary; Arizmendi, Genesis D; Beal, Carole R
2014-07-01
The present study examined the relationship between mathematics and language to better understand the nature of the deficit and the academic implications associated with specific language impairment (SLI) and academic implications for English language learners (ELLs). School-age children (N = 61; 20 SLI, 20 ELL, 21 native monolingual English [NE]) were assessed using a norm-referenced mathematics instrument and 3 experimental computer-based mathematics games that varied in language demands. Group means were compared with analyses of variance. The ELL group was less accurate than the NE group only when tasks were language heavy. In contrast, the group with SLI was less accurate than the groups with NE and ELLs on language-heavy tasks and some language-light tasks. Specifically, the group with SLI was less accurate on tasks that involved comparing numerical symbols and using visual working memory for patterns. However, there were no group differences between children with SLI and peers without SLI on language-light mathematics tasks that involved visual working memory for numerical symbols. Mathematical difficulties of children who are ELLs appear to be related to the language demands of mathematics tasks. In contrast, children with SLI appear to have difficulty with mathematics tasks because of linguistic as well as nonlinguistic processing constraints.
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Directory of Open Access Journals (Sweden)
Shane R. Jimerson
2013-01-01
Full Text Available Students’ oral reading fluency growth from first through fourth grade was used to predict their achievement on the Stanford Achievement Test (9th ed.; SAT-9 Reading using a latent growth model. Two conditional variables related to student status were used to determine the effects on reading performance - English language learners (ELLs with low socioeconomic status and low socioeconomic (SES status alone. Results revealed that both types of student status variables reliably predicted low performance on initial first grade oral reading fluency, which later predicted fourth grade performance on the SAT-9. However, the reading fluency trajectories of the ELLs and monolingual English students were not significantly different. In addition, when both student status variables and letter naming fluency were used to predict initial oral reading fluency, letter naming fluency dominated the prediction equation, suggesting that an initial pre-reading skill, letter naming fluency, better explained fourth grade performance on the SAT-9 than either ELL with low SES or low SES alone. The discussion focuses on how to better enable these readers and how oral reading fluency progress monitoring can be used to assist school personnel in determining which students need additional instructional assistance.
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Qi, Yang
Writing is a predictor of academic achievement and is essential for student success in content area learning. Despite its importance, many students, including English language learners (ELLs), struggle with writing. There is thus a need to study students' writing experience in content area classrooms. Informed by systemic functional linguistics, this study examined 11 ELL students' writing experience in two sixth grade science classrooms in a southeastern state of the United States, including what they wrote, how they wrote, and why they wrote in the way they did. The written products produced by these students over one semester were collected. Also collected were teacher interviews, field notes from classroom observations, and classroom artifacts. Student writing samples were first categorized into extended and nonextended writing categories, and each extended essay was then analyzed with respect to its schematic structure and grammatical features. Teacher interviews and classroom observation notes were analyzed thematically to identify teacher expectations, beliefs, and practices regarding writing instruction for ELLs. It was found that the sixth-grade ELLs engaged in mostly non-extended writing in the science classroom, with extended writing (defined as writing a paragraph or longer) constituting roughly 11% of all writing assignments. Linguistic analysis of extended writing shows that the students (a) conveyed information through nouns, verbs, adjectives, adverbial groups and prepositional phrases; (b) constructed interpersonal context through choices of mood, modality, and verb tense; and (c) structured text through thematic choices and conjunctions. The appropriateness of these lexicogrammatical choices for particular writing tasks was related to the students' English language proficiency levels. The linguistic analysis also uncovered several grammatical problems in the students' writing, including a limited range of word choices, inappropriate use of mood
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Teaching letter sounds to kindergarten English language learners using incremental rehearsal.
Peterson, Meredith; Brandes, Dana; Kunkel, Amy; Wilson, Jennifer; Rahn, Naomi L; Egan, Andrea; McComas, Jennifer
2014-02-01
Proficiency in letter-sound correspondence is important for decoding connected text. This study examined the effects of an evidence-based intervention, incremental rehearsal (IR), on the letter-sound expression of three kindergarten English language learners (ELLs) performing below the district benchmark for letter-sound fluency. Participants were native speakers of Hmong, Spanish, and Polish. A multiple-baseline design across sets of unknown letter sounds was used to evaluate the effects of IR on letter-sound expression. Visual analysis of the data showed an increase in level and trend when IR was introduced in each phase. Percentage of all non-overlapping data (PAND) ranged from 95% to 100%. All participants exceeded expected growth and reached the spring district benchmark for letter-sound fluency. Results suggest that IR is a promising intervention for increasing letter-sound expression for ELLs who evidence delays in acquiring letter sounds. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
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Salame, Hania Moussa
The purpose of the current study was to examine the effects of adapting the instructional congruence model on the English Language Learners' (ELL) attitudes and achievement in science. Changes in teacher's views and practices were documented. The mixed-method approach was adapted. Data sources were the "Attitude Towards Science" survey, VNOS-C questionnaire, Luykx and Lee (2007) observational instrument, Gee (1997) discussion categories, video recordings, and pre- and post-tests. A science teacher and a class of 24 ELL female students in a charter school participated in this research. The results of this study indicated that student achievement increased significantly and students' attitudes improved in all contexts. At the conclusion of the study, all teacher's views on NOS were reported to be informed, teacher's practices were rated higher, and different classroom interactions increased significantly. The instructional congruence model in science education has been successful in reaching different learners, improving students' attitudes and achievement in science and enhancing teacher's views and practices. This model has significant potential for meeting the challenging goals of reformed science education.
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Landon, Laura L.
2017-01-01
This study examines the application of the Simple View of Reading (SVR), a reading comprehension theory focusing on word recognition and linguistic comprehension, to English Language Learners' (ELLs') English reading development. This study examines the concurrent and predictive validity of two components of the SVR, oral language and word-level…
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Cruz, Maria B.
English language learners studying biology face a dual challenge of mastering both content and language. Teaching ELLs how to engage in scientific discourse using appropriate language to ask, answer, explain, and make predictions about science requires a foundational knowledge of content-specific vocabulary. This study used qualitative interviews with intermediate-level ELLs at an American high school to learn how a supplemental iPod-based vocabulary review tool influenced their perceptions of learning biology vocabulary outside of classroom hours. Interviews with their biology teacher were also used to complement student testimony from the point of view of an educational professional with ELL teaching experience. Past studies in the area of mobile learning have primarily employed questionnaires to gather feedback from participants. This research study adds greater participant voice to the body of literature that encompasses mobile language learning, second language acquisition, and science education by presenting nuanced opinions from both students and teachers. This dissertation concludes with a discussion on the influence that this study could have on further research in the fields of mobile learning, academic vocabulary, and student learning behaviors.
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Aad, Georges; Abdallah, Jalal; Abdinov, Ovsat; Aben, Rosemarie; Abolins, Maris; AbouZeid, Ossama; Abramowicz, Halina; Abreu, Henso; Abreu, Ricardo; Abulaiti, Yiming; Acharya, Bobby Samir; Adamczyk, Leszek; Adams, David; Adelman, Jahred; Adomeit, Stefanie; Adye, Tim; Affolder, Tony; Agatonovic-Jovin, Tatjana; Agricola, Johannes; Aguilar-Saavedra, Juan Antonio; Ahlen, Steven; Ahmadov, Faig; Aielli, Giulio; Akerstedt, Henrik; Åkesson, Torsten Paul Ake; Akimov, Andrei; Alberghi, Gian Luigi; Albert, Justin; Albrand, Solveig; Alconada Verzini, Maria Josefina; Aleksa, Martin; Aleksandrov, Igor; Alexa, Calin; Alexander, Gideon; Alexopoulos, Theodoros; Alhroob, Muhammad; Alimonti, Gianluca; Alio, Lion; Alison, John; Alkire, Steven Patrick; Allbrooke, Benedict; Allport, Phillip; Aloisio, Alberto; Alonso, Alejandro; Alonso, Francisco; Alpigiani, Cristiano; Altheimer, Andrew David; Alvarez Gonzalez, Barbara; Άlvarez Piqueras, Damián; Alviggi, Mariagrazia; Amadio, Brian Thomas; Amako, Katsuya; Amaral Coutinho, Yara; Amelung, Christoph; Amidei, Dante; Amor Dos Santos, Susana Patricia; Amorim, Antonio; Amoroso, Simone; Amram, Nir; Amundsen, Glenn; Anastopoulos, Christos; Ancu, Lucian Stefan; Andari, Nansi; Andeen, Timothy; Anders, Christoph Falk; Anders, Gabriel; Anders, John Kenneth; Anderson, Kelby; Andreazza, Attilio; Andrei, George Victor; Angelidakis, Stylianos; Angelozzi, Ivan; Anger, Philipp; Angerami, Aaron; Anghinolfi, Francis; Anisenkov, Alexey; Anjos, Nuno; Annovi, Alberto; Antonelli, Mario; Antonov, Alexey; Antos, Jaroslav; Anulli, Fabio; Aoki, Masato; Aperio Bella, Ludovica; Arabidze, Giorgi; Arai, Yasuo; Araque, Juan Pedro; Arce, Ayana; Arduh, Francisco Anuar; Arguin, Jean-Francois; Argyropoulos, Spyridon; Arik, Metin; Armbruster, Aaron James; Arnaez, Olivier; Arnal, Vanessa; Arnold, Hannah; Arratia, Miguel; Arslan, Ozan; Artamonov, Andrei; Artoni, Giacomo; Asai, Shoji; Asbah, Nedaa; Ashkenazi, Adi; Åsman, Barbro; Asquith, Lily; Assamagan, Ketevi; Astalos, Robert; Atkinson, Markus; Atlay, Naim Bora; Auerbach, Benjamin; Augsten, Kamil; Aurousseau, Mathieu; Avolio, Giuseppe; Axen, Bradley; Ayoub, Mohamad Kassem; Azuelos, Georges; Baak, Max; Baas, Alessandra; Baca, Matthew John; Bacci, Cesare; Bachacou, Henri; Bachas, Konstantinos; Backes, Moritz; Backhaus, Malte; Bagiacchi, Paolo; Bagnaia, Paolo; Bai, Yu; Bain, Travis; Baines, John; Baker, Oliver Keith; Baldin, Evgenii; Balek, Petr; Balestri, Thomas; Balli, Fabrice; Banas, Elzbieta; Banerjee, Swagato; Bannoura, Arwa A E; Bansil, Hardeep Singh; Barak, Liron; Barberio, Elisabetta Luigia; Barberis, Dario; Barbero, Marlon; Barillari, Teresa; Barisonzi, Marcello; Barklow, Timothy; Barlow, Nick; Barnes, Sarah Louise; Barnett, Bruce; Barnett, Michael; Barnovska, Zuzana; Baroncelli, Antonio; Barone, Gaetano; Barr, Alan; Barreiro, Fernando; Barreiro Guimarães da Costa, João; Bartoldus, Rainer; Barton, Adam Edward; Bartos, Pavol; Basalaev, Artem; Bassalat, Ahmed; Basye, Austin; Bates, Richard; Batista, Santiago Juan; Batley, Richard; Battaglia, Marco; Bauce, Matteo; Bauer, Florian; Bawa, Harinder Singh; Beacham, James Baker; Beattie, Michael David; Beau, Tristan; Beauchemin, Pierre-Hugues; Beccherle, Roberto; Bechtle, Philip; Beck, Hans Peter; Becker, Anne Kathrin; Becker, Maurice; Becker, Sebastian; Beckingham, Matthew; Becot, Cyril; Beddall, Andrew; Beddall, Ayda; Bednyakov, Vadim; Bee, Christopher; Beemster, Lars; Beermann, Thomas; Begel, Michael; Behr, Janna Katharina; Belanger-Champagne, Camille; Bell, William; Bella, Gideon; Bellagamba, Lorenzo; Bellerive, Alain; Bellomo, Massimiliano; Belotskiy, Konstantin; Beltramello, Olga; Benary, Odette; Benchekroun, Driss; Bender, Michael; Bendtz, Katarina; Benekos, Nektarios; Benhammou, Yan; Benhar Noccioli, Eleonora; Benitez Garcia, Jorge-Armando; Benjamin, Douglas; Bensinger, James; Bentvelsen, Stan; Beresford, Lydia; Beretta, Matteo; Berge, David; Bergeaas Kuutmann, Elin; Berger, Nicolas; Berghaus, Frank; Beringer, Jürg; Bernard, Clare; Bernard, Nathan Rogers; Bernius, Catrin; Bernlochner, Florian Urs; Berry, Tracey; Berta, Peter; Bertella, Claudia; Bertoli, Gabriele; Bertolucci, Federico; Bertsche, Carolyn; Bertsche, David; Besana, Maria Ilaria; Besjes, Geert-Jan; Bessidskaia Bylund, Olga; Bessner, Martin Florian; Besson, Nathalie; Betancourt, Christopher; Bethke, Siegfried; Bevan, Adrian John; Bhimji, Wahid; Bianchi, Riccardo-Maria; Bianchini, Louis; Bianco, Michele; Biebel, Otmar; Biedermann, Dustin; Bieniek, Stephen Paul; Biglietti, Michela; Bilbao De Mendizabal, Javier; Bilokon, Halina; Bindi, Marcello; Binet, Sebastien; Bingul, Ahmet; Bini, Cesare; Biondi, Silvia; Black, Curtis; Black, James; Black, Kevin; Blackburn, Daniel; Blair, Robert; Blanchard, Jean-Baptiste; Blanco, Jacobo Ezequiel; Blazek, Tomas; Bloch, Ingo; Blocker, Craig; Blum, Walter; Blumenschein, Ulrike; Bobbink, Gerjan; Bobrovnikov, Victor; Bocchetta, Simona Serena; Bocci, Andrea; Bock, Christopher; Boehler, Michael; Bogaerts, Joannes Andreas; Bogavac, Danijela; Bogdanchikov, Alexander; Bohm, Christian; Boisvert, Veronique; Bold, Tomasz; Boldea, Venera; Boldyrev, Alexey; Bomben, Marco; Bona, Marcella; Boonekamp, Maarten; Borisov, Anatoly; Borissov, Guennadi; Borroni, Sara; Bortfeldt, Jonathan; Bortolotto, Valerio; Bos, Kors; Boscherini, Davide; Bosman, Martine; Boudreau, Joseph; Bouffard, Julian; Bouhova-Thacker, Evelina Vassileva; Boumediene, Djamel Eddine; Bourdarios, Claire; Bousson, Nicolas; Boveia, Antonio; Boyd, James; Boyko, Igor; Bozic, Ivan; Bracinik, Juraj; Brandt, Andrew; Brandt, Gerhard; Brandt, Oleg; Bratzler, Uwe; Brau, Benjamin; Brau, James; Braun, Helmut; Brazzale, Simone Federico; Breaden Madden, William Dmitri; Brendlinger, Kurt; Brennan, Amelia Jean; Brenner, Lydia; Brenner, Richard; Bressler, Shikma; Bristow, Kieran; Bristow, Timothy Michael; Britton, Dave; Britzger, Daniel; Brochu, Frederic; Brock, Ian; Brock, Raymond; Bronner, Johanna; Brooijmans, Gustaaf; Brooks, Timothy; Brooks, William; Brosamer, Jacquelyn; Brost, Elizabeth; Brown, Jonathan; Bruckman de Renstrom, Pawel; Bruncko, Dusan; Bruneliere, Renaud; Bruni, Alessia; Bruni, Graziano; Bruschi, Marco; Bruscino, Nello; Bryngemark, Lene; Buanes, Trygve; Buat, Quentin; Buchholz, Peter; Buckley, Andrew; Buda, Stelian Ioan; Budagov, Ioulian; Buehrer, Felix; Bugge, Lars; Bugge, Magnar Kopangen; Bulekov, Oleg; Bullock, Daniel; Burckhart, Helfried; Burdin, Sergey; Burghgrave, Blake; Burke, Stephen; Burmeister, Ingo; Busato, Emmanuel; Büscher, Daniel; Büscher, Volker; Bussey, Peter; Butler, John; Butt, Aatif Imtiaz; Buttar, Craig; Butterworth, Jonathan; Butti, Pierfrancesco; Buttinger, William; Buzatu, Adrian; Buzykaev, Aleksey; Cabrera Urbán, Susana; Caforio, Davide; Cairo, Valentina; Cakir, Orhan; Calace, Noemi; Calafiura, Paolo; Calandri, Alessandro; Calderini, Giovanni; Calfayan, Philippe; Caloba, Luiz; Calvet, David; Calvet, Samuel; Camacho Toro, Reina; Camarda, Stefano; Camarri, Paolo; Cameron, David; Caminal Armadans, Roger; Campana, Simone; Campanelli, Mario; Campoverde, Angel; Canale, Vincenzo; Canepa, Anadi; Cano Bret, Marc; Cantero, Josu; Cantrill, Robert; Cao, Tingting; Capeans Garrido, Maria Del Mar; Caprini, Irinel; Caprini, Mihai; Capua, Marcella; Caputo, Regina; Cardarelli, Roberto; Cardillo, Fabio; Carli, Tancredi; Carlino, Gianpaolo; Carminati, Leonardo; Caron, Sascha; Carquin, Edson; Carrillo-Montoya, German D; Carter, Janet; Carvalho, João; Casadei, Diego; Casado, Maria Pilar; Casolino, Mirkoantonio; Castaneda-Miranda, Elizabeth; Castelli, Angelantonio; Castillo Gimenez, Victoria; Castro, Nuno Filipe; Catastini, Pierluigi; Catinaccio, Andrea; Catmore, James; Cattai, Ariella; Caudron, Julien; Cavaliere, Viviana; Cavalli, Donatella; Cavalli-Sforza, Matteo; Cavasinni, Vincenzo; Ceradini, Filippo; Cerio, Benjamin; Cerny, Karel; Santiago Cerqueira, Augusto; Cerri, Alessandro; Cerrito, Lucio; Cerutti, Fabio; Cerv, Matevz; Cervelli, Alberto; Cetin, Serkant Ali; Chafaq, Aziz; Chakraborty, Dhiman; Chalupkova, Ina; Chang, Philip; Chapman, John Derek; Charlton, Dave; Chau, Chav Chhiv; Chavez Barajas, Carlos Alberto; Cheatham, Susan; Chegwidden, Andrew; Chekanov, Sergei; Chekulaev, Sergey; Chelkov, Gueorgui; Chelstowska, Magda Anna; Chen, Chunhui; Chen, Hucheng; Chen, Karen; Chen, Liming; Chen, Shenjian; Chen, Xin; Chen, Ye; Cheng, Hok Chuen; Cheng, Yangyang; Cheplakov, Alexander; Cheremushkina, Evgenia; Cherkaoui El Moursli, Rajaa; Chernyatin, Valeriy; Cheu, Elliott; Chevalier, Laurent; Chiarella, Vitaliano; Chiarelli, Giorgio; Childers, John Taylor; Chiodini, Gabriele; Chisholm, Andrew; Chislett, Rebecca Thalatta; Chitan, Adrian; Chizhov, Mihail; Choi, Kyungeon; Chouridou, Sofia; Chow, Bonnie Kar Bo; Christodoulou, Valentinos; Chromek-Burckhart, Doris; Chudoba, Jiri; Chuinard, Annabelle Julia; Chwastowski, Janusz; Chytka, Ladislav; Ciapetti, Guido; Ciftci, Abbas Kenan; Cinca, Diane; Cindro, Vladimir; Cioara, Irina Antonela; Ciocio, Alessandra; Citron, Zvi Hirsh; Ciubancan, Mihai; Clark, Allan G; Clark, Brian Lee; Clark, Philip James; Clarke, Robert; Cleland, Bill; Clement, Christophe; Coadou, Yann; Cobal, Marina; Coccaro, Andrea; Cochran, James H; Coffey, Laurel; Cogan, Joshua Godfrey; Colasurdo, Luca; Cole, Brian; Cole, Stephen; Colijn, Auke-Pieter; Collot, Johann; Colombo, Tommaso; Compostella, Gabriele; Conde Muiño, Patricia; Coniavitis, Elias; Connell, Simon Henry; Connelly, Ian; Consonni, Sofia Maria; Consorti, Valerio; Constantinescu, Serban; Conta, Claudio; Conti, Geraldine; Conventi, Francesco; Cooke, Mark; Cooper, Ben; Cooper-Sarkar, Amanda; Cornelissen, Thijs; Corradi, Massimo; Corriveau, Francois; Corso-Radu, Alina; Cortes-Gonzalez, Arely; Cortiana, Giorgio; Costa, Giuseppe; Costa, María José; Costanzo, Davide; Côté, David; Cottin, Giovanna; Cowan, Glen; Cox, Brian; Cranmer, Kyle; Cree, Graham; Crépé-Renaudin, Sabine; Crescioli, Francesco; Cribbs, Wayne Allen; Crispin Ortuzar, Mireia; Cristinziani, Markus; Croft, Vince; Crosetti, Giovanni; Cuhadar Donszelmann, Tulay; Cummings, Jane; Curatolo, Maria; Cuthbert, Cameron; Czirr, Hendrik; Czodrowski, Patrick; D'Auria, Saverio; D'Onofrio, Monica; Da Cunha Sargedas De Sousa, Mario Jose; Da Via, Cinzia; Dabrowski, Wladyslaw; Dafinca, Alexandru; Dai, Tiesheng; Dale, Orjan; Dallaire, Frederick; Dallapiccola, Carlo; Dam, Mogens; Dandoy, Jeffrey Rogers; Dang, Nguyen Phuong; Daniells, Andrew Christopher; Danninger, Matthias; Dano Hoffmann, Maria; Dao, Valerio; Darbo, Giovanni; Darmora, Smita; Dassoulas, James; Dattagupta, Aparajita; Davey, Will; David, Claire; Davidek, Tomas; Davies, Eleanor; Davies, Merlin; Davison, Peter; Davygora, Yuriy; Dawe, Edmund; Dawson, Ian; Daya-Ishmukhametova, Rozmin; De, Kaushik; de Asmundis, Riccardo; De Benedetti, Abraham; De Castro, Stefano; De Cecco, Sandro; De Groot, Nicolo; de Jong, Paul; De la Torre, Hector; De Lorenzi, Francesco; De Nooij, Lucie; De Pedis, Daniele; De Salvo, Alessandro; De Sanctis, Umberto; De Santo, Antonella; De Vivie De Regie, Jean-Baptiste; Dearnaley, William James; Debbe, Ramiro; Debenedetti, Chiara; Dedovich, Dmitri; Deigaard, Ingrid; Del Peso, Jose; Del Prete, Tarcisio; Delgove, David; Deliot, Frederic; Delitzsch, Chris Malena; Deliyergiyev, Maksym; Dell'Acqua, Andrea; Dell'Asta, Lidia; Dell'Orso, Mauro; Della Pietra, Massimo; della Volpe, Domenico; Delmastro, Marco; Delsart, Pierre-Antoine; Deluca, Carolina; DeMarco, David; Demers, Sarah; Demichev, Mikhail; Demilly, Aurelien; Denisov, Sergey; Derendarz, Dominik; Derkaoui, Jamal Eddine; Derue, Frederic; Dervan, Paul; Desch, Klaus Kurt; Deterre, Cecile; Deviveiros, Pier-Olivier; Dewhurst, Alastair; Dhaliwal, Saminder; Di Ciaccio, Anna; Di Ciaccio, Lucia; Di Domenico, Antonio; Di Donato, Camilla; Di Girolamo, Alessandro; Di Girolamo, Beniamino; Di Mattia, Alessandro; Di Micco, Biagio; Di Nardo, Roberto; Di Simone, Andrea; Di Sipio, Riccardo; Di Valentino, David; Diaconu, Cristinel; Diamond, Miriam; Dias, Flavia; Diaz, Marco Aurelio; Diehl, Edward; Dietrich, Janet; Diglio, Sara; Dimitrievska, Aleksandra; Dingfelder, Jochen; Dita, Petre; Dita, Sanda; Dittus, Fridolin; Djama, Fares; Djobava, Tamar; Djuvsland, Julia Isabell; Barros do Vale, Maria Aline; Dobos, Daniel; Dobre, Monica; Doglioni, Caterina; Dohmae, Takeshi; Dolejsi, Jiri; Dolezal, Zdenek; Dolgoshein, Boris; Donadelli, Marisilvia; Donati, Simone; Dondero, Paolo; Donini, Julien; Dopke, Jens; Doria, Alessandra; Dova, Maria-Teresa; Doyle, Tony; Drechsler, Eric; Dris, Manolis; Dubreuil, Emmanuelle; Duchovni, Ehud; Duckeck, Guenter; Ducu, Otilia Anamaria; Duda, Dominik; Dudarev, Alexey; Duflot, Laurent; Duguid, Liam; Dührssen, Michael; Dunford, Monica; Duran Yildiz, Hatice; Düren, Michael; Durglishvili, Archil; Duschinger, Dirk; Dyndal, Mateusz; Eckardt, Christoph; Ecker, Katharina Maria; Edgar, Ryan Christopher; Edson, William; Edwards, Nicholas Charles; Ehrenfeld, Wolfgang; Eifert, Till; Eigen, Gerald; Einsweiler, Kevin; Ekelof, Tord; El Kacimi, Mohamed; Ellert, Mattias; Elles, Sabine; Ellinghaus, Frank; Elliot, Alison; Ellis, Nicolas; Elmsheuser, Johannes; Elsing, Markus; Emeliyanov, Dmitry; Enari, Yuji; Endner, Oliver Chris; Endo, Masaki; Erdmann, Johannes; Ereditato, Antonio; Ernis, Gunar; Ernst, Jesse; Ernst, Michael; Errede, Steven; Ertel, Eugen; Escalier, Marc; Esch, Hendrik; Escobar, Carlos; Esposito, Bellisario; Etienvre, Anne-Isabelle; Etzion, Erez; Evans, Hal; Ezhilov, Alexey; Fabbri, Laura; Facini, Gabriel; Fakhrutdinov, Rinat; Falciano, Speranza; Falla, Rebecca Jane; Faltova, Jana; Fang, Yaquan; Fanti, Marcello; Farbin, Amir; Farilla, Addolorata; Farooque, Trisha; Farrell, Steven; Farrington, Sinead; Farthouat, Philippe; Fassi, Farida; Fassnacht, Patrick; Fassouliotis, Dimitrios; Faucci Giannelli, Michele; Favareto, Andrea; Fayard, Louis; Federic, Pavol; Fedin, Oleg; Fedorko, Wojciech; Feigl, Simon; Feligioni, Lorenzo; Feng, Cunfeng; Feng, Eric; Feng, Haolu; Fenyuk, Alexander; Feremenga, Last; Fernandez Martinez, Patricia; Fernandez Perez, Sonia; Ferrando, James; Ferrari, Arnaud; Ferrari, Pamela; Ferrari, Roberto; Ferreira de Lima, Danilo Enoque; Ferrer, Antonio; Ferrere, Didier; Ferretti, Claudio; Ferretto Parodi, Andrea; Fiascaris, Maria; Fiedler, Frank; Filipčič, Andrej; Filipuzzi, Marco; Filthaut, Frank; Fincke-Keeler, Margret; Finelli, Kevin Daniel; Fiolhais, Miguel; Fiorini, Luca; Firan, Ana; Fischer, Adam; Fischer, Cora; Fischer, Julia; Fisher, Wade Cameron; Fitzgerald, Eric Andrew; Flaschel, Nils; Fleck, Ivor; Fleischmann, Philipp; Fleischmann, Sebastian; Fletcher, Gareth Thomas; Fletcher, Gregory; Fletcher, Rob Roy MacGregor; Flick, Tobias; Floderus, Anders; Flores Castillo, Luis; Flowerdew, Michael; Formica, Andrea; Forti, Alessandra; Fournier, Daniel; Fox, Harald; Fracchia, Silvia; Francavilla, Paolo; Franchini, Matteo; Francis, David; Franconi, Laura; Franklin, Melissa; Frate, Meghan; Fraternali, Marco; Freeborn, David; French, Sky; Friedrich, Felix; Froidevaux, Daniel; Frost, James; Fukunaga, Chikara; Fullana Torregrosa, Esteban; Fulsom, Bryan Gregory; Fusayasu, Takahiro; Fuster, Juan; Gabaldon, Carolina; Gabizon, Ofir; Gabrielli, Alessandro; Gabrielli, Andrea; Gach, Grzegorz; Gadatsch, Stefan; Gadomski, Szymon; Gagliardi, Guido; Gagnon, Pauline; Galea, Cristina; Galhardo, Bruno; Gallas, Elizabeth; Gallop, Bruce; Gallus, Petr; Galster, Gorm Aske Gram Krohn; Gan, KK; Gao, Jun; Gao, Yanyan; Gao, Yongsheng; Garay Walls, Francisca; Garberson, Ford; García, Carmen; García Navarro, José Enrique; Garcia-Sciveres, Maurice; Gardner, Robert; Garelli, Nicoletta; Garonne, Vincent; Gatti, Claudio; Gaudiello, Andrea; Gaudio, Gabriella; Gaur, Bakul; Gauthier, Lea; Gauzzi, Paolo; Gavrilenko, Igor; Gay, Colin; Gaycken, Goetz; Gazis, Evangelos; Ge, Peng; Gecse, Zoltan; Gee, Norman; Geerts, Daniël Alphonsus Adrianus; Geich-Gimbel, Christoph; Geisler, Manuel Patrice; Gemme, Claudia; Genest, Marie-Hélène; Gentile, Simonetta; George, Matthias; George, Simon; Gerbaudo, Davide; Gershon, Avi; Ghasemi, Sara; Ghazlane, Hamid; Giacobbe, Benedetto; Giagu, Stefano; Giangiobbe, Vincent; Giannetti, Paola; Gibbard, Bruce; Gibson, Stephen; Gilchriese, Murdock; Gillam, Thomas; Gillberg, Dag; Gilles, Geoffrey; Gingrich, Douglas; Giokaris, Nikos; Giordani, MarioPaolo; Giorgi, Filippo Maria; Giorgi, Francesco Michelangelo; Giraud, Pierre-Francois; Giromini, Paolo; Giugni, Danilo; Giuliani, Claudia; Giulini, Maddalena; Gjelsten, Børge Kile; Gkaitatzis, Stamatios; Gkialas, Ioannis; Gkougkousis, Evangelos Leonidas; Gladilin, Leonid; Glasman, Claudia; Glatzer, Julian; Glaysher, Paul; Glazov, Alexandre; Goblirsch-Kolb, Maximilian; Goddard, Jack Robert; Godlewski, Jan; Goldfarb, Steven; Golling, Tobias; Golubkov, Dmitry; Gomes, Agostinho; Gonçalo, Ricardo; Goncalves Pinto Firmino Da Costa, Joao; Gonella, Laura; González de la Hoz, Santiago; Gonzalez Parra, Garoe; Gonzalez-Sevilla, Sergio; Goossens, Luc; Gorbounov, Petr Andreevich; Gordon, Howard; Gorelov, Igor; Gorini, Benedetto; Gorini, Edoardo; Gorišek, Andrej; Gornicki, Edward; Goshaw, Alfred; Gössling, Claus; Gostkin, Mikhail Ivanovitch; Goujdami, Driss; Goussiou, Anna; Govender, Nicolin; Gozani, Eitan; Grabas, Herve Marie Xavier; Graber, Lars; Grabowska-Bold, Iwona; Grafström, Per; Grahn, Karl-Johan; Gramling, Johanna; Gramstad, Eirik; Grancagnolo, Sergio; Grassi, Valerio; Gratchev, Vadim; Gray, Heather; Graziani, Enrico; Greenwood, Zeno Dixon; Gregersen, Kristian; Gregor, Ingrid-Maria; Grenier, Philippe; Griffiths, Justin; Grillo, Alexander; Grimm, Kathryn; Grinstein, Sebastian; Gris, Philippe Luc Yves; Grivaz, Jean-Francois; Grohs, Johannes Philipp; Grohsjean, Alexander; Gross, Eilam; Grosse-Knetter, Joern; Grossi, Giulio Cornelio; Grout, Zara Jane; Guan, Liang; Guenther, Jaroslav; Guescini, Francesco; Guest, Daniel; Gueta, Orel; Guido, Elisa; Guillemin, Thibault; Guindon, Stefan; Gul, Umar; Gumpert, Christian; Guo, Jun; Guo, Yicheng; Gupta, Shaun; Gustavino, Giuliano; Gutierrez, Phillip; Gutierrez Ortiz, Nicolas Gilberto; Gutschow, Christian; Guyot, Claude; Gwenlan, Claire; Gwilliam, Carl; Haas, Andy; Haber, Carl; Hadavand, Haleh Khani; Haddad, Nacim; Haefner, Petra; Hageböck, Stephan; Hajduk, Zbigniew; Hakobyan, Hrachya; Haleem, Mahsana; Haley, Joseph; Hall, David; Halladjian, Garabed; Hallewell, Gregory David; Hamacher, Klaus; Hamal, Petr; Hamano, Kenji; Hamer, Matthias; Hamilton, Andrew; Hamity, Guillermo Nicolas; Hamnett, Phillip George; Han, Liang; Hanagaki, Kazunori; Hanawa, Keita; Hance, Michael; Hanke, Paul; Hanna, Remie; Hansen, Jørgen Beck; Hansen, Jorn Dines; Hansen, Maike Christina; Hansen, Peter Henrik; Hara, Kazuhiko; Hard, Andrew; Harenberg, Torsten; Hariri, Faten; Harkusha, Siarhei; Harrington, Robert; Harrison, Paul Fraser; Hartjes, Fred; Hasegawa, Makoto; Hasegawa, Satoshi; Hasegawa, Yoji; Hasib, A; Hassani, Samira; Haug, Sigve; Hauser, Reiner; Hauswald, Lorenz; Havranek, Miroslav; Hawkes, Christopher; Hawkings, Richard John; Hawkins, Anthony David; Hayashi, Takayasu; Hayden, Daniel; Hays, Chris; Hays, Jonathan Michael; Hayward, Helen; Haywood, Stephen; Head, Simon; Heck, Tobias; Hedberg, Vincent; Heelan, Louise; Heim, Sarah; Heim, Timon; Heinemann, Beate; Heinrich, Lukas; Hejbal, Jiri; Helary, Louis; Hellman, Sten; Hellmich, Dennis; Helsens, Clement; Henderson, James; Henderson, Robert; Heng, Yang; Hengler, Christopher; Henrichs, Anna; Henriques Correia, Ana Maria; Henrot-Versille, Sophie; Herbert, Geoffrey Henry; Hernández Jiménez, Yesenia; Herrberg-Schubert, Ruth; Herten, Gregor; Hertenberger, Ralf; Hervas, Luis; Hesketh, Gavin Grant; Hessey, Nigel; Hetherly, Jeffrey Wayne; Hickling, Robert; Higón-Rodriguez, Emilio; Hill, Ewan; Hill, John; Hiller, Karl Heinz; Hillier, Stephen; Hinchliffe, Ian; Hines, Elizabeth; Hinman, Rachel Reisner; Hirose, Minoru; Hirschbuehl, Dominic; Hobbs, John; Hod, Noam; Hodgkinson, Mark; Hodgson, Paul; Hoecker, Andreas; Hoeferkamp, Martin; Hoenig, Friedrich; Hohlfeld, Marc; Hohn, David; Holmes, Tova Ray; Homann, Michael; Hong, Tae Min; Hooft van Huysduynen, Loek; Hopkins, Walter; Horii, Yasuyuki; Horton, Arthur James; Hostachy, Jean-Yves; Hou, Suen; Hoummada, Abdeslam; Howard, Jacob; Howarth, James; Hrabovsky, Miroslav; Hristova, Ivana; Hrivnac, Julius; Hryn'ova, Tetiana; Hrynevich, Aliaksei; Hsu, Catherine; Hsu, Pai-hsien Jennifer; Hsu, Shih-Chieh; Hu, Diedi; Hu, Qipeng; Hu, Xueye; Huang, Yanping; Hubacek, Zdenek; Hubaut, Fabrice; Huegging, Fabian; Huffman, Todd Brian; Hughes, Emlyn; Hughes, Gareth; Huhtinen, Mika; Hülsing, Tobias Alexander; Huseynov, Nazim; Huston, Joey; Huth, John; Iacobucci, Giuseppe; Iakovidis, Georgios; Ibragimov, Iskander; Iconomidou-Fayard, Lydia; Ideal, Emma; Idrissi, Zineb; Iengo, Paolo; Igonkina, Olga; Iizawa, Tomoya; Ikegami, Yoichi; Ikematsu, Katsumasa; Ikeno, Masahiro; Ilchenko, Iurii; Iliadis, Dimitrios; Ilic, Nikolina; Ince, Tayfun; Introzzi, Gianluca; Ioannou, Pavlos; Iodice, Mauro; Iordanidou, Kalliopi; Ippolito, Valerio; Irles Quiles, Adrian; Isaksson, Charlie; Ishino, Masaya; Ishitsuka, Masaki; Ishmukhametov, Renat; Issever, Cigdem; Istin, Serhat; Iturbe Ponce, Julia Mariana; Iuppa, Roberto; Ivarsson, Jenny; Iwanski, Wieslaw; Iwasaki, Hiroyuki; Izen, Joseph; Izzo, Vincenzo; Jabbar, Samina; Jackson, Brett; Jackson, Matthew; Jackson, Paul; Jaekel, Martin; Jain, Vivek; Jakobs, Karl; Jakobsen, Sune; Jakoubek, Tomas; Jakubek, Jan; Jamin, David Olivier; Jana, Dilip; Jansen, Eric; Jansky, Roland; Janssen, Jens; Janus, Michel; Jarlskog, Göran; Javadov, Namig; Javůrek, Tomáš; Jeanty, Laura; Jejelava, Juansher; Jeng, Geng-yuan; Jennens, David; Jenni, Peter; Jentzsch, Jennifer; Jeske, Carl; Jézéquel, Stéphane; Ji, Haoshuang; Jia, Jiangyong; Jiang, Yi; Jiggins, Stephen; Jimenez Pena, Javier; Jin, Shan; Jinaru, Adam; Jinnouchi, Osamu; Joergensen, Morten Dam; Johansson, Per; Johns, Kenneth; Jon-And, Kerstin; Jones, Graham; Jones, Roger; Jones, Tim; Jongmanns, Jan; Jorge, Pedro; Joshi, Kiran Daniel; Jovicevic, Jelena; Ju, Xiangyang; Jung, Christian; Jussel, Patrick; Juste Rozas, Aurelio; Kaci, Mohammed; Kaczmarska, Anna; Kado, Marumi; Kagan, Harris; Kagan, Michael; Kahn, Sebastien Jonathan; Kajomovitz, Enrique; Kalderon, Charles William; Kama, Sami; Kamenshchikov, Andrey; Kanaya, Naoko; Kaneti, Steven; Kantserov, Vadim; Kanzaki, Junichi; Kaplan, Benjamin; Kaplan, Laser Seymour; Kapliy, Anton; Kar, Deepak; Karakostas, Konstantinos; Karamaoun, Andrew; Karastathis, Nikolaos; Kareem, Mohammad Jawad; Karnevskiy, Mikhail; Karpov, Sergey; Karpova, Zoya; Karthik, Krishnaiyengar; Kartvelishvili, Vakhtang; Karyukhin, Andrey; Kashif, Lashkar; Kass, Richard; Kastanas, Alex; Kataoka, Yousuke; Katre, Akshay; Katzy, Judith; Kawagoe, Kiyotomo; Kawamoto, Tatsuo; Kawamura, Gen; Kazama, Shingo; Kazanin, Vassili; Keeler, Richard; Kehoe, Robert; Keller, John; Kempster, Jacob Julian; Keoshkerian, Houry; Kepka, Oldrich; Kerševan, Borut Paul; Kersten, Susanne; Keyes, Robert; Khalil-zada, Farkhad; Khandanyan, Hovhannes; Khanov, Alexander; Kharlamov, Alexey; Khoo, Teng Jian; Khovanskiy, Valery; Khramov, Evgeniy; Khubua, Jemal; Kim, Hee Yeun; Kim, Hyeon Jin; Kim, Shinhong; Kim, Young-Kee; Kimura, Naoki; Kind, Oliver Maria; King, Barry; King, Matthew; King, Samuel Burton; Kirk, Julie; Kiryunin, Andrey; Kishimoto, Tomoe; Kisielewska, Danuta; Kiss, Florian; Kiuchi, Kenji; Kivernyk, Oleh; Kladiva, Eduard; Klein, Matthew Henry; Klein, Max; Klein, Uta; Kleinknecht, Konrad; Klimek, Pawel; Klimentov, Alexei; Klingenberg, Reiner; Klinger, Joel Alexander; Klioutchnikova, Tatiana; Kluge, Eike-Erik; Kluit, Peter; Kluth, Stefan; Knapik, Joanna; Kneringer, Emmerich; Knoops, Edith; Knue, Andrea; Kobayashi, Aine; Kobayashi, Dai; Kobayashi, Tomio; Kobel, Michael; Kocian, Martin; Kodys, Peter; Koffas, Thomas; Koffeman, Els; Kogan, Lucy Anne; Kohlmann, Simon; Kohout, Zdenek; Kohriki, Takashi; Koi, Tatsumi; Kolanoski, Hermann; Koletsou, Iro; Komar, Aston; Komori, Yuto; Kondo, Takahiko; Kondrashova, Nataliia; Köneke, Karsten; König, Adriaan; Kono, Takanori; Konoplich, Rostislav; Konstantinidis, Nikolaos; Kopeliansky, Revital; Koperny, Stefan; Köpke, Lutz; Kopp, Anna Katharina; Korcyl, Krzysztof; Kordas, Kostantinos; Korn, Andreas; Korol, Aleksandr; Korolkov, Ilya; Korolkova, Elena; Kortner, Oliver; Kortner, Sandra; Kosek, Tomas; Kostyukhin, Vadim; Kotov, Vladislav; Kotwal, Ashutosh; Kourkoumeli-Charalampidi, Athina; Kourkoumelis, Christine; Kouskoura, Vasiliki; Koutsman, Alex; Kowalewski, Robert Victor; Kowalski, Tadeusz; Kozanecki, Witold; Kozhin, Anatoly; Kramarenko, Viktor; Kramberger, Gregor; Krasnopevtsev, Dimitriy; Krasny, Mieczyslaw Witold; Krasznahorkay, Attila; Kraus, Jana; Kravchenko, Anton; Kreiss, Sven; Kretz, Moritz; Kretzschmar, Jan; Kreutzfeldt, Kristof; Krieger, Peter; Krizka, Karol; Kroeninger, Kevin; Kroha, Hubert; Kroll, Joe; Kroseberg, Juergen; Krstic, Jelena; Kruchonak, Uladzimir; Krüger, Hans; Krumnack, Nils; Kruse, Amanda; Kruse, Mark; Kruskal, Michael; Kubota, Takashi; Kucuk, Hilal; Kuday, Sinan; Kuehn, Susanne; Kugel, Andreas; Kuger, Fabian; Kuhl, Andrew; Kuhl, Thorsten; Kukhtin, Victor; Kulchitsky, Yuri; Kuleshov, Sergey; Kuna, Marine; Kunigo, Takuto; Kupco, Alexander; Kurashige, Hisaya; Kurochkin, Yurii; Kus, Vlastimil; Kuwertz, Emma Sian; Kuze, Masahiro; Kvita, Jiri; Kwan, Tony; Kyriazopoulos, Dimitrios; La Rosa, Alessandro; La Rosa Navarro, Jose Luis; La Rotonda, Laura; Lacasta, Carlos; Lacava, Francesco; Lacey, James; Lacker, Heiko; Lacour, Didier; Lacuesta, Vicente Ramón; Ladygin, Evgueni; Lafaye, Remi; Laforge, Bertrand; Lagouri, Theodota; Lai, Stanley; Lambourne, Luke; Lammers, Sabine; Lampen, Caleb; Lampl, Walter; Lançon, Eric; Landgraf, Ulrich; Landon, Murrough; Lang, Valerie Susanne; Lange, J örn Christian; Lankford, Andrew; Lanni, Francesco; Lantzsch, Kerstin; Lanza, Agostino; Laplace, Sandrine; Lapoire, Cecile; Laporte, Jean-Francois; Lari, Tommaso; Lasagni Manghi, Federico; Lassnig, Mario; Laurelli, Paolo; Lavrijsen, Wim; Law, Alexander; Laycock, Paul; Lazovich, Tomo; Le Dortz, Olivier; Le Guirriec, Emmanuel; Le Menedeu, Eve; LeBlanc, Matthew Edgar; LeCompte, Thomas; Ledroit-Guillon, Fabienne Agnes Marie; Lee, Claire Alexandra; Lee, Shih-Chang; Lee, Lawrence; Lefebvre, Guillaume; Lefebvre, Michel; Legger, Federica; Leggett, Charles; Lehan, Allan; Lehmann Miotto, Giovanna; Lei, Xiaowen; Leight, William Axel; Leisos, Antonios; Leister, Andrew Gerard; Leite, Marco Aurelio Lisboa; Leitner, Rupert; Lellouch, Daniel; Lemmer, Boris; Leney, Katharine; Lenz, Tatjana; Lenzi, Bruno; Leone, Robert; Leone, Sandra; Leonidopoulos, Christos; Leontsinis, Stefanos; Leroy, Claude; Lester, Christopher; Levchenko, Mikhail; Levêque, Jessica; Levin, Daniel; Levinson, Lorne; Levy, Mark; Lewis, Adrian; Leyko, Agnieszka; Leyton, Michael; Li, Bing; Li, Haifeng; Li, Ho Ling; Li, Lei; Li, Liang; Li, Shu; Li, Yichen; Liang, Zhijun; Liao, Hongbo; Liberti, Barbara; Liblong, Aaron; Lichard, Peter; Lie, Ki; Liebal, Jessica; Liebig, Wolfgang; Limbach, Christian; Limosani, Antonio; Lin, Simon; Lin, Tai-Hua; Linde, Frank; Lindquist, Brian Edward; Linnemann, James; Lipeles, Elliot; Lipniacka, Anna; Lisovyi, Mykhailo; Liss, Tony; Lissauer, David; Lister, Alison; Litke, Alan; Liu, Bo; Liu, Dong; Liu, Hao; Liu, Jian; Liu, Jianbei; Liu, Kun; Liu, Lulu; Liu, Miaoyuan; Liu, Minghui; Liu, Yanwen; Livan, Michele; Lleres, Annick; Llorente Merino, Javier; Lloyd, Stephen; Lo Sterzo, Francesco; Lobodzinska, Ewelina; Loch, Peter; Lockman, William; Loebinger, Fred; Loevschall-Jensen, Ask Emil; Loginov, Andrey; Lohse, Thomas; Lohwasser, Kristin; Lokajicek, Milos; Long, Brian Alexander; Long, Jonathan David; Long, Robin Eamonn; Looper, Kristina Anne; Lopes, Lourenco; Lopez Mateos, David; Lopez Paredes, Brais; Lopez Paz, Ivan; Lorenz, Jeanette; Lorenzo Martinez, Narei; Losada, Marta; Loscutoff, Peter; Lösel, Philipp Jonathan; Lou, XinChou; Lounis, Abdenour; Love, Jeremy; Love, Peter; Lu, Nan; Lubatti, Henry; Luci, Claudio; Lucotte, Arnaud; Luehring, Frederick; Lukas, Wolfgang; Luminari, Lamberto; Lundberg, Olof; Lund-Jensen, Bengt; Lynn, David; Lysak, Roman; Lytken, Else; Ma, Hong; Ma, Lian Liang; Maccarrone, Giovanni; Macchiolo, Anna; Macdonald, Calum Michael; Machado Miguens, Joana; Macina, Daniela; Madaffari, Daniele; Madar, Romain; Maddocks, Harvey Jonathan; Mader, Wolfgang; Madsen, Alexander; Maeland, Steffen; Maeno, Tadashi; Maevskiy, Artem; Magradze, Erekle; Mahboubi, Kambiz; Mahlstedt, Joern; Maiani, Camilla; Maidantchik, Carmen; Maier, Andreas Alexander; Maier, Thomas; Maio, Amélia; Majewski, Stephanie; Makida, Yasuhiro; Makovec, Nikola; Malaescu, Bogdan; Malecki, Pawel; Maleev, Victor; Malek, Fairouz; Mallik, Usha; Malon, David; Malone, Caitlin; Maltezos, Stavros; Malyshev, Vladimir; Malyukov, Sergei; Mamuzic, Judita; Mancini, Giada; Mandelli, Beatrice; Mandelli, Luciano; Mandić, Igor; Mandrysch, Rocco; Maneira, José; Manfredini, Alessandro; Manhaes de Andrade Filho, Luciano; Manjarres Ramos, Joany; Mann, Alexander; Manning, Peter; Manousakis-Katsikakis, Arkadios; Mansoulie, Bruno; Mantifel, Rodger; Mantoani, Matteo; Mapelli, Livio; March, Luis; Marchiori, Giovanni; Marcisovsky, Michal; Marino, Christopher; Marjanovic, Marija; Marley, Daniel; Marroquim, Fernando; Marsden, Stephen Philip; Marshall, Zach; Marti, Lukas Fritz; Marti-Garcia, Salvador; Martin, Brian Thomas; Martin, Tim; Martin, Victoria Jane; Martin dit Latour, Bertrand; Martinez, Mario; Martin-Haugh, Stewart; Martoiu, Victor Sorin; Martyniuk, Alex; Marx, Marilyn; Marzano, Francesco; Marzin, Antoine; Masetti, Lucia; Mashimo, Tetsuro; Mashinistov, Ruslan; Masik, Jiri; Maslennikov, Alexey; Massa, Ignazio; Massa, Lorenzo; Massol, Nicolas; Mastrandrea, Paolo; Mastroberardino, Anna; Masubuchi, Tatsuya; Mättig, Peter; Mattmann, Johannes; Maurer, Julien; Maxfield, Stephen; Maximov, Dmitriy; Mazini, Rachid; Mazza, Simone Michele; Mazzaferro, Luca; Mc Goldrick, Garrin; Mc Kee, Shawn Patrick; McCarn, Allison; McCarthy, Robert; McCarthy, Tom; McCubbin, Norman; McFarlane, Kenneth; Mcfayden, Josh; Mchedlidze, Gvantsa; McMahon, Steve; McPherson, Robert; Medinnis, Michael; Meehan, Samuel; Mehlhase, Sascha; Mehta, Andrew; Meier, Karlheinz; Meineck, Christian; Meirose, Bernhard; Mellado Garcia, Bruce Rafael; Meloni, Federico; Mengarelli, Alberto; Menke, Sven; Meoni, Evelin; Mercurio, Kevin Michael; Mergelmeyer, Sebastian; Mermod, Philippe; Merola, Leonardo; Meroni, Chiara; Merritt, Frank; Messina, Andrea; Metcalfe, Jessica; Mete, Alaettin Serhan; Meyer, Carsten; Meyer, Christopher; Meyer, Jean-Pierre; Meyer, Jochen; Middleton, Robin; Miglioranzi, Silvia; Mijović, Liza; Mikenberg, Giora; Mikestikova, Marcela; Mikuž, Marko; Milesi, Marco; Milic, Adriana; Miller, David; Mills, Corrinne; Milov, Alexander; Milstead, David; Minaenko, Andrey; Minami, Yuto; Minashvili, Irakli; Mincer, Allen; Mindur, Bartosz; Mineev, Mikhail; Ming, Yao; Mir, Lluisa-Maria; Mitani, Takashi; Mitrevski, Jovan; Mitsou, Vasiliki A; Miucci, Antonio; Miyagawa, Paul; Mjörnmark, Jan-Ulf; Moa, Torbjoern; Mochizuki, Kazuya; Mohapatra, Soumya; Mohr, Wolfgang; Molander, Simon; Moles-Valls, Regina; Mönig, Klaus; Monini, Caterina; Monk, James; Monnier, Emmanuel; Montejo Berlingen, Javier; Monticelli, Fernando; Monzani, Simone; Moore, Roger; Morange, Nicolas; Moreno, Deywis; Moreno Llácer, María; Morettini, Paolo; Morgenstern, Marcus; Mori, Daniel; Morii, Masahiro; Morinaga, Masahiro; Morisbak, Vanja; Moritz, Sebastian; Morley, Anthony Keith; Mornacchi, Giuseppe; Morris, John; Mortensen, Simon Stark; Morton, Alexander; Morvaj, Ljiljana; Mosidze, Maia; Moss, Josh; Motohashi, Kazuki; Mount, Richard; Mountricha, Eleni; Mouraviev, Sergei; Moyse, Edward; Muanza, Steve; Mudd, Richard; Mueller, Felix; Mueller, James; Mueller, Ralph Soeren Peter; Mueller, Thibaut; Muenstermann, Daniel; Mullen, Paul; Mullier, Geoffrey; Murillo Quijada, Javier Alberto; Murray, Bill; Musheghyan, Haykuhi; Musto, Elisa; Myagkov, Alexey; Myska, Miroslav; Nackenhorst, Olaf; Nadal, Jordi; Nagai, Koichi; Nagai, Ryo; Nagai, Yoshikazu; Nagano, Kunihiro; Nagarkar, Advait; Nagasaka, Yasushi; Nagata, Kazuki; Nagel, Martin; Nagy, Elemer; Nairz, Armin Michael; Nakahama, Yu; Nakamura, Koji; Nakamura, Tomoaki; Nakano, Itsuo; Namasivayam, Harisankar; Naranjo Garcia, Roger Felipe; Narayan, Rohin; Naumann, Thomas; Navarro, Gabriela; Nayyar, Ruchika; Neal, Homer; Nechaeva, Polina; Neep, Thomas James; Nef, Pascal Daniel; Negri, Andrea; Negrini, Matteo; Nektarijevic, Snezana; Nellist, Clara; Nelson, Andrew; Nemecek, Stanislav; Nemethy, Peter; Nepomuceno, Andre Asevedo; Nessi, Marzio; Neubauer, Mark; Neumann, Manuel; Neves, Ricardo; Nevski, Pavel; Newman, Paul; Nguyen, Duong Hai; Nickerson, Richard; Nicolaidou, Rosy; Nicquevert, Bertrand; Nielsen, Jason; Nikiforou, Nikiforos; Nikiforov, Andriy; Nikolaenko, Vladimir; Nikolic-Audit, Irena; Nikolopoulos, Konstantinos; Nilsen, Jon Kerr; Nilsson, Paul; Ninomiya, Yoichi; Nisati, Aleandro; Nisius, Richard; Nobe, Takuya; Nomachi, Masaharu; Nomidis, Ioannis; Nooney, Tamsin; Norberg, Scarlet; Nordberg, Markus; Novgorodova, Olga; Nowak, Sebastian; Nozaki, Mitsuaki; Nozka, Libor; Ntekas, Konstantinos; Nunes Hanninger, Guilherme; Nunnemann, Thomas; Nurse, Emily; Nuti, Francesco; O'Brien, Brendan Joseph; O'grady, Fionnbarr; O'Neil, Dugan; O'Shea, Val; Oakham, Gerald; Oberlack, Horst; Obermann, Theresa; Ocariz, Jose; Ochi, Atsuhiko; Ochoa, Ines; Ochoa-Ricoux, Juan Pedro; Oda, Susumu; Odaka, Shigeru; Ogren, Harold; Oh, Alexander; Oh, Seog; Ohm, Christian; Ohman, Henrik; Oide, Hideyuki; Okamura, Wataru; Okawa, Hideki; Okumura, Yasuyuki; Okuyama, Toyonobu; Olariu, Albert; Olivares Pino, Sebastian Andres; Oliveira Damazio, Denis; Oliver Garcia, Elena; Olszewski, Andrzej; Olszowska, Jolanta; Onofre, António; Onyisi, Peter; Oram, Christopher; Oreglia, Mark; Oren, Yona; Orestano, Domizia; Orlando, Nicola; Oropeza Barrera, Cristina; Orr, Robert; Osculati, Bianca; Ospanov, Rustem; Otero y Garzon, Gustavo; Otono, Hidetoshi; Ouchrif, Mohamed; Ouellette, Eric; Ould-Saada, Farid; Ouraou, Ahmimed; Oussoren, Koen Pieter; Ouyang, Qun; Ovcharova, Ana; Owen, Mark; Owen, Rhys Edward; Ozcan, Veysi Erkcan; Ozturk, Nurcan; Pachal, Katherine; Pacheco Pages, Andres; Padilla Aranda, Cristobal; Pagáčová, Martina; Pagan Griso, Simone; Paganis, Efstathios; Paige, Frank; Pais, Preema; Pajchel, Katarina; Palacino, Gabriel; Palestini, Sandro; Palka, Marek; Pallin, Dominique; Palma, Alberto; Pan, Yibin; Panagiotopoulou, Evgenia; Pandini, Carlo Enrico; Panduro Vazquez, William; Pani, Priscilla; Panitkin, Sergey; Pantea, Dan; Paolozzi, Lorenzo; Papadopoulou, Theodora; Papageorgiou, Konstantinos; Paramonov, Alexander; Paredes Hernandez, Daniela; Parker, Michael Andrew; Parker, Kerry Ann; Parodi, Fabrizio; Parsons, John; Parzefall, Ulrich; Pasqualucci, Enrico; Passaggio, Stefano; Pastore, Fernanda; Pastore, Francesca; Pásztor, Gabriella; Pataraia, Sophio; Patel, Nikhul; Pater, Joleen; Pauly, Thilo; Pearce, James; Pearson, Benjamin; Pedersen, Lars Egholm; Pedersen, Maiken; Pedraza Lopez, Sebastian; Pedro, Rute; Peleganchuk, Sergey; Pelikan, Daniel; Penc, Ondrej; Peng, Cong; Peng, Haiping; Penning, Bjoern; Penwell, John; Perepelitsa, Dennis; Perez Codina, Estel; Pérez García-Estañ, María Teresa; Perini, Laura; Pernegger, Heinz; Perrella, Sabrina; Peschke, Richard; Peshekhonov, Vladimir; Peters, Krisztian; Peters, Yvonne; Petersen, Brian; Petersen, Troels; Petit, Elisabeth; Petridis, Andreas; Petridou, Chariclia; Petroff, Pierre; Petrolo, Emilio; Petrucci, Fabrizio; Pettersson, Nora Emilia; Pezoa, Raquel; Phillips, Peter William; Piacquadio, Giacinto; Pianori, Elisabetta; Picazio, Attilio; Piccaro, Elisa; Piccinini, Maurizio; Pickering, Mark Andrew; Piegaia, Ricardo; Pignotti, David; Pilcher, James; Pilkington, Andrew; Pina, João Antonio; Pinamonti, Michele; Pinfold, James; Pingel, Almut; Pinto, Belmiro; Pires, Sylvestre; Pirumov, Hayk; Pitt, Michael; Pizio, Caterina; Plazak, Lukas; Pleier, Marc-Andre; Pleskot, Vojtech; Plotnikova, Elena; Plucinski, Pawel; Pluth, Daniel; Poettgen, Ruth; Poggioli, Luc; Pohl, David-leon; Polesello, Giacomo; Poley, Anne-luise; Policicchio, Antonio; Polifka, Richard; Polini, Alessandro; Pollard, Christopher Samuel; Polychronakos, Venetios; Pommès, Kathy; Pontecorvo, Ludovico; Pope, Bernard; Popeneciu, Gabriel Alexandru; Popovic, Dragan; Poppleton, Alan; Pospisil, Stanislav; Potamianos, Karolos; Potrap, Igor; Potter, Christina; Potter, Christopher; Poulard, Gilbert; Poveda, Joaquin; Pozdnyakov, Valery; Pralavorio, Pascal; Pranko, Aliaksandr; Prasad, Srivas; Prell, Soeren; Price, Darren; Price, Lawrence; Primavera, Margherita; Prince, Sebastien; Proissl, Manuel; Prokofiev, Kirill; Prokoshin, Fedor; Protopapadaki, Eftychia-sofia; Protopopescu, Serban; Proudfoot, James; Przybycien, Mariusz; Ptacek, Elizabeth; Puddu, Daniele; Pueschel, Elisa; Puldon, David; Purohit, Milind; Puzo, Patrick; Qian, Jianming; Qin, Gang; Qin, Yang; Quadt, Arnulf; Quarrie, David; Quayle, William; Queitsch-Maitland, Michaela; Quilty, Donnchadha; Raddum, Silje; Radeka, Veljko; Radescu, Voica; Radhakrishnan, Sooraj Krishnan; Radloff, Peter; Rados, Pere; Ragusa, Francesco; Rahal, Ghita; Rajagopalan, Srinivasan; Rammensee, Michael; Rangel-Smith, Camila; Rauscher, Felix; Rave, Stefan; Ravenscroft, Thomas; Raymond, Michel; Read, Alexander Lincoln; Readioff, Nathan Peter; Rebuzzi, Daniela; Redelbach, Andreas; Redlinger, George; Reece, Ryan; Reeves, Kendall; Rehnisch, Laura; Reisin, Hernan; Relich, Matthew; Rembser, Christoph; Ren, Huan; Renaud, Adrien; Rescigno, Marco; Resconi, Silvia; Rezanova, Olga; Reznicek, Pavel; Rezvani, Reyhaneh; Richter, Robert; Richter, Stefan; Richter-Was, Elzbieta; Ricken, Oliver; Ridel, Melissa; Rieck, Patrick; Riegel, Christian Johann; Rieger, Julia; Rijssenbeek, Michael; Rimoldi, Adele; Rinaldi, Lorenzo; Ristić, Branislav; Ritsch, Elmar; Riu, Imma; Rizatdinova, Flera; Rizvi, Eram; Robertson, Steven; Robichaud-Veronneau, Andree; Robinson, Dave; Robinson, James; Robson, Aidan; Roda, Chiara; Roe, Shaun; Røhne, Ole; Rolli, Simona; Romaniouk, Anatoli; Romano, Marino; Romano Saez, Silvestre Marino; Romero Adam, Elena; Rompotis, Nikolaos; Ronzani, Manfredi; Roos, Lydia; Ros, Eduardo; Rosati, Stefano; Rosbach, Kilian; Rose, Peyton; Rosendahl, Peter Lundgaard; Rosenthal, Oliver; Rossetti, Valerio; Rossi, Elvira; Rossi, Leonardo Paolo; Rosten, Rachel; Rotaru, Marina; Roth, Itamar; Rothberg, Joseph; Rousseau, David; Royon, Christophe; Rozanov, Alexandre; Rozen, Yoram; Ruan, Xifeng; Rubbo, Francesco; Rubinskiy, Igor; Rud, Viacheslav; Rudolph, Christian; Rudolph, Matthew Scott; Rühr, Frederik; Ruiz-Martinez, Aranzazu; Rurikova, Zuzana; Rusakovich, Nikolai; Ruschke, Alexander; Russell, Heather; Rutherfoord, John; Ruthmann, Nils; Ryabov, Yury; Rybar, Martin; Rybkin, Grigori; Ryder, Nick; Saavedra, Aldo; Sabato, Gabriele; Sacerdoti, Sabrina; Saddique, Asif; Sadrozinski, Hartmut; Sadykov, Renat; Safai Tehrani, Francesco; Saimpert, Matthias; Saito, Tomoyuki; Sakamoto, Hiroshi; Sakurai, Yuki; Salamanna, Giuseppe; Salamon, Andrea; Saleem, Muhammad; Salek, David; Sales De Bruin, Pedro Henrique; Salihagic, Denis; Salnikov, Andrei; Salt, José; Salvatore, Daniela; Salvatore, Pasquale Fabrizio; Salvucci, Antonio; Salzburger, Andreas; Sammel, Dirk; Sampsonidis, Dimitrios; Sanchez, Arturo; Sánchez, Javier; Sanchez Martinez, Victoria; Sandaker, Heidi; Sandbach, Ruth Laura; Sander, Heinz Georg; Sanders, Michiel; Sandhoff, Marisa; Sandoval, Carlos; Sandstroem, Rikard; Sankey, Dave; Sannino, Mario; Sansoni, Andrea; Santoni, Claudio; Santonico, Rinaldo; Santos, Helena; Santoyo Castillo, Itzebelt; Sapp, Kevin; Sapronov, Andrey; Saraiva, João; Sarrazin, Bjorn; Sasaki, Osamu; Sasaki, Yuichi; Sato, Koji; Sauvage, Gilles; Sauvan, Emmanuel; Savage, Graham; Savard, Pierre; Sawyer, Craig; Sawyer, Lee; Saxon, James; Sbarra, Carla; Sbrizzi, Antonio; Scanlon, Tim; Scannicchio, Diana; Scarcella, Mark; Scarfone, Valerio; Schaarschmidt, Jana; Schacht, Peter; Schaefer, Douglas; Schaefer, Ralph; Schaeffer, Jan; Schaepe, Steffen; Schaetzel, Sebastian; Schäfer, Uli; Schaffer, Arthur; Schaile, Dorothee; Schamberger, R Dean; Scharf, Veit; Schegelsky, Valery; Scheirich, Daniel; Schernau, Michael; Schiavi, Carlo; Schillo, Christian; Schioppa, Marco; Schlenker, Stefan; Schmidt, Evelyn; Schmieden, Kristof; Schmitt, Christian; Schmitt, Sebastian; Schmitt, Stefan; Schneider, Basil; Schnellbach, Yan Jie; Schnoor, Ulrike; Schoeffel, Laurent; Schoening, Andre; Schoenrock, Bradley Daniel; Schopf, Elisabeth; Schorlemmer, Andre Lukas; Schott, Matthias; Schouten, Doug; Schovancova, Jaroslava; Schramm, Steven; Schreyer, Manuel; Schroeder, Christian; Schuh, Natascha; Schultens, Martin Johannes; Schultz-Coulon, Hans-Christian; Schulz, Holger; Schumacher, Markus; Schumm, Bruce; Schune, Philippe; Schwanenberger, Christian; Schwartzman, Ariel; Schwarz, Thomas Andrew; Schwegler, Philipp; Schweiger, Hansdieter; Schwemling, Philippe; Schwienhorst, Reinhard; Schwindling, Jerome; Schwindt, Thomas; Sciacca, Gianfranco; Scifo, Estelle; Sciolla, Gabriella; Scuri, Fabrizio; Scutti, Federico; Searcy, Jacob; Sedov, George; Sedykh, Evgeny; Seema, Pienpen; Seidel, Sally; Seiden, Abraham; Seifert, Frank; Seixas, José; Sekhniaidze, Givi; Sekhon, Karishma; Sekula, Stephen; Seliverstov, Dmitry; Semprini-Cesari, Nicola; Serfon, Cedric; Serin, Laurent; Serkin, Leonid; Serre, Thomas; Sessa, Marco; Seuster, Rolf; Severini, Horst; Sfiligoj, Tina; Sforza, Federico; Sfyrla, Anna; Shabalina, Elizaveta; Shamim, Mansoora; Shan, Lianyou; Shang, Ruo-yu; Shank, James; Shapiro, Marjorie; Shatalov, Pavel; Shaw, Kate; Shaw, Savanna Marie; Shcherbakova, Anna; Shehu, Ciwake Yusufu; Sherwood, Peter; Shi, Liaoshan; Shimizu, Shima; Shimmin, Chase Owen; Shimojima, Makoto; Shiyakova, Mariya; Shmeleva, Alevtina; Shoaleh Saadi, Diane; Shochet, Mel; Shojaii, Seyedruhollah; Shrestha, Suyog; Shulga, Evgeny; Shupe, Michael; Shushkevich, Stanislav; Sicho, Petr; Sidebo, Per Edvin; Sidiropoulou, Ourania; Sidorov, Dmitri; Sidoti, Antonio; Siegert, Frank; Sijacki, Djordje; Silva, José; Silver, Yiftah; Silverstein, Samuel; Simak, Vladislav; Simard, Olivier; Simic, Ljiljana; Simion, Stefan; Simioni, Eduard; Simmons, Brinick; Simon, Dorian; Simoniello, Rosa; Sinervo, Pekka; Sinev, Nikolai; Sioli, Maximiliano; Siragusa, Giovanni; Sisakyan, Alexei; Sivoklokov, Serguei; Sjölin, Jörgen; Sjursen, Therese; Skinner, Malcolm Bruce; Skottowe, Hugh Philip; Skubic, Patrick; Slater, Mark; Slavicek, Tomas; Slawinska, Magdalena; Sliwa, Krzysztof; Smakhtin, Vladimir; Smart, Ben; Smestad, Lillian; Smirnov, Sergei; Smirnov, Yury; Smirnova, Lidia; Smirnova, Oxana; Smith, Matthew; Smith, Russell; Smizanska, Maria; Smolek, Karel; Snesarev, Andrei; Snidero, Giacomo; Snyder, Scott; Sobie, Randall; Socher, Felix; Soffer, Abner; Soh, Dart-yin; Solans, Carlos; Solar, Michael; Solc, Jaroslav; Soldatov, Evgeny; Soldevila, Urmila; Solodkov, Alexander; Soloshenko, Alexei; Solovyanov, Oleg; Solovyev, Victor; Sommer, Philip; Song, Hong Ye; Soni, Nitesh; Sood, Alexander; Sopczak, Andre; Sopko, Bruno; Sopko, Vit; Sorin, Veronica; Sosa, David; Sosebee, Mark; Sotiropoulou, Calliope Louisa; Soualah, Rachik; Soukharev, Andrey; South, David; Sowden, Benjamin; Spagnolo, Stefania; Spalla, Margherita; Spanò, Francesco; Spearman, William Robert; Sperlich, Dennis; Spettel, Fabian; Spighi, Roberto; Spigo, Giancarlo; Spiller, Laurence Anthony; Spousta, Martin; Spreitzer, Teresa; St Denis, Richard Dante; Staerz, Steffen; Stahlman, Jonathan; Stamen, Rainer; Stamm, Soren; Stanecka, Ewa; Stanescu, Cristian; Stanescu-Bellu, Madalina; Stanitzki, Marcel Michael; Stapnes, Steinar; Starchenko, Evgeny; Stark, Jan; Staroba, Pavel; Starovoitov, Pavel; Staszewski, Rafal; Stavina, Pavel; Steinberg, Peter; Stelzer, Bernd; Stelzer, Harald Joerg; Stelzer-Chilton, Oliver; Stenzel, Hasko; Stewart, Graeme; Stillings, Jan Andre; Stockton, Mark; Stoebe, Michael; Stoicea, Gabriel; Stolte, Philipp; Stonjek, Stefan; Stradling, Alden; Straessner, Arno; Stramaglia, Maria Elena; Strandberg, Jonas; Strandberg, Sara; Strandlie, Are; Strauss, Emanuel; Strauss, Michael; Strizenec, Pavol; Ströhmer, Raimund; Strom, David; Stroynowski, Ryszard; Strubig, Antonia; Stucci, Stefania Antonia; Stugu, Bjarne; Styles, Nicholas Adam; Su, Dong; Su, Jun; Subramaniam, Rajivalochan; Succurro, Antonella; Sugaya, Yorihito; Suhr, Chad; Suk, Michal; Sulin, Vladimir; Sultansoy, Saleh; Sumida, Toshi; Sun, Siyuan; Sun, Xiaohu; Sundermann, Jan Erik; Suruliz, Kerim; Susinno, Giancarlo; Sutton, Mark; Suzuki, Shota; Svatos, Michal; Swedish, Stephen; Swiatlowski, Maximilian; Sykora, Ivan; Sykora, Tomas; Ta, Duc; Taccini, Cecilia; Tackmann, Kerstin; Taenzer, Joe; Taffard, Anyes; Tafirout, Reda; Taiblum, Nimrod; Takai, Helio; Takashima, Ryuichi; Takeda, Hiroshi; Takeshita, Tohru; Takubo, Yosuke; Talby, Mossadek; Talyshev, Alexey; Tam, Jason; Tan, Kong Guan; Tanaka, Junichi; Tanaka, Reisaburo; Tanaka, Shuji; Tannenwald, Benjamin Bordy; Tannoury, Nancy; Tapprogge, Stefan; Tarem, Shlomit; Tarrade, Fabien; Tartarelli, Giuseppe Francesco; Tas, Petr; Tasevsky, Marek; Tashiro, Takuya; Tassi, Enrico; Tavares Delgado, Ademar; Tayalati, Yahya; Taylor, Frank; Taylor, Geoffrey; Taylor, Wendy; Teischinger, Florian Alfred; Teixeira Dias Castanheira, Matilde; Teixeira-Dias, Pedro; Temming, Kim Katrin; Ten Kate, Herman; Teng, Ping-Kun; Teoh, Jia Jian; Tepel, Fabian-Phillipp; Terada, Susumu; Terashi, Koji; Terron, Juan; Terzo, Stefano; Testa, Marianna; Teuscher, Richard; Theveneaux-Pelzer, Timothée; Thomas, Juergen; Thomas-Wilsker, Joshuha; Thompson, Emily; Thompson, Paul; Thompson, Ray; Thompson, Stan; Thomsen, Lotte Ansgaard; Thomson, Evelyn; Thomson, Mark; Thun, Rudolf; Tibbetts, Mark James; Ticse Torres, Royer Edson; Tikhomirov, Vladimir; Tikhonov, Yury; Timoshenko, Sergey; Tiouchichine, Elodie; Tipton, Paul; Tisserant, Sylvain; Todome, Kazuki; Todorov, Theodore; Todorova-Nova, Sharka; Tojo, Junji; Tokár, Stanislav; Tokushuku, Katsuo; Tollefson, Kirsten; Tolley, Emma; Tomlinson, Lee; Tomoto, Makoto; Tompkins, Lauren; Toms, Konstantin; Torrence, Eric; Torres, Heberth; Torró Pastor, Emma; Toth, Jozsef; Touchard, Francois; Tovey, Daniel; Trefzger, Thomas; Tremblet, Louis; Tricoli, Alessandro; Trigger, Isabel Marian; Trincaz-Duvoid, Sophie; Tripiana, Martin; Trischuk, William; Trocmé, Benjamin; Troncon, Clara; Trottier-McDonald, Michel; Trovatelli, Monica; True, Patrick; Truong, Loan; Trzebinski, Maciej; Trzupek, Adam; Tsarouchas, Charilaos; Tseng, Jeffrey; Tsiareshka, Pavel; Tsionou, Dimitra; Tsipolitis, Georgios; Tsirintanis, Nikolaos; Tsiskaridze, Shota; Tsiskaridze, Vakhtang; Tskhadadze, Edisher; Tsukerman, Ilya; Tsulaia, Vakhtang; Tsuno, Soshi; Tsybychev, Dmitri; Tudorache, Alexandra; Tudorache, Valentina; Tuna, Alexander Naip; Tupputi, Salvatore; Turchikhin, Semen; Turecek, Daniel; Turra, Ruggero; Turvey, Andrew John; Tuts, Michael; Tykhonov, Andrii; Tylmad, Maja; Tyndel, Mike; Ueda, Ikuo; Ueno, Ryuichi; Ughetto, Michael; Ugland, Maren; Uhlenbrock, Mathias; Ukegawa, Fumihiko; Unal, Guillaume; Undrus, Alexander; Unel, Gokhan; Ungaro, Francesca; Unno, Yoshinobu; Unverdorben, Christopher; Urban, Jozef; Urquijo, Phillip; Urrejola, Pedro; Usai, Giulio; Usanova, Anna; Vacavant, Laurent; Vacek, Vaclav; Vachon, Brigitte; Valderanis, Chrysostomos; Valencic, Nika; Valentinetti, Sara; Valero, Alberto; Valery, Loic; Valkar, Stefan; Valladolid Gallego, Eva; Vallecorsa, Sofia; Valls Ferrer, Juan Antonio; Van Den Wollenberg, Wouter; Van Der Deijl, Pieter; van der Geer, Rogier; van der Graaf, Harry; Van Der Leeuw, Robin; van Eldik, Niels; van Gemmeren, Peter; Van Nieuwkoop, Jacobus; van Vulpen, Ivo; van Woerden, Marius Cornelis; Vanadia, Marco; Vandelli, Wainer; Vanguri, Rami; Vaniachine, Alexandre; Vannucci, Francois; Vardanyan, Gagik; Vari, Riccardo; Varnes, Erich; Varol, Tulin; Varouchas, Dimitris; Vartapetian, Armen; Varvell, Kevin; Vazeille, Francois; Vazquez Schroeder, Tamara; Veatch, Jason; Veloce, Laurelle Maria; Veloso, Filipe; Velz, Thomas; Veneziano, Stefano; Ventura, Andrea; Ventura, Daniel; Venturi, Manuela; Venturi, Nicola; Venturini, Alessio; Vercesi, Valerio; Verducci, Monica; Verkerke, Wouter; Vermeulen, Jos; Vest, Anja; Vetterli, Michel; Viazlo, Oleksandr; Vichou, Irene; Vickey, Trevor; Vickey Boeriu, Oana Elena; Viehhauser, Georg; Viel, Simon; Vigne, Ralph; Villa, Mauro; Villaplana Perez, Miguel; Vilucchi, Elisabetta; Vincter, Manuella; Vinogradov, Vladimir; Vivarelli, Iacopo; Vives Vaque, Francesc; Vlachos, Sotirios; Vladoiu, Dan; Vlasak, Michal; Vogel, Marcelo; Vokac, Petr; Volpi, Guido; Volpi, Matteo; von der Schmitt, Hans; von Radziewski, Holger; von Toerne, Eckhard; Vorobel, Vit; Vorobev, Konstantin; Vos, Marcel; Voss, Rudiger; Vossebeld, Joost; Vranjes, Nenad; Vranjes Milosavljevic, Marija; Vrba, Vaclav; Vreeswijk, Marcel; Vuillermet, Raphael; Vukotic, Ilija; Vykydal, Zdenek; Wagner, Peter; Wagner, Wolfgang; Wahlberg, Hernan; Wahrmund, Sebastian; Wakabayashi, Jun; Walder, James; Walker, Rodney; Walkowiak, Wolfgang; Wang, Chao; Wang, Fuquan; Wang, Haichen; Wang, Hulin; Wang, Jike; Wang, Jin; Wang, Kuhan; Wang, Rui; Wang, Song-Ming; Wang, Tan; Wang, Xiaoxiao; Wanotayaroj, Chaowaroj; Warburton, Andreas; Ward, Patricia; Wardrope, David Robert; Warsinsky, Markus; Washbrook, Andrew; Wasicki, Christoph; Watkins, Peter; Watson, Alan; Watson, Ian; Watson, Miriam; Watts, Gordon; Watts, Stephen; Waugh, Ben; Webb, Samuel; Weber, Michele; Weber, Stefan Wolf; Webster, Jordan S; Weidberg, Anthony; Weinert, Benjamin; Weingarten, Jens; Weiser, Christian; Weits, Hartger; Wells, Phillippa; Wenaus, Torre; Wengler, Thorsten; Wenig, Siegfried; Wermes, Norbert; Werner, Matthias; Werner, Per; Wessels, Martin; Wetter, Jeffrey; Whalen, Kathleen; Wharton, Andrew Mark; White, Andrew; White, Martin; White, Ryan; White, Sebastian; Whiteson, Daniel; Wickens, Fred; Wiedenmann, Werner; Wielers, Monika; Wienemann, Peter; Wiglesworth, Craig; Wiik-Fuchs, Liv Antje Mari; Wildauer, Andreas; Wilkens, Henric George; Williams, Hugh; Williams, Sarah; Willis, Christopher; Willocq, Stephane; Wilson, Alan; Wilson, John; Wingerter-Seez, Isabelle; Winklmeier, Frank; Winter, Benedict Tobias; Wittgen, Matthias; Wittkowski, Josephine; Wollstadt, Simon Jakob; Wolter, Marcin Wladyslaw; Wolters, Helmut; Wosiek, Barbara; Wotschack, Jorg; Woudstra, Martin; Wozniak, Krzysztof; Wu, Mengqing; Wu, Miles; Wu, Sau Lan; Wu, Xin; Wu, Yusheng; Wyatt, Terry Richard; Wynne, Benjamin; Xella, Stefania; Xu, Da; Xu, Lailin; Yabsley, Bruce; Yacoob, Sahal; Yakabe, Ryota; Yamada, Miho; Yamaguchi, Yohei; Yamamoto, Akira; Yamamoto, Shimpei; Yamanaka, Takashi; Yamauchi, Katsuya; Yamazaki, Yuji; Yan, Zhen; Yang, Haijun; Yang, Hongtao; Yang, Yi; Yao, Weiming; Yasu, Yoshiji; Yatsenko, Elena; Yau Wong, Kaven Henry; Ye, Jingbo; Ye, Shuwei; Yeletskikh, Ivan; Yen, Andy L; Yildirim, Eda; Yorita, Kohei; Yoshida, Rikutaro; Yoshihara, Keisuke; Young, Charles; Young, Christopher John; Youssef, Saul; Yu, David Ren-Hwa; Yu, Jaehoon; Yu, Jiaming; Yu, Jie; Yuan, Li; Yuen, Stephanie P; Yurkewicz, Adam; Yusuff, Imran; Zabinski, Bartlomiej; Zaidan, Remi; Zaitsev, Alexander; Zalieckas, Justas; Zaman, Aungshuman; Zambito, Stefano; Zanello, Lucia; Zanzi, Daniele; Zeitnitz, Christian; Zeman, Martin; Zemla, Andrzej; Zengel, Keith; Zenin, Oleg; Ženiš, Tibor; Zerwas, Dirk; Zhang, Dongliang; Zhang, Fangzhou; Zhang, Huijun; Zhang, Jinlong; Zhang, Lei; Zhang, Ruiqi; Zhang, Xueyao; Zhang, Zhiqing; Zhao, Xiandong; Zhao, Yongke; Zhao, Zhengguo; Zhemchugov, Alexey; Zhong, Jiahang; Zhou, Bing; Zhou, Chen; Zhou, Lei; Zhou, Li; Zhou, Ning; Zhu, Cheng Guang; Zhu, Hongbo; Zhu, Junjie; Zhu, Yingchun; Zhuang, Xuai; Zhukov, Konstantin; Zibell, Andre; Zieminska, Daria; Zimine, Nikolai; Zimmermann, Christoph; Zimmermann, Stephanie; Zinonos, Zinonas; Zinser, Markus; Ziolkowski, Michael; Živković, Lidija; Zobernig, Georg; Zoccoli, Antonio; zur Nedden, Martin; Zurzolo, Giovanni; Zwalinski, Lukasz
2015-07-31
This Letter reports a measurement of the exclusive $\\gamma\\gamma\\rightarrow \\ell^+\\ell^- (\\ell=e, \\mu)$ cross-section in proton--proton collisions at a centre-of-mass energy of 7 TeV by the ATLAS experiment at the LHC, based on an integrated luminosity of $4.6$ fb$^{-1}$. For the electron or muon pairs satisfying exclusive selection criteria, a fit to the dilepton acoplanarity distribution is used to extract the fiducial cross-sections. The cross-section in the electron channel is determined to be $\\sigma_{\\gamma\\gamma\\rightarrow e^+e^-}^{\\mathrm{excl.}} = 0.428 \\pm 0.035 (\\mathrm{stat.}) \\pm 0.018 (\\mathrm{syst.})$ pb for a phase-space region with invariant mass of the electron pairs greater than 24 GeV, in which both electrons have transverse momentum $p_\\mathrm{T}>12$ GeV and pseudorapidity $|\\eta|10$ GeV and pseudorapidity $|\\eta|<2.4$, the cross-section is determined to be $\\sigma_{\\gamma\\gamma\\rightarrow \\mu^+\\mu^- }^{\\mathrm{excl.}} = 0.628 \\pm 0.032 (\\mathrm{stat.}) \\pm 0.021 (\\mathrm{syst.})$ pb. ...
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Studying W‧ boson contributions in \\bar{B} \\rightarrow {D}^{(* )}{{\\ell }}^{-}{\\bar{\
Wang, Yi-Long; Wei, Bin; Sheng, Jin-Huan; Wang, Ru-Min; Yang, Ya-Dong
2018-05-01
Recently, the Belle collaboration reported the first measurement of the τ lepton polarization P τ (D*) in \\bar{B}\\to {D}* {τ }-{\\bar{ν }}τ decay and a new measurement of the rate of the branching ratios R(D*), which are consistent with the Standard Model (SM) predictions. These could be used to constrain the New Physics (NP) beyond the SM. In this paper, we probe \\bar{B}\\to {D}(* ){{\\ell }}-{\\bar{ν }}{\\ell } (ℓ = e, μ, τ) decays in the model-independent way and in the specific G(221) models with lepton flavour universality. Considering the theoretical uncertainties and the experimental errors at the 95% C.L., we obtain the quite strong bounds on the model-independent parameters {C}{{LL}}{\\prime },{C}{{LR}}{\\prime },{C}{{RR}}{\\prime },{C}{{RL}}{\\prime },{g}V,{g}A,{g}V{\\prime },{g}A{\\prime } and the specific G(221) model parameter rates. We find that the constrained NP couplings have no obvious effects on all (differential) branching ratios and their rates, nevertheless, many NP couplings have very large effects on the lepton spin asymmetries of \\bar{B}\\to {D}(* ){{\\ell }}-{\\bar{ν }}{\\ell } decays and the forward–backward asymmetries of \\bar{B}\\to {D}* {{\\ell }}-{\\bar{ν }}{\\ell }. So we expect precision measurements of these observables would be researched by LHCb and Belle-II.
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Albeg, Loren Jennifer
2013-01-01
Latino adolescents, especially English language learners (ELLs) are considered to be a highly vulnerable group in our schools today. Despite their apparent need for additional social-emotional and academic learning (SEAL) supports, there is very little research to inform the type of cultural modifications (if any) needed to make SEAL interventions more appropriate for this population. Accordingly, this study focused on identifying the effects of acculturative stress (a culturally specific str...
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Zannou, Yetunde Mobola
In Texas, nearly half of all new teachers are alternatively certified (AC) whilst English language learners (ELL) are over one-third of the public school population in some districts. As this trend continues, the likelihood that AC teachers will teach ELLs increases and alters what Texas teachers must know upon entering the classroom. This research explores teacher knowledge and beliefs about teaching ELLs through constructivist and narrative lenses. Four AC science teachers in two diverse school districts participated in in-depth interviews and reflective interviews following classroom observations to answer the research questions: (1) how do AC teachers describe and interpret their acts of teaching ELLs in mainstream classrooms; and (2) how do AC teachers describe and interpret their learning to teach ELLs in mainstream classrooms. Data were transcribed and analyzed using thematic narrative methods. This study found that participants saw ELL instruction as: (1) "just good teaching" strategies, (2) consisting primarily of cultural awareness and consideration for student comfort, and (3) less necessary in science where all students must learn the language. The most experienced teacher was the only participant to reference specific linguistic knowledge in describing ELL instruction. Many of the teachers described their work with ELL students as giving them an opportunity to improve their lives, which was consistent with their overall teaching philosophy and reason for entering the profession. Participant narratives about learning to teach ELLs described personal experience and person-to-person discussions as primary resources of knowledge. District support was generally described as unhelpful or incomplete. Participants portrayed their AC program as helpful in preparing them to work with ELL students, but everyone desired more relevant information from the program and more grade-appropriate strategies from the district. Participant narratives reveal AC teachers
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Goodwin, Amanda P.; Huggins, A. Corinne; Carlo, Maria; Malabonga, Valerie; Kenyon, Dorry; Louguit, Mohammed; August, Diane
2012-01-01
This study describes the development and validation of the Extract the Base test (ETB), which assesses derivational morphological awareness. Scores on this test were validated for 580 monolingual students and 373 Spanish-speaking English language learners (ELLs) in third through fifth grade. As part of the validation of the internal structure,…
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Ask-Elle: an adaptable programming tutor for Haskell giving automated feedback
Gerdes, Alex; Heeren, Bastiaan; Jeuring, J.T.; Binsbergen, Thomas van
2015-01-01
Ask-Elle is a tutor for learning the higher-order, strongly-typed functional programming language Haskell. It supports the stepwise development of Haskell programs by verifying the correctness of incomplete programs, and by providing hints. Programming exercises are added to Ask-Elle by providing a
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Ask-Elle: an Adaptable Programming Tutor for Haskell Giving Automated Feedback
Gerdes, A.; Heeren, B.J.; Jeuring, J.T.; Binsbergen, Thomas~van
2017-01-01
Ask-Elle is a tutor for learning the higher-order, strongly-typed functional programming language Haskell. It supports the stepwise development of Haskell programs by verifying the correctness of incomplete programs, and by providing hints. Programming exercises are added to Ask-Elle by providing a
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CMS Collaboration
2017-01-01
A search for heavy resonances decaying into a pair of vector bosons is performed in the $2\\ell2\\mathrm{q}$ final state using $12.9~\\mathrm{fb}^{-1}$ of data collected in 2016 by the CMS experiment at the LHC in proton-proton collisions with a center-of-mass energy of $\\sqrt{s}=13~\\mathrm{TeV}$. The final state probed involves the leptonic decay of a $\\mathrm{Z}$ boson ($\\mathrm{Z} \\to \\ell \\ell$, with $\\ell = \\mathrm{e},\\mu$), while the other vector boson $\\mathrm{W}$ is reconstructed from high-momentum quark pairs detected as a single massive jet. The discriminating power of the jet mass distribution and jet substructure are exploited to suppress the amount of background from known standard model processes. The search is performed in the boosted regime for resonances with mass larger than $600~\\mathrm{GeV}$ up to $3000~\\mathrm{GeV}$. The result is consistent with the standard model prediction and upper limits on the production cross section for spin-1 resonances are derived as a function of the resonance mas...
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Ask-Elle: An Adaptable Programming Tutor for Haskell Giving Automated Feedback
Gerdes, Alex; Heeren, Bastiaan; Jeuring, Johan; van Binsbergen, L. Thomas
2017-01-01
Ask-Elle is a tutor for learning the higher-order, strongly-typed functional programming language Haskell. It supports the stepwise development of Haskell programs by verifying the correctness of incomplete programs, and by providing hints. Programming exercises are added to Ask-Elle by providing a task description for the exercise, one or more…
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Crosley, Haver
This research was designed to determine the relative effectiveness of a Multi-sensory Instructional Package (MIP) (Dunn & Dunn, 1992) versus Traditional Teaching (TT) on the science achievement- and attitude-test scores of middle-school English Language Learner (ELL) and English-speaking sixth-, seventh-, and eighth-grade middle-school students. The dependent variables were students' science- and attitude-test scores. The independent variables were the two instructional strategies, ELL and English-speaking (Non-ELL) status, and three grade levels. The sample consisted of 282 sixth-, seventh-, and eighth-grade ELL and Non-ELL middle-school students. Learning Styles: The Clue to You! (LS: CY) (Burke & Dunn, 1998) was administered to determine learning-style preferences. The control groups were taught sixth-, seventh-, and eighth-grade science lessons traditionally and the experimental groups were instructed on the same units using MIPs. The Semantic Differential Scale (SDS) (Pizzo, 1981) was administered to reveal attitudinal differences. All three groups experienced both traditional and multi-sensory instruction in all three sub-units. The data subjected to statistical analyses supported the use of an MIP rather than a traditional approach for teaching science content to both ELLs and English-speaking middle-school students. Analysis of variance (ANOVA) revealed a positive and significant impact on achievement scores. Furthermore, the students indicated significantly more positive attitudes when instructed with an MIP approach.
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Directory of Open Access Journals (Sweden)
Jason C. Immekus
2016-09-01
Full Text Available Student effort on large-scale assessments has important implications on the interpretation and use of scores to guide decisions. Within the United States, English Language Learners (ELLs generally are outperformed on large-scale assessments by non-ELLs, prompting research to examine factors associated with test performance. There is a gap in the literature regarding the test-taking motivation of ELLs compared to non-ELLs and whether existing measures have similar psychometric properties across groups. The Student Opinion Survey (SOS; Sundre, 2007 was designed to be administered after completion of a large-scale assessment to operationalize students’ test-taking motivation. Based on data obtained on 5,257 (41.8% ELL 10th grade students, study purpose was to test the measurement invariance of the SOS across ELLs and non-ELLs based on completion of low- and high-stakes assessments. Preliminary item analyses supported the removal of two SOS items (Items 3 and 7 that resulted in improved internal consistency for each of the two SOS subscales: Importance, Effort. A subsequent multi-sample confirmatory factor analysis (MCFA supported the measurement invariance of the scale’s two-factor model across language groups, indicating it met strict factorial invariance (Meredith 1993. A follow-up latent means analysis found that ELLs had higher effort on both the low- and high-stakes assessment with a small effect size. Effect size estimates indicated negligible differences on the importance factor. Although the instrument can be expected to function similarly across diverse language groups, which may have direct utility of test users and research into factors associated with large-scale test performance, continued research is recommended. Implications for SOS use in applied and research settings are discussed.
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Learners' experiences of learning support in selected Western Cape schools
Directory of Open Access Journals (Sweden)
Olaniyi Bojuwoye
2014-01-01
Full Text Available The study explored Western Cape primary and secondary school learners' experiences regarding the provision and utilization of support services for improving learning. A qualitative interpretive approach was adopted and data gathered through focus group interviews involving 90 learners. Results revealed that learners received and utilized various forms of learning support from their schools, teachers, and peers. The learning support assisted in meeting learners' academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners' self-esteem and improving learners' academic performance.
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Hypercyclic operators on algebra of symmetric snalytic functions on $\\ell_p$
Directory of Open Access Journals (Sweden)
Z. H. Mozhyrovska
2016-06-01
Full Text Available In the paper, it is proposed a method of construction of hypercyclic composition operators on $H(\\mathbb{C}^n$ using polynomial automorphisms of $\\mathbb{C}^n$ and symmetric analytic functions on $\\ell_p.$ In particular, we show that an ``symmetric translation'' operator is hypercyclic on a Frechet algebra of symmetric entire functions on $\\ell_p$ which are bounded on bounded subsets.
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Fufa, Temesgen D; Byun, Jung S; Wakano, Clay; Fernandez, Alfonso G; Pise-Masison, Cynthia A; Gardner, Kevin
2015-09-11
The eleven-nineteen lysine-rich leukemia protein (ELL) is a key regulator of RNA polymerase II mediated transcription. ELL facilitates RNA polymerase II transcription pause site entry and release by dynamically interacting with p300 and the positive transcription elongation factor b (P-TEFb). In this study, we investigated the role of ELL during the HTLV-1 Tax oncogene induced transactivation. We show that ectopic expression of Tax enhances ELL incorporation into p300 and P-TEFb containing transcriptional complexes and the subsequent recruitment of these complexes to target genes in vivo. Depletion of ELL abrogates Tax induced transactivation of the immediate early genes Fos, Egr2 and NF-kB, suggesting that ELL is an essential cellular cofactor of the Tax oncogene. Thus, our study identifies a novel mechanism of ELL-dependent transactivation of immediate early genes by Tax and provides the rational for further defining the genome-wide targets of Tax and ELL. Published by Elsevier Inc.
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Shaw, Jerome M.; Lyon, Edward G.; Stoddart, Trish; Mosqueda, Eduardo; Menon, Preetha
2014-08-01
This paper present findings from a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers. To study the project's impact on student learning, we administered a pre and post assessment to students (N = 191) of nine first year elementary teachers (grades 3 through 6) who experienced the intervention and who taught a common science unit. Preliminary results indicate that (1) student learning improved across all categories (science concepts, writing, and vocabulary)—although the effect varied by category, and (2) English Language Learner (ELL) learning gains were on par with non-ELLs, with differences across proficiency levels for vocabulary gain scores. These results warrant further analyses to understand the extent to which the intervention improved teacher practice and student learning. This study confirms the findings of previous research that the integration of science language and literacy practices can improve ELL achievement in science concepts, writing and vocabulary. In addition, the study indicates that it is possible to begin to link the practices taught in pre-service teacher preparation to novice teacher practice and student learning outcomes.
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Brown, Barbara J.
2013-01-01
The researcher investigated teacher factors contributing to English language arts (ELA) achievement of English language learners (ELLs) over 2 consecutive years, in high and low performing elementary schools with a Hispanic/Latino student population greater than or equal to 30 percent. These factors included personal teacher efficacy, teacher…
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Directory of Open Access Journals (Sweden)
Xiaonan Qiu
2017-03-01
Full Text Available Elongation factor, RNA polymerase II, 2 (ELL2 is expressed and regulated by androgens in the prostate. ELL2 and ELL-associated factor 2 (EAF2 form a stable complex, and their orthologs in Caenorhabditis elegans appear to be functionally similar. In C. elegans, the EAF2 ortholog eaf-1 was reported to interact with the retinoblastoma (RB pathway to control development and fertility in worms. Because RB loss is frequent in prostate cancer, ELL2 interaction with RB might be important for prostate homeostasis. The present study explored physical and functional interaction of ELL2 with RB in prostate cancer. ELL2 expression in human prostate cancer specimens was detected using quantitative polymerase chain reaction coupled with laser capture microdissection. Co-immunoprecipitation coupled with deletion mutagenesis was used to determine ELL2 association with RB. Functional interaction between ELL2 and RB was tested using siRNA knockdown, BrdU incorporation, Transwell, and/or invasion assays in LNCaP, C4-2, and 22Rv1 prostate cancer cells. ELL2 expression was downregulated in high–Gleason score prostate cancer specimens. ELL2 could be bound and stabilized by RB, and this interaction was mediated through the N-terminus of ELL2 and the C-terminus of RB. Concurrent siRNA knockdown of ELL2 and RB enhanced cell proliferation, migration, and invasion as compared to knockdown of ELL2 or RB alone in prostate cancer cells. ELL2 and RB can interact physically and functionally to suppress prostate cancer progression.
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Receiving right/wrong feedback: consequences for learning.
Fazio, Lisa K; Huelser, Barbie J; Johnson, Aaron; Marsh, Elizabeth J
2010-04-01
Prior work suggests that receiving feedback that one's response was correct or incorrect (right/wrong feedback) does not help learners, as compared to not receiving any feedback at all (Pashler, Cepeda, Wixted, & Rohrer, 2005). In three experiments we examined the generality of this conclusion. Right/wrong feedback did not aid error correction, regardless of whether participants learned facts embedded in prose (Experiment 1) or translations of foreign vocabulary (Experiment 2). While right/wrong feedback did not improve the overall retention of correct answers (Experiments 1 and 2), it facilitated retention of low-confidence correct answers (Experiment 3). Reviewing the original materials was very useful to learners, but this benefit was similar after receiving either right/wrong feedback or no feedback (Experiments 1 and 2). Overall, right/wrong feedback conveys some information to the learner, but is not nearly as useful as being told the correct answer or having the chance to review the to-be-learned materials.
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The Status of Pragmatics among Iranian EFL Learners
Mohammad-Bagheri, Mehri
2015-01-01
The present study attempted to investigate the status of pragmatics among Iranian EFL learners. Status of pragmatics was analyzed in terms of the amount of pragmatic knowledge EFL learners believed to have and the amount of pragmatic knowledge they believed to receive from teachers, classmates, course books, and exams. Additionally, attempts were…
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Sirunyan, Albert M; CMS Collaboration; Adam, Wolfgang; Ambrogi, Federico; Asilar, Ece; Bergauer, Thomas; Brandstetter, Johannes; Brondolin, Erica; Dragicevic, Marko; Erö, Janos; Escalante Del Valle, Alberto; Flechl, Martin; Fruehwirth, Rudolf; Ghete, Vasile Mihai; Hrubec, Josef; Jeitler, Manfred; Krammer, Natascha; Krätschmer, Ilse; Liko, Dietrich; Madlener, Thomas; Mikulec, Ivan; Rad, Navid; Rohringer, Herbert; Schieck, Jochen; Schöfbeck, Robert; Spanring, Markus; Spitzbart, Daniel; Taurok, Anton; Waltenberger, Wolfgang; Wittmann, Johannes; Wulz, Claudia-Elisabeth; Zarucki, Mateusz; Chekhovsky, Vladimir; Mossolov, Vladimir; Suarez Gonzalez, Juan; De Wolf, Eddi A; Di Croce, Davide; Janssen, Xavier; Lauwers, Jasper; Pieters, Maxim; Van De Klundert, Merijn; Van Haevermaet, Hans; Van Mechelen, Pierre; Van Remortel, Nick; Abu Zeid, Shimaa; Blekman, Freya; D'Hondt, Jorgen; De Bruyn, Isabelle; De Clercq, Jarne; Deroover, Kevin; Flouris, Giannis; Lontkovskyi, Denys; Lowette, Steven; Marchesini, Ivan; Moortgat, Seth; Moreels, Lieselotte; Python, Quentin; Skovpen, Kirill; Tavernier, Stefaan; Van Doninck, Walter; Van Mulders, Petra; Van Parijs, Isis; Beghin, Diego; Bilin, Bugra; Brun, Hugues; Clerbaux, Barbara; De Lentdecker, Gilles; Delannoy, Hugo; Dorney, Brian; Fasanella, Giuseppe; Favart, Laurent; Goldouzian, Reza; Grebenyuk, Anastasia; Kalsi, Amandeep Kaur; Lenzi, Thomas; Luetic, Jelena; Postiau, Nicolas; Starling, Elizabeth; Thomas, Laurent; Vander Velde, Catherine; Vanlaer, Pascal; Vannerom, David; Wang, Qun; Cornelis, Tom; Dobur, Didar; Fagot, Alexis; Gul, Muhammad; Khvastunov, Illia; Poyraz, Deniz; Roskas, Christos; Trocino, Daniele; Tytgat, Michael; Verbeke, Willem; Vermassen, Basile; Vit, Martina; Zaganidis, Nicolas; Bakhshiansohi, Hamed; Bondu, Olivier; Brochet, Sébastien; Bruno, Giacomo; Caputo, Claudio; David, Pieter; Delaere, Christophe; Delcourt, Martin; Francois, Brieuc; Giammanco, Andrea; Krintiras, Georgios; Lemaitre, Vincent; Magitteri, Alessio; Mertens, Alexandre; Musich, Marco; Piotrzkowski, Krzysztof; Saggio, Alessia; Vidal Marono, Miguel; Wertz, Sébastien; Zobec, Joze; Alves, Fábio Lúcio; Alves, Gilvan; Brito, Lucas; Correia Silva, Gilson; Hensel, Carsten; Moraes, Arthur; Pol, Maria Elena; Rebello Teles, Patricia; Belchior Batista Das Chagas, Ewerton; Carvalho, Wagner; Chinellato, Jose; Coelho, Eduardo; Melo Da Costa, Eliza; Da Silveira, Gustavo Gil; De Jesus Damiao, Dilson; De Oliveira Martins, Carley; Fonseca De Souza, Sandro; Malbouisson, Helena; Matos Figueiredo, Diego; Melo De Almeida, Miqueias; Mora Herrera, Clemencia; Mundim, Luiz; Nogima, Helio; Prado Da Silva, Wanda Lucia; Sanchez Rosas, Luis Junior; Santoro, Alberto; Sznajder, Andre; Thiel, Mauricio; Tonelli Manganote, Edmilson José; Torres Da Silva De Araujo, Felipe; Vilela Pereira, Antonio; Ahuja, Sudha; Bernardes, Cesar Augusto; Calligaris, Luigi; Tomei, Thiago; De Moraes Gregores, Eduardo; Mercadante, Pedro G; Novaes, Sergio F; Padula, Sandra; Romero Abad, David; Aleksandrov, Aleksandar; Hadjiiska, Roumyana; Iaydjiev, Plamen; Marinov, Andrey; Misheva, Milena; Rodozov, Mircho; Shopova, Mariana; Sultanov, Georgi; Dimitrov, Anton; Litov, Leander; Pavlov, Borislav; Petkov, Peicho; Fang, Wenxing; Gao, Xuyang; Yuan, Li; Ahmad, Muhammad; Bian, Jian-Guo; Chen, Guo-Ming; Chen, He-Sheng; Chen, Mingshui; Chen, Ye; Jiang, Chun-Hua; Leggat, Duncan; Liao, Hongbo; Liu, Zhenan; Romeo, Francesco; Shaheen, Sarmad Masood; Spiezia, Aniello; Tao, Junquan; Wang, Chunjie; Wang, Zheng; Yazgan, Efe; Zhang, Huaqiao; Zhao, Jingzhou; Ban, Yong; Chen, Geng; Levin, Andrew; Li, Jing; Li, Linwei; Li, Qiang; Mao, Yajun; Qian, Si-Jin; Wang, Dayong; Xu, Zijun; Wang, Yi; Avila, Carlos; Cabrera, Andrés; Carrillo Montoya, Camilo Andres; Chaparro Sierra, Luisa Fernanda; Florez, Carlos; González Hernández, Carlos Felipe; Segura Delgado, Manuel Alejandro; Courbon, Benoit; Godinovic, Nikola; Lelas, Damir; Puljak, Ivica; Sculac, Toni; Antunovic, Zeljko; Kovac, Marko; Brigljevic, Vuko; Ferencek, Dinko; Kadija, Kreso; Mesic, Benjamin; Starodumov, Andrei; Susa, Tatjana; Ather, Mohsan Waseem; Attikis, Alexandros; Kolosova, Marina; Mavromanolakis, Georgios; Mousa, Jehad; Nicolaou, Charalambos; Ptochos, Fotios; Razis, Panos A; Rykaczewski, Hans; Finger, Miroslav; Finger Jr, Michael; Ayala, Edy; Carrera Jarrin, Edgar; Abdalla, Hassan; Abdelalim, Ahmed Ali; Mohamed, Amr; Bhowmik, Sandeep; Carvalho Antunes De Oliveira, Alexandra; Dewanjee, Ram Krishna; Ehataht, Karl; Kadastik, Mario; Raidal, Martti; Veelken, Christian; Eerola, Paula; Kirschenmann, Henning; Pekkanen, Juska; Voutilainen, Mikko; Havukainen, Joona; Heikkilä, Jaana Kristiina; Jarvinen, Terhi; Karimäki, Veikko; Kinnunen, Ritva; Lampén, Tapio; Lassila-Perini, Kati; Laurila, Santeri; Lehti, Sami; Lindén, Tomas; Luukka, Panja-Riina; Mäenpää, Teppo; Siikonen, Hannu; Tuominen, Eija; Tuominiemi, Jorma; Tuuva, Tuure; Besancon, Marc; Couderc, Fabrice; Dejardin, Marc; Denegri, Daniel; Faure, Jean-Louis; Ferri, Federico; Ganjour, Serguei; Givernaud, Alain; Gras, Philippe; Hamel de Monchenault, Gautier; Jarry, Patrick; Leloup, Clément; Locci, Elizabeth; Malcles, Julie; Negro, Giulia; Rander, John; Rosowsky, André; Sahin, Mehmet Ãzgür; Titov, Maksym; Abdulsalam, Abdulla; Amendola, Chiara; Antropov, Iurii; Beaudette, Florian; Busson, Philippe; Charlot, Claude; Granier de Cassagnac, Raphael; Kucher, Inna; Lisniak, Stanislav; Lobanov, Artur; Martin Blanco, Javier; Nguyen, Matthew; Ochando, Christophe; Ortona, Giacomo; Pigard, Philipp; Salerno, Roberto; Sauvan, Jean-Baptiste; Sirois, Yves; Stahl Leiton, Andre Govinda; Zabi, Alexandre; Zghiche, Amina; Agram, Jean-Laurent; Andrea, Jeremy; Bloch, Daniel; Brom, Jean-Marie; Chabert, Eric Christian; Cherepanov, Vladimir; Collard, Caroline; Conte, Eric; Fontaine, Jean-Charles; Gelé, Denis; Goerlach, Ulrich; Jansová, Markéta; Le Bihan, Anne-Catherine; Tonon, Nicolas; Van Hove, Pierre; Gadrat, Sébastien; Beauceron, Stephanie; Bernet, Colin; Boudoul, Gaelle; Chanon, Nicolas; Chierici, Roberto; Contardo, Didier; Depasse, Pierre; El Mamouni, Houmani; Fay, Jean; Finco, Linda; Gascon, Susan; Gouzevitch, Maxime; Grenier, Gérald; Ille, Bernard; Lagarde, Francois; Laktineh, Imad Baptiste; Lattaud, Hugues; Lethuillier, Morgan; Mirabito, Laurent; Pequegnot, Anne-Laure; Perries, Stephane; Popov, Andrey; Sordini, Viola; Vander Donckt, Muriel; Viret, Sébastien; Zhang, Sijing; Khvedelidze, Arsen; Tsamalaidze, Zviad; Autermann, Christian; Feld, Lutz; Kiesel, Maximilian Knut; Klein, Katja; Lipinski, Martin; Preuten, Marius; Rauch, Max Philip; Schomakers, Christian; Schulz, Johannes; Teroerde, Marius; Wittmer, Bruno; Zhukov, Valery; Albert, Andreas; Duchardt, Deborah; Endres, Matthias; Erdmann, Martin; Esch, Thomas; Fischer, Robert; Ghosh, Saranya; Güth, Andreas; Hebbeker, Thomas; Heidemann, Carsten; Hoepfner, Kerstin; Keller, Henning; Knutzen, Simon; Mastrolorenzo, Luca; Merschmeyer, Markus; Meyer, Arnd; Millet, Philipp; Mukherjee, Swagata; Pook, Tobias; Radziej, Markus; Reithler, Hans; Rieger, Marcel; Scheuch, Florian; Schmidt, Alexander; Teyssier, Daniel; Flügge, Günter; Hlushchenko, Olena; Kargoll, Bastian; Kress, Thomas; Künsken, Andreas; Müller, Thomas; Nehrkorn, Alexander; Nowack, Andreas; Pistone, Claudia; Pooth, Oliver; Sert, Hale; Stahl, Achim; Aldaya Martin, Maria; Arndt, Till; Asawatangtrakuldee, Chayanit; Babounikau, Illia; Beernaert, Kelly; Behnke, Olaf; Behrens, Ulf; Bermúdez MartÃnez, Armando; Bertsche, David; Bin Anuar, Afiq Aizuddin; Borras, Kerstin; Botta, Valeria; Campbell, Alan; Connor, Patrick; Contreras-Campana, Christian; Costanza, Francesco; Danilov, Vladyslav; De Wit, Adinda; Defranchis, Matteo Maria; Diez Pardos, Carmen; DomÃnguez Damiani, Daniela; Eckerlin, Guenter; Eichhorn, Thomas; Elwood, Adam; Eren, Engin; Gallo, Elisabetta; Geiser, Achim; Grados Luyando, Juan Manuel; Grohsjean, Alexander; Gunnellini, Paolo; Guthoff, Moritz; Haranko, Mykyta; Harb, Ali; Hauk, Johannes; Jung, Hannes; Kasemann, Matthias; Keaveney, James; Kleinwort, Claus; Knolle, Joscha; Krücker, Dirk; Lange, Wolfgang; Lelek, Aleksandra; Lenz, Teresa; Lipka, Katerina; Lohmann, Wolfgang; Mankel, Rainer; Melzer-Pellmann, Isabell-Alissandra; Meyer, Andreas Bernhard; Meyer, Mareike; Missiroli, Marino; Mittag, Gregor; Mnich, Joachim; Myronenko, Volodymyr; Pflitsch, Svenja Karen; Pitzl, Daniel; Raspereza, Alexei; Savitskyi, Mykola; Saxena, Pooja; Schütze, Paul; Schwanenberger, Christian; Shevchenko, Rostyslav; Singh, Akshansh; Stefaniuk, Nazar; Tholen, Heiner; Vagnerini, Antonio; Van Onsem, Gerrit Patrick; Walsh, Roberval; Wen, Yiwen; Wichmann, Katarzyna; Wissing, Christoph; Zenaiev, Oleksandr; Aggleton, Robin; Bein, Samuel; Benato, Lisa; Benecke, Anna; Blobel, Volker; Centis Vignali, Matteo; Dreyer, Torben; Garutti, Erika; Gonzalez, Daniel; Haller, Johannes; Hinzmann, Andreas; Karavdina, Anastasia; Kasieczka, Gregor; Klanner, Robert; Kogler, Roman; Kovalchuk, Nataliia; Kurz, Simon; Kutzner, Viktor; Lange, Johannes; Marconi, Daniele; Multhaup, Jens; Niedziela, Marek; Nowatschin, Dominik; Perieanu, Adrian; Reimers, Arne; Rieger, Oliver; Scharf, Christian; Schleper, Peter; Schumann, Svenja; Schwandt, Joern; Sonneveld, Jory; Stadie, Hartmut; Steinbrück, Georg; Stober, Fred-Markus Helmut; Stöver, Marc; Troendle, Daniel; Vanhoefer, Annika; Vormwald, Benedikt; Akbiyik, Melike; Barth, Christian; Baselga, Marta; Baur, Sebastian; Butz, Erik; Caspart, René; Chwalek, Thorsten; Colombo, Fabio; De Boer, Wim; Dierlamm, Alexander; Faltermann, Nils; Freund, Benedikt; Giffels, Manuel; Harrendorf, Marco Alexander; Hartmann, Frank; Heindl, Stefan Michael; Husemann, Ulrich; Kassel, Florian; Katkov, Igor; Kudella, Simon; Mildner, Hannes; Mitra, Soureek; Mozer, Matthias Ulrich; Müller, Thomas; Plagge, Michael; Quast, Gunter; Rabbertz, Klaus; Schröder, Matthias; Shvetsov, Ivan; Sieber, Georg; Simonis, Hans-Jürgen; Ulrich, Ralf; Wayand, Stefan; Weber, Marc; Weiler, Thomas; Williamson, Shawn; Wöhrmann, Clemens; Wolf, Roger; Anagnostou, Georgios; Daskalakis, Georgios; Geralis, Theodoros; Kyriakis, Aristotelis; Loukas, Demetrios; Paspalaki, Garyfallia; Topsis-Giotis, Iasonas; Karathanasis, George; Kesisoglou, Stilianos; Kontaxakis, Pantelis; Panagiotou, Apostolos; Saoulidou, Niki; Tziaferi, Eirini; Vellidis, Konstantinos; Kousouris, Konstantinos; Papakrivopoulos, Ioannis; Tsipolitis, Georgios; Evangelou, Ioannis; Foudas, Costas; Gianneios, Paraskevas; Katsoulis, Panagiotis; Kokkas, Panagiotis; Mallios, Stavros; Manthos, Nikolaos; Papadopoulos, Ioannis; Paradas, Evangelos; Strologas, John; Triantis, Frixos A; Tsitsonis, Dimitrios; Bartók, Márton; Csanad, Mate; Filipovic, Nicolas; Major, Péter; Nagy, Marton Imre; Pasztor, Gabriella; Surányi, Olivér; Veres, Gabor Istvan; Bencze, Gyorgy; Hajdu, Csaba; Horvath, Dezso; Hunyadi, Ãdám; Sikler, Ferenc; Vámi, Tamás Ãlmos; Veszpremi, Viktor; Vesztergombi, Gyorgy; Beni, Noemi; Czellar, Sandor; Karancsi, János; Makovec, Alajos; Molnar, Jozsef; Szillasi, Zoltan; Raics, Peter; Trocsanyi, Zoltan Laszlo; Ujvari, Balazs; Choudhury, Somnath; Komaragiri, Jyothsna Rani; Tiwari, Praveen Chandra; Bahinipati, Seema; Kar, Chandiprasad; Mal, Prolay; Mandal, Koushik; Nayak, Aruna; Sahoo, Deepak Kumar; Swain, Sanjay Kumar; Bansal, Sunil; Beri, Suman Bala; Bhatnagar, Vipin; Chauhan, Sushil; Chawla, Ridhi; Dhingra, Nitish; Gupta, Rajat; Kaur, Anterpreet; Kaur, Amandeep; Kaur, Manjit; Kaur, Sandeep; Kumar, Ramandeep; Kumari, Priyanka; Lohan, Manisha; Mehta, Ankita; Sandeep, Kaur; Sharma, Sandeep; Singh, Jasbir; Walia, Genius; Bhardwaj, Ashutosh; Choudhary, Brajesh C; Garg, Rocky Bala; Gola, Mohit; Keshri, Sumit; Kumar, Ashok; Malhotra, Shivali; Naimuddin, Md; Priyanka, Priyanka; Ranjan, Kirti; Shah, Aashaq; Sharma, Ramkrishna; Bhardwaj, Rishika; Bharti, Monika; Bhattacharya, Rajarshi; Bhattacharya, Satyaki; Bhawandeep, Bhawandeep; Bhowmik, Debabrata; Dey, Sourav; Dutt, Suneel; Dutta, Suchandra; Ghosh, Shamik; Mondal, Kuntal; Nandan, Saswati; Purohit, Arnab; Rout, Prasant Kumar; Roy, Ashim; Roy Chowdhury, Suvankar; Sarkar, Subir; Sharan, Manoj; Singh, Bipen; Thakur, Shalini; Behera, Prafulla Kumar; Chudasama, Ruchi; Dutta, Dipanwita; Jha, Vishwajeet; Kumar, Vineet; Netrakanti, Pawan Kumar; Pant, Lalit Mohan; Shukla, Prashant; Aziz, Tariq; Bhat, Muzamil Ahmad; Dugad, Shashikant; Mohanty, Gagan Bihari; Sur, Nairit; Sutar, Bajrang; Ravindra Kumar Verma, Ravindra; Banerjee, Sudeshna; Bhattacharya, Soham; Chatterjee, Suman; Das, Pallabi; Guchait, Monoranjan; Jain, Sandhya; Karmakar, Saikat; Kumar, Sanjeev; Maity, Manas; Majumder, Gobinda; Mazumdar, Kajari; Sahoo, Niladribihari; Sarkar, Tanmay; Chauhan, Shubhanshu; Dube, Sourabh; Hegde, Vinay; Kapoor, Anshul; Kothekar, Kunal; Pandey, Shubham; Rane, Aditee; Sharma, Seema; Chenarani, Shirin; Eskandari Tadavani, Esmaeel; Etesami, Seyed Mohsen; Khakzad, Mohsen; Mohammadi Najafabadi, Mojtaba; Naseri, Mohsen; Rezaei Hosseinabadi, Ferdos; Safarzadeh, Batool; Zeinali, Maryam; Felcini, Marta; Grunewald, Martin; Abbrescia, Marcello; Calabria, Cesare; Colaleo, Anna; Creanza, Donato; Cristella, Leonardo; De Filippis, Nicola; De Palma, Mauro; Di Florio, Adriano; Errico, Filippo; Fiore, Luigi; Gelmi, Andrea; Iaselli, Giuseppe; Lezki, Samet; Maggi, Giorgio; Maggi, Marcello; Miniello, Giorgia; My, Salvatore; Nuzzo, Salvatore; Pompili, Alexis; Pugliese, Gabriella; Radogna, Raffaella; Ranieri, Antonio; Selvaggi, Giovanna; Sharma, Archana; Silvestris, Lucia; Venditti, Rosamaria; Verwilligen, Piet; Zito, Giuseppe; Abbiendi, Giovanni; Battilana, Carlo; Bonacorsi, Daniele; Borgonovi, Lisa; Braibant-Giacomelli, Sylvie; Campanini, Renato; Capiluppi, Paolo; Castro, Andrea; Cavallo, Francesca Romana; Chhibra, Simranjit Singh; Ciocca, Claudia; Codispoti, Giuseppe; Cuffiani, Marco; Dallavalle, Gaetano-Marco; Fabbri, Fabrizio; Fanfani, Alessandra; Giacomelli, Paolo; Grandi, Claudio; Guiducci, Luigi; Iemmi, Fabio; Marcellini, Stefano; Masetti, Gianni; Montanari, Alessandro; Navarria, Francesco; Perrotta, Andrea; Primavera, Federica; Rossi, Antonio; Rovelli, Tiziano; Siroli, Gian Piero; Tosi, Nicolò; Albergo, Sebastiano; Di Mattia, Alessandro; Potenza, Renato; Tricomi, Alessia; Tuve, Cristina; Barbagli, Giuseppe; Chatterjee, Kalyanmoy; Ciulli, Vitaliano; Civinini, Carlo; D'Alessandro, Raffaello; Focardi, Ettore; Latino, Giuseppe; Lenzi, Piergiulio; Meschini, Marco; Paoletti, Simone; Russo, Lorenzo; Sguazzoni, Giacomo; Strom, Derek; Viliani, Lorenzo; Benussi, Luigi; Bianco, Stefano; Fabbri, Franco; Piccolo, Davide; Ferro, Fabrizio; Ravera, Fabio; Robutti, Enrico; Tosi, Silvano; Benaglia, Andrea; Beschi, Andrea; Brianza, Luca; Brivio, Francesco; Ciriolo, Vincenzo; Di Guida, Salvatore; Dinardo, Mauro Emanuele; Fiorendi, Sara; Gennai, Simone; Ghezzi, Alessio; Govoni, Pietro; Malberti, Martina; Malvezzi, Sandra; Massironi, Andrea; Menasce, Dario; Moroni, Luigi; Paganoni, Marco; Pedrini, Daniele; Ragazzi, Stefano; Tabarelli de Fatis, Tommaso; Buontempo, Salvatore; Cavallo, Nicola; Di Crescenzo, Antonia; Fabozzi, Francesco; Fienga, Francesco; Galati, Giuliana; Iorio, Alberto Orso Maria; Khan, Wajid Ali; Lista, Luca; Meola, Sabino; Paolucci, Pierluigi; Sciacca, Crisostomo; Voevodina, Elena; Azzi, Patrizia; Bacchetta, Nicola; Bisello, Dario; Boletti, Alessio; Bragagnolo, Alberto; Checchia, Paolo; Dall'Osso, Martino; De Castro Manzano, Pablo; Dorigo, Tommaso; Dosselli, Umberto; Gasparini, Ugo; Gozzelino, Andrea; Lacaprara, Stefano; Lujan, Paul; Margoni, Martino; Meneguzzo, Anna Teresa; Pozzobon, Nicola; Ronchese, Paolo; Rossin, Roberto; Simonetto, Franco; Tiko, Andres; Torassa, Ezio; Ventura, Sandro; Zanetti, Marco; Zotto, Pierluigi; Zumerle, Gianni; Braghieri, Alessandro; Magnani, Alice; Montagna, Paolo; Ratti, Sergio P; Re, Valerio; Ressegotti, Martina; Riccardi, Cristina; Salvini, Paola; Vai, Ilaria; Vitulo, Paolo; Alunni Solestizi, Luisa; Biasini, Maurizio; Bilei, Gian Mario; Cecchi, Claudia; Ciangottini, Diego; Fanò, Livio; Lariccia, Paolo; Manoni, Elisa; Mantovani, Giancarlo; Mariani, Valentina; Menichelli, Mauro; Rossi, Alessandro; Santocchia, Attilio; Spiga, Daniele; Androsov, Konstantin; Azzurri, Paolo; Bagliesi, Giuseppe; Bianchini, Lorenzo; Boccali, Tommaso; Borrello, Laura; Castaldi, Rino; Ciocci, Maria Agnese; Dell'Orso, Roberto; Fedi, Giacomo; Fiori, Francesco; Giannini, Leonardo; Giassi, Alessandro; Grippo, Maria Teresa; Ligabue, Franco; Manca, Elisabetta; Mandorli, Giulio; Messineo, Alberto; Palla, Fabrizio; Rizzi, Andrea; Spagnolo, Paolo; Tenchini, Roberto; Tonelli, Guido; Venturi, Andrea; Verdini, Piero Giorgio; Barone, Luciano; Cavallari, Francesca; Cipriani, Marco; Daci, Nadir; Del Re, Daniele; Di Marco, Emanuele; Diemoz, Marcella; Gelli, Simone; Longo, Egidio; Marzocchi, Badder; Meridiani, Paolo; Organtini, Giovanni; Pandolfi, Francesco; Paramatti, Riccardo; Preiato, Federico; Rahatlou, Shahram; Rovelli, Chiara; Santanastasio, Francesco; Amapane, Nicola; Arcidiacono, Roberta; Argiro, Stefano; Arneodo, Michele; Bartosik, Nazar; Bellan, Riccardo; Biino, Cristina; Cartiglia, Nicolo; Cenna, Francesca; Cometti, Simona; Costa, Marco; Covarelli, Roberto; Demaria, Natale; Kiani, Bilal; Mariotti, Chiara; Maselli, Silvia; Migliore, Ernesto; Monaco, Vincenzo; Monteil, Ennio; Monteno, Marco; Obertino, Maria Margherita; Pacher, Luca; Pastrone, Nadia; Pelliccioni, Mario; Pinna Angioni, Gian Luca; Romero, Alessandra; Ruspa, Marta; Sacchi, Roberto; Shchelina, Ksenia; Sola, Valentina; Solano, Ada; Soldi, Dario; Staiano, Amedeo; Belforte, Stefano; Candelise, Vieri; Casarsa, Massimo; Cossutti, Fabio; Della Ricca, Giuseppe; Vazzoler, Federico; Zanetti, Anna; Kim, Dong Hee; Kim, Gui Nyun; Kim, Min Suk; Lee, Jeongeun; Lee, Sangeun; Lee, Seh Wook; Moon, Chang-Seong; Oh, Young Do; Sekmen, Sezen; Son, Dong-Chul; Yang, Yu Chul; Kim, Hyunchul; Moon, Dong Ho; Oh, Geonhee; Goh, Junghwan; Kim, Tae Jeong; Cho, Sungwoong; Choi, Suyong; Go, Yeonju; Gyun, Dooyeon; Ha, Seungkyu; Hong, Byung-Sik; Jo, Youngkwon; Lee, Kisoo; Lee, Kyong Sei; Lee, Songkyo; Lim, Jaehoon; Park, Sung Keun; Roh, Youn; Kim, Hyunsoo; Almond, John; Kim, Junho; Kim, Jae Sung; Lee, Haneol; Lee, Kyeongpil; Nam, Kyungwook; Oh, Sung Bin; Radburn-Smith, Benjamin Charles; Seo, Seon-hee; Yang, Unki; Yoo, Hwi Dong; Yu, Geum Bong; Jeon, Dajeong; Kim, Hyunyong; Kim, Ji Hyun; Lee, Jason Sang Hun; Park, Inkyu; Choi, Young-Il; Hwang, Chanwook; Lee, Jongseok; Yu, Intae; Dudenas, Vytautas; Juodagalvis, Andrius; Vaitkus, Juozas; Ahmed, Ijaz; Ibrahim, Zainol Abidin; Md Ali, Mohd Adli Bin; Mohamad Idris, Faridah; Wan Abdullah, Wan Ahmad Tajuddin; Yusli, Mohd Nizam; Zolkapli, Zukhaimira; Castilla-Valdez, Heriberto; De La Cruz-Burelo, Eduard; Duran-Osuna, Cecilia; Heredia-De La Cruz, Ivan; Lopez-Fernandez, Ricardo; Mejia Guisao, Jhovanny; Rabadán-Trejo, Raúl Iraq; Ramirez-Sanchez, Gabriel; Reyes-Almanza, Rogelio; Sánchez Hernández, Alberto; Carrillo Moreno, Salvador; Oropeza Barrera, Cristina; Vazquez Valencia, Fabiola; Eysermans, Jan; Pedraza, Isabel; Salazar Ibarguen, Humberto Antonio; Uribe Estrada, Cecilia; Morelos Pineda, Antonio; Krofcheck, David; Bheesette, Srinidhi; Butler, Philip H; Ahmad, Ashfaq; Ahmad, Muhammad; Asghar, Muhammad Irfan; Hassan, Qamar; Hoorani, Hafeez R; Saddique, Asif; Shah, Mehar Ali; Shoaib, Muhammad; Waqas, Muhammad; Bialkowska, Helena; Bluj, Michal; Boimska, Bozena; Frueboes, Tomasz; Górski, Maciej; Kazana, Malgorzata; Nawrocki, Krzysztof; Szleper, Michal; Traczyk, Piotr; Zalewski, Piotr; Bunkowski, Karol; Byszuk, Adrian; Doroba, Krzysztof; Kalinowski, Artur; Konecki, Marcin; Krolikowski, Jan; Misiura, Maciej; Olszewski, Michal; Pyskir, Andrzej; Walczak, Marek; Bargassa, Pedrame; Beirão Da Cruz E Silva, Cristóvão; Di Francesco, Agostino; Faccioli, Pietro; Galinhas, Bruno; Gallinaro, Michele; Hollar, Jonathan; Leonardo, Nuno; Lloret Iglesias, Lara; Nemallapudi, Mythra Varun; Seixas, Joao; Strong, Giles; Toldaiev, Oleksii; Vadruccio, Daniele; Varela, Joao; Alexakhin, Vadim; Golunov, Alexander; Golutvin, Igor; Gorbounov, Nikolai; Gorbunov, Ilya; Kamenev, Alexey; Karjavine, Vladimir; Lanev, Alexander; Malakhov, Alexander; Matveev, Viktor; Moisenz, Petr; Palichik, Vladimir; Perelygin, Victor; Savina, Maria; Shmatov, Sergey; Shulha, Siarhei; Skatchkov, Nikolai; Smirnov, Vitaly; Zarubin, Anatoli; Golovtsov, Victor; Ivanov, Yury; Kim, Victor; Kuznetsova, Ekaterina; Levchenko, Petr; Murzin, Victor; Oreshkin, Vadim; Smirnov, Igor; Sosnov, Dmitry; Sulimov, Valentin; Uvarov, Lev; Vavilov, Sergey; Vorobyev, Alexey; Andreev, Yuri; Dermenev, Alexander; Gninenko, Sergei; Golubev, Nikolai; Karneyeu, Anton; Kirsanov, Mikhail; Krasnikov, Nikolai; Pashenkov, Anatoli; Tlisov, Danila; Toropin, Alexander; Epshteyn, Vladimir; Gavrilov, Vladimir; Lychkovskaya, Natalia; Popov, Vladimir; Pozdnyakov, Ivan; Safronov, Grigory; Spiridonov, Alexander; Stepennov, Anton; Stolin, Viatcheslav; Toms, Maria; Vlasov, Evgueni; Zhokin, Alexander; Aushev, Tagir; Chadeeva, Marina; Parygin, Pavel; Philippov, Dmitry; Polikarpov, Sergey; Popova, Elena; Rusinov, Vladimir; Andreev, Vladimir; Azarkin, Maksim; Dremin, Igor; Kirakosyan, Martin; Rusakov, Sergey V; Terkulov, Adel; Baskakov, Alexey; Belyaev, Andrey; Boos, Edouard; Bunichev, Viacheslav; Dubinin, Mikhail; Dudko, Lev; Ershov, Alexander; Gribushin, Andrey; Klyukhin, Vyacheslav; Kodolova, Olga; Lokhtin, Igor; Miagkov, Igor; Obraztsov, Stepan; Petrushanko, Sergey; Savrin, Viktor; Blinov, Vladimir; Dimova, Tatyana; Kardapoltsev, Leonid; Shtol, Dmitry; Skovpen, Yuri; Azhgirey, Igor; Bayshev, Igor; Bitioukov, Sergei; Elumakhov, Dmitry; Godizov, Anton; Kachanov, Vassili; Kalinin, Alexey; Konstantinov, Dmitri; Mandrik, Petr; Petrov, Vladimir; Ryutin, Roman; Slabospitskii, Sergei; Sobol, Andrei; Troshin, Sergey; Tyurin, Nikolay; Uzunian, Andrey; Volkov, Alexey; Babaev, Anton; Baidali, Sergei; Adzic, Petar; Cirkovic, Predrag; Devetak, Damir; Dordevic, Milos; Milosevic, Jovan; Alcaraz Maestre, Juan; Ãlvarez Fernández, Adrian; Bachiller, Irene; Barrio Luna, Mar; Brochero Cifuentes, Javier Andres; Cerrada, Marcos; Colino, Nicanor; De La Cruz, Begona; Delgado Peris, Antonio; Fernandez Bedoya, Cristina; Fernández Ramos, Juan Pablo; Flix, Jose; Fouz, Maria Cruz; Gonzalez Lopez, Oscar; Goy Lopez, Silvia; Hernandez, Jose M; Josa, Maria Isabel; Moran, Dermot; Pérez-Calero Yzquierdo, Antonio MarÃa; Puerta Pelayo, Jesus; Redondo, Ignacio; Romero, Luciano; Senghi Soares, Mara; Triossi, Andrea; Albajar, Carmen; de Trocóniz, Jorge F; Cuevas, Javier; Erice, Carlos; Fernandez Menendez, Javier; Folgueras, Santiago; Gonzalez Caballero, Isidro; González Fernández, Juan Rodrigo; Palencia Cortezon, Enrique; RodrÃguez Bouza, VÃctor; Sanchez Cruz, Sergio; Vischia, Pietro; Vizan Garcia, Jesus Manuel; Cabrillo, Iban Jose; Calderon, Alicia; Chazin Quero, Barbara; Duarte Campderros, Jordi; Fernandez, Marcos; Fernández Manteca, Pedro José; GarcÃa Alonso, Andrea; Garcia-Ferrero, Juan; Gomez, Gervasio; Lopez Virto, Amparo; Marco, Jesus; Martinez Rivero, Celso; Martinez Ruiz del Arbol, Pablo; Matorras, Francisco; Piedra Gomez, Jonatan; Prieels, Cédric; Rodrigo, Teresa; Ruiz-Jimeno, Alberto; Scodellaro, Luca; Trevisani, Nicolò; Vila, Ivan; Vilar Cortabitarte, Rocio; Abbaneo, Duccio; Akgun, Bora; Auffray, Etiennette; Baillon, Paul; Ball, Austin; Barney, David; Bendavid, Joshua; Bianco, Michele; Bocci, Andrea; Botta, Cristina; Camporesi, Tiziano; Cepeda, Maria; Cerminara, Gianluca; Chapon, Emilien; Chen, Yi; Cucciati, Giacomo; D'Enterria, David; Dabrowski, Anne; Daponte, Vincenzo; David Tinoco Mendes, Andre; De Roeck, Albert; Deelen, Nikkie; Dobson, Marc; Du Pree, Tristan; Dünser, Marc; Dupont, Niels; Elliott-Peisert, Anna; Everaerts, Pieter; Fallavollita, Francesco; Fasanella, Daniele; Franzoni, Giovanni; Fulcher, Jonathan; Funk, Wolfgang; Gigi, Dominique; Gilbert, Andrew; Gill, Karl; Glege, Frank; Guilbaud, Maxime; Gulhan, Doga; Hegeman, Jeroen; Innocente, Vincenzo; Jafari, Abideh; Janot, Patrick; Karacheban, Olena; Kieseler, Jan; Kornmayer, Andreas; Krammer, Manfred; Lange, Clemens; Lecoq, Paul; Lourenco, Carlos; Malgeri, Luca; Mannelli, Marcello; Meijers, Frans; Merlin, Jeremie Alexandre; Mersi, Stefano; Meschi, Emilio; Milenovic, Predrag; Moortgat, Filip; Mulders, Martijn; Ngadiuba, Jennifer; Orfanelli, Styliani; Orsini, Luciano; Pantaleo, Felice; Pape, Luc; Perez, Emmanuel; Peruzzi, Marco; Petrilli, Achille; Petrucciani, Giovanni; Pfeiffer, Andreas; Pierini, Maurizio; Pitters, Florian Michael; Rabady, Dinyar; Racz, Attila; Reis, Thomas; Rolandi, Gigi; Rovere, Marco; Sakulin, Hannes; Schäfer, Christoph; Schwick, Christoph; Seidel, Markus; Selvaggi, Michele; Sharma, Archana; Silva, Pedro; Sphicas, Paraskevas; Stakia, Anna; Steggemann, Jan; Tosi, Mia; Treille, Daniel; Tsirou, Andromachi; Veckalns, Viesturs; Zeuner, Wolfram Dietrich; Caminada, Lea; Deiters, Konrad; Erdmann, Wolfram; Horisberger, Roland; Ingram, Quentin; Kaestli, Hans-Christian; Kotlinski, Danek; Langenegger, Urs; Rohe, Tilman; Wiederkehr, Stephan Albert; Backhaus, Malte; Bäni, Lukas; Berger, Pirmin; Chernyavskaya, Nadezda; Dissertori, Günther; Dittmar, Michael; Donegà , Mauro; Dorfer, Christian; Grab, Christoph; Heidegger, Constantin; Hits, Dmitry; Hoss, Jan; Klijnsma, Thomas; Lustermann, Werner; Manzoni, Riccardo Andrea; Marionneau, Matthieu; Meinhard, Maren Tabea; Micheli, Francesco; Musella, Pasquale; Nessi-Tedaldi, Francesca; Pata, Joosep; Pauss, Felicitas; Perrin, Gaël; Perrozzi, Luca; Pigazzini, Simone; Quittnat, Milena; Ruini, Daniele; Sanz Becerra, Diego Alejandro; Schönenberger, Myriam; Shchutska, Lesya; Tavolaro, Vittorio Raoul; Theofilatos, Konstantinos; Vesterbacka Olsson, Minna Leonora; Wallny, Rainer; Zhu, De Hua; Aarrestad, Thea Klaeboe; Amsler, Claude; Brzhechko, Danyyl; Canelli, Maria Florencia; De Cosa, Annapaola; Del Burgo, Riccardo; Donato, Silvio; Galloni, Camilla; Hreus, Tomas; Kilminster, Benjamin; Neutelings, Izaak; Pinna, Deborah; Rauco, Giorgia; Robmann, Peter; Salerno, Daniel; Schweiger, Korbinian; Seitz, Claudia; Takahashi, Yuta; Zucchetta, Alberto; Chang, Yu-Hsiang; Cheng, Kai-yu; Doan, Thi Hien; Jain, Shilpi; Jheng, H R; Khurana, Raman; Kuo, Chia-Ming; Lee, M Y; Lin, Willis; Pozdnyakov, Andrey; Quilatan, V L; Yu, Shin-Shan; Chang, Paoti; Chao, Yuan; Chen, Kai-Feng; Chen, Po-Hsun; Hou, George Wei-Shu; Kumar, Arun; Li, You-ying; Lu, Rong-Shyang; Paganis, Efstathios; Psallidas, Andreas; Steen, Arnaud; Tsai, Jui-fa; Asavapibhop, Burin; Srimanobhas, Norraphat; Suwonjandee, Narumon; Bat, Ayse; Boran, Fatma; Cerci, Salim; Damarseckin, Serdal; Demiroglu, Zuhal Seyma; Dolek, Furkan; Dozen, Candan; Dumanoglu, Isa; Girgis, Semiray; Gokbulut, Gul; Guler, Yalcin; Gurpinar, Emine; Hos, Ilknur; Isik, Candan; Kangal, Evrim Ersin; Kara, Ozgun; Kayis Topaksu, Aysel; Kiminsu, Ugur; Oglakci, Mehmet; Onengut, Gulsen; Ozdemir, Kadri; Ozturk, Sertac; Sunar Cerci, Deniz; Tali, Bayram; Tok, Ufuk Guney; Turkcapar, Semra; Zorbakir, Ibrahim Soner; Zorbilmez, Caglar; Isildak, Bora; Karapinar, Guler; Yalvac, Metin; Zeyrek, Mehmet; Atakisi, Ismail Okan; Gülmez, Erhan; Kaya, Mithat; Kaya, Ozlem; Tekten, Sevgi; Yetkin, Elif Asli; Agaras, Merve Nazlim; Atay, Serhat; Cakir, Altan; Cankocak, Kerem; Komurcu, Yildiray; Sen, Sercan; Grynyov, Boris; Levchuk, Leonid; Ball, Fionn; Beck, Lana; Brooke, James John; Burns, Douglas; Clement, Emyr; Cussans, David; Davignon, Olivier; Flacher, Henning; Goldstein, Joel; Heath, Greg P; Heath, Helen F; Kreczko, Lukasz; Newbold, Dave M; Paramesvaran, Sudarshan; Penning, Bjoern; Sakuma, Tai; Smith, Dominic; Smith, Vincent J; Taylor, Joseph; Titterton, Alexander; Bell, Ken W; Belyaev, Alexander; Brew, Christopher; Brown, Robert M; Cieri, Davide; Cockerill, David JA; Coughlan, John A; Harder, Kristian; Harper, Sam; Linacre, Jacob; Olaiya, Emmanuel; Petyt, David; Shepherd-Themistocleous, Claire; Thea, Alessandro; Tomalin, Ian R; Williams, Thomas; Womersley, William John; Auzinger, Georg; Bainbridge, Robert; Bloch, Philippe; Borg, Johan; Breeze, Shane; Buchmuller, Oliver; Bundock, Aaron; Casasso, Stefano; Colling, David; Corpe, Louie; Dauncey, Paul; Davies, Gavin; Della Negra, Michel; Di Maria, Riccardo; Haddad, Yacine; Hall, Geoffrey; Iles, Gregory; James, Thomas; Komm, Matthias; Laner, Christian; Lyons, Louis; Magnan, Anne-Marie; Malik, Sarah; Martelli, Arabella; Nash, Jordan; Nikitenko, Alexander; Palladino, Vito; Pesaresi, Mark; Richards, Alexander; Rose, Andrew; Scott, Edward; Seez, Christopher; Shtipliyski, Antoni; Singh, Gurpreet; Stoye, Markus; Strebler, Thomas; Summers, Sioni; Tapper, Alexander; Uchida, Kirika; Virdee, Tejinder; Wardle, Nicholas; Winterbottom, Daniel; Wright, Jack; Zenz, Seth Conrad; Cole, Joanne; Hobson, Peter R; Khan, Akram; Kyberd, Paul; Mackay, Catherine Kirsty; Morton, Alexander; Reid, Ivan; Teodorescu, Liliana; Zahid, Sema; Call, Kenneth; Dittmann, Jay; Hatakeyama, Kenichi; Liu, Hongxuan; Madrid, Christopher; McMaster, Brooks; Pastika, Nathaniel; Smith, Caleb; Bartek, Rachel; Dominguez, Aaron; Buccilli, Andrew; Cooper, Seth; Henderson, Conor; Rumerio, Paolo; West, Christopher; Arcaro, Daniel; Bose, Tulika; Gastler, Daniel; Rankin, Dylan; Richardson, Clint; Rohlf, James; Sulak, Lawrence; Zou, David; Benelli, Gabriele; Coubez, Xavier; Cutts, David; Hadley, Mary; Hakala, John; Heintz, Ulrich; Hogan, Julie Managan; Kwok, Ka Hei Martin; Laird, Edward; Landsberg, Greg; Lee, Jangbae; Mao, Zaixing; Narain, Meenakshi; Pazzini, Jacopo; Piperov, Stefan; Sagir, Sinan; Syarif, Rizki; Usai, Emanuele; Yu, David; Band, Reyer; Brainerd, Christopher; Breedon, Richard; Burns, Dustin; Calderon De La Barca Sanchez, Manuel; Chertok, Maxwell; Conway, John; Conway, Rylan; Cox, Peter Timothy; Erbacher, Robin; Flores, Chad; Funk, Garrett; Ko, Winston; Kukral, Ota; Lander, Richard; Mclean, Christine; Mulhearn, Michael; Pellett, Dave; Pilot, Justin; Shalhout, Shalhout; Shi, Mengyao; Stolp, Dustin; Taylor, Devin; Tos, Kyle; Tripathi, Mani; Wang, Zhangqier; Zhang, Fengwangdong; Bachtis, Michail; Bravo, Cameron; Cousins, Robert; Dasgupta, Abhigyan; Florent, Alice; Hauser, Jay; Ignatenko, Mikhail; Mccoll, Nickolas; Regnard, Simon; Saltzberg, David; Schnaible, Christian; Valuev, Vyacheslav; Bouvier, Elvire; Burt, Kira; Clare, Robert; Gary, J William; Ghiasi Shirazi, Seyyed Mohammad Amin; Hanson, Gail; Karapostoli, Georgia; Kennedy, Elizabeth; Lacroix, Florent; Long, Owen Rosser; Olmedo Negrete, Manuel; Paneva, Mirena Ivova; Si, Weinan; Wang, Long; Wei, Hua; Wimpenny, Stephen; Yates, Brent; Branson, James G; Cittolin, Sergio; Derdzinski, Mark; Gerosa, Raffaele; Gilbert, Dylan; Hashemi, Bobak; Holzner, André; Klein, Daniel; Kole, Gouranga; Krutelyov, Vyacheslav; Letts, James; Masciovecchio, Mario; Olivito, Dominick; Padhi, Sanjay; Pieri, Marco; Sani, Matteo; Sharma, Vivek; Simon, Sean; Tadel, Matevz; Vartak, Adish; Wasserbaech, Steven; Wood, John; Würthwein, Frank; Yagil, Avraham; Zevi Della Porta, Giovanni; Amin, Nick; Bhandari, Rohan; Bradmiller-Feld, John; Campagnari, Claudio; Citron, Matthew; Dishaw, Adam; Dutta, Valentina; Franco Sevilla, Manuel; Gouskos, Loukas; Heller, Ryan; Incandela, Joe; Ovcharova, Ana; Qu, Huilin; Richman, Jeffrey; Stuart, David; Suarez, Indara; Wang, Sicheng; Yoo, Jaehyeok; Anderson, Dustin; Bornheim, Adolf; Lawhorn, Jay Mathew; Newman, Harvey B; Nguyen, Thong; Spiropulu, Maria; Vlimant, Jean-Roch; Wilkinson, Richard; Xie, Si; Zhang, Zhicai; Zhu, Ren-Yuan; Andrews, Michael Benjamin; Ferguson, Thomas; Mudholkar, Tanmay; Paulini, Manfred; Sun, Menglei; Vorobiev, Igor; Weinberg, Marc; Cumalat, John Perry; Ford, William T; Jensen, Frank; Johnson, Andrew; Krohn, Michael; Leontsinis, Stefanos; MacDonald, Emily; Mulholland, Troy; Stenson, Kevin; Ulmer, Keith; Wagner, Stephen Robert; Alexander, James; Chaves, Jorge; Cheng, Yangyang; Chu, Jennifer; Datta, Abhisek; Mcdermott, Kevin; Mirman, Nathan; Patterson, Juliet Ritchie; Quach, Dan; Rinkevicius, Aurelijus; Ryd, Anders; Skinnari, Louise; Soffi, Livia; Tan, Shao Min; Tao, Zhengcheng; Thom, Julia; Tucker, Jordan; Wittich, Peter; Zientek, Margaret; Abdullin, Salavat; Albrow, Michael; Alyari, Maral; Apollinari, Giorgio; Apresyan, Artur; Apyan, Aram; Banerjee, Sunanda; Bauerdick, Lothar AT; Beretvas, Andrew; Berryhill, Jeffrey; Bhat, Pushpalatha C; Bolla, Gino; Burkett, Kevin; Butler, Joel Nathan; Canepa, Anadi; Cerati, Giuseppe Benedetto; Cheung, Harry; Chlebana, Frank; Cremonesi, Matteo; Duarte, Javier; Elvira, Victor Daniel; Freeman, Jim; Gecse, Zoltan; Gottschalk, Erik; Gray, Lindsey; Green, Dan; Grünendahl, Stefan; Gutsche, Oliver; Hanlon, Jim; Harris, Robert M; Hasegawa, Satoshi; Hirschauer, James; Hu, Zhen; Jayatilaka, Bodhitha; Jindariani, Sergo; Johnson, Marvin; Joshi, Umesh; Klima, Boaz; Kortelainen, Matti J; Kreis, Benjamin; Lammel, Stephan; Lincoln, Don; Lipton, Ron; Liu, Miaoyuan; Liu, Tiehui; Lykken, Joseph; Maeshima, Kaori; Marraffino, John Michael; Mason, David; McBride, Patricia; Merkel, Petra; Mrenna, Stephen; Nahn, Steve; O'Dell, Vivian; Pedro, Kevin; Pena, Cristian; Prokofyev, Oleg; Rakness, Gregory; Ristori, Luciano; Savoy-Navarro, Aurore; Schneider, Basil; Sexton-Kennedy, Elizabeth; Soha, Aron; Spalding, William J; Spiegel, Leonard; Stoynev, Stoyan; Strait, James; Strobbe, Nadja; Taylor, Lucas; Tkaczyk, Slawek; Tran, Nhan Viet; Uplegger, Lorenzo; Vaandering, Eric Wayne; Vernieri, Caterina; Verzocchi, Marco; Vidal, Richard; Wang, Michael; Weber, Hannsjoerg Artur; Whitbeck, Andrew; Acosta, Darin; Avery, Paul; Bortignon, Pierluigi; Bourilkov, Dimitri; Brinkerhoff, Andrew; Cadamuro, Luca; Carnes, Andrew; Carver, Matthew; Curry, David; Field, Richard D; Gleyzer, Sergei V; Joshi, Bhargav Madhusudan; Konigsberg, Jacobo; Korytov, Andrey; Ma, Peisen; Matchev, Konstantin; Mei, Hualin; Mitselmakher, Guenakh; Shi, Kun; Sperka, David; Wang, Jian; Wang, Sean-Jiun; Joshi, Yagya Raj; Linn, Stephan; Ackert, Andrew; Adams, Todd; Askew, Andrew; Hagopian, Sharon; Hagopian, Vasken; Johnson, Kurtis F; Kolberg, Ted; Martinez, German; Perry, Thomas; Prosper, Harrison; Saha, Anirban; Santra, Arka; Sharma, Varun; Yohay, Rachel; Baarmand, Marc M; Bhopatkar, Vallary; Colafranceschi, Stefano; Hohlmann, Marcus; Noonan, Daniel; Rahmani, Mehdi; Roy, Titas; Yumiceva, Francisco; Adams, Mark Raymond; Apanasevich, Leonard; Berry, Douglas; Betts, Russell Richard; Cavanaugh, Richard; Chen, Xuan; Dittmer, Susan; Evdokimov, Olga; Gerber, Cecilia Elena; Hangal, Dhanush Anil; Hofman, David Jonathan; Jung, Kurt; Kamin, Jason; Mills, Corrinne; Sandoval Gonzalez, Irving Daniel; Tonjes, Marguerite; Varelas, Nikos; Wang, Hui; Wang, Xiao; Wu, Zhenbin; Zhang, Jingyu; Alhusseini, Mohammad; Bilki, Burak; Clarida, Warren; Dilsiz, Kamuran; Durgut, Süleyman; Gandrajula, Reddy Pratap; Haytmyradov, Maksat; Khristenko, Viktor; Merlo, Jean-Pierre; Mestvirishvili, Alexi; Moeller, Anthony; Nachtman, Jane; Ogul, Hasan; Onel, Yasar; Ozok, Ferhat; Penzo, Aldo; Snyder, Christina; Tiras, Emrah; Wetzel, James; Blumenfeld, Barry; Cocoros, Alice; Eminizer, Nicholas; Fehling, David; Feng, Lei; Gritsan, Andrei; Hung, Wai Ting; Maksimovic, Petar; Roskes, Jeffrey; Sarica, Ulascan; Swartz, Morris; Xiao, Meng; You, Can; Al-bataineh, Ayman; Baringer, Philip; Bean, Alice; Boren, Samuel; Bowen, James; Bylinkin, Alexander; Castle, James; Khalil, Sadia; Kropivnitskaya, Anna; Majumder, Devdatta; Mcbrayer, William; Murray, Michael; Rogan, Christopher; Sanders, Stephen; Schmitz, Erich; Tapia Takaki, Daniel; Wang, Quan; Ivanov, Andrew; Kaadze, Ketino; Kim, Doyeong; Maravin, Yurii; Mendis, Dalath Rachitha; Mitchell, Tyler; Modak, Atanu; Mohammadi, Abdollah; Saini, Lovedeep Kaur; Skhirtladze, Nikoloz; Rebassoo, Finn; Wright, Douglas; Baden, Drew; Baron, Owen; Belloni, Alberto; Eno, Sarah Catherine; Feng, Yongbin; Ferraioli, Charles; Hadley, Nicholas John; Jabeen, Shabnam; Jeng, Geng-Yuan; Kellogg, Richard G; Kunkle, Joshua; Mignerey, Alice; Ricci-Tam, Francesca; Shin, Young Ho; Skuja, Andris; Tonwar, Suresh C; Wong, Kak; Abercrombie, Daniel; Allen, Brandon; Azzolini, Virginia; Baty, Austin; Bauer, Gerry; Bi, Ran; Brandt, Stephanie; Busza, Wit; Cali, Ivan Amos; D'Alfonso, Mariarosaria; Demiragli, Zeynep; Gomez Ceballos, Guillelmo; Goncharov, Maxim; Harris, Philip; Hsu, Dylan; Hu, Miao; Iiyama, Yutaro; Innocenti, Gian Michele; Klute, Markus; Kovalskyi, Dmytro; Lee, Yen-Jie; Luckey, Paul David; Maier, Benedikt; Marini, Andrea Carlo; Mcginn, Christopher; Mironov, Camelia; Narayanan, Siddharth; Niu, Xinmei; Paus, Christoph; Roland, Christof; Roland, Gunther; Stephans, George; Sumorok, Konstanty; Tatar, Kaya; Velicanu, Dragos; Wang, Jing; Wang, Ta-Wei; Wyslouch, Bolek; Zhaozhong, Shi; Benvenuti, Alberto; Chatterjee, Rajdeep Mohan; Evans, Andrew; Hansen, Peter; Kalafut, Sean; Kubota, Yuichi; Lesko, Zachary; Mans, Jeremy; Nourbakhsh, Shervin; Ruckstuhl, Nicole; Rusack, Roger; Turkewitz, Jared; Wadud, Mohammad Abrar; Acosta, John Gabriel; Oliveros, Sandra; Avdeeva, Ekaterina; Bloom, Kenneth; Claes, Daniel R; Fangmeier, Caleb; Golf, Frank; Gonzalez Suarez, Rebeca; Kamalieddin, Rami; Kravchenko, Ilya; Monroy, Jose; Siado, Joaquin Emilo; Snow, Gregory R; Stieger, Benjamin; Godshalk, Andrew; Harrington, Charles; Iashvili, Ia; Kharchilava, Avto; Nguyen, Duong; Parker, Ashley; Rappoccio, Salvatore; Roozbahani, Bahareh; Alverson, George; Barberis, Emanuela; Freer, Chad; Hortiangtham, Apichart; Morse, David Michael; Orimoto, Toyoko; Teixeira De Lima, Rafael; Wamorkar, Tanvi; Wang, Bingran; Wisecarver, Andrew; Wood, Darien; Bhattacharya, Saptaparna; Charaf, Otman; Hahn, Kristan Allan; Mucia, Nicholas; Odell, Nathaniel; Schmitt, Michael Henry; Sung, Kevin; Trovato, Marco; Velasco, Mayda; Bucci, Rachael; Dev, Nabarun; Hildreth, Michael; Hurtado Anampa, Kenyi; Jessop, Colin; Karmgard, Daniel John; Kellams, Nathan; Lannon, Kevin; Li, Wenzhao; Loukas, Nikitas; Marinelli, Nancy; Meng, Fanbo; Mueller, Charles; Musienko, Yuri; Planer, Michael; Reinsvold, Allison; Ruchti, Randy; Siddireddy, Prasanna; Smith, Geoffrey; Taroni, Silvia; Wayne, Mitchell; Wightman, Andrew; Wolf, Matthias; Woodard, Anna; Alimena, Juliette; Antonelli, Louis; Bylsma, Ben; Durkin, Lloyd Stanley; Flowers, Sean; Francis, Brian; Hart, Andrew; Hill, Christopher; Ji, Weifeng; Ling, Ta-Yung; Luo, Wuming; Winer, Brian L; Wulsin, Howard Wells; Cooperstein, Stephane; Elmer, Peter; Hardenbrook, Joshua; Hebda, Philip; Higginbotham, Samuel; Kalogeropoulos, Alexis; Lange, David; Lucchini, Marco Toliman; Luo, Jingyu; Marlow, Daniel; Mei, Kelvin; Ojalvo, Isabel; Olsen, James; Palmer, Christopher; Piroué, Pierre; Salfeld-Nebgen, Jakob; Stickland, David; Tully, Christopher; Malik, Sudhir; Norberg, Scarlet; Barker, Anthony; Barnes, Virgil E; Das, Souvik; Gutay, Laszlo; Jones, Matthew; Jung, Andreas Werner; Khatiwada, Ajeeta; Mahakud, Bibhuprasad; Miller, David Harry; Neumeister, Norbert; Peng, Cheng-Chieh; Qiu, Hao; Schulte, Jan-Frederik; Sun, Jian; Wang, Fuqiang; Xiao, Rui; Xie, Wei; Cheng, Tongguang; Dolen, James; Parashar, Neeti; Chen, Zhenyu; Ecklund, Karl Matthew; Freed, Sarah; Geurts, Frank JM; Kilpatrick, Matthew; Li, Wei; Michlin, Benjamin; Padley, Brian Paul; Roberts, Jay; Rorie, Jamal; Shi, Wei; Tu, Zhoudunming; Zabel, James; Zhang, Aobo; Bodek, Arie; de Barbaro, Pawel; Demina, Regina; Duh, Yi-ting; Dulemba, Joseph Lynn; Fallon, Colin; Ferbel, Thomas; Galanti, Mario; Garcia-Bellido, Aran; Han, Jiyeon; Hindrichs, Otto; Khukhunaishvili, Aleko; Lo, Kin Ho; Tan, Ping; Taus, Rhys; Verzetti, Mauro; Agapitos, Antonis; Chou, John Paul; Gershtein, Yuri; Gómez Espinosa, Tirso Alejandro; Halkiadakis, Eva; Heindl, Maximilian; Hughes, Elliot; Kaplan, Steven; Kunnawalkam Elayavalli, Raghav; Kyriacou, Savvas; Lath, Amitabh; Montalvo, Roy; Nash, Kevin; Osherson, Marc; Saka, Halil; Salur, Sevil; Schnetzer, Steve; Sheffield, David; Somalwar, Sunil; Stone, Robert; Thomas, Scott; Thomassen, Peter; Walker, Matthew; Delannoy, Andrés G; Heideman, Joseph; Riley, Grant; Rose, Keith; Spanier, Stefan; Thapa, Krishna; Bouhali, Othmane; Castaneda Hernandez, Alfredo; Celik, Ali; Dalchenko, Mykhailo; De Mattia, Marco; Delgado, Andrea; Dildick, Sven; Eusebi, Ricardo; Gilmore, Jason; Huang, Tao; Kamon, Teruki; Luo, Sifu; Mueller, Ryan; Pakhotin, Yuriy; Patel, Rishi; Perloff, Alexx; Perniè, Luca; Rathjens, Denis; Safonov, Alexei; Tatarinov, Aysen; Akchurin, Nural; Damgov, Jordan; De Guio, Federico; Dudero, Phillip Russell; Kunori, Shuichi; Lamichhane, Kamal; Lee, Sung Won; Mengke, Tielige; Muthumuni, Samila; Peltola, Timo; Undleeb, Sonaina; Volobouev, Igor; Wang, Zhixing; Greene, Senta; Gurrola, Alfredo; Janjam, Ravi; Johns, Willard; Maguire, Charles; Melo, Andrew; Ni, Hong; Padeken, Klaas; Ruiz Alvarez, José David; Sheldon, Paul; Tuo, Shengquan; Velkovska, Julia; Verweij, Marta; Xu, Qiao; Arenton, Michael Wayne; Barria, Patrizia; Cox, Bradley; Hirosky, Robert; Joyce, Matthew; Ledovskoy, Alexander; Li, Hengne; Neu, Christopher; Sinthuprasith, Tutanon; Wang, Yanchu; Wolfe, Evan; Xia, Fan; Harr, Robert; Karchin, Paul Edmund; Poudyal, Nabin; Sturdy, Jared; Thapa, Prakash; Zaleski, Shawn; Brodski, Michael; Buchanan, James; Caillol, Cécile; Carlsmith, Duncan; Dasu, Sridhara; Dodd, Laura; Duric, Senka; Gomber, Bhawna; Grothe, Monika; Herndon, Matthew; Hervé, Alain; Hussain, Usama; Klabbers, Pamela; Lanaro, Armando; Levine, Aaron; Long, Kenneth; Loveless, Richard; Ruggles, Tyler; Savin, Alexander; Smith, Nicholas; Smith, Wesley H; Woods, Nathaniel
2018-01-01
A search for a Higgs boson decaying into a pair of electrons or muons and a photon is described. Higgs boson decays to a Z boson and a photon ($\\mathrm{H}\\to\\mathrm{Z}\\gamma\\to\\ell\\ell\\gamma$, $\\ell=\\mathrm{e}$ or $\\mu$), or to two photons, one of which has an internal conversion into a muon pair ($\\mathrm{H}\\to\\gamma^{*}\\gamma\\to\\mu\\mu\\gamma$) were considered. The analysis is performed using a data set recorded by the CMS experiment at the LHC from proton-proton collisions at a center-of-mass energy of 13 TeV, corresponding to an integrated luminosity of 35.9 fb$^{-1}$. No significant excess above the background prediction has been found. Limits are set on the cross section for a standard model Higgs boson decaying to opposite-sign electron or muon pairs and a photon. The observed limits on cross section times the corresponding branching fractions vary between 1.4 and 4.0 (6.1 and 11.4) times the standard model cross section for $\\mathrm{H}\\to\\gamma^{*}\\gamma\\to\\mu\\mu\\gamma$ ($\\mathrm{H}\\to\\mathrm{Z}\\gamma\\t...
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Antimatière Est-elle la clé de l'Univers?
Grousson, Mathieu
2009-01-01
"De quoi est fait l'Univers? De matière ordinaire et, selon la théorie actuelle, de matière noire et d'énergie noire... dont nul ne sait rien! Et s'il s'agissait plutôt d'antimatière? Car elle permet de réécrire l'histoire du cosmos sans déroger à ses lois et, cette fois, sans nulle zone d'ombre. Reste à vérifier qu'elle antigravite bien..." (14 pages)
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Left to their own devices: medical learners' use of mobile technologies.
Ellaway, Rachel H; Fink, Patricia; Graves, Lisa; Campbell, Alanna
2014-02-01
Although many medical learners and teachers are using mobile technologies within medical education, there has been little evidence presented describing how they use mobile devices across a whole curriculum. The Northern Ontario School of Medicine (NOSM) introduced a new mobile device program in 2010. Incoming undergraduate medical learners received a laptop and an iPad and learners entering year three of the four-year program received a laptop and an iPhone. A survey was sent to all learners to gather information on their use of and attitudes toward these devices. A combination of quantitative and qualitative methods was used to analyze the data and to generate a series of themes that synthesized student behaviors, perceptions and attitudes. Context and learner autonomy were found to be important factors with learners using multiple devices for different purposes and adopting strategic approaches to learning using these devices. The expectation that school-issued devices would be regularly and enthusiastically used to replace more traditional study media was not reflected in practice. Learners' approaches to using mobile devices are heterogeneous as is the extent to which they use them. Learners adapt their use of mobile devices to the learning cultures and contexts they find themselves in.
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The Effects of Advance Organizers and Subtitles on EFL Learners' Listening Comprehension Skills
Yang, Hui-Yu
2014-01-01
The present research reports the findings of three experiments which explore how subtitles and advance organizers affect EFL learners' listening comprehension of authentic videos. EFL learners are randomly assigned to one of two groups. The control group receives no treatment and the experimental group receives the experimental conditions of one…
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Energy Technology Data Exchange (ETDEWEB)
Mann, Melanie C., E-mail: melanie.mann@viro.med.uni-erlangen.de; Strobel, Sarah, E-mail: sarah.strobel@viro.med.uni-erlangen.de; Fleckenstein, Bernhard, E-mail: bernhard.fleckenstein@viro.med.uni-erlangen.de; Kress, Andrea K., E-mail: andrea.kress@viro.med.uni-erlangen.de
2014-09-15
The oncoprotein Tax of human T-cell leukemia virus type 1 (HTLV-1) is a potent transactivator of viral and cellular transcription. Here, we identified ELL2 as the sole transcription elongation factor to be specifically upregulated in HTLV-1-/Tax-transformed T-cells. Tax contributes to regulation of ELL2, since transient transfection of Tax increases ELL2 mRNA, Tax transactivates the ELL2 promoter, and repression of Tax results in decrease of ELL2 in transformed T-lymphocytes. However, we also measured upregulation of ELL2 in HTLV-1-transformed cells exhibiting undetectable amounts of Tax, suggesting that ELL2 can still be maintained independent of continuous Tax expression. We further show that Tax and ELL2 synergistically activate the HTLV-1 promoter, indicating that ELL2 cooperates with Tax in viral transactivation. This is supported by our findings that Tax and ELL2 accumulate in nuclear fractions and that they co-precipitate upon co-expression in transiently-transfected cells. Thus, upregulation of ELL2 could contribute to HTLV-1 gene regulation. - Highlights: • ELL2, a transcription elongation factor, is upregulated in HTLV-1-positive T-cells. • Tax transactivates the ELL2 promoter. • Tax and ELL2 synergistically activate the HTLV-1 promoter. • Tax and ELL2 interact in vivo.
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International Nuclear Information System (INIS)
Mann, Melanie C.; Strobel, Sarah; Fleckenstein, Bernhard; Kress, Andrea K.
2014-01-01
The oncoprotein Tax of human T-cell leukemia virus type 1 (HTLV-1) is a potent transactivator of viral and cellular transcription. Here, we identified ELL2 as the sole transcription elongation factor to be specifically upregulated in HTLV-1-/Tax-transformed T-cells. Tax contributes to regulation of ELL2, since transient transfection of Tax increases ELL2 mRNA, Tax transactivates the ELL2 promoter, and repression of Tax results in decrease of ELL2 in transformed T-lymphocytes. However, we also measured upregulation of ELL2 in HTLV-1-transformed cells exhibiting undetectable amounts of Tax, suggesting that ELL2 can still be maintained independent of continuous Tax expression. We further show that Tax and ELL2 synergistically activate the HTLV-1 promoter, indicating that ELL2 cooperates with Tax in viral transactivation. This is supported by our findings that Tax and ELL2 accumulate in nuclear fractions and that they co-precipitate upon co-expression in transiently-transfected cells. Thus, upregulation of ELL2 could contribute to HTLV-1 gene regulation. - Highlights: • ELL2, a transcription elongation factor, is upregulated in HTLV-1-positive T-cells. • Tax transactivates the ELL2 promoter. • Tax and ELL2 synergistically activate the HTLV-1 promoter. • Tax and ELL2 interact in vivo
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Energy Technology Data Exchange (ETDEWEB)
Ahn, Hee-Jin [Department of Biomedical Science, College of Life Science, CHA University, Seoul (Korea, Republic of); Kim, Gwangil [Department of Pathology, CHA Bundang Medical Center, CHA University, Seoul (Korea, Republic of); Park, Kyung-Soon, E-mail: kspark@cha.ac.kr [Department of Biomedical Science, College of Life Science, CHA University, Seoul (Korea, Republic of)
2013-08-09
Highlights: •Ell3 enhances proliferation and drug resistance of breast cancer cell lines. •Ell3 is related to the cancer stem cell characteristics of breast cancer cell lines. •Ell3 enhances oncogenicity of breast cancer through the ERK1/2 signaling pathway. -- Abstract: Ell3 is a RNA polymerase II transcription elongation factor that is enriched in testis. The C-terminal domain of Ell3 shows strong similarities to that of Ell (eleven−nineteen lysine-rich leukemia gene), which acts as a negative regulator of p53 and regulates cell proliferation and survival. Recent studies in our laboratory showed that Ell3 induces the differentiation of mouse embryonic stem cells by protecting differentiating cells from apoptosis via the promotion of p53 degradation. In this study, we evaluated the function of Ell3 in breast cancer cell lines. MCF-7 cell lines overexpressing Ell3 were used to examine cell proliferation and cancer stem cell properties. Ectopic expression of Ell3 in breast cancer cell lines induces proliferation and 5-FU resistance. In addition, Ell3 expression increases the cancer stem cell population, which is characterized by CD44 (+) or ALDH1 (+) cells. Mammosphere-forming potential and migration ability were also increased upon Ell3 expression in breast cancer cell lines. Through biochemical and molecular biological analyses, we showed that Ell3 regulates proliferation, cancer stem cell properties and drug resistance in breast cancer cell lines partly through the MEK−extracellular signal-regulated kinase signaling pathway. Murine xenograft experiments showed that Ell3 expression promotes tumorigenesis in vivo. These results suggest that Ell3 may play a critical role in promoting oncogenesis in breast cancer by regulating cell proliferation and cancer stem cell properties via the ERK1/2 signaling pathway.
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International Nuclear Information System (INIS)
Ahn, Hee-Jin; Kim, Gwangil; Park, Kyung-Soon
2013-01-01
Highlights: •Ell3 enhances proliferation and drug resistance of breast cancer cell lines. •Ell3 is related to the cancer stem cell characteristics of breast cancer cell lines. •Ell3 enhances oncogenicity of breast cancer through the ERK1/2 signaling pathway. -- Abstract: Ell3 is a RNA polymerase II transcription elongation factor that is enriched in testis. The C-terminal domain of Ell3 shows strong similarities to that of Ell (eleven−nineteen lysine-rich leukemia gene), which acts as a negative regulator of p53 and regulates cell proliferation and survival. Recent studies in our laboratory showed that Ell3 induces the differentiation of mouse embryonic stem cells by protecting differentiating cells from apoptosis via the promotion of p53 degradation. In this study, we evaluated the function of Ell3 in breast cancer cell lines. MCF-7 cell lines overexpressing Ell3 were used to examine cell proliferation and cancer stem cell properties. Ectopic expression of Ell3 in breast cancer cell lines induces proliferation and 5-FU resistance. In addition, Ell3 expression increases the cancer stem cell population, which is characterized by CD44 (+) or ALDH1 (+) cells. Mammosphere-forming potential and migration ability were also increased upon Ell3 expression in breast cancer cell lines. Through biochemical and molecular biological analyses, we showed that Ell3 regulates proliferation, cancer stem cell properties and drug resistance in breast cancer cell lines partly through the MEK−extracellular signal-regulated kinase signaling pathway. Murine xenograft experiments showed that Ell3 expression promotes tumorigenesis in vivo. These results suggest that Ell3 may play a critical role in promoting oncogenesis in breast cancer by regulating cell proliferation and cancer stem cell properties via the ERK1/2 signaling pathway
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A study on online learner profile for supporting personalized learning
Directory of Open Access Journals (Sweden)
Jie Yang
2013-09-01
Full Text Available Digital learning as a popular learning approach has received increasing attention in modern education. The learner profile in online learning plays a critical role in supporting personalized learning. This article uses an information flow-based approach to build the learner profile for supporting personalized learning. The learner profile includes the individual profile to capture the personal features and the community profile to capture the social features in online learning environment.
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Mann, Melanie C; Strobel, Sarah; Fleckenstein, Bernhard; Kress, Andrea K
2014-09-01
The oncoprotein Tax of human T-cell leukemia virus type 1 (HTLV-1) is a potent transactivator of viral and cellular transcription. Here, we identified ELL2 as the sole transcription elongation factor to be specifically upregulated in HTLV-1-/Tax-transformed T-cells. Tax contributes to regulation of ELL2, since transient transfection of Tax increases ELL2 mRNA, Tax transactivates the ELL2 promoter, and repression of Tax results in decrease of ELL2 in transformed T-lymphocytes. However, we also measured upregulation of ELL2 in HTLV-1-transformed cells exhibiting undetectable amounts of Tax, suggesting that ELL2 can still be maintained independent of continuous Tax expression. We further show that Tax and ELL2 synergistically activate the HTLV-1 promoter, indicating that ELL2 cooperates with Tax in viral transactivation. This is supported by our findings that Tax and ELL2 accumulate in nuclear fractions and that they co-precipitate upon co-expression in transiently-transfected cells. Thus, upregulation of ELL2 could contribute to HTLV-1 gene regulation. Copyright © 2014 Elsevier Inc. All rights reserved.
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Directory of Open Access Journals (Sweden)
Elizabeth Snelgar
2012-09-01
Full Text Available Research has shown that acquisition of literacy skills and the ultimate realisation of literacy, which involves comprehension of the written text, require more than the ability to decode individual words. This study provides a synopsis of current research on the topics of globalisation, the resultant cultural incompatibility in the classroom, emergent literacy, vocabulary development, reading, and reading comprehension. As such, it offers a discussion of a comparative study of limited English-proficient (LEP/English language learners (ELLs acquiring first-time literacy, with the attendant vocabulary deficits and lack of age-appropriate decoding skills. Quantitative and qualitative approaches were combined to examine the differences between reading skills, comprehension, and vocabulary when a learner born of foreign parents acquires first-time literacy in a language other than his or her home language. Statistical techniques were used to analyse and interpret the research results. Analysis of the study results isolates and specifies an at-risk educational minority through the identification of a hidden comprehension deficit (HCD.
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Improving Learner Handovers in Medical Education.
Warm, Eric J; Englander, Robert; Pereira, Anne; Barach, Paul
2017-07-01
Multiple studies have demonstrated that the information included in the Medical Student Performance Evaluation fails to reliably predict medical students' future performance. This faulty transfer of information can lead to harm when poorly prepared students fail out of residency or, worse, are shuttled through the medical education system without an honest accounting of their performance. Such poor learner handovers likely arise from two root causes: (1) the absence of agreed-on outcomes of training and/or accepted assessments of those outcomes, and (2) the lack of standardized ways to communicate the results of those assessments. To improve the current learner handover situation, an authentic, shared mental model of competency is needed; high-quality tools to assess that competency must be developed and tested; and transparent, reliable, and safe ways to communicate this information must be created.To achieve these goals, the authors propose using a learner handover process modeled after a patient handover process. The CLASS model includes a description of the learner's Competency attainment, a summary of the Learner's performance, an Action list and statement of Situational awareness, and Synthesis by the receiving program. This model also includes coaching oriented towards improvement along the continuum of education and care. Just as studies have evaluated patient handover models using metrics that matter most to patients, studies must evaluate this learner handover model using metrics that matter most to providers, patients, and learners.
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Effective instruction for English learners.
Calderón, Margarita; Slavin, Robert; Sánchez, Marta
2011-01-01
The fastest-growing student population in U.S. schools today is children of immigrants, half of whom do not speak English fluently and are thus labeled English learners. Although the federal government requires school districts to provide services to English learners, it offers states no policies to follow in identifying, assessing, placing, or instructing them. Margarita Calderón, Robert Slavin, and Marta Sánchez identify the elements of effective instruction and review a variety of successful program models. During 2007-08, more than 5.3 million English learners made up 10.6 percent of the nation's K-12 public school enrollment. Wide and persistent achievement disparities between these English learners and English-proficient students show clearly, say the authors, that schools must address the language, literacy, and academic needs of English learners more effectively. Researchers have fiercely debated the merits of bilingual and English-only reading instruction. In elementary schools, English learners commonly receive thirty minutes of English as a Second Language (ESL) instruction but attend general education classes for the rest of the day, usually with teachers who are unprepared to teach them. Though English learners have strikingly diverse levels of skills, in high school they are typically lumped together, with one teacher to address their widely varying needs. These in-school factors contribute to the achievement disparities. Based on the studies presented here, Calderón, Slavin, and Sánchez assert that the quality of instruction is what matters most in educating English learners. They highlight comprehensive reform models, as well as individual components of these models: school structures and leadership; language and literacy instruction; integration of language, literacy, and content instruction in secondary schools; cooperative learning; professional development; parent and family support teams; tutoring; and monitoring implementation and outcomes
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The end-Cretaceous in the southwestern Tethys (Elles, Tunisia)
DEFF Research Database (Denmark)
Thibault, Nicolas Rudolph; Galbrun, Bruno; Gardin, Silvia
2016-01-01
An integrated study of magnetic mass susceptibility (MS), bulk stable isotopes and calcareous nannofossil paleoecological changes is undertaken on the late Maastrichtian of the Elles section, Tunisia, spanning the last ca. 1 Myr of the Cretaceous. A cyclostratigraphic analysis reveals the presenc...
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Language Learner Strategies for Building EFL Learners’ Autonomy
Directory of Open Access Journals (Sweden)
Hooshang Khoshsima
2015-11-01
Full Text Available The critical discussions and matters in enhancing students’ learning performance, knowledge, and language proficiency have received a remarkable degree of attention in educational contexts. This study was undertaken to encourage learners to build the required competence in the foreign language by utilizing learning strategies so that they could become autonomous learners. Language learners' learning difficulties while learning a foreign language were identified in this study. With regard to problems which language learners faced in learning a foreign language, the teachers are able to recognize and to utilize appropriate language learning strategies in order to develop autonomy in learners who conceptualize and use those strategies in the foreign language. The research design adopted for the present study was survey method. The data for the study were collected with the use of a questionnaire. This questionnaire was administered to a total of 60 EFL learners who were selected from a university in Iran. It was used to assess learners’ awareness and perceived use of strategies and to provide data on their best utilized strategies. Results have been driven through statistical analysis. The analyzed data reveal the students’ styles and assist teachers to take part in shifting the strategies and heighten language learners' autonomy. The findings support the claim that knowing and making language learners aware of the most appropriate strategy would assist learners to improve their autonomy and to enhance their learning.
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Enhancing Learner Autonomy in an On-line Editing Programme
Directory of Open Access Journals (Sweden)
Hebe Wong
2011-09-01
Full Text Available Little (1999 argues that in formal educational contexts, “the basis of learner autonomy is acceptance of responsibility for one’s own learning” (p.11. An autonomous learner takes responsibility for various aspects of learning (Benson & Voller, 1997; Holec, 1981. This study examines how learner autonomy opportunities were provided at various stages of writing in an on-line editing programme for a group of electronic engineering students and how the students took charge of their language learning when receiving feedback on their technical writing. The impact on their own learning effectiveness of the decisions students made is also discussed.
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La metaphore est-elle la marque de l’insuffisance de l’esprit?
Directory of Open Access Journals (Sweden)
Isabelle Oliveira
2010-01-01
Full Text Available L’une des caractéristiques les plus communément reconnues à la discipline de la terminologie est sa conceptualité. Au contraire de l’opinion émise sur la métaphore, la terminologie s’efforce de travailler à partir de notions précises dont le sens doit être délimité et l’articulation à d’autres notions explicitée afin de bannir les ambiguïtés et les fausses évidences qu’elles véhiculent. Elle se distingue aussi du texte poétique caractérisé en particulier par la richesse des images et le jeu sur les signifiants. On comprend dès lors pourquoi la métaphore apparaît de prime abord comme une ennemie du champ de la terminologie qu’il faudrait bannir à tout prix. Cette figure de rhétorique consistant en un transport de sens risque à tout moment de rendre inopérant l’effort d’univocité et de rigueur du travail du terminologue. Mais la métaphore n’est pourtant pas absente des textes de spécialité. Il faut dès lors se demander si cette présence est « accidentelle”, contingente, ou si elle est incontournable et signifiante. Pour cela, il nous faudra étudier à la fois la place de la métaphore dans le texte de spécialité, et le discours des scientifiques portant sur elle. Mais une telle démarche nous laisse prisonnier de la dichotomie entre concept et métaphore et masque peutêtre une parenté inaperçue entre eux. Si le concept est habité par la métaphore, qu’en est-il du discours de spécialité? N’est-il pas réduit à n’être qu’un vaste poème qui ne s’avouerait pas comme tel? Est-elle seulement une figure de style ou aurait-elle un impact qui outrepasseraitsa modeste fonction discursive ? Il semble bien, même si le débat sur la métaphore et son usage est loin d’être clos. Notre théorie s’inscrit plutôt dans le sens d’une réévaluation du sens, d’une extension toujours plus grande de l’impact de ce trope qui, plus qu’une simple finalité esthétique, aurait une
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Closing the Distance: Bringing a Personal Librarian Program to Online Learners
Ziegler, Amanda
2017-01-01
In an effort to bridge the gap between the one-on-one attention that students receive when they come into the library and the attention given to online learners, the University of West Florida Libraries added an online learner component to its Personal Librarian Program. Personal librarian programs provide an opportunity for individualized…
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Learning Strategies of the Arab EFL Learners: Finding Correlation with Outcomes
Al-Ahdal, Arif Ahmed Mohammed Hassan; Al-Ma'amari, Ahmed Ali Hassan
2015-01-01
Socio-psychological research and findings into learner differences led to the emergence of learner strategies research in the last century. With major contributions from the emerging field of Linguistics in the mid 1970s, language learning strategies began to receive considerable attention. It is worth noting that the primary concern of most of…
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Posture verbs in French-speaking CLIL and non-CLIL learners of Dutch
Hiligsmann, Philippe; Spinhayer, Camille; Josse, Amélie; Eurosla 26 Conference
2016-01-01
Recent research on Content and Language Integrated Learning (CLIL) has confirmed that CLIL learners clearly outperform non-CLIL learners (Dalton-Puffer 2011). Although lexicon has often received pride of place in CLIL research, it is striking that studies have rarely been pushed beyond the word level. This paper therefore investigates the acquisition of Dutch posture verb constructions (PVs) in French-speaking (non-)CLIL learners. As in other Germanic languages, Dutch frequently uses compulso...
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Sirunyan, Albert M; CMS Collaboration; Adam, Wolfgang; Asilar, Ece; Bergauer, Thomas; Brandstetter, Johannes; Brondolin, Erica; Dragicevic, Marko; Erö, Janos; Flechl, Martin; Friedl, Markus; Fruehwirth, Rudolf; Ghete, Vasile Mihai; Hartl, Christian; Krammer, Natascha; Hrubec, Josef; Jeitler, Manfred; König, Axel; Krätschmer, Ilse; Liko, Dietrich; Matsushita, Takashi; Mikulec, Ivan; Rabady, Dinyar; Rad, Navid; Rahbaran, Babak; Rohringer, Herbert; Schieck, Jochen; Strauss, Josef; Waltenberger, Wolfgang; Wulz, Claudia-Elisabeth; Dvornikov, Oleg; Makarenko, Vladimir; Mossolov, Vladimir; Suarez Gonzalez, Juan; Zykunov, Vladimir; Shumeiko, Nikolai; Alderweireldt, Sara; De Wolf, Eddi A; Janssen, Xavier; Lauwers, Jasper; Van De Klundert, Merijn; Van Haevermaet, Hans; Van Mechelen, Pierre; Van Remortel, Nick; Van Spilbeeck, Alex; Abu Zeid, Shimaa; Blekman, Freya; D'Hondt, Jorgen; Daci, Nadir; De Bruyn, Isabelle; Deroover, Kevin; Lowette, Steven; Moortgat, Seth; Moreels, Lieselotte; Olbrechts, Annik; Python, Quentin; Skovpen, Kirill; Tavernier, Stefaan; Van Doninck, Walter; Van Mulders, Petra; Van Parijs, Isis; Brun, Hugues; Clerbaux, Barbara; De Lentdecker, Gilles; Delannoy, Hugo; Fasanella, Giuseppe; Favart, Laurent; Goldouzian, Reza; Grebenyuk, Anastasia; Karapostoli, Georgia; Lenzi, Thomas; Léonard, Alexandre; Luetic, Jelena; Maerschalk, Thierry; Marinov, Andrey; Randle-conde, Aidan; Seva, Tomislav; Vander Velde, Catherine; Vanlaer, Pascal; Vannerom, David; Yonamine, Ryo; Zenoni, Florian; Zhang, Fengwangdong; Cornelis, Tom; Dobur, Didar; Fagot, Alexis; Gul, Muhammad; Khvastunov, Illia; Poyraz, Deniz; Salva Diblen, Sinem; Schöfbeck, Robert; Tytgat, Michael; Van Driessche, Ward; Yazgan, Efe; Zaganidis, Nicolas; Bakhshiansohi, Hamed; Bondu, Olivier; Brochet, Sébastien; Bruno, Giacomo; Caudron, Adrien; De Visscher, Simon; Delaere, Christophe; Delcourt, Martin; Francois, Brieuc; Giammanco, Andrea; Jafari, Abideh; Komm, Matthias; Krintiras, Georgios; Lemaitre, Vincent; Magitteri, Alessio; Mertens, Alexandre; Musich, Marco; Piotrzkowski, Krzysztof; Quertenmont, Loic; Selvaggi, Michele; Vidal Marono, Miguel; Wertz, Sébastien; Beliy, Nikita; Aldá Júnior, Walter Luiz; Alves, Fábio Lúcio; Alves, Gilvan; Brito, Lucas; Hensel, Carsten; Moraes, Arthur; Pol, Maria Elena; Rebello Teles, Patricia; Belchior Batista Das Chagas, Ewerton; Carvalho, Wagner; Chinellato, Jose; Custódio, Analu; Melo Da Costa, Eliza; Da Silveira, Gustavo Gil; De Jesus Damiao, Dilson; De Oliveira Martins, Carley; Fonseca De Souza, Sandro; Huertas Guativa, Lina Milena; Malbouisson, Helena; Matos Figueiredo, Diego; Mora Herrera, Clemencia; Mundim, Luiz; Nogima, Helio; Prado Da Silva, Wanda Lucia; Santoro, Alberto; Sznajder, Andre; Tonelli Manganote, Edmilson José; Torres Da Silva De Araujo, Felipe; Vilela Pereira, Antonio; Ahuja, Sudha; Bernardes, Cesar Augusto; Dogra, Sunil; Tomei, Thiago; De Moraes Gregores, Eduardo; Mercadante, Pedro G; Moon, Chang-Seong; Novaes, Sergio F; Padula, Sandra; Romero Abad, David; Ruiz Vargas, José Cupertino; Aleksandrov, Aleksandar; Hadjiiska, Roumyana; Iaydjiev, Plamen; Rodozov, Mircho; Stoykova, Stefka; Sultanov, Georgi; Shopova, Mariana; Dimitrov, Anton; Glushkov, Ivan; Litov, Leander; Pavlov, Borislav; Petkov, Peicho; Fang, Wenxing; Ahmad, Muhammad; Bian, Jian-Guo; Chen, Guo-Ming; Chen, He-Sheng; Chen, Mingshui; Chen, Ye; Cheng, Tongguang; Jiang, Chun-Hua; Leggat, Duncan; Liu, Zhenan; Romeo, Francesco; Ruan, Manqi; Shaheen, Sarmad Masood; Spiezia, Aniello; Tao, Junquan; Wang, Chunjie; Wang, Zheng; Zhang, Huaqiao; Zhao, Jingzhou; Ban, Yong; Chen, Geng; Li, Qiang; Liu, Shuai; Mao, Yajun; Qian, Si-Jin; Wang, Dayong; Xu, Zijun; Avila, Carlos; Cabrera, Andrés; Chaparro Sierra, Luisa Fernanda; Florez, Carlos; Gomez, Juan Pablo; González Hernández, Carlos Felipe; Ruiz Alvarez, José David; Sanabria, Juan Carlos; Godinovic, Nikola; Lelas, Damir; Puljak, Ivica; Ribeiro Cipriano, Pedro M; Sculac, Toni; Antunovic, Zeljko; Kovac, Marko; Brigljevic, Vuko; Ferencek, Dinko; Kadija, Kreso; Mesic, Benjamin; Susa, Tatjana; Ather, Mohsan Waseem; Attikis, Alexandros; Mavromanolakis, Georgios; Mousa, Jehad; Nicolaou, Charalambos; Ptochos, Fotios; Razis, Panos A; Rykaczewski, Hans; Finger, Miroslav; Finger Jr, Michael; Carrera Jarrin, Edgar; Assran, Yasser; Elkafrawy, Tamer; Mahrous, Ayman; Kadastik, Mario; Perrini, Lucia; Raidal, Martti; Tiko, Andres; Veelken, Christian; Eerola, Paula; Pekkanen, Juska; Voutilainen, Mikko; Härkönen, Jaakko; Jarvinen, Terhi; Karimäki, Veikko; Kinnunen, Ritva; Lampén, Tapio; Lassila-Perini, Kati; Lehti, Sami; Lindén, Tomas; Luukka, Panja-Riina; Tuominiemi, Jorma; Tuovinen, Esa; Wendland, Lauri; Talvitie, Joonas; Tuuva, Tuure; Besancon, Marc; Couderc, Fabrice; Dejardin, Marc; Denegri, Daniel; Fabbro, Bernard; Faure, Jean-Louis; Favaro, Carlotta; Ferri, Federico; Ganjour, Serguei; Ghosh, Saranya; Givernaud, Alain; Gras, Philippe; Hamel de Monchenault, Gautier; Jarry, Patrick; Kucher, Inna; Locci, Elizabeth; Machet, Martina; Malcles, Julie; Rander, John; Rosowsky, André; Titov, Maksym; Abdulsalam, Abdulla; Antropov, Iurii; Baffioni, Stephanie; Beaudette, Florian; Busson, Philippe; Cadamuro, Luca; Chapon, Emilien; Charlot, Claude; Davignon, Olivier; Granier de Cassagnac, Raphael; Jo, Mihee; Lisniak, Stanislav; Miné, Philippe; Nguyen, Matthew; Ochando, Christophe; Ortona, Giacomo; Paganini, Pascal; Pigard, Philipp; Regnard, Simon; Salerno, Roberto; Sirois, Yves; Stahl Leiton, Andre Govinda; Strebler, Thomas; Yilmaz, Yetkin; Zabi, Alexandre; Zghiche, Amina; Agram, Jean-Laurent; Andrea, Jeremy; Bloch, Daniel; Brom, Jean-Marie; Buttignol, Michael; Chabert, Eric Christian; Chanon, Nicolas; Collard, Caroline; Conte, Eric; Coubez, Xavier; Fontaine, Jean-Charles; Gelé, Denis; Goerlach, Ulrich; Le Bihan, Anne-Catherine; Van Hove, Pierre; Gadrat, Sébastien; Beauceron, Stephanie; Bernet, Colin; Boudoul, Gaelle; Carrillo Montoya, Camilo Andres; Chierici, Roberto; Contardo, Didier; Courbon, Benoit; Depasse, Pierre; El Mamouni, Houmani; Fay, Jean; Finco, Linda; Gascon, Susan; Gouzevitch, Maxime; Grenier, Gérald; Ille, Bernard; Lagarde, Francois; Laktineh, Imad Baptiste; Lethuillier, Morgan; Mirabito, Laurent; Pequegnot, Anne-Laure; Perries, Stephane; Popov, Andrey; Sordini, Viola; Vander Donckt, Muriel; Verdier, Patrice; Viret, Sébastien; Khvedelidze, Arsen; Tsamalaidze, Zviad; Autermann, Christian; Beranek, Sarah; Feld, Lutz; Kiesel, Maximilian Knut; Klein, Katja; Lipinski, Martin; Preuten, Marius; Schomakers, Christian; Schulz, Johannes; Verlage, Tobias; Albert, Andreas; Brodski, Michael; Dietz-Laursonn, Erik; Duchardt, Deborah; Endres, Matthias; Erdmann, Martin; Erdweg, Sören; Esch, Thomas; Fischer, Robert; Güth, Andreas; Hamer, Matthias; Hebbeker, Thomas; Heidemann, Carsten; Hoepfner, Kerstin; Knutzen, Simon; Merschmeyer, Markus; Meyer, Arnd; Millet, Philipp; Mukherjee, Swagata; Olschewski, Mark; Padeken, Klaas; Pook, Tobias; Radziej, Markus; Reithler, Hans; Rieger, Marcel; Scheuch, Florian; Sonnenschein, Lars; Teyssier, Daniel; Thüer, Sebastian; Cherepanov, Vladimir; Flügge, Günter; Kargoll, Bastian; Kress, Thomas; Künsken, Andreas; Lingemann, Joschka; Müller, Thomas; Nehrkorn, Alexander; Nowack, Andreas; Pistone, Claudia; Pooth, Oliver; Stahl, Achim; Aldaya Martin, Maria; Arndt, Till; Asawatangtrakuldee, Chayanit; Beernaert, Kelly; Behnke, Olaf; Behrens, Ulf; Bin Anuar, Afiq Aizuddin; Borras, Kerstin; Campbell, Alan; Connor, Patrick; Contreras-Campana, Christian; Costanza, Francesco; Diez Pardos, Carmen; Dolinska, Ganna; Eckerlin, Guenter; Eckstein, Doris; Eichhorn, Thomas; Eren, Engin; Gallo, Elisabetta; Garay Garcia, Jasone; Geiser, Achim; Gizhko, Andrii; Grados Luyando, Juan Manuel; Grohsjean, Alexander; Gunnellini, Paolo; Harb, Ali; Hauk, Johannes; Hempel, Maria; Jung, Hannes; Kalogeropoulos, Alexis; Karacheban, Olena; Kasemann, Matthias; Keaveney, James; Kleinwort, Claus; Korol, Ievgen; Krücker, Dirk; Lange, Wolfgang; Lelek, Aleksandra; Lenz, Teresa; Leonard, Jessica; Lipka, Katerina; Lobanov, Artur; Lohmann, Wolfgang; Mankel, Rainer; Melzer-Pellmann, Isabell-Alissandra; Meyer, Andreas Bernhard; Mittag, Gregor; Mnich, Joachim; Mussgiller, Andreas; Pitzl, Daniel; Placakyte, Ringaile; Raspereza, Alexei; Roland, Benoit; Sahin, Mehmet Özgür; Saxena, Pooja; Schoerner-Sadenius, Thomas; Spannagel, Simon; Stefaniuk, Nazar; Van Onsem, Gerrit Patrick; Walsh, Roberval; Wissing, Christoph; Blobel, Volker; Centis Vignali, Matteo; Draeger, Arne-Rasmus; Dreyer, Torben; Garutti, Erika; Gonzalez, Daniel; Haller, Johannes; Hoffmann, Malte; Junkes, Alexandra; Klanner, Robert; Kogler, Roman; Kovalchuk, Nataliia; Kurz, Simon; Lapsien, Tobias; Marchesini, Ivan; Marconi, Daniele; Meyer, Mareike; Niedziela, Marek; Nowatschin, Dominik; Pantaleo, Felice; Peiffer, Thomas; Perieanu, Adrian; Scharf, Christian; Schleper, Peter; Schmidt, Alexander; Schumann, Svenja; Schwandt, Joern; Sonneveld, Jory; Stadie, Hartmut; Steinbrück, Georg; Stober, Fred-Markus Helmut; Stöver, Marc; Tholen, Heiner; Troendle, Daniel; Usai, Emanuele; Vanelderen, Lukas; Vanhoefer, Annika; Vormwald, Benedikt; Akbiyik, Melike; Barth, Christian; Baur, Sebastian; Baus, Colin; Berger, Joram; Butz, Erik; Caspart, René; Chwalek, Thorsten; Colombo, Fabio; De Boer, Wim; Dierlamm, Alexander; Fink, Simon; Freund, Benedikt; Friese, Raphael; Giffels, Manuel; Gilbert, Andrew; Goldenzweig, Pablo; Haitz, Dominik; Hartmann, Frank; Heindl, Stefan Michael; Husemann, Ulrich; Kassel, Florian; Katkov, Igor; Kudella, Simon; Mildner, Hannes; Mozer, Matthias Ulrich; Müller, Thomas; Plagge, Michael; Quast, Gunter; Rabbertz, Klaus; Röcker, Steffen; Roscher, Frank; Schröder, Matthias; Shvetsov, Ivan; Sieber, Georg; Simonis, Hans-Jürgen; Ulrich, Ralf; Wayand, Stefan; Weber, Marc; Weiler, Thomas; Williamson, Shawn; Wöhrmann, Clemens; Wolf, Roger; Anagnostou, Georgios; Daskalakis, Georgios; Geralis, Theodoros; Giakoumopoulou, Viktoria Athina; Kyriakis, Aristotelis; Loukas, Demetrios; Topsis-Giotis, Iasonas; Kesisoglou, Stilianos; Panagiotou, Apostolos; Saoulidou, Niki; Tziaferi, Eirini; Kousouris, Konstantinos; Evangelou, Ioannis; Flouris, Giannis; Foudas, Costas; Kokkas, Panagiotis; Loukas, Nikitas; Manthos, Nikolaos; Papadopoulos, Ioannis; Paradas, Evangelos; Filipovic, Nicolas; Pasztor, Gabriella; Bencze, Gyorgy; Hajdu, Csaba; Horvath, Dezso; Sikler, Ferenc; Veszpremi, Viktor; Vesztergombi, Gyorgy; Zsigmond, Anna Julia; Beni, Noemi; Czellar, Sandor; Karancsi, János; Makovec, Alajos; Molnar, Jozsef; Szillasi, Zoltan; Bartók, Márton; Raics, Peter; Trocsanyi, Zoltan Laszlo; Ujvari, Balazs; Choudhury, Somnath; Komaragiri, Jyothsna Rani; Bahinipati, Seema; Bhowmik, Sandeep; Mal, Prolay; Mandal, Koushik; Nayak, Aruna; Sahoo, Deepak Kumar; Sahoo, Niladribihari; Swain, Sanjay Kumar; Bansal, Sunil; Beri, Suman Bala; Bhatnagar, Vipin; Chawla, Ridhi; Bhawandeep, Bhawandeep; Kalsi, Amandeep Kaur; Kaur, Anterpreet; Kaur, Manjit; Kumar, Ramandeep; Kumari, Priyanka; Mehta, Ankita; Mittal, Monika; Singh, Jasbir; Walia, Genius; Kumar, Ashok; Bhardwaj, Ashutosh; Choudhary, Brajesh C; Garg, Rocky Bala; Keshri, Sumit; Kumar, Ajay; Malhotra, Shivali; Naimuddin, Md; Ranjan, Kirti; Sharma, Ramkrishna; Sharma, Varun; Bhattacharya, Rajarshi; Bhattacharya, Satyaki; Chatterjee, Kalyanmoy; Dey, Sourav; Dutt, Suneel; Dutta, Suchandra; Ghosh, Shamik; Majumdar, Nayana; Modak, Atanu; Mondal, Kuntal; Mukhopadhyay, Supratik; Nandan, Saswati; Purohit, Arnab; Roy, Ashim; Roy, Debarati; Roy Chowdhury, Suvankar; Sarkar, Subir; Sharan, Manoj; Thakur, Shalini; Behera, Prafulla Kumar; Chudasama, Ruchi; Dutta, Dipanwita; Jha, Vishwajeet; Kumar, Vineet; Mohanty, Ajit Kumar; Netrakanti, Pawan Kumar; Pant, Lalit Mohan; Shukla, Prashant; Topkar, Anita; Aziz, Tariq; Dugad, Shashikant; Kole, Gouranga; Mahakud, Bibhuprasad; Mitra, Soureek; Mohanty, Gagan Bihari; Parida, Bibhuti; Sur, Nairit; Sutar, Bajrang; Banerjee, Sudeshna; Dewanjee, Ram Krishna; Ganguly, Sanmay; Guchait, Monoranjan; Jain, Sandhya; Kumar, Sanjeev; Maity, Manas; Majumder, Gobinda; Mazumdar, Kajari; Sarkar, Tanmay; Wickramage, Nadeesha; Chauhan, Shubhanshu; Dube, Sourabh; Hegde, Vinay; Kapoor, Anshul; Kothekar, Kunal; Pandey, Shubham; Rane, Aditee; Sharma, Seema; Chenarani, Shirin; Eskandari Tadavani, Esmaeel; Etesami, Seyed Mohsen; Khakzad, Mohsen; Mohammadi Najafabadi, Mojtaba; Naseri, Mohsen; Paktinat Mehdiabadi, Saeid; Rezaei Hosseinabadi, Ferdos; Safarzadeh, Batool; Zeinali, Maryam; Felcini, Marta; Grunewald, Martin; Abbrescia, Marcello; Calabria, Cesare; Caputo, Claudio; Colaleo, Anna; Creanza, Donato; Cristella, Leonardo; De Filippis, Nicola; De Palma, Mauro; Fiore, Luigi; Iaselli, Giuseppe; Maggi, Giorgio; Maggi, Marcello; Miniello, Giorgia; My, Salvatore; Nuzzo, Salvatore; Pompili, Alexis; Pugliese, Gabriella; Radogna, Raffaella; Ranieri, Antonio; Selvaggi, Giovanna; Sharma, Archana; Silvestris, Lucia; Venditti, Rosamaria; Verwilligen, Piet; Abbiendi, Giovanni; Battilana, Carlo; Bonacorsi, Daniele; Braibant-Giacomelli, Sylvie; Brigliadori, Luca; Campanini, Renato; Capiluppi, Paolo; Castro, Andrea; Cavallo, Francesca Romana; Chhibra, Simranjit Singh; Codispoti, Giuseppe; Cuffiani, Marco; Dallavalle, Gaetano-Marco; Fabbri, Fabrizio; Fanfani, Alessandra; Fasanella, Daniele; Giacomelli, Paolo; Grandi, Claudio; Guiducci, Luigi; Marcellini, Stefano; Masetti, Gianni; Montanari, Alessandro; Navarria, Francesco; Perrotta, Andrea; Rossi, Antonio; Rovelli, Tiziano; Siroli, Gian Piero; Tosi, Nicolò; Albergo, Sebastiano; Costa, Salvatore; Di Mattia, Alessandro; Giordano, Ferdinando; Potenza, Renato; Tricomi, Alessia; Tuve, Cristina; Barbagli, Giuseppe; Ciulli, Vitaliano; Civinini, Carlo; D'Alessandro, Raffaello; Focardi, Ettore; Lenzi, Piergiulio; Meschini, Marco; Paoletti, Simone; Russo, Lorenzo; Sguazzoni, Giacomo; Strom, Derek; Viliani, Lorenzo; Benussi, Luigi; Bianco, Stefano; Fabbri, Franco; Piccolo, Davide; Primavera, Federica; Calvelli, Valerio; Ferro, Fabrizio; Monge, Maria Roberta; Robutti, Enrico; Tosi, Silvano; Brianza, Luca; Brivio, Francesco; Ciriolo, Vincenzo; Dinardo, Mauro Emanuele; Fiorendi, Sara; Gennai, Simone; Ghezzi, Alessio; Govoni, Pietro; Malberti, Martina; Malvezzi, Sandra; Manzoni, Riccardo Andrea; Menasce, Dario; Moroni, Luigi; Paganoni, Marco; Pedrini, Daniele; Pigazzini, Simone; Ragazzi, Stefano; Tabarelli de Fatis, Tommaso; Buontempo, Salvatore; Cavallo, Nicola; De Nardo, Guglielmo; Di Guida, Salvatore; Esposito, Marco; Fabozzi, Francesco; Fienga, Francesco; Iorio, Alberto Orso Maria; Lanza, Giuseppe; Lista, Luca; Meola, Sabino; Paolucci, Pierluigi; Sciacca, Crisostomo; Thyssen, Filip; Azzi, Patrizia; Bacchetta, Nicola; Benato, Lisa; Bisello, Dario; Boletti, Alessio; Carlin, Roberto; Checchia, Paolo; Dall'Osso, Martino; De Castro Manzano, Pablo; Dorigo, Tommaso; Dosselli, Umberto; Gasparini, Fabrizio; Gasparini, Ugo; Lacaprara, Stefano; Margoni, Martino; Meneguzzo, Anna Teresa; Pazzini, Jacopo; Pozzobon, Nicola; Ronchese, Paolo; Rossin, Roberto; Simonetto, Franco; Torassa, Ezio; Ventura, Sandro; Zanetti, Marco; Zotto, Pierluigi; Zumerle, Gianni; Braghieri, Alessandro; Fallavollita, Francesco; Magnani, Alice; Montagna, Paolo; Ratti, Sergio P; Re, Valerio; Ressegotti, Martina; Riccardi, Cristina; Salvini, Paola; Vai, Ilaria; Vitulo, Paolo; Alunni Solestizi, Luisa; Bilei, Gian Mario; Ciangottini, Diego; Fanò, Livio; Lariccia, Paolo; Leonardi, Roberto; Mantovani, Giancarlo; Mariani, Valentina; Menichelli, Mauro; Saha, Anirban; Santocchia, Attilio; Androsov, Konstantin; Azzurri, Paolo; Bagliesi, Giuseppe; Bernardini, Jacopo; Boccali, Tommaso; Castaldi, Rino; Ciocci, Maria Agnese; Dell'Orso, Roberto; Fedi, Giacomo; Giassi, Alessandro; Grippo, Maria Teresa; Ligabue, Franco; Lomtadze, Teimuraz; Martini, Luca; Messineo, Alberto; Palla, Fabrizio; Rizzi, Andrea; Savoy-Navarro, Aurore; Spagnolo, Paolo; Tenchini, Roberto; Tonelli, Guido; Venturi, Andrea; Verdini, Piero Giorgio; Barone, Luciano; Cavallari, Francesca; Cipriani, Marco; Del Re, Daniele; Diemoz, Marcella; Gelli, Simone; Longo, Egidio; Margaroli, Fabrizio; Marzocchi, Badder; Meridiani, Paolo; Organtini, Giovanni; Paramatti, Riccardo; Preiato, Federico; Rahatlou, Shahram; Rovelli, Chiara; Santanastasio, Francesco; Amapane, Nicola; Arcidiacono, Roberta; Argiro, Stefano; Arneodo, Michele; Bartosik, Nazar; Bellan, Riccardo; Biino, Cristina; Cartiglia, Nicolo; Cenna, Francesca; Costa, Marco; Covarelli, Roberto; Degano, Alessandro; Demaria, Natale; Kiani, Bilal; Mariotti, Chiara; Maselli, Silvia; Migliore, Ernesto; Monaco, Vincenzo; Monteil, Ennio; Monteno, Marco; Obertino, Maria Margherita; Pacher, Luca; Pastrone, Nadia; Pelliccioni, Mario; Pinna Angioni, Gian Luca; Ravera, Fabio; Romero, Alessandra; Ruspa, Marta; Sacchi, Roberto; Shchelina, Ksenia; Sola, Valentina; Solano, Ada; Staiano, Amedeo; Traczyk, Piotr; Belforte, Stefano; Casarsa, Massimo; Cossutti, Fabio; Della Ricca, Giuseppe; Zanetti, Anna; Kim, Dong Hee; Kim, Gui Nyun; Kim, Min Suk; Lee, Jeongeun; Lee, Sangeun; Lee, Seh Wook; Oh, Young Do; Sekmen, Sezen; Son, Dong-Chul; Yang, Yu Chul; Lee, Ari; Kim, Hyunchul; Brochero Cifuentes, Javier Andres; Kim, Tae Jeong; Cho, Sungwoong; Choi, Suyong; Go, Yeonju; Gyun, Dooyeon; Ha, Seungkyu; Hong, Byung-Sik; Jo, Youngkwon; Kim, Yongsun; Lee, Kisoo; Lee, Kyong Sei; Lee, Songkyo; Lim, Jaehoon; Park, Sung Keun; Roh, Youn; Almond, John; Kim, Junho; Lee, Haneol; Oh, Sung Bin; Radburn-Smith, Benjamin Charles; Seo, Seon-hee; Yang, Unki; Yoo, Hwi Dong; Yu, Geum Bong; Choi, Minkyoo; Kim, Hyunyong; Kim, Ji Hyun; Lee, Jason Sang Hun; Park, Inkyu; Ryu, Geonmo; Ryu, Min Sang; Choi, Young-Il; Goh, Junghwan; Hwang, Chanwook; Lee, Jongseok; Yu, Intae; Dudenas, Vytautas; Juodagalvis, Andrius; Vaitkus, Juozas; Ahmed, Ijaz; Ibrahim, Zainol Abidin; Md Ali, Mohd Adli Bin; Mohamad Idris, Faridah; Wan Abdullah, Wan Ahmad Tajuddin; Yusli, Mohd Nizam; Zolkapli, Zukhaimira; Castilla-Valdez, Heriberto; De La Cruz-Burelo, Eduard; Heredia-De La Cruz, Ivan; Hernandez-Almada, Alberto; Lopez-Fernandez, Ricardo; Magaña Villalba, Ricardo; Mejia Guisao, Jhovanny; Sánchez Hernández, Alberto; Carrillo Moreno, Salvador; Oropeza Barrera, Cristina; Vazquez Valencia, Fabiola; Carpinteyro, Severiano; Pedraza, Isabel; Salazar Ibarguen, Humberto Antonio; Uribe Estrada, Cecilia; Morelos Pineda, Antonio; Krofcheck, David; Butler, Philip H; Ahmad, Ashfaq; Ahmad, Muhammad; Hassan, Qamar; Hoorani, Hafeez R; Khan, Wajid Ali; Saddique, Asif; Shah, Mehar Ali; Shoaib, Muhammad; Waqas, Muhammad; Bialkowska, Helena; Bluj, Michal; Boimska, Bozena; Frueboes, Tomasz; Górski, Maciej; Kazana, Malgorzata; Nawrocki, Krzysztof; Romanowska-Rybinska, Katarzyna; Szleper, Michal; Zalewski, Piotr; Bunkowski, Karol; Byszuk, Adrian; Doroba, Krzysztof; Kalinowski, Artur; Konecki, Marcin; Krolikowski, Jan; Misiura, Maciej; Olszewski, Michal; Pyskir, Andrzej; Walczak, Marek; Bargassa, Pedrame; Beirão Da Cruz E Silva, Cristóvão; Calpas, Betty; Di Francesco, Agostino; Faccioli, Pietro; Gallinaro, Michele; Hollar, Jonathan; Leonardo, Nuno; Lloret Iglesias, Lara; Nemallapudi, Mythra Varun; Seixas, Joao; Toldaiev, Oleksii; Vadruccio, Daniele; Varela, Joao; Afanasiev, Serguei; Bunin, Pavel; Gavrilenko, Mikhail; Golutvin, Igor; Gorbunov, Ilya; Kamenev, Alexey; Karjavin, Vladimir; Lanev, Alexander; Malakhov, Alexander; Matveev, Viktor; Palichik, Vladimir; Perelygin, Victor; Shmatov, Sergey; Shulha, Siarhei; Skatchkov, Nikolai; Smirnov, Vitaly; Voytishin, Nikolay; Zarubin, Anatoli; Chtchipounov, Leonid; Golovtsov, Victor; Ivanov, Yury; Kim, Victor; Kuznetsova, Ekaterina; Murzin, Victor; Oreshkin, Vadim; Sulimov, Valentin; Vorobyev, Alexey; Andreev, Yuri; Dermenev, Alexander; Gninenko, Sergei; Golubev, Nikolai; Karneyeu, Anton; Kirsanov, Mikhail; Krasnikov, Nikolai; Pashenkov, Anatoli; Tlisov, Danila; Toropin, Alexander; Epshteyn, Vladimir; Gavrilov, Vladimir; Lychkovskaya, Natalia; Popov, Vladimir; Pozdnyakov, Ivan; Safronov, Grigory; Spiridonov, Alexander; Toms, Maria; Vlasov, Evgueni; Zhokin, Alexander; Aushev, Tagir; Bylinkin, Alexander; Chadeeva, Marina; Markin, Oleg; Tarkovskii, Evgenii; Andreev, Vladimir; Azarkin, Maksim; Dremin, Igor; Kirakosyan, Martin; Leonidov, Andrey; Terkulov, Adel; Baskakov, Alexey; Belyaev, Andrey; Boos, Edouard; Bunichev, Viacheslav; Dubinin, Mikhail; Dudko, Lev; Klyukhin, Vyacheslav; Kodolova, Olga; Korneeva, Natalia; Lokhtin, Igor; Miagkov, Igor; Obraztsov, Stepan; Perfilov, Maxim; Savrin, Viktor; Volkov, Petr; Blinov, Vladimir; Skovpen, Yuri; Shtol, Dmitry; Azhgirey, Igor; Bayshev, Igor; Bitioukov, Sergei; Elumakhov, Dmitry; Kachanov, Vassili; Kalinin, Alexey; Konstantinov, Dmitri; Krychkine, Victor; Petrov, Vladimir; Ryutin, Roman; Sobol, Andrei; Troshin, Sergey; Tyurin, Nikolay; Uzunian, Andrey; Volkov, Alexey; Adzic, Petar; Cirkovic, Predrag; Devetak, Damir; Dordevic, Milos; Milosevic, Jovan; Rekovic, Vladimir; Alcaraz Maestre, Juan; Barrio Luna, Mar; Calvo, Enrique; Cerrada, Marcos; Chamizo Llatas, Maria; Colino, Nicanor; De La Cruz, Begona; Delgado Peris, Antonio; Escalante Del Valle, Alberto; Fernandez Bedoya, Cristina; Fernández Ramos, Juan Pablo; Flix, Jose; Fouz, Maria Cruz; Garcia-Abia, Pablo; Gonzalez Lopez, Oscar; 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Chao, Yuan; Chen, Kai-Feng; Chen, Po-Hsun; Fiori, Francesco; Hou, George Wei-Shu; Hsiung, Yee; Liu, Yueh-Feng; Lu, Rong-Shyang; Miñano Moya, Mercedes; Paganis, Efstathios; Psallidas, Andreas; Tsai, Jui-fa; Asavapibhop, Burin; Singh, Gurpreet; Srimanobhas, Norraphat; Suwonjandee, Narumon; Adiguzel, Aytul; Bakirci, Mustafa Numan; Boran, Fatma; Cerci, Salim; Damarseckin, Serdal; Demiroglu, Zuhal Seyma; Dozen, Candan; Dumanoglu, Isa; Girgis, Semiray; Gokbulut, Gul; Guler, Yalcin; Hos, Ilknur; Kangal, Evrim Ersin; Kara, Ozgun; Kayis Topaksu, Aysel; Kiminsu, Ugur; Oglakci, Mehmet; Onengut, Gulsen; Ozdemir, Kadri; Tali, Bayram; Turkcapar, Semra; Zorbakir, Ibrahim Soner; Zorbilmez, Caglar; Bilin, Bugra; Bilmis, Selcuk; Isildak, Bora; Karapinar, Guler; Yalvac, Metin; Zeyrek, Mehmet; Gülmez, Erhan; Kaya, Mithat; Kaya, Ozlem; Yetkin, Elif Asli; Yetkin, Taylan; Cakir, Altan; Cankocak, Kerem; Sen, Sercan; Grynyov, Boris; Levchuk, Leonid; Sorokin, Pavel; Aggleton, Robin; Ball, Fionn; Beck, Lana; Brooke, James John; 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Piperov, Stefan; Sagir, Sinan; Spencer, Eric; Syarif, Rizki; Breedon, Richard; Burns, Dustin; Calderon De La Barca Sanchez, Manuel; Chauhan, Sushil; Chertok, Maxwell; Conway, John; Conway, Rylan; Cox, Peter Timothy; Erbacher, Robin; Flores, Chad; Funk, Garrett; Gardner, Michael; Ko, Winston; Lander, Richard; Mclean, Christine; Mulhearn, Michael; Pellett, Dave; Pilot, Justin; Shalhout, Shalhout; Shi, Mengyao; Smith, John; Squires, Michael; Stolp, Dustin; Tos, Kyle; Tripathi, Mani; Bachtis, Michail; Bravo, Cameron; Cousins, Robert; Dasgupta, Abhigyan; Florent, Alice; Hauser, Jay; Ignatenko, Mikhail; Mccoll, Nickolas; Saltzberg, David; Schnaible, Christian; Valuev, Vyacheslav; Weber, Matthias; Bouvier, Elvire; Burt, Kira; Clare, Robert; Ellison, John Anthony; Gary, J William; Ghiasi Shirazi, Seyyed Mohammad Amin; Hanson, Gail; Heilman, Jesse; Jandir, Pawandeep; Kennedy, Elizabeth; Lacroix, Florent; Long, Owen Rosser; Olmedo Negrete, Manuel; Paneva, Mirena Ivova; Shrinivas, Amithabh; Si, Weinan; Wei, Hua; Wimpenny, Stephen; Yates, Brent; Branson, James G; Cerati, Giuseppe Benedetto; Cittolin, Sergio; Derdzinski, Mark; Gerosa, Raffaele; Holzner, André; Klein, Daniel; Krutelyov, Vyacheslav; Letts, James; Macneill, Ian; Olivito, Dominick; Padhi, Sanjay; Pieri, Marco; Sani, Matteo; Sharma, Vivek; Simon, Sean; Tadel, Matevz; Vartak, Adish; Wasserbaech, Steven; Welke, Charles; Wood, John; Würthwein, Frank; Yagil, Avraham; Zevi Della Porta, Giovanni; Amin, Nick; Bhandari, Rohan; Bradmiller-Feld, John; Campagnari, Claudio; Dishaw, Adam; Dutta, Valentina; Franco Sevilla, Manuel; George, Christopher; Golf, Frank; Gouskos, Loukas; Gran, Jason; Heller, Ryan; Incandela, Joe; Mullin, Sam Daniel; Ovcharova, Ana; Qu, Huilin; Richman, Jeffrey; Stuart, David; Suarez, Indara; Yoo, Jaehyeok; Anderson, Dustin; Bendavid, Joshua; Bornheim, Adolf; Bunn, Julian; Duarte, Javier; Lawhorn, Jay Mathew; Mott, Alexander; Newman, Harvey B; Pena, Cristian; Spiropulu, Maria; Vlimant, Jean-Roch; Xie, Si; Zhu, Ren-Yuan; Andrews, Michael Benjamin; Ferguson, Thomas; Paulini, Manfred; Russ, James; Sun, Menglei; Vogel, Helmut; Vorobiev, Igor; Weinberg, Marc; Cumalat, John Perry; Ford, William T; Jensen, Frank; Johnson, Andrew; Krohn, Michael; Leontsinis, Stefanos; Mulholland, Troy; Stenson, Kevin; Wagner, Stephen Robert; Alexander, James; Chaves, Jorge; Chu, Jennifer; Dittmer, Susan; Mcdermott, Kevin; Mirman, Nathan; Patterson, Juliet Ritchie; Rinkevicius, Aurelijus; Ryd, Anders; Skinnari, Louise; Soffi, Livia; Tan, Shao Min; Tao, Zhengcheng; Thom, Julia; Tucker, Jordan; Wittich, Peter; Zientek, Margaret; Winn, Dave; Abdullin, Salavat; Albrow, Michael; Apollinari, Giorgio; Apresyan, Artur; Banerjee, Sunanda; Bauerdick, Lothar AT; Beretvas, Andrew; Berryhill, Jeffrey; Bhat, Pushpalatha C; Bolla, Gino; Burkett, Kevin; Butler, Joel Nathan; Cheung, Harry; Chlebana, Frank; Cihangir, Selcuk; Cremonesi, Matteo; Elvira, Victor Daniel; Fisk, Ian; Freeman, Jim; Gottschalk, Erik; Gray, Lindsey; Green, Dan; Grünendahl, Stefan; Gutsche, Oliver; Hare, Daryl; Harris, Robert M; Hasegawa, Satoshi; Hirschauer, James; Hu, Zhen; Jayatilaka, Bodhitha; Jindariani, Sergo; Johnson, Marvin; Joshi, Umesh; Klima, Boaz; Kreis, Benjamin; Lammel, Stephan; Linacre, Jacob; Lincoln, Don; Lipton, Ron; Liu, Miaoyuan; Liu, Tiehui; Lopes De Sá, Rafael; Lykken, Joseph; Maeshima, Kaori; Magini, Nicolo; Marraffino, John Michael; Maruyama, Sho; Mason, David; McBride, Patricia; Merkel, Petra; Mrenna, Stephen; Nahn, Steve; O'Dell, Vivian; Pedro, Kevin; Prokofyev, Oleg; Rakness, Gregory; Ristori, Luciano; Sexton-Kennedy, Elizabeth; Soha, Aron; Spalding, William J; Spiegel, Leonard; Stoynev, Stoyan; Strait, James; Strobbe, Nadja; Taylor, Lucas; Tkaczyk, Slawek; Tran, Nhan Viet; Uplegger, Lorenzo; Vaandering, Eric Wayne; Vernieri, Caterina; Verzocchi, Marco; Vidal, Richard; Wang, Michael; Weber, Hannsjoerg Artur; Whitbeck, Andrew; Wu, Yujun; Acosta, Darin; Avery, Paul; Bortignon, Pierluigi; Bourilkov, Dimitri; Brinkerhoff, Andrew; Carnes, Andrew; Carver, Matthew; Curry, David; Das, Souvik; Field, Richard D; Furic, Ivan-Kresimir; Konigsberg, Jacobo; Korytov, Andrey; Low, Jia Fu; Ma, Peisen; Matchev, Konstantin; Mei, Hualin; Mitselmakher, Guenakh; Rank, Douglas; Shchutska, Lesya; Sperka, David; Thomas, Laurent; Wang, Jian; Wang, Sean-Jiun; Yelton, John; Linn, Stephan; Markowitz, Pete; Martinez, German; Rodriguez, Jorge Luis; Ackert, Andrew; Adams, Todd; Askew, Andrew; Bein, Samuel; Hagopian, Sharon; Hagopian, Vasken; Johnson, Kurtis F; Kolberg, Ted; Perry, Thomas; Prosper, Harrison; Santra, Arka; Yohay, Rachel; Baarmand, Marc M; Bhopatkar, Vallary; Colafranceschi, Stefano; Hohlmann, Marcus; Noonan, Daniel; Roy, Titas; Yumiceva, Francisco; Adams, Mark Raymond; Apanasevich, Leonard; Berry, Douglas; Betts, Russell Richard; Cavanaugh, Richard; Chen, Xuan; Evdokimov, Olga; Gerber, Cecilia Elena; Hangal, Dhanush Anil; Hofman, David Jonathan; Jung, Kurt; Kamin, Jason; Sandoval Gonzalez, Irving Daniel; Trauger, Hallie; Varelas, Nikos; Wang, Hui; Wu, Zhenbin; Zhang, Jingyu; Bilki, Burak; Clarida, Warren; Dilsiz, Kamuran; Durgut, Süleyman; Gandrajula, Reddy Pratap; Haytmyradov, Maksat; Khristenko, Viktor; Merlo, Jean-Pierre; Mermerkaya, Hamit; Mestvirishvili, Alexi; Moeller, Anthony; Nachtman, Jane; Ogul, Hasan; Onel, Yasar; Ozok, Ferhat; Penzo, Aldo; Snyder, Christina; Tiras, Emrah; Wetzel, James; Yi, Kai; Blumenfeld, Barry; Cocoros, Alice; Eminizer, Nicholas; Fehling, David; Feng, Lei; Gritsan, Andrei; Maksimovic, Petar; Roskes, Jeffrey; Sarica, Ulascan; Swartz, Morris; Xiao, Meng; You, Can; Al-bataineh, Ayman; Baringer, Philip; Bean, Alice; Boren, Samuel; Bowen, James; Castle, James; Forthomme, Laurent; Khalil, Sadia; Kropivnitskaya, Anna; Majumder, Devdatta; Mcbrayer, William; Murray, Michael; Sanders, Stephen; Stringer, Robert; Tapia Takaki, Daniel; Wang, Quan; Ivanov, Andrew; Kaadze, Ketino; Maravin, Yurii; Mohammadi, Abdollah; Saini, Lovedeep Kaur; Skhirtladze, Nikoloz; Toda, Sachiko; Rebassoo, Finn; Wright, Douglas; Anelli, Christopher; Baden, Drew; Baron, Owen; Belloni, Alberto; Calvert, Brian; Eno, Sarah Catherine; Ferraioli, Charles; Gomez, Jaime; Hadley, Nicholas John; Jabeen, Shabnam; Jeng, Geng-Yuan; Kellogg, Richard G; Kunkle, Joshua; Mignerey, Alice; Ricci-Tam, Francesca; Shin, Young Ho; Skuja, Andris; Tonjes, Marguerite; Tonwar, Suresh C; Abercrombie, Daniel; Allen, Brandon; Apyan, Aram; Azzolini, Virginia; Barbieri, Richard; Baty, Austin; Bi, Ran; Bierwagen, Katharina; Brandt, Stephanie; Busza, Wit; Cali, Ivan Amos; D'Alfonso, Mariarosaria; Demiragli, Zeynep; Gomez Ceballos, Guillelmo; Goncharov, Maxim; Hsu, Dylan; Iiyama, Yutaro; Innocenti, Gian Michele; Klute, Markus; Kovalskyi, Dmytro; Krajczar, Krisztian; Lai, Yue Shi; Lee, Yen-Jie; Levin, Andrew; Luckey, Paul David; Maier, Benedikt; Marini, Andrea Carlo; Mcginn, Christopher; Mironov, Camelia; Narayanan, Siddharth; Niu, Xinmei; Paus, Christoph; Roland, Christof; Roland, Gunther; Salfeld-Nebgen, Jakob; Stephans, George; Tatar, Kaya; Velicanu, Dragos; Wang, Jing; Wang, Ta-Wei; Wyslouch, Bolek; Benvenuti, Alberto; Chatterjee, Rajdeep Mohan; Evans, Andrew; Hansen, Peter; Kalafut, Sean; Kao, Shih-Chuan; Kubota, Yuichi; Lesko, Zachary; Mans, Jeremy; Nourbakhsh, Shervin; Ruckstuhl, Nicole; Rusack, Roger; Tambe, Norbert; Turkewitz, Jared; Acosta, John Gabriel; Oliveros, Sandra; Avdeeva, Ekaterina; Bloom, Kenneth; Claes, Daniel R; Fangmeier, Caleb; Gonzalez Suarez, Rebeca; Kamalieddin, Rami; Kravchenko, Ilya; Malta Rodrigues, Alan; Monroy, Jose; Siado, Joaquin Emilo; Snow, Gregory R; Stieger, Benjamin; Alyari, Maral; Dolen, James; Godshalk, Andrew; Harrington, Charles; Iashvili, Ia; Kaisen, Josh; Nguyen, Duong; Parker, Ashley; Rappoccio, Salvatore; Roozbahani, Bahareh; Alverson, George; Barberis, Emanuela; Hortiangtham, Apichart; Massironi, Andrea; Morse, David Michael; Nash, David; Orimoto, Toyoko; Teixeira De Lima, Rafael; Trocino, Daniele; Wang, Ren-Jie; Wood, Darien; Bhattacharya, Saptaparna; Charaf, Otman; Hahn, Kristan Allan; Mucia, Nicholas; Odell, Nathaniel; 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Sheffield, David; Somalwar, Sunil; Stone, Robert; Thomas, Scott; Thomassen, Peter; Walker, Matthew; Delannoy, Andrés G; Foerster, Mark; Heideman, Joseph; Riley, Grant; Rose, Keith; Spanier, Stefan; Thapa, Krishna; Bouhali, Othmane; Celik, Ali; Dalchenko, Mykhailo; De Mattia, Marco; Delgado, Andrea; Dildick, Sven; Eusebi, Ricardo; Gilmore, Jason; Huang, Tao; Juska, Evaldas; Kamon, Teruki; Mueller, Ryan; Pakhotin, Yuriy; Patel, Rishi; Perloff, Alexx; Perniè, Luca; Rathjens, Denis; Safonov, Alexei; Tatarinov, Aysen; Ulmer, Keith; Akchurin, Nural; Damgov, Jordan; De Guio, Federico; Dragoiu, Cosmin; Dudero, Phillip Russell; Faulkner, James; Gurpinar, Emine; Kunori, Shuichi; Lamichhane, Kamal; Lee, Sung Won; Libeiro, Terence; Peltola, Timo; Undleeb, Sonaina; Volobouev, Igor; Wang, Zhixing; Greene, Senta; Gurrola, Alfredo; Janjam, Ravi; Johns, Willard; Maguire, Charles; Melo, Andrew; Ni, Hong; Sheldon, Paul; Tuo, Shengquan; Velkovska, Julia; Xu, Qiao; Arenton, Michael Wayne; Barria, Patrizia; Cox, Bradley; Hirosky, Robert; Ledovskoy, Alexander; Li, Hengne; Neu, Christopher; Sinthuprasith, Tutanon; Sun, Xin; Wang, Yanchu; Wolfe, Evan; Xia, Fan; Clarke, Christopher; Harr, Robert; Karchin, Paul Edmund; Sturdy, Jared; Zaleski, Shawn; Belknap, Donald; Buchanan, James; Caillol, Cécile; Dasu, Sridhara; Dodd, Laura; Duric, Senka; Gomber, Bhawna; Grothe, Monika; Herndon, Matthew; Hervé, Alain; Hussain, Usama; Klabbers, Pamela; Lanaro, Armando; Levine, Aaron; Long, Kenneth; Loveless, Richard; Pierro, Giuseppe Antonio; Polese, Giovanni; Ruggles, Tyler; Savin, Alexander; Smith, Nicholas; Smith, Wesley H; Taylor, Devin; Woods, Nathaniel
2017-08-22
A measurement of the top quark mass ($M_{\\mathrm{ t }}$) in the dileptonic $\\mathrm{ t \\bar{t} }$ decay channel is performed using data from proton-proton collisions at a center-of-mass energy of 8 TeV. The data was recorded by the CMS experiment at the LHC and corresponding to an integrated luminosity of 19.7 $\\pm$ 0.5 fb$^{-1}$. Events are selected with two oppositely charged leptons ($\\ell=$ e, $\\mu$) and two jets identified as originating from b quarks. The analysis is based on three kinematic observables whose distributions are sensitive to the value of $M_{\\mathrm{ t }}$. An invariant mass observable, $M_{\\mathrm{ b }\\ell}$, and a 'stransverse mass' observable, $M_{\\mathrm{T}2}$, are employed in a simultaneous fit to determine the value of $M_{\\mathrm{ t }}$ and an overall jet energy scale factor (JSF). A complementary approach is used to construct an invariant mass observable, $M_{\\mathrm{ b }\\ell\
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Yang, Hui-Yu
2014-01-01
The present study examines how display model, English proficiency and cognitive preference affect English as a Foreign Language (EFL) learners' listening comprehension of authentic videos and cognitive load degree. EFL learners were randomly assigned to one of two groups. The control group received single coding and the experimental group received…
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Students' Understanding of Dictionary Entries: A Study with Respect to Four Learners' Dictionaries.
Jana, Abhra; Amritavalli, Vijaya; Amritavalli, R.
2003-01-01
Investigates the effects of definitional information in the form of dictionary entries, on second language learners' vocabulary learning in an instructed setting. Indian students (Native Hindi speakers) of English received monolingual English dictionary entries of five previously unknown words from four different learner's dictionaries. Results…
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A String-Inspired Model for the Low-$\\ell$ CMB
Kitazawa, N.
2015-07-09
We present a semi--analytic exploration of some low--$\\ell$ angular power spectra inspired by "Brane Supersymmetry Breaking". This mechanism splits Bose and Fermi excitations in String Theory, leaving behind an exponential potential that is just too steep for the inflaton to emerge from the initial singularity while descending it. As a result, the scalar generically bounces against the exponential wall, which typically introduces an infrared depression and a pre--inflationary peak in the power spectrum of scalar perturbations. We elaborate on a possible link between this phenomenon and the low--$\\ell$ CMB. For the first 32 multipoles, combining the hard exponential with a milder one leading to $n_s\\simeq 0.96$ and with a small gaussian bump we have attained a reduction of $\\chi^{\\,2}$ to about 46% of the standard $\\Lambda$CDM setting, with both WMAP9 and PLANCK 2013 data. This result corresponds to a $\\chi^{\\,2}/DOF$ of about 0.45, to be compared with a $\\Lambda$CDM value of about 0.85. The preferred choices ...
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Directory of Open Access Journals (Sweden)
Ivan José Antunes Ribeiro
1988-01-01
Full Text Available É relatada a ocorrência, pela primeira vez no Brasil, de Ceratocystis fimbriata Ell. & Halst. sobre acácia-negra. Testes de inoculação cruzada foram efetuados em casa de vegetação com o isolado obtido de acácia-negra (Acacia decurrens Willd. e outro de mangueira (Mangifera indica L.. Observou-se que ambos os isolados foram patogênicos à acácia-negra e à mangueira.Several plants of Acacia decurrens showed wilting and subsequent branche drying. The branches showed wood splitting and gum exudation. The transversally cut wood showed ashy colored pith, that desenvolved numerous perithecia when kept in a humid chamber. These perithecia were transferred aseptically to potato-dextrose-agar and the culture was classified as Ceratocystis fimbriata Ell. & Halst. Four mounth old Acacia plants inoculated with the isolate died after 14 days. The fungus was again isolated from these dead plants. Cross inoculation tests with isolate of C. fimbriata from Acacia and mango (Mangifera indica L. showed pathogenic effects for both hosts.
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Cue generation: How learners flexibly support future retrieval.
Tullis, Jonathan G; Benjamin, Aaron S
2015-08-01
The successful use of memory requires us to be sensitive to the cues that will be present during retrieval. In many situations, we have some control over the external cues that we will encounter. For instance, learners create shopping lists at home to help remember what items to later buy at the grocery store, and they generate computer file names to help remember the contents of those files. Generating cues in the service of later cognitive goals is a complex task that lies at the intersection of metacognition, communication, and memory. In this series of experiments, we investigated how and how well learners generate external mnemonic cues. Across 5 experiments, learners generated a cue for each target word in a to-be-remembered list and received these cues during a later cued recall test. Learners flexibly generated cues in response to different instructional demands and study list compositions. When generating mnemonic cues, as compared to descriptions of target items, learners produced cues that were more distinct than mere descriptions and consequently elicited greater cued recall performance than those descriptions. When learners were aware of competing targets in the study list, they generated mnemonic cues with smaller cue-to-target associative strength but that were even more distinct. These adaptations led to fewer confusions among competing targets and enhanced cued recall performance. These results provide another example of the metacognitively sophisticated tactics that learners use to effectively support future retrieval.
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Parres, Laura
2017-01-01
English language learners (ELLs) are a significant and growing subset of the school age population across the United States. The projected growth of ELL students is significant and poses unique challenges for school districts when assessing bilingual students for special education. The state of California has the most ELL students in the nation…
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Teaching Life Sciences to English Second Language Learners: What Do Teachers Do?
Ferreira, Johanna G.
2011-01-01
South Africa has eleven official languages and legally learners receive tuition in their mother tongue until the end of Grade 3. From then on teachers are required to teach through the medium of English or Afrikaans. The implication is that the majority of learners in the senior secondary school phase study Life Sciences in their second language,…
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Does Computer Use Promote the Mathematical Proficiency of ELL Students?
Kim, Sunha; Chang, Mido
2010-01-01
The study explored the effects of computer use on the mathematical performance of students with special attention to ELL students. To achieve a high generalizability of findings, the study used a U.S. nationally representative database, the Early Childhood Longitudinal Survey Kindergarten Cohort (ECLS-K), and adopted proper weights. The study…
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La transformation économique de l'Inde favorise-t-elle l ...
International Development Research Centre (IDRC) Digital Library (Canada)
La transformation économique de l'Inde favorise-t-elle l'autonomisation ... sur les plans social et économique, il peut arriver que la participation des femmes à la vie ... Related content. Call for proposals for three Asian market-entry studies.
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International Nuclear Information System (INIS)
Aad, G.; Abbott, B.; Abdallah, J.; Abdelalim, A.A.; Abdesselam, A.; Abdinov, O.; Abi, B.; Abolin, M.; Abramowicz, H.; Abreu, H.; Acerbi, E.; Acharya, B.S.; Adams, D.L.; Addy, T.N.; Adelman, J.; Aderholz, M.; Adomeit, S.; Adragna, P.; Adye, T.; Aefsky, S.; Aguilar-Saavedra, J.A.
2011-01-01
A search for the Standard Model Higgs boson in the decay channel H → ZZ (*) → (ell) + (ell) - (ell)' + (ell)' - , where (ell) = e,μ, is presented. Proton-proton collision data at √s = 7 TeV recorded with the ATLAS detector and corresponding to an average integrated luminosity of 2.1 fb -1 are compared to the Standard Model expectations. Upper limits on the production cross section of a Standard Model Higgs boson with a mass between 110 and 600 GeV are derived. The observed (expected) 95% confidence level upper limit on the production cross section for a Higgs boson with a mass of 194 GeV, the region with the best expected sensitivity for this search, is 0.99 (1.01) times the Standard Model prediction. The Standard Model Higgs boson is excluded at 95% confidence level in the mass ranges 191-197, 199-200 and 214-224 GeV.
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Factors Influencing Learner Permit Duration
Directory of Open Access Journals (Sweden)
Johnathon P. Ehsani
2016-12-01
Full Text Available An increasing number of countries are requiring an extended learner permit prior to independent driving. The question of when drivers begin the learner permit period, and how long they hold the permit before advancing to independent licensure has received little research attention. Licensure timing is likely to be related to “push” and “pull” factors which may encourage or inhibit the process. To examine this question, we recruited a sample of 90 novice drivers (49 females and 41 males, average age of 15.6 years soon after they obtained a learner permit and instrumented their vehicles to collect a range of driving data. Participants completed a series of surveys at recruitment related to factors that may influence licensure timing. Two distinct findings emerged from the time-to-event analysis that tested these push and pull factors in relation to licensure timing. The first can be conceptualized as teens’ motivation to drive (push, reflected in a younger age when obtaining a learner permit and extensive pre-permit driving experience. The second finding was teens’ perceptions of their parents’ knowledge of their activities (pull; a proxy for a parents’ attentiveness to their teens’ lives. Teens who reported higher levels of their parents’ knowledge of their activities took longer to advance to independent driving. These findings suggest time-to-licensure may be related to teens’ internal motivation to drive, and the ability of parents to facilitate or impede early licensure.
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Measurements of the ZZ production cross sections in the $2\\ell2\
Khachatryan, Vardan; Tumasyan, Armen; Adam, Wolfgang; Bergauer, Thomas; Dragicevic, Marko; Erö, Janos; Friedl, Markus; Fruehwirth, Rudolf; Ghete, Vasile Mihai; Hartl, Christian; Hörmann, Natascha; Hrubec, Josef; Jeitler, Manfred; Kiesenhofer, Wolfgang; Knünz, Valentin; Krammer, Manfred; Krätschmer, Ilse; Liko, Dietrich; Mikulec, Ivan; Rabady, Dinyar; Rahbaran, Babak; Rohringer, Herbert; Schöfbeck, Robert; Strauss, Josef; Treberer-Treberspurg, Wolfgang; Waltenberger, Wolfgang; Wulz, Claudia-Elisabeth; Mossolov, Vladimir; Shumeiko, Nikolai; Suarez Gonzalez, Juan; Alderweireldt, Sara; Bansal, Sunil; Cornelis, Tom; De Wolf, Eddi A; Janssen, Xavier; Knutsson, Albert; Lauwers, Jasper; Luyckx, Sten; Ochesanu, Silvia; Rougny, Romain; Van De Klundert, Merijn; Van Haevermaet, Hans; Van Mechelen, Pierre; Van Remortel, Nick; Van Spilbeeck, Alex; Blekman, Freya; Blyweert, Stijn; D'Hondt, Jorgen; Daci, Nadir; Heracleous, Natalie; Keaveney, James; Lowette, Steven; Maes, Michael; Olbrechts, Annik; Python, Quentin; Strom, Derek; Tavernier, Stefaan; Van Doninck, Walter; Van Mulders, Petra; Van Onsem, Gerrit Patrick; Villella, Ilaria; Caillol, Cécile; Clerbaux, Barbara; De Lentdecker, Gilles; Dobur, Didar; Favart, Laurent; Gay, Arnaud; Grebenyuk, Anastasia; Léonard, Alexandre; Mohammadi, Abdollah; Perniè, Luca; Randle-conde, Aidan; Reis, Thomas; Seva, Tomislav; Thomas, Laurent; Vander Velde, Catherine; Vanlaer, Pascal; Wang, Jian; Zenoni, Florian; Adler, Volker; Beernaert, Kelly; Benucci, Leonardo; Cimmino, Anna; Costantini, Silvia; Crucy, Shannon; Dildick, Sven; Fagot, Alexis; Garcia, Guillaume; Mccartin, Joseph; Ocampo Rios, Alberto Andres; Ryckbosch, Dirk; Salva Diblen, Sinem; Sigamani, Michael; Strobbe, Nadja; Thyssen, Filip; Tytgat, Michael; Yazgan, Efe; Zaganidis, Nicolas; Basegmez, Suzan; Beluffi, Camille; Bruno, Giacomo; Castello, Roberto; Caudron, Adrien; Ceard, Ludivine; Da Silveira, Gustavo Gil; Delaere, Christophe; Du Pree, Tristan; Favart, Denis; Forthomme, Laurent; Giammanco, Andrea; Hollar, Jonathan; Jafari, Abideh; Jez, Pavel; Komm, Matthias; Lemaitre, Vincent; Nuttens, Claude; Pagano, Davide; Perrini, Lucia; Pin, Arnaud; Piotrzkowski, Krzysztof; Popov, Andrey; Quertenmont, Loic; Selvaggi, Michele; Vidal Marono, Miguel; Vizan Garcia, Jesus Manuel; Beliy, Nikita; Caebergs, Thierry; Daubie, Evelyne; Hammad, Gregory Habib; Aldá Júnior, Walter Luiz; Alves, Gilvan; Brito, Lucas; Correa Martins Junior, Marcos; Dos Reis Martins, Thiago; Mora Herrera, Clemencia; Pol, Maria Elena; Rebello Teles, Patricia; Carvalho, Wagner; Chinellato, Jose; Custódio, Analu; Melo Da Costa, Eliza; De Jesus Damiao, Dilson; De Oliveira Martins, Carley; Fonseca De Souza, Sandro; Malbouisson, Helena; Matos Figueiredo, Diego; Mundim, Luiz; Nogima, Helio; Prado Da Silva, Wanda Lucia; Santaolalla, Javier; Santoro, Alberto; Sznajder, Andre; Tonelli Manganote, Edmilson José; Vilela Pereira, Antonio; Bernardes, Cesar Augusto; Dogra, Sunil; Tomei, Thiago; De Moraes Gregores, Eduardo; Mercadante, Pedro G; Novaes, Sergio F; Padula, Sandra; Aleksandrov, Aleksandar; Genchev, Vladimir; Hadjiiska, Roumyana; Iaydjiev, Plamen; Marinov, Andrey; Piperov, Stefan; Rodozov, Mircho; Sultanov, Georgi; Vutova, Mariana; Dimitrov, Anton; Glushkov, Ivan; Litov, Leander; Pavlov, Borislav; Petkov, Peicho; Bian, Jian-Guo; Chen, Guo-Ming; Chen, He-Sheng; Chen, Mingshui; Cheng, Tongguang; Du, Ran; Jiang, Chun-Hua; Plestina, Roko; Romeo, Francesco; Tao, Junquan; Wang, Zheng; Asawatangtrakuldee, Chayanit; Ban, Yong; Li, Qiang; Liu, Shuai; Mao, Yajun; Qian, Si-Jin; Wang, Dayong; Xu, Zijun; Zou, Wei; Avila, Carlos; Cabrera, Andrés; Chaparro Sierra, Luisa Fernanda; Florez, Carlos; Gomez, Juan Pablo; Gomez Moreno, Bernardo; Sanabria, Juan Carlos; Godinovic, Nikola; Lelas, Damir; Polic, Dunja; Puljak, Ivica; Antunovic, Zeljko; Kovac, Marko; Brigljevic, Vuko; Kadija, Kreso; Luetic, Jelena; Mekterovic, Darko; Sudic, Lucija; Attikis, Alexandros; Mavromanolakis, Georgios; Mousa, Jehad; Nicolaou, Charalambos; Ptochos, Fotios; Razis, Panos A; Bodlak, Martin; Finger, Miroslav; Finger Jr, Michael; Assran, Yasser; Ellithi Kamel, Ali; Mahmoud, Mohammed; Radi, Amr; Kadastik, Mario; Murumaa, Marion; Raidal, Martti; Tiko, Andres; Eerola, Paula; Fedi, Giacomo; Voutilainen, Mikko; Härkönen, Jaakko; Karimäki, Veikko; Kinnunen, Ritva; Kortelainen, Matti J; Lampén, Tapio; Lassila-Perini, Kati; Lehti, Sami; Lindén, Tomas; Luukka, Panja-Riina; Mäenpää, Teppo; Peltola, Timo; Tuominen, Eija; Tuominiemi, Jorma; Tuovinen, Esa; Wendland, Lauri; Talvitie, Joonas; Tuuva, Tuure; Besancon, Marc; Couderc, Fabrice; Dejardin, Marc; Denegri, Daniel; Fabbro, Bernard; Faure, Jean-Louis; Favaro, Carlotta; Ferri, Federico; Ganjour, Serguei; Givernaud, Alain; Gras, Philippe; Hamel de Monchenault, Gautier; Jarry, Patrick; Locci, Elizabeth; Malcles, Julie; Rander, John; Rosowsky, André; Titov, Maksym; Baffioni, Stephanie; Beaudette, Florian; Busson, Philippe; Charlot, Claude; Dahms, Torsten; Dalchenko, Mykhailo; Dobrzynski, Ludwik; Filipovic, Nicolas; Florent, Alice; Granier de Cassagnac, Raphael; Mastrolorenzo, Luca; Miné, Philippe; Mironov, Camelia; Naranjo, Ivo Nicolas; Nguyen, Matthew; Ochando, Christophe; Ortona, Giacomo; Paganini, Pascal; Regnard, Simon; Salerno, Roberto; Sauvan, Jean-Baptiste; Sirois, Yves; Veelken, Christian; Yilmaz, Yetkin; Zabi, Alexandre; Agram, Jean-Laurent; Andrea, Jeremy; Aubin, Alexandre; Bloch, Daniel; Brom, Jean-Marie; Chabert, Eric Christian; Collard, Caroline; Conte, Eric; Fontaine, Jean-Charles; Gelé, Denis; Goerlach, Ulrich; Goetzmann, Christophe; Le Bihan, Anne-Catherine; Skovpen, Kirill; Van Hove, Pierre; Gadrat, Sébastien; Beauceron, Stephanie; Beaupere, Nicolas; Bernet, Colin; Boudoul, Gaelle; Bouvier, Elvire; Brochet, Sébastien; Carrillo Montoya, Camilo Andres; Chasserat, Julien; Chierici, Roberto; Contardo, Didier; Depasse, Pierre; El Mamouni, Houmani; Fan, Jiawei; Fay, Jean; Gascon, Susan; Gouzevitch, Maxime; Ille, Bernard; Kurca, Tibor; Lethuillier, Morgan; Mirabito, Laurent; Perries, Stephane; Ruiz Alvarez, José David; Sabes, David; Sgandurra, Louis; Sordini, Viola; Vander Donckt, Muriel; Verdier, Patrice; Viret, Sébastien; Xiao, Hong; Tsamalaidze, Zviad; Autermann, Christian; Beranek, Sarah; Bontenackels, Michael; Edelhoff, Matthias; Feld, Lutz; Heister, Arno; Hindrichs, Otto; Klein, Katja; Ostapchuk, Andrey; Preuten, Marius; Raupach, Frank; Sammet, Jan; Schael, Stefan; Schulte, Jan-Frederik; Weber, Hendrik; Wittmer, Bruno; Zhukov, Valery; Ata, Metin; Brodski, Michael; Dietz-Laursonn, Erik; Duchardt, Deborah; Erdmann, Martin; Fischer, Robert; Güth, Andreas; Hebbeker, Thomas; Heidemann, Carsten; Hoepfner, Kerstin; Klingebiel, Dennis; Knutzen, Simon; Kreuzer, Peter; Merschmeyer, Markus; Meyer, Arnd; Millet, Philipp; Olschewski, Mark; Padeken, Klaas; Papacz, Paul; Reithler, Hans; Schmitz, Stefan Antonius; Sonnenschein, Lars; Teyssier, Daniel; Thüer, Sebastian; Weber, Martin; Cherepanov, Vladimir; Erdogan, Yusuf; Flügge, Günter; Geenen, Heiko; Geisler, Matthias; Haj Ahmad, Wael; Hoehle, Felix; Kargoll, Bastian; Kress, Thomas; Kuessel, Yvonne; Künsken, Andreas; Lingemann, Joschka; Nowack, Andreas; Nugent, Ian Michael; Pooth, Oliver; Stahl, Achim; Aldaya Martin, Maria; Asin, Ivan; Bartosik, Nazar; Behr, Joerg; Behrens, Ulf; Bell, Alan James; Bethani, Agni; Borras, Kerstin; Burgmeier, Armin; Cakir, Altan; Calligaris, Luigi; Campbell, Alan; Choudhury, Somnath; Costanza, Francesco; Diez Pardos, Carmen; Dolinska, Ganna; Dooling, Samantha; Dorland, Tyler; Eckerlin, Guenter; Eckstein, Doris; Eichhorn, Thomas; Flucke, Gero; Garay Garcia, Jasone; Geiser, Achim; Gunnellini, Paolo; Hauk, Johannes; Hempel, Maria; Jung, Hannes; Kalogeropoulos, Alexis; Kasemann, Matthias; Katsas, Panagiotis; Kieseler, Jan; Kleinwort, Claus; Korol, Ievgen; Krücker, Dirk; Lange, Wolfgang; Leonard, Jessica; Lipka, Katerina; Lobanov, Artur; Lohmann, Wolfgang; Lutz, Benjamin; Mankel, Rainer; Marfin, Ihar; Melzer-Pellmann, Isabell-Alissandra; Meyer, Andreas Bernhard; Mittag, Gregor; Mnich, Joachim; Mussgiller, Andreas; Naumann-Emme, Sebastian; Nayak, Aruna; Ntomari, Eleni; Perrey, Hanno; Pitzl, Daniel; Placakyte, Ringaile; Raspereza, Alexei; Ribeiro Cipriano, Pedro M; Roland, Benoit; Ron, Elias; Sahin, Mehmet Özgür; Salfeld-Nebgen, Jakob; Saxena, Pooja; Schoerner-Sadenius, Thomas; Schröder, Matthias; Seitz, Claudia; Spannagel, Simon; Vargas Trevino, Andrea Del Rocio; Walsh, Roberval; Wissing, Christoph; Blobel, Volker; Centis Vignali, Matteo; Draeger, Arne-Rasmus; Erfle, Joachim; Garutti, Erika; Goebel, Kristin; Görner, Martin; Haller, Johannes; Hoffmann, Malte; Höing, Rebekka Sophie; Junkes, Alexandra; Kirschenmann, Henning; Klanner, Robert; Kogler, Roman; Lange, Jörn; Lapsien, Tobias; Lenz, Teresa; Marchesini, Ivan; Ott, Jochen; Peiffer, Thomas; Perieanu, Adrian; Pietsch, Niklas; Poehlsen, Jennifer; Pöhlsen, Thomas; Rathjens, Denis; Sander, Christian; Schettler, Hannes; Schleper, Peter; Schlieckau, Eike; Schmidt, Alexander; Seidel, Markus; Sola, Valentina; Stadie, Hartmut; Steinbrück, Georg; Troendle, Daniel; Usai, Emanuele; Vanelderen, Lukas; Vanhoefer, Annika; Barth, Christian; Baus, Colin; Berger, Joram; Böser, Christian; Butz, Erik; Chwalek, Thorsten; De Boer, Wim; Descroix, Alexis; Dierlamm, Alexander; Feindt, Michael; Frensch, Felix; Giffels, Manuel; Gilbert, Andrew; Hartmann, Frank; Hauth, Thomas; Husemann, Ulrich; Katkov, Igor; Kornmayer, Andreas; Kuznetsova, Ekaterina; Lobelle Pardo, Patricia; Mozer, Matthias Ulrich; Müller, Thomas; Müller, Thomas; Nürnberg, Andreas; Quast, Gunter; Rabbertz, Klaus; Röcker, Steffen; Simonis, Hans-Jürgen; Stober, Fred-Markus Helmut; Ulrich, Ralf; Wagner-Kuhr, Jeannine; Wayand, Stefan; Weiler, Thomas; Wolf, Roger; Anagnostou, Georgios; Daskalakis, Georgios; Geralis, Theodoros; Giakoumopoulou, Viktoria Athina; Kyriakis, Aristotelis; Loukas, Demetrios; Markou, Athanasios; Markou, Christos; Psallidas, Andreas; Topsis-Giotis, Iasonas; Agapitos, Antonis; Kesisoglou, Stilianos; Panagiotou, Apostolos; Saoulidou, Niki; Stiliaris, Efstathios; Aslanoglou, Xenofon; Evangelou, Ioannis; Flouris, Giannis; Foudas, Costas; Kokkas, Panagiotis; Manthos, Nikolaos; Papadopoulos, Ioannis; Paradas, Evangelos; Strologas, John; Bencze, Gyorgy; Hajdu, Csaba; Hidas, Pàl; Horvath, Dezso; Sikler, Ferenc; Veszpremi, Viktor; Vesztergombi, Gyorgy; Zsigmond, Anna Julia; Beni, Noemi; Czellar, Sandor; Karancsi, János; Molnar, Jozsef; Palinkas, Jozsef; Szillasi, Zoltan; Makovec, Alajos; Raics, Peter; Trocsanyi, Zoltan Laszlo; Ujvari, Balazs; Swain, Sanjay Kumar; Beri, Suman Bala; Bhatnagar, Vipin; Gupta, Ruchi; Bhawandeep, Bhawandeep; Kalsi, Amandeep Kaur; Kaur, Manjit; Kumar, Ramandeep; Mittal, Monika; Nishu, Nishu; Singh, Jasbir; Kumar, Ashok; Kumar, Arun; Ahuja, Sudha; Bhardwaj, Ashutosh; Choudhary, Brajesh C; Kumar, Ajay; Malhotra, Shivali; Naimuddin, Md; Ranjan, Kirti; Sharma, Varun; Banerjee, Sunanda; Bhattacharya, Satyaki; Chatterjee, Kalyanmoy; Dutta, Suchandra; Gomber, Bhawna; Jain, Sandhya; Jain, Shilpi; Khurana, Raman; Modak, Atanu; Mukherjee, Swagata; Roy, Debarati; Sarkar, Subir; Sharan, Manoj; Abdulsalam, Abdulla; Dutta, Dipanwita; Kumar, Vineet; Mohanty, Ajit Kumar; Pant, Lalit Mohan; Shukla, Prashant; Topkar, Anita; Aziz, Tariq; Banerjee, Sudeshna; Bhowmik, Sandeep; Chatterjee, Rajdeep Mohan; Dewanjee, Ram Krishna; Dugad, Shashikant; Ganguly, Sanmay; Ghosh, Saranya; Guchait, Monoranjan; Gurtu, Atul; Kole, Gouranga; Kumar, Sanjeev; Maity, Manas; Majumder, Gobinda; Mazumdar, Kajari; Mohanty, Gagan Bihari; Parida, Bibhuti; Sudhakar, Katta; Wickramage, Nadeesha; Bakhshiansohi, Hamed; Behnamian, Hadi; Etesami, Seyed Mohsen; Fahim, Ali; Goldouzian, Reza; Khakzad, Mohsen; Mohammadi Najafabadi, Mojtaba; Naseri, Mohsen; Paktinat Mehdiabadi, Saeid; Rezaei Hosseinabadi, Ferdos; Safarzadeh, Batool; Zeinali, Maryam; Felcini, Marta; Grunewald, Martin; Abbrescia, Marcello; Calabria, Cesare; Chhibra, Simranjit Singh; Colaleo, Anna; Creanza, Donato; De Filippis, Nicola; De Palma, Mauro; Fiore, Luigi; Iaselli, Giuseppe; Maggi, Giorgio; Maggi, Marcello; My, Salvatore; Nuzzo, Salvatore; Pompili, Alexis; Pugliese, Gabriella; Radogna, Raffaella; Selvaggi, Giovanna; Sharma, Archana; Silvestris, Lucia; Venditti, Rosamaria; Verwilligen, Piet; Abbiendi, Giovanni; Benvenuti, Alberto; Bonacorsi, Daniele; Braibant-Giacomelli, Sylvie; Brigliadori, Luca; Campanini, Renato; Capiluppi, Paolo; Castro, Andrea; Cavallo, Francesca Romana; Codispoti, Giuseppe; Cuffiani, Marco; Dallavalle, Gaetano-Marco; Fabbri, Fabrizio; Fanfani, Alessandra; Fasanella, Daniele; Giacomelli, Paolo; Grandi, Claudio; Guiducci, Luigi; Marcellini, Stefano; Masetti, Gianni; Montanari, Alessandro; Navarria, Francesco; Perrotta, Andrea; Primavera, Federica; Rossi, Antonio; Rovelli, Tiziano; Siroli, Gian Piero; Tosi, Nicolò; Travaglini, Riccardo; Albergo, Sebastiano; Cappello, Gigi; Chiorboli, Massimiliano; Costa, Salvatore; Giordano, Ferdinando; Potenza, Renato; Tricomi, Alessia; Tuve, Cristina; Barbagli, Giuseppe; Ciulli, Vitaliano; Civinini, Carlo; D'Alessandro, Raffaello; Focardi, Ettore; Gallo, Elisabetta; Gonzi, Sandro; Gori, Valentina; Lenzi, Piergiulio; Meschini, Marco; Paoletti, Simone; Sguazzoni, Giacomo; Tropiano, Antonio; Benussi, Luigi; Bianco, Stefano; Fabbri, Franco; Piccolo, Davide; Ferretti, Roberta; Ferro, Fabrizio; Lo Vetere, Maurizio; Robutti, Enrico; Tosi, Silvano; Dinardo, Mauro Emanuele; Fiorendi, Sara; Gennai, Simone; Gerosa, Raffaele; Ghezzi, Alessio; Govoni, Pietro; Lucchini, Marco Toliman; Malvezzi, Sandra; Manzoni, Riccardo Andrea; Martelli, Arabella; Marzocchi, Badder; Menasce, Dario; Moroni, Luigi; Paganoni, Marco; Pedrini, Daniele; Ragazzi, Stefano; Redaelli, Nicola; Tabarelli de Fatis, Tommaso; Buontempo, Salvatore; Cavallo, Nicola; Di Guida, Salvatore; Fabozzi, Francesco; Iorio, Alberto Orso Maria; Lista, Luca; Meola, Sabino; Merola, Mario; Paolucci, Pierluigi; Azzi, Patrizia; Bacchetta, Nicola; Bisello, Dario; Branca, Antonio; Carlin, Roberto; Checchia, Paolo; Dall'Osso, Martino; Dorigo, Tommaso; Galanti, Mario; Gasparini, Fabrizio; Gasparini, Ugo; Gonella, Franco; Gozzelino, Andrea; Kanishchev, Konstantin; Lacaprara, Stefano; Margoni, Martino; Meneguzzo, Anna Teresa; Pazzini, Jacopo; Pozzobon, Nicola; Ronchese, Paolo; Simonetto, Franco; Torassa, Ezio; Tosi, Mia; Zotto, Pierluigi; Zucchetta, Alberto; Zumerle, Gianni; Gabusi, Michele; Ratti, Sergio P; Re, Valerio; Riccardi, Cristina; Salvini, Paola; Vitulo, Paolo; Biasini, Maurizio; Bilei, Gian Mario; Ciangottini, Diego; Fanò, Livio; Lariccia, Paolo; Mantovani, Giancarlo; Menichelli, Mauro; Saha, Anirban; Santocchia, Attilio; Spiezia, Aniello; Androsov, Konstantin; Azzurri, Paolo; Bagliesi, Giuseppe; Bernardini, Jacopo; Boccali, Tommaso; Broccolo, Giuseppe; Castaldi, Rino; Ciocci, Maria Agnese; Dell'Orso, Roberto; Donato, Silvio; Fiori, Francesco; Foà, Lorenzo; Giassi, Alessandro; Grippo, Maria Teresa; Ligabue, Franco; Lomtadze, Teimuraz; Martini, Luca; Messineo, Alberto; Moon, Chang-Seong; Palla, Fabrizio; Rizzi, Andrea; Savoy-Navarro, Aurore; Serban, Alin Titus; Spagnolo, Paolo; Squillacioti, Paola; Tenchini, Roberto; Tonelli, Guido; Venturi, Andrea; Verdini, Piero Giorgio; Vernieri, Caterina; Barone, Luciano; Cavallari, Francesca; D'imperio, Giulia; Del Re, Daniele; Diemoz, Marcella; Jorda, Clara; Longo, Egidio; Margaroli, Fabrizio; Meridiani, Paolo; Micheli, Francesco; Organtini, Giovanni; Paramatti, Riccardo; Rahatlou, Shahram; Rovelli, Chiara; Santanastasio, Francesco; Soffi, Livia; Traczyk, Piotr; Amapane, Nicola; Arcidiacono, Roberta; Argiro, Stefano; Arneodo, Michele; Bellan, Riccardo; Biino, Cristina; Cartiglia, Nicolo; Casasso, Stefano; Costa, Marco; De Remigis, Paolo; Degano, Alessandro; Demaria, Natale; Finco, Linda; Mariotti, Chiara; Maselli, Silvia; Migliore, Ernesto; Monaco, Vincenzo; Musich, Marco; Obertino, Maria Margherita; Pacher, Luca; Pastrone, Nadia; Pelliccioni, Mario; Pinna Angioni, Gian Luca; Romero, Alessandra; Ruspa, Marta; Sacchi, Roberto; Solano, Ada; Staiano, Amedeo; Tamponi, Umberto; Belforte, Stefano; Candelise, Vieri; Casarsa, Massimo; Cossutti, Fabio; Della Ricca, Giuseppe; Gobbo, Benigno; La Licata, Chiara; Marone, Matteo; Schizzi, Andrea; Umer, Tomo; Zanetti, Anna; Chang, Sunghyun; Kropivnitskaya, Anna; Nam, Soon-Kwon; Kim, Dong Hee; Kim, Gui Nyun; Kim, Min Suk; Kong, Dae Jung; Lee, Sangeun; Oh, Young Do; Park, Hyangkyu; Sakharov, Alexandre; Son, Dong-Chul; Kim, Tae Jeong; Kim, Jae Yool; Moon, Dong Ho; Song, Sanghyeon; Choi, Suyong; Gyun, Dooyeon; Hong, Byung-Sik; Jo, Mihee; Kim, Hyunchul; Kim, Yongsun; Lee, Byounghoon; Lee, Kyong Sei; Park, Sung Keun; Roh, Youn; Yoo, Hwi Dong; Choi, Minkyoo; Kim, Ji Hyun; Park, Inkyu; Ryu, Geonmo; Ryu, Min Sang; Choi, Young-Il; Choi, Young Kyu; Goh, Junghwan; Kim, Donghyun; Kwon, Eunhyang; Lee, Jongseok; Yu, Intae; Juodagalvis, Andrius; Komaragiri, Jyothsna Rani; Md Ali, Mohd Adli Bin; Casimiro Linares, Edgar; Castilla-Valdez, Heriberto; De La Cruz-Burelo, Eduard; Heredia-de La Cruz, Ivan; Hernandez-Almada, Alberto; Lopez-Fernandez, Ricardo; Sánchez Hernández, Alberto; Carrillo Moreno, Salvador; Vazquez Valencia, Fabiola; Pedraza, Isabel; Salazar Ibarguen, Humberto Antonio; Morelos Pineda, Antonio; Krofcheck, David; Butler, Philip H; Reucroft, Steve; Ahmad, Ashfaq; Ahmad, Muhammad; Hassan, Qamar; Hoorani, Hafeez R; Khan, Wajid Ali; Khurshid, Taimoor; Shoaib, Muhammad; Bialkowska, Helena; Bluj, Michal; Boimska, Bożena; Frueboes, Tomasz; Górski, Maciej; Kazana, Malgorzata; Nawrocki, Krzysztof; Romanowska-Rybinska, Katarzyna; Szleper, Michal; Zalewski, Piotr; Brona, Grzegorz; Bunkowski, Karol; Cwiok, Mikolaj; Dominik, Wojciech; Doroba, Krzysztof; Kalinowski, Artur; Konecki, Marcin; Krolikowski, Jan; Misiura, Maciej; Olszewski, Michal; Bargassa, Pedrame; Beirão Da Cruz E Silva, Cristóvão; Faccioli, Pietro; Ferreira Parracho, Pedro Guilherme; Gallinaro, Michele; Lloret Iglesias, Lara; Nguyen, Federico; Rodrigues Antunes, Joao; Seixas, Joao; Varela, Joao; Vischia, Pietro; Afanasiev, Serguei; Golutvin, Igor; Karjavin, Vladimir; Konoplyanikov, Viktor; Korenkov, Vladimir; Kozlov, Guennady; Lanev, Alexander; Malakhov, Alexander; Matveev, Viktor; Mitsyn, Valeri Valentinovitch; Moisenz, Petr; Palichik, Vladimir; Perelygin, Victor; Shmatov, Sergey; Skatchkov, Nikolai; Smirnov, Vitaly; Tikhonenko, Elena; Zarubin, Anatoli; Golovtsov, Victor; Ivanov, Yury; Kim, Victor; Levchenko, Petr; Murzin, Victor; Oreshkin, Vadim; Smirnov, Igor; Sulimov, Valentin; Uvarov, Lev; Vavilov, Sergey; Vorobyev, Alexey; Vorobyev, Andrey; Andreev, Yuri; Dermenev, Alexander; Gninenko, Sergei; Golubev, Nikolai; Kirsanov, Mikhail; Krasnikov, Nikolai; Pashenkov, Anatoli; Tlisov, Danila; Toropin, Alexander; Epshteyn, Vladimir; Gavrilov, Vladimir; Lychkovskaya, Natalia; Popov, Vladimir; Pozdnyakov, Ivan; Safronov, Grigory; Semenov, Sergey; Spiridonov, Alexander; Stolin, Viatcheslav; Vlasov, Evgueni; Zhokin, Alexander; Andreev, Vladimir; Azarkin, Maksim; Dremin, Igor; Kirakosyan, Martin; Leonidov, Andrey; Mesyats, Gennady; Rusakov, Sergey V; Vinogradov, Alexey; Belyaev, Andrey; Boos, Edouard; Dubinin, Mikhail; Dudko, Lev; Ershov, Alexander; Gribushin, Andrey; Klyukhin, Vyacheslav; Kodolova, Olga; Lokhtin, Igor; Obraztsov, Stepan; Petrushanko, Sergey; Savrin, Viktor; Snigirev, Alexander; Azhgirey, Igor; Bayshev, Igor; Bitioukov, Sergei; Kachanov, Vassili; Kalinin, Alexey; Konstantinov, Dmitri; Krychkine, Victor; Petrov, Vladimir; Ryutin, Roman; Sobol, Andrei; Tourtchanovitch, Leonid; Troshin, Sergey; Tyurin, Nikolay; Uzunian, Andrey; Volkov, Alexey; Adzic, Petar; Ekmedzic, Marko; Milosevic, Jovan; Rekovic, Vladimir; Alcaraz Maestre, Juan; Battilana, Carlo; Calvo, Enrique; Cerrada, Marcos; Chamizo Llatas, Maria; Colino, Nicanor; De La Cruz, Begona; Delgado Peris, Antonio; Domínguez Vázquez, Daniel; Escalante Del Valle, Alberto; Fernandez Bedoya, Cristina; Fernández Ramos, Juan Pablo; Flix, Jose; Fouz, Maria Cruz; Garcia-Abia, Pablo; Gonzalez Lopez, Oscar; Goy Lopez, Silvia; Hernandez, Jose M; Josa, Maria Isabel; Navarro De Martino, Eduardo; Pérez-Calero Yzquierdo, Antonio María; Puerta Pelayo, Jesus; Quintario Olmeda, Adrián; Redondo, Ignacio; Romero, Luciano; Senghi Soares, Mara; Albajar, Carmen; de Trocóniz, Jorge F; Missiroli, Marino; Moran, Dermot; Brun, Hugues; Cuevas, Javier; Fernandez Menendez, Javier; Folgueras, Santiago; Gonzalez Caballero, Isidro; Brochero Cifuentes, Javier Andres; Cabrillo, Iban Jose; Calderon, Alicia; Duarte Campderros, Jordi; Fernandez, Marcos; Gomez, Gervasio; Graziano, Alberto; Lopez Virto, Amparo; Marco, Jesus; Marco, Rafael; Martinez Rivero, Celso; Matorras, Francisco; Munoz Sanchez, Francisca Javiela; Piedra Gomez, Jonatan; Rodrigo, Teresa; Rodríguez-Marrero, Ana Yaiza; Ruiz-Jimeno, Alberto; Scodellaro, Luca; Vila, Ivan; Vilar Cortabitarte, Rocio; Abbaneo, Duccio; Auffray, Etiennette; Auzinger, Georg; Bachtis, Michail; Baillon, Paul; Ball, Austin; Barney, David; Benaglia, Andrea; Bendavid, Joshua; Benhabib, Lamia; Benitez, Jose F; Bloch, Philippe; Bocci, Andrea; Bonato, Alessio; Bondu, Olivier; Botta, Cristina; Breuker, Horst; Camporesi, Tiziano; Cerminara, Gianluca; Colafranceschi, Stefano; D'Alfonso, Mariarosaria; D'Enterria, David; Dabrowski, Anne; David Tinoco Mendes, Andre; De Guio, Federico; De Roeck, Albert; De Visscher, Simon; Di Marco, Emanuele; Dobson, Marc; Dordevic, Milos; Dorney, Brian; Dupont-Sagorin, Niels; Elliott-Peisert, Anna; Franzoni, Giovanni; Funk, Wolfgang; Gigi, Dominique; Gill, Karl; Giordano, Domenico; Girone, Maria; Glege, Frank; Guida, Roberto; Gundacker, Stefan; Guthoff, Moritz; Hammer, Josef; Hansen, Magnus; Harris, Philip; Hegeman, Jeroen; Innocente, Vincenzo; Janot, Patrick; Kousouris, Konstantinos; Krajczar, Krisztian; Lecoq, Paul; Lourenco, Carlos; Magini, Nicolo; Malgeri, Luca; Mannelli, Marcello; Marrouche, Jad; Masetti, Lorenzo; Meijers, Frans; Mersi, Stefano; Meschi, Emilio; Moortgat, Filip; Morovic, Srecko; Mulders, Martijn; Orsini, Luciano; Pape, Luc; Perez, Emmanuelle; Petrilli, Achille; Petrucciani, Giovanni; Pfeiffer, Andreas; Pimiä, Martti; Piparo, Danilo; Plagge, Michael; Racz, Attila; Rolandi, Gigi; Rovere, Marco; Sakulin, Hannes; Schäfer, Christoph; Schwick, Christoph; Sharma, Archana; Siegrist, Patrice; Silva, Pedro; Simon, Michal; Sphicas, Paraskevas; Spiga, Daniele; Steggemann, Jan; Stieger, Benjamin; Stoye, Markus; Takahashi, Yuta; Treille, Daniel; Tsirou, Andromachi; Veres, Gabor Istvan; Wardle, Nicholas; Wöhri, Hermine Katharina; Wollny, Heiner; Zeuner, Wolfram Dietrich; Bertl, Willi; Deiters, Konrad; Erdmann, Wolfram; Horisberger, Roland; Ingram, Quentin; Kaestli, Hans-Christian; Kotlinski, Danek; Langenegger, Urs; Renker, Dieter; Rohe, Tilman; Bachmair, Felix; Bäni, Lukas; Bianchini, Lorenzo; Buchmann, Marco-Andrea; Casal, Bruno; Chanon, Nicolas; Dissertori, Günther; Dittmar, Michael; Donegà, Mauro; Dünser, Marc; Eller, Philipp; Grab, Christoph; Hits, Dmitry; Hoss, Jan; Lustermann, Werner; Mangano, Boris; Marini, Andrea Carlo; Marionneau, Matthieu; Martinez Ruiz del Arbol, Pablo; Masciovecchio, Mario; Meister, Daniel; Mohr, Niklas; Musella, Pasquale; Nägeli, Christoph; Nessi-Tedaldi, Francesca; Pandolfi, Francesco; Pauss, Felicitas; Perrozzi, Luca; Peruzzi, Marco; Quittnat, Milena; Rebane, Liis; Rossini, Marco; Starodumov, Andrei; Takahashi, Maiko; Theofilatos, Konstantinos; Wallny, Rainer; Weber, Hannsjoerg Artur; Amsler, Claude; Canelli, Maria Florencia; Chiochia, Vincenzo; De Cosa, Annapaola; Hinzmann, Andreas; Hreus, Tomas; Kilminster, Benjamin; Lange, Clemens; Millan Mejias, Barbara; Ngadiuba, Jennifer; Pinna, Deborah; Robmann, Peter; Ronga, Frederic Jean; Taroni, Silvia; Verzetti, Mauro; Yang, Yong; Cardaci, Marco; Chen, Kuan-Hsin; Ferro, Cristina; Kuo, Chia-Ming; Lin, Willis; Lu, Yun-Ju; Volpe, Roberta; Yu, Shin-Shan; Chang, Paoti; Chang, You-Hao; Chang, Yu-Wei; Chao, Yuan; Chen, Kai-Feng; Chen, Po-Hsun; Dietz, Charles; Grundler, Ulysses; Hou, George Wei-Shu; Kao, Kai-Yi; Liu, Yueh-Feng; Lu, Rong-Shyang; Majumder, Devdatta; Petrakou, Eleni; Tzeng, Yeng-Ming; Wilken, Rachel; Asavapibhop, Burin; Singh, Gurpreet; Srimanobhas, Norraphat; Suwonjandee, Narumon; Adiguzel, Aytul; Bakirci, Mustafa Numan; Cerci, Salim; Dozen, Candan; Dumanoglu, Isa; Eskut, Eda; Girgis, Semiray; Gokbulut, Gul; Gurpinar, Emine; Hos, Ilknur; Kangal, Evrim Ersin; Kayis Topaksu, Aysel; Onengut, Gulsen; Ozdemir, Kadri; Ozturk, Sertac; Polatoz, Ayse; Sunar Cerci, Deniz; Tali, Bayram; Topakli, Huseyin; Vergili, Mehmet; Akin, Ilina Vasileva; Bilin, Bugra; Bilmis, Selcuk; Gamsizkan, Halil; Isildak, Bora; Karapinar, Guler; Ocalan, Kadir; Sekmen, Sezen; Surat, Ugur Emrah; Yalvac, Metin; Zeyrek, Mehmet; Albayrak, Elif Asli; Gülmez, Erhan; Kaya, Mithat; Kaya, Ozlem; Yetkin, Taylan; Cankocak, Kerem; Vardarlı, Fuat Ilkehan; Levchuk, Leonid; Sorokin, Pavel; Brooke, James John; Clement, Emyr; Cussans, David; Flacher, Henning; Goldstein, Joel; Grimes, Mark; Heath, Greg P; Heath, Helen F; Jacob, Jeson; Kreczko, Lukasz; Lucas, Chris; Meng, Zhaoxia; Newbold, Dave M; Paramesvaran, Sudarshan; Poll, Anthony; Sakuma, Tai; Seif El Nasr-storey, Sarah; Senkin, Sergey; Smith, Vincent J; Bell, Ken W; Belyaev, Alexander; Brew, Christopher; Brown, Robert M; Cockerill, David JA; Coughlan, John A; Harder, Kristian; Harper, Sam; Olaiya, Emmanuel; Petyt, David; Shepherd-Themistocleous, Claire; Thea, Alessandro; Tomalin, Ian R; Williams, Thomas; Womersley, William John; Worm, Steven; Baber, Mark; Bainbridge, Robert; Buchmuller, Oliver; Burton, Darren; Colling, David; Cripps, Nicholas; Dauncey, Paul; Davies, Gavin; Della Negra, Michel; Dunne, Patrick; Ferguson, William; Fulcher, Jonathan; Futyan, David; Hall, Geoffrey; Iles, Gregory; Jarvis, Martyn; Karapostoli, Georgia; Kenzie, Matthew; Lane, Rebecca; Lucas, Robyn; Lyons, Louis; Magnan, Anne-Marie; Malik, Sarah; Mathias, Bryn; Nash, Jordan; Nikitenko, Alexander; Pela, Joao; Pesaresi, Mark; Petridis, Konstantinos; Raymond, David Mark; Rogerson, Samuel; Rose, Andrew; Seez, Christopher; Sharp, Peter; Tapper, Alexander; Vazquez Acosta, Monica; Virdee, Tejinder; Zenz, Seth Conrad; Cole, Joanne; Hobson, Peter R; Khan, Akram; Kyberd, Paul; Leggat, Duncan; Leslie, Dawn; Reid, Ivan; Symonds, Philip; Teodorescu, Liliana; Turner, Mark; Dittmann, Jay; Hatakeyama, Kenichi; Kasmi, Azeddine; Liu, Hongxuan; Scarborough, Tara; Charaf, Otman; Cooper, Seth; Henderson, Conor; Rumerio, Paolo; Avetisyan, Aram; Bose, Tulika; Fantasia, Cory; Lawson, Philip; Richardson, Clint; Rohlf, James; St John, Jason; Sulak, Lawrence; Alimena, Juliette; Berry, Edmund; Bhattacharya, Saptaparna; Christopher, Grant; Cutts, David; Demiragli, Zeynep; Dhingra, Nitish; Ferapontov, Alexey; Garabedian, Alex; Heintz, Ulrich; Kukartsev, Gennadiy; Laird, Edward; Landsberg, Greg; Luk, Michael; Narain, Meenakshi; Segala, Michael; Sinthuprasith, Tutanon; Speer, Thomas; Swanson, Joshua; Breedon, Richard; Breto, Guillermo; Calderon De La Barca Sanchez, Manuel; Chauhan, Sushil; Chertok, Maxwell; Conway, John; Conway, Rylan; Cox, Peter Timothy; Erbacher, Robin; Gardner, Michael; Ko, Winston; Lander, Richard; Mulhearn, Michael; Pellett, Dave; Pilot, Justin; Ricci-Tam, Francesca; Shalhout, Shalhout; Smith, John; Squires, Michael; Stolp, Dustin; Tripathi, Mani; Wilbur, Scott; Yohay, Rachel; Cousins, Robert; Everaerts, Pieter; Farrell, Chris; Hauser, Jay; Ignatenko, Mikhail; Rakness, Gregory; Takasugi, Eric; Valuev, Vyacheslav; Weber, Matthias; Burt, Kira; Clare, Robert; Ellison, John Anthony; Gary, J William; Hanson, Gail; Heilman, Jesse; Ivova Rikova, Mirena; Jandir, Pawandeep; Kennedy, Elizabeth; Lacroix, Florent; Long, Owen Rosser; Luthra, Arun; Malberti, Martina; Olmedo Negrete, Manuel; Shrinivas, Amithabh; Sumowidagdo, Suharyo; Wimpenny, Stephen; Branson, James G; Cerati, Giuseppe Benedetto; Cittolin, Sergio; D'Agnolo, Raffaele Tito; Holzner, André; Kelley, Ryan; Klein, Daniel; Kovalskyi, Dmytro; Letts, James; Macneill, Ian; Olivito, Dominick; Padhi, Sanjay; Palmer, Christopher; Pieri, Marco; Sani, Matteo; Sharma, Vivek; Simon, Sean; Tu, Yanjun; Vartak, Adish; Welke, Charles; Würthwein, Frank; Yagil, Avraham; Barge, Derek; Bradmiller-Feld, John; Campagnari, Claudio; Danielson, Thomas; Dishaw, Adam; Dutta, Valentina; Flowers, Kristen; Franco Sevilla, Manuel; Geffert, Paul; George, Christopher; Golf, Frank; Gouskos, Loukas; Incandela, Joe; Justus, Christopher; Mccoll, Nickolas; Richman, Jeffrey; Stuart, David; To, Wing; West, Christopher; Yoo, Jaehyeok; Apresyan, Artur; Bornheim, Adolf; Bunn, Julian; Chen, Yi; Duarte, Javier; Mott, Alexander; Newman, Harvey B; Pena, Cristian; Pierini, Maurizio; Spiropulu, Maria; Vlimant, Jean-Roch; Wilkinson, Richard; Xie, Si; Zhu, Ren-Yuan; Azzolini, Virginia; Calamba, Aristotle; Carlson, Benjamin; Ferguson, Thomas; Iiyama, Yutaro; Paulini, Manfred; Russ, James; Vogel, Helmut; Vorobiev, Igor; Cumalat, John Perry; Ford, William T; Gaz, Alessandro; Krohn, Michael; Luiggi Lopez, Eduardo; Nauenberg, Uriel; Smith, James; Stenson, Kevin; Wagner, Stephen Robert; Alexander, James; Chatterjee, Avishek; Chaves, Jorge; Chu, Jennifer; Dittmer, Susan; Eggert, Nicholas; Mirman, Nathan; Nicolas Kaufman, Gala; Patterson, Juliet Ritchie; Ryd, Anders; Salvati, Emmanuele; Skinnari, Louise; Sun, Werner; Teo, Wee Don; Thom, Julia; Thompson, Joshua; Tucker, Jordan; Weng, Yao; Winstrom, Lucas; Wittich, Peter; Winn, Dave; Abdullin, Salavat; Albrow, Michael; Anderson, Jacob; Apollinari, Giorgio; Bauerdick, Lothar AT; Beretvas, Andrew; Berryhill, Jeffrey; Bhat, Pushpalatha C; Bolla, Gino; Burkett, Kevin; Butler, Joel Nathan; Cheung, Harry; Chlebana, Frank; Cihangir, Selcuk; Elvira, Victor Daniel; Fisk, Ian; Freeman, Jim; Gao, Yanyan; Gottschalk, Erik; Gray, Lindsey; Green, Dan; Grünendahl, Stefan; Gutsche, Oliver; Hanlon, Jim; Hare, Daryl; Harris, Robert M; Hirschauer, James; Hooberman, Benjamin; Jindariani, Sergo; Johnson, Marvin; Joshi, Umesh; Klima, Boaz; Kreis, Benjamin; Kwan, Simon; Linacre, Jacob; Lincoln, Don; Lipton, Ron; Liu, Tiehui; Lykken, Joseph; Maeshima, Kaori; Marraffino, John Michael; Martinez Outschoorn, Verena Ingrid; Maruyama, Sho; Mason, David; McBride, Patricia; Merkel, Petra; Mishra, Kalanand; Mrenna, Stephen; Nahn, Steve; Newman-Holmes, Catherine; O'Dell, Vivian; Prokofyev, Oleg; Sexton-Kennedy, Elizabeth; Sharma, Seema; Soha, Aron; Spalding, William J; Spiegel, Leonard; Taylor, Lucas; Tkaczyk, Slawek; Tran, Nhan Viet; Uplegger, Lorenzo; Vaandering, Eric Wayne; Vidal, Richard; Whitbeck, Andrew; Whitmore, Juliana; Yang, Fan; Acosta, Darin; Avery, Paul; Bortignon, Pierluigi; Bourilkov, Dimitri; Carver, Matthew; Curry, David; Das, Souvik; De Gruttola, Michele; Di Giovanni, Gian Piero; Field, Richard D; Fisher, Matthew; Furic, Ivan-Kresimir; Hugon, Justin; Konigsberg, Jacobo; Korytov, Andrey; Kypreos, Theodore; Low, Jia Fu; Matchev, Konstantin; Mei, Hualin; Milenovic, Predrag; Mitselmakher, Guenakh; Muniz, Lana; Rinkevicius, Aurelijus; Shchutska, Lesya; Snowball, Matthew; Sperka, David; Yelton, John; Zakaria, Mohammed; Hewamanage, Samantha; Linn, Stephan; Markowitz, Pete; Martinez, German; Rodriguez, Jorge Luis; Adams, Todd; Askew, Andrew; Bochenek, Joseph; Diamond, Brendan; Haas, Jeff; Hagopian, Sharon; Hagopian, Vasken; Johnson, Kurtis F; Prosper, Harrison; Veeraraghavan, Venkatesh; Weinberg, Marc; Baarmand, Marc M; Hohlmann, Marcus; Kalakhety, Himali; Yumiceva, Francisco; Adams, Mark Raymond; Apanasevich, Leonard; Berry, Douglas; Betts, Russell Richard; Bucinskaite, Inga; Cavanaugh, Richard; Evdokimov, Olga; Gauthier, Lucie; Gerber, Cecilia Elena; Hofman, David Jonathan; Kurt, Pelin; O'Brien, Christine; Sandoval Gonzalez, Irving Daniel; Silkworth, Christopher; Turner, Paul; Varelas, Nikos; Bilki, Burak; Clarida, Warren; Dilsiz, Kamuran; Haytmyradov, Maksat; Merlo, Jean-Pierre; Mermerkaya, Hamit; Mestvirishvili, Alexi; Moeller, Anthony; Nachtman, Jane; Ogul, Hasan; Onel, Yasar; Ozok, Ferhat; Penzo, Aldo; Rahmat, Rahmat; Sen, Sercan; Tan, Ping; Tiras, Emrah; Wetzel, James; Yi, Kai; Barnett, Bruce Arnold; Blumenfeld, Barry; Bolognesi, Sara; Fehling, David; Gritsan, Andrei; Maksimovic, Petar; Martin, Christopher; Swartz, Morris; Baringer, Philip; Bean, Alice; Benelli, Gabriele; Bruner, Christopher; Gray, Julia; Kenny III, Raymond Patrick; Malek, Magdalena; Murray, Michael; Noonan, Daniel; Sanders, Stephen; Sekaric, Jadranka; Stringer, Robert; Wang, Quan; Wood, Jeffrey Scott; Chakaberia, Irakli; Ivanov, Andrew; Kaadze, Ketino; Khalil, Sadia; Makouski, Mikhail; Maravin, Yurii; Saini, Lovedeep Kaur; Skhirtladze, Nikoloz; Svintradze, Irakli; Gronberg, Jeffrey; Lange, David; Rebassoo, Finn; Wright, Douglas; Baden, Drew; Belloni, Alberto; Calvert, Brian; Eno, Sarah Catherine; Gomez, Jaime; Hadley, Nicholas John; Kellogg, Richard G; Kolberg, Ted; Lu, Ying; Mignerey, Alice; Pedro, Kevin; Skuja, Andris; Tonjes, Marguerite; Tonwar, Suresh C; Apyan, Aram; Barbieri, Richard; Busza, Wit; Cali, Ivan Amos; Chan, Matthew; Di Matteo, Leonardo; Gomez Ceballos, Guillelmo; Goncharov, Maxim; Gulhan, Doga; Klute, Markus; Lai, Yue Shi; Lee, Yen-Jie; Levin, Andrew; Luckey, Paul David; Paus, Christoph; Ralph, Duncan; Roland, Christof; Roland, Gunther; Stephans, George; Sumorok, Konstanty; Velicanu, Dragos; Veverka, Jan; Wyslouch, Bolek; Yang, Mingming; Zanetti, Marco; Zhukova, Victoria; Dahmes, Bryan; Gude, Alexander; Kao, Shih-Chuan; Klapoetke, Kevin; Kubota, Yuichi; Mans, Jeremy; Nourbakhsh, Shervin; Pastika, Nathaniel; Rusack, Roger; Singovsky, Alexander; Tambe, Norbert; Turkewitz, Jared; Acosta, John Gabriel; Oliveros, Sandra; Avdeeva, Ekaterina; Bloom, Kenneth; Bose, Suvadeep; Claes, Daniel R; Dominguez, Aaron; Gonzalez Suarez, Rebeca; Keller, Jason; Knowlton, Dan; Kravchenko, Ilya; Lazo-Flores, Jose; Meier, Frank; Ratnikov, Fedor; Snow, Gregory R; Zvada, Marian; Dolen, James; Godshalk, Andrew; Iashvili, Ia; Kharchilava, Avto; Kumar, Ashish; Rappoccio, Salvatore; Alverson, George; Barberis, Emanuela; Baumgartel, Darin; Chasco, Matthew; Massironi, Andrea; Morse, David Michael; Nash, David; Orimoto, Toyoko; Trocino, Daniele; Wang, Ren-Jie; Wood, Darien; Zhang, Jinzhong; Hahn, Kristan Allan; Kubik, Andrew; Mucia, Nicholas; Odell, Nathaniel; Pollack, Brian; Pozdnyakov, Andrey; Schmitt, Michael Henry; Stoynev, Stoyan; Sung, Kevin; Velasco, Mayda; Won, Steven; Brinkerhoff, Andrew; Chan, Kwok Ming; Drozdetskiy, Alexey; Hildreth, Michael; Jessop, Colin; Karmgard, Daniel John; Kellams, Nathan; Lannon, Kevin; Lynch, Sean; Marinelli, Nancy; Musienko, Yuri; Pearson, Tessa; Planer, Michael; Ruchti, Randy; Smith, Geoffrey; Valls, Nil; Wayne, Mitchell; Wolf, Matthias; Woodard, Anna; Antonelli, Louis; Brinson, Jessica; Bylsma, Ben; Durkin, Lloyd Stanley; Flowers, Sean; Hart, Andrew; Hill, Christopher; Hughes, Richard; Kotov, Khristian; Ling, Ta-Yung; Luo, Wuming; Puigh, Darren; Rodenburg, Marissa; Winer, Brian L; Wolfe, Homer; Wulsin, Howard Wells; Driga, Olga; Elmer, Peter; Hardenbrook, Joshua; Hebda, Philip; Koay, Sue Ann; Lujan, Paul; Marlow, Daniel; Medvedeva, Tatiana; Mooney, Michael; Olsen, James; Piroué, Pierre; Quan, Xiaohang; Saka, Halil; Stickland, David; Tully, Christopher; Werner, Jeremy Scott; Zuranski, Andrzej; Brownson, Eric; Malik, Sudhir; Mendez, Hector; Ramirez Vargas, Juan Eduardo; Barnes, Virgil E; Benedetti, Daniele; Bortoletto, Daniela; De Mattia, Marco; Gutay, Laszlo; Hu, Zhen; Jha, Manoj; Jones, Matthew; Jung, Kurt; Kress, Matthew; Leonardo, Nuno; Miller, David Harry; Neumeister, Norbert; Radburn-Smith, Benjamin Charles; Shi, Xin; Shipsey, Ian; Silvers, David; Svyatkovskiy, Alexey; Wang, Fuqiang; Xie, Wei; Xu, Lingshan; Zablocki, Jakub; Parashar, Neeti; Stupak, John; Adair, Antony; Akgun, Bora; Ecklund, Karl Matthew; Geurts, Frank J.M.; Li, Wei; Michlin, Benjamin; Padley, Brian Paul; Redjimi, Radia; Roberts, Jay; Zabel, James; Betchart, Burton; Bodek, Arie; Covarelli, Roberto; de Barbaro, Pawel; Demina, Regina; Eshaq, Yossof; Ferbel, Thomas; Garcia-Bellido, Aran; Goldenzweig, Pablo; Han, Jiyeon; Harel, Amnon; Khukhunaishvili, Aleko; Korjenevski, Sergey; Petrillo, Gianluca; Vishnevskiy, Dmitry; Ciesielski, Robert; Demortier, Luc; Goulianos, Konstantin; Mesropian, Christina; Arora, Sanjay; Barker, Anthony; Chou, John Paul; Contreras-Campana, Christian; Contreras-Campana, Emmanuel; Duggan, Daniel; Ferencek, Dinko; Gershtein, Yuri; Gray, Richard; Halkiadakis, Eva; Hidas, Dean; Kaplan, Steven; Lath, Amitabh; Panwalkar, Shruti; Park, Michael; Patel, Rishi; Salur, Sevil; Schnetzer, Steve; Sheffield, David; Somalwar, Sunil; Stone, Robert; Thomas, Scott; Thomassen, Peter; Walker, Matthew; Rose, Keith; Spanier, Stefan; York, Andrew; Bouhali, Othmane; Castaneda Hernandez, Alfredo; Eusebi, Ricardo; Flanagan, Will; Gilmore, Jason; Kamon, Teruki; Khotilovich, Vadim; Krutelyov, Vyacheslav; Montalvo, Roy; Osipenkov, Ilya; Pakhotin, Yuriy; Perloff, Alexx; Roe, Jeffrey; Rose, Anthony; Safonov, Alexei; Suarez, Indara; Tatarinov, Aysen; Ulmer, Keith; Akchurin, Nural; Cowden, Christopher; Damgov, Jordan; Dragoiu, Cosmin; Dudero, Phillip Russell; Faulkner, James; Kovitanggoon, Kittikul; Kunori, Shuichi; Lee, Sung Won; Libeiro, Terence; Volobouev, Igor; Appelt, Eric; Delannoy, Andrés G; Greene, Senta; Gurrola, Alfredo; Johns, Willard; Maguire, Charles; Mao, Yaxian; Melo, Andrew; Sharma, Monika; Sheldon, Paul; Snook, Benjamin; Tuo, Shengquan; Velkovska, Julia; Arenton, Michael Wayne; Boutle, Sarah; Cox, Bradley; Francis, Brian; Goodell, Joseph; Hirosky, Robert; Ledovskoy, Alexander; Li, Hengne; Lin, Chuanzhe; Neu, Christopher; Wood, John; Clarke, Christopher; Harr, Robert; Karchin, Paul Edmund; Kottachchi Kankanamge Don, Chamath; Lamichhane, Pramod; Sturdy, Jared; Belknap, Donald; Carlsmith, Duncan; Cepeda, Maria; Dasu, Sridhara; Dodd, Laura; Duric, Senka; Friis, Evan; Hall-Wilton, Richard; Herndon, Matthew; Hervé, Alain; Klabbers, Pamela; Lanaro, Armando; Lazaridis, Christos; Levine, Aaron; Loveless, Richard; Mohapatra, Ajit; Ojalvo, Isabel; Perry, Thomas; Pierro, Giuseppe Antonio; Polese, Giovanni; Ross, Ian; Sarangi, Tapas; Savin, Alexander; Smith, Wesley H; Taylor, Devin; Vuosalo, Carl; Woods, Nathaniel
2015-10-29
Measurements of the ZZ production cross sections in proton-proton collisions at center-of-mass energies of 7 and 8 TeV are presented. Candidate events for the leptonic decay mode $\\mathrm{ZZ} \\to 2\\ell2\
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Exotic diboson searches in the $\\ell\
Biesuz, Nicolo Vladi; The ATLAS collaboration
2017-01-01
Analyses searching for diboson resonances are very powerful tools to investigate many beyond the Standard Model scenarios such as extension of the Higgs sector, Heavy Vector triplets ($W^{'}$ and $Z^{'}$) or excited states of Gravitons. These searches exploit the many decay channels of the two bosons allowing to select topologies with varied signal to background ratios and statistics. Among these searches the one looking for $WW$/$WZ$ in the semileptonic final state finds a compromise between the high signal statistics allowed by the high branching ratio of the hadronic decay of the gauge boson while profiting of the good trigger and analysis signature of the lepton, decay product of the second gauge boson. The $WW$/$WZ$ search for TeV scale resonances in the $\\ell\
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Manual for the ELL (2) - parser generator and tree generator generator
Heckmann, Reinhold
1986-01-01
Regular right part grammars extended by tree generator specifications are interpreted by a combined parser generator and tree generator that produces an ELL(2) parser. This parser is able to translate programs of the specified language into abstract syntax trees according to the tree specifications in the generator input.
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Including the gifted learner: perceptions of South African teachers and principals
Directory of Open Access Journals (Sweden)
Marietjie Oswald
2013-01-01
Full Text Available We report the findings of a qualitative study embedded in an interpretive paradigm to determine the perceptions of South African primary school teachers and principals regarding the inclusion of learners considered gifted. Eight principals and 16 classroom teachers in the Foundation Phase (Grades 1-3 in public primary schools situated in communities that were representative of the different socio-economic and language groups in the Western Cape province participated in the study. Qualitative data collection methods included in-depth individual semi-structured interviews with the eight principals and two semi-structuredfocus group interviews with the 16 classroom teachers. Qualitative content analysis revealed the following themes: inclusive education and the learner who is gifted; curriculum differentiation; obstacles to curriculum differentiation; and possible solutions for more effectively including the gifted learner. Despite their diversity in terms of culture, language and positioning by the previous apartheid regime, the participants acknowledged the marginalisation by default of gifted learners. Gifted learners were most often those who were not receiving appropriate education and support and data suggested that a particular drive for the inclusion of gifted learners was absent in the agenda of education authorities.
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Johnson, Joseph A.
2011-12-01
This study involved an intervention in which I explored how the multimodal, inquiry-based teaching strategies from a professional development model could be used to meet the educational needs of a group of middle school students, who were refugees, newly arrived in the United States, now residing in a large urban school district in the northeastern United States, and learning English as a second language. This group remains unmentioned throughout the research literature despite the fact that English Language Learners (ELLs) represent the fastest growing group of K-12 students in the United States. The specific needs of this particular group were explored as I attempted daily to confront a variety of obstacles to their science achievement and help to facilitate the development of a scientific discourse. This research was done in an effort to better address the needs of ELLs in general and to inform best practices for teachers to apply across a variety of different cultural and linguistic subgroups. This study is an autoethnographic case study analysis of the practices of the researcher, working in a science classroom, teaching the described group of students.
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Andersen, Jeffery C.
2013-01-01
The purpose of this study was to determine the relationships between general course satisfaction, learner-instructor interaction, and the learner-social media interaction scores of participants. This study used an online survey with 60 questions to gather the participants' demographic data, learner-instructor interaction data, learner-social…
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Lopez-Ferrao, Julio E.
The purpose of this study is to contribute to the understanding and explanation of the science achievement gap between Spanish-speaking English language learners (ELLs) and their mainstream peers. The sample of purposefully selected participants (N = 23) included students representing eight Spanish-speaking countries who attended three middle schools (grades 6th-8th), 11 boys and 12 girls, with different years of schooling in the United States, English proficiency levels, and science achievement levels. Data gathering strategies included individual interviews with participants, classroom observations, and analysis of secondary data sources on students' English language proficiency and science achievement. Data interpretation strategies using a critical-interpretive perspective consisted of coding and narrative analysis, including analyses of excerpts and case studies. Two major findings emerge from the study: (1) An inverse relation between participants' number of years of exposure to science learning in an English-only learning environment and their science achievement levels; and (2) specific participant-identified problems, such as learning the science vocabulary, writing in science, the use of mathematics in science, and the lack of sense making in the science classroom. Key recommendations comprise: (1) Acknowledging the value of dual language education; (2) supporting the science-literacy connection; (3) ensuring high-quality science through research-informed instructional strategies; and (4) assessing ELLs' science achievement.
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Directory of Open Access Journals (Sweden)
Linda J. COLLINS
2014-07-01
Full Text Available Online professional development (oPD for teachers should focus on designing web-based learning opportunities that help practicing educators solve the tough problems of practice when working in their schools. Technology, pedagogy, and content knowledge can be integrated in the design of online professional development modules to enhance task relevance for maximum learning and transformation. The purpose of this study was to learn which tasks in an online professional development module were ranked by in-service educators as relevant to their work with English language learners (ELLs. Using Q methodology, the researcher asked participants to rank the relevancy of 36 online tasks from an online professional development module designed and developed at an American university. Participants used a -5 to 5 forced distribution to rank online activities from “Least relevant to my work with ELLs” to “Most relevant to my work with ELLs” followed by a semi-structured interview to explain their decisions. After data analysis, two factors emerged, indicating that participants’ perceptions on task relevance differed by professional roles and educational settings. The participants also favored didactic online tasks over interactive tasks. The findings from the oPD participants’ responses have the potential to serve as the basis for future online professional development design and for planning other relevant activities to be applied to the e-learning environment.
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Alarcon, Maricela H.
Science education reform and state testing accountability call upon principals to become instructional leaders in science. Specifically, elementary school principals must take an active role in science instruction to effectively improve science education for all students including English Language Learners. As such, the research questioned posed in this study centered on How are elementary school principals addressing the academic needs of Latino Spanish-speaking English language learners within science education? This study employed a qualitative research design to identify the factors contributing to the exemplary performance in science, as measured by the Texas Assessment of Knowledge and Skills (TAKS), for English Language Learner students in three high poverty bilingual elementary schools based on a multiple case study. As part of the data collection process, interviews were conducted with three school principals, three science academic support teachers, and two 5th grade bilingual teachers. Additionally, observations were acquired through school principal shadowing. The findings revealed four attributes necessary for effective instructional leadership in science education. First, Positive School Culture was defined as the core that linked the other three instructional leadership attributes and thus increased their effectiveness. Second, Clear Goals and Expectations were set by making science a priority and ensuring that English language learners were transitioning from Spanish to English instruction by the fifth grade. Third, Critical Resourcing involved hiring a science academic support teacher, securing a science classroom on campus, and purchasing bilingual instructional materials. Fourth, principal led and supported Collaboration in which teachers met to discuss student performance based data in addition to curriculum and instruction. These research findings are vital because by implementing these best practices of elementary school principals, educators
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Fu, Tingfeng; Nassaji, Hossein
2016-01-01
The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult…
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Ayala, Vivian Luz
In today's schools there are by far more students identified with learning disabilities (LD) than with any other disability. The U.S. Department of Education in the year 1997--98 reported that there are 38.13% students with LD in our nations' schools (Smith, Polloway, Patton, & Dowdy, 2001; U.S. Department of Education, 1999). Of those, 1,198,200 are considered ELLs with LD (Baca & Cervantes. 1998). These figures which represent an increase evidence the need to provide these students with educational experiences geared to address both their academic and language needs (Ortiz, 1997; Ortiz, & Garcia, 1995). English language learners with LD must be provided with experiences in the least restrictive environment (LRE) and must be able to share the same kind of social and academic experiences as those students from the general population (Etscheidt & Bartlett, 1999; Lloyd, Kameenui, & Chard, 1997) The purpose of this research was to conduct a detailed qualitative study on classroom interactions to enhance the understanding of the science curriculum in order to foster the understanding of content and facilitate the acquisition of English as a second language (Cummins, 2000; Echevarria, Vogt, & Short, 2000). This study was grounded on the theories of socioconstructivism, second language acquisition, comprehensible input, and classroom interactions. The participants of the study were fourth and fifth grade ELLS with LD in a science elementary school bilingual inclusive setting. Data was collected through observations, semi-structured interviews (students and teacher), video and audio taping, field notes, document analysis, and the Classroom Observation Schedule (COS). The transcriptions of the video and audio tapes were coded to highlight emergent patterns on the type of interactions and language used by the participants. The findings of the study intend to provide information for teachers of ELLs with LD about the implications of using classroom interactions point to
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Multimodal Analysis of Language Learning in World of Warcraft Play: Languaging as Values-Realizing
Zheng, Dongping; Newgarden, Kristi; Young, Michael F.
2012-01-01
Applying Communicative Project theory (Linell, 2009), we identify and distinguish between the different coordination and language activities that emerged during an episode of "World of Warcraft" ("WoW") gameplay involving English Language learners (ELLs). We further investigate ELLs' coordinations between killing and caring, self and others, in…
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Huerta, Margarita; Tong, Fuhui; Irby, Beverly J.; Lara-Alecio, Rafael
2016-01-01
The authors of this quantitative study measured and compared the academic language development and conceptual understanding of fifth-grade economically disadvantaged English language learners (ELL), former ELLs, and native English-speaking (ES) students as reflected in their science notebook scores. Using an instrument they developed, the authors…
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Hall-Kenyon, Kendra M.; Bingham, Gary E.; Korth, Byran B.
2009-01-01
Research Findings: This study investigated the effects of full- and half-day kindergarten programs on classroom instructional quality and children's academic achievement. Considerations were given for how the length of the school day, language status (English language learner [ELL] and non-ELL), and children's attendance patterns influenced…
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Smythe, Suzanne; Toohey, Kelleen
2009-01-01
We describe a collaborative project in which university researchers, teachers and Grade 4-5 English language learners (ELLs) investigated the sociohistorical contexts and practices in which the ELLs participate, through a "community scan". Many observers have argued that schools and teachers have such minimal knowledge of the…
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Why Do Learners Choose Online Learning: The Learners' Voices
Ilgaz, Hale; Gulbahar, Yasemin
2017-01-01
Offering many advantages to adult learners, e-Learning is now being recognized--and preferred--by more and more people, resulting in an increased number of distance learners in recent years. Numerous research studies focus on learner preferences for online learning, with most converging around the individual characteristics and differences, if not…
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Essentials for successful English language teaching
Farrell, Thomas S C
2010-01-01
Essentials For Successful English Language Teaching is about how we teach English Language Learners (ELLs) and how our ELLs learn. Farrell and Jacobs encourage those involved in teaching English to develop, maintain and rediscover the reasons that led them to take up the profession. They focus on the essentials in teaching the English language that teachers can implement in their instruction so that their students can excel in their learning: Encourage learner autonomy Emphasize the social nature of learning Develop curricular integration, focus on meaning Celebrate diversity Expand thinking s
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Directory of Open Access Journals (Sweden)
Sarah Bansilal
2010-01-01
Full Text Available International and national mathematics studies have revealed the poor mathematics skills of South African learners. An essential tool that can be used to improve learners' mathematical skills is for educators to use effective feedback. Our purpose in this study was to elicit learners' understanding and expectations of teacher assessment feedback. The study was conducted with five Grade 9 mathematics learners. Data were generated from one group interview, seven journal entries by each learner, video-taped classroom observations and researcher field notes. The study revealed that the learners have insightful perceptions of the concept of educator feedback. While some learners viewed educator feedback as a tool to probe their understanding, others viewed it as a mechanism to get the educator's point of view. A significant finding of the study was that learners viewed educator assessment feedback as instrumental in building or breaking their self-confidence.
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Computer-Assisted Instruction: A Case Study of Two Charter Schools
Keengwe, Jared; Hussein, Farhan
2013-01-01
The purpose of this study was to examine the relationship in achievement gap between English language learners (ELLs) utilizing computer-assisted instruction (CAI) in the classroom, and ELLs relying solely on traditional classroom instruction. The study findings showed that students using CAI to supplement traditional lectures performed better…
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Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Simmons, Deborah C.; Taylor, Aaron B.; Davis, Matthew J.; Simmons, Leslie; Nava-Walichowski, Miranda
2012-01-01
Shared book reading is a prominent practice in preschools; however, limited research has examined this practice in classrooms with English language learners (ELLs). This study investigated the shared book reading practices of seven preschool teachers of Spanish-speaking ELLs to describe their vocabulary instructional practices before and after…
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Shifting Attention Back to Students within the Sheltered Instruction Observation Protocol
Daniel, Shannon M.; Conlin, Luke
2015-01-01
The Sheltered Instruction Observation Protocol (SIOP) is increasingly used as an instructional framework to help elementary and secondary teachers support English language learners (ELLs). This useful tool has helped teachers gain the knowledge, skills, and dispositions they need to support ELLs learn subject-area content and skills while learning…
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Learner corpus profiles the case of Romanian learner English
Chitez, Madalina
2014-01-01
The first three chapters of the book offer relevant information on the new methodological approach, learner corpus profiling, and the exemplifying case, Romanian Learner English. The description of the Romanian Corpus of Learner English is also given special attention. The following three chapters include corpus-based frequency analyses of selected grammatical categories (articles, prepositions, genitives), combined with error analyses. In the concluding discussion, the book summarizes the features compiled as lexico-grammatical profiles.
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Directory of Open Access Journals (Sweden)
Moreno Lucas, Josep María
1990-08-01
Full Text Available The beautiful needle which emerges from the roof of the PaIau Güell can be defined, according to the author of this article, as a cupola of classic conception with all its elements. It is composed of three essential parts: the cupola -of a single structure (and not double as had been said previously, made of four superimposed rings of small parabolic vaults, the lantern -with windows of a parabolic profile and other rhomboid apertures-, and the weathercock and lightening rod, a decorative and functional sculptural group made of iron, brass and copper. In this article, the constructive, static and formal aspects of the group and each one of the parts are analyzed in detail. An especially interesting aspect refers to the exterior facing of the needle, made of small pieces of glazed sandstone from the inside walls of the wood-burning time ovens, now abandoned. The nature of this facing, unstudied until now, is published for the first time in these pages.
La bella aguja que emerge de la azotea del PaIau Güell puede definirse, según el autor de este artículo, como una cúpula de concepción clásica con todos sus elementos. Se compone de tres partes esenciales: la cúpula —de estructura única (no doble como se había dicho hasta ahora, formada por cuatro anillos superpuestos de pequeñas bóvedas parabólicas—, la linterna —con ventanas de perfil parabólico y otras aberturas romboidales—, y la veleta-pararrayos, un conjunto escultórico decorativo y funcional hecho de hierro, latón y cobre. En el artículo se analizan con detalle los aspectos constructivos, estáticos y formales del conjunto y cada una de sus partes. Un aspecto especialmente interesante es lo referente al revestimiento exterior de la aguja, hecho con pequeños fragmentos de piedra arenisca vitrificada procedente de las caras interiores de los antiguos hornos de cal de leña amortizados. La naturaleza de este revestimiento, hasta ahora no estudiada, se publica -
Heift, Trude
2007-01-01
In examining the titles of this year's conference presentations, the author noticed quite a few papers that focus on learner-specific issues, for instance, papers that address learning styles, learner needs, personality and learning, learner modeling and, more generally, pedagogical issues that deal with individual learner differences in…
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Efficacy of using career and self-construction to help learners ...
African Journals Online (AJOL)
Antoinette Cook
Department of Educational Psychology, University of Pretoria, Pretoria, South Africa ... included the Collage, the Career Interest Profile and the lifeline technique. ... as well as more frequent and complex career challenges (Savickas, Nota, Rossier, ... Learners who receive this support in high school are seen to manage.
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Rodriguez-Esquivel, Marina
The contextual demands of language in content area are difficult for ELLS. Content in the native language furthers students' academic development and native language skills, while they are learning English. Content in English integrates pedagogical strategies for English acquisition with subject area instruction. The following models of curriculum content are provided in most Miami Dade County Public Schools: (a) mathematics instruction in the native language with science instruction in English or (b) science instruction in the native language with mathematics instruction in English. The purpose of this study was to investigate which model of instruction is more contextually supportive for mathematics and science achievement. A pretest and posttest, nonequivalent group design was used with 94 fifth grade ELLs who received instruction in curriculum model (a) or (b). This allowed for statistical analysis that detected a difference in the means of .5 standard deviations with a power of .80 at the .05 level of significance. Pretreatment and post-treatment assessments of mathematics, reading, and science achievement were obtained through the administration of Aprenda-Segunda Edicion and the Florida Comprehensive Achievement Test. The results indicated that students receiving mathematics in English and Science in Spanish scored higher on achievement tests in both Mathematics and Science than the students who received Mathematics in Spanish and Science in English. In addition, the mean score of students on the FCAT mathematics examination was higher than their mean score on the FCAT science examination regardless of the language of instruction.
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Lexical Organization in Second Language Acquisition: Does the Critical Period Matter?
Cardimona, Kimberly; Smith, Pamela; Roberts, Lauren Sones
2016-01-01
This study examined lexical organization in English language learners (ELLs) who acquired their second language (L2) either during or after the period of maximal sensitivity related to the critical period hypothesis. Twenty-three native-Spanish-speaking ELLs completed psycholinguistic tasks to examine age effects in bilingual lexical organization.…
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Umstead, Lyubov
2013-01-01
The number of English Language Learners (ELLs) is rapidly growing. Teachers continue facing challenges in providing effective content instruction to ELLs while helping them learn English. New and improved approaches are necessary to meet the individual learning needs of this diverse group of students and help them progress academically while…
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Issues in Vertical Scaling of a K-12 English Language Proficiency Test
Kenyon, Dorry M.; MacGregor, David; Li, Dongyang; Cook, H. Gary
2011-01-01
One of the mandates of the No Child Left Behind Act is that states show adequate yearly progress in their English language learners' (ELLs) acquisition of English language proficiency. States are required to assess ELLs' English language proficiency annually in four language domains (listening, reading, writing, and speaking) to measure their…
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Focus on Form, Learner Uptake and Subsequent Lexical Gains in Learners' Oral Production
Alcon-Soler, Eva
2009-01-01
This descriptive study reports findings on the relationship between focus on form, learner uptake and subsequent lexical gains in learners' oral production. The data for the study consisted in 17 45-minute audio-recorded teacher-led conversations, 204 learners' diaries (17 sessions x 12 learners) reporting what they had learned after each…
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Working with language learner histories from three perspectives: Teachers, learners and researchers
Directory of Open Access Journals (Sweden)
Sarah Mercer
2013-10-01
Full Text Available Recent developments in SLA, such as learner-centredness, social constructivism, the postmethod era, and complexity perspectives, have highlighted the need for more localized, situated understandings of teaching and learning and greater recognition of learner individuality and diversity. In this article, I suggest an effective way of meeting these needs is to employ learner histories. This powerful form of writing allows learners to use their L2 to engage in authentic, personally meaningful communication with others about their identities, experiences, perceptions and emotions related to their language learning histories. As a text type, they are able to facilitate a more holistic perspective of the learner’s life and reveal the unique interconnections that an individual makes across various domains. They also enable the situated, contextualised and dynamic nature of their learning experiences to become apparent and provide learners with a genuine, motivating purpose for writing. Exploring data generated in Austria with tertiary-level EFL learners, I seek to illustrate some of the rich potential of these text types from three perspectives, namely, those of the teacher, learner and researcher.
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Huang, Yong-Ming
2015-01-01
The use of collaborative technologies in learning has received considerable attention in recent years, but few studies to date have examined the factors that affect sequential and global learners' intention to use such technologies. Previous studies have shown that the learners of different learning styles have different needs for educational…
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Measurement of $H{\\to}W^\\pm W^{\\mp\\ast}{\\to}\\ell^-\\bar{\
AUTHOR|(INSPIRE)INSPIRE-00423318; Köneke, Karsten
This thesis presents and discusses measurements of the coupling of the Higgs boson to vector bosons, using data collected at $\\sqrt{s}=13$ TeV by the ATLAS detector. A full analysis of the first $5.8$ fb${}^{-1}$ of LHC Run 2 data investigating the $H{\\to}W^\\pm W^{\\mp\\ast}{\\to}\\ell^-\\bar{\
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The Big Picture in Bilingual Education: A Meta-Analysis Corrected for Gersten's Coding Error
Rolstad, Kellie; Mahoney, Kate; Glass, Gene V.
2008-01-01
In light of a recent revelation that Gersten (1985) included erroneous information on one of two programs for English Language Learners (ELLs), the authors re-calculate results of their earlier meta-analysis of program effectiveness studies for ELLs in which Gersten's studies had behaved as outliers (Rolstad, Mahoney & Glass, 2005). The correction…
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Marginalizing TESOL: Preservice Teacher Training in Arizona
Diniz de Figueiredo, Eduardo H.; Hammill, Matthew J.; Fredricks, Daisy E.
2011-01-01
This pilot study investigated the attitudes of preservice teachers at a major university in Arizona concerning the Structured English Immersion (SEI) program that is now being used with English language learners (ELLs). Using a survey, we examined how preservice teachers feel about potentially working with ELLs in this SEI context. We focused on…
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Li, Bing; The ATLAS collaboration
2014-01-01
This talk presents measurements of singly-resonant $Z$ decay to four leptons in proton-proton collisions at 7 TeV and 8 TeV with the ATLAS detector. The single resonant peak from $Z\\rightarrow 4\\ell$ provides a practical test of the detector response to a four-lepton resonance similar to the Higgs boson decay $H\\rightarrow ZZ^*\\rightarrow 4\\ell$. Data samples of proton-proton collisions with integrated luminosities of 4.6 fb$^{-1}$ at $\\sqrt{s} = 7$ TeV and 20.7 fb$^{-1}$ at $\\sqrt{s} = 8$ TeV are used to select 21 and 141 candidate events, respectively. The background contamination is estimated to be less than 1%. The cross sections in the phase-space defined by dilepton and four-lepton invariant masses of $M_{\\ell^+\\ell^-}>4$ GeV and $76 < M_{4\\ell} <106$ GeV are measured to be $114\\pm27(stat)\\pm7(syst)\\pm2(lumi)$ at 7 TeV and $150\\pm13(stat)\\pm7(syst)\\pm5(lumi)$ at 8 TeV. A branching fraction for the $Z$ boson decay to $4\\ell$ in the above phase-space is derived from the cross-section measurements to...
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Web 2.0 Technologies and Parent Involvement of ELL Students: An Ecological Perspective
Shin, Dong-shin; Seger, Wendy
2016-01-01
This study explores how ELL students' parents participated in a blog-mediated English language arts curriculum in a second grade classroom at a U.S. urban school, and how they supported their children's learning of school-based writing. Adopting ecological perspectives on technological affordances, this study views digital literacy as discursive…
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Learner-to-learner visual acuity screening: A solution for early ...
African Journals Online (AJOL)
The National School Health Policy guidelines (2002) stipulate that primary school learners should have their vision, speech, hearing, mental health, teeth, ... This project created greater awareness among learners, parents and teachers ...
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L'innovation est-elle sexiste ? Journée internationale de la femme ...
International Development Research Centre (IDRC) Digital Library (Canada)
24 avr. 2017 ... Tabitha Gathoni Mundia attribue ces statistiques au manque de modèles féminin dans le domaine des sciences et à la perception négative des femmes dans les domaines des STIM. Le président du CRDI, Jean Lebel, a accueilli environ 90 personnes à la rencontre D'un point de vue culturel, elle affirme ...
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Learner Perceptions and Experiences of Pride in Second Language Education
Ross, Andrew S.; Stracke, Elke
2016-01-01
Within applied linguistics, understanding of motivation and cognition has benefitted from substantial attention for decades, but the attention received by language learner emotions has not been comparable until recently when interest in emotions and the role they can play in language learning has increased. Emotions are at the core of human…
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Stinson, Michael S; Elliot, Lisa B; Easton, Donna
2014-04-01
Four groups of postsecondary students, 25 who were deaf/hard of hearing (D/HH), 25 with a learning disability, 25 who were English language learners (ELLs), and 25 without an identified disability studied notes that included text and graphical information based on a physics or a marine biology lecture. The latter 3 groups were normally hearing. All groups had higher scores on post- than on pretests for each lecture, with each group showing generally similar gains in amount of material learned from the pretest to the posttest. For each lecture, the D/HH students scored lower on the pre- and posttests than the other 3 groups of participants. Results indicated that students acquired measurable amounts of information from studying these types of notes for relatively short periods and that the notes have equal potential to support the acquisition of information by each of these groups of students.
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Directory of Open Access Journals (Sweden)
Mania Nosratinia
2017-03-01
Full Text Available This study was an attempt to systematically investigate the comparative impact of teaching Metacognitive Strategies (MS and Collaborative Strategic Reading (CSR on English as a Foreign Language (EFL learners' Reading Comprehension (RC. The participants were 58 homogenized intermediate level female EFL learners, within the age range of 18-30 (Mage = 24; they were non-randomly selected and were randomly assigned into two experimental groups of 29. One experimental group received MS training based on Anderson's (2002 model, and the other experimental group received training in CSR based on Klingner and Vaughn’s (1998 model. Inspecting the initially-homogenized participants’ post-treatment performance, through using a piloted PET reading test and running an independent-samples t-test, revealed that the MS group performed significantly better than the CSR group in terms of RC. The study concludes with a discussion on the obtained results, followed by presenting some implications for EFL teachers, EFL learners, and EFL material developers.
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Technology Use and Self-Perceptions of English Language Skills among Urban Adolescents
Li, Jia; Snow, Catherine; Jiang, Jingjing; Edwards, Nicholas
2015-01-01
Technology including social media and other technology applications enabled by different technology devices offer many possibilities for second language learners to improve their learning, if they are interested in doing so. We investigated purposes for using technology among urban adolescents, including both English language learners (ELLs) and…
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Strangers and Professionals: Positioning Discourse in ESL Teachers' Work
Haneda, Mari; Nespor, Jan
2013-01-01
English Language Learners (ELLs) usually spend most of the school day with regular classroom teachers. The ability of English-as-a-second-language (ESL) teachers to help these students, then, depends in part on their ability to influence how the classroom teachers think of ELL students and ESL itself. One way ESL teachers do this is through…
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Le criquet du Mato Grosso : l'agriculture est-elle responsable ?
Directory of Open Access Journals (Sweden)
Lecoq, M.
1995-01-01
Full Text Available Le criquet du Mato Grosso : l'agriculture est-elle responsable ?. Investigations through bibliographical references and among the local population provided a collection of documents and evidences showing without any doubt that Rhammatocerus schistocercoides (ReHN, 1906 [Orth. Acrididae Gomphocerinae] outbreaks in Mato Grosso (Brazil are not a new event neither by nature nor by magnitude. Therefore, the present conception on the origin of those outbreaks need to be drastically revised. The previous hypotheses, implying an overrated agricultural development of concerned areas since 1980, must then be rejected.
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Danish Young Learners inside and outside the classroom
DEFF Research Database (Denmark)
Jensen, Signe Hannibal; aus der Wieschen, Maria Vanessa
This paper explores the importance of starting age for learning a foreign language taking into account classroom practices and extramural activities. Looking at learners receiving formal English education from the 1st and 3rd grade on respectively in terms of their classroom activities...... and their engagement in extramural English activities, the paper explores the following research questions: Which types of English language activities are 1st and 3rd grade Danish students engaged in inside and outside school? Is there a difference in receptive English proficiency between the two groups? If so, can...... this be explained by classroom practices or engagement in extramural activities? The study involves 300 Danish learners of English (ages 6-11). Receptive vocabulary (PPVT™-4 ) and grammar (Trog-2) tests were administered at the onset of formal teaching and after 1 year. Classroom practices were evaluated by video...
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Directory of Open Access Journals (Sweden)
Bogdan Jug
1996-12-01
Full Text Available For the first time learner's passport was pre sented at the international conference on permanent education, taking place in Rome in December 1994. This document is not meant for students only but for the entire population. It should contain notes on any format education, additional education, working experiences, cultural activities, sport results, awards, prizes and recommen dations. The mission of learner's passport is to gather all documents in one place, a handy book let which gives one an overall view over his/her achievements. It should help personnel departments in choosing the right person for a certain job as well as indirectly stimul ate additional activities of the learner's passport holder.
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Directory of Open Access Journals (Sweden)
Maryam Rahimirad
2015-01-01
Full Text Available Metacognitive strategy instruction (MetSI has been shown to have a strong impact on various aspects of English as a second/foreign language instruction. The present study aimed to investigate the effect of MetSI on the improvement of listening selfefficacy among English-as-a-foreign-language (EFL learners. A group of sixty female undergraduate learners of English literature at a state-run university in Iran consented to take part in this study. After homogenizing the participants' English proficiency level using a sample section of the British Council IELTS test, 40 learners were selected whose English proficiency fell within intermediate to upperintermediate level. A listening self-efficacy questionnaire (borrowed from Rahimi and Abedini, 2009 was used to measure the participants’ level of listening selfefficacy in the pre and post-test phases of the study. The participants were randomly assigned to treatment (n=20 and control (n=20 groups. The treatment group received 8 hours of MetSI during eight sessions based on the model proposed by Vandergrift (2003 while the control group didn't receive any explicit MetSI. The control group received the usual training in listening instead.
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Interface between problem-based learning and a learner-centered paradigm
Directory of Open Access Journals (Sweden)
Karimi R
2011-05-01
Full Text Available Reza KarimiPacific University School of Pharmacy, Hillsboro, OR, USABackground: Problem-based learning (PBL has made a major shift in support of student learning for many medical school curricula around the world. Since curricular development of PBL in the early 1970s and its growth in the 1980s and 1990s, there have been growing numbers of publications providing positive and negative data in regard to the curricular effectiveness of PBL. The purpose of this study was to explore supportive data for the four core objectives of PBL and to identify an interface between the objectives of PBL and a learner-centered paradigm.Methods: The four core PBL objectives, ie, structuring of knowledge and clinical context, clinical reasoning, self-directed learning, and intrinsic motivation, were used to search MEDLINE, the Education Resources Information Center, the Educator’s Reference Complete, and PsycINFO from January 1969 to January 2011. The literature search was facilitated and narrowed if the published study included the following terms: “problem-based learning”, “medical education”, “traditional curriculum”, and one of the above four PBL objectives.Results: Through a comprehensive search analysis, one can find supportive data for the effectiveness of a PBL curriculum in achieving the four core objectives of PBL. A further analysis of these four objectives suggests that there is an interface between PBL objectives and criteria from a learner-centered paradigm. In addition, this review indicates that promotion of teamwork among students is another interface that exists between PBL and a learner-centered paradigm.Conclusion: The desire of medical schools to enhance student learning and a need to provide an environment where students construct knowledge rather than receive knowledge have encouraged many medical schools to move into a learner-centered paradigm. Implementation of a PBL curriculum can be used as a prevailing starting point to
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Meeting the Needs of High School Science Teachers in English Language Learner Instruction
Cho, Seonhee; McDonnough, Jacqueline T.
2009-08-01
This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning (ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’ special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications for science teacher preservice and inservice education in regard to working with language minority students.
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Ethical Issues in Computer-Assisted Language Learning: Perceptions of Teachers and Learners
Wang, Shudong; Heffernan, Neil
2010-01-01
Pedagogical theories and the applications of information technology for language learning have been widely researched in various dimensions. However, ethical issues, such as online privacy and security, and learners' personal data disclosure, are not receiving enough research attention. The perceptions and attitudes from those who participate in…
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Fostering learners' interaction with content: A learner-centered mobile device interface
Abdous, M.
2015-12-01
With the ever-increasing omnipresence of mobile devices in student life, leveraging smart devices to foster students' interaction with course content is critical. Following a learner-centered design iterative approach, we designed a mobile interface that may enable learners to access and interact with online course content efficiently and intuitively. Our design process leveraged recent technologies, such as bootstrap, Google's Material Design, HTML5, and JavaScript to design an intuitive, efficient, and portable mobile interface with a variety of built-in features, including context sensitive bookmarking, searching, progress tracking, captioning, and transcript display. The mobile interface also offers students the ability to ask context-related questions and to complete self-checks as they watch audio/video presentations. Our design process involved ongoing iterative feedback from learners, allowing us to refine and tweak the interface to provide learners with a unified experience across platforms and devices. The innovative combination of technologies built around well-structured and well-designed content seems to provide an effective learning experience to mobile learners. Early feedback indicates a high level of satisfaction with the interface's efficiency, intuitiveness, and robustness from both students and faculty.
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L'entreprise publique est-elle nécessairement moins efficace?
Gérard Charreaux
1997-01-01
L'objectif de cet article est de réexaminer la question de l'inefficience des entreprises publiques à la lumière de la théorie de la gouvernance des entreprises. Deux questions principales sont posées. Quelles sont les différences principales entre les systèmes de gouvernance des entreprises publiques et des entreprises privées? Dans quelle mesure et par quelles voies ces différences de systèmes peuvent-elles expliquer les écarts de performance? La réflexion est notamment articulée autour de ...
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Directory of Open Access Journals (Sweden)
Amir Mohammadian
2018-04-01
Full Text Available With the development of educational technology, the concept of technology-enhanced multimedia instructions is using widely in the educational settings. Technology can be employed in teaching different skills such as listening, reading, speaking and writing. Among these skills, reading comprehension is the skill in which EFL learners have some problems to master. Regarding this issue, the present study aimed at investigating the effect of video materials on improving reading comprehension of Iranian intermediate EFL learners. A Longman Placement Test was administered to 30 EFL learners to ensure that learners are at the same level of proficiency. The students were chosen from the state high schools in Chabahar. The participants were regarded as intermediate learners and were divided into two groups (one experimental group and one control group. Then, a pre-test of reading comprehension was administered to assess the participants’ reading comprehension. The participants of experimental group used video files to improve their reading comprehension while the control group received conventional approaches of teaching reading comprehension. Finally, all the participants were assigned a 40-item multiple-choice reading comprehension post-test. The results of the study indicated that video materials had a significant effect on promoting reading comprehension of Iranian intermediate EFL learners (p = .000, <.05.
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Huong, Vu Thi; Casadesus, Marti; Marimon, Frederic
2017-01-01
The aims of this study are threefold in their approach to English academy teaching: (i) to assess learner satisfaction, (ii) to assess the impact of satisfaction on loyalty and (iii) to assess the three constructs that we considered to be the antecedents of learner satisfaction: learner motivation, learner attitude and service quality. To collect…
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When learners become teachers: a review of peer teaching in medical student education.
Benè, Kristen L; Bergus, George
2014-01-01
Peer teaching engages students as teachers and is widely used in K-12 education, many universities, and increasingly in medical schools. It draws on the social and cognitive congruence between learner and teacher and can be attractive to medical schools faced with a growing number of learners but a static faculty size. Peer teachers can give lectures on assigned topics, lead problem-based learning sessions, and provide one on one support to classmates in the form of tutoring. We undertook a narrative review of research on peer teachers in medical school, specifically investigating how medical students are impacted by being peer teachers and how having a peer teacher impacts learners. Studies have shown that peer teaching has a primarily positive impact on both the peer teacher and the learners. In the setting of problem-based learning courses or clinical skills instruction, medical students' performance on tests of knowledge or skills is similar whether they have faculty instructors or peer teachers. There is also strong evidence that being a peer teacher enhances the learning of the peer teacher relative to the content being taught. It is common for peer teachers to lack confidence in their abilities to successfully teach, and they appreciate receiving training related to their teaching role. We find evidence from several different educational settings that peer teaching benefits both the peer teachers and the learners. This suggests that peer teaching is a valuable methodology for medical schools to engage learners as teachers.
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Directory of Open Access Journals (Sweden)
Vahid Fallah Golchin
2013-09-01
Full Text Available Language learning has experienced a shift of focus from a form-focused to a meaning-focused approach, and the necessity of using task-based learning, a relatively recent approach, has emerged. The vital role of task-based materials makes it obligatory not to exclude them from the language learning syllabi. The current study aims at investigating whether task-based reading can contribute significantly to the development of reading comprehension of Iranian advanced EFL learners of English. An experimental study was carried out in order to scrutinize the applicability of task-based language teaching. To this end, 60 female advanced EFL learners, selected from among a pool of 100 learners, were assigned equally and randomly into two groups of thirty, consisting of an experimental and a control group. The selection of the participants was based on the results of a standard and piloted version of Paper-based TOEFL. The participant’s mean age was about 23, ranging from 20 to 27 years of age. Both groups received a pretest and a post-test of reading. During the treatment period the experimental group received task-based reading activities while the control group received reading instructions through traditional methods. The impact of the treatment upon the reading comprehension ability of the participants was analyzed through an independent-samples t-test, and comparisons between groups were made. The results clearly indicated the development of reading comprehension ability of the participants in the first group (the experimental group through the application of task-based reading activities.
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Lichon, Kathryn A.
The purpose of this pre-post quasi-experimental dissertation was to investigate the effects of differentiated writing supports on English Proficient Students' (EPSs) and English Language Learners' (ELLs) science content knowledge and explanatory writing about magnetism and electricity. Eighty-seven fourth-grade students (EPSs = 35; ELLs = 52) were randomly assigned to two groups based on two differentiated writing: guided questions ( n = 43) or targeted writing frames (n = 44). In the guided questions condition, students completed four question sets after a science investigation, and in the targeted writing frames condition, students completed the same four question sets, but with explicit support for vocabulary, transitions, and relational language in the form of if-then statements. Over the course of the four week intervention, students completed a total of nine writing tasks, and were pretested and posttested on six variables: magnetism and electricity content knowledge test, explanatory writing task, total number of words written, total number of sentences written, number of if-then statements, and number of content-based vocabulary words. Results indicate that EPSs and ELLs in both writing conditions improved significantly from pretest to posttest on six content and explanatory writing variables, with statistically significant gain scores occurring for the magnetism and electricity content knowledge test in which the targeted writing frames condition had a larger rate of gain. ANCOVA results indicated that in comparing writing conditions, a statistically significant difference was found for magnetism and electricity content knowledge posttests, when controlling for pretests. No statistically significant effects for language classification on the six variables were found when controlling for pretest scores. Interaction effects between writing condition and language classification were statistically significantly different for the interaction effect found on if
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Analyzing E-mail communication of prospective learners
Directory of Open Access Journals (Sweden)
Anurag SAXENA
2005-10-01
Full Text Available Analyzing E-mail communication of prospective learners Vibha JOSHIAnurag SAXENA Reader School of Management IGNOU, New Delhi, INDIA ABSTRACT Today, computer has replaced all means of communication significantly. E-mail is the most popular means of communication through computers. It has vanished the boundaries between the cities, countries and continents. Earlier Studies that used this medium, had shown evidence of higher quality of responses and also significant cost savings feature of this method (mainly for convenience of dispatch for research purposes. In this communication, an attempt has been made to utilize email responses of prospective learners in education discipline based programs offered through open learning system. The inception of this study is linked to the creation of website (http://www.ignou.ac.in/ and availability of information related to all activated and prospective programs of studies, various school of studies, faculty email addresses and faculty vis-à-vis program coordinator in the University. The present study analyzed 65 email responses received from July 2002 to till date by the researcher on her email ID. These respondents got the email ID from the University website and due to their eagerness to attain qualifications in the field of education/guidance/educational management, sent an e-mail to the program coordinator(s. These email responses were analyzed in order to visualize the learner profiles and viability of the ongoing as well as prospective programs of studies. This paper tries to analyze the e-mail responses of the people who either by surfing IGNOU’s website or from other sources came to know about the various programs of studies offered by the School of Education. The study validates that there is an amount of hidden information even in the curiosity of the learners.
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The Effect of Modified Collaborative Strategic Reading on EFL Learners' Reading Anxiety
Directory of Open Access Journals (Sweden)
Shabnam Abbasnezhad
2016-12-01
Full Text Available The present study was an attempt to investigate the effectiveness of reading instructional approach called MCSR- Modified Collaborative Strategic Reading on reducing intermediate EFL learner's reading anxiety. Based on a pretest-posttest design, MCSR was implemented with 64 EFL learners at intermediate level. They received EFL reading instruction according to MCSR over two and a half months. A questionnaire called English as a Foreign Language Reading Anxiety Inventory EFLRAI was group-administered atthepretest and the posttest. Quantitative results indicated that participating students demonstrated significant gains in reducing reading anxiety. This study highlighted our understanding by considering the effectiveness of MCSR program and also it elaborated the effects of using strategies like MCSR in overcoming the big problem of reading anxiety among EFL learners as non-native students. And teachers changed the focus of attention from using traditional methods for teaching the essential skill of reading to modern programs like MCSR in order to remove their students' anxiety and stress in reading.
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Metaphorical Awareness: A New Horizon in Vocabulary Retention by Asian EFL Learners
Directory of Open Access Journals (Sweden)
Natasha Pourdana
2014-07-01
Full Text Available The present study investigates the impact of English metaphorical awareness on the vocabulary retention by 60 intermediate EFL learners in Iran. Participants in this study were all English as a Foreign language (EFL learners placed in the intermediate level of both genders ranging from 16 to 20 years of age at Qeshm language institute, Kerman, Iran. An Oxford Placement Test (OPT was administered to homogenize the participants and divided them into two intact experimental and control groups. The experimental group was exposed to and performed on 20 minutes English metaphorical awareness tasks of Pictorial Idioms, Poems, and Matching in sixteen 90-minute sessions. The controllgroup received the vocabulary exercises in New Cutting Edge (3rd Edition (Cunningham, Moor & Eales 2007 in turn The experimental group outperformed the controlgroup in this study. In an independent sample t-Test, and a high effect size (Cohn’s d=2.84 supported the positive impact of metaphorical awareness on EFL learners' vocabulary retention.
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Tam, V.C.; Berry, S.; Hsu, T.; North, S.; Neville, A.; Chan, K.; Verma, S.
2014-01-01
Background The oncology education framework currently in use in Canadian medical training programs is unknown, and the needs of learners have not been fully assessed to determine whether they are adequately prepared to manage patients with cancer. Methods To assess the oncology education framework currently in use at Canadian medical schools and residency training programs for family (fm) and internal medicine (im), and to evaluate opinions about the content and utility of standard oncology education objectives, a Web survey was designed and sent to educators and learners. The survey recipients included undergraduate medical education curriculum committee members (umeccms), directors of fm and im programs, oncologists, medical students, and fm and im residents. Results Survey responses were received from 677 educators and learners. Oncology education was felt to be inadequate in their respective programs by 58% of umeccms, 57% of fm program directors, and 50% of im program directors. For learners, oncology education was thought to be inadequate by 67% of medical students, 86% of fm residents, and 63% of im residents. When comparing teaching of medical subspecialty–related diseases, all groups agreed that their trainees were least prepared to manage patients with cancer. A standard set of oncology objectives was thought to be possibly or definitely useful for undergraduate learners by 59% of respondents overall and by 61% of postgraduate learners. Conclusions Oncology education in Canadian undergraduate and postgraduate fm and im training programs are currently thought to be inadequate by a majority of educators and learners. Developing a standard set of oncology objectives might address the needs of learners. PMID:24523624
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The Acquisition of English Restrictive Relative Clauses by Arab Adult EFL Learners
Alroudhan, Hayat Eid
2016-01-01
This study investigates the challenges faced by Arab adult learners of English as a foreign language (EFL) in acquiring English restrictive relative clauses (RRCs), as well as the factors that affect the process of acquisition. This issue has received considerable attention in second language (L2) research. The present study discusses the…
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EFL Learners' Use of Direct Strategies in Competitive and Cooperative Learning Contexts
Zarei, Abbas Ali; Layeq, Hamide
2016-01-01
This study investigated the effects of competitive and cooperative teaching techniques on Iranian adult EFL learners' use of direct strategies. To this end, a sample of 88 non-English major university students at Sohrevardi Nonprofit College in Qazvin were assigned to two groups, and each group received instruction under one of the treatment…
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Model Common-Core Unit Piloted for ELL Teachers
Maxwell, Lesli A.
2013-01-01
Seventh and 8th grade English-learners in selected urban schools will soon dive into some of the most celebrated speeches in U.S. history. They'll dissect, for example, Abraham Lincoln's Gettysburg Address, Martin Luther King Jr.'s "I Have a Dream," and Robert F. Kennedy's "On the Death of Martin Luther King." Though their…
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Directory of Open Access Journals (Sweden)
Ebrahim Azimi Mohammad Abadi
2013-05-01
Full Text Available Vocabulary learning is incredibly noteworthy to English language acquisition. It is unfeasible for a learner to communicate without the required vocabulary. In high education levels, learners are habitually forced to become autonomous and make conscious effort to learn vocabulary outside of the classroom. Consequently, the autonomy of the learners plays an important role in developing and enhancing their vocabulary. Learner autonomy is a huge assistance for learners in vocabulary learning since it provides the learners with numerous diverse privileges such as independency from teacher. The researcher investigated whether there is any statistically significant relationship between learner autonomy and vocabulary learning strategies use in Iranian EFL learners with different language proficiency levels. To meet the above purpose, a total number of 190 male and female EFL learners participated in this study. The methodology underlying this study was quantitative (thorough the administration of two questionnaires and two language proficiency test – TOEFL for advanced group, and Nelson for intermediate level. The quantitative data was analyzed using a set of correlational analysis revealing a significant positive correlation between learner autonomy and vocabulary learning strategies use in high proficient group, and a significant positive relationship between these two constructs in low proficient group, however not as strong as in the advanced group.
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Interface between problem-based learning and a learner-centered paradigm.
Karimi, Reza
2011-01-01
Problem-based learning (PBL) has made a major shift in support of student learning for many medical school curricula around the world. Since curricular development of PBL in the early 1970s and its growth in the 1980s and 1990s, there have been growing numbers of publications providing positive and negative data in regard to the curricular effectiveness of PBL. The purpose of this study was to explore supportive data for the four core objectives of PBL and to identify an interface between the objectives of PBL and a learner-centered paradigm. The four core PBL objectives, ie, structuring of knowledge and clinical context, clinical reasoning, self-directed learning, and intrinsic motivation, were used to search MEDLINE, the Education Resources Information Center, the Educator's Reference Complete, and PsycINFO from January 1969 to January 2011. The literature search was facilitated and narrowed if the published study included the following terms: "problem-based learning", "medical education", "traditional curriculum", and one of the above four PBL objectives. Through a comprehensive search analysis, one can find supportive data for the effectiveness of a PBL curriculum in achieving the four core objectives of PBL. A further analysis of these four objectives suggests that there is an interface between PBL objectives and criteria from a learner-centered paradigm. In addition, this review indicates that promotion of teamwork among students is another interface that exists between PBL and a learner-centered paradigm. The desire of medical schools to enhance student learning and a need to provide an environment where students construct knowledge rather than receive knowledge have encouraged many medical schools to move into a learner-centered paradigm. Implementation of a PBL curriculum can be used as a prevailing starting point to develop not only a learner-centered paradigm, but also to facilitate a smooth curricular transition from a teacher-centered paradigm to a
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Perceptions of conflict of interest: surgeons, internists, and learners compared.
de Gara, Christopher J; Rennick, Kim C; Hanson, John
2013-05-01
Making a conflict of interest declaration is now mandatory at continuing medical education CME accredited events. However, these declarations tend to be largely perfunctory. This study sought to better understand physician perceptions surrounding conflict of interest. The same PowerPoint (Microsoft, Canada) presentation (http://www.youtube.com/watch?v=mQSOvch7Yg0&feature=g-upl) was delivered at multiple University of Alberta and Royal College CME-accredited events to surgeons, internists, and learners. After each talk, the audience was invited to complete an anonymous, pretested, and standardized 5-point Likert scale (strongly disagree to strongly agree) questionnaire. A total of 136 surveys were analyzed from 31 surgeons, 49 internists, and 56 learners. In response to the question regarding whether by simply making a declaration, the speaker had provided adequate proof of any conflicts of interest, 71% of surgeons thought so, whereas only 35% of internists and 39% of learners agreed or strongly agreed (P = .004). Further probing this theme, the audience was asked whether a speaker must declare fees or monies received from industry for consulting, speaking, and research support. Once again there was a variance of opinion, with only 43% of surgeons agreeing or strongly agreeing with this statement; yet, 80% of internists and 71% of learners felt that such a declaration was necessary (P = .013). On the topic of believability (a speaker declaration makes him or her and the presentation more credible), the 3 groups were less polarized: 50% of surgeons, 41% of internists, and 52% of learners (P = .2) felt that this was the case. Although two thirds of surgeons (68%) and learners (66%) and nearly all internists (84%) felt that industry-sponsored research was biased, these differences were not significant (P = .2). Even when they are completely open and honest, conflict of interest declarations do not negate the biases inherent in a speaker's talk or research when it is
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Vadasy, Patricia F.; Sanders, Elizabeth A.
2016-01-01
This study examined benefits of connecting meaning, speech, and print in vocabulary learning for kindergarten English learners. Students screened eligible with limited English proficiency were randomly assigned to two instruction conditions. Both groups received direct instruction in high frequency root words. One condition featured added…
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Toohey, Shannon L; Wray, Alisa; Wiechmann, Warren; Lin, Michelle; Boysen-Osborn, Megan
2016-05-01
Millennial learners are changing the face of residency education because they place emphasis on technology with new styles and means of learning. While research on the most effective way to teach the millennial learner is lacking, programs should consider incorporating educational theories and multimedia design principles to update the curriculum for these new learners. The purpose of the study is to discuss strategies for updating an emergency medicine (EM) residency program's curriculum to accommodate the modern learner. These 10 tips provide detailed examples and approaches to incorporate technology and learning theories into an EM curriculum to potentially enhance learning and engagement by residents. While it is unclear whether technologies actually promote or enhance learning, millennials use these technologies. Identifying best practice, grounded by theory and active learning principles, may help learners receive quality, high-yield education. Future studies will need to evaluate the efficacy of these techniques to fully delineate best practices.
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Directory of Open Access Journals (Sweden)
Shannon L. Toohey
2016-05-01
Full Text Available Introduction: Millennial learners are changing the face of residency education because they place emphasis on technology with new styles and means of learning. While research on the most effective way to teach the millennial learner is lacking, programs should consider incorporating educational theories and multimedia design principles to update the curriculum for these new learners. The purpose of the study is to discuss strategies for updating an emergency medicine (EM residency program’s curriculum to accommodate the modern learner. Discussion: These 10 tips provide detailed examples and approaches to incorporate technology and learning theories into an EM curriculum to potentially enhance learning and engagement by residents. Conclusion: While it is unclear whether technologies actually promote or enhance learning, millennials use these technologies. Identifying best practice, grounded by theory and active learning principles, may help learners receive quality, high-yield education. Future studies will need to evaluate the efficacy of these techniques to fully delineate best practices.
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Schumacher, Daniel J; Englander, Robert; Carraccio, Carol
2013-11-01
As a result of the paradigm shift to a competency-based framework, both self-directed lifelong learning and learner-centeredness have become essential tenets of medical education. In the competency-based framework, learners drive their own educational process, and both learners and teachers share the responsibility for the path and content of learning. This learner-centered emphasis requires each physician to develop and maintain lifelong learning skills, which the authors propose culminate in becoming a "master leaner." To better understand the development of these skills and the attainment of that goal, the authors explore how learning theories inform the development of master learners and how to translate these theories into practical strategies for the learner, the teacher, and the learning environment so as to optimize this development.The authors begin by exploring self-determination theory, which lays the groundwork for understanding the motivation to learn. They next consider the theories of cognitive load and situated cognition, which inform the optimal context and environment for learning. Building from this foundation, the authors consider key educational theories that affect learners' abilities to serve as primary drivers of their learning, including self-directed learning (SDL); the self-assessment skills necessary for SDL; factors affecting self-assessment (self-concept, self-efficacy, illusory superiority, gap filling); and ways to mitigate the inaccuracies of self-assessment (reflection, self-monitoring, external information seeking, and self-directed assessment seeking).For each theory, they suggest practical action steps for the learner, the teacher, and the learning environment in an effort to provide a road map for developing master learners.
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Park, Eun Sung
2013-01-01
This study examines novice learners' self-generated input noticing approaches and strategies. It is motivated by previous research on input enhancement which yielded insights that learners are naturally prone to notice certain aspects of L2 input on their own without any external means to channel their attention. Two L1 groups (Japanese and…
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Mostert, Hendrik P; Myburgh, Chris; Poggenpoel, Marie
2012-10-04
In schools today discrimination based on sexual orientation takes place on a regular basis. This form of discrimination leads to aggression towards learners perceived to be homosexual, as well as towards those with a homosexual orientation. For more than 15 years South Africa has been a democratic country with laws that protect learners who have a homosexual orientation. Nevertheless, aggression and discrimination towards these learners still occur in schools. Aggression often leads to verbal and physical bullying of the victims by perpetrators. The objectives of this research were to explore and describe Grade 11 learners' experiences of aggression towards learners perceived to be homosexual as well as those with a homosexual orientation in an independent secondary school environment. The research design was qualitative, exploratory, descriptive and contextual in nature. The data for this investigation consisted of essays based on a published newspaper photograph, phenomenological group interviews, observations and field notes. Tesch's method of data analysis was used, and an independent coder assisted. Three themes were identified, discussed and supported by a literature control: that learners experience that it is right and acceptable to have a homosexual orientation; that they experience ambivalence towards homosexual orientation of learners; and experienced feelings that it is wrong to have a homosexual orientation. Recommended guidelines are provided to address aggression towards learners perceived to be homosexual and those with a homosexual orientation.
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Mohamed, Hafidi; Lamia, Mahnane
2015-01-01
Learners usually meet cognitive overload and disorientation problems when using e-learning system. At present, most of the studies in e-learning either concentrate on the technological aspect or focus on adapting learner's interests or browsing behaviors, while, learner's skill level and learners' success rate is usually neglected. In this paper,…
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Komparativní sémotická analýza reklamního prostoru české a korejské mutace časopisu Elle
Hybrantová, Romana
2017-01-01
The thesis entitled Comparative Semiotic Analysis of Czech and Korean version of Elle Magazine Advertisings deals with the comparison of advertisings in the Czech and South Korean versions of global lifestyle magazine ELLE in terms of semiotic analysis. The thesis is structured in classical terms with theoretical starting points representing three key areas needed for analysis. The first part deals with the concept of the media, media product and its content. It also provides information abou...
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ECG Rhythm Analysis with Expert and Learner-Generated Schemas in Novice Learners
Blissett, Sarah; Cavalcanti, Rodrigo; Sibbald, Matthew
2015-01-01
Although instruction using expert-generated schemas is associated with higher diagnostic performance, implementation is resource intensive. Learner-generated schemas are an alternative, but may be limited by increases in cognitive load. We compared expert- and learner-generated schemas for learning ECG rhythm interpretation on diagnostic accuracy,…
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41 CFR 50-202.3 - Learners, student learners, apprentices, and handicapped workers.
2010-07-01
... than the minimum wage prescribed in § 50-202.2 to the same extent such employment is permitted under... Management Other Provisions Relating to Public Contracts PUBLIC CONTRACTS, DEPARTMENT OF LABOR 202-MINIMUM WAGE DETERMINATIONS Groups of Industries § 50-202.3 Learners, student learners, apprentices, and...
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Connected minds technology and today's learners
Pedrò, Francesc
2012-01-01
In all OECD countries, digital media and connectedness are integral to the lives of todays learners. It is often claimed that these learners are ""new millennium learners"", or ""digital natives"", who have different expectations about education. This book contributes to the debate about the effects of technology attachment and connectedness on todays learners, and their expectations about teaching. The book sets out to answer the following questions: Can the claim that todays students are ""new millenium learners"" or ""digital natives be sustained empirically? Is there consistent research evidence demonstrating the effects of technology on cognitive development, social values, and learning expectations? What are the implications for educational policy and practice?
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Multidimensional Learner Model In Intelligent Learning System
Deliyska, B.; Rozeva, A.
2009-11-01
The learner model in an intelligent learning system (ILS) has to ensure the personalization (individualization) and the adaptability of e-learning in an online learner-centered environment. ILS is a distributed e-learning system whose modules can be independent and located in different nodes (servers) on the Web. This kind of e-learning is achieved through the resources of the Semantic Web and is designed and developed around a course, group of courses or specialty. An essential part of ILS is learner model database which contains structured data about learner profile and temporal status in the learning process of one or more courses. In the paper a learner model position in ILS is considered and a relational database is designed from learner's domain ontology. Multidimensional modeling agent for the source database is designed and resultant learner data cube is presented. Agent's modules are proposed with corresponding algorithms and procedures. Multidimensional (OLAP) analysis guidelines on the resultant learner module for designing dynamic learning strategy have been highlighted.
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Inmunodiagnóstico de la infección chagásica por ELlSA
Directory of Open Access Journals (Sweden)
Myriam C. López
1999-06-01
Full Text Available La demostración del agente infeccioso es la regla de oro en las parasitosis, pero, esto no siempre es factible. Por ello, en la infección chagásica ce recurre a la detección de anticuerpos contra Trypanosoma cruzi siendo las pruebas serodiagnósticas de gran utilidad. El presente estudio estandarizó y evaluó la prueba inmunoenzimática Elisa para el inmunodiagnóstico de la infección chagásica. Se confrontaron 595 muestras de suero de pacientes provenientes de Guateque, Boyacá, zona endémica de la enfermedad de Chagas, con epimastigotes de Tcruzide la cepa colombiana IRHOICO/69/Guateque utilizando las pruebas inmunodiagnósticas de inmunofluorescencia indirecta (IFI, prueba de referencia, y el ensayo inmunoenzimático ELISA. El análisis de la validez de ésta se realizó mediante el cálculo del área bajo la curva del operador receptor (ROC como medida de la exactitud (validez. Las condiciones óptimas de la prueba ELlSA fueron: antígeno 0,75 pglml y dilución de la muestra 1:1.000. El ensayo del estudio según los puntos de corte 0,2, 0,3, 0,4 y 0,5 ofrece una sensibilidad de 0,99, 039, 0,98 y 0,93 y una especificidad de 0,94, 0,96, 0,98 y 0,98, respectivamente. El ELlSA del estudio se muestra como una prueba válida no sólo por la sensibilidad y especificidad sino porque el análisis del área bajo la curva ROC fue de 0,9952 que es muy cercano al ideal. La prueba de ELlSA es superior a la de IFI para la detección de anticuerpos contra 1 cruzi y podría ser utilizada en estudios seroepidemiológicos en zonas de alta y moderada prevalencia.
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The Effect of Glosses on Incidental Vocabulary Learning of Iranian EFL learners
Directory of Open Access Journals (Sweden)
Abbas Moradan
2016-11-01
Full Text Available Reading passages contain many new words. Looking up every word in the dictionary and finding the exact meaning can be a difficult job for learners and may hinder the process of reading. Providing glosses can help learners deal with this issue. The objective of the present study is to make enquiries about the effect of glosses on incidental vocabulary learning. To this end, 45 Iranian EFL learners were selected from 70 according to their performance on KET test. Then they were divided into three groups of 15 randomly. Ten reading texts were selected and unfamiliar vocabularies were glossed in three ways: pictorial, textual and pictorial-textual glosses. Participants were required to read the texts under one of the three conditions. After the completion of ten sessions of treatment, participants were given a vocabulary post-test to measure vocabulary learning. The outcome of the study indicated that the group that received the combination of pictorial and textual glosses outperformed the other two groups. The findings can be of great importance for language teachers and material developers.
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Work-Based Curriculum to Broaden Learners' Participation in Science: Insights for Designers
Bopardikar, Anushree; Bernstein, Debra; Drayton, Brian; McKenney, Susan
2018-05-01
Around the globe, science education during compulsory schooling is envisioned for all learners regardless of their educational and career aspirations, including learners bound to the workforce upon secondary school completion. Yet, a major barrier in attaining this vision is low learner participation in secondary school science. Because curricula play a major role in shaping enacted learning, this study investigated how designers developed a high school physics curriculum with positive learning outcomes in learners with varied inclinations. Qualitative analysis of documents and semistructured interviews with the designers focused on the curriculum in different stages—from designers' ideas about learning goals to their vision for enactment to the printed materials—and on the design processes that brought them to fruition. This revealed designers' emphases on fostering workplace connections via learning goals and activities, and printed supports. The curriculum supported workplace-inspired, hands-on design-and-build projects, developed to address deeply a limited set of standards aligned learning goals. The curriculum also supported learners' interactions with relevant workplace professionals. To create these features, the designers reviewed other curricula to develop vision and printed supports, tested activities internally to assess content coverage, surveyed states in the USA receiving federal school-to-work grants and reviewed occupational information to choose unit topics and career contexts, and visited actual workplaces to learn about authentic praxis. Based on the worked example, this paper offers guidelines for designing work-based science curriculum products and processes that can serve the work of other designers, as well as recommendations for research serving designers and policymakers.
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String Theory clues for the low-$\\ell$ CMB ?
Kitazawa, N.
2015-05-29
"Brane Supersymmetry Breaking" is a peculiar string-scale mechanism that can unpair Bose and Fermi excitations in orientifold models. It results from the simultaneous presence, in the vacuum, of collections of D-branes and orientifolds that are not mutually BPS, and is closely tied to the scale of string excitations. It also leaves behind, for a mixing of dilaton and internal breathing mode, an exponential potential that is just too steep for a scalar to emerge from the initial singularity while descending it. As a result, in this class of models the scalar can generically bounce off the exponential wall, and this dynamics brings along, in the power spectrum, an infrared depression typically followed by a pre-inflationary peak. We elaborate on a possible link between this type of bounce and the low-$\\ell$ end of the CMB angular power spectrum. For the first 32 multipoles, one can reach a 50 % reduction in $\\chi^{\\,2}$ with respect to the standard $\\Lambda$CDM setting.
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Chinese English Learners' Strategic Competence.
Wang, Dianjian; Lai, Hongling; Leslie, Michael
2015-12-01
The present study aims to investigate Chinese English learners' ability to use communication strategies (CSs). The subjects are put in a relatively real English referential communication setting and the analyses of the research data show that Chinese English learners, when encountering problems in foreign language (FL) communication, are characterized by the frequent use of substitution, approximation, circumlocution, literal translation, exemplification, word-coinage, repetition, and the infrequent use of cultural-knowledge and paralinguistic CSs. The rare use of paralinguistic strategies is found to be typical of Chinese English learners. The high frequency of literal translation, one first language (L1)-based strategy in our study sample, suggests that FL learners' use of L1-based CSs may depend more upon the developmental stage of their target language than the typology distance between L1 and the target language. The frequency of repetition reveals one fact that the Chinese English learners lack variety and flexibility in their use of CSs. Based on these findings, it was indicated that learners' use of CSs is influenced by a variety of factors, among which the development stage of their interlanguage and their cultural background are identified as two important factors. Some implications are finally suggested for the English foreign language teaching practice in China.
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What Is This Thing Called Learner's Lexicography?
DEFF Research Database (Denmark)
Nielsen, Sandro
2010-01-01
Learner lexicography as a research area has attracted increased attention during the past decades, but what is actually the true nature of learner lexicography? This question calls for a complex answer. Learner lexicography has as its objective to develop principles that help practitioners......, namely its functions, data and structures, as this strengthens the basis of learner lexicography because it leads to a proper study and understanding of the competences and needs of learners. Finally, the modern theory of dictionary functions encourages theoretical and practical lexicographers to adopt...
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LEARNER AUTONOMY ON ESSAY WRITING ACCURACY
Directory of Open Access Journals (Sweden)
Mohammad Hafidz
2018-01-01
Full Text Available Abstract: Learner autonomy on writing is independently teaching and learning that keeps students’ control to explore their knowledge and experiences in written language, find out and evaluate their errors based on the conceptual courses to make accurately simple essay. The aim was to know the effectiveness of the learner autonomy on writing accuracy. This quantitative research conducted in one group pretest and posttest design. The number of samples was 21 students in Bangkalan. The instrument were tests to gain students’ writing score before and after treatment. Researcher statistically analyzed the data using SPSS 23 version by running a Paired Samples Test. The result shown the means of pretes score was 66,83 and posttest score was 74,57, Paired Samples Correlations was 0,614 (strong correlation. Significance was 0,005, it means that a (0,05 is higher than r value (0,005 with high variance of mean value (14,091. As a result, the hypothesis (H1 was received that learner autonomy contributed effectively to learners’ in organizing own ideas (Ene, 2006 such as making a topic map becomes some explanable sub-topics, writing down main and supporting idea, clustering some objects, editing next and learners absolutely accumulate some selected vocabularies inappropriate topics (Chengping W, 2008. Keyword: Learner Autonomy, Learning process, outcomes Absrak: Pembelajaran otonomi adalah pembelajaran mandiri yang mengontrol mahasiswa untuk menyampaikan gagasan dan pengalamannya, mencatat dan mengevaluasi kesalahan yang terjadi dalam penulisan esai sederhana berdasarkan pembelajaran yang tersetruktur. Tujuan adalah untuk mengetahui efektifitas pembelajaran otonomi terhadap akurasi tulisan secara statistik. Penelitian ini dilakukan dengan menggunakan desain tes awal dan akhir. Jumlah sampel terdiri dari 21 siswa di Bangkalan. Isntrumen yang digunakan adalah tes untuk mengetahui hasil nilai mahasiswa sebelum dan sesudah melakukan
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Teachers of adults as learners
DEFF Research Database (Denmark)
Lund Larsen, Lea
This poster is a part of an on-going qualitative empirical research project: “Teachers of adults as learners. A study on teachers’ experiences in practice”. Adult learners have particular needs and characteristics that their teachers must be able to address. Some of the competencies that teachers...... need can be taught in formal settings, but in most teaching settings, the teachers act alone and develop their pedagogical approaches/-teaching strategies with no synchronous sparring from a colleague. Adult learners have particular needs and characteristics that their teachers must be able to address...... (cf. Knowles, Brookfield, Illeris, Lawler, King, Wahlgreen). If we study adult teachers as learners in practice, we may be able to identify what the teachers’ practice requires, and thereby qualify the efforts of teacher educators....
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Emotional Intelligence of Self Regulated Learners
Rathore, Ami
2018-01-01
The study was conducted on self regulated learners of senior secondary school. The main objectives of the study were to find out significant dimensions of emotional intelligence held by self regulated learners. To compare the emotional intelligence dimensions of self regulated learners, in terms of subject and gender. To find out the relationship…
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Li, Hongli; Suen, Hoi K.
2015-01-01
This study examines how Chinese ESL learners recognize English words while responding to a multiple-choice reading test as compared to Romance-language-speaking ESL learners. Four adult Chinese ESL learners and three adult Romance-language-speaking ESL learners participated in a think-aloud study with the Michigan English Language Assessment…
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Nemati, Majid; Alavi, Sayyed Mohammad; Mohebbi, Hassan; Masjedlou, Ali Panahi
2017-01-01
To date, L2 researchers have studied the effect of feedback on improving L2 learners' writing from different perspectives. However, there are a lot of aspects which are not comprehensively researched yet, such as L2 learners' and teachers' perceptions and practices about feedback. To close the gap, this study investigates language learners'…
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Y a-t-il convergence réelle et structurelle des pays de l'UEMOA?
International Development Research Centre (IDRC) Digital Library (Canada)
CHASSEM
variables du cadre macroéconomique et fait l'objet d'une évaluation régulière à travers le suivi des critères de convergence. • la convergence réelle concerne le niveau de revenu ou du PIB par tête. • La convergence structurelle porte sur les caractéristiques structurelles (convergence des structures de demande et d'offre).
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Directory of Open Access Journals (Sweden)
Seyed Javad Es-hagi Sardroud
2013-05-01
Full Text Available Considering the overall tendency of foreign language learners to use mechanical strategies of rote rehearsal in vocabulary learning and their resistance towards use of 'deep' vocabulary learning strategies, namely contextual guessing, Keyword Method, metacognitive strategy, and semantic mapping, this study intended (a to explore what impact the instruction of these deep strategies, on vocabulary retention of 32 post-intermediate adult EFL Iranian learners, (b to determine how the variable of gender influences the vocabulary retention of students after receiving training in these strategies. To this end, on the basis of a strategy-based model of instruction–CALLA (Chamot & O'Malley, 1994, the experimental group received training in using 'deep' vocabulary learning strategies while the control group received only the common method of vocabulary teaching. After the treatment, following factorial design, the performance of the participants in the teacher-made vocabulary test as posttest was analyzed statistically. The results indicated higher vocabulary retention for the experimental group, and it was revealed that female students were more receptive to strategy training. This study provides evidence for confirmation of 'depth of processing' hypothesis and the emerging theory about the impact of gender on effective strategy teaching and use, and it recommends incorporation of teaching these 'deep' strategies of vocabulary learning into EFL classrooms.
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Researching transformative learning spaces through learners' stories
DEFF Research Database (Denmark)
Maslo, Elina
spaces, learning to learn through languages, learners´ stories, qualitative research method Methodology or Methods/Research Instruments or Sources Used A number of semi structured qualitative interviews have been conducted with three learners of Danish as second language. The language learners...... in the paper is on the research process and methodological tools. The goal of this paper is to show, that learners´ stories have a huge potential in researching learning processes. References Benson, P. & D. Nunan (2004). Lerners´ stories. Difference and Diversity in Language Learning. Cambridge University...... to use learners´ stories as a research methodology in the field of learning in general and language learning in particular....
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La azotea fantástica (la cubierta del Palau Güell
Directory of Open Access Journals (Sweden)
González, Antoni
1990-08-01
Full Text Available The covering of the PaIau Güell, twenty ventilation or smoke chimneys-of brick or decorated with tiles, glass, marble or porcelain- and four shell-like lunettes, escort the beautiful needle containing the lantern which illuminates the central salon of the building. It is not a case however, in its general conception, of a unique covering, but rather of a traditional roof whose normal components Gaudí has reinterpreted with plastic imagination. The restoration project of the roof, directed by the authors of this article, contemplates the enhancement of all the elements and the illumination for night-time viewing of this suggestive Gaudinian landscape. The project is planned in such a way so as not to interfere with the unique character of this covering, an attractive mixture of a household terrace and an outdoor sculpture museum.
En la cubierta del PaIau Güell, veinte chimeneas de ventilación o de humos —de obra vista o decoradas con azulejo, vidrio, mármol o porcelana— y cuatro lunetos aconchados, dan escolta a la bella aguja que contiene la linterna que ilumina el salón central del edificio. No se trata, en su concepción general, de una cubierta singular, sino de una azotea tradicional cuyos componentes Gaudí ha reinterpretado con imaginación plástica. El proyecto de restauración de la azotea, que dirigen los autores de este artículo, contempla la puesta en valor de todos los elementos y la iluminación para la contemplación nocturna de este sugerente paisaje gaudiniano. La actuación se plantea de forma que no se pierda el singular carácter de esta cubierta, atractiva mezcla de terrado doméstico y de museo de escultura al aire libre. -
External Control of Knowledge of Results: Learner Involvement Enhances Motor Skill Transfer.
Figueiredo, L S; Ugrinowitsch, H; Freire, A B; Shea, J B; Benda, R N
2018-04-01
Providing the learner control over aspects of practice has improved the process of motor skill acquisition, and self-controlled knowledge of results (KR) schedules have shown specific advantages over externally controlled ones. A possible explanation is that self-controlled KR schedules lead learners to more active task involvement, permitting deeper information processing. This study tested this explanatory hypothesis. Thirty undergraduate volunteers of both sexes, aged 18 to 35, all novices in the task, practiced transporting a tennis ball in a specified sequence within a time goal. We compared a high-involvement group (involvement yoked, IY), notified in advance about upcoming KR trials, to self-controlled KR (SC) and yoked KR (YK) groups. The experiment consisted of three phases: acquisition, retention, and transfer. We found both IY and SC groups to be superior to YK for transfer of learning. Postexperiment participant questionnaires confirmed a preference for receiving KR after learner-perceived good trials, even though performance on those trials did not differ from performance on trials without KR. Equivalent IY and SC performances provide support for the benefits of task involvement and deeper information processing when KR is self-controlled in motor skill acquisition.
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Profiling Learners' Achievement Goals when Completing Academic Essays
Ng, Chi-Hung Clarence
2009-01-01
This study explored adult learners' goal profiles in relation to the completion of a compulsory academic essay. Based on learners' scores on items assessing mastery, performance-approach, and work-avoidance goals, cluster analyses produced three distinct categories of learners: performance-focused, work-avoidant, and multiple-goal learners. These…
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Li, Chen-Hong; Chen, Cai-Jun; Wu, Meng-Jie; Kuo, Ya-Chu; Tseng, Yun-Ting; Tsai, Shi-Yi; Shih, Hung-Chun
2017-01-01
We examined the effect of cultural familiarity and question-preview types on the listening comprehension of L2 learners. The results showed that the participants who received the full question-preview format scored higher than those receiving either the answer-option preview or question-stem preview, despite a statistically nonsignificant…
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Issues of promoting learner autonomy in EFL context
Directory of Open Access Journals (Sweden)
Pichugova Inna L.
2016-01-01
Full Text Available The paper is focuded on investigating the phenomenon of learner autonomy, which has mostly been explored in Europe and the USA and is now attracting attention of researchers and academics in many other countries including Russia. Learner autonomy through a focus on learner reflection and taking responsibility for one’s own learning processes has become a central concern in the recent history of language teaching. However, many language teachers, who are committed to concepts of learnercentredness and autonomy, struggle with the ways to foster learner autonomy or at least to encourage the idea of learner autonomy in language classroom. The study aims at investigating what the most important issues which have a great impact on developing learner autonomy are. Having given special attention to conditions which can insure development of learner autonomy, a model covering seven issues relating to the subject matter has been designed. The authors state that such aspects as choice, goals and needs, support, emotional climate, learning strategies, learner attitude and motivation, and self-esteem should be considered as the goal to promote learner autonomy in EFL context.
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What's Possible for First-Grade At-Risk Literacy Learners Receiving Early Intervention Services
Bufalino, Janet; Wang, Chuang; Gomez-Bellenge, Francisco X.; Zalud, Garreth
2010-01-01
This paper summarizes a study that was conducted on data from children who received a one-on-one intervention called Reading Recovery[R] during the first half of their first-grade year in school. The purpose was to investigate the relationship between accelerated progress children made during and after receiving a Reading Recovery intervention,…
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Flexible provisioning for adult learners
Hermans, Henry; Janssen, José; Vogten, Hubert; Koper, Rob
2014-01-01
In adult education there is a continuous, growing demand for learning opportunities that fit the specific characteristics and preferences of particular learner groups or individual learners. This requires educational institutions to rethink their business and educational models, and develop more
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ICT USAGE BY DISTANCE LEARNERS IN INDIA
Directory of Open Access Journals (Sweden)
Ashish Kumar AWADHIYA
2014-07-01
Full Text Available Open Universities across the world are embracing ICT based teaching and learning process to disseminate quality education to their learners spread across the globe. In India availability and access of ICT and learner characteristics are uneven and vary from state to state. Hence it is important to establish the facts about ICT access among learners, their ICT usage patterns and their readiness to use ICT for educational purpose. In view of this, a study was conducted with the objective to find out the access level of ICT among distance learners. The analysis indicates that maximum learners have desktop/laptops and most of them are accessing internet very frequently from their home. The analysis also indicates that maximum respondents are browsing social networking sites followed by educational and e-mail service providing websites. Findings suggest that there is a need to generate ICT based tutorials complemented with social networking tools and mobile applications. Study also shows that learners are equipped with mobile phones and they are browsing internet through it and also availing support services offered by the university. Hence possibility of integrating mobile phone services may be used for providing learner support services and content delivery.
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Learners' independent records of vocabulary
DEFF Research Database (Denmark)
Shaw, Philip; Leeke, Philip
1999-01-01
Handbooks recommend a variety of quite complicated procedures for learning and remembering vocabulary, but most learners only engage in very simple procedures. The aim of this project was to establish a basis for identifying optimal vocabulary recording procedures by finding out what learners...
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Buffalo City learners' knowledge of abortion legislation
African Journals Online (AJOL)
2014-06-19
Jun 19, 2014 ... Objectives: This research investigated Grade 11 learners' knowledge of the CTOP Act and ... those learners attending schools formerly designated for African learners during Apartheid .... be performed if, in the opinion of a medical practitioner, ..... of pre-termination of pregnancy counselling to the woman.
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Dimensionality in Language Learners' Personal Epistemologies
Nikitina, Larisa; Furuoka, Fumitaka
2018-01-01
This study aimed to examine dimensionality in language learners' epistemic beliefs. To achieve this, a survey was conducted using a newly-developed research instrument-"Language Learners' Epistemic Beliefs" (LLEB) questionnaire. Based on a review of literature, it was proposed that language learners' epistemic beliefs would cluster in…
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Directory of Open Access Journals (Sweden)
Fateme BEHABADI
2013-07-01
Full Text Available Most of the early studies in the field of language learning strategies focused on identifying the characteristics of good language learners. Identifying and discussing the strategies used by good language learners were considered as a good way to make the learners aware of the notion of language learning strategies. The present study was an attempt to collect and classify the characteristics of representative good language learners, developing English as a foreign /second language in Iran; specifically those who had achieved high scores in the IELTS General Module. And also this study aimed at identifying the characteristics associated with a good language learner in one area: learning strategies. Thirty-four Iranian IELTS candidates receiving 6+ band score were selected to participate in this study. They were interviewed and asked to write down their own reports of the experiences they had in developing their second language. They were asked to report their preferred strategies while studying English as well. They were also requested to fill out the learning strategy and learning style questionnaires. The results of interviews and open ended questions were specifically organized and classified via employing both descriptive and explanatory methods. The learners’ responses to the standardized questionnaires also were analyzed by SPSS system Version 20. The findings of the present study although revealed that there is a high correlation between IELTS scores, strategy taking inventory scores. This revealed that the learners recording high scores in IELTS use appropriate learning strategies.
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Exploring high school learners' perceptions of bullying.
Blake, Patricia; Louw, Johann
2010-12-01
Learners' perceptions of aspects of school life that are sufficiently serious to interfere with their schoolwork were investigated. Bullying was a form of behaviour that was singled out for inclusion and further exploration in the study. Learners from three coeducational Western Cape Education Department schools were surveyed: 414 Grade 8 and 474 Grade 9 learners completed an anonymous, voluntary self-report questionnaire. Factors identified as most frequently interfering with their schoolwork included classmates not listening in class, feeling overwhelmed by schoolwork, teacher absenteeism, and verbal fighting. When asked specifically about bullying, 40% of learners indicated that they frequently experienced bullying at school-although they ranked it as much lower when compared to other potentially problematic school experiences. Furthermore, although the majority of learners indicated they thought teachers considered bullying a problem, few felt there was anything that school staff could do to counteract bullying effectively. These findings suggest that learners perceive bullying as an unavoidable part of school experience and have normalised this aggressive behaviour.
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Individualized Education Program (IEP) Mata Pelajaran Kimia untuk Siswa Slow Learner
Rovik Rovik
2017-01-01
The implementation of inclusive education is one of the government's efforts to providing quality education for all levels of society. However, to date, inclusive education is not working correctly, students with special needs must adapt to learning tailored to their abilities, interests and talents (integration education). As a result, they can not achieve learning objectives, and the worst thing is they will stay class or drop out. A slow learner is one type of disability who received less ...
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Garcia, Eugene E.; Lawton, Kerry; Diniz de Figueiredo, Eduardo H.
2010-01-01
This report reviews achievement gaps in both reading and math between ELL and non-ELL students in Arizona over the post-Proposition 203 period 2005-2009 and during the first year of implementation of the 4 hour ELD block, 2008-09. The study finds that Arizona has made little to no progress in closing the achievement gap between ELL and non-ELL…
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Development of affective modelling competencies in primary school learners
Directory of Open Access Journals (Sweden)
Piera Biccard
2011-09-01
Full Text Available Learner affect and beliefs about mathematics are complex and multifaceted aspects of mathematical learning. Traditional teaching and learning approaches in mathematics education often result in problematic beliefs about mathematics. Since beliefs influence what learners learn and how they deal with learning mathematics, it is essential that the roles of beliefs and affect in mathematics classrooms are carefully examined. In solving modelling problems, learners and teachers take on new roles in the classroom: learners are placed in an active, self-directing situation in which they solve real-world problems. When learners engage in modelling tasks, they display and integrate cognitive, meta-cognitive and affective competencies. A modelling approach therefore allows one to detect learner beliefs in an authentic learning environment. Will this environment lead to students having more positive and productive dispositions towards mathematics? This article presents partial results of a study documenting the development of modelling competencies in learners working in groups over a period of 12 weeks. Through a design research approach, 12 learners working in groups solved three modelling problems, and transcriptions of learner interactions, questionnaires and informal interviews revealed that learner beliefs improved over this short period when exposed to modelling tasks. The results are encouraging, and may provide mathematics education with an avenue to develop more positive learner beliefs in mathematics.
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Directory of Open Access Journals (Sweden)
Elke Nissen
2007-11-01
Full Text Available L'apprenant qui suit une formation hybride en langues travaille partiellement à distance, ce qui lui demande une certaine autonomie. La question alors est de savoir si ces formations soutiennent l'apprenant dans le développement de son autonomie et si oui, comment. Les réponses des concepteurs de huit formations hybrides à un questionnaire auto-administré montrent que les nécessaires développement et soutien de l'autonomie sont toujours respectés ; ainsi, ces huit formations proposent des aides pour favoriser l'autonomie dans les domaines technique, méthodologique, social et, bien sûr, langagier. Développer ces autonomies semble donc être devenu un standard dans le cadre des formations observées. En revanche, les autonomies de type psycho-affectif, informationnel, cognitif et métacognitif ne sont pas prises en considération dans toutes les formations.When taking a blended learning course, a learner works partially at a distance, which requires some autonomy. The aim of this study is to find out whether blended learning courses sustain the development of learner autonomy and if they do so, how they do it. The statements that 8 course designers made in a questionnaire show that their courses always help the learners to become or to be autonomous. All 8 courses provide assistance (advice, information and activities in order to foster technical, methodological, social and, of course, language autonomy. Consequently, sustaining these four types of autonomy seems to have become a standard in blended learning courses. But, on the contrary, assistance for other types of autonomy is not systematically provided: only several of these courses help the learners to develop psycho affective, informational, cognitive and metacognive autonomy.
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Autonomous Learner Model Resource Book
Betts, George T.; Carey, Robin J.; Kapushion, Blanche M.
2016-01-01
"Autonomous Learner Model Resource Book" includes activities and strategies to support the development of autonomous learners. More than 40 activities are included, all geared to the emotional, social, cognitive, and physical development of students. Teachers may use these activities and strategies with the entire class, small groups, or…
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High school learners' mental construction during solving ...
African Journals Online (AJOL)
Structured activity sheets with three tasks were given to learners; these tasks were done in groups, and the group leaders were interviewed. It was found that learners tended to do well with routine-type questions, implying that they were functioning at an action level. From the interviews it appeared that learners might have ...
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An Analysis of Lexical Errors of Korean Language Learners: Some American College Learners' Case
Kang, Manjin
2014-01-01
There has been a huge amount of research on errors of language learners. However, most of them have focused on syntactic errors and those about lexical errors are not found easily despite the importance of lexical learning for the language learners. The case is even rarer for Korean language. In line with this background, this study was designed…
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Directory of Open Access Journals (Sweden)
Hooshang Khoshsima
2018-04-01
Full Text Available Language proficiency tests have become common instruments to judge people based on their performance. Thus, the scores on language proficiency tests, such as the International English Language Testing System (IELTS or Teaching English as a Foreign Language (TOEFL, play a crucial role in the test-takers’ lives. Because of increasing demands on the part of students to get a good score on these tests, test preparatory courses have emerged. These preparatory courses, characteristically short and limited in terms of time, equip IELTS candidates with the skills required for passing the test, called test-taking strategies. The present study explored the effect of strategy teaching- namely wash-back effect on reading section of academic IELTS on intermediate learners in Iran. Besides, learners’ attitude toward the strategy teaching was investigated as well. According to the descriptive statistics and t-test results, those learners who received strategy teaching outperformed those who had not received strategy teaching in reading section of IELTS.According to t-test results, there was a significant difference between the mean scores of the two groups since the p value was lower than .05 (p < .001. Furthermore, the learners had positive attitudes toward receiving strategy teaching since there was a significant difference between the obtained mean score and the presupposed average because the p value was lower than .05.
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Technologies for learner-centered feedback
Directory of Open Access Journals (Sweden)
Jane Costello
2013-09-01
Full Text Available As the number, type, and use of technologies to support learning increases, so do the opportunities for using these technologies for feedback. Learner-centered feedback is a core to the teaching-learning process. It is related to assessment in describing how learners perform in their learning, their gain in knowledge, skills, and attitudes. Feedback, types of feedback, guidelines for effective learner-centered feedback, and feedback’s relationship to assessment are presented. Methods of providing feedback, for example, automated, audio scribe pens, digital audio, etc., and the related technologies are described. Technologies that allow instructors to make informed decisions about the use of various methods for feedback are discussed.
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Paradis, Johanne
2016-02-01
The purpose of this research forum article is to provide an overview of typical and atypical development of English as a second language (L2) and to present strategies for clinical assessment with English language learners (ELLs). A review of studies examining the lexical, morphological, narrative, and verbal memory abilities of ELLs is organized around 3 topics: timeframe and characteristics of typical English L2 development, comparison of the English L2 development of children with and without specific language impairment (SLI), and strategies for more effective assessment with ELLs. ELLs take longer than 3 years to converge on monolingual norms and approach monolingual norms asynchronously across linguistic subdomains. Individual variation is predicted by age, first language, language learning aptitude, length of exposure to English in school, maternal education, and richness of the English environment outside school. ELLs with SLI acquire English more slowly than ELLs with typical development; their morphological and nonword repetition abilities differentiate them the most. Use of strategies such as parent questionnaires on first language development and ELL norm referencing can result in accurate discrimination of ELLs with SLI. Variability in the language abilities of ELLs presents challenges for clinical practice. Increased knowledge of English language learning development with and without SLI together with evidence-based alternative assessment strategies can assist in overcoming these challenges.
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Learners, teachers and curriculum
DEFF Research Database (Denmark)
Petersen, Karen Bjerg
2008-01-01
of virtual e-learning, interviews with teachers and 10 learner participants in a virtual classroom setting, and discourse analysis of curriculum developed for the particular e-learning course The research has taken place in the context of a study of e-learning and virtual teaching of Danish as a Second...... language for adults. The research results indicate that teachers seem to compensate by trying to create virtual communities of learning. Learners, however, experience disembedded relations. Conversely, curriculum development, on tends to ‘exploit’ the conditions of disembedding social relations in e-learning......, locationally distant”. The aim of the paper is to analyse and discuss how different positions in e-learning settings result in different answers to modernity. These settings can be applied to either teacher, learner or curriculum positions. The research was based on a qualitative longitudinal case study...
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Artificial learners adopting normative conventions from human teachers
Directory of Open Access Journals (Sweden)
Cederborg Thomas
2017-11-01
Full Text Available This survey provides an overview of implemented systems, theoretical work, as well as studies of biological systems relevant to the design of artificial learners trying to figure out what a human teacher would like them to do. Implementations of artificial learners are covered, with a focus on experiments trying to find better interpretations of human behavior, as well as algorithms that autonomously improve a model of the teacher. A distinction is made between learners trying to interpret teacher behavior in order to learn what the teacher would like the learner to do on the one hand, and learners whose explicit or implicit goal is to get something from the teacher on the other hand (for example rewards, or knowledge about how the world works. The survey covers the former type of systems. Human teachers are covered, focusing on studies that say something concrete about how one should interpret the behavior of a human teacher that is interacting with an artificial learner. Certain types of biological learners are interesting as inspiration for the types of artificial systems we are concerned with. The survey focus on studies of biological learners adopting normative conventions, as well as joint intentionality team efforts.
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Learner Motivation and Interest
Daskalovska, Nina; Gudeva, Liljana Koleva; Ivanovska, Biljana
2012-01-01
There are a lot of factors which influence success in learning. However, one of the most important factors is the learner’s motivation to reach the desired goals. Research and experience show that learners with strong motivation can achieve a lot regardless of circumstances. Studies of motivation in second language learning have led to several distinctions, one of which is the distinction between integrative and instrumental motivation. According to this distinction, some learners are motivat...
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Tweetalige aanleerderswoordeboek . bilingual learner's dictionary ...
African Journals Online (AJOL)
Correct pronunciation is not guaranteed, because only syllabification and the main stress are indicated in words. Grammatical guidance is also not given to such an extent that learners will be able to generate correct sentences on their own. The role that contrastive analysis and error analysis can play to anticipate learners' ...
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Yang, Jinsuk; Rehner, Katherine
2015-01-01
This article explores the beliefs about second language (L2) sociolinguistic competence of four university-level advanced L2 learners. It places particular emphasis on 1) how these university learners conceptualized L2 sociolinguistic competence; 2) how they thought about two different language learning contexts (viz., the L2 classroom versus…
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Google Docs as a Tool for Collaborative Writing in the Middle School Classroom
Yanan Fan; Megan P Woodrich
2017-01-01
Aim/Purpose: In this study, the authors examine how an online word processing tool can be used to encourage participation among students of different language back-grounds, including English Language Learners. To be exact, the paper discusses whether student participation in anonymous collaborative writing via Google Docs can lead to more successful products in a linguistically diverse eighth-grade English Language Arts classroom. Background: English Language Learners (ELLs) make up a con...
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Technologies for Learner-Centered Feedback
Costello, Jane; Crane, Daph
2013-01-01
As the number, type, and use of technologies to support learning increases, so do the opportunities for using these technologies for feedback. Learner-centered feedback is a core to the teaching-learning process. It is related to assessment in describing how learners perform in their learning, their gain in knowledge, skills, and attitudes.…
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d/Deaf and Hard of Hearing Multilingual Learners: The Development of Communication and Language.
Pizzo, Lianna
2016-01-01
The author examines the theory and research relevant to educating d/Deaf and Hard of Hearing Multilingual Learners (DMLs). There is minimal research on this population, yet a synthesis of related theory, research, and practice on spoken-language bilinguals can be used to add to the body of knowledge on these learners. Specifically, the author reports on three major areas: (a) population characteristics of DMLs, (b) theories relevant to understanding the language development of DMLs, and (c) considerations for programs in designing and implementing educational services for DMLs. In the interest of ensuring that children receive the foundation for linguistic success, aspects of linguistically responsive teaching (Lucas & Villegas, 2013) are addressed, with a focus on adopting an asset-based perspective on educating DMLs that honors all of a child's language, identity, and cultural memberships.
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Yap, Wei-Li; Neo, Mai; Neo, Tse-Kian
2016-01-01
In Malaysia, traditional teaching is still a common approach among many lecturers. There have been many studies that have reported its limitations and many lecturers have started to adopt a more learner-centred teaching approach to promote better learner understanding and learner motivation. Throughout this effort, it is noticed there are…
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DEFF Research Database (Denmark)
Kondrup, Sissel
2015-01-01
The aim of this article is to suggest a theoretical framework than can assess to how people’s engagement in specific historical and social work practices are significant to their development, maintenance or transformation of a learner identity. Such a framework is crucial in order to grasp how...... different groups have distinctive conditions for meeting the obligation of forming a proactive learner identity and engage in lifelong learning prevalent in both national and transnational policies on lifelong learning....
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Learner Agency within the Design of an EAP Course
Seppälä, Riina
2015-01-01
To meet the demands of today's society and working life, higher education should support the development of learner agency. How the agency of individual learners emerges in university courses and what kind of agency empowers the learners to face new challenges should be considered. In this article, the focus is on learner agency enabled and…
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Experiences of learners from informal settlements
African Journals Online (AJOL)
Erna Kinsey
problem is further compounded if educators are not trained to work with learners from ... to locate problems that emerge with the learners themselves rather than within the system ..... "Black students' school success: coping with the burden of ...
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Directory of Open Access Journals (Sweden)
Shokooh SHAHZADEH
2016-12-01
Full Text Available This study builds on the instructional effectiveness and efficiency of two game approaches on word spelling of EFL beginners. The approaches under study were cooperative approach and individualistic approach. The participants of this study consisted of 59 fifth and sixth grade students from two elementary schools in the same district in Firoozeh, Neyshabur- Iran. They received 90 minutes instruction per week for a total of ten sessions in two groups of cooperative and individualistic. The results of the study indicated that there is not a significant difference between the performance of learners in cooperative and individualistic groups. A questionnaire was also given to the learners at the end in order to measure learners' attitude toward the games. The results showed that there is not a big difference between students' attitude toward learning spelling in cooperative group and individualistic group, and both groups have positive attitude toward the games. The researcher concluded that the combination of these two approaches seems more favorable.
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Profiling Mobile English Language Learners
Byrne, Jason; Diem, Robert
2014-01-01
The purpose of this study was to use an app-embedded survey to profile language learner demographics. A total of 3,759 EFL language learners from primarily eight L1 backgrounds (French, German, Italian, Japanese, Korean, Russian, Spanish and Thai) responded to the survey embedded within a popular English grammar app. This app has over 500,000…
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Turning university professors into competent learners
Stefanova, Eliza; Ilieva, Miroslava; Nikolova, Nikolina; Stefanov, Krassen
2008-01-01
Stefanova, E., Ilieva, M., Nikolova, N, & Stefanov, K. (2008). Turning university professors into competent learners. In H. W. Sligte & R. Koper (Eds.), Proceedings of the 4th TENCompetence Open Workshop. Empowering Learners for Lifelong Competence Development: pedagogical, organisational and
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Directory of Open Access Journals (Sweden)
Sara Samadi
2016-09-01
Full Text Available Confirming the constructive effects of reading comprehension on critical thinking, this paper attempted to investigate the impact of story structures on critical thinking of Iranian EFL learners. In doing so, the researcher utilized a quasi–experimental design with 60 intermediate students who were divided into two embedded story structures and sequential story structures groups (experimental groups. After taking PET, a critical thinking questionnaire was employed as a pre-test. The two groups received 16 sessions of treatment. All participants received similar amount of instruction but one group was given embedded short stories and the other group sequential short stories. To compare the two groups, they were received the parallel critical thinking questionnaire as a post-test. The two null hypotheses in this study were rejected due to different performance of the two groups. Statistical results did not support the superiority of neither structures. Therefore, the researcher was not able to suggest which structure caused a better or higher impact on critical thinking. However, the findings reveal that teaching story structures in EFL context can develop critical thinking of intermediate EFL learners. The study have some implications for test-designers, teachers, and students.
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The Acquisition of English Restrictive Relative Clauses by Arab Adult EFL Learners
Hayat Eid Alroudhan
2016-01-01
This study investigates the challenges faced by Arab adult learners of English as a foreign language (EFL) in acquiring English restrictive relative clauses (RRCs), as well as the factors that affect the process of acquisition. This issue has received considerable attention in second language (L2) research. The present study discusses the syntactic structure of RRCs in English and Arabic with regard to the use of resumptive pronouns and the use of overt versus covert relative markers as relat...
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Mannen och kvinnan i reklamen. : En studie av annonserna i tidskrifterna Café och Elle.
Jonsson, Adam
2013-01-01
Men and women in advertising - a study of the ads in the magazines Café and Elle is an essay in media and communication studies covering 15hp. The author examines what is considered masculinity and femininity in a variety of advertisements, and which products are linked to masculinity and femininity. Besides this, the author also examines the production of happiness, and how this may differ between men and women. Although stereotypes, myths and metaphors are examined. The essay is examined on...
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Whose voice matters? LEARNERS | Bansilal | South African Journal ...
African Journals Online (AJOL)
International and national mathematics studies have revealed the poor mathematics skills of South African learners. An essential tool that can be used to improve learners' mathematical skills is for educators to use effective feedback. Our purpose in this study was to elicit learners' understanding and expectations of teacher ...
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Advancing Learner Autonomy in TEFL via Collaborative Learning
Jacobs, George M.; Shan, Tan Hui
2015-01-01
The present paper begins by situating learner autonomy and collaborative learning as part of a larger paradigm shift towards student-centred learning. Next are brief discussions of learner autonomy and how learner autonomy links with collaborative learning. In the main part of the paper, four central principles of collaborative learning are…
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Buono, Lisa L.
2011-01-01
Twenty-first century learners and millennial generation students have integrated technology into their personal lives; there is a growing expectation for technology to be integrated into their classroom experiences as well. Incorporating technology, including the use of blogs, into teaching and learning is receiving attention in the literature.…
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Karimi, Mehrnoosh; Hamzavi, Raouf
2017-01-01
The present study aimed at investigating the effect of flipped model of instruction on EFL learners' reading comprehension ability. Moreover, this study aimed at identifying EFL students' attitudes toward flipped model of instruction. To this end, 60 EFL learners studying at an accredited private language institute in Isfahan were first…
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South African law and policy regulating learner absenteeism
African Journals Online (AJOL)
Packard Bell
Learner absenteeism often occurs involuntarily due to learners' social and economic circumstances. ..... still a child; e.g. under 18 years of age, and ... schools to take the age and maturity of the ... 5). The Policy on Learner Attendance (DBE, RSA,. 2010, para. 13(i)) allows the ..... Emotional literacy and the ecology of.
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Online Games for Young Learners' Foreign Language Learning
Butler, Yuko Goto; Someya, Yuumi; Fukuhara, Eiji
2014-01-01
Young learners' use of instructional games in foreign language learning is not yet well understood. Using games that were part of the learning tools for an online assessment, Jido-Eiken, a standardized English proficiency test for young learners in Japan, we examined young learners' game-playing behaviours and the relationship of these behaviours…
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Bonestroo, W.J.; de Jong, Anthonius J.M.
2012-01-01
Is actively planning one’s learning route through a learning domain beneficial for learning? Moreover, can learners accurately judge the extent to which planning has been beneficial for them? This study examined the effects of active planning on learning. Participants received a tool in which they
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Identifying Successful Learners from Interaction Behaviour
McCuaig, Judi; Baldwin, Julia
2012-01-01
The interaction behaviours of successful, high-achieving learners when using a Learning Management System (LMS) are different than the behaviours of learners who are having more difficulty mastering the course material. This paper explores the idea that conventional Learning Management Systems can exploit data mining techniques to predict the…
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Martín Lozano, Víctor; Park, Chan Beom
2015-01-01
Adding a scalar singlet provides one of the simplest extensions of the Standard Model. In this work we briefly review the latest constraints on the mass and mixing of the new Higgs boson and study its production and decay at the LHC. We mainly focus on double Higgs production in the $hh \\rightarrow b \\bar{b} WW \\rightarrow b \\bar{b} \\ell^+ \
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Learners' experiences of learning support in selected Western Cape ...
African Journals Online (AJOL)
The learning support assisted in meeting learners' academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners' self-esteem and improving learners' academic performance. Keywords: academic needs; academic performance; barriers to learning; ...
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Guzman-Orth, Danielle Alicia
2012-01-01
Empirical evidence suggests oral language proficiency is correlated with literacy outcomes; however, the relationship between oral language proficiency and literacy outcomes for English Language Learners is highly variable. As a result, the field lacks critical direction to identify children who are English Language Learners experiencing general…
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#VOCÊNACAPA: fashion and female reprasentation in the commemorative edition of Elle Brazil magazine
Directory of Open Access Journals (Sweden)
Fernanda Martinelli
2016-12-01
Full Text Available Resumo Este artigo analisa a representação feminina relacionada a estéticas contra-hegemônicas na edição comemorativa da revista ELLE Brasil publicada em maio de 2015. O objetivo é pensar de que forma a diversidade está conquistando espaço na indústria da moda e nos meios de comunicação que a representam. Tomando como ponto de partida o conceito de representação social em Hall e Moscovici, discutimos aqui o significado desse conteúdo, que se distingue do padrão de beleza normativo da mulher branca, loira, ocidental e extremamente magra, considerando a forma concreta que o significado simbólico dessas representações assumem na revista. Palavras-chave: jornalismo de moda; gênero; representação Resumen Este artículo analiza la representación femenina relacionada a estéticas contra-hegemónicas en la edición conmemorativa de la revista ELLE Brasil de mayo de 2015. El objetivo es pensar cómo la diversidad está conquistando espacios en la industria de la moda y los medios de comunicación que abordan el tema. A partir del concepto de representación social de Hall y Moscovici, discutimos el significado de ese contenido que se distingue del patrón de belleza normativo de la mujer blanca, rubia, occidental y flaca, considerando las formas prácticas que el significado simbólico de esas representaciones asumen en la revista. Palabras-clave: periodismo de moda, género, representación Abstract This article analyzes female representations related to counter-hegemonic aesthetics in the commemorative edition of Elle Brazil magazine published in may 2015. We aim to discuss how diversity is gaining ground in the fashion industry and in the specialized media that addresses this issue. Taking the concept of social representation as presented in Hall and Moscovici, we discuss the meanings of this content that differ from the normative standard of beauty represented by white, blond, Western and thin women, considering the
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Bilingual School Psychology: Challenges and Opportunities
Olvera, Pedro; Olvera, Veronica I.
2015-01-01
National demographics clearly demonstrate that children from culturally and linguistically diverse (CLD) backgrounds are on the rise. Many regions in the United States are experiencing unprecedented growth in English language learner (ELL) populations without adequately trained personnel to serve this unique population. Unfortunately, the…
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Directory of Open Access Journals (Sweden)
Dilek ALTUNAY
2013-10-01
Full Text Available This study investigates the noncompulsory language learning activities performed by a group of distance EFL learners in the Turkish Open Education System. Performance of these activities has been considered as an indicator of their learner autonomy. The data were collected through an online questionnaire and interviews. The study shows that in general learners do not demonstrate autonomous language learning behaviour. They prefer learning English in a relaxed environment particularly by engaging in entertaining activities, and through note-taking. However, they do not have sufficient interaction with their facilitator, other learners or speakers. Although the participants are distance learners, they do not prefer Internet-based activities. Conditions stemming from adulthood, lack of skills necessary to perform an activity, lack of awareness of some activities and learners’ experiences in their previous years of education are some of the reasons for their unautonomous behaviour. The article also includes suggestions for teaching and future research.
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Implementing learnerships: learner recruitment and selection B ...
African Journals Online (AJOL)
Implementing learnerships: learner recruitment and selection B lessons learnt from the KwaZulu-Natal pilot projects. ... 2001 in KwaZulu-Natal, with specific reference to the recruitment and selection of learners. ... AJOL African Journals Online.
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E-learning for medical education: reflections of learners on patients.
Walsh, Kieran
2018-01-01
There is a growing research interest in how healthcare professionals learn online. This paper reports an analysis of reflections that relate to patients from users of an e-learning resource, BMJ Learning. Healthcare professionals who use BMJ Learning are encouraged to reflect on their learning. Over one year, all of the learners' reflections that related to patients were captured by the programme's software and were analysed using thematic analysis. A number of key themes emerged from this analysis: many learners reflected on patients in the context of their disease; many learners reflected on how they had put their learning into action or planned to put their learning into action for the benefit of patients; many learners reflected on how they would pass on what they had learned to patients; learners greatly appreciated patients contributing to the learning. Learners predominantly reflect about patients in the context of their disease. The reflections demonstrate that learners are keen to put their learning into action for the benefit of their patients. Learners' reflections show a keen interest in the patient-centredness of the learning resources.
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Melby-Lervåg, Monica; Lervåg, Arne
2014-03-01
We report a systematic meta-analytic review of studies comparing reading comprehension and its underlying components (language comprehension, decoding, and phonological awareness) in first- and second-language learners. The review included 82 studies, and 576 effect sizes were calculated for reading comprehension and underlying components. Key findings were that, compared to first-language learners, second-language learners display a medium-sized deficit in reading comprehension (pooled effect size d = -0.62), a large deficit in language comprehension (pooled effect size d = -1.12), but only small differences in phonological awareness (pooled effect size d = -0.08) and decoding (pooled effect size d = -0.12). A moderator analysis showed that characteristics related to the type of reading comprehension test reliably explained the variation in the differences in reading comprehension between first- and second-language learners. For language comprehension, studies of samples from low socioeconomic backgrounds and samples where only the first language was used at home generated the largest group differences in favor of first-language learners. Test characteristics and study origin reliably contributed to the variations between the studies of language comprehension. For decoding, Canadian studies showed group differences in favor of second-language learners, whereas the opposite was the case for U.S. studies. Regarding implications, unless specific decoding problems are detected, interventions that aim to ameliorate reading comprehension problems among second-language learners should focus on language comprehension skills.
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Brooks, Catherine F.; Young, Stacy L.
2011-01-01
Self-determination theory (SDT) underpins research on learner empowerment, but it is rarely discussed in empowerment-related literature. In addition, a motivational measure stemming from SDT has received little visibility in communication research. To address these concerns, this study focuses on motivational theory and measurement in an attempt…
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International Nuclear Information System (INIS)
Luth, Vera
2011-01-01
We present results for the moments of observed spectra in inclusive semileptonic B-meson decays to charm hadrons (bar B) → X c (ell) - (bar ν). Moments of the hadronic-mass and the combined mass-and-energy spectra for different minimum electron or muon momenta between 0.8 and 1.9 GeV/c are obtained from a sample of 232 x 10 6 Γ(4S) → B(bar B) events, collected with the BABAR detector at the PEP-II asymmetric-energy B-meson factory at SLAC. We also present a reevaluation of the moments of electron-energy spectra and partial decay fractions B((bar B) → X c e - (bar ν)) for minimum electron momenta between 0.6 and 1.5 GeV/c based on a sample of 51 x 10 6 Γ(4S) → B(bar B) events. The measurements are used for the extraction of the total decay fraction, the Cabibbo-Kobayashi-Maskawa (CKM) matrix element |V cb |, the quark masses m b and m c , and four heavy-quark QCD parameters in the framework of a Heavy-Quark Expansion (HQE). We find B((bar B) → X c (ell) - (bar ν)) = (10.64 ± 0.17 ± 0.06)% and |V cb | = (42.05 ± 0.45 ± 0.70) x 10 -3 .
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Which Dictionary? A Review of the Leading Learners' Dictionaries.
Nesi, Hilary
Three major dictionaries designed for learners of English as a second language are reviewed, their elements and approaches compared and evaluated, their usefulness for different learners discussed, and recommendations for future dictionary improvement made. The dictionaries in question are the "Oxford Advanced Learner's Dictionary," the…
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Directory of Open Access Journals (Sweden)
Tingfeng Fu
2016-03-01
Full Text Available The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult Chinese as a foreign language classroom. Ten hours of classroom interactions were videotaped, transcribed and coded for analysis. Lyster and Ranta’s (1997 coding system involving six types of feedback was initially used to identify feedback frequency and learner uptake. However, the teacher was found to use a number of additional feedback types. Altogether, 12 types of feedback were identified: recasts, delayed recasts, clarification requests, translation, metalinguistic feedback, elicitation, explicit correction, asking a direct question, repetition, directing question to other students, re-asks, and using L1-English. Differences were noted in the frequency of some of the feedback types as well as learner uptake compared to what had been reported in some previous ESL and EFL studies. With respect to the new feedback types, some led to noticeable uptake. As for the students’ and teacher’s perceptions, they did not match and both the teacher and the students were generally not accurate in perceiving the frequency of each feedback type. The findings are discussed in terms of the role of context in affecting the provision and effectiveness of feedback and its relationship to student and teacher perception of feedback.
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TOWARDS UNDERSTANDING THE SUCCESSFUL LEARNER: A Case Study of IGNOU
Directory of Open Access Journals (Sweden)
Sindhu P. NAIR
2012-04-01
Full Text Available The growth of enrolment in the ODL system has been considerable. However, another parameter of significance in the context of Open and Distance learning is the learner success rate. While enrolment rates have been very encouraging in distance education, the pass-out rates haven’t been similar. There is a need to focus on the dynamics involved after a learner enrols himself in an OU and what drives him to stay focussed and complete his academic pursuit successfully or alternatively what holds or slows his academic progress and eventually makes him drop out. The study highlights that there are both institution-based (that is OU-based and learner-centric factors that could facilitate learners to successfully complete their studies. There are both controllable and uncontrollable factors that affect the OU learners’ success rate. This study attempts to capture the learner-centric factors and OU-related factors that have facilitated the learners to successfully complete their study. The paper delves into those key aspects or factors which would have facilitated the passed out learners in successfully completing their programmes in the open system. The findings are of direct interest, both from an institution perspective and that of a distance learner. It provides inputs to the Open and distance learning system, towards formulating appropriate strategies that further facilitate learners to successfully pass out. Also the findings serve as indicators/guide rules for any learner in the open system.
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Assessment concessions for learners with impairments
African Journals Online (AJOL)
Erna Kinsey
Vol 25(3)185–189. Assessment ... We focus on the use of different types of assessment concessions as a basis for the development of .... to facilitate the development of meaning. .... changing the vocabulary in the test to make them more accessible to learners. .... For learners who are not able to produce recognizable words.
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Directory of Open Access Journals (Sweden)
Saeed Shiri
2015-06-01
Full Text Available This study was conducted in order to inspect the impact of podcasts as learning and teaching tools on Iranian EFL learners’ motivation for listening as well as on their listening comprehension ability. It also investigated the learners’ perception towards podcasts. 34 intermediate learners who were homogeneous in terms of listening ability were chosen and then assigned into two groups. While the experimental group were given the treatment i.e. podcasts, the control group received the traditional practice. Data analysis results showed that the learners in the podcasting group surpassed the participants in the control group in their listening comprehension tests and in ELCMS scale as used to measure changes in the motivation of learners for listening. Students' views about the program were also elicited via podcast contribution questionnaire and individual interviews. The analysis of qualitative data showed that students perceived improvement in their listening achievement. Keywords: CALL, Listening skill, Motivation, Motivational strategies, Podcast
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Nurturing gifted learners in Mainland China
DEFF Research Database (Denmark)
Shi, Jiannong; Zhang, X.; Chen, N.
2013-01-01
-socio-intellectual model, illustrated the nature of human being and the nature of gifted learners. From the perspective of the BSI model, the authors suggested three aspects are very critical to curriculum design to meet the needs of gifted education: physical maturation or physical development, social maturation......In this article, based on the previous researches on the development of gifted learners, the authors summarized the problems in nurturing gifted learners due to lacking of the appropriate educational philosophy and educational methodology in Mainland China. The authors proposed the Bio...... or social and interpersonal development, and mental maturation or intellectual development. It was proved that BSI model has its theoretical rationality and practical validity in Mainland China...
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How textbooks (and learners get it wrong: A corpus study of modal auxiliary verbs
Directory of Open Access Journals (Sweden)
Hayo Reinders
2013-02-01
Full Text Available Many elements contribute to the relative difficulty in acquiring specific aspects of English as a foreign language (Goldschneider & DeKeyser, 2001. Modal auxiliary verbs (e.g. could, might, are examples of a structure that is difficult for many learners. Not only are they particularly complex semantically, but especially in the Malaysian context reported on in this paper, there is no direct equivalent in the studentsâ L1. In other words, they are a good example of a structure for which successful acquisition depends very much on the quality of the input and instruction students receive. This paper reports on analysis of a 230,000 word corpus of Malaysian English textbooks, in which it was found that the relative frequency of the modals did not match that found in native speaker corpora such as the BNC. We compared the textbook corpus with a learner corpus of Malaysian form 4 learners and found no direct relationship between frequency of presentation of target forms in the textbooks and their use by students in their writing. We also found a very large percentage of errors in studentsâ writing. We suggest a number of possible reasons for these findings and discuss the implications for materials developers and teachers.
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Language diversity in the mathematics classroom: does a learner ...
African Journals Online (AJOL)
In this study, the researchers developed an 'aid' that would assist learners to relate mathematics terms and concepts in English with terms in their own languages. The study determined whether a visual multilingual learner companion brought change in learners' performance in mathematics. Also what the educators' views ...
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Dynamics of learner affective development in early FLL
Directory of Open Access Journals (Sweden)
Jelena Mihaljević Djigunović
2012-10-01
Full Text Available Affective learner factors were first considered as a cause of success in language learning. This was followed by a change in approach and recently authors (e.g., Edelenbos, Johnstone, & Kubanek, 2006 have considered them an important outcome, especially in early foreign language learning (FLL. Current research into affective learner factors in early FLL tries to catch the developmental aspects too, and studies are emerging that take a contextual view as well. This paper describes a study on affective characteristics of young FL learners that combines the developmental and contextual perspectives. Using the case study methodology the author analyses the affective profiles of three young learners of English as a foreign language who were followed for 4 years. The analyses are done taking into account their immediate language learning environment, home support, out-of-school exposure to English and language achievement. The findings suggest that affective learner factors contribute to the dynamic complexity of early FLL.
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Learner Analysis Framework for Globalized E-Learning: A Case Study
Directory of Open Access Journals (Sweden)
Mamta Saxena
2011-06-01
Full Text Available The shift to technology-mediated modes of instructional delivery and increased global connectivity has led to a rise in globalized e-learning programs. Educational institutions face multiple challenges as they seek to design effective, engaging, and culturally competent instruction for an increasingly diverse learner population. The purpose of this study was to explore strategies for expanding learner analysis within the instructional design process to better address cultural influences on learning. A case study approach leveraged the experience of practicing instructional designers to build a framework for culturally competent learner analysis.The study discussed the related challenges and recommended strategies to improve the effectiveness of cross-cultural learner analysis. Based on the findings, a framework for conducting cross-cultural learner analysis to guide the cultural analysis of diverse learners was proposed. The study identified the most critical factors in improving cross-cultural learner analysis as the judicious use of existing research on cross-cultural theories and joint deliberation on the part of all the participants from the management to the learners. Several strategies for guiding and improving the cultural inquiry process were summarized. Barriers and solutions for the requirements are also discussed.
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Language, Learners and Levels. Progression and Variation
Haan, P.J.M. de; Vries, C.M. de; Vuuren, S. van
2017-01-01
Learner Corpus Research (LCR) is a vibrant discipline, which combines methodological rigour in the analysis of authentic learner data with a focus on practical pedagogical application. Following earlier successful conferences in Louvain and Bergen, the third LCR conference, hosted by Radboud
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Olvera, Pedro; Gomez-Cerrillo, Lino
2011-01-01
The Individual with Disabilities Education Act mandates nondiscriminatory assessment for children who are culturally and linguistically diverse. Because of the overrepresentation of English Language Learners (ELL) in special education programs in the United States, the focus of this article is the psychoeducational assessment of Spanish- and…
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Chien, Chin-Wen
2013-01-01
Coaches can provide teachers with quality professional development experiences by mentoring, providing workshops, modeling, or encouraging professional growth (York-Barr & Duke, 2004). This study focuses on the instructional coach's role in the professional development of teachers of English language learners (ELLs). The study has the following…
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Tretter, Thomas; Ardasheva, Yuliya; Bookstrom, Eric
2014-01-01
Literacy skills are critical for building science knowledge. For English Language Learners (ELLs)--the fastest growing population in U.S. schools (Goldenberg 2008)--learning English compounds the challenge of learning complex science concepts. This challenge is particularly acute for learning academic, science-specific English words and language…
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Action towards hope: Addressing learner behaviour in a classroom
Directory of Open Access Journals (Sweden)
Raelene LeeFon
2013-11-01
Full Text Available Unruly learners and disciplinary problems are an intractable part of every teacher’s teaching experience. It appears that, even though most schools have enacted a code of conduct to regulate learner behaviour, this does not always have the desired effect. Disciplinary problems in schools impact negatively on the teaching and learning environment as well as on teachers’ personal and professional well-being and morale. Framed within the context of a biblical worldview, this article narrates the experiences of one teacher who decided to take action towards hope. The situation in her classroom was quite desperate with learners coming to school unprepared and behaving very badly and parents being uninterested in the performance of their children at school. She realised that she could not change the learners or their parents unless she started with herself. In this context, she, as a postgraduate student under the supervision of the co-authors, embarked on an action-research project to promote positive learner behaviour. By collaborating with the learners on a set of classroom rules, engaging in reflective teaching and changing her own behaviour towards the learners, the situation in her classroom improved. Based on her experiences, this article argues that teachers should empower themselves with knowledge and a better understanding of the concept of discipline rather than viewing the classroom as a battlefield. It is important to acknowledge and show respect and appreciation for each learner in his or her own context.
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Supporting learner-centered technology integration through situated mentoring
Rosenberg, Marian Goode
Situated mentoring was used as a professional development method to help 11 high school science teachers integrate learner-centered technology. The teachers' learner-centered technology beliefs and practices as well as their perception of barriers to learner-centered technology integration were explored before and after participating in the mentoring program. In addition, the participants' thoughts about the effectiveness of various components of the mentoring program were analyzed along with the mentor's observations of their practices. Situated mentoring can be effective for supporting learner-centered technology integration, in particular decreasing the barriers teachers experience. Goal setting, collaborative planning, reflection, and onsite just-in-time support were thought to be the most valuable components of the mentoring program.
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Relational aggression: the voices of primary school learners
Directory of Open Access Journals (Sweden)
Johan Botha
2014-06-01
Full Text Available The aim of this research was to explore and describe primary school learners' experiences of relational aggression at school. This was done within a qualitative research design with a phenomenological approach. In order to give a voice to primary school learners' lived experiences of relational aggression, 25 individual interviews were conducted with a purposeful sample of learners from two primary schools in the Dr Kenneth Kaunda District, North-West Province. Data analysis was done using Tesch's systematic open coding process. Social Learning Theory underscored the theoretical foundation that emphasises relational aggression as a socially learned phenomenon through observation. Although existing theory supports the findings, the reality, however, is that the effects of relational aggression impede negatively on learners' social and academic development and well-being. This jeopardises schools' endeavours to effectively socialise learners in order to establish and maintain effective personal and social relationships. Curtailing relational aggression has the possibility of reducing other forms of aggression in schools and will enhance the creation of effective teaching-learning environments that are conducive to teaching and learning that will support the task of schooling, which is the socialisation of learners to optimally achieve their potential in schools. The article provides some suggestions to assist teachers in endeavours to effectively curtail relational aggression.
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Using Learner Corpora for L2 Lexicography: Information on ...
African Journals Online (AJOL)
In this paper, we describe an on-going project of the corpus of EFL (English as a Foreign Language) learners in Japan and its application for pedagogical dictionary compilation. We especially focus on the learners' errors in verb collocation patterns and describe how the leamer's dictionary can benefit from the learners' ...
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Strategies to address learner aggression in rural South African secondary schools
Directory of Open Access Journals (Sweden)
Gunam D. Singh
2013-11-01
Full Text Available Managing learner aggression in the school system is central to learners’ academic performance and holistic development. In order to manage learner aggression, it is important to understand the contributory factors and the forms of learner aggression. This article reports on an investigation of factors contributing to learner aggression in rural secondary schools in the Empangeni district of KwaZulu-Natal in order to identify the forms of learner aggression and to establish strategies to manage such aggression in these secondary schools. A qualitative research design was adopted to investigate the phenomenon through an interview process with participants from five rural secondary schools. The findings showed that the factors contributing to learner aggression include family factors, environmental factors and school-related factors whilst the most common forms of learner aggression in schools are verbal aggression, physical aggression and bullying. The article concludes with the role that the school, parents and the Department of Education can play in addressing learner aggression in schools.
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Cena, Johanna; Baker, Doris Luft; Kame'enui, Edward J.; Baker, Scott K.; Park, Yonghan; Smolkowski, Keith
2013-01-01
This study examined the impact of a 15-min daily explicit vocabulary intervention in Spanish on expressive and receptive vocabulary knowledge and oral reading fluency in Spanish, and on language proficiency in English. Fifty Spanish-speaking English learners who received 90 min of Spanish reading instruction in an early transition model were…
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Learner Centered Classroom in Science Instruction: Providing Feedback with Technology Integration
Yilmaz, Ozkan
2017-01-01
"Learner centered" term points out environments that attention to the learners brings to the educational setting. This term includes teaching practices: effort to uncover what learners think in a specific problem on hand, talking about their misconceptions and, giving them situations to readjust their ideas. In Learner centered…
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Young Learner Perspectives on Four Focus-on-Form Tasks
Shak, Juliana; Gardner, Sheena
2008-01-01
Recent studies suggest that focus-on-form (FonF) instruction has a positive effect on the second language proficiency of young learners. However, few have looked at learner perspectives on different FonF tasks, particularly in those young learners. This study investigates children's attitudes towards four FonF task-types in three Primary 5 English…
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Opinions of Elementary Level EFL Learners on The Use of Weblogs
Directory of Open Access Journals (Sweden)
Ilknur ISTIFCI
Full Text Available Technology is an indispensable part of our lives and education cannot be taught without it. Since technology is in every part of our lives, foreign language education also makes use of the new technology. By the use of the Internet, virtual classrooms and materials are easy to access and learning takes place beyond the boundaries of the classrooms. Weblogs or blogs are one of the tools that are used to teach language skills in EFL courses and students have a chance to reflect on what they wrote in the blogs. The aim of this study is to find the opinions of elementary level EFL learners on using weblogs and distance education. The subjects of the study were 10 Native speakers of English in London and 15 Turkish EFL learners who are learning English in the School of Foreign Languages. Turkish EFL learners created a class blog and every week they were given assignments by their class teacher. They wrote paragraphs and they gave and receive feedback on their writing in terms of content, vocabulary and grammar by their classmates and by native English speakers in a virtual environment. This procedure lasted for 6 weeks. At the end of 6 weeks, students were given an evaluation questionnaire and they were asked to write their opinions about using weblogs. They were also interviewed by their teacher and the opinions of the students were categorized. Findings indicate that the students found the idea of weblogs as a distant learning tool motivating, enjoyable and encouraging.
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Digital Native and Digital Immigrant Use of Scholarly Network for Doctoral Learners
Directory of Open Access Journals (Sweden)
Ronald Berman
2014-01-01
Full Text Available The Doctoral Community Network (DC is a learner driven, scholarly community designed to help online doctoral learners successfully complete their dissertation and program of study. While digital natives grew up in an environment immersed in technology, digital immigrants adapted to this environment through their ability to learn and adjust to new technologies. With several thousand Doctoral Community Network users, it was not known to what extent digital immigrants had embraced the technology. A study of 988 users determined that digital immigrants used the Doctoral Community Network more often and for a larger variety of purposes than digital natives did. Specifically, digital immigrants log-on more frequently, view leadership content at higher rates, read more blogs, use more doctoral community network research resources, and send and receive more peer messages than digital natives do. This research supports existing literature that found that digital immigrants possess higher levels of social reliance than digital natives while contradicting other literature that found that digital natives tend to use the internet for social networking and blog diaries at higher rates.
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A Learner-led, Discussion-based Elective on Emerging Infectious Disease.
Mathias, Clinton
2015-08-25
Objective. To implement a learner-led, discussion-based course aimed at exposing second-year pharmacy learners to the study of emerging infectious diseases from a global health perspective and to assess the role and importance of pharmacists in the management of disease outbreaks. Design. Learners examined literature pertinent to an emerging infectious disease in a 3-credit, discussion-based course and participated in peer discussion led by a designated learner. Instructional materials included journal articles, audio-visual presentations, documentaries, book chapters, movies, newspaper/magazine articles, and other materials. Learning outcomes were measured based on the ability of learners to perform critical thinking and analysis, communicate with their peers, and participate in class discussions. Assessment. The course was offered to 2 consecutive cohorts consisting of 14 and 16 learners, respectively. Overall, every learner in the first cohort achieved a final grade of A for the course. In the second cohort, the overall grade distribution consisted of grades of A, B, and C for the course. Learner evaluations indicated that the active-learning, discussion-based environment significantly enhanced interest in the topic and overall performance in the course. Conclusion. The elective course on emerging infectious diseases provided in-depth exposure to disease topics normally not encountered in the pharmacy curriculum. Learners found the material and format valuable, and the course enhanced their appreciation of infectious diseases, research methodology, critical thinking and analysis, and their roles as pharmacists.
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A career exploration programme for learners with special educational needs.
van Niekerk, Matty
2007-01-01
Learners with disabilities lag far behind their peers without disabilities in achievement, graduation rates, post-school education and employment outcomes [4]. Against the current state of education affairs in South Africa, where curriculum models for learners with special educational needs (LSEN) are still under revision, therapists and teachers are finding it difficult to prepare these learners for appropriate employment after school. Even where systems in education are established, persons with learning disabilities face more challenges to enter employment [5]. This article reports on a unique career exploration programme for grade 11 learners at a school for learners with special educational needs in Gauteng, South Africa. It is a collaborative strategy between the learners, their parents, a teacher and the occupational therapists at the school. Two case studies are described to indicate the success of the program.
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Directory of Open Access Journals (Sweden)
Ivan José Antunes Ribeiro
1987-01-01
Full Text Available Ceratocystis fimbriata foi descrito pela primeira vez em 1984, causando murcha em plantas de Cassia renigera, em Campinas (SP. Foram realizadas inoculações cruzadas com dois isolados de C. fimbriata obtidos de Cassia renigera e mangueira (Mangifera indica em plantas de: acácia-negra (Acacia decurrens, cacaueiro (Theobroma cacao, crotalária (Crotalaria juncea, feijão-guandu (Cajanus cajan, figueira (Ficus carica, gamelina (Gmelina arborea, mangueira (Mangifera indica, seringueira (Hevea brasilienses, Cassia sp., C. carnaval, C. ferruginea, C. grandis, C. moschata, C. multijuga, C. nodosa, C. renigera, C. siamea e C. speciosa. Os dois isolados do fungo foram patogênicos a todas as plantas testadas, com exceção de cacaueiro, gamelina e C. grandis.Ceratocystis fimbriata Ell. & Halst. is described for the first time in 1984 on Cassia renigera, in Campinas, State of São Paulo, Brazil. In cross inoculation, the isolates of C. fimbriata obtained from Cassia renigera and from Mangifera indica showed pathogenicity to the following plants: Acacia decurrens, Theobroma cacao, Crotalaria juncea, Cajanus cajan, Ficus Carica, Gmelina arborea, Mangifera indica, Hevea brasiliensis, Cassia sp., C. carnaval, C. ferruginea, C. grandis, C. moschata, C. multijuga, C. nodosa, C. renigera, C. siamea and C. speciosa. The isolates of C. fimbriata were pathogenic to all tested plants, except for Theobroma cacao, Gmelina arborea and C. grandis.
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Kokugo Dictionaries as Tools for Learners: Problems and Potential
Directory of Open Access Journals (Sweden)
Tom GALLY
2012-10-01
Full Text Available For second-language learners, monolingual dictionaries can be useful tools because they often provide more detailed explanations of meanings and more extensive vocabulary coverage than bilingual dictionaries do. While learners of English have access to many monolingual dictionaries designed specifically to meet their needs, learners of Japanese must make do with Kokugo dictionaries, that is, monolingual dictionaries intended for native Japanese speakers. This paper, after briefly describing Kokugo dictionaries in general, analyzes a typical entry from such a dictionary to illustrate the advantages and challenges of the use of Kokugo dictionaries by learners of Japanese.
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Campbell, Yvonne C.; Filimon, Claudia
2018-01-01
The number of English language learners (ELLs) mainstreamed into regular classrooms continues to increase. Curricular writing standards required by the Common Core State Standards require students to write essays analytically in response to text(s). Many English Language Arts (ELA) teachers may worry about effectively delivering essay writing…
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Multimodal Pedagogies for Teacher Education in TESOL
Yi, Youngjoo; Angay-Crowder, Tuba
2016-01-01
As a growing number of English language learners (ELLs) engage in digital and multimodal literacy practices in their daily lives, teachers are starting to incorporate multimodal approaches into their instruction. However, anecdotal and empirical evidence shows that teachers often feel unprepared for integrating such practices into their curricula…
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Tilley-Lubbs, Gresilda A.; Kreye, Betibel C.
2013-01-01
This paper describes a collaboration between Mathematics Education and English as a Second Language (ESL) Education programs that presented opportunities for preservice teachers from both programs to work together to address curricular and linguistic gaps that occur for English language learners (ELL) in content area classrooms. By modeling…
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Porter, Christina M.
2013-01-01
This ethnography seeks to identify the strengths that students with limited or interrupted formal education (SLIFE), a unique subpopulation of English Language Learners (ELLs), possess and explore how those strengths may be utilized in the secondary classroom. This research aims to shift the focus from "eliminating deficits" to working…
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DeLuca, Eileen
2010-01-01
How can we teach science to English language learners (ELLs) when even our native English speakers have trouble reading the textbook? To help science teachers meet this challenge, this article presents six text-comprehension strategies used by English for Speakers of other Languages (ESOL) teachers: metalinguistic awareness development,…
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Multimodal Teacher Input and Science Learning in a Middle School Sheltered Classroom
Zhang, Ying
2016-01-01
This article reports the results of an ethnographic research about the multimodal science discourse in a sixth-grade sheltered classroom involving English Language Learners (ELLs) only. Drawing from the perspective of multimodality, this study examines how science learning is constructed in science lectures through multiple semiotic resources,…
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Olivares, Rafael A.; Lemberger, Nancy
2002-01-01
Provides recommendations for the implementation of the communication, constructivism, and transference of knowledge (CCT) model in the education of English language learners (ELLS). Describes how the CCT model is identified in research studies and suggests specific recommendations to facilitate the implementation of the model in the education of…
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THE ELUSIVENESS OF LEARNER-CENTRED TEACHING
Directory of Open Access Journals (Sweden)
Ervin Kovačević
2016-03-01
Full Text Available This research will explore teaching styles of university professors. Teaching style is an umbrella term for teaching decisions made during the entire teaching process – planning, delivery, and evaluation. Contemporary university teachers are advised to adopt the learner-centred teaching style which is assumed to produce remarkable possibilities. In the Fall Semester 2015 fifty-two respondents in different faculties of International University of Sarajevo were surveyed using The Principles of Adult Learning Scale inventory designed by Gary J. Conti. Inventory scores were calculated according to guidelines suggested by the author of the inventory. The scores revealed that majority of respondents strongly supported teacher-centred rather than learner-centred styles of instruction. Scores were analysed on gender lines and across three different faculties, namely: Arts and Social Sciences; Business and Administration; Engineering and Natural Sciences. In all five groups none of the seven teaching style indicators was found to conform with the learner-centred teaching criteria. There was no statistically significant difference between the two genders’ preference for a teaching style. And there was no statistically significant difference between teaching style preference across the three different faculties.The results of this research imply that the learner-centred style of instruction is not frequently implemented. Secondly, the results indicate that the requirements necessary for proper application of the learner-centred teaching style are not easy to meet in current written and unwritten norms. Finally, the results show that traditional teaching styles, which have been preserved in different scientific fields, still predominate in universities.
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LEARNER AUTONOMY IN THE INDONESIAN EFL SETTINGS
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Nenden Sri Lengkanawati
2017-01-01
Full Text Available Learner autonomy in Indonesian educational institutions has not commonly been listed as a teaching-learning objective, and most teachers seem to be hardly acquainted with learner autonomy (LA. Therefore, it is very essential to conduct a study of LA as perceived and experienced by school teachers and to find out the importance of LA training for professional development. A questionnaire was used to collect the data about English teachers’ perceptions regarding LA and LA-based practices. In addition, an LA training was conducted to see its significance for professional development. After the data were qualitatively and quantitatively analyzed, it was found that the participating teachers tended to maintain that autonomy should be inculcated among learners, and that the LA concept should not be misinterpreted as learning without a teacher. Concerning choices and decisions by the learners, it was believed that learners’ making choices about how they learned and what activities they did, and involving them to decide what and how to learn could promote autonomy among learners. As regards LA-based teaching-learning practices, it was revealed that most teachers desired to implement LA principles in their teaching-learning contexts, although they identified that many of the LA principles were not that feasible to apply in their situation. It was also found that LA training could improve the teachers’ perceptions regarding LA concepts and principles. There were some constraints which could make learner autonomy difficult to develop among Indonesian learners in general: limited time allotted for the implementation of the curriculum, learners’ lack of autonomous learning experience, too much focus on national examinations, and insufficient proficiency of English. LA-based teaching-learning practices were most desired; however, many were considered as having insufficient feasibility. In this respect, commitment is certainly the key to
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Between the Social and the Selfish: Learner Autonomy in Online Environments
Lewis, Tim
2013-01-01
This paper explores what it means to be an autonomous learner in an online social context. Using distinctions originally drawn by Jürgen Habermas, it argues that classic accounts of learner autonomy as teleological action are inadequate to explain learner activity in group settings. It points out that learners in such settings display attitudes…
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Specialised Translation Dictionaries for Learners
DEFF Research Database (Denmark)
Nielsen, Sandro
2010-01-01
Specialised translation dictionaries for learners are reference tools that can help users with domain discourse in a foreign language in connection with translation. The most common type is the business dictionary covering several more or less related subject fields. However, business dictionaries...... the needs of learners, it is proposed that specialised translation dictionaries should be designed as augmented reference tools. It is argued that electronic and printed dictionaries should include sections or CD-ROMs with syntactic, translation etc. data as well as exercises and illustrative documents...
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Moebs, Sabine
2011-01-01
One of the challenges for the future of technology-enhanced learning is the retention of learners. On-line learning environments should engage learners and provide an appropriate “Quality of Experience” (QoE). For more than a decade, adaptive hypermedia systems have been used to adapt content and instruction to individual knowledge, goals and preferences in an effort to engage learners. However, even if the content is highly engaging it can be very difficult to achieve good Quality ...
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Elderly Learners and Massive Open Online Courses: A Review.
Liyanagunawardena, Tharindu Rekha; Williams, Shirley Ann
2016-01-07
Massive open online courses (MOOCs) have become commonplace in the e-learning landscape. Thousands of elderly learners are participating in courses offered by various institutions on a multitude of platforms in many different languages. However, there is very little research into understanding elderly learners in MOOCs. We aim to show that a considerable proportion of elderly learners are participating in MOOCs and that there is a lack of research in this area. We hope this assertion of the wide gap in research on elderly learners in MOOCs will pave the way for more research in this area. Pre-course survey data for 10 University of Reading courses on the FutureLearn platform were analyzed to show the level of participation of elderly learners in MOOCs. Two MOOC aggregator sites (Class Central and MOOC List) were consulted to gather data on MOOC offerings that include topics relating to aging. In parallel, a selected set of MOOC platform catalogues, along with a recently published review on health and medicine-related MOOCs, were searched to find courses relating to aging. A systematic literature search was then employed to identify research articles on elderly learners in MOOCs. The 10 courses reviewed had a considerable proportion of elderly learners participating in them. For the over-66 age group, this varied from 0.5% (on the course "Managing people") to 16.3% (on the course "Our changing climate"), while for the over-56 age group it ranged from 3.0% (on "A beginners guide to writing in English") to 39.5% (on "Heart health"). Only six MOOCs were found to include topics related to aging: three were on the Coursera platform, two on the FutureLearn platform, and one on the Open2Study platform. Just three scholarly articles relating to MOOCs and elderly learners were retrieved from the literature search. This review presents evidence to suggest that elderly learners are already participating in MOOCs. Despite this, there has been very little research into their
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Learner Autonomy in Foreign Language Education and in Cultural Context
Ivanovska, Biljana
2015-01-01
The present paper is a brief review of the theoretical concepts about learner autonomy focusing on highlighting the main themes on learner autonomy in foreign language education and in cultural context as a globalized construct. These themes are based on the concepts of learner responsibility and independence, the importance of the autonomy in foreign language education in both the Western and Eastern style and the role of the culture in the concept of learner independence. The present study ...
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An Empirical Investigation into Nigerian ESL Learners ...
African Journals Online (AJOL)
General observations indicate that ESL learners in Nigeria tend to manifest fear and anxiety in grammar classes, which could influence their performance negatively or positively. This study examines empirically some of the reasons for some ESL learners' apprehension of grammar classes. The data for the study were ...
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The Impact of Multimodal Texts on Reading Achievement: A Study of Iranian Secondary School Learners
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Bahareh Baharani
2015-07-01
Full Text Available This study was designed to investigate the impact of multimodal text on reading comprehension test performance of Iranian intermediate learners. A total of 80 students participated in this study. All of them were Iranian female EFL learners with the age ranging from 16 to 18. They were selected from a boarding high school in Nasr Abad, Torbat Jam in Khorasan e Razavi, Iran. The students were randomly settled in four groups, who received different instructional approaches through using linear texts, multimodal printed texts, non-printed multimodal texts, and both multimodal printed and non-printed texts. A pre-test and post-test were used to find out the differences before and after the experimental treatment. The results reflected that the printed and non-printed multimodal texts had significant impact on reading comprehension test performance. In contrast, applying linear texts or traditional texts did not exert significant influence on reading comprehension ability of the participants. The findings provide useful hints for language instructors to improve effectiveness of instructional reading curriculums and reading ability of language learners. The participants who learned reading comprehension through using multimodal printed and non-printed texts enjoy reading programs and develop their intrinsic and extrinsic motivation for improving reading ability.
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Overview English Asa Second Language for Young Learners
Rini, Setia
2016-01-01
Young learners have special charactheristics hence the teachers of English as a Second language needs special strategy too. It is indicated that the increas of abilities to learn second language is started from the early age. We can imagine when the teachers do not use and apply appropriate teaching methods and strategy in teaching English for young learners. As a result, the students’ achievement does not work well. Thus, except to be successful in teaching English for young learners, it is ...
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ADULT LEARNERS IN DISTANCE HIGHER EDUCATION
Directory of Open Access Journals (Sweden)
NORICA-FELICIA BUCUR
2012-05-01
Full Text Available This paper attempts at identifying the main features that characterize distance higher education and adult education, respectively, in order to be able to establish to what extent adult learners can fit in distance higher education programs. The historical background of distance learning education, the factors that influence adult learners, and distance learning’s key objectives, effects, issues, advantages, and disadvantages are to be briefly investigated in order to reach the purpose of this paper. Recent developments in Information Technology have led to a new approach to teaching and learning, especially as far as adult learning and distance learning are concerned. Thus, this study will also focus on the consequences of using technology for course design, delivery, and the perception of adult learners participating in distance learning.
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La protection réelle de l’embryon The real protection of the embryo
Directory of Open Access Journals (Sweden)
Cosimo Marco Mazzoni
2009-04-01
Full Text Available Tutelle réelle de l’embryon signifie protection effective sur la base du droit positif en vigueur. L’étude cherche à affirmer que l’embryon humain est un objet sous tutelle, établi par l’ordre juridique. Elle conteste que l’embryon soit titulaire de droits subjectifs et donc qu’il puisse acquérir la qualification juridique de personne. La signification du terme de vie est conceptuellement différente au sens biologique et au sens juridique. Les Codes civils européens assignent la capacité juridique au fœtus qui est né vivant. Avant cet instant, le système juridique est en mesure d’accorder une protection à l’embryon toutefois différente de la norme qui protège la vie humaine de la personne déjà née. Bref, la protection de l’embryon est indépendante de sa qualification comme sujet.Real protection means effective protection through existing positive law. The article attempts to demonstrate that the embryo is an object entitled to a safeguards attributed by the law to human life as such. It denies that the embryo has subjective rights and therefore can acquire the legal qualification of subject of law or a person. The meaning of the concept of life is different, be it from the biological or legal point of view. European civil codes give legal capacity to the foetus who was born alive. Before this moment, the legal system has the possibility to give protection to the embryo but this protection is different from the norm protecting human life of an already born person. Consequently the protection of the embryo is independent from the qualification of the embryo as a subject.
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How Do Novice and Expert Learners Represent, Understand, and Discuss Geologic Time?
Layow, Erica Amanda
This dissertation examined the representations novice and expert learners constructed for the geologic timescale. Learners engaged in a three-part activity. The purpose was to compare novice learners' representations to those of expert learners. This provided insight into the similarities and differences between their strategies for event ordering, assigning values and scale to the geologic timescale model, as well as their language and practices to complete the model. With a qualitative approach to data analysis informed by an expert-novice theoretical framework grounded in phenomenography, learner responses comprised the data analyzed. These data highlighted learners' metacognitive thoughts that might not otherwise be shared through lectures or laboratory activities. Learners' responses were analyzed using a discourse framework that positioned learners as knowers. Novice and expert learners both excelled at ordering and discussing events before the Phanerozoic, but were challenged with events during the Phanerozoic. Novice learners had difficulty assigning values to events and establishing a scale for their models. Expert learners expressed difficulty with determining a scale because of the size of the model, yet eventually used anchor points and unitized the model to establish a scale. Despite challenges constructing their models, novice learners spoke confidently using claims and few hedging phrases indicating their confidence in statements made. Experts used more hedges than novices, however the hedging comments were made about more complex conceptions. Using both phenomenographic and discourse analysis approaches for analysis foregrounded learners' discussions of how they perceived geologic time and their ways of knowing and doing. This research is intended to enhance the geoscience community's understanding of the ways novice and expert learners think and discuss conceptions of geologic time, including the events and values of time, and the strategies used
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The Indonesian EFL Learners' Motivation in Reading
Salikin, Hairus; Bin-Tahir, Saidna Zulfiqar; Kusumaningputri, Reni; Yuliandari, Dian Puji
2017-01-01
The motivation will drive the EFL learners to be successful in reading. This study examined the Indonesian EFL learners' motivation in reading activity based on Deci and Ryans' theory of motivation including intrinsic and extrinsic. This study employed mixed-method design. The data obtained by distributing questionnaire and arranging the group…
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"Harry Potter" and the English Language Learner.
Coatney, Kathy
2001-01-01
Describes one teacher's success with using "Harry Potter" in a program to teach elementary school English language learners. Provides comprehension strategies incorporated to help learners understand the story. Highlights the importance of creating a classroom environment with a low level of anxiety, the implications of the program, and the value…
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Treating the Non-Learner: Penicillin or Placebo?
McDonald, Carl B.; Cotroneo, Keith
Non-learners are externally controlled students conditioned to expect both failure and success. They are aware of their basic skill deficiencies yet know that passive behavior in high school classrooms has resulted in passing grades. Given the nature of the non-learner, developmental educators cannot achieve positive results through manipulating…
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Elizondo, Antonio
The purpose of this multicase study was to discover factors that contribute to Hispanic English language learners' (ELL) high academic performance in high school science in the Rio Grande Valley of Texas. Participants were high school seniors enrolled in college-level classes who had scored commended on the science exit-level Texas Assessment of Knowledge and Skills and ranked toward the top of their class. One student from each of four different high schools in south Texas were selected to participate. Schools identified students meeting the participant criteria and provided consent documents. In this qualitative research study, students were interviewed on three different dates. Administrators and science teachers were also interviewed for triangulation. Significant findings showed that intrinsic qualities were mainly responsible for factors contributing to high academic performance. Hispanic ELL students need meaningful responsibilities to internalize self-esteem and self-efficacy to realize high academic performance. Self-motivation, a contributing factor, provides students with a positive outlook on high academic performance and the ability to defer more immediate undermining rewards. Students expect to contribute to society by helping others. This helps their self-esteem as well as their self-worth and supports high academic performance. Parental and teacher support are critical for high academic performance. Low socioeconomic status alone is not a causal factor for poor academic performance. School administrations should assign willing and enthusiastic teachers as mentors to target students and provide skills to parents that promote, inspire, and motivate students' intrinsic qualities. Future studies should examine different leadership styles that maximize teachers' ability to influence students' high academic performance. Finally, students should be given guidance in setting career goals and demonstrating that high academic achievement is attainable and
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Educating English Learners: What Every Classroom Teacher Needs to Know
Nutta, Joyce W.; Strebel, Carine; Mokhtari, Kouider; Mihai, Florin M.; Crevecoeur-Bryant, Edwidge
2014-01-01
In "Educating English Learners," Joyce W. Nutta and her colleagues offer practical tools for helping schools and teachers successfully integrate English learners into mainstream classrooms. Drawing on the One Plus model presented in their award-winning book, "Preparing Every Teacher to Reach English Learners," the authors now…
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An Investigation of Pronunciation Learning Strategies of Advanced EFL Learners
Hismanoglu, Murat
2012-01-01
This paper aims at investigating the kinds of strategies deployed by advanced EFL learners at English Language Teaching Department to learn or improve English pronunciation and revealing whether there are any significant differences between the strategies of successful pronunciation learners and those of unsuccessful pronunciation learners. After…
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The Evolving Military Learner Population: A Review of the Literature
Ford, Kate; Vignare, Karen
2015-01-01
This literature review examines the evolving online military learner population with emphasis on current generation military learners, who are most frequently Post-9/11 veterans. The review synthesizes recent scholarly and grey literature on military learner demographics and attributes, college experiences, and academic outcomes against a backdrop…
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Directory of Open Access Journals (Sweden)
Hervé Nicolle
2014-07-01
Full Text Available Le présent texte présente certaines des conclusions d’une étude conduite dans le district de Deh Sabz au Nord de la capitale Afghane, à l’automne 2011. Alors qu’un vaste projet urbanistique doit voir le jour dans les prochaines décennies sur le territoire de Deh Sabz, autrefois « vallée verte » de Kaboul, les nomades en transit dans le district voient leur genre de vie traditionnel profondément remis en cause. Les changements radicaux survenus depuis quarante ans, les discours opportunistes des prédateurs politiques locaux, l’alternance des sécheresses et inondations, ou la réduction des terres de pâture contribuent à accélérer un phénomène de sédentarisation – doublé d’une marginalisation socio-économique accrue. Cette perte d’identité des nomades Kuchi, parce qu’elle ne s’accompagne d’aucune contrepartie, comporte un risque politique important à l’heure où le pays doit faire face à une transition politique aux contours incertains, ainsi qu’à une criminalité et une insécurité accrues.
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User-Centered Design through Learner-Centered Instruction
Altay, Burçak
2014-01-01
This article initially demonstrates the parallels between the learner-centered approach in education and the user-centered approach in design disciplines. Afterward, a course on human factors that applies learner-centered methods to teach user-centered design is introduced. The focus is on three tasks to identify the application of theoretical and…
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Scaffolding Learner Autonomy in Online University Courses
Ribbe, Elisa; Bezanilla, María José
2013-01-01
This paper deals with the question in what ways teachers and course designers can support the development and exertion of learner autonomy among online university students. It advocates that a greater attention to learner autonomy could help more students to complete their course successfully and thus contribute the decrease of the high dropout…
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Pairing the Adult Learner and Boutique Wineries
Holyoke, Laura; Heath-Simpson, Delta
2013-01-01
This study explored connections between adult learners and their experiences in the context of small boutique wineries operating in the start-up phase of the organizational life cycle. The research objective was to gain insight regarding the pairing of adult learners with the entering of a specialty industry. Fourteen individuals from four…
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Rassaei, Ehsan
2017-01-01
This study investigated the effects of two modes of corrective feedback, namely, face-to-face recasts and computer-mediated recasts during video-conferencing on Iranian English as a foreign language (EFL) learners' second language (L2) development. Moreover, the accuracy of the learners' interpretations of recasts in the two modalities was…
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It's in the Bag!: Going beyond the Science Classroom with Take-Home Literacy Bags
Martin, Susan Ferguson; Daughenbaugh, Lynda; Shaw, Edward L., Jr.; Burch, Katrina
2013-01-01
Although literacy plays a large role in elementary science classrooms, one thing that offers a challenge for educators is meeting the linguistic needs of English language learners (ELLs) while also meeting their content needs. An additional challenge is ensuring that academic literacy extends beyond the classroom. This article presents ways of…
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Wilson, Kenesha; Copeland-Solas, Eddia; Guthrie-Dixon, Natalie
2016-01-01
Mind mapping was introduced as a culturally relevant pedagogy aimed at enhancing the teaching and learning experience in a general education, Environmental Science class for mostly Emirati English Language Learners (ELL). Anecdotal evidence suggests that the students are very artistic and visual and enjoy group-based activities. It was decided to…
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Verstegen, Deborah A.
2016-01-01
The purpose of this article is to describe and compare individual state funding systems for public elementary and secondary education in the United States. States' major education funding systems are described as well as funding mechanisms for students with disabilities; English language learners (ELL); gifted and talented students; and low income…
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Roessingh, Hetty
2011-01-01
This article advances a framework for early language and literacy development among young English language learners (ELLs). A dual-language book project undertaken in partnership with a local elementary school provides a context within which to address children's need to negotiate language, culture, and identity as they transition and make meaning…
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Howard, Elizabeth R.; Páez, Mariela M.; August, Diane L.; Barr, Christopher D.; Kenyon, Dorry; Malabonga, Valerie
2014-01-01
This study explores the role that socioeconomic status (SES), home and school language and literacy practices, and oral vocabulary play in the development of English reading skills in Latino English language learners (ELLs) and how these factors contribute differentially to English reading outcomes for children of different ages and in different…
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Previdi, Patricia; Belfrage, Mary; Hu, Florence
2005-01-01
Playing an active role in a child's education can be especially difficult for parents of English Language Learners (ELL) and Limited English Proficiency (LEP) students. Differences in cultural beliefs and language are often barriers to effective parent-school interaction. Such cultural discontinuities between home and school can affect a child's…
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Jimenez-Silva, Margarita; Bernstein, Katie A.; Baca, Evelyn C.
2016-01-01
Restrictive language policies for education have been passed in several states in the United States. In 1998, 2000, and 2002, California, Arizona, and Massachusetts passed the most restrictive of these policies, impacting 4.4 million students classified as English language learners (ELLs). This study examines how these policies are currently…
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Forman, Stephanie
2016-01-01
Dual language immersion program models represent a potentially effective way to serve growing numbers of English language learners (ELLs) in schools and districts. However, local challenges, such as interpersonal conflict, can impact the process of implementing dual language policies and programs, limiting the extent to which they are able to meet…
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Pushing Back against Push-In: ESOL Teacher Resistance and the Complexities of Coteaching
McClure, Greg; Cahnmann-Taylor, Melisa
2010-01-01
As U. S. school districts struggle to address persistent achievement gaps between increasing numbers of English language learners (ELLs) and their native-English-speaking counterparts, many districts are moving away from segregative models like pull-out to implement more collaborative approaches such as coteaching, or push-in. In contrast to…
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Patterns and Factors of High School Dropout Risks of Racial and Linguistic Groups
Kim, Sunha; Chang, Mido; Singh, Kusum; Allen, Katherine R.
2015-01-01
This study examined the dropout trajectories of racial and linguistic minority students and explored the effects of students' contextual factors on their high school dropout risks. Our motivation was to identify the dropout patterns of Black, Hispanic, and Hispanic English language learner (ELL) students, who have comparatively high dropout rates,…
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Polat, Nihat; Cepik, Saban
2016-01-01
To narrow the achievement gap between English language learners (ELLs) and their native-speaking peers in K-12 settings in the United States, effective instructional models must be identified. However, identifying valid observation protocols that can measure the effectiveness of specially designed instructional practices is not an easy task. This…
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Bumgarner, Erin; Martin, Anne; Brooks-Gunn, Jeanne
2013-01-01
Accumulating evidence suggests that children's approaches to learning (ATL) at kindergarten entry predict their academic achievement years later. However, the gains associated with ATL may be diminished for Hispanic immigrant children, many of whom are English language learners (ELLs). We tested whether ATL predicted math scores in a sample of…
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Communicative Discourse in Second Language Classrooms: From Building Skills to Becoming Skillful
Suleiman, Mahmoud
2013-01-01
The dynamics of the communicative discourse is a natural process that requires an application of a wide range of skills and strategies. In particular, linguistic discourse and the interaction process have a huge impact on promoting literacy and academic skills in all students especially English language learners (ELLs). Using interactive…
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Directory of Open Access Journals (Sweden)
Kim Guan SAW
2017-10-01
Full Text Available This article revisits the cognitive load theory to explore the use of worked examples to teach a selected topic in a higher level undergraduate physics course for distance learners at the School of Distance Education, Universiti Sains Malaysia. With a break of several years from receiving formal education and having only minimum science background, distance learners need an appropriate instructional strategy for courses that require complex conceptualization and mathematical manipulations. As the working memory is limited, distance learners need to acquire domain specific knowledge in stages to lessen cognitive load. This article charts a learning task with a lower cognitive load to teach Fermi-Dirac distribution and demonstrates the use of sequential worked examples. Content taught in stages using worked examples can be presented as a form of didactic conversation to reduce transactional distance. This instructional strategy can be applied to similar challenging topics in other well-structured domains in a distance learning environment.
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Learner-to-teacher bullying as a potential factor influencing teachers ...
African Journals Online (AJOL)
Learner-to-teacher bullying is a focus area that has not been widely researched. The current research, underpinned by the ecosystemic paradigm, examined the proportion of teachers who reported exposure to bullying by learners. The study was carried out by using the Learner-to-teacher Bullying Questionnaire developed ...
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[Dichotic perception of Mandarin third tone by Mexican Chinese learners].
Wang, Hongbin
2014-05-01
To investigate the relationship between the advantage ear (cerebral hemisphere) of Spanish-speaking Mexican learners and the third Chinese tone. Third tone Chinese vowel syllables were used as experimental materials with dichotic listening technology to test the Spanish-speaking Mexican Chinese learners (20-32 years old) who studied Chinese about 20 h. In terms of error rates to identify the third Chinese tone, the Spanish-speaking Mexican Chinese learners's reaction to the third tone suggested that their left ears were the advantageous ear (the right cerebral hemisphere) (Z=-2.091, P=0.036). The verbal information of tones influenced the perception of Mexican Chinese learners' mandarin tones. In the process of learning mandarin tones, Mexican Chinese learners gradually formed the category of tones.
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Evaluating Learner Autonomy: A Dynamic Model with Descriptors
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Maria Giovanna Tassinari
2012-03-01
Full Text Available Every autonomous learning process should entail an evaluation of the learner’s competencies for autonomy. The dynamic model of learner autonomy described in this paper is a tool designed in order to support the self-assessment and evaluation of learning competencies and to help both learners and advisors to focus on relevant aspects of the learning process. The dynamic model accounts for cognitive, metacognitive, action-oriented and affective components of learner autonomy and provides descriptors of learners’ attitudes, competencies and behaviors. It is dynamic in order to allow learners to focus on their own needs and goals.The model (http://www.sprachenzentrum.fuberlin.de/v/autonomiemodell/index.html has been validated in several workshops with experts at the Université Nancy 2, France and at the Freie Universität Berlin, Germany and tested by students, advisors and teachers. It is currently used at the Centre for Independent Language Learning at the Freie Universität Berlin for language advising. Learners can freely choose the components they would like to assess themselves in. Their assessment is then discussed in an advising session, where the learner and the advisor can compare their perspectives, focus on single aspects of the leaning process and set goals for further learning. The students’ feedback gathered in my PhD investigation shows that they are able to benefit from this evaluation; their awareness, self-reflection and decision-making in the autonomous learning process improved.
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Buhr, S. M.; McCaffrey, M. S.; Eparvier, F.; Murillo, M.
2008-05-01
Recent immigrant high school students were successfully engaged in learning about Sun-Earth connections through a partnership with the NASA Solar Dynamics Observatory Extreme Ultraviolet Variability Experiment (EVE) project. The students were enrolled in a pilot course as part of the Math, Engineering and Science Achievement (MESA) program. The English Language Learner (ELL) students doubled their achievement on a pre- and post- assessment on the content of the course. Students learned scientific content and vocabulary in English with support in Spanish, attended field trips, hosted scientist speakers, built antenna and deployed space weather monitors as part of the Stanford SOLAR project, and gave final presentations in English, showcasing their new computer skills. Teachers who taught the students in other courses noted gains in the students' willingness to use English in class and noted gains in math skills. The course has been broken into modules for use in shorter after-school environments, or for use by EVE scientists who are outside of the Boulder area. Video footage of "The Making of a Satellite", and "All About EVE" is completed for use in the kits. Other EVE EPO includes upcoming professional development for teachers and content workshops for journalists.
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Course-embedded student support for online English language learners
Directory of Open Access Journals (Sweden)
Maureen Andrade
2014-02-01
Full Text Available This paper describes an embedded approach to learner support in online English language courses. The support model is based on language acquisition, transactional distance, and self-regulated learning theories. Based on these theories, courses were designed to provide the interaction necessary for academic English language gains, decrease the transactional distance between the teacher and learner, and assist learners in developing the ability to control the factors that affect their learning; in other words, to be self-regulated learners. The latter is critical for those who lack the autonomy needed for successful distance learning. In this paper, three course activities are described and analyzed to demonstrate how the embedded support model responds to the needs of diverse learners and assists them in achieving identified outcomes. The courses were designed for off-site international students enrolled in traditional English-speaking higher education institutions.http://dx.doi.org/10.5944/openpraxis.6.1.90
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Self-regulation across time of first-generation online learners
Directory of Open Access Journals (Sweden)
Lucy Barnard-Brak
2010-12-01
Full Text Available Self-regulatory skills have been associated with positive outcomes for learners. In the current study, we examined the self-regulatory skills of students who are firstgeneration online learners over the course of their first semester of online instruction. The purpose of this study is to determine whether the online selfregulatory skills of learners changed across time as associated with being immersed in their first online learning environment. The results of the current study indicate no significant differences in the online self-regulatory skills of learners across time. Results suggest that environmental factors such as being immersed in an online learning environment for the first time is not, in and of itself, associated with the development of self-regulatory skills of online learners. We conclude that the design of online courses needs to consider ways of developing self-regulatory skills as these skills are not automatically developed with students' online learning experiences.
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ICT Usage by Distance Learners in India
Awadhiya, Ashish Kumar; Gowthaman, K.
2014-01-01
Open Universities across the world are embracing ICT based teaching and learning process to disseminate quality education to their learners spread across the globe. In India availability and access of ICT and learner characteristics are uneven and vary from state to state. Hence it is important to establish the facts about ICT access among…
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Vocabulary Growth of the Advanced EFL Learner
Ozturk, Meral
2015-01-01
This article reports the results of two studies on the vocabulary growth of advanced learners of English as a foreign language in an English-medium degree programme. Growth in learners' written receptive and productive vocabularies was investigated in one cross-sectional and one longitudinal study over three years. The effect of word frequency on…
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English and Socio-Economic Disadvantage: Learner Voices from Rural Bangladesh
Hamid, M. Obaidul; Baldauf, Richard B., Jr.
2011-01-01
L2 education research has shown immense interest in learners and their views of L2 learning. Nevertheless, the different directions of learner-focused research have been inadequate in highlighting learners' learning experiences in relation to their social backgrounds, particularly in the developing world. Drawing on the first author's PhD…
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Chinese Learners' Acquisition of English Verbs: A Corpus-Driven Approach
Wang, Linxiao; Jo, Hie-myung
2012-01-01
Limited research has investigated advanced language learners' acquisition of English verbs. The current study examines and compares the acquisition pattern of English verbs among Chinese second language (L2) learners at both intermediate and advanced levels to answer the following questions: (1) Do L2 learners acquire regular verbs and irregular…
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Discomfort in e-Learning: Does it Impact Learners?
Directory of Open Access Journals (Sweden)
Issham Ismail
2012-06-01
Full Text Available This study is designed to measure readiness among distance learner to embrace new technologies in their studies. This study involved 190 distance learner from the School of Distance Education, Universiti Sains Malaysia as a respondent and the data were collected by questionnaire that adapted from Parasuraman and Colby (2001 [1]. The study was carried out to see whether distance education learners are comfortable to study by using new technology. The results show that all respondent are comfortable and confidence enough to embrace new technology in their learning.
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HOW TO MOTIVATE ENGLISH LEARNERS FACED WITH PSYCHOLOGICAL BURDEN
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Himpun Panggabean
2007-01-01
Full Text Available The misleading assumptions of Indonesian-speaking learners of English on the nature of English results in psychological burden inhibiting the process of teaching and learning. The assumptions should be eliminated at the beginning of English class. Besides, the instructor should extensively motivate and encourage the learners to maximize their potentials in learning process. Such approach will gradually lead the learners to self-confidence and self-discovery.
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Maximing Learning Strategies to Promote Learner Autonomy
Directory of Open Access Journals (Sweden)
Junaidi Mistar
2001-01-01
Full Text Available Learning a new language is ultimately to be able to communicate with it. Encouraging a sense of responsibility on the part of the learners is crucial for training them to be proficient communicators. As such, understanding the strategies that they employ in acquiring the language skill is important to come to ideas of how to promote learner autonomy. Research recently conducted with three different groups of learners of English at the tertiary education level in Malang indicated that they used metacognitive and social startegies at a high frequency, while memory, cognitive, conpensation, and affective strategies were exercised at a medium frewuency. This finding implies that the learners have acquired some degrees of autonomy because metacognive strategies requires them to independently make plans for their learning activities as well as evaluate the progress, and social strategies requires them to independently enhance communicative interactions with other people. Further actions are then to be taken increase their learning autonomy, that is by intensifying the practice of use of the other four strategy categories, which are not yet applied intensively.
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Learner discipline: An Australian perspective
Directory of Open Access Journals (Sweden)
D. Stewart
2004-07-01
Full Text Available Australian schools by and large are safe schools. Nonetheless discipline problems do exist – including bullying behaviour. For this kind of problem schools should have management policies in place. As traditional behaviour-management practices – including corporal punishment – are largely prohibited in Australian schools, contemporary practices centre on management through supportive school programmes, including appropriate curricula and school-support structures. This article supports the belief that measures such as the exclusion of misbehaving learners should be treated with caution. Measures such as this might not reflect accepted international principles and practices and should only be exercised in the most extreme circumstances. The article also supports the view that it is part of the school’s role to ensure that all learners are aware of the reality that while they have rights, they also have corresponding responsibilities. This awareness is more likely to be achieved in a supportive school culture where each learner is recognised as having unique qualities that can mature and grow in an appropriate learning environment.
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Drood, Pooya; Asl, Hanieh Davatgari
2016-01-01
The ways in which task in classrooms has developed and proceeded have receive great attention in the field of language teaching and learning in the sense that they draw attention of learners to the competing features such as accuracy, fluency, and complexity. English audiovisual and audio recorded materials have been widely used by teachers and…
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Shopping [for] Power: How Adult Literacy Learners Negotiate the Marketplace
Ozanne, Julie L.; Adkins, Natalie Ross; Sandlin, Jennifer A.
2005-01-01
Little empirical evidence exists on how adult literacy learners act as consumers. Yet, adult literacy programs often employ a "functional" approach to consumer education and assume that adult learners are deficient in consumer skills. Data from a qualitative study of the consumer behaviors of adult literacy learners are used to explore how adult…
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Hur, Jung Won; Suh, Suhyun
2012-01-01
The purpose of this study was to examine effective ways to integrate an interactive whiteboard, podcast, and digital storytelling for language proficiency development in English language learners. Researchers integrated these three technologies into a 60-hour intensive summer English program and investigated their impacts on student vocabulary…
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DEFF Research Database (Denmark)
Thibault, Nicolas Rudolph; Galbrun, Bruno; Gardin, Silvia
2014-01-01
An integrated study of magnetic mass susceptibility (MS), bulk stable isotopes and nannofossil paleoecological changes has been performed on the late Maastrichtian of the Elles section, central Tunisia, spanning the last 1.2 Myr of the Cretaceous. A cyclostratigraphic analysis of MS variations re...
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Automatic Annotation Method on Learners' Opinions in Case Method Discussion
Samejima, Masaki; Hisakane, Daichi; Komoda, Norihisa
2015-01-01
Purpose: The purpose of this paper is to annotate an attribute of a problem, a solution or no annotation on learners' opinions automatically for supporting the learners' discussion without a facilitator. The case method aims at discussing problems and solutions in a target case. However, the learners miss discussing some of problems and solutions.…
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South African law and policy regulating learner absenteeism
African Journals Online (AJOL)
Packard Bell
Department of Psychology of Education, College of Education, University of ... Keywords: ecosystemic theory; learner absenteeism; management approach; South African law and policy ..... learners, but can also be cultural and systemic ..... tesis. Pretoria, Suid-Afrika: Universiteit van Suid-. Afrika. Beskikbaar te .... Phd thesis.
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Learner-centred medical education: Improved learning or increased stress?
McLean, Michelle; Gibbs, Trevor J
2009-12-01
Globally, as medical education undergoes significant reform towards more "learner-centred" approaches, specific implications arise for medical educators and learners. Although this learner-centredness is grounded in educational theory, a point of discussion would be whether the application and practice of these new curricula alleviate or exacerbate student difficulties and levels of stress. This commentary will argue that while this reform in medical education is laudable, with positive implications for learning, medical educators may not have understood or perhaps not embraced "learner-centredness" in its entirety. During their training, medical students are expected to be "patient-centred". They are asked to apply a biopsychosocial model, which takes cognisance of all aspects of a patient's well-being. While many medical schools profess that their curricula reflect these principles, in reality, many may not always practice what they preach. Medical training all too often remains grounded in the biomedical model, with the cognitive domain overshadowing the psychosocial development and needs of learners. Entrusted by parents and society with the education and training of future healthcare professionals, medical education needs to move to a "learner-centred philosophy", in which the "whole" student is acknowledged. As undergraduate and post-graduate students increasingly apply their skills in an international arena, this learner-centredness should equally encapsulate the gender, cultural and religious diversity of both patients and students. Appropriate support structures, role models and faculty development are required to develop skills, attitudes and professional behaviour that will allow our graduates to become caring and sensitive healthcare providers.
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Teaching English to Young Learners Through Indonesian - Translated Songs
Sukirmiyadi
2018-01-01
As an international language, English is taught and learnt by almost all of the people in the world. In Indonesia for example, English has been introduced since the learners are studying at the elementary school. Even many of the Kindergarten Schools too, have already introduced this language to their students. However, we cannot deny that teaching foreign language is not such an easy thing due to the fact thatmany of the learners are not capable of speaking English very well although they have been learning it for more than ten years (Elementary: 6 years, Junior and Senior High School: 6 years). In line with this problem, this study aims at providing a solution by offering one teaching technique which seems to make the learners (especially young learners) enjoy learning through singing songs (Kasihani, 1999).Furthermore, Phillips(1995) said that young learners really enjoyed learning and singing songs with highly motivating. Based on those two researches andin efforts to make it easier in English language learning, especially to young learners, the writer translated the very common and popular Indonesian kid songs into English. Thesetranslated songswere then used to teach the students of Kindergarten up to Elementary ones of the first and second grade. This meant that before a teacher started to teach, s/he had to translate the Indonesian kid songsat first into English.Due to its popularity and familiarity, it was expected that this teaching technique would be more effective and efficient to apply especially to young learners.
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Oyoo, Samuel Ouma
2017-08-01
Paul Leslie Gardner pioneered the study of student difficulties with everyday words presented in the science context (Gardner 1971); several similarly designed studies (e.g. Cassels and Johnstone 1985; Tao in Research in Science Education, 24, 322-330, 1994; Farell and Ventura in Language and Education, 12(4), 243-254, 1998; Childs and O'Farell in Chemistry Education: Research and Practice, 4(3), 233-247, 2003) have since been reported in literature. This article draws from an exploratory study of the difficulties South African High School physical science learners encounter with everyday English words when presented in the science context. The participants (1107 learners and 35 respective physical science teachers) were drawn from 35 public secondary schools in Johannesburg area of South Africa. Data were obtained through a word test to participant learners followed by group interviews but face-to-face interviews with each physical science teacher. This study has revealed that in similar ways as have been reported in each of the studies so far, South African learners also face difficulties with meanings of everyday words presented in a science context. The main source of difficulties encountered was learner inability to distinguish between the meanings of familiar everyday words as used in everyday parlance from the `new' meanings of the same everyday words when used in the science context. Interpretations of learner interview responses revealed that fewer difficulties would have been experienced by learners if science teachers generally explained the context meanings of the words as used during science teaching. The findings suggest that focusing on contextual proficiency more than on general proficiency in the language of learning and teaching (LOLT) during teaching perhaps holds more promise for enhanced learning and achievement in science. Steps necessary to raise teacher awareness of the potential impact of context on meanings of everyday words of the LOLT
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EFL Instructors' Perception and Practices on Learner Autonomy in Some Turkish Universities
Dogan, Gizem; Mirici, Ismail Hakki
2017-01-01
Learner autonomy has become a central ability to develop in learners for a fruitful language learning/teaching process in EFL classes. Particularly, in this world of knowledge, teaching learners how to access resources and how to use them for their learning needs has become increasingly important. Teachers' perception on learner autonomy is…
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Saw, Kim Guan
2017-01-01
This article revisits the cognitive load theory to explore the use of worked examples to teach a selected topic in a higher level undergraduate physics course for distance learners at the School of Distance Education, Universiti Sains Malaysia. With a break of several years from receiving formal education and having only minimum science…
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De Facto Language Policy in Legislation Defining Adult Basic Education in the United States
Vanek, Jenifer
2016-01-01
This paper investigates the impact of differing interpretation of federal education policy in three different states. The policy, the Workforce Investment Act Title II, has defined the services provided for adult English language learners (ELLs) enrolled in Adult Basic Education programs in the United States since it was passed in 1998. At the…
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Mazerik, Matthew B.
2006-01-01
The mean scores of English Language Learners (ELL) and English Only (EO) students in 4th and 5th grade (N = 110), across the teacher-administered Grammar Skills Test, were examined for differences in participants' scores on assessments containing single-step directions and assessments containing multiple-step directions. The results indicated no…
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Capitelli, Sarah; Hooper, Paula; Rankin, Lynn; Austin, Marilyn; Caven, Gennifer
2016-01-01
This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study…
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Pedagogical Stances of High School ESL Teachers: "Huelgas" in High School ESL Classrooms
del Carmen Salazar, Maria
2010-01-01
This article presents a qualitative case study of the pedagogical stances of high school English as a Second Language (ESL) teachers, and the subsequent responses of resistance or conformity by their English Language Learners (ELLs). The participants include three high school ESL teachers and 60 high school ESL students of Mexican origin. Findings…
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Kettle, Margaret; Yuan, Yifeng; Luke, Allan; Ewing, Robyn; Shen, Huizhong
2012-01-01
As increasing numbers of Chinese language learners choose to learn English online, there is a need to investigate popular websites and their language learning designs. This paper reports on the first stage of a study that analyzed the pedagogical, linguistic, and content features of 25 Chinese English Language Learning (ELL) websites ranked…
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Liasidou, Anastasia
2013-01-01
In the light of educational reforms aimed at promoting greater inclusive policies and practices, it is important to put a more pronounced emphasis on the needs of English language learners (ELLs) with special educational needs and/or disabilities. Simultaneously, a focus should also be placed on understanding and dealing with the disproportional…
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Preparing Bilingual Teacher Candidates: A Linguistic Conundrum in a Changing Political Landscape
Yturriago, Judith Kwiat; Gil-Garcia, Ana
2010-01-01
In schools across the country, many students who consistently score below their white peers on state standardized tests are English language learners (ELLs). Under No Child Left Behind (NCLB) and the reauthorized ESEA under President Obama, all 50 states are and will be required to have English language proficiency (ELP) standards and state…
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Exploring Change in Pre-service Teachers' Beliefs about English Language Learning and Teaching
Directory of Open Access Journals (Sweden)
Kylah Clark-Goff
2016-10-01
Full Text Available The beliefs a teacher carries into the classroom are a strong predictor of behaviour and, thus, have educational implications. With more English Language Learners (ELLs worldwide, in mainstream classrooms in English speaking countries and in content-based classes in other countries around the globe than ever before, it is essential that preservice teachers’ beliefs about these students are understood and, when possible, altered to ensure positive and productive educational experiences. This study examined the initial language learning beliefs and attitudes toward ELLs among 354 pre-service teachers in a large public university and compared it to their beliefs after their ESL related coursework. The findings demonstrate beliefs about ELLs can be changed, influencing preservice teachers’ practices in future classrooms. Survey data collected before and after specific coursework revealed a significant shift in preservice teachers’ beliefs, indicating more alignment with current research and sound educational practice. Semi-structured focus-group interviews provided supporting evidence. These findings suggest pre-service teachers need evidence-based coursework in language development and language learning processes to overcome misconceptions regarding ELLs.
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Motivation and Attitude of Grade Nine Learners Towards ...
African Journals Online (AJOL)
Mathematics and Science Study (TIMSS, 2003) conducted a test in ... sharpen their skills and tap into modern learners' natural affinity for all things ... and psychological influence of learners and educators towards positive ... regulation theory postulates that individuals can fortify their own motivation ... The mastering of.
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Learner Autonomy in Language Education : A Cross-Cultural Perspective
Kojima, Hideo
2006-01-01
In recent years, the importance of developing learner autonomy in language education hasbeen one of its more prominent themes in Japan as well as in the West. In spite of agreementconcerning its importance, there remains a good deal of uncertainty about its meaning inteaching and learning English as a foreign language (EFL). This paper aims to consider theconcept of learner autonomy amongst different cultures. Autonomy has a social as well as anindividual dimension. The promotion of learner a...
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Convergent differential regulation of parvalbumin in the brains of vocal learners.
Directory of Open Access Journals (Sweden)
Erina Hara
Full Text Available Spoken language and learned song are complex communication behaviors found in only a few species, including humans and three groups of distantly related birds--songbirds, parrots, and hummingbirds. Despite their large phylogenetic distances, these vocal learners show convergent behaviors and associated brain pathways for vocal communication. However, it is not clear whether this behavioral and anatomical convergence is associated with molecular convergence. Here we used oligo microarrays to screen for genes differentially regulated in brain nuclei necessary for producing learned vocalizations relative to adjacent brain areas that control other behaviors in avian vocal learners versus vocal non-learners. A top candidate gene in our screen was a calcium-binding protein, parvalbumin (PV. In situ hybridization verification revealed that PV was expressed significantly higher throughout the song motor pathway, including brainstem vocal motor neurons relative to the surrounding brain regions of all distantly related avian vocal learners. This differential expression was specific to PV and vocal learners, as it was not found in avian vocal non-learners nor for control genes in learners and non-learners. Similar to the vocal learning birds, higher PV up-regulation was found in the brainstem tongue motor neurons used for speech production in humans relative to a non-human primate, macaques. These results suggest repeated convergent evolution of differential PV up-regulation in the brains of vocal learners separated by more than 65-300 million years from a common ancestor and that the specialized behaviors of learned song and speech may require extra calcium buffering and signaling.
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College English Learners' Discursive Motivation Construction in China
Gu, Mingyue
2009-01-01
There are abundant studies of second/foreign language learning motivation. However, there appears to be insufficient research into how language learners' discourses mediate the construction of their learning/motivation. This paper investigated the discursive construction of two English language learners' motivation in a comprehensive university in…
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Learner Centred Design for a Hybrid Interaction Application
Wood, Simon; Romero, Pablo
2010-01-01
Learner centred design methods highlight the importance of involving the stakeholders of the learning process (learners, teachers, educational researchers) at all stages of the design of educational applications and of refining the design through an iterative prototyping process. These methods have been used successfully when designing systems…
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African Journals Online (AJOL)
Erna Kinsey
the education quality and more specifically learners' mathematical skills are .... worth). Students with a high self-esteem displayed acceptance of feedback .... Thus feedback is portrayed as means of communication of the teacher's view.
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The projectable hull of an archimedean $ell$-group with weak unit
Directory of Open Access Journals (Sweden)
Anthony W. Hager
2017-07-01
Full Text Available The much-studied projectable hull of an $ell$-group $Gleq pG$ is an essential extension, so that, in the case that $G$ is archimedean with weak unit, ``$Gin {bf W}$", we have for the Yosida representation spaces a ``covering map" $YG leftarrow YpG$. We have earlier cite{hkm2} shown that (1 this cover has a characteristic minimality property, and that (2 knowing $YpG$, one can write down $pG$. We now show directly that for $mathscr{A}$, the boolean algebra in the power set of the minimal prime spectrum $Min(G$, generated by the sets $U(g={Pin Min(G:gnotin P}$ ($gin G$, the Stone space $mathcal{A}mathscr{A}$ is a cover of $YG$ with the minimal property of (1; this extends the result from cite{bmmp} for the strong unit case. Then, applying (2 gives the pre-existing description of $pG$, which includes the strong unit description of cite{bmmp}. The present methods are largely topological, involving details of covering maps and Stone duality.
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University EFL Learners' Perceptions of Their Autonomous Learning Responsibilities and Abilities
Abdel Razeq, Anwar Ahmad
2014-01-01
This study investigated the readiness of university students for autonomous learning of English as a foreign language. Data was collected using questionnaires and interviews. The study assessed learners' readiness for autonomous learning across three dimensions: a) learners' perceptions of their educational responsibilities; b) learners' abilities…
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Construction of a Learner Corpus for Japanese Language Learners: Natane and Nutmeg
Directory of Open Access Journals (Sweden)
Kikuko NISHINA
2014-12-01
Full Text Available Japanese language learners aim to acquire reading, listening, writing and speaking skills. We at the Hinoki project (https://hinoki-project.org/ have recently been working on the Natsume collocation search system (https://hinoki-project.org/natsume/, the Natane learner corpus to support Natsume (https://hinoki-project.org/natane/ and the Nutmeg writing support system (http://hinoki-project.org/nutmeg/. In order to test the effectiveness of Nutmeg, we conducted an online experiment with 36 participants who used the system's register misuse identification feature to correct four writing assignments. Results show that Nutmeg can be an effective tool in correcting common register-related errors, especially those involving auxiliary verbs. However, the accuracy of verb and adverb identification was too low, suggesting the need for improvements in the variety of corpora used for identifying register misuse.
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Han, Feifei
2017-01-01
While some first language (L1) reading models suggest that inefficient word recognition and small working memory tend to inhibit higher-level comprehension processes; the Compensatory Encoding Model maintains that slow word recognition and small working memory do not normally hinder reading comprehension, as readers are able to operate metacognitive strategies to compensate for inefficient word recognition and working memory limitation as long as readers process a reading task without time constraint. Although empirical evidence is accumulated for support of the Compensatory Encoding Model in L1 reading, there is lack of research for testing of the Compensatory Encoding Model in foreign language (FL) reading. This research empirically tested the Compensatory Encoding Model in English reading among Chinese college English language learners (ELLs). Two studies were conducted. Study one focused on testing whether reading condition varying time affects the relationship between word recognition, working memory, and reading comprehension. Students were tested on a computerized English word recognition test, a computerized Operation Span task, and reading comprehension in time constraint and non-time constraint reading. The correlation and regression analyses showed that the strength of association was much stronger between word recognition, working memory, and reading comprehension in time constraint than that in non-time constraint reading condition. Study two examined whether FL readers were able to operate metacognitive reading strategies as a compensatory way of reading comprehension for inefficient word recognition and working memory limitation in non-time constraint reading. The participants were tested on the same computerized English word recognition test and Operation Span test. They were required to think aloud while reading and to complete the comprehension questions. The think-aloud protocols were coded for concurrent use of reading strategies, classified
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A Study of Corrective Feedback and Learner's Uptake in Classroom Interactions
Directory of Open Access Journals (Sweden)
Fatemeh Esmaeili
2014-07-01
Full Text Available The present study aims to examine corrective feedback and learner uptake in classroom interactions. Inspired by Lyster and Ranta’s corrective feedback framework (1997, this study intends to describe and analyze the patterns of corrective feedback utilized by Iranian teachers, and learners' uptake and the repair of those errors. To this aim, 400 minutes of classroom interaction from three elementary EFL classes which comprised 29 EFL learners were audiotaped and transcribed. The learners were within age range of 16-29 and were native speakers of Turkish language. The teachers were within 26-31 age range and had 3-4 years experience of teaching and hold MA degree in TOEFL. Analysis of data constituted the frequency of six different feedback types used by three teachers, in addition distribution of learners' uptake following each feedback type. The findings indicated that among six corrective feedback types, recast was the most frequent feedback utilized by teachers although it did not lead to high amount of learner uptake. Metalinguistic feedback, elicitation and clarification request led to higher level of uptake. It was also found that explicit feedback was more effective than implicit feedback in promoting learner uptake.
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Learner characteristics involved in distance learning
Energy Technology Data Exchange (ETDEWEB)
Cernicek, A.T.; Hahn, H.A.
1991-01-01
Distance learning represents a strategy for leveraging resources to solve educational and training needs. Although many distance learning programs have been developed, lessons learned regarding differences between distance learning and traditional education with respect to learner characteristics have not been well documented. Therefore, we conducted a survey of 20 distance learning professionals. The questionnaire was distributed to experts attending the second Distance Learning Conference sponsored by Los Alamos National Laboratory. This survey not only acquired demographic information from each of the respondents but also identified important distance learning student characteristics. Significant distance learner characteristics, which were revealed statistically and which influence the effectiveness of distance learning, include the following: reading level, student autonomy, and self-motivation. Distance learning cannot become a more useful and effective method of instruction without identifying and recognizing learner characteristics. It will be important to consider these characteristics when designing all distance learning courses. This paper will report specific survey findings and their implications for developing distance learning courses. 9 refs., 6 tabs.
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Learner Behaviors and Perceptions of Autonomous Language Learning
Bekleyen, Nilüfer; Selimoglu, Figen
2016-01-01
The purpose of the present study was to investigate the learners' behaviors and perceptions about autonomous language learning at the university level in Turkey. It attempts to reveal what type of perceptions learners held regarding teachers' and their own responsibilities in the language learning process. Their autonomous language learning…
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Barriers to Education for the Marginalized Adult Learner
Flynn, Sarah; Brown, Jason; Johnson, Andrew; Rodger, Susan
2011-01-01
This qualitative study examines barriers to adult education by the marginalized adult learner. We adopted an inclusive approach by interviewing potential adult learners who had not participated in adult education programs due to illiteracy. Five overlapping themes related to barriers emerged and were categorized as: family values and…
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Supporting Academic Persistence in Low-Skilled Adult Learners
O'Neill, Susan; Thomson, Margareta Maria
2013-01-01
The current literature review explores the factors that contribute to academic persistence for adult learners. The aim of the study is to identify current research-based strategies aimed at supporting learner persistence, particularly for low-skilled adults. Elements of three theoretical frameworks, namely, expectancy-value theory (EVT), goal…
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Learning Difficulty and Learner Identity: A Symbiotic Relationship
Hirano, Eliana
2009-01-01
This paper reports on a longitudinal case study of an adult EFL learner who perceived himself as having difficulty learning English. Both learning difficulty and learner identity are viewed as being constructed in discursive interactions throughout one's life and, hence, amenable to reconstruction. Data collected from classroom interactions,…
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Modeling Learner Situation Awareness in Collaborative Mobile Web 2.0 Learning
Norman, Helmi; Nordin, Norazah; Din, Rosseni; Ally, Mohamed
2016-01-01
The concept of situation awareness is essential in enhancing collaborative learning. Learners require information from different awareness aspects to deduce a learning situation for decision-making. Designing learning environments that assist learners to understand situation awareness via monitoring actions and reaction of other learners has been…
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The Grammar of History: Enhancing Content-Based Instruction through a Functional Focus on Language
Schleppegrell, Mary J.; Achugar, Mariana; Oteiza, Teresa
2004-01-01
In K-12 contexts, the teaching of English language learners (ELLs) has been greatly influenced by the theory and practice of content-based instruction (CBI). A focus on content can help students achieve grade-level standards in school subjects while they develop English proficiency, but CBI practices have focused primarily on vocabulary and the…
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Examining the Simple View of Reading Model for United States High School Spanish Students
Sparks, Richard; Patton, Jon
2016-01-01
The Simple View of Reading (SVR) model, which posits that reading comprehension is the product of word decoding and language comprehension that make independent contributions to reading skill, has been found to explain the acquisition of first language (L1) reading and second language (L2) reading in young English language learners (ELLs).…
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National Center for Education Statistics, 2013
2013-01-01
California, Florida, Illinois, New York, and Texas enroll close to 40 percent of the nation's public school students. The importance of these "Mega-States" goes beyond the sheer size of their population. They now serve more than half of the nation's English language learners (ELL), as well as some of the largest concentrations of…
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Developing Responsible Learners
Gautum, Satyen; Jangam, Sachin; Loh, Kai Chee
2018-01-01
Developing responsible learners is one of the key education challenges of our time. Education literature suggests that for students to see themselves as active and necessary participants in their own learning, it is important that they view themselves as stakeholders in education. This research aims at exploring the effectiveness of instructional…
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Seng C. Keng
2018-01-01
With the rapid and exponential growth of Internet use worldwide, online learning has become one of the most widely used learning paradigms in the education environment. Yet despite the rapidly increasing cultural diversity of online learners, few studies have investigated the effectiveness of cross-cultural Online Learning Systems (OLS) using a suitable measurement to answer the question, “Do culturally different learners perceive OLS effectiveness differently?” The aim of this co...
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Selbach, Karoline Elfriede
The Higgs mechanism is the last piece of the SM to be discovered which is responsible for giving mass to the electroweak $W^{\\pm}$ and $Z$ bosons. Experimental evidence for the Higgs boson is therefore important and is currently explored at the Large Hadron Collider (LHC) at CERN. The ATLAS experiment (A Toroidal LHC ApparatuS) is analysing a wide range of physics processes from collisions produced by the LHC at a centre-of-mass energy of 7-8$\\,$TeV and a peak luminosity of $7.73\\times10^{33}\\,\\mathrm{cm^{-2}s^{-1}}$. This thesis concentrates on the discovery and mass measurement of the Higgs boson. The analysis using the $H\\rightarrow ZZ^{(*)}\\rightarrow4 \\ell$ channel is presented, where $\\ell$ denotes electrons or muons. Statistical methods with non-parametric models are successfully cross-checked with parametric models. The per-event errors studied to improve the mass determination decreases the total mass uncertainty by $9\\%$. The other main focus is the performance of the initial, and possible upgraded...
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Directory of Open Access Journals (Sweden)
Sogo F Matlala
2014-11-01
Full Text Available This paper presents the findings of a study on the experiences of secondary school teachers on teaching pregnant learners in Limpopo Province. A qualitative, exploratory, descriptive and contextual design was used. Semi-structured interviews were conducted with ten purposively selected secondary school teachers. Data analysis yielded six themes, which are: (1 identification of pregnant learners; (2 continuation of pregnant learners' school career; (3 dilemmas related to school-attending pregnant learners; (4 support of school-attending pregnant learners; (5 gender in pregnancy caretaking; and (6 communication and cooperation between teachers and parents. Teachers experienced challenges in identifying pregnant learners, and to meet their health needs as they lacked health related skills. Parents were not always cooperative towards teachers. It can be concluded that teachers face many dilemmas related to pregnant learners, and this requires a health facilitation model to enable teachers to assist pregnant learners such that they might better benefit from their schooling, and experience a positive health outcome.
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233 Meaning and the Second Language Learner Jane Nkechi ...
African Journals Online (AJOL)
Ike Odimegwu
second language learner seeks to interpret word meaning without reference to the .... Meaning can be natural but language is conventional - that is there is no .... language learner is usually engaged in processing contextual information to ...
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Exploring Lifelong Learners Engaged in an Astronomy-Related Massively Open Online Course
Buxner, Sanlyn; Impey, Chris David; Wenger, Matthew; Formanek, Martin; Romine, James M.
2016-01-01
Massively open online courses (MOOCs) are becoming increasingly popular ways to reach diverse lifelong learners all over the world. Although MOOCs resemble more formal classes (e.g. videos of content, quizzes, activities), they are often used by informal audiences from home. Recently, MOOCs have become more utilized by universities to conduct outreach as they explore how to use MOOCs to reach new potential learners. Despite the rapid adaption of MOOCs, little is known about individuals who choose to take a MOOC, how they interact with the course materials, and what motivates them to finish the course.We present results of a study of lifelong learners engaged in an astronomy "101" MOOC. Through analysis of registered learners' behaviors as well as self-reported responses to a survey about science, we were able to characterize a subset of the learners engaged in the MOOC during its first offering. Overall, 25363 learners from over 100 countries registered for the MOOC. Of those, 14900 accessed at least one part of the course. Learners were recruited to complete a survey of their knowledge and attitudes towards science. Of the learner group who opened the course, 2889 individuals completed the survey, 2465 of those were able to be linked to their usage of the MOOC through a unique identifier.Learners represented a wide-range of ages, professions, and previous science experience. The best predictors for MOOC completion were engagement in the first activity and first writing assignment and engagement in the online forum. Learners were very interested in science prior to their registration, had higher basic science knowledge that most undergraduate students enrolled in a parallel astronomy course, and used online searches and science sites to get their information about science. As we reach out to a worldwide audience to learners in these massively open online courses, understanding their motivations and behaviors will be essential. This work is helping us understand and
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Relational Aggression: The Voices of Primary School Learners
Botha, Johan
2014-01-01
The aim of this research was to explore and describe primary school learners' experiences of relational aggression at school. This was done within a qualitative research design with a phenomenological approach. In order to give a voice to primary school learners' lived experiences of relational aggression, 25 individual interviews were conducted…
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Sensitizing Young English Language Learners Towards Environmental Care
Castillo, Rigoberto; Rojas, María del Pilar
2014-01-01
This paper reports an action research study aimed at understanding how to sensitize young English language learners towards caring for the environment. The pedagogical intervention in a 5th grade class consisted in the use of creative writing strategies to express learners' ideas. Three stages were followed: "recognizing facts,"…
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Emotional Intelligence in Learners with Attention Deficit Disorder
Wootton, Carol Anne; Roets, H. E.
2013-01-01
This study was undertaken to analyse and evaluate the nature and quality of emotional intelligence in learners with Attention Deficit Disorder (ADD), and to investigate whether their emotional intelligence was enhanced, and whether the symptoms and behaviour of these learners improved, after exposure to a programme on emotional intelligence.…