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Sample records for proficient lep students

  1. Motivation for Staying in College: Differences Between LEP (Limited English Proficiency) and Non-LEP Hispanic Community College Students

    Science.gov (United States)

    Fong, Carlton J.; Krause, Jaimie M.; Acee, Taylor W.; Weinstein, Claire Ellen

    2016-01-01

    The study investigated motivational differences and higher education outcomes between limited English proficiency (LEP) Hispanic students compared with non-LEP Hispanic students. With a sample of 668 Hispanic community college students, we measured various forms of achievement motivation informed by self-determination theory, grade point average…

  2. The Computer: A Tool for Writing with LEP Students.

    Science.gov (United States)

    Johnson, Mary

    One way to help minority students with limited English proficiency (LEP) achieve a higher level of literacy is to use computers in language arts classes. Word processors now enable the production of software that involves students in text production and manipulation. This development has made it possible to introduce the computer into the…

  3. FEEDBACK: An Updated Look at Limited-English-Proficient Students in AISD.

    Science.gov (United States)

    Spano, Sedra G.

    1991-01-01

    Information about limited-English-proficient (LEP) students in the Austin (Texas) Independent School District (AISD) is summarized. In the 1990-91 school year, 5,047 students in the AISD were served in LEP programs at elementary schools (3,933 students), middle schools (555 students), and secondary schools (559 students). Most were Spanish…

  4. 25 CFR 39.134 - How does a school identify a Limited English Proficient student?

    Science.gov (United States)

    2010-04-01

    ... 25 Indians 1 2010-04-01 2010-04-01 false How does a school identify a Limited English Proficient....134 How does a school identify a Limited English Proficient student? A student is identified as limited English proficient (LEP) by using a nationally recognized scientifically research-based test. ...

  5. Woodworking Safety. A Guide for Teachers of Limited English Proficient Students.

    Science.gov (United States)

    Umatilla Education Service District, OR.

    This packet of materials was developed (1) to address the liability concerns of woodworking instructors by providing safety instruction materials and tests for limited English proficient (LEP) or Spanish-speaking students, and (2) to provide some ideas, strategies, and resources for working effectively with LEP students in the vocational…

  6. Effective Use of the Native Language with English in Vocational Education for Limited English Proficiency Students.

    Science.gov (United States)

    Menges, Patricia A.; Kelly, Michael G.

    Vocational education for limited English proficiency (LEP) students at Waubonsee Community College, Illinois, which includes a vocational English as a second language (VESL) course, is described, with examples from the tool training program. With state funding, the Waubonsee's LEP project for vocational education offers short-term, part-time…

  7. Proyecto para la participacion de los padres de los estudiantes con competencia limitada en ingles (LEP) (Limited English Proficient (LEP) Parent Involvement Project).

    Science.gov (United States)

    Pecoraro, Diane; Phommasouvanh, Bounlieng

    The Limited English Proficient (LEP) Parent Involvement Project, a collaborative project between two state agencies, aims to help refugee and immigrant parents to be effective in their new American culture. Materials are provided that were developed for use in various adult education settings such as English-as-a-Second-Language (ESL) classes,…

  8. The Effect of Full-Day Kindergarten on the Reading Scores of Limited English-Proficient Students

    Science.gov (United States)

    Wehbe, Hanan

    2012-01-01

    One public school district developed a full-day kindergarten program for at-risk students, including those who are limited English-proficient (LEP), as a strategy to close the achievement gap. Not all LEP students in this district attended the full-day program due to limited space. The district administrators were looking for research-based…

  9. Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers

    DEFF Research Database (Denmark)

    Daysal, N. Meltem; Chin, Aimee; Imberman, Scott

    2013-01-01

    Texas requires a school district to offer bilingual education when its enrollment of limited English proficient (LEP) students in a particular elementary grade and language is twenty or higher. Using school panel data, we find a significant increase in the probability that a district provides...... bilingual education above this 20-student cutoff. Using this discontinuity as an instrument for district bilingual education provision, we find that providing bilingual education programs (relative to providing only English as a Second Language programs) does not significantly impact the standardized test...... scores of students with Spanish as their home language (comprised primarily of ever-LEP students). However, we find significant positive impacts on non-LEP students’ achievement, which indicates that education programs for LEP students have spillover effects to non-LEP students....

  10. Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)

    Science.gov (United States)

    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…

  11. Best Practices: Engaging Limited English Proficient Students and Families. A Teaching Tolerance Guide

    Science.gov (United States)

    Southern Poverty Law Center (NJ1), 2013

    2013-01-01

    Fueled by two decades of historic immigration, American demographics are changing. Many school districts are often ill prepared to meet the needs of limited English proficient (LEP) students and families. This Teaching Tolerance booklet points administrators to best practices in the effort to create a supportive learning environment for all…

  12. Secondary Engineering Design Graphics Educator Service Load of Students with Identified Categorical Disabilities and Limited English Proficiency

    Science.gov (United States)

    Ernst, Jeremy V.; Li, Songze; Williams, Thomas O.

    2014-01-01

    The ever-changing student population of engineering design graphics students necessitates broader sets of instructor adeptness. Specifically, preparedness to educate and provide adequate educational access to content for students with identified categorical disabilities and Limited English Proficiency (LEP) is now an essential readiness skill for…

  13. Survey of US Veterinary Students on Communicating with Limited English Proficient Spanish-Speaking Pet Owners.

    Science.gov (United States)

    Landau, Ruth E; Beck, Alan; Glickman, Larry T; Litster, Annette; Widmar, Nicole J Olynk; Moore, George E

    2015-01-01

    Veterinary schools and colleges generally include communication skills training in their professional curriculum, but few programs address challenges resulting from language gaps between pet owners and practitioners. Due to shifting US demographics, small animal veterinary practices must accommodate an increasing number of limited English proficient (LEP) Spanish-speaking pet owners (SSPOs). A national survey was conducted to assess the interest and preparedness of US veterinary students to communicate with LEP SSPOs when they graduate. This online survey, with more than 2,000 first-, second-, and third-year US veterinary students, revealed that over 50% of students had worked at a practice or shelter that had LEP Spanish-speaking clients. Yet fewer than 20% of these students described themselves as prepared to give medical information to an LEP SSPO. Over three-fourths of respondents agreed that communication with LEP SSPOs was important for veterinarians in general, and two-thirds agreed that communication with LEP SSPOs was important for themselves personally. Ninety percent of students who described themselves as conversant in Spanish agreed that they would be able to communicate socially with SSPOs, while only 55% said they would be able to communicate medically with such clients. Overall, two-thirds of students expressed interest in taking Spanish for Veterinary Professionals elective course while in school, with the strongest interest expressed by those with advanced proficiency in spoken Spanish. Bridging language gaps has the potential to improve communication with LEP SSPOs in the veterinary clinical setting and to improve patient care, client satisfaction, and the economic health of the veterinary profession.

  14. Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers : Regression Discontinuity Evidence from Texas

    NARCIS (Netherlands)

    Chin, A.; Meltem Daysal, N.; Imberman, S.A.

    2012-01-01

    Abstract: Texas requires a school district to offer bilingual education when its enrollment of limited English proficient (LEP) students in a particular elementary grade and language is twenty or higher. Using school panel data, we find a significant increase in the probability that a district

  15. Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers: Regression Discontinuity Evidence from Texas. NBER Working Paper No. 18197

    Science.gov (United States)

    Chin, Aimee; Daysal, N. Meltem; Imberman, Scott A.

    2012-01-01

    Texas requires a school district to offer bilingual education when its enrollment of limited English proficient (LEP) students in a particular elementary grade and language is twenty or higher. Using school panel data, we find a significant increase in the probability that a district offers bilingual education above this 20-student cutoff. Using…

  16. Establishing Medical Students' Cultural and Linguistic Competence for the Care of Spanish-Speaking Limited English Proficient Patients.

    Science.gov (United States)

    Vela, Monica; Fritz, Cassandra; Jacobs, Elizabeth A

    2016-09-01

    Limited English proficient (LEP) patients are at risk of disparities in health and health care quality. These disparities can be mitigated by providing care in a language they understand. Undergraduate medical education provides an opportunity to stress that language barriers negatively impact the quality and safety of health care for LEP patients and to teach students how to overcome them. Because the preponderance of LEP patients in the USA is Spanish speaking, the majority of US medical schools have established medical Spanish coursework for interested students. However, 70 % of medical schools note significant obstacles to delivering this curriculum. The most commonly cited obstacles include a lack of time to deliver it, heterogeneous student skill levels, and insufficient faculty support. We also note that educators need to make sure not to propagate disparities and medical errors for LEP patients. We provide recommendations for establishing medical students' linguistic and cultural competence for the care Spanish-speaking limited English proficiency patients, with the caution that this instruction must be coupled with education as to when to call on an interpreter if participants are not fluent in Spanish at the end of the course.

  17. Characteristics of Limited English Proficient Hispanic Students Served in Programs for the Speech and Language Handicapped: Implications for Policy, Practice and Research. Part III.

    Science.gov (United States)

    Ortiz, Alba A.; And Others

    This document is Part III of a research study examining special education service delivery for limited English proficient (LEP) Hispanic students who have been placed in programs for the learning-disabled, speech handicapped, and mentally retarded. The objectives of Part III of this study were: (1) identify the characteristics of Hispanic students…

  18. Assessment Accommodations for English Language Learners: The Case of Former-LEPs

    Directory of Open Access Journals (Sweden)

    Stephanie W. Cawthon

    2010-10-01

    Full Text Available Within the U.S. public school system, English Language Learners (ELL represent the fastest growing student population. Many of these students struggle to access grade-level content due to Limited English Proficiency (LEP. Although policy regarding LEP status varies state-to-state, most states impose a short time limit on how long a student can be designated LEP. Consequently, students may lose their LEP status before gaining full proficiency in English. Current policy does not allow for test accommodations for former-LEP students, raising concerns about whether language factors within the tests may prevent students who are not fully proficient in English from successfully accessing the content of the tests. The purpose of this article is to identify education placement and assessment policies that lead to reduced assessment language support for former-LEP students. Using the state of Texas as a case example, we identify potential impact points for former-LEP students who are required to participate in English-only assessments. We then review ELL assessment accommodations literature and propose extension of assessment policies to provide options for former-LEP student population.

  19. Estimating the Impact of the Massachusetts English Immersion Law on Limited English Proficient Students' Reading Achievement

    Science.gov (United States)

    Guo, Qian; Koretz, Daniel

    2013-01-01

    The large number of limited English proficient (LEP) children in U.S. schools and the uncertainty about the impact of bilingual education versus English immersion on their achievement warrant rigorous investigation of the effects of "English immersion laws." We estimated the impact of "Question 2", the Massachusetts English…

  20. Vocabulary and Reading Performances of Redesignated Fluent English Proficient Students

    Science.gov (United States)

    Hwang, Jin Kyoung; Lawrence, Joshua Fahey; Collins, Penelope; Snow, Catherine

    2017-01-01

    In this article, the researchers examined general vocabulary, academic vocabulary, and reading comprehension growth trajectories of adolescent redesignated fluent English proficient (RFEP) students using individual growth modeling analysis. The sample included 1,226 sixth- to eighth-grade RFEP students from six middle schools in an urban school…

  1. An Investigation of School Psychologists' Assessment Practices of Language Proficiency with Bilingual and Limited-English-Proficient Students.

    Science.gov (United States)

    Ochoa, Salvador Hector; And Others

    1996-01-01

    A study of the language proficiency assessment practices of 859 school psychologists, when working with bilingual or limited English proficient students, found that 62 percent of school psychologists conducted their own assessments and most often used the Peabody Picture Vocabulary Test-Revised or the Test de Vocabulario en Imagenes Peabody.…

  2. Non-Discriminatory Assessment: Formal and Informal Assessment of Limited English Proficient Children.

    Science.gov (United States)

    Mares, Sharon

    PEOPLE (Pruebas de Expresion Oral y Percepcion de la Lengua Espanol) was developed as a test to help distinguish between a language difference and a language deficit in non English proficient (NEP) and limited English proficient (LEP) elementary Hispanic students. PEOPLE was developed, pilot tested in 14 school districts in Los Angeles County with…

  3. Listening and Reading Proficiency Levels of College Students

    Science.gov (United States)

    Tschirner, Erwin

    2016-01-01

    This article examines listening and reading proficiency levels of U.S. college foreign language students at major milestones throughout their undergraduate career. Data were collected from more than 3,000 participants studying seven languages at 21 universities and colleges across the United States. The results show that while listening…

  4. Language Learning Strategies and English Proficiency of Chinese University Students

    Science.gov (United States)

    Nisbet, Deanna L.; Tindall, Evie R.; Arroyo, Alan A.

    2005-01-01

    This study investigated the relationship between language learning strategy (LLS) preferences and English proficiency among Chinese university students. Oxford's (1990), Strategy Inventory for Language Learning (SILL) and an institutional version (ITP) of the Test of English as a Foreign Language (TOEFL) were administered to 168 third-year English…

  5. Impact of English Proficiency on Academic Performance of International Students

    Science.gov (United States)

    Martirosyan, Nara M.; Hwang, Eunjin; Wanjohi, Reubenson

    2015-01-01

    Using an ex-post facto, non-experimental approach, this research examined the impact of English language proficiency and multilingualism on the academic performance of international students enrolled in a four-year university located in north central Louisiana in the United States. Data were collected through a self-reported questionnaire from 59…

  6. Beyond Host Language Proficiency: Coping Resources Predicting International Students' Satisfaction

    Science.gov (United States)

    Mak, Anita S.; Bodycott, Peter; Ramburuth, Prem

    2015-01-01

    As international students navigate in a foreign educational environment, having higher levels of coping or stress-resistance resources--both internal and external--could be related to increased satisfaction with personal and university life. The internal coping resources examined in this study were host language proficiency, self-esteem,…

  7. Clinical teachers' perceptions of medical students' English language proficiency.

    Science.gov (United States)

    Chur-Hansen, A; Vernon-Roberts, J

    1998-07-01

    Medical educators from the Faculty of Medicine at the University of Adelaide, South Australia, have expressed reservations about the adequacy of some undergraduate medical students' English language proficiency for satisfactory academic and clinical performance. This study explores the occurrence and nature of the comments made in writing by clinical teachers about the English language proficiency of 568 students over a period of 4 years. The frequency and nature of the comments made by clinicians have important implications for the planning and implementation of pedagogical strategies to support non-English-speaking background medical students experiencing difficulties with their course due to language. Although the University of Adelaide has introduced initiatives in response to some of the problems that have been identified, it is recommended that any teaching interventions require careful evaluation through a longitudinal research design to ensure that their aims are being achieved.

  8. Help LEP

    CERN Multimedia

    Carreras,R; Lehmann,P

    1988-01-01

    première partie: Help LEP ou le tunnel de l'infini- pièce radiophonique intéréssant sur l'origine de la matière deuxième partie: Help LEP débat; suite à cette pièce interview avec 3 physiciens du Cern sur le projet LEP et le but du Cern qui est la recherche fondamentale

  9. INFLUENCE OF STUDENT ENGLISH UTILITY AND TEACHER EFFICACY ON ENGLISH PROFICIENCY OF HIGH SCHOOL STUDENTS

    Directory of Open Access Journals (Sweden)

    Ruth A. ORTEGA-DELA CRUZ

    2016-12-01

    Full Text Available Learning second language considers a number of factors that influence the manner in which the language is taught. Understanding of the learners’ goals and motivation for learning is one. Using descriptive-correlational research design, this study determined the influence of student English utility and teacher efficacy on the students’ English proficiency. A total of 101 students from first year to fourth year level served as the respondents of the study. The study quantified the students’ perception towards English utility and their evaluation of English teacher efficacy which employed a researcher-made survey questionnaire. Results revealed high positive perceptions of students towards English utility. Analysis of variance revealed significant differences in the perceptions of high school students on the efficacy of their English teachers. Correlation coefficients indicated a positive linear relationship among the given variables. The p-value revealed significant relationship of teacher efficacy (r = .691, p-value = .000 and English utility (r = .467, p-value = .000 to students’ English proficiency. Results of regression statistics revealed that English utility has no significant influence on the student English proficiency. Therefore, the main factor that must still be considered then should be the teacher. Finally, there is an explicit indication that high level of teachers’ efficacy performing in teaching has much powerful influence on the English proficiency of high school students. Thus improving the methods of teaching English provides a better way of motivating students to achieve higher levels of proficiency in the future.

  10. Improving Students' English Speaking Proficiency in Saudi Public Schools

    Directory of Open Access Journals (Sweden)

    Heba Awadh Alharbi

    2015-01-01

    Full Text Available In English as a foreign language (EFL contexts, the absence of authentic language learning situations outside the classroom presents a significant challenge to improving students' English communication skills. Specific obstacles in the learning environment can also result in students’ limited use of English inside the classroom. These issues ultimately affect students’ English speaking capacity. Focusing on the Saudi EFL context, this paper attempted to identify the causes of Saudi students’ low proficiency in English communication and provide some recommendations to address these issues. The most significant findings of the paper were: (1 reforming specific Ministry of Education and Higher Education policies in Saudi Arabia is crucial; (2 the Saudi education system should reinforce the use of contemporary approaches to teaching that emphasise problem solving and critical thinking skills and put students in charge of their own learning; and (3 the ministry should consider converting some Saudi public schools into bilingual schools.

  11. Modeling the development of L1 and EFL writing proficiency of secondary school students

    NARCIS (Netherlands)

    Schoonen, R.; van Gelderen, A.; Stoel, R.D.; Hulstijn, J.; de Glopper, K.

    2011-01-01

    This longitudinal study investigates the development of writing proficiency in English as a foreign language (EFL), in contrast to the development of first language (L1) writing proficiency in Dutch L1, in a sample of almost 400 secondary school students in the Netherlands. Students performed

  12. Modeling the Development of L1 and EFL Writing Proficiency of Secondary School Students

    NARCIS (Netherlands)

    Schoonen, Rob; van Gelderen, Amos; Stoel, Reinoud D.; Hulstijn, Jan; de Glopper, Cornelis

    This longitudinal study investigates the development of writing proficiency in English as a foreign language (EFL), in contrast to the development of first language (L1) writing proficiency in Dutch L1, in a sample of almost 400 secondary school students in the Netherlands. Students performed

  13. The Effect of Reading Proficiency on Student Success in Online Credit Recovery Programs

    Science.gov (United States)

    Palisoc, Randolph P.

    2013-01-01

    This qualitative study applied the theory that reading skills are predictive of high school graduation to examine the impact that reading proficiency has on student success in online credit recovery programs for credit deficient students, many of whom struggle with reading. Since reading proficiency impacts academic achievement in general, this…

  14. LEP - ppbar

    CERN Multimedia

    CERN ???

    1983-01-01

    Aerial views. UA1, big rectangle of metal going down to the detector. E. Jones, ACOL control room, filled with people (a first?). See ACOL. Chantier, LEP shaft. Underground. LEP dipole magnet construction. Interview with Schopper and LEP: history has shown that the discovery of new phenomena has led to new applications...."I don't have the imagination to predict what could come out from the research we are doing now," but history has shown...electro-magnetism led to radio, tv. Comments : colour washed out, green. Silent at beginning and from time to time after

  15. Improving Assessment of Foreign Language Proficiency in Internationally Majoring Students

    Directory of Open Access Journals (Sweden)

    Nina L. Kobiakova

    2014-01-01

    Full Text Available The author considers the issues related to the development of the theoretical platform and the methodology for a model used to control and evaluate educational achievements at the Russian-based university-level foreign-language using such foreign practices as merit point system, testing technology and traditional controls. Having analyzed European practices of control and evaluation of students' foreign language proficiency, in particular, the experience of France, she advocates for the adoption by the national university system of the best available foreign methodology in the field. The article depicts the proprietary model for the comprehensive assessment of the educational outcomes of the internationally majoring students in the French language. The model, customized for Russian universities, is based on the professionally oriented competence-based practical course of the French language for internationally majoring students designed by the author. With the regard to that content and basing on DELF, DALF and TCF language tests and exercise systems for the French language studies by European and Russian practitioners, she advances her own testing, communication and translation exercises toolbox. That comprehensive evaluation model was successful tested at the MGIMO. In the course of that experiment, national testing techniques and the content of linguistic tests and didactic tools were streamlined with the European requirements.

  16. Video Analysis of Athletic Training Student Performance: Changing Educational Competency into Clinical Proficiency

    Science.gov (United States)

    Kawaguchi, Jeffrey K.

    2009-01-01

    Context: Assessing clinical proficiency and documenting learning over time is quite challenging. Educators must look for unique ways to effectively examine students' performance and archive evidence of their academic progress. Objective: To discuss the use of video analysis to bridge the gap from educational competency to clinical proficiency, and…

  17. Training to Care for Limited English Proficient Patients and Provision of Interpreter Services at U.S. Dental School Clinics.

    Science.gov (United States)

    Simon, Lisa; Hum, Lauren; Nalliah, Romesh

    2017-02-01

    Legal protections in the United States mandate that individuals with limited English proficiency (LEP) have equal access to health care. However, LEP populations are at higher risk of poor health. Dental school clinics offer lower cost care by supervised dental students and often provide care for LEP patients. The aims of this study were to survey dental students about their clinical experience with LEP patients, the interpreter resources available at their dental school clinics, and the extent of instruction on these topics. Academic deans at 19 dental schools (30.6% of 62 invited schools) distributed the survey to their students, and the survey was completed by 325 students (4.2% of students at the 19 participating schools). Among the responding students, 44% reported their dental school clinic lacked formal interpreter services, and most of the respondents reported receiving minimal instruction on caring for LEP patients. Only 54% of the responding students reported feeling adequately prepared to manage LEP patients following graduation. These results suggest there is limited access to interpreter services for students while in dental school. A large proportion of these dental students thus reported feeling unprepared to treat LEP patients after graduation.

  18. The relationship between automatic assessment of oral proficiency and other indicators of first year students' linguistic abilities

    CSIR Research Space (South Africa)

    De Wet, Febe

    2012-11-01

    Full Text Available Academic literacy proficiency is key to the success of a student at university. Currently, the large-scale assessment of language proficiency, particularly at higher education levels, is dominated by reading and writing tests because listening...

  19. Through the Veil of Language: Exploring the Hidden Curriculum for the Care of Patients With Limited English Proficiency.

    Science.gov (United States)

    Kenison, Tiffany C; Madu, Andrea; Krupat, Edward; Ticona, Luis; Vargas, Iris M; Green, Alexander R

    2017-01-01

    Patients with limited English proficiency (LEP) experience lower-quality health care and are at higher risk of experiencing adverse events than fluent English speakers. Despite some formal training for health professions students on caring for patients with LEP, the hidden curriculum may have a greater influence on learning. The authors designed this study to characterize the hidden curriculum that medical and nursing students experience regarding the care of patients with LEP. In 2014, the authors invited students from one medical school and one nursing school, who had completed an interprofessional pilot curriculum on caring for patients with LEP 6 to 10 months earlier, to participate in semistructured interviews about their clinical training experiences with LEP patients. The authors independently coded the interview transcripts, compared them for agreement, and performed content analysis to identify major themes. Thirteen students (7 medical and 6 nursing students) participated. Four major themes emerged: role modeling, systems factors, learning environment, and organizational culture. All 13 students described negative role modeling experiences, and most described role modeling that the authors coded as "indifferent." Students felt that the current system and learning environment did not support or emphasize high-quality care for patients with LEP. The hidden curriculum that health professional students experience regarding the care of patients with LEP is influenced by systems limitations and a learning environment and organizational culture that value efficiency over effective communication. Role modeling seems strongly linked to these factors as supervisors struggle with these same challenges.

  20. The Impact of an Instructional Program on Students' Proficiency of English Vocational Terms

    Science.gov (United States)

    A-Momani, Mufadi; Ababneh, Sana'

    2017-01-01

    The present study aimed at investigating the effect of an instructional program on vocational educational students' proficiency of vocational educational terms in English. The study sample consisted of 60 male and female students from Al-Balqa'a Applied University, Jordan. Moreover, the study investigated the effect the students' gender and…

  1. English Proficiency and Competency Background of Social Science and Humanities Students

    Science.gov (United States)

    Pelayo, Jose Maria G., III; Kutschera, P. C.; Capili, Claire Ann P.

    2014-01-01

    The study focuses on the background of Social Science and Humanities students (specifically in the course General Psychology) on their English education and competence. This research aims to identify the common factors of these students in terms of their English Proficiency. The students will answer survey questions that will give us information…

  2. The Writing of Language Minority Students: A Literature Review on Its Relation to Oral Proficiency

    Science.gov (United States)

    Perin, Dolores; De La Paz, Susan; Piantedosi, Kelly Worland; Peercy, Megan Madigan

    2017-01-01

    We reviewed literature on the school-related writing of students in English-dominant settings whose native languages were other than English to identify 2 kinds of difference: (a) among language minority (LM) students differing in oral English proficiency and (b) between LM and native English-speaking students. Sixteen studies met selection…

  3. Opportunities-to-Learn at Home: Profiles of Students With and Without Reaching Science Proficiency

    Science.gov (United States)

    Liu, Xiufeng; Whitford, Melinda

    2011-08-01

    This study examines the relationship between opportunity-to-learn (OTL) at home and students' attainment of science proficiency. The data set used was the 2006 PISA science US national sample. Data mining was used to create patterns of association between home OTL variables and student attainment of science proficiency. It was found that students who failed to reach science proficiency are characterized by having fewer than 100 books at home; these students are also found to take out-of-school individual or group lessons with their teachers or with other teachers. On the other hands, students who reached science proficiency are characterized by having more than 100 books at home, not taking any out-of-school lessons, and having a highest parent level of graduate education. In addition to the above common characteristics, other home characteristics (e.g. computer and internet at home and language spoke at home) are also identified in profiles of students who have reached science proficiency. We explain the above findings in terms of current social-cultural theories. We finally discuss implications of the above findings for future studies and for improving science education policy and practice.

  4. Assessing Critical Thinking Skills in Students with Limited English Proficiency

    Science.gov (United States)

    Gustafson, Marianne; Bochner, Joseph

    2009-01-01

    The purpose of this article is to describe a procedure that has been used successfully to evaluate the critical thinking (CT) abilities of a population of undergraduates having limited proficiency in the English language. The results of this study demonstrate that it is possible to obtain reliable evaluations of CT skills in undergraduates who…

  5. Assessing students' English language proficiency during clinical placement: A qualitative evaluation of a language framework.

    Science.gov (United States)

    San Miguel, Caroline; Rogan, Fran

    2015-06-01

    The increase in nursing students for whom English is an additional language requires clinical facilitators to assess students' performance regarding clinical skills, nursing communication and English language. However, assessing language proficiency is a complex process that is often conflated with cultural norms and clinical skills, and facilitators may lack confidence in assessing English language. This paper discusses an evaluation of a set of guidelines developed in a large metropolitan Australian university to help clinical facilitators make decisions about students' English language proficiency. The study found that the guidelines were useful in helping facilitators assess English language. However, strategies to address identified language problems needed to be incorporated to enable the guidelines to also be used as a teaching tool. The study concludes that to be effective, such guidelines need embedding within a systematic approach that identifies and responds to students who may be underperforming due to a low level of English language proficiency. Copyright © 2015 Elsevier Ltd. All rights reserved.

  6. Deaf College Students' Mathematical Skills Relative to Morphological Knowledge, Reading Level, and Language Proficiency

    Science.gov (United States)

    Kelly, Ronald R.; Gaustad, Martha G.

    2007-01-01

    This study of deaf college students examined specific relationships between their mathematics performance and their assessed skills in reading, language, and English morphology. Simple regression analyses showed that deaf college students' language proficiency scores, reading grade level, and morphological knowledge regarding word segmentation and…

  7. Time to Proficiency for Hispanic English Learner Students in Texas. REL 2018-280

    Science.gov (United States)

    Slama, Rachel; Molefe, Ayrin; Gerdeman, Dean; Herrera, Angelica; Brodziak de los Reyes, Iliana; August, Diane; Cavazos, Linda

    2017-01-01

    English learner students are challenged by the difficult task of learning English concurrently with learning content in areas such as reading and math. English learner students who have not attained proficiency in English or learned core course content by the middle and upper grades may not have the requisite skills to enroll in courses required…

  8. Student Engagement in Long-Term Collaborative EFL Storytelling Activities: An Analysis of Learners with English Proficiency Differences

    Science.gov (United States)

    Huang, Yun-Yin; Liu, Chen-Chung; Wang, Yu; Tsai, Chin-Chung; Lin, Hung-Ming

    2017-01-01

    English proficiency difference among students is a challenging pedagogical issue in EFL classrooms worldwide. Collaborative digital storytelling has been adopted in language learning settings to increase motivation and engagement, especially for young learners. However, it remains unknown whether students of different proficiency levels can…

  9. Improving English proficiency of post-graduate international nursing students seeking further qualifications and continuing education in foreign countries.

    Science.gov (United States)

    Chiang, Vico; Crickmore, Barbara-Lee

    2009-07-01

    Post-graduate international nursing students who seek continuing education are accepted by nursing programs in a number of Western countries. Teaching experience from an Australian school of nursing program reflected that although these students demonstrated the minimum English proficiency required by the university, advanced English and communication proficiency related to clinical practice was required when they received clinical placements in an unfamiliar environment.

  10. Limited english proficiency accessibility program : demonstration program.

    Science.gov (United States)

    2013-03-01

    In 2006, the Tri-County Metropolitan Transportation District of Oregon (TriMet) secured grant funding from the Federal Transit Administration : (FTA) that enabled the agency to launch a creative and ambitious Limited English Proficiency (LEP) demonst...

  11. Facilitating the Use of Assistive Technology by Special Education Students with Limited English Proficiency. Final Report.

    Science.gov (United States)

    Education Turnkey Systems, Inc., Falls Church, VA.

    Results are presented of a federally funded project that identified new communication aids, software, and assistive technologies that can be used in special education with students who are limited English proficient. The research was conducted in learning centers that use the comprehensive Competencies Program (CCP) English-as-a-Second-Language…

  12. Tap and Text: Using Poetry to Develop Rhythmic Proficiency in Percussive Dance Students

    Science.gov (United States)

    Casey, Ryan P.

    2017-01-01

    As a longtime student and aficionado of both poetry and percussive dance, Ryan Casey presents ways in which poetry--both written and spoken word--can be used in a dance class to develop rhythmic proficiency in percussive dancers of varying ages and skill levels, and explains why he believes this practice is accessible and educational. Although the…

  13. The Role of Oral Communicative Tasks (OCT) in Developing the Spoken Proficiency of Engineering Students

    Science.gov (United States)

    Shantha, S.; Mekala, S.

    2017-01-01

    The mastery of speaking skills in English has become a major requisite in engineering industry. Engineers are expected to possess speaking skills for executing their routine activities and career prospects. The article focuses on the experimental study conducted to improve English spoken proficiency of Indian engineering students using task-based…

  14. Students' Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania

    Science.gov (United States)

    Makewa, Lazarus Ndiku; Role, Elizabeth; Tuguta, Ellen

    2013-01-01

    This paper looked at students' perceived level of English proficiency among Dodoma secondary schools in Tanzania. Factors like attitude, anxiety, classroom activities, motivation, and learning resources were considered as influencing English learning. The study was guided by three theories: Input Hypothesis, Inter-language and Vygotsky's theory of…

  15. Supporting the Language Development of Limited English Proficient Students through Arts Integration in the Primary Grades

    Science.gov (United States)

    Brouillette, Liane

    2012-01-01

    This article looks at how arts integration can boost the language development of limited English proficient students in kindergarten through second grade. I first review existing research on how young children learn and describe the special challenges faced by children who must learn in an unfamiliar language. I then identify arts-based mechanisms…

  16. An exploratory study of proficient undergraduate Chemistry II students' application of Lewis's model

    Science.gov (United States)

    Lewis, Sumudu R.

    This exploratory study was based on the assumption that proficiency in chemistry must not be determined exclusively on students' declarative and procedural knowledge, but it should be also described as the ability to use variety of reasoning strategies that enrich and diversify procedural methods. The study furthermore assumed that the ability to describe the structure of a molecule using Lewis's model and use it to predict its geometry as well as some of its properties is indicative of proficiency in the essential concepts of covalent bonding and molecule structure. The study therefore inquired into the reasoning methods and procedural techniques of proficient undergraduate Chemistry II students when solving problems, which require them to use Lewis's model. The research design included an original survey, designed by the researcher for this study, and two types of interviews, with students and course instructors. The purpose of the survey was two-fold. First and foremost, the survey provided a base for the student interview selection, and second it served as the foundation for the inquiry into the strategies the student use when solving survey problems. Twenty two students were interviewed over the course of the study. The interview with six instructors allowed to identify expected prior knowledge and skills, which the students should have acquired upon completion of the Chemistry I course. The data, including videos, audios, and photographs of the artifacts produced by students during the interviews, were organized and analyzed manually and using QSR NVivo 10. The research found and described the differences between proficient and non-proficient students' reasoning and procedural strategies when using Lewis's model to describe the structure of a molecule. One of the findings clearly showed that the proficient students used a variety of cues to reason, whereas other students used one memorized cue, or an algorithm, which often led to incorrect representations in

  17. Language Learning Strategies Used By Different English Proficiency Students Of State Senior High School 3 Malang

    OpenAIRE

    EMANTO, YUANITA

    2013-01-01

    English is one of International languages in the world and mainly used in International forums. Because of its importance, Indonesian government decides to make English as a formal subject in schools. Students are expected to have basic competences in four skills those are listening, speaking, reading, and writing comprehensively to reach functional literate. Students should have strategies to improve their proficiency and skill in English. The aims of this study are to find out (1) how langu...

  18. The relationship between school violence and student proficiency

    OpenAIRE

    Severnini, Edson; Firpo, Sergio Pinheiro

    2010-01-01

    School violence has recently become a central concern among teachers, students, students' parents and policymakers. Violence can induce behaviors on educational agents that go against the goals of improving the quality of education and increasing school attendance. In fact, there is evidence that school environmental characteristics and student performance and behavior at school are related. Although school violence may have a direct impact on students’ performance, such impact has not yet be...

  19. STUDENT MISCONCEPTIONS OF ENGLISH PROFICIENCY EXAM ESSAY EXPECTATIONS

    OpenAIRE

    AMBURGEY, BRENT

    2016-01-01

    Data provided by ETS, the company that creates and administers the TOEFL exam, reveals that Japanese students perform poorly relative to students in other Asian countries. The Japanese English education system's relative lack of focus on speaking and listening skills explains the poor performance on those areas of the test. However, Japanese students do spend significant time studying grammar, vocabulary, and writing, which presents an apparent inconsistency with TOEFL writing scores. This pa...

  20. Metacognitive awareness of reading strategies of University of Botswana English as Second Language students of different academic reading proficiencies

    Directory of Open Access Journals (Sweden)

    Joel M. Magogwe

    2013-02-01

    Full Text Available This study explored metacognitive awareness level of University of Botswana students in the Faculty of Social Sciences. It also considered the more recent research focusing on the role of metacognitive awareness in reading and how it relates to proficiency. The following questions are addressed: (1 What are the self-reported reading proficiencies of the University of Botswana students? (2 Are the University of Botswana students aware of their metacognitive reading strategies? (3 What kind of metacognitive reading strategies are frequently used? (4 Is there a difference in metacognitive awareness of reading strategies used by high- and low-proficiency students respectively? The Survey of Reading Strategies Questionnaire (SORS developed by Mokhtari and Sheorey (2002, and the semi-structured interview technique were used to collect data for this study. The findings indicate that University of Botswana English as Second Language (ESL students reported high reading proficiency and high use of metacognitive strategies, but there was no vast difference in terms of proficiency. Students who reported their proficiency as high had an edge over low-proficiency ones mainly because their management and monitoring of reading was guided more by the goals they have set themselves than by the tests and assignments they were supposed to write.

  1. submitter LEP precision results

    CERN Document Server

    Kawamoto, T

    2001-01-01

    Precision measurements at LEP are reviewed, with main focus on the electroweak measurements and tests of the Standard Model. Constraints placed by the LEP measurements on possible new physics are also discussed.

  2. The LEP groundbreaking ceremony

    CERN Multimedia

    1983-01-01

    French President Francois Mitterand and Swiss President Pierre Aubert visiting CERN for the LEP ground-breaking ceremony on 13 September 1983. They are seen here with Emilio Picasso, LEP project director, and Herwig Schopper, CERN's then Director-General.

  3. Improving Students' English Speaking Proficiency in Saudi Public Schools

    National Research Council Canada - National Science Library

    Heba Awadh Alharbi

    2015-01-01

    In English as a foreign language (EFL) contexts, the absence of authentic language learning situations outside the classroom presents a significant challenge to improving students' English communication skills...

  4. An Investigation of Vocabulary Learning Strategies by Iranian EFL Students in Different Proficiency Levels

    Directory of Open Access Journals (Sweden)

    Samaneh Jafari

    2013-11-01

    Full Text Available This study aims to find out the various strategies used in learning vocabularies among Iranian EFL learners in three different proficiency levels (beginner, intermediate and advanced in Zanjan province. The vocabulary learning strategies which have been used in this research include determination, social, memory, cognitive, and meta-cognitive which follow Schmitt’s taxonomy. 110 students were randomly selected from two language institutes in Zanjan. Schmitt’s (1997 Vocabulary Learning Strategies’ questionnaire was administered to the learners with three proficiency levels. Then, descriptive statistics and Anova were utilized to analyze the data. Descriptive statistics revealed that the participants of the study regardless of their proficiency levels were generally medium strategy users who used all these strategies moderately except for the determination strategies that were used in high level. In addition, basic learners used all different types of strategies more frequently than intermediate and advanced learners. By comparing two other proficiency levels, advanced learners used determination strategies and meta-cognitive strategies more frequently than intermediate learners, while social, memory and cognitive strategies were used more frequently by Intermediates. In order to perceive if the results were statistically significant, Anova for between group mean differences was conducted. It revealed the fact that there is no significant difference among learners with different proficiency levels in application of determination and meta-cognitive strategies while the learners with lower proficiency level used social, memory and cognitive strategies more frequently, that is, these three strategies were used more frequently by basic, intermediate and advanced learners respectively.

  5. Improving Students' English Speaking Proficiency in Saudi Public Schools

    Science.gov (United States)

    Alharbi, Heba Awadh

    2015-01-01

    In English as a foreign language (EFL) contexts, the absence of authentic language learning situations outside the classroom presents a significant challenge to improving students' English communication skills. Specific obstacles in the learning environment can also result in students' limited use of English inside the classroom. These issues…

  6. Measuring the Effects of a Semester Abroad on Students' Oral Proficiency Gains: A Comparison of At-Home and Study Abroad

    Science.gov (United States)

    Jochum, Christopher J.

    2014-01-01

    The effects of study abroad on students' language proficiency have been analyzed using a number of measures such as surveys, questionnaires and oral proficiency exams (Collentine, 2004; Freed, 1995; Segalowitz, & Freed, 2004). Furthermore, researchers have sought to determine the proficiency gains of study abroad (SA) students by comparing…

  7. Observed hierarchy of student proficiency with period, frequency, and angular frequency

    Science.gov (United States)

    Young, Nicholas T.; Heckler, Andrew F.

    2018-01-01

    In the context of a generic harmonic oscillator, we investigated students' accuracy in determining the period, frequency, and angular frequency from mathematical and graphical representations. In a series of studies including interviews, free response tests, and multiple choice tests developed in an iterative process, we assessed students in both algebra-based and calculus-based, traditionally instructed university-level introductory physics courses. Using the results, we categorized nine skills necessary for proficiency in determining period, frequency, and angular frequency. Overall results reveal that, postinstruction, proficiency is quite low: only about 20%-40% of students mastered most of the nine skills. Next, we used a semiquantitative, intuitive method to investigate the hierarchical structure of the nine skills. We also employed the more formal item tree analysis method to verify this structure and found that the skills form a multilevel, nonlinear hierarchy, with mastery of some skills being prerequisite for mastery in other skills. Finally, we implemented a targeted, 30-min group-work activity to improve proficiency in these skills and found a 1 standard deviation gain in accuracy. Overall, the results suggest that many students currently lack these essential skills, targeted practice may lead to required mastery, and that the observed hierarchical structure in the skills suggests that instruction should especially attend to the skills lower in the hierarchy.

  8. LEP beampipe section

    CERN Multimedia

    1989-01-01

    Short section of beampipe from the Large Electron Positron collider (LEP, for short). With its 27-kilometre circumference, LEP was the largest electron-positron accelerator ever built and ran from 1989 to 2000 at CERN. During 11 years of research, LEP's experiments provided a detailed study of the electroweak interaction. Measurements performed at LEP also proved that there are three – and only three – generations of particles of matter. LEP was closed down on 2 November 2000 to make way for the construction of the Large Hadron Collider in the same tunnel.

  9. LEP tunnel monorail

    CERN Multimedia

    1985-01-01

    A monorail from CERN's Large Electron Positron collider (LEP, for short). It ran around the 27km tunnel, transporting equipment and personnel. With its 27-kilometre circumference, LEP was the largest electron-positron accelerator ever built and ran from 1989 to 2000. During 11 years of research, LEP's experiments provided a detailed study of the electroweak interaction. Measurements performed at LEP also proved that there are three – and only three – generations of particles of matter. LEP was closed down on 2 November 2000 to make way for the construction of the Large Hadron Collider in the same tunnel.

  10. English proficiency, personality and intercultural adjustment of Japanese students studying in America

    OpenAIRE

    Yashima, Tomoko

    1995-01-01

    This study has attempted to discover to what extent a sojourner's L2 proficiency, personality and some other qualities he/she has can predict success in intercultural adjustment. Adjustment of Japanese high school students studying in the U.S. was assessed through a questionnaire in which they were asked to self-rate the degree of satisfaction and how they perceived various aspects of their life in America. Multiple regression analyses were conducted with four dependent variables which focus ...

  11. The relationship between English language learning strategies and proficiency of pre-university students: A study case of UMS

    Science.gov (United States)

    Kiram, Johannah Jamalul; Sulaiman, Jumat; Swanto, Suyansah; Din, Wardatul Akmam

    2014-07-01

    This paper seeks to investigate the relationship between language learning strategies and proficiency in English. Fifty-six pre-university students (22 males, 34 females) of University Malaysia Sabah participated in this study. Oxford's Strategy Inventory for Language Learning (SILL) self-report questionnaire was adopted to identify the students' language learning strategies, whereas their proficiencies were judged based on their Malaysian University English Test (MUET) Results. Pearson's correlation coefficient, Spearman's rank correlation coefficient and the t-test were utilized to make statistical interpretation about the relationship. The knowledge obtained from this study will be helpful for future studies on how to improve the quality of learning and proficiency in English.

  12. Relationship between phonological awareness and spelling proficiency in first-grade students

    Directory of Open Access Journals (Sweden)

    Nasibe Soltaninejad

    2014-12-01

    Full Text Available Background and Aim: Phonological awareness (consisting of phoneme, syllable and intra-syllable awareness is an important part of receptive and expressive language; it facilitates reading and writing skills through phonological re-coding. Multiple studies in several languages have studied the relationship between phonological awareness and dictation. This research is based on a study of the relationship between phonological skill and spelling score in first-grade Persian students.Methods: Four hundred first-grade students participated in the study, including 209 girls and 191 boys. A phonological awareness test was individually administered for each student and then a spelling exam was administered in groups. The correlation between the two tests was studied using a simple regression model. The comparison of mean scores of girls and boys was evaluated employing an independent t-test.Results: A correlation coefficient of 0.82 was obtained between phonological awareness and spelling proficiency (p<0.001. Phonological skill sub-tests also showed a significant correlation with spelling proficiency (highest for phoneme awareness r=0.34 and lowest for rhyme awareness r=0.12. The mean scores of girls and boys differed significantly (p<0.05.Conclusion: There is a strong positive association between phonological awareness and spelling proficiency. Therefore, if phonological skill is improved, spelling score can be enhanced.

  13. Understanding the Heritage Language Student: Proficiency and Placement

    Science.gov (United States)

    Thompson, Gregory L.

    2015-01-01

    Given the ever-growing number of Spanish heritage learners in both universities and colleges, the need has continued to grow for the development of placement exams that accurately measure language ability, are simple to evaluate, and are easy to administer to large numbers of students. This article analyzes the implementation of a placement exam…

  14. A Multilevel Latent Growth Curve Approach to Predicting Student Proficiency

    Science.gov (United States)

    Choi, Kilchan; Goldschmidt, Pete

    2012-01-01

    Value-added models and growth-based accountability aim to evaluate school's performance based on student growth in learning. The current focus is on linking the results from value-added models to the ones from growth-based accountability systems including Adequate Yearly Progress decisions mandated by No Child Left Behind. We present a new…

  15. Motivating High School Students to Score Proficient on State Tests

    Science.gov (United States)

    Brown, Sarah Lee

    2015-01-01

    The researcher interviewed two groups of eleventh grade students, in a rural Appalachian setting, who tended to score low on the state mandated high stakes/low stakes test to discover their efforts on the test, specifically in reading, and to obtain their opinions concerning the effects of a specific incentive or consequence. Before the eleventh…

  16. How Can We Best Serve LEP Students? A Reply to Nicholas Meier and Stephen Krashen.

    Science.gov (United States)

    Baker, Keith

    1999-01-01

    Meier and Krashen, both employed in California's education system, do an injustice to students in rehashing an already settled battle. Fed up with two decades of failure, California voters replaced bilingual education with structured English immersion. Meier and Krashen offer no suggestions for coping with Proposition 227. (27 references) (MLH)

  17. The Opinions of Nursing Students Regarding the Nursing Process and Their Levels of Proficiency in Turkey

    Science.gov (United States)

    Taskın Yilmaz, Feride; Sabanciogullari, Selma; Aldemir, Kadriye

    2015-01-01

    Introduction: Nursing process, as a scientific method of nursing practice, is an important tool for putting nursing knowledge into practice which increases the quality of nursing care. The study was aimed to determine the opinions of nursing students regarding the nursing process and their levels of proficiency. Methods: A total of 44 nursing students participated in this descriptive study. Data were collected by a three-part questionnaire including the opinion of students on nursing process, Gordon’s functional health patterns model and the NANDA diagnoses. Data were analyzed by SPSS software. Results: Most of the students (65.9%) believed that the nursing process was necessary. half of the students explained the diagnosis, 58.3% explained the planning, 41.3% explained the implementation, and 43.6% explained the evaluation sufficiently. Conclusion: It is suggested for instructors to use different teaching methods in order to develop critical thinking while teaching the nursing process. PMID:26744726

  18. The Opinions of Nursing Students Regarding the Nursing Process and Their Levels of Proficiency in Turkey

    Directory of Open Access Journals (Sweden)

    Feride Taskın Yilmaz

    2015-12-01

    Full Text Available Introduction: Nursing process, as a scientific method of nursing practice, is an important tool for putting nursing knowledge into practice which increases the quality of nursing care. The study was aimed to determine the opinions of nursing students regarding the nursing process and their levels of proficiency. Methods: A total of 44 nursing students participated in this descriptive study. Data were collected by a three-part questionnaire including the opinion of students on nursing process, Gordon’s functional health patterns model and the NANDA diagnoses. Data were analyzed by SPSS software. Results: Most of the students (65.9% believed that the nursing process was necessary. half of the students explained the diagnosis, 58.3% explained the planning, 41.3% explained the implementation, and 43.6% explained the evaluation sufficiently. Conclusion: It is suggested for instructors to use different teaching methods in order to develop critical thinking while teaching the nursing process.

  19. Assessment of thinking style preferences and language proficiency for South African students whose native languages differ.

    Science.gov (United States)

    Maree, Jacobus G; de Boer, Ann-Louise

    2003-10-01

    The language proficiency of first-year students at the University of Pretoria (56 men and 59 women, M age=19.40 yr., SD=.80, range from 18.00 to 20.70) was assessed by means of the English Language Skills Assessment. More than one-third of the students did not show proficiency at Grade 10, as expected. This language assessment was not correlated with academic achievement equally well for students in a group. The diversity of thinking style preferences of the students enrolled in a language development course was also assessed on the Herrmann Brain Dominance Instrument. Scores indicated a range of thinking style preferences but the group's overall mean scores represented detail-oriented and feeling-based modes of thinking processes. These preferences were correlated with academic achievement and learning of languages. The data are consistent with the hypothesis that thinking styles could be a focus of educational strategies in South Africa, using the perspective that qualitatively different approaches to teaching might be associated with students' qualitatively different approaches to learning.

  20. Data Mining Techniques for Identifying Students at Risk of Failing a Computer Proficiency Test Required for Graduation

    Science.gov (United States)

    Tsai, Chih-Fong; Tsai, Ching-Tzu; Hung, Chia-Sheng; Hwang, Po-Sen

    2011-01-01

    Enabling undergraduate students to develop basic computing skills is an important issue in higher education. As a result, some universities have developed computer proficiency tests, which aim to assess students' computer literacy. Generally, students are required to pass such tests in order to prove that they have a certain level of computer…

  1. The Role of Oral Communicative Tasks (OCT in Developing the Spoken Proficiency of Engineering Students

    Directory of Open Access Journals (Sweden)

    S. Shantha

    2017-04-01

    Full Text Available The mastery of speaking skills in English has become a major requisite in engineering industry. Engineers are expected to possess speaking skills for executing their routine activities and career prospects. The article focuses on the experimental study conducted to improve English spoken proficiency of Indian engineering students using task-based approach. Tasks are activities that concentrates on the learners in providing the main context and focus for learning. Therefore, a task facilitates the learners to use language rather than to learn it. This article further explores the pivotal role played by the pedagogical intervention in enabling the learners to improve their speaking skill in L2. The participants of the study chosen for control and experimental group were first year civil engineering students comprising 38 in each group respectively. The vital tool used in the study is oral communicative tasks administered to the experimental group. The oral communicative tasks enabled the students to think and generate sentences on their own orally. The‘t’ Test was computed to compare the performance of the students in control and experiment groups.The results of the statistical analysis revealed that there was a significant level of improvement in the oral proficiency of the experimental group.

  2. Does Student Proficiency on Local Reading Assessment Measures Align with State Mandated Reading Proficiency Standards? An Investigation of the Relationship between the Developmental Reading Assessment, Reading Curriculum Based Measurement, and Maze, with the New York State English Language Arts Exam

    Science.gov (United States)

    Weschler, Michael J.

    2016-01-01

    Data from three reading assessment tools--the Developmental Reading Assessment (DRA), Reading Curriculum Based Measurement (R-CBM), and Maze--were compiled from 61 fourth grade and 59 fifth grade students across Fall and Spring administrations in order to determine how proficiency on these measures was associated with proficiency on the New York…

  3. The Relationship Between English Language Proficiency And Academic Performance of University Students – Should Academic Institutions Really be Concerned?

    Directory of Open Access Journals (Sweden)

    Pauline Ghenghesh

    2015-03-01

    Full Text Available This paper aims to investigate if there is a relationship between English language proficiency and the overall academic performance of Preparatory Year students in three faculties: Engineering, Business (including Business Administration, Economics and Political Science and Informatics and Computer Science. Data was obtained from the Student Record System of 566 students and three sets of statistical analysis were performed. The results indicated that there is a significant but moderate positive relation between the students’ proficiency in English and their overall academic success. Specifically, the higher the English proficiency of students on entry to the university, the better they performed in their degree area courses as well as in their English levels.

  4. Does proficiency creativity solve legal dilemmas? Experimental study of medical students' ideas about death-causes.

    Science.gov (United States)

    Lynöe, Niels; Juth, Niklas

    2013-11-01

    The aim of the present study was to compare and examine how medical students on term one and nine understand and adopt ideas and reasoning when estimating death-causes. Our hypothesis was that compared to students in the beginning of their medical curriculum, term nine students would be more inclined to adopt ideas about causality that allows physicians to alleviate an imminently dying patient, without being suspected for manslaughter--a practice referred to as proficiency creativity. We used a questionnaire containing two similar cases describing an imminently dying patient who receive a drug in order to treat seizures. The treatment has the foreseen effect of shortening the patient's life. In one version of the vignette the patient dies immediately and in the other one the patient dies 5 h after having received the drug. We asked medical students in their first term (n = 149) and ninth term (n = 106) to fill in the two randomly distributed questionnaires. We used a χ2 test to examine our hypothesis and choose as significance level 0.05. A majority of term-one students (53%) stated that the patient died because of the provided drugs when dying immediately after and 32% stated it when the patient died 5 h after providing the drug. The difference was significant (p = 0.007). A minority of term-nine students (20 vs. 16%) stated the patient died because of the provided drug. The difference was not significant. The study indicates that term-nine students have espoused the idea that death-causes in such cases should always be classified as the underlying disease--even though another straightforward explanation could be the drug provided. To clinicians this might be a proficiency-creative strategy for managing a difficult legal dilemma. As hypothetical explanation we suggest that experienced clinicians might have transformed a normative issue of shortening life into an empirical issue about death-causes and tacitly transferred this strategy to term-nine students. If our

  5. Review of LEP results

    CERN Document Server

    Parodi, F

    2001-01-01

    I present a review of the results obtained during 10 years of activity in b-physics at LEP. Special emphasis is put on measurements that attained precisions not even envisaged at the beginning of the LEP programme (V/sub ub/ and Delta m/sub s/). Finally the impact of these measurements on the CKM parameters determination is presented. (16 refs).

  6. Histoire du LEP

    CERN Multimedia

    CERN Press Office. Geneva

    2000-01-01

    The LEP story begins in the late 1970s when CERN Member State physicists got together to discuss the long term future of high energy physics in Europe. A new picture of fundamental interactions, unifying the electromagnetic and weak forces, was emerging, and LEP would be the machine to study it.

  7. CAD for LEP

    CERN Multimedia

    1983-01-01

    A work station of the Computer-Aided Design system which was installed in 1982 to aid in the mechanics design for LEP. Visible on the screen is a design made for a pick-up for LEP. See Annual Report 1982 p. 79, Fig. 2.

  8. submitter Searches at LEP

    CERN Document Server

    Kawagoe, Kiyotomo

    2001-01-01

    Searches for new particles and new physics were extensively performed at LEP. Although no evidence for new particle/physics was discovered, the null results set very stringent limits to theories beyond the standard model. In this paper, searches at LEP and anomalies observed in the searches are presented. Future prospect of searches at the new energy frontier machines is also discussed.

  9. LEP superconducting cavity

    CERN Multimedia

    1995-01-01

    Engineers work in a clean room on one of the superconducting cavities for the upgrade to the LEP accelerator, known as LEP-2. The use of superconductors allow higher electric fields to be produced so that higher beam energies can be reached.

  10. The Role of Attachment, Travel Experiences and English Proficiency in International Students' Acculturative Stress and Depressive Symptoms

    Science.gov (United States)

    Smiljanic, Iskra

    2017-01-01

    This study examined the relationship between attachment, travel experiences, and English proficiency and international students' acculturative stress and depressive symptoms. A total of 91 graduate international students completed online surveys. Pearson correlations showed that both attachment anxiety and avoidance were positively correlated with…

  11. Self-Regulated Strategy Instruction for Developing Speaking Proficiency and Reducing Speaking Anxiety of Egyptian University Students

    Science.gov (United States)

    El-Sakka, Samah Mohammed Fahim

    2016-01-01

    The aim of this study was to investigate the effect of teaching some self-regulated strategies to Egyptian university students on improving their speaking proficiency and reducing their speaking anxiety. The design of the study was a one group pre-posttest quasi experimental design. Forty 3rd- year EFL university students were selected to form the…

  12. Program Evaluation of the English Language Proficiency Program for Foreign Students a Case Study: University of the East, Manila Campus

    Science.gov (United States)

    Salimi, Esmaeel Ali; Farsi, Mitra

    2016-01-01

    This study on evaluating an English program of studies for foreign students seeking admission to the UE Graduate School attempts to examine the prevailing conditions of foreign students in the UE Graduate School with respect to their competence and competitiveness in English proficiency. It looks into the existing English programs of studies in…

  13. Competitive Team-Based Learning versus Group Investigation with Reference to the Language Proficiency of Iranian EFL Intermediate Students

    Science.gov (United States)

    Hosseini, Seyed Mohammad Hassan

    2014-01-01

    This paper is a report on an experimental study which intended to look into the possible effects of Competitive Team-Based Learning (CTBL) vis-à-vis Group Investigation (GI) method of Cooperative Learning (CL) on the language proficiency of Iranian EFL intermediate students. Seventy homogeneous Iranian intermediate students were selected out of a…

  14. Tay Physics at LEP

    Science.gov (United States)

    Sobie, Randall J.

    2003-02-01

    Although it has been a number of years since the end of LEP-I, there have recently been a number of new results involving high precision measurements of the properties of the tau lepton. In particular we will discuss the results that are unique to LEP such as the tau polarization. In addition, we will discuss the recent measurements of the topological branching ratios and the leptonic decay modes where LEP has an advantage over the B-Factories due to the reduced background from hadronic events.

  15. Multijets at LEP

    CERN Document Server

    Lutz, P

    1996-01-01

    At LEP 2, multi-jet events will become an important subject, both for standard physics (measurements of the W boson mass and the three-boson couplings) and in direct searches for new particles within or beyond the Standard Model. This presentation gives a comprehensive report of what has been learnt in this field at LEP 1 and LEP 1.5, emphasizing the measurements of the colour factors in QCD and the difficulties encountered when searching Higgs bosons in multi-jet events.

  16. submitter LEP Higgs

    CERN Document Server

    Mori, T

    2001-01-01

    As the LEP experiments verified the gauge interactions more and more rigorously, searches for the Higgs boson, which forms the very basis of the gauge theories, were taking on more and more importance in LEP physics. How this last missing particle in the Standard Model may be discovered (or totally excluded) will be the key to new physics beyond the Standard Model. Here I briefly describe how the LEP experiments together have closed in on this God particle during their 11 year running.

  17. Initial Spanish Proficiency and English Language Development among Spanish-Speaking English Learner Students in New Mexico. REL 2018-286

    Science.gov (United States)

    Arellano, Brenda; Liu, Feng; Stoker, Ginger; Slama, Rachel

    2018-01-01

    To what extent do Spanish-speaking English learner students develop English proficiency and grade-level readiness in English language arts and math from early elementary school to upper elementary school? Is there a relationship between proficiency in a student's primary home language, Spanish, and the amount of time needed to attain fluency in…

  18. Modeling the language learning strategies and English language proficiency of pre-university students in UMS: A case study

    Science.gov (United States)

    Kiram, J. J.; Sulaiman, J.; Swanto, S.; Din, W. A.

    2015-10-01

    This study aims to construct a mathematical model of the relationship between a student's Language Learning Strategy usage and English Language proficiency. Fifty-six pre-university students of University Malaysia Sabah participated in this study. A self-report questionnaire called the Strategy Inventory for Language Learning was administered to them to measure their language learning strategy preferences before they sat for the Malaysian University English Test (MUET), the results of which were utilised to measure their English language proficiency. We attempted the model assessment specific to Multiple Linear Regression Analysis subject to variable selection using Stepwise regression. We conducted various assessments to the model obtained, including the Global F-test, Root Mean Square Error and R-squared. The model obtained suggests that not all language learning strategies should be included in the model in an attempt to predict Language Proficiency.

  19. The relationship between self-efficacy and reading proficiency of first-year students: An exploratory study

    Directory of Open Access Journals (Sweden)

    Naomi A.N.Y. Boakye

    2015-04-01

    Full Text Available Self-efficacy, which is the belief about one’s ability to perform a task successfully, has been widely acknowledged as important in learning. This affective factor, though not explicitly evident, has been said to play an important role in academic performance. However, its role in reading development has not been widely investigated. To determine the relationship between self-efficacy and reading proficiency, a study was conducted with first-year students in a South African tertiary institution. Students’ self-efficacy levels were elicited through a questionnaire and their reading proficiency was obtained through the Test of Academic Literacy levels (TALL, which essentially assesses reading proficiency. An analysis of variance showed a robust relationship between reading self-efficacy and reading proficiency for this cohort of students. Regression analysis conducted with other affective factors showed self-efficacy as the best predictor of students’ reading proficiency. Results are discussed as they relate to previous research and recommendations are made to include the development of self-efficacy in reading instruction.

  20. English Proficiency and Peer Interethnic Relations as Predictors of Math Achievement among Latino and Asian Immigrant Students

    Science.gov (United States)

    Barrett, Alice N.; Barile, John P.; Malm, Esther K.; Weaver, Scott R.

    2013-01-01

    Studies show math achievement to be the best predictor of entering post-secondary education. However, less is known about the predictors of math achievement, particularly among immigrant youth. This study examined English proficiency and peer interethnic relations as predictors of mathematics achievement among Latino and Asian high school students, postulating an interaction between the predictors and mediation by academic motivation. A multilevel moderated-mediation model was used to analyze data from a national sample of 2,113 non-native English speaking Latino and Asian students attending high school in the U.S. We found that higher academic motivation mediated the relationship between English proficiency during their sophomore year and gains in senior math achievement scores for both Asian and Latino students. For Latino students however, this indirect path was only significant for students whose perceptions of positive peer interethnic relations at school were average or above average. PMID:22959129

  1. The Effectiveness of Internet-Based Peer Feedback Training on Chinese EFL College Students' Writing Proficiency

    Science.gov (United States)

    Jiang, Jiahong; Yu, Yibing

    2014-01-01

    English writing, an indispensable skill in English learning, plays an important role in improving learners' language proficiency. With the wide spread and use of wired or wireless internet, EFL students can easily help and be helped with English writing. Therefore, the application of internet-based peer feedback training on writing to foreign or…

  2. Assessing Senior Secondary School Students' Mathematical Proficiency as Related to Gender and Performance in Mathematics in Nigeria

    Science.gov (United States)

    Awofala, Adeneye O. A.

    2017-01-01

    The study investigated mathematical proficiency as related to gender and performance in mathematics among 400 Nigerian senior secondary school students from 10 elitist senior secondary schools in Lagos State using the quantitative research method within the blueprint of descriptive survey design. Data collected were analysed using the descriptive…

  3. English Language Proficiency and Progress: Students Receiving English for Speakers of Other Languages Services from 2012 to 2014

    Science.gov (United States)

    Zhao, Huafang; Maina, Nyambura

    2015-01-01

    This is one of several studies conducted by the Office of Shared Accountability that evaluated students identified as eligible for English for Speakers of Other Languages (ESOL) services in Montgomery County (Maryland) Public Schools (MCPS). This study has two major purposes: (1) to examine English proficiency levels and progress in English…

  4. The Relationship between English Language Proficiency, Academic Achievement and Self-Esteem of Non-Native-English-Speaking Students

    Science.gov (United States)

    Dev, Smitha; Qiqieh, Sura

    2016-01-01

    The present study aims to find out the relationship between English Language proficiency, self-esteem, and academic achievement of the students in Abu Dhabi University (ADU). The variables were analyzed using "t" test, chi-squire and Pearson's product moment correlation. In addition, Self-rating scale, Self-esteem inventory and Language…

  5. Investigating Problems of English Literature Teaching to EFL High School Students in Turkey with Focus on Language Proficiency

    Science.gov (United States)

    Isikli, Ceren; Tarakçioglu, Asli Ö.

    2017-01-01

    Introduction of English literature as a separate school subject into Turkish high school curriculum has revealed a huge number of problems during its practical applications: students' low levels of proficiency in English, teacher incompetence, low motivation, lack of confidence, limited resources, lack of materials etc. Given the great extent and…

  6. Gender Differences in University EFL Students' Language Proficiency Corresponding to Self-Rated Attention, Hyperactivity and Impulsivity

    Science.gov (United States)

    Liang, Hsin-Yi; Kelsen, Brent A.

    2017-01-01

    Introduction: This study examines university students' self-reported inattention, hyperactivity and impulsivity, and their relation to performance on a high-stakes English proficiency test while taking gender into consideration. Method: Inattention, hyperactivity and impulsivity attributes were assessed using the Adult Attention…

  7. An Exploration of the Relationship between Vietnamese Students' Knowledge of L1 Grammar and Their English Grammar Proficiency

    Science.gov (United States)

    Tran, Tammie M.

    2010-01-01

    The problem. This research study explores an important issue in the field of TESOL (Teaching English to Speakers of Other Languages) and second language acquisition (SLA). Its purpose is to examine the relationship between Vietnamese students' L1 grammar knowledge and their English grammar proficiency. Furthermore, it investigates the extent to…

  8. Language transfer: First (Ll and second (L2 proficiency of bilingual adolescent students

    Directory of Open Access Journals (Sweden)

    Alejandro Brice

    2013-02-01

    Full Text Available This study was conducted in three middle schools located at a large urban school district in southeast Florida of the United States. The schools selected have programmes which are designed to draw students who require special instruction in English as a second language (ESL. A total of 89 ESL students in middle grades 6, 7, and 8 were tested with the Spanish and English versions of the Language Assessment Battery (LAB test, Level Ill (6-8 to measure differences in the level of first and second language achievement. Thirty-three students had been receiving ESL instruction for one year, 25 students had been in the programme for two years, and the remaining 31 students had been ESL students for three or more years. Quantitative results indicated that the higher grade level students performed better than the lower grade ~tudents. Test results did not demonstrate a strong relationship between achievement in L1 and L2. The only skill which seemed to transfer readily was reading. Qualitative results revealed a ~light trend toward increased English proficiency. Test results also indicated that Spanish language maintenance is occurring among subjects in this sample.Hierdie studie is in drie middelskole in 'n stedelike gebied in suidoos Florida, VSA, onderneem. Die skole hied programme aan vir studente wat spesiale instruksie in Engels Tweedetaal(ET2 benodig. Nege-en-tagtig ET2 studente in Graad 6, 7 en 8 is getoets met die gebruik van die 'Spaanse en Engelse weergawes van die "Language Assessment Battery"(LAB toets vir die vlakke om verskille in die vlak van eerste- en tweedetaa/prestasie te meet. Drie-en-dertig van die ~tudente het onderrig in ET2 vir een jaar ontvang, 25 het dit vir twee jaar ontvang en die orige 31 studente het ET2-onderrig vir drie ofmeer jaar ontvang. Kwantitatiewe data dui aan dat die "zoer vlak studente beter as die op laer vlak gevaar het. Die toetsuitslae het nie 'n sterk verhouding tussen T1 en T2 prestasie getoon nie. Die

  9. Evaluation of motor proficiency and adiponectin in adolescent students with attention deficit hyperactivity disorder after high-intensity intermittent training.

    Science.gov (United States)

    Torabi, Farnaz; Farahani, Abolfazl; Safakish, Sepide; Ramezankhani, Azam; Dehghan, Firouzeh

    2018-03-01

    Attention deficit hyperactivity disorder (ADHD) is a chronic condition with frequent comorbidities such as obesity, troubled relationships, low self-esteem, and difficulty in motor proficiency. This study aims to elucidate the effect of high-intensity intermittent training on motor proficiency, adiponectin, and insulin resistance in adolescent students with ADHD disorder. Fifty adolescent students of both genders with ADHD diagnosis participated and assigned into four experimental groups (each group with 15 girls and 10 boys students; two experimental and two control groups). High-intensity intermittent training was performed continuously 3 times a week for 6 weeks in experimental groups. Serum adiponectin level significantly increased in the experimental groups of both genders after 6 weeks intermittent training while insulin resistance levels were markedly decreased. Furthermore, motor proficiency score were significantly improved in the experimental groups of both genders. In addition gender had no significant impact on adiponectin, insulin resistance and motor proficiency rating. The findings of this study suggest that high intensity intermittent training improved physiological systems in ADHD population that leads to reduce risk factors for future development of comorbidities. Copyright © 2017 Elsevier B.V. All rights reserved.

  10. The Correlation between Temperament, Technology Preference and Proficiency in Middle School Students

    Directory of Open Access Journals (Sweden)

    Sabrina J Sterling

    2015-12-01

    Full Text Available This study examined the relationship between middle school students’ personality type and their academic performance in the technology courses in which they participated. It also explored the differences in technology use by personality. Most participants identified games as a favorite pastime. However, there were some noted temperamental differences. Students with the analytical personality reported the most varied use of computers, and rated their technology skills significantly higher on the self-perception scales and performed at a higher proficiency level than their peers. The study also investigated the effectiveness of the two computer courses offered at the schools in the study. Students who completed the Computer Literacy course during the school year performed significantly higher than those who took the Explorations Technology course, both courses, or no technology course at all. However, those with the analytical temperament performed better in the Explorations Technology course. Results suggest personality can predict technology use in students. Findings are consistent with similar research in the computing industry.

  11. The Evaluation of the Effectiveness of ESP Courses in Enhancing Technical Translation Proficiency: A Case Study of ESP Course for Mechanical Engineering Students

    Science.gov (United States)

    Hatam, Amir Hussein; Shafiei, Shilan

    2012-01-01

    The purpose of the present study was twofold. Firstly, it tried to investigate the relationship between the technical English proficiency of the students of Mechanical Engineering in the universities of Iran and their technical translation proficiency in translating technical texts of Mechanics. Secondly, it attempted to evaluate the effectiveness…

  12. Competitive Team-Based Learning versus Group Investigation with Reference to the Language Proficiency of Iranian EFL Intermediate Students

    Directory of Open Access Journals (Sweden)

    Seyed Mohammad Hassan Hosseini

    2014-01-01

    Full Text Available This paper is a report on an experimental study which intended to look into the possible effects of Competitive Team-Based Learning (CTBL vis-à-vis Group Investigation (GI method of Cooperative Learning (CL on the language proficiency of Iranian EFL intermediate students. Seventy homogeneous Iranian intermediate students were selected out of a total population of 110 to serve the present study. The results of the study indicated the advantage of CTBL over GI in terms of its effect on improving the target group’s language proficiency. The results of the study were in contrast to the reports of researchers like Ab-Raza (2007, an Israeli language specialist, who have argued that students in Islamic countries “do not value diversity of ideas, beliefs, and perspectives” (p. 5 and so cannot be taught through modern methods like those of CL.

  13. Drilling a borehole for LEP

    CERN Multimedia

    1981-01-01

    Boreholes were drilled along the earlier proposed line of the LEP tunnel under the Jura to find out the conditions likely to be encountered during the construction of the LEP tunnel (Annual Report 1981 p. 106, Fig. 10).

  14. A Study of the Relationship between Type of Dictionary Used and Lexical Proficiency in Writings of Iranian EFL Students

    Directory of Open Access Journals (Sweden)

    Fereidoon Vahdany

    2014-12-01

    Full Text Available This study aimed at investigating the relationship between types of dictionaries used and lexical proficiency in writing. Eighty TOEFL students took part in responding to two Questionnaires collecting information about their dictionary type preferences and habits of dictionary use, along with an interview for further in-depth responses. They were also asked to write a composition to be evaluated on their lexical proficiency. According to the results, the most frequently used dictionary type was Bilingual (E-P Desk Dictionary (BDD and the least favored dictionaries were Bilingual (P-E Desk Dictionary (BDD2 and Bilingual (P-E Mobile Dictionary (BMD. Referring to dictionaries in search of meaning during reading-writing, and after speaking-listening were the most common habits of students. Additionally, a significant relationship between the type of dictionary and lexical proficiency in participant’s writing was found. There was also a correlation between skill in dictionary use and lexical proficiency in writing. These finding entail some pedagogical benefits to enhance learners’ lexical competence by modifying the type of learners’ preferred dictionary and their habits in dictionary use.

  15. submitter LEP W measurements

    CERN Document Server

    Saeki, Takayuki

    2001-01-01

    of pair-production of W bosons, and LEP2 experiments started. ALEPH, DELPHI, L3, and OPAL experiments observed the pair-production of W bosons for the first time in $e^{+}e^{-}$ collisions. Since then, the four experiments had been collecting data successfully at the energies of 161 - 209 GeV, and the data acquisition of LEP experiments was finished on 2nd November 2001. The total integrated luminosities amounted to about 710 pb$^{-1}$ per each experiment and about 46 k W-pair events were produced in total. In this article, the results on W physics in LEP2 are presented, which cover the total cross section of the W boson pair-production, the W decay branching fractions, the triple gauge-boson couplings and the mass of the W boson. All the results are consistent with the Standard Model expectations within the measurement errors.

  16. Home and Community Language Proficiency in Spanish-English Early Bilingual University Students.

    Science.gov (United States)

    Schmidtke, Jens

    2017-10-17

    This study assessed home and community language proficiency in Spanish-English bilingual university students to investigate whether the vocabulary gap reported in studies of bilingual children persists into adulthood. Sixty-five early bilinguals (mean age = 21 years) were assessed in English and Spanish vocabulary and verbal reasoning ability using subtests of the Woodcock-Muñoz Language Survey-Revised (Schrank & Woodcock, 2009). Their English scores were compared to 74 monolinguals matched in age and level of education. Participants also completed a background questionnaire. Bilinguals scored below the monolingual control group on both subtests, and the difference was larger for vocabulary compared to verbal reasoning. However, bilinguals were close to the population mean for verbal reasoning. Spanish scores were on average lower than English scores, but participants differed widely in their degree of balance. Participants with an earlier age of acquisition of English and more current exposure to English tended to be more dominant in English. Vocabulary tests in the home or community language may underestimate bilingual university students' true verbal ability and should be interpreted with caution in high-stakes situations. Verbal reasoning ability may be more indicative of a bilingual's verbal ability.

  17. ELL High School Students' Metacognitive Awareness of Reading Strategy Use and Reading Proficiency

    Science.gov (United States)

    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…

  18. LEP Dismantling: Wagons Roll!

    CERN Multimedia

    2001-01-01

    The first trucks transporting material from LEP and its four experiments left CERN on 31 January. Since the LEP dismantling operation began, the material had been waiting to be removed from the sites of the four experiments and the special transit area on the Prévessin site. On the evening of 30 January, the French customs authorities gave the green light for the transport operation to begin. So first thing the next day, the two companies in charge of recycling the material, Jaeger & Bosshard (Switzerland) and Excoffier (France), set to work. Only 1500 truckloads to go before everything has been removed!

  19. Bilingual Education and English Proficiency

    Science.gov (United States)

    Jepsen, Christopher

    2010-01-01

    In 2001, California instituted a statewide test measuring English proficiency for English learners, students who are not proficient in English. In 2003 and 2004, nearly 500,000 English learners in grades 1-5 took this test each year. The relationship between bilingual education receipt and English proficiency is estimated using value-added…

  20. La fermeture du LEP retardee

    CERN Multimedia

    CERN Press Office. Geneva

    2000-01-01

    On 14 September 2000 CERN 's Director General Prof. Luciano Maiani, after a recommendation from the LEP Experiments Committee and the CERN Research Board, decided to extend the experimental run of the LEP accelerator until the 2nd November 2000. It was originally planned to conclude LEP's eleven year period of physics research at the end of September, and to begin the complex operations for the installation of CERN's new accelerator the Large Hadron Collider (LHC). However, exciting new results from the LEP experiments justify this change. The construction schedule for LHC will not be affected by this prolongation of LEP running.

  1. LEP dismantling starts

    CERN Multimedia

    2000-01-01

    Since the end of November, various teams have been getting stuck into dismantling the LEP accelerator and its four experiments. After making the installations safe, the dismantling and removal of 40,000 tonnes of equipment is underway. Down in the tunnel, it is a solemn moment. It is 10 o'clock on 13 December and Daniel Regin, one of those heading the dismantling work, moves in on a magnet, armed with a hydraulic machine. Surrounded by teams gathered there for a course in dismantling, he makes the first cut into LEP. The great deconstruction has begun. In little over than a year, the accelerator will have been cleared away to make room for its successor, the LHC. The start of the operation goes back to 27 November. Because before setting about the machine with hydraulic shears and monkey wrenches, LEP had first to be made safe - it was important to make sure the machine could be taken apart without risk. All the SPS beam injection systems to LEP were cut off. The fluids used for cooling the magnets and superc...

  2. Superconducting cavities for LEP

    CERN Multimedia

    CERN PhotoLab

    1983-01-01

    Above: a 350 MHz superconducting accelerating cavity in niobium of the type envisaged for accelerating electrons and positrons in later phases of LEP. Below: a small 1 GHz cavity used for investigating the surface problems of superconducting niobium. Albert Insomby stays on the right. See Annual Report 1983 p. 51.

  3. LEP Vacuum Chamber

    CERN Multimedia

    1983-01-01

    This is a cut-out of a LEP vacuum chamber for dipole magnets showing the beam channel and the pumping channel with the getter (NEG) strip and its insulating supports. A water pipe connected to the cooling channel can also be seen at the back.The lead radiation shield lining is also shown. See also 8305563X.

  4. LEP vacuum chamber, prototype

    CERN Multimedia

    CERN PhotoLab

    1983-01-01

    Final prototype for the LEP vacuum chamber, see 8305170 for more details. Here we see the strips of the NEG pump, providing "distributed pumping". The strips are made from a Zr-Ti-Fe alloy. By passing an electrical current, they were heated to 700 deg C.

  5. On the Relation of Locus of Control, Social and Cultural Capital and Oral Proficiency Achievement of EFL Students:

    Directory of Open Access Journals (Sweden)

    Hamid Ashraf

    2014-03-01

    Full Text Available Two areas of difficulty that almost all students might face while learning a second language are speaking and listening skills.  Individuals’ perceptions about the underlying main causes of their lives’ events which is called Locus of Control (LOC, has a great role in their activities as well as the interactions between individuals and socio-cultural environments. This study aims at investigating the relationship between social cultural capital, LOC and oral proficiency (listening and speaking of Iranian EFL learners.  It also aims at examining the relationship between social cultural capital and LOC (internal and external. To meet this end, Social Cultural Capital Questionnaire (Pishghadam, Noghani & Zabihi, 2011 and the Persian version of  LOC questionnaire (Ghonsooly & Elahi, 2010 were administered to a sample of 100 upper intermediate EFL students from some language institutes in Mashhad, Iran. Both male (N=46 and female (N=54 students filled in two questionnaires. The participants’ Grand Point Averages (GPA of their FL Listening and Speaking exams also served as an index of their oral proficiency achievement. The results of the statistical analyses revealed a positive correlation between social cultural capital, LOC, and students’ oral proficiency. The findings also demonstrated a significant relationship between social cultural capital and LOC.

  6. Using Complementary Learning Clusters in Studying Literature to Enhance Students' Medical Humanities Literacy, Critical Thinking, and English Proficiency.

    Science.gov (United States)

    Liao, Hung-Chang; Wang, Ya-Huei

    2016-04-01

    This study examined whether students studying literature in complementary learning clusters would show more improvement in medical humanities literacy, critical thinking skills, and English proficiency compared to those in conventional learning clusters. Ninety-three students participated in the study (M age = 18.2 years, SD = 0.4; 36 men, 57 women). A quasi-experimental design was used over 16 weeks, with the control group (n = 47) working in conventional learning clusters and the experimental group (n = 46) working in complementary learning clusters. Complementary learning clusters were those in which individuals had complementary strengths enabling them to learn from and offer assistance to other cluster members, hypothetically facilitating the learning process. Measures included the Medical Humanities Literacy Scale, Critical Thinking Disposition Assessment, English proficiency tests, and Analytic Critical Thinking Scoring Rubric. The results showed that complementary learning clusters have the potential to improve students' medical humanities literacy, critical thinking skills, and English proficiency. © The Author(s) 2016.

  7. The Role of Proficiency and Social Context on the Grade-6 Students' Acquisition of French as a Second Official Language in Canada

    Science.gov (United States)

    Mady, Callie

    2014-01-01

    In this paper, I report on the findings of a study that compared the French as a second official language (FSOL) proficiency of three groups of Grade-6 students in English-dominant Canada: Canadian-born monolingual English-speaking students, Canadian-born bilingual students and immigrant bilingual students (IMBs). The goal of the study was to…

  8. The relationship between constructivist supervisory practices, school climate, and student proficiency in reading, mathematics, and science: Evidence from NELS:88

    Science.gov (United States)

    Molnar, John Alexander

    In an effort to improve instruction and student learning, school reform efforts have become prevalent. School reformers have examined many aspects of the school experience, including learning theories such as behaviorism and constructivism, the changing roles of teachers and supervisors, and even the concept of the school itself. The theoretical framework for this study centered around constructivist learning theory. The study itself focused on the application of constructivist learning theory to the supervisory process. The study examined five areas of interest: (a) teachers' perceptions of constructivist supervisory behavior; (b) teachers' perceptions of efficacy and control in the classroom; (c) teachers' perceptions of school climate; (d) teachers' perceptions of job satisfaction, and (e) the influences of each of the aforementioned on student proficiency in mathematics, reading, and science. Data for the study was drawn from the first follow-up survey of the National Educational Longitudinal Study of 1988 (NELS: 88). NELS: 88 investigated a wide variety of factors that influence the educational process. The first follow-up focuses on environmental factors that affect teachers and students. Variables were selected from the NELS:88 data set that represented the areas to be examined. Factor analysis and correlational analysis were applied to ensure that the variables were measuring distinct constructs and to determine ways they could be grouped for analysis. Multiple linear regression analysis was applied to determine relationships among the individual and composite variables, controlling for student and teacher demographic factors. The results of the study suggest that varying relationships do exist between constructivist supervisory practices and the constructs measuring school climate and job satisfaction. The results also suggest that varying relationships exist between each of these factors and student proficiency in mathematics, reading, and science

  9. Registered Nurse and Nursing Assistant Perceptions of Limited English-Proficient Patient-Clinician Communication.

    Science.gov (United States)

    Shuman, Clayton; Montie, Mary; Galinato, Jose; Patak, Lance; Titler, Marita

    2017-12-01

    In this article, the authors discuss implications for nurse administrators from a recent qualitative study regarding nursing personnel perceptions of limited English proficient (LEP) patient-clinician communication. Few studies have examined nursing personnel's use and perceptions of communication resources when caring for LEP patients.

  10. Precision Experiments at LEP

    CERN Document Server

    de Boer, Wim

    2015-01-01

    The Large Electron Positron Collider (LEP) established the Standard Model (SM) of particle physics with unprecedented precision, including all its radiative corrections. These led to predictions for the masses of the top quark and Higgs boson, which were beautifully confirmed later on. After these precision measurements the Nobel Prize in Physics was awarded in 1999 jointly to 't Hooft and Veltman "for elucidating the quantum structure of electroweak interactions in physics". Another hallmark of the LEP results were the precise measurements of the gauge coupling constants, which excluded unification of the forces within the SM, but allowed unification within the supersymmetric extension of the SM. This increased the interest in Supersymmetry (SUSY) and Grand Unified Theories, especially since the SM has no candidate for the elusive dark matter, while Supersymmetry provides an excellent candidate for dark matter. In addition, Supersymmetry removes the quadratic divergencies of the SM and {\\it predicts} the Hig...

  11. W Physics at LEP

    CERN Document Server

    Azzurri, P.

    2004-01-01

    In five years of operation (1996-2000) the four LEP2 experiments collected roughly 3 fb-1 of data from e+e- collisions at centre-of-mass energies between 161 and 207 GeV, yielding a total of about 40000 W-pair events. The analysis of the LEP2 W-pair production rates and kinematics has allowed fundamental new measurements of the electroweak model to be performed, most notably: (i) the first determination of gauge boson self couplings, (ii) direct measurements of W decay couplings to all fermions, and (iii) a direct measurement of the W mass with a 40 MeV precision, comparable to hadron collider and indirect determinations.

  12. accelerating cavity from LEP

    CERN Multimedia

    This is an accelerating cavity from LEP, with a layer of niobium on the inside. Operating at 4.2 degrees above absolute zero, the niobium is superconducting and carries an accelerating field of 6 million volts per metre with negligible losses. Each cavity has a surface of 6 m2. The niobium layer is only 1.2 microns thick, ten times thinner than a hair. Such a large area had never been coated to such a high accuracy. A speck of dust could ruin the performance of the whole cavity so the work had to be done in an extremely clean environment. These challenging requirements pushed European industry to new achievements. 256 of these cavities are now used in LEP to double the energy of the particle beams.

  13. Data Preservation at LEP

    CERN Document Server

    Holzner, André G; Igo-Kemenes, Peter; Maggi, Marcello; Malgeri, Luca; Mele, Salvatore; Pape, Luc; Plane, David; Schröder, Matthias; Schwickerath, Ulrich; Tenchini, Roberto; Timmermans, Jan

    2009-01-01

    The four LEP experiments ALEPH, DELPHI, L3 and OPAL successfully recorded e+e- collision data during the years 1989 to 2000. As part of the ordinary evolution in High Energy Physics, these experiments can not be repeated and their data is therefore unique. This article briefly reviews the data preservation efforts undertaken by the four experiments beyond the end of data taking. The current status of the preserved data and associated tools is summarised.

  14. The LEP impedance model

    Energy Technology Data Exchange (ETDEWEB)

    Zotter, B. [European Organization for Nuclear Research, Geneva (Switzerland)

    1996-08-01

    This report describes a number of measurements and computations of the impedance of the Large Electron Positron collider LEP at CERN. The work has been performed over several years, together with D. Brandt, K. Cornelis, A. Hofmann, G. Sabbi and many others. The agreement between measurements of single bunch instabilities on the machine and computer simulations is in general excellent and gives confidence in the impedance model used. (author)

  15. UX-15 Reaches LEP

    CERN Multimedia

    2001-01-01

    The creation of the world's largest sandstone cavern, not a small feat! At the bottom, cave-in preventing steel mesh can be seen clinging to the top of the tunnel. The digging of UX-15, the cavern that will house ATLAS, reached the upper ceiling of LEP on October 10th. The breakthrough which took place nearly 100 metres underground occurred precisely on schedule and exactly as planned. But much caution was taken beforehand to make the LEP breakthrough clean and safe. To prevent the possibility of cave-ins in the side tunnels that will eventually be attached to the completed UX-15 cavern, reinforcing steel mesh was fixed into the walls with bolts. Obviously no people were allowed in the LEP tunnels below UX-15 as the breakthrough occurred. The area was completely evacuated and fences were put into place to keep all personnel out. However, while personnel were being kept out of the tunnels below, this has been anything but the case for the work taking place up above. With the creation of the world's largest...

  16. The LEP Energy Spectrometer

    CERN Document Server

    Prochnow, J

    2000-01-01

    The energy of the circulating particles in the LEP storage ring is predicted by a model based on nuclear magnetic resonance (NMR) probes measuring the bending magnetic field. This model is calibrated by the method of resonant depolarisation. Since the latter technique is limited in energy range an independent method to confirm the NMR based model is applied. The spectrometer has been installed to determine the beam energy with a relative accuracy of 1 ×10 -4 . It consists of a precisely calibrated bending magnet flanked by six beam position monitors. The beam energy is determined by measuring the deflection angle of the particles and the integrated bending field. In the 1999 LEP operation period the spectrometer was commissioned and the first energy measure-ments in the regime of 90 GeV were performed. A relative scatter of 1 .5 ×10 -4 was observed with no systematic deviation from the energy model. The scatter is expected to be reduced in the 2000 LEP run by minimising several systematic effects of the mea...

  17. The Effects of Paper-Based Portfolios and Weblog-Based Electronic Portfolios on Limited English Proficiency Students in Writing for Service Industry Course

    Science.gov (United States)

    Wanchid, Raveewan; Charoensuk, Valaikorn

    2015-01-01

    The purposes of this study were to investigate the effects of the use of paper-based and weblog-based electronic portfolios on the writing achievement of limited English proficiency students, to survey the students' attitudes towards the use of the portfolio assessment, and to compare the viewpoints of the students in the control and experimental…

  18. How Do Algebra I Course Repetition Rates Vary among English Learner Students by Length of Time to Reclassification as English Proficient? REL 2017-222

    Science.gov (United States)

    Jaquet, Karina; Fong, Anthony B.

    2017-01-01

    Research has found high repetition rates for students in Algebra I, with one study finding a repetition rate of 44 percent for students in a large urban high school district. Less is known about how math performance and Algebra I course repetition rates vary among students with different levels of English proficiency. This report examines Algebra…

  19. Communication With Limited English-Proficient Families in the PICU.

    Science.gov (United States)

    Zurca, Adrian D; Fisher, Kiondra R; Flor, Remigio J; Gonzalez-Marques, Catalina D; Wang, Jichuan; Cheng, Yao I; October, Tessie W

    2017-01-01

    Health care disparities have been described for children of limited English-proficient (LEP) families compared with children of English-proficient (EP) families. Poor communication with the medical team may contribute to these worse health outcomes. Previous studies exploring communication in the PICU have excluded LEP families. We aimed to understand communication experiences and preferences in the 3 primary communication settings in the PICU. We also explored LEP families' views on interpreter use in the PICU. EP and Spanish-speaking LEP families of children admitted to the PICU of a large tertiary pediatric hospital completed surveys between 24 hours and 7 days of admission. A total of 161 of 184 families were surveyed (88% response rate); 52 were LEP and 109 EP. LEP families were less likely to understand the material discussed on rounds (odds ratio [OR] 0.32, 95% confidence interval [CI] 0.11-0.90), to report that PICU nurses spent enough time speaking with them (OR 0.15, 95% CI 0.05-0.41), and to report they could rely on their nurses for medical updates (OR 0.07, 95% CI 0.02-0.25) controlling for covariates, such as education, insurance type, presence of a chronic condition, PICU length of stay, and mortality index. LEP families reported 53% of physicians and 41% of nurses used an interpreter "often." Physician and nurse communication with LEP families is suboptimal. Communication with LEP families may be improved with regular use of interpreters and an increased awareness of the added barrier of language proficiency. Copyright © 2017 by the American Academy of Pediatrics.

  20. Telephone triage utilization among patients with limited English proficiency

    Directory of Open Access Journals (Sweden)

    Jane W. Njeru

    2017-11-01

    Full Text Available Abstract Background Communication between patients with limited English proficiency (LEP and telephone triage services has not been previously explored. The purpose of this study was to determine the utilization characteristics of a primary care triage call center by patients with LEP. Methods This was a retrospective cohort study of the utilization of a computer-aided, nurse-led telephone triage system by English proficiency status of patients empaneled to a large primary care practice network in the Midwest United States. Interpreter Services (IS need was used as a proxy for LEP. Results Call volumes between the 587 adult patients with LEP and an age-frequency matched cohort of English-Proficient (EP patients were similar. Calls from patients with LEP were longer and more often made by a surrogate. Patients with LEP received recommendations for higher acuity care more frequently (49.4% versus 39.0%; P < 0.0004, and disagreed with recommendations more frequently (30.1% versus 20.9%; P = 0.0004. These associations remained after adjustment for comorbidities. Patients with LEP were also less likely to follow recommendations (60.9% versus 69.4%; P = 0.0029, even after adjusting for confounders (adjusted odds ratio [AOR] = 0.65; 95% confidence interval [CI], 0.49, 0.85; P < 0.001. Conclusion Patients with LEP who utilized a computer-aided, nurse-led telephone triage system were more likely to receive recommendations for higher acuity care compared to EP patients. They were also less likely to agree with, or follow, recommendations given. Additional research is needed to better understand how telephone triage can better serve patients with LEP.

  1. Multiplicities and correlations at LEP

    CERN Document Server

    Sarkisyan-Grinbaum, E

    2002-01-01

    A brief review on recent charge multiplicity and correlation measurements at LEP is given. The measurements of unbiased gluon jet multiplicity are discussed. Recent results on charged particle Bose- Einstein and Fermi-Dirac correlations at LEP1. are reported. New results on two-particle correlations of neutral pions are given. Correlations of more than two particles (high-order correlations) obtained using different methods are performed. Recent Bose-Einstein correlation measurements at LEP2 are discussed. (13 refs).

  2. The Effect of Social Skills on Academic Achievement of Linguistically Diverse Elementary Students: Concurrent and Longitudinal Analysis

    OpenAIRE

    Yoon Sung, Young ji

    2009-01-01

    Due to the difference in cultures and languages, language minority students, who are mostly immigrant students, are confronted with more demands than are mainstream students (Ogden, Sorlie, & Hagen, 2007). Further, when they are limited in English proficiency (LEP), they tend to perform at lower levels in school and to be at risk of school failure. Based on the previous studies that addressed the importance of studentsâ social skills for school success, this study examined the social develo...

  3. Design and implementation of a proficiency-based, structured endoscopy course for medical students applying for a surgical specialty

    Science.gov (United States)

    De Win, Gunter; Van Bruwaene, Siska; Allen, Christopher; De Ridder, Dirk

    2013-01-01

    Background Surgical simulation is becoming increasingly important in surgical education. Despite the important work done on simulators, simulator model development, and simulator assessment methodologies, there is a need for development of integrated simulators in the curriculum. In this paper, we describe the design of our evidence-based preclinical training program for medical students applying for a surgical career at the Centre for Surgical Technologies. Methods Twenty-two students participated in this training program. During their final months as medical students, they received structured, proficiency-based endoscopy training. The total amount of mentored training was 18 hours and the training was organized into three training blocks. The first block focused on psychomotor training, the second block focused on laparoscopic stitching and suturing, and the third block on laparoscopic dissection techniques and hemostasis. Deliberate practice was allowed and students had to show proficiency before proceeding to the next training block. Students’ psychomotor abilities were tested before the course and after each training block. At the beginning of their careers as surgical registrars, their performance on a laparoscopic suturing task was compared with that of registrars from the previous year who did not have this training course. Student opinions about this course were evaluated using a visual analog scale. Results All students rated the training course as useful and their psychomotor abilities improved markedly. All students performed deliberate practice, and those who participated in this course scored significantly (P < 0.0001) better on the laparoscopic suturing task than first year registrars who did not participate in this course. Conclusion Organization of a structured preclinical training program in laparoscopy for final year medical students is feasible, attractive, and successful. PMID:23901308

  4. First Language Proficiency and Successful Foreign Language Learning: The Case of High School Students Learning French as a Foreign Language

    Science.gov (United States)

    Gnintedem, Antoine

    2014-01-01

    This study investigated whether there was a correlation between first language proficiency as measured by the Mississippi Curriculum Test (MCT II) Reading and Language Arts and foreign language proficiency as measured by the French Language Proficiency Test. Data for the independent variable, first language proficiency, was collected from the…

  5. Investigating Transfer of Academic Proficiency among Trilingual Immigrant Students: A Holistic Tri-Directional Approach

    Science.gov (United States)

    Haim, Orly

    2015-01-01

    The study addresses the degree of transfer of literacy dimensions of academic proficiency (AP), that is, reading comprehension and writing, across three languages--Russian (L1), Hebrew (L2), and English (L3)--and investigates whether a common conceptual source underlies the linguistic and cognitive operations of the trilingual learner (Grosjean,…

  6. Particle Correlations at LEP

    CERN Document Server

    Kress, Thomas

    2002-01-01

    Particle correlations are extensively studied to obtain information about the dynamics of hadron production. From 1989 to 2000 the four LEP collaborations recorded more than 16 million hadronic Z0 decays and several thousand W+W- events. In Z0 decays, two-particle correlations were analysed in detail to study Bose-Einstein and Fermi-Dirac correlations for various particle species. In fully-hadronic W+W- decays, particle correlations were used to study whether the two W bosons decay independently. A review of selected results is presented.

  7. Raising the last LEP dipole

    CERN Multimedia

    Maximilien Brice

    2002-01-01

    The last of the 3280 dipole magnets from the Large Electron-Positron (LEP) collider is seen on its journey to the surface on 12 February 2002. The LEP era, which began at CERN in 1989 and ended 2000, comes to an end.

  8. Mediation Effect of Research Skills Proficiency on the Core Self-Evaluations--Research Engagement Relationship among Master of Education Students in Uganda

    Science.gov (United States)

    Atibuni, Dennis Zami; Olema, David Kani; Ssenyonga, Joseph; Karl, Steffens; Kibanja, Grace Milly

    2017-01-01

    This study investigated the mediation effect of research skills proficiency on the relationship between core self-evaluations and research engagement among Master of Education students in Uganda. Questionnaire surveys including closed ended questions were administered to two cohorts of the students, 2011/2012 and 2012/2013, (N = 102). Results…

  9. The Effect of Voice Thread® Integration on High School Students' Anxiety and Oral Proficiency in the Foreign Language Classroom

    Science.gov (United States)

    Dunn, Melanie Gail

    2012-01-01

    The purpose of this study was to examine the effect of the asynchronous voice-conferencing technology, "Voice Thread"®, on the anxiety and oral proficiency of high school students in their third year of studying Spanish as a foreign language. In this quasi-experimental study students' foreign language anxiety levels and oral proficiency…

  10. Better Serving the Needs of Limited English Proficient (LEP) Students in the Mainstream Classroom: Examining the Impact of an Inquiry-Based Hybrid Professional Development Program

    Science.gov (United States)

    Hutchinson, Mary; Hadjioannou, Xenia

    2011-01-01

    In this study, the authors examine the impact of an English as a second language (ESL) professional development offering designed to meet this challenge: the Modular Design for English Language Learners (MODELL) instruction program. The authors were part of a team of faculty that designed and developed this hybrid professional development program…

  11. The effects of video games on the receptive vocabulary proficiency of Swedish ESL students

    OpenAIRE

    Cabraja, Andreas

    2016-01-01

    Playing video games is an activity that takes up an increasing amount of children’s and adolescent’s spare time. While some previous studies have highlighted the negative aspects of video games, little research has been carried out on the linguistic learning opportunities that video games present. This study primarily investigates if Swedish second language learners of English can increase their vocabulary proficiency in English with the use of video games. In order to answer the research que...

  12. On the Accuracy of Iranian EFL Students' Reading Self-assessment and their Level of Reading Proficiency

    Directory of Open Access Journals (Sweden)

    Moein Shokr

    2015-10-01

    Full Text Available Reviewing the literature on self-assessment as an alternative method of assessment we find advocates claiming for the accuracy of the students’ self-assessments in general with little focus on their level of proficiency. With an eye on the students’ level of reading proficiency, the present study aimed at investigating the relationship between students’ reading self-assessment (as a formative and alternative method of assessment on the one hand, and teacher assessment (as a formative type of assessment as well as students’ final examination scores (as a summative and traditional method of assessment on the other. To this end, 65 students of Islamic Azad University- Tehran South Branch were selected to participate in this study. Initially, participants received PET test as pretest for assigning them into different levels of reading proficiency. Based upon the results of the pretest, participants were assigned to elementary and intermediate levels. Throughout the whole semester self-assessment questionnaire was employed for five times. Descriptive statistics and Pearson correlation were the data analysis techniques performed. The results of the study revealed a significant relationship between the intermediate learners’ self-ratings and teacher assessments; however, the results indicated no significant relationship between elementary learners’ self-assessments and teacher assessments. Also, the correlations between students’ self-assessments and their final examination scores were not significant for both levels. Therefore, given the teacher assessment as the yardstick, the accuracy of the intermediate levels and the inaccuracy of the elementary learners’ self-assessments could be concluded. Finally, the low correlation between the learners’ self-assessments and their scores on traditional final examination led the researcher to attribute it to the different nature of these two assessment types.

  13. Searches at LEP

    CERN Document Server

    Junk, Tom

    2000-01-01

    Searches have been conducted for a broad range of new phenomena by the four experiments ALEPH, DELPHI, L3, and OPAL, at LEP2. Each experiment contributes approximately 150 pb-1 of e+e- annihilation data with a mean sqrt(s) of 205.9 GeV in 2000 to these searches (data prepared for the September 5 LEPC meeting). The statistical procedure for setting limits and evaluating the significance of excesses observed in the data is reviewed. Search results are presented for the Standard Model Higgs boson, the neutral Higgs bosons in the MSSM, charged Higgs bosons, invisibly decaying Higgs bosons produced by Higgs-strahlung, and fermiophobic Higgs bosons. Search results are briefly summarized for gauginos, stops, and staus. The photon recoil spectrum is checked for hints of new physics.

  14. Perspectives of Nurses on Patients With Limited English Proficiency and Their Call Light Use

    Directory of Open Access Journals (Sweden)

    Jose Galinato

    2016-03-01

    Full Text Available Patients use call light systems to initiate communication with their health care team. Little is known how this process is affected when language barriers exist between an English-speaking nurse and a patient with limited English proficiency (LEP. The aims of this study are to describe (a the perceptions of nurses regarding their communication with patients with LEP, (b how call lights affect their communication with patients with LEP, and (c the perceptions of nurses on the impact of advancement in call light technology on patients with LEP. Using focus groups, nurses were asked about their interactions with patients with LEP. The following themes emerged: barriers to communication, formal tools for communication, gestures and charades, reliance on family, creating a better call light system, and acceptability of Eloquence™. This results show that call lights affect the interaction of nurses with patients with LEP and complex issues arise in the subsequent communication that is initiated by the call light.

  15. Rare B decays at LEP

    CERN Document Server

    Kluit, P M

    2001-01-01

    The results of the LEP experiments for rare B decays will be reviewed, covering hadronic final states, radiative and other rare decays and results for the inclusive charmless branching ratio. (8 refs).

  16. Precision electroweak physics at LEP

    Energy Technology Data Exchange (ETDEWEB)

    Mannelli, M.

    1994-12-01

    Copious event statistics, a precise understanding of the LEP energy scale, and a favorable experimental situation at the Z{sup 0} resonance have allowed the LEP experiments to provide both dramatic confirmation of the Standard Model of strong and electroweak interactions and to place substantially improved constraints on the parameters of the model. The author concentrates on those measurements relevant to the electroweak sector. It will be seen that the precision of these measurements probes sensitively the structure of the Standard Model at the one-loop level, where the calculation of the observables measured at LEP is affected by the value chosen for the top quark mass. One finds that the LEP measurements are consistent with the Standard Model, but only if the mass of the top quark is measured to be within a restricted range of about 20 GeV.

  17. Teachers' perceptions of students' mathematics proficiency may exacerbate early gender gaps in achievement.

    Science.gov (United States)

    Robinson-Cimpian, Joseph P; Lubienski, Sarah Theule; Ganley, Colleen M; Copur-Gencturk, Yasemin

    2014-04-01

    A recent wave of research suggests that teachers overrate the performance of girls relative to boys and hold more positive attitudes toward girls' mathematics abilities. However, these prior estimates of teachers' supposed female bias are potentially misleading because these estimates (and teachers themselves) confound achievement with teachers' perceptions of behavior and effort. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K), Study 1 demonstrates that teachers actually rate boys' mathematics proficiency higher than that of girls when conditioning on both teachers' ratings of behavior and approaches to learning as well as past and current test scores. In other words, on average girls are only perceived to be as mathematically competent as similarly achieving boys when the girls are also seen as working harder, behaving better, and being more eager to learn. Study 2 uses mediation analysis with an instrumental-variables approach, as well as a matching strategy, to explore the extent to which this conditional underrating of girls may explain the widening gender gap in mathematics in early elementary school. We find robust evidence suggesting that underrating girls' mathematics proficiency accounts for a substantial portion of the development of the mathematics achievement gap between similarly performing and behaving boys and girls in the early grades. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  18. Electroweak Physics at LEP2

    CERN Document Server

    Azzurri, Paolo

    2006-01-01

    The measurements resulting from the analysis of the LEP2 data have brought more strong evidence in support of the standard electroweak model. In particular the LEP2 data has revealed (i) the first determination of the SU(2) gauge bosons self-couplings, (ii) the first direct measurements of the W decay-couplings, and (iii) the current best direct measurement of the W mass.

  19. Colour Reconnection at LEP2

    CERN Document Server

    Nandakumar, Raja

    2001-01-01

    Colour reconnection is the final state interaction between quarks from different sources. It is not yet fully understood and is a source of systematic error for W-boson mass and width measurements in hadronic \\WW decays at LEP2. The methods of measuring this effect and the results of the 4 LEP experiments at $183\\gev\\leq\\rts\\leq 202\\gev$ will be presented.

  20. Higgs physics at LEP2

    CERN Document Server

    Carena, M S; Accomando, E; Bagnaia, P; Ballestrero, A; Bambade, P; Bardin, Dimitri Yuri; Berends, F A; Van der Bij, Jochum J; Binoth, T; Burkart, G; De Campos, F; Contri, R; Crosetti, G; Maestro, J C; Dabelstein, A; de Boer, Wim; De Saint-Jean, C; Di Lodovico, F; Djouadi, Abdelhak; Driesen, V M; Dubinin, M N; Duchovni, E; Éboli, Oscar J P; Ehret, R; Ellwanger, Ulrich; Ernenwein, J P; Espinosa, J R; Faccini, R; Felcini, Marta; Folman, R; Genten, H; Gross, E; Guy, J; Haber, Howard E; Hajdu, C; Ham, S W; Hempfling, R; Hoang, A H; Hollik, Wolfgang F L; Hoorelbeke, S; Hultqvist, K; Janot, P; De Jong, S; Jost, U; Kalinowski, Jan; Katsanevas, S; Keränen, R; Kilian, W; Kim, B R; King, S F; Kleiss, R H; Kniehl, Bernd A; Krämer, M; Leike, A; Lund, E; Lund, V; Lutz, P; Marco, J; Mariotti, C; Mikenberg, G; Monge, M R; Montagna, G; Nicrosini, O; Oh, S K; Ohmann, P; Passarino, G; Piccinini, Fulvio; Pittau, R; Plehn, Tilman; Quirós, Mariano; Rausch de Traubenberg, M; Riemann, Tord; Rosiek, J; Ruhlmann-Kleider, V; Savoy, C A; Sherwood, P; Shichanin, S A; Silvestre, R; Sopczak, André; Spira, Michael; Valle, José W F; Vilanova, D; Wagner, C E M; White, P L; Wlodek, T; Wolf, G; Yamashita, S; Zwirner, Fabio; Maestro, J Cuevas; de Traubenberg, M Rausch

    1996-01-01

    In this report we review the prospects for Higgs physics at LEP2. The theoretical aspects and the phenomenology of Higgs particles are discussed within the Standard Model (SM) and the Minimal Supersymmetric Standard Model (MSSM). The experimental search techniques are described and the discovery limits for Higgs bosons in the LEP2 energy range are summarized. In addition, opportunities of detecting Higgs particles in non-minimal extensions of the SM and the MSSM are investigated.

  1. 4-jet events at LEP

    CERN Document Server

    Bizouard, M A

    1997-01-01

    Results of a special study made by the four LEP experiments on 4-jet events recorded at Vs = 130 - 136 , 161 and 172 GeV are related. This study concerns the ALEPH analysis which has shown an excess of 4-jet events in data recorded at Vs = 130 - 136 GeV. No significant evidence has been found by the 3 other experiments. Results have been combined after several checks which did not show differences of performance between the four LEP experiments.

  2. Multiparticle Correlations at LEP1

    CERN Document Server

    Smirnova, Oxana

    2001-01-01

    Bidding farewell to the LEP accelerator, we acknowledge that an essential part of its legacy is the immense amount of data collected during 5 years of the LEP1 stage, at the Z peak. This set of data allows for detailed studies of many phenomena, and particularly, of the final state interactions between hadrons. Presented here is a review of the most recent analyses in this area.

  3. The effect of campus unrest on the language proficiency of university students

    National Research Council Canada - National Science Library

    Carryl Allardice

    2013-01-01

    This report on the extent to which students' English suffers during student unrest is based on responses by a group of black South African students registered for Practical English to a questionnaire...

  4. Effects of Two Foreign Language Methodologies, Communicative Language Teaching and Teaching Proficiency through Reading and Storytelling, on Beginning-Level Students' Achievement, Fluency, and Anxiety

    Science.gov (United States)

    Spangler, Donna E.

    2009-01-01

    No empirical studies exist comparing the effectiveness of the two prevalent foreign language methodologies, Communicative Language Teaching (CLT) and Teaching Proficiency through Reading and Storytelling (TPRS), at helping students achieve second language acquisition. In turn, the purpose of this quantitative, quasi-experimental study was to…

  5. English Language Proficiency and Test Performance: An Evaluation of Bilingual Students with the Woodcock-Johnson III Tests of Cognitive Abilities

    Science.gov (United States)

    Sotelo-Dynega, Marlene; Ortiz, Samuel O.; Flanagan, Dawn P.; Chaplin, William F.

    2013-01-01

    In this article, we report the findings of an exploratory empirical study that investigated the relationship between English Language Proficiency (ELP) on performance on the Woodcock-Johnson Tests of Cognitive Abilities-Third Edition (WJ III) when administered in English to bilingual students of varying levels of ELP. Sixty-one second-grade…

  6. Evaluation by Proficiency Certification

    Science.gov (United States)

    Kerby, Dale

    1977-01-01

    Albuquerque Technical-Vocational Institute's system for grading business courses by proficiency certification in place of the traditional A through F system is described. A certificate is developed for each course, with evaluation of student performance in each area. This system requires a greater volume of paper work and skill analysis but it is…

  7. Relationships among video gaming proficiency and spatial orientation, laparoscopic, and traditional surgical skills of third-year veterinary students.

    Science.gov (United States)

    Millard, Heather A Towle; Millard, Ralph P; Constable, Peter D; Freeman, Lyn J

    2014-02-01

    To determine the relationships among traditional and laparoscopic surgical skills, spatial analysis skills, and video gaming proficiency of third-year veterinary students. Prospective, randomized, controlled study. A convenience sample of 29 third-year veterinary students. The students had completed basic surgical skills training with inanimate objects but had no experience with soft tissue, orthopedic, or laparoscopic surgery; the spatial analysis test; or the video games that were used in the study. Scores for traditional surgical, laparoscopic, spatial analysis, and video gaming skills were determined, and associations among these were analyzed by means of Spearman's rank order correlation coefficient (rs). A significant positive association (rs = 0.40) was detected between summary scores for video game performance and laparoscopic skills, but not between video game performance and traditional surgical skills scores. Spatial analysis scores were positively (rs = 0.30) associated with video game performance scores; however, that result was not significant. Spatial analysis scores were not significantly associated with laparoscopic surgical skills scores. Traditional surgical skills scores were not significantly associated with laparoscopic skills or spatial analysis scores. Results of this study indicated video game performance of third-year veterinary students was predictive of laparoscopic but not traditional surgical skills, suggesting that laparoscopic performance may be improved with video gaming experience. Additional studies would be required to identify methods for improvement of traditional surgical skills.

  8. The effect of campus unrest on the language proficiency of university students

    OpenAIRE

    Carryl Allardice

    2013-01-01

    This report on the extent to which students' English suffers during student unrest is based on responses by a group of black South African students registered for Practical English to a questionnaire administered in the Language Laboratory at a predominantly black university. The rationale behind the questionnaire will be outlined first before proceeding to a detailed analysis of the results. Hierdie verslag oor die mate waarin studente se Engels gedurende studente-onrus agteruit gegaan het, ...

  9. The Opinions of Nursing Students Regarding the Nursing Process and Their Levels of Proficiency in Turkey

    National Research Council Canada - National Science Library

    Taskın Yilmaz, Feride; Sabanciogullari, Selma; Aldemir, Kadriye

    2015-01-01

    .... A total of 44 nursing students participated in this descriptive study. Data were collected by a three-part questionnaire including the opinion of students on nursing process, Gordon's functional health patterns model and the NANDA diagnoses...

  10. Study Abroad and Language Proficiency: Methods of Developing and Evaluating Student Skills.

    Science.gov (United States)

    Gordon, Kenneth A.

    1987-01-01

    Central Missouri State University's Department of Modern Languages' summer study program uses such techniques as small group work, student journal-keeping, community contact, and independent travel to help students build language skills. Students' final grades are based on these criteria. (CB)

  11. WORK ON TELEPHONE NETWORK LEP SITE

    CERN Multimedia

    2000-01-01

    The telephone service will make modifications on the LEP network the 12th December 2000 from 5.30pm. This will cause disturbances on telephone connections on the whole LEP area. For more information please call 160026.

  12. Last LEP superconducting module travels to surface

    CERN Multimedia

    Patrice Loïez

    2001-01-01

    The last superconducting module is raised from the Large Electron-Positron (LEP) collider tunnel, through the main shaft, to the surface. Superconducting modules were only used in the LEP-2 phase of the accelerator, from 1996 to 2000.

  13. The effect of campus unrest on the language proficiency of university students

    Directory of Open Access Journals (Sweden)

    Carryl Allardice

    2013-02-01

    Full Text Available This report on the extent to which students' English suffers during student unrest is based on responses by a group of black South African students registered for Practical English to a questionnaire administered in the Language Laboratory at a predominantly black university. The rationale behind the questionnaire will be outlined first before proceeding to a detailed analysis of the results. Hierdie verslag oor die mate waarin studente se Engels gedurende studente-onrus agteruit gegaan het, is gegrond op 'n groep Swart Suid-Afrikaanse studente, ingeskryf vir Praktiese Engels, se antwoorde op 'n vraelys. Die vraelys is deur die taallaboratorium van 'n oorwegend Swart universiteit hanteer. Die doe! van die vraelys word eers verduidelik. Daarop volg dan 'n uitvoerige ontleding van die uitslae.

  14. The ongoing search for best practice in clinical teaching and learning: a model of nursing students' evolution to proficient novice registered nurses.

    Science.gov (United States)

    Edgecombe, Kay; Bowden, Margaret

    2009-03-01

    This article describes the development of a model of nursing students as evolving registered nurses (RNs). It aims to generate critical debate about innovations in nursing teaching and learning. The model is the outcome of research conducted with undergraduate nursing students (n=111) from Flinders University, Adelaide, South Australia. It identifies the positive and negative intrinsic and extrinsic factors that impact on nursing students' clinical learning development and progression from students to proficient novice RNs. This model has implications for future curriculum development, staff development, placement approaches and research in relation to clinical teaching and learning.

  15. High School Students' Proficiency and Confidence Levels in Displaying Their Understanding of Basic Electrolysis Concepts

    Science.gov (United States)

    Sia, Ding Teng; Treagust, David F.; Chandrasegaran, A. L.

    2012-01-01

    This study was conducted with 330 Form 4 (grade 10) students (aged 15-16 years) who were involved in a course of instruction on electrolysis concepts. The main purposes of this study were (1) to assess high school chemistry students' understanding of 19 major principles of electrolysis using a recently developed 2-tier multiple-choice diagnostic…

  16. Disparities in Hypertension Associated with Limited English Proficiency.

    Science.gov (United States)

    Kim, Eun Ji; Kim, Taekyu; Paasche-Orlow, Michael K; Rose, Adam J; Hanchate, Amresh D

    2017-06-01

    Limited English proficiency (LEP) is associated with poor health status and worse outcomes. To examine disparities in hypertension between National Health and Nutrition Examination Survey (NHANES) respondents with LEP versus adequate English proficiency. Retrospective analysis of multi-year survey data. Adults 18 years of age and older who participated in the NHANES survey during the period 2003-2012. We defined participants with LEP as anyone who completed the NHANES survey in a language other than English or with the support of an interpreter. Using logistic regression, we estimated the odds ratio for undiagnosed or uncontrolled hypertension (systolic blood pressure (SBP) > 140 mmHg or diastolic blood pressure (DBP) > 90 mmHg) among LEP participants relative to those with adequate English proficiency. We adjusted for sociodemographic, acculturation-related, and hypertension-related variables. Fourteen percent (n = 3,269) of the participants had limited English proficiency: 12.4% (n = 2906) used a Spanish questionnaire and 1.6% (n = 363) used an interpreter to complete the survey in another language. Those with LEP had higher odds of elevated blood pressure on physical examination (adjusted odds ratio [AOR] = 1.47 [1.07-2.03]). This finding persisted among participants using an interpreter (AOR = 1.88 [1.15-3.06]) but not among those using the Spanish questionnaire (AOR = 1.32 [0.98-1.80]). In a subgroup analysis, we found that the majority of uncontrolled hypertension was concentrated among individuals with a known diagnosis of hypertension (AOR = 1.80 [1.16-2.81]) rather than those with undiagnosed hypertension (AOR = 1.14 [0.74-1.75]). Interpreter use was associated with increased odds of uncontrolled hypertension, especially among patients who were not being medically managed for hypertension (AOR = 6.56 [1.30-33.12]). In a nationally representative sample, participants with LEP were more likely to have poorly

  17. LEP superconducting accelerating cavity module

    CERN Multimedia

    1995-01-01

    With its 27-kilometre circumference, the Large Electron-Positron (LEP) collider was the largest electron-positron accelerator ever built. The excavation of the LEP tunnel was Europe’s largest civil-engineering project prior to the Channel Tunnel. Three tunnel-boring machines started excavating the tunnel in February 1985 and the ring was completed three years later. In its first phase of operation, LEP consisted of 5176 magnets and 128 accelerating cavities. CERN’s accelerator complex provided the particles and four enormous detectors, ALEPH, DELPHI, L3 and OPAL, observed the collisions. LEP was commissioned in July 1989 and the first beam circulated in the collider on 14 July. The collider's initial energy was chosen to be around 91 GeV, so that Z bosons could be produced. The Z boson and its charged partner the W boson, both discovered at CERN in 1983, are responsible for the weak force, which drives the Sun, for example. Observing the creation and decay of the short-lived Z boson was a critical test of...

  18. Colour reconnection at LEP2

    CERN Document Server

    Abreu, P

    2002-01-01

    The preliminary results on the search of colour reconnection effects (CR) from the four experiments at LEP, ALEPH, DELPHI, L3 and OPAL, are reviewed. Extreme models are excluded by studies of standard variables, and on going studies of a method first suggested by L3, the particle flow method (D. Duchesneau, (2001)), are yet inconclusive. (22 refs).

  19. Heavy quark physics from LEP

    Energy Technology Data Exchange (ETDEWEB)

    Dornan, P.J. [Imperial College of Science Technology and Medicine, London (United Kingdom)

    1997-01-01

    A review of some of the latest results on heavy flavor physics from the LEP Collaborations is presented. The emphasis is on B physics, particularly new results and those where discrepancies is given of the many techniques which have been developed to permit these analyses.

  20. A proficient and versatile online student-teacher collaboration platform for large classroom lectures

    Directory of Open Access Journals (Sweden)

    ABM Tariqul Islam

    2017-11-01

    Full Text Available Abstract The popularity of online collaboration on lecture content has been growing steadily over the last few decades because of its potential to enhance the overall learning experience. We propose a didactical approach of online collaboration where the students and the teachers can collaborate seamlessly on the lecture contents. The approach, which we call Multiscript (MS, offers two methods of online learning on one collaboration platform. In MS, we call one method the outside of class Multiscript (OMS and another, the inside of class Multiscript (IMS. OMS is a form of distance online learning where the students can collaborate on the lecture contents while being outside of class, whereas IMS allows online collaboration among the students and the teacher during the lecture. In OMS, the teacher can share the slides along with audio annotations for each lecture slides and/or a single recorded audio for the whole lecture. The students can access the slides and discuss (via text and audio chat with their fellow classmates about the slides and annotate them, post feedback about the slides and ask questions to the teacher directly via MS. In IMS, the students can create annotations for the slides and post feedback to the teacher about the slides. We design MS in such a way that it can be accessed by using just a web browser on any PC, tablet or mobile device.

  1. Self-efficacy, foreign language anxiety as predictors of academic performance among professional program students in a general English proficiency writing test.

    Science.gov (United States)

    Chen, M C; Lin, Huey-Ju

    2009-10-01

    Questionnaires were administered to 120 students. Cluster analysis was used to examine whether specific groups could be described by a writing self-efficacy scale, English writing anxiety scale, and a written General English Proficiency Test. Three clusters were observed. Demographic variables were compared for each cluster, including age, sex, program of study, years of English instruction, native language, and number of English speaking acquaintances. Efforts to reduce writing anxiety and promote writing self-efficacy could enhance writing scores of participants.

  2. Success in publication by graduate students in psychiatry in Brazil: an empirical evaluation of the relative influence of English proficiency and advisor expertise.

    Science.gov (United States)

    Cunha, Alexandre; dos Santos, Bernardo; Dias, Álvaro Machado; Carmagnani, Anna Maria; Lafer, Beny; Busatto, Geraldo F

    2014-11-06

    This study evaluates the success of graduate students in psychiatry in an emerging country, in terms of the quantity and quality of their publication productivity (given by the number of papers and impact factors of the journals in which they publish). We investigated to what extent student proficiency in English and the scientific capabilities of academic advisors predict that success. Our sample comprised 43 master's and doctoral students in psychiatry (n = 28 and n = 15, respectively) at the University of São Paulo School of Medicine, in São Paulo, Brazil. We collected information about their knowledge of English and the ways in which they wrote their articles to be submitted to periodicals published in English. Multiple regression analyses were carried out in order to investigate the influence English proficiency, h-index of supervisors and use of language editing assistance had on the number and impact of student publications. Although 60% of students scored ≥80 (out of 100) on English tests given at admission to the graduate program, 93.09% of the sample used some form of external editing assistance to produce their papers in English. The variables "number of publications" and "impact factor of journals" were significantly related to each other (r = 0.550, p periodicals where students published their articles as first authors correlated significantly not only with student proficiency in English at admission (p = 0.035), but also with the degree of language editing assistance (p = 0.050) and the h-index of the academic advisor (p = 0.050). Albeit relevant, knowledge of English was not the key factor for the publication success of the graduate students evaluated. Other variables (h-index of the advisor and third-party language editing assistance) appear to be also important predictors of success in publication.

  3. Workshops Increase Students' Proficiency at Identifying General and APA-Style Writing Errors

    Science.gov (United States)

    Jorgensen, Terrence D.; Marek, Pam

    2013-01-01

    To determine the effectiveness of 20- to 30-min workshops on recognition of errors in American Psychological Association-style writing, 58 introductory psychology students attended one of the three workshops (on grammar, mechanics, or references) and completed error recognition tests (pretest, initial posttest, and three follow-up tests). As a…

  4. Code Switching among Bilingual and Limited English Proficient Students: Possible Indicators of Giftedness

    Science.gov (United States)

    Hughes, Claire E.; Shaunessy, Elizabeth S.; Brice, Alejandro R.; Ratliff, Mary Anne; McHatton, Patricia Alvarez

    2006-01-01

    Code switching includes the use of complete sentences, phrases, and borrowed words from another language (Brice & Brice, 2000). It is a common linguistic phenomenon noted among bilingual populations. In order to code switch effectively, students must possess a high level of understanding of the 2 cultures, as well as a deep understanding of the…

  5. Applied Technology Proficiency of High School Students in Applied and Traditional Courses

    Science.gov (United States)

    Field, Dennis W.

    2003-01-01

    This investigation compares applied technology skill levels of high school students enrolled in various applied and comparable traditional courses, particularly Principles of Technology and physics courses respectively. Outcomes from ACT's Applied Technology Work Keys[R] assessment test were used as a measure of applied technology skill levels.…

  6. Students' Proficiency and Textual Computer Gloss Use in Facilitating Vocabulary Knowledge

    Science.gov (United States)

    Yusuf, Mohamad A.; Sim, Tam S.; Su'ad A.

    2014-01-01

    Learning vocabulary forms a major part for any language learner. Apart from direct teaching of vocabulary, language teachers are always searching for ways to increase their students' vocabulary to enable them to use the language more effectively. Therefore, this study sets out to investigate whether the use of computer textual glosses can aid…

  7. Building Student Proficiency with Scientific Literature Using the Zotero Reference Manager Platform

    Science.gov (United States)

    Kim, Thomas

    2011-01-01

    While mastery of the scientific literature is a strongly desirable trait for undergraduate students, the sheer volume of the current literature has complicated the challenge of teaching scientific literacy. Part of the response to this ever-increasing volume of resources includes formal instruction in the use of reference manager software while…

  8. The Correlation between Temperament, Technology Preference, and Proficiency in Middle School Students

    Science.gov (United States)

    Colvin-Sterling, Sabrina

    2016-01-01

    This study examined the relationship between middle school students' personality type and their academic performance in the technology courses in which they participated. It also explored the differences in technology use by personality. Most participants identified games as a favorite pas-time. However, there were some noted temperamental…

  9. NCES Finds States Lowered "Proficiency" Bar

    Science.gov (United States)

    Viadero, Debra

    2009-01-01

    With 2014 approaching as the deadline by which states must get all their students up to "proficient" levels on state tests, a study released last week by the U.S. Department of Education's top statistics agency suggests that some states may have lowered student-proficiency standards on such tests in recent years. For the 47-state study,…

  10. The impact of simulation-based learning on students' English for Nursing Purposes (ENP) reading proficiency: a quasi-experimental study.

    Science.gov (United States)

    Chang, Hsiao-Yun Annie; Chan, Luke; Siren, Betty

    2013-06-01

    This is a report of a study which evaluated simulation-based learning as a teaching strategy for improving participants' ENP reading proficiency in the senior college program of students whose first language is Chinese, not English. Simulation-based learning is known to be one of most effective teaching strategies in the healthcare professional curricula, which brings a clinical setting into the classroom. However, developing English reading skills for English written nursing journals through simulation-based learning in the nursing curricula, is largely unknown. We used a quasi-experimental approach with nonequivalent control group design to collect the causal connections between intervention and outcomes. 101 students were enrolled in this study (response rate 92.6%) of these 48 students volunteered for the intervention group, and 53 students for the control group. The findings indicated that the intervention group had significantly higher mean scores in ENP reading proficiency with unknown words in the article (p=.004), vocabulary (pstudents showed more improvement in their English reading, both from quantitative and qualitative findings. Simulation-based learning may have some advantages in improving the English reading ability on English written nursing journals among nursing students. However, the benefits to the students of this study is still to be determined, and further exploration is needed with well designed research and a universal method of outcome measurement. Copyright © 2012 Elsevier Ltd. All rights reserved.

  11. Key Factors in Obstetric Delivery Decision-Making among Asian and Pacific Islander Women by English Proficiency.

    Science.gov (United States)

    Davis, Chevelle Ma; Guo, Mary; Miyamura, Jill; Chang, Ann; Nelson-Hurwitz, Denise C; Sentell, Tetine

    2017-10-01

    Childbirth is the most common reason women are hospitalized in the United States. Understanding (1) how expectant mothers gather information to decide where to give birth, and (2) who helps make that decision, provides critical health communication and decision-making insights. Diverse Asian American and Pacific Islander (AA/PI) perspectives on such topics are understudied, particularly among those with limited English proficiency (LEP). LEP is defined as having a limited ability to read, write, speak, or understand English. To address this research gap, we interviewed 400 women (18+ years) with a recent live birth on O'ahu, Hawai'i. Participants completed a 1-hour, in-person interview in English (n=291), Tagalog (n=42), Chinese (n=36), or Marshallese (n=31). Women were asked (1) what information was most important in deciding where to deliver and why; and (2) who participated in the decision-making and why. Responses were compared by LEP (n=71; 18%) vs English-proficient (n=329; 82%) in qualitative and quantitative analyses. Both LEP and English-proficient participants reported their obstetrician as the most important source of health information. Significantly more LEP participants valued advice from family or acquaintances as important sources of information compared to English-proficient participants. The top three health decision-makers for both those with LEP and English-proficient participants were themselves, their obstetrician, and their spouse, which did not differ significantly by language proficiency. These findings provide insights into health information sources and decision-making across diverse AA/PI populations, including those with LEP, and can help direct health interventions such as disseminating patient education and healthcare quality information.

  12. Excited B states at LEP

    CERN Document Server

    Kluit, Peter M

    2005-01-01

    The first orbitally excited B states were discovered at LEP in 1995. In subsequent years evidence was put forward for the existence of several excited B hadron states. Now, ten years later it is time to review the situation. New analyses have been performed in DELPHI using the full LEP data set with improved and high performance analysis tools. Measurements for the production rate and masses of narrow and broad B/sub u, d//sup **/ mesons will be presented as well as results for the search for B/sub s//sup **/ mesons and Sigma /sub b//sup (*)/ baryons. The results will be compared to earlier measurements, predictions from HQET and measurements in the charm sector.

  13. Niobium LEP 2 accelerating cavities

    CERN Multimedia

    An accelerating cavity from LEP. This could be cut open to show the layer of niobium on the inside. Operating at 4.2 degrees above absolute zero, the niobium is superconducting and carries an accelerating field of 6 million volts per metre with negligible losses. Each cavity has a surface of 6 m2. The niobium layer is only 1.2 microns thick, ten times thinner than a hair. Such a large area had never been coated to such a high accuracy. A speck of dust could ruin the performance of the whole cavity so the work had to be done in an extremely clean environment. These challenging requirements pushed European industry to new achievements. 256 of these cavities were used in an upgrade of the LEP accelerator to double the energy of the particle beams.

  14. LEP vacuum chamber, early prototype

    CERN Multimedia

    CERN PhotoLab

    1978-01-01

    The structure of LEP, with long bending magnets and little access to the vacuum chamber between them, required distributed pumping. This is an early prototype for the LEP vacuum chamber, made from extruded aluminium. The main opening is for the beam. The small channel to the right is for cooling water, to carry away the heat deposited by the synchroton radiation from the beam. The 4 slots in the channel to the left house the strip-shaped ion-getter pumps (see 7810255). The ion-getter pumps depended on the magnetic field of the bending magnets, too low at injection energy for the pumps to function well. Also, a different design was required outside the bending magnets. This design was therefore abandoned, in favour of a thermal getter pump (see 8301153 and 8305170).

  15. LEP Radio Frequency Copper Cavity

    CERN Document Server

    The pulse of a particle accelerator. 128 of these radio frequency cavities were positioned around CERN's 27-kilometre LEP ring to accelerate electrons and positrons. The acceleration was produced by microwave electric oscillations at 352 MHz. The electrons and positrons were grouped into bunches, like beads on a string, and the copper sphere at the top stored the microwave energy between the passage of individual bunches. This made for valuable energy savings as it reduced the heat generated in the cavity.

  16. Students with Non-Proficient Information Seeking Skills Greatly Over-Estimate Their Abilities. A Review of: Gross, Melissa, and Don Latham.

    Directory of Open Access Journals (Sweden)

    David Herron

    2008-06-01

    Full Text Available Objective – The objective of this study is an investigation of the relationship between students’ self-assessment of their information literacy skills and their actual skill level, as well as an analysis of whether library anxiety is related to information skill attainment. Design – Quantitative research design (Information Literacy Test (ILT, Library Anxiety Scale (LAS, pre and post surveys.Setting – Florida State University, United States.Subjects – Students, incoming freshmen.Methods – Information literacy skills were measured using the Information Literacy Test (ILT, presenting subjects with 65 multiple choice items designed around four of the five ACRL information literacy standards, in which students were expectedto: 1 determine the nature and extent of the information needed; 2 access needed information effectively and efficiently; 3 evaluate information and its sources critically and incorporates selected information into his/her knowledge base system; 4 understand many of the economic, legal and social issues surrounding the use of information and accesses and uses information ethically and legally. The ILT categorized participant scores as non-proficient(Main Results – The main aim of the study was to test the hypothesis that students who test non-proficient on an information literacy test tend to overestimate their competency to a higher degree than proficient and advanced students. In the pre- and post-surveys, the students were asked to estimate their performance onthe ILT in terms of the expected percentage of questions they would answer correctly, the number of questions they expected to answer correctly, and how their performance on the ILT would compare toothers taking the test (in percentage. The results of the study show that all students overestimate their abilities, both in terms of performance and relative performance, in the pre-survey. The estimated percentage correct answers for the whole group was 75%, but

  17. Slice of a LEP bending magnet

    CERN Multimedia

    This is a slice of a LEP dipole bending magnet, made as a concrete and iron sandwich. The bending field needed in LEP is small (about 1000 Gauss), equivalent to two of the magnets people stick on fridge doors. Because it is very difficult to keep a low field steady, a high field was used in iron plates embedded in concrete. A CERN breakthrough in magnet design, LEP dipoles can be tuned easily and are cheaper than conventional magnets.

  18. Segmentation and accuracy-based scores for the automatic assessment of oral proficiency for proficient L2 speakers

    CSIR Research Space (South Africa)

    De Wet, Febe

    2010-11-01

    Full Text Available This paper reports on the automatic assessment of oral proficiency for advanced second language speakers. A spoken dialogue system is used to guide students through an oral test and to record their answers. Indicators of oral proficiency...

  19. Fourth-generation leptons at LEP2

    CERN Document Server

    Bhattacharya, G; Bhattacharyya, Gautam; Choudhury, Debajyoti

    1996-01-01

    From non-observation at LEP1, a lower mass limit of 45 GeV has been established on any additional sequential fermion beyond the three generations. Precision measurements have further constrained the number of such additional generations, either degenerate or nearly so, to be at most one. LEP2, an energy-upgraded version of LEP1, would provide greater mass-reach in the search for such particles. We study the pair-production of fourth-generation leptons for various LEP2 energy options. We find that in most cases such particles could be discovered/ruled out up to the kinematic limit.

  20. Common Educational Proficiency Assessment (CEPA) in English

    Science.gov (United States)

    Coombe, Christine; Davidson, Peter

    2014-01-01

    The Common Educational Proficiency Assessment (CEPA) is a large-scale, high-stakes, English language proficiency/placement test administered in the United Arab Emirates to Emirati nationals in their final year of secondary education or Grade 12. The purpose of the CEPA is to place students into English classes at the appropriate government…

  1. A Critical Discourse Analysis of the Reasons Underlying Arab Student-Teachers' Inadequate English Language Proficiency

    Science.gov (United States)

    Al-Issa, Ali S. M.; Al-Bulushi, Ali Hussain; Al-Zadjali, Rima Mansoor

    2017-01-01

    Despite the emphasis laid on demonstrating English language proficiency by Non-Native English Speaking Teachers (NNESTs), research has shown that for various reasons English language teachers graduating from a state-owned university in an Arab country for the past 25 years or so have been found lacking communication skills due to reasons pertinent…

  2. English Proficiency and Peer Interethnic Relations as Predictors of Math Achievement among Latino and Asian Immigrant Students

    Science.gov (United States)

    Barrett, Alice N.; Barile, John P.; Malm, Esther K.; Weaver, Scott R.

    2012-01-01

    Studies show math achievement to be the best predictor of entering post-secondary education. However, less is known about the predictors of math achievement, particularly among immigrant youth. This study examined English proficiency and peer interethnic relations as predictors of mathematics achievement among Latino and Asian high school…

  3. Popular Culture, English Out-of-Class Activities, and Learner Autonomy among Highly Proficient Secondary Students in Hong Kong

    Science.gov (United States)

    Chan, Hoi Wing

    2016-01-01

    This paper reports on how and why proficient learners of English in Hong Kong participated in popular culture, out-of-class activities, with an emphasis on their development of learner autonomy. Autonomy in language learning is defined as an individual's ability and responsibility to take charge of his or her own learning [1]. Out-of-class…

  4. Accommodations for Students with Disabilities on State English Language Proficiency Assessments: A Review of 2011 State Policies

    Science.gov (United States)

    Christensen, Laurene L.; Albus, Debra A.; Liu, Kristin K.; Thurlow, Martha L.; Kincaid, Aleksis

    2013-01-01

    English language learners (ELLs) with disabilities are required to participate in all state and district assessments similar to their peers without disabilities. This includes assessments used for the Elementary and Secondary Education Act (ESEA) Title I accountability purposes for demonstrating proficiency in academic content, assessments used…

  5. Vacuum Chambers for LEP sections

    CERN Multimedia

    1983-01-01

    The picture shows sections of the LEP vacuum chambers to be installed in the dipole magnets (left) and in the quadrupoles (right). The dipole chamber has three channels: the beam chamber, the pumping duct where the NEG (non-evaporabe getter) is installed and the water channel for cooling (on top in the picture). The pumping duct is connected to the beam chamber through holes in the separating wall. The thick lead lining to shield radiation can also be seen. These chambers were manufactured as extruded aluminium alloy profiles.

  6. Beam based alignment at LEP

    CERN Document Server

    Dehning, Bernd; Mugnai, G; Reichel, I; Schmidt, R; Sonnemann, F; Tecker, F A

    2004-01-01

    We describe a beam-based method for finding the relative offset between beam position monitors (BPMs) and the magnetic centres of the adjacent quadrupole magnets. The strength of a given quadrupole is modulated and the induced closed orbit oscillation measured for different beam positions, reaching a minimum when the beam is centred in the quadrupole. The BPM reading at this point is a measure of its offset, which may be determined at LEP with an accuracy of ~40x10-6 m.

  7. Diagram of a LEP superconducting cavity

    CERN Multimedia

    1991-01-01

    This diagram gives a schematic representation of the superconducting radio-frequency cavities at LEP. Liquid helium is used to cool the cavity to 4.5 degrees above absolute zero so that very high electric fields can be produced, increasing the operating energy of the accelerator. Superconducting cavities were used only in the LEP-2 phase of the accelerator, from 1996 to 2000.

  8. search for supersymmetry at LEP-2

    Indian Academy of Sciences (India)

    Weizmann Institute of Science, Rehovot 76100, Israel. Abstract. An extensive effort to search for a hint of a supersymmetric signal was carried out by the four LEP Collaborations. All LEP data, up to centre-of-mass energy of 209. GeV, was carefully analysed with no observed SUSY signal. In an attempt to further increase the ...

  9. LEP des inquiétudes subsistent

    CERN Multimedia

    1984-01-01

    Certains propriétaires de terrains et de constructions situés sur le pourtour du LEP restent inquiets: qu'arriverait-il an cas de contestation sur la valeur de réparation d'éventuels dommages causés par la construction du LEP? (1 page).

  10. Taking Limited English Proficient Adults into Account in the Federal Adult Education Funding Formula

    Science.gov (United States)

    Capps, Randy; Fix, Michael; McHugh, Margie; Lin, Serena Yi-Ying

    2009-01-01

    This new report by Migration Policy Institute's (MPI's) National Center on Immigrant Integration Policy examines the funding formula used to distribute Workforce Investment Act (WIA) Title II federal funds for adult education, literacy, and English as a Second Language instruction. Though all adults with limited English proficiency (LEP) are…

  11. Monitoring the waste water of LEP

    CERN Document Server

    Rühl, I

    1999-01-01

    Along the LEP sites CERN is discharging water of differing quality and varying amounts into the local rivers. This wastewater is not only process water from different cooling circuits but also water that infiltrates into the LEP tunnel. The quality of the discharged wastewater has to conform to the local environmental legislation of our Host States and therefore has to be monitored constantly. The most difficult aspect regarding the wastewater concerns LEP Point 8 owing to an infiltration of crude oil (petroleum), which is naturally contained in the soil along octant 7-8 of the LEP tunnel. This paper will give a short summary of the modifications made to the oil/water separation unit at LEP Point 8. The aim was to obtain a satisfactory oil/water separation and to install a monitoring system for a permanent measurement of the amount of hydrocarbons in the wastewater.

  12. Awareness and utilization of emergency medical services by limited English proficient caregivers of pediatric patients.

    Science.gov (United States)

    Subramaniam, Mydili R; Mahajan, Prashant V; Knazik, Stephen R; Giblin, Paul T; Thomas, Ronald; Kannikeswaran, Nirupama

    2010-01-01

    Previous studies have shown that limited-English-proficient (LEP) patients are less likely to utilize health care services. Objective. To assess the knowledge and perceived barriers to utilization of emergency medical services (EMS) by LEP caregivers of children served by an urban EMS system. We prospectively surveyed a convenience sample of caregivers of children presenting to the emergency department (ED) from January to December 2008. Caregivers were identified as LEP using their response to the U.S. Census question ;;How well do you speak English?'' Caregivers were assigned to one of three cohorts: 1) LEP Spanish- and Arabic-speaking caregivers (n = 50), 2) proficient-in-English (PE) Spanish- and Arabic-speaking caregivers (n = 50), and (3) native English-speaking (NES) caregivers (n = 100). We collected data on EMS awareness and perceived barriers to EMS utilization using a written survey administered in the caregivers' preferred language (English, Spanish, or Arabic). We used descriptive methods to summarize sample characteristics and comparative methods (chi-square test, analysis of variance [ANOVA], and t-test) to compare group differences. There were no differences in the patient age groups, triage categories, caregiver age, and payer status among the three groups. The LEP caregivers were less aware of EMS (93% NES vs. 94% PE vs. 60% LEP; p caregivers were unaware of the telephone number to call for EMS. Concerns about inability to communicate with the operator and cost were cited by the LEP caregivers as the main barriers to EMS utilization. Caregivers with limited English proficiency are less aware of and are less likely to utilize EMS for their children. Barriers to utilization include concerns of cost and communication with the operator.

  13. A French Speaking Proficiency Test.

    Science.gov (United States)

    Pimsleur, Paul

    An attempt to test students objectively in a five-part, French, speaking proficiency test is described and discussed. Concrete nouns, abstract words, pronunciation, syntax, and fluency are tested with a combination of tape and picture stimuli. Reliability, validity, and practical questions are raised; and previous aural-oral testing procedures are…

  14. Time to English Reading Proficiency. Research Brief. RB 1201

    Science.gov (United States)

    Shneyderman, Aleksandr; Froman, Terry

    2012-01-01

    The time it takes for an English Language Learner (ELL) to reach reading proficiency in English depends on the grade level of entry into the English for Speakers of Other Languages (ESOL) program and on the student's initial English proficiency level. The summary table below presents the average years to English proficiency across different grade…

  15. Probing the Big Bang with LEP

    Science.gov (United States)

    Schramm, David N.

    1990-01-01

    It is shown that LEP probes the Big Bang in two significant ways: (1) nucleosynthesis, and (2) dark matter constraints. In the first case, LEP verifies the cosmological standard model prediction on the number of neutrino types, thus strengthening the conclusion that the cosmological baryon density is approximately 6 percent of the critical value. In the second case, LEP shows that the remaining non-baryonic cosmological matter must be somewhat more massive and/or more weakly interacting than the favorite non-baryonic dark matter candidates of a few years ago.

  16. Probing the Big Bang with LEP

    Energy Technology Data Exchange (ETDEWEB)

    Schramm, D.N. (Chicago Univ., IL (USA) Fermi National Accelerator Lab., Batavia, IL (USA))

    1990-06-01

    It is shown that LEP probes the Big Bang in two significant ways: (1) nucleosynthesis and (2) dark matter constraints. In the first case, LEP verifies the cosmological standard model prediction on the number of neutrino types, thus strengthening the conclusion that the cosmological baryon density is {approximately}6% of the critical value. In the second case, LEP shows that the remaining non-baryonic cosmological matter must be somewhat more massive and/or more weakly interacting that the favorite non-baryonic dark matter candidates of a few years ago. 59 refs., 4 figs., 2 tabs.

  17. slice of LEP beamtube with getter strip

    CERN Multimedia

    1989-01-01

    A section of the LEP beam pipe. This is the chamber in which LEP's counter-rotating electron and positron beams travel. It is made of lead-clad aluminium. The beams circulate in the oval cross-section part of the chamber. In the rectangular cross-section part, LEP's innovative getter-strip vacuum pump is installed. After heating to purify the surface of the getter, the strip acts like molecular sticky tape, trapping any stray molecules left behind after the accelerator's traditional vacuum pumps have done their job.

  18. Prototype steel-concrete LEP dipole magnet

    CERN Multimedia

    1981-01-01

    The magnetic field needed in the LEP dipole magnets was rather low, of a fraction of tesla. This lead to the conception of a novel yoke structure consisting of stacks of 1.5 mm thick low-carbon steel laminations spaced by 4.1 mm with the spaces filled with concrete. The excitation coils were also very simple: aluminium bars insulated by polyester boxes in this prototype, by glass-epoxy in the final magnets. For details see LEP-Note 118,1978 and LEP-Note 233 1980. See also 8111529,7908528X.

  19. Assessment of medical students’ proficiency in dermatology: Are medical students adequately prepared to diagnose and treat common dermatologic conditions in the United States?

    Directory of Open Access Journals (Sweden)

    Catherine A. Ulman

    2015-05-01

    Full Text Available This study assessed whether a current medical school curriculum is adequately preparing medical students to diagnose and treat common dermatologic conditions. A 15-item anonymous multiple choice quiz covering fifteen diseases was developed to test students’ ability to diagnose and treat common dermatologic conditions. The quiz also contained five items that assessed students’ confidence in their ability to diagnose common dermatologic conditions, their perception of whether they were receiving adequate training in dermatology, and their preferences for additional training in dermatology. The survey was performed in 2014, and was completed by 85 students (79.4%. Many students (87.6% felt that they received inadequate training in dermatology during medical school. On average, students scored 46.6% on the 15-item quiz. Proficiency at the medical school where the study was performed is considered an overall score of greater than or equal to 70.0%. Students received an average score of 49.9% on the diagnostic items and an average score of 43.2% on the treatment items. The findings of this study suggest that United States medical schools should consider testing their students and assessing whether they are being adequately trained in dermatology. Then schools can decide if they need to re-evaluate the timing and delivery of their current dermatology curriculum, or whether additional curriculum hours or clinical rotations should be assigned for dermatologic training.

  20. L3 experiment dismantling at LEP

    CERN Multimedia

    Laurent Guiraud

    2001-01-01

    The last muon chamber is removed from the L3 experiment at the LEP collider, which was in operation from 1989 to 2000. The large red magnet yoke will be reused by the ALICE experiment when the LHC is constructed.

  1. LEP sees the end of the tunnel

    CERN Multimedia

    2002-01-01

    After 14 months, which have seen the removal of 30,000 tonnes of material from the tunnel, the LEP dismantling operation has now been completed. LHC installation, which will be subject to new safety rules, can go ahead.

  2. LEP superconducting cavities go into storage

    CERN Multimedia

    Patrice Loïez

    2001-01-01

    Superconducting radio-frequency cavities from the LEP-2 phase (1996-2000) are put into storage in the tunnel that once housed the Intersecting Storage Rings (ISR), the world’s first proton collider, located at CERN.

  3. Determination of the LEP beam energy

    CERN Document Server

    Torrence, E

    2000-01-01

    This article describes the determination of the LEP beam energy above the production threshold for W boson pairs. A brief overview of the magnetic extrapolation method is presented which is currently used to determine the LEP beam energy to a relative precision of 2*10/sup -4 /. A new method for beam energy measurements based on an in-line energy spectrometer is presented, and current developments in the commissioning of this device are outlined. (2 refs).

  4. Le CERN fête le LEP

    CERN Multimedia

    CERN Press Office. Geneva

    2000-01-01

    Members of government from around the world gathered at CERN on 9 October to celebrate the achievements of the Large Electron Positron collider (LEP), the Laboratory's flagship particle accelerator. Over the eleven years of its operational lifetime, LEP has not only added greatly to mankind's pool of knowledge about the Universe, but has also changed the way that particle physics research is done, and proved to be a valuable training ground for young professionals in many walks of life.

  5. CA8-05: Communication Problems and Preferences of Limited English Proficient Spanish Speakers in a Predominantly English-oriented Medical Setting

    Science.gov (United States)

    Gordon, Nancy; Gregory-Burns, Gina; Dean, Susan; Torreblanca, Antonia

    2012-01-01

    Background/Aims To investigate communication problems and preferences of Limited English Proficiency Spanish speakers in a predominantly English-oriented medical care system. Methods Waiting room survey (self-administered questionnaire) conducted January-October 2011 at 5 Kaiser Permanente Northern California facilities (incl. 4 Latino Health Modules). Study Sample: Patients classified based on self-report as having Very Limited English Proficiency (VLEP, n=1527, doesn’t speak English at all or not well) or Limited English Proficiency (LEP, n=431, speaks English well, but not very well). The sample included 380 women and 169 men aged 18–39, 681 women and 294 men aged 40–59, and 290 women and 108 men aged = 60. By age group, 74.1%, 79.2%, and 80.2%, respectively, were classified as VLEP, with women comprising approximately 71% of VLEP and 60% of LEP in each age group. Over 85% came from Mexico or Central America. Results Educational attainment very low in both LEP and VLEP groups, but across all age groups, significantly lower for VLEP vs. LEP. Approximately 75% of LEP (“speak English well”) patients have trouble at least sometimes understanding people speaking to them in English. Over half of LEP patients have difficulty understanding letters and information in English. Nearly half of LEP and 15% of VLEP patients want to receive letters and instructions in both English and Spanish. Home Internet access is approximately 80% for LEP and 55% for VLEP aged 20–59; 46% and 28%, respectively, for ages =60. Ability to use email and the Internet significantly declines with age; lower among VLEP than LEP across age groups. Significant VLEP-LEP and age group differences exist for communication modality preferences. Preference for modalities involving computer/Internet decrease with age and language proficiency within age group; while age differences persist, VLEP-LEP differences within age group are smaller for text messages, DVDs, and phone-based messages

  6. From admission to discharge: patterns of interpreter use among resident physicians caring for hospitalized patients with limited english proficiency.

    Science.gov (United States)

    Tang, Amy S; Kruger, Jenna F; Quan, Judy; Fernandez, Alicia

    2014-11-01

    Resident physicians' use of professional interpreters drives communication with hospitalized patients with limited English proficiency (LEP). We surveyed residents from three specialties across two hospitals affiliated with one academic medical institution about their communication with their last hospitalized LEP patient. Among 149 respondents (73% response rate), 71% reported using professional interpreters for fewer than 60% of hospital encounters. Most (91%) perceived their quality of communication with hospitalized LEP patients as worse than with English-speaking patients. Professional interpreter use varied substantially by resident and by hospital encounter, with more reporting use of ad hoc interpreters, their own language skills, or not talking to the patient due to time constraints during pre-rounds (39%), team rounds (49%), or check-ins (40%) than during procedural consents (9%) or family meetings (17%). The reported variation suggests targets for quality improvement efforts and the need for clear enforceable guidelines on resident communication with hospitalized LEP patients.

  7. 20 years ago: first collisions (at LEP)

    CERN Multimedia

    2009-01-01

    It’s been 20 years since the first electron positron collision at LEP, and I have to confess to a little self-indulgence in my message this week. Back then I was a member of the OPAL collaboration, the first to see collisions at LEP just before midnight on 13 August 1989 and almost exactly one month after the first circulating beam. It was a historic moment, and the atmosphere in the OPAL control room, 100 metres underground, was one of anticipation and excitement. We reported back to the LEP control room, champagne duly arrived, and over the next few hours, all the experiments were recording data. The pilot run was as smooth as it could be, and within weeks we were announcing new physics. It’s interesting to contrast the start-up of LEP with that of the LHC. With the benefit of hindsight, LEP seems to have got going without a hitch, and indeed it was a smooth start. We circulated beam on 14 July, much to the joy of one of our host states, and it was just a month ...

  8. A study of the effects of English language proficiency and scientific reasoning skills on the acquisition of science content knowledge of Hispanic English language learners and native English language-speaking students participating in grade 10 science classes

    Science.gov (United States)

    Torres, Hector Neftali, Sr.

    2000-11-01

    The purpose of this study was to examine the effects of English language proficiency and levels of scientific reasoning skills of Hispanic English language learners and native English language speaking students on their acquisition of science content knowledge as measured by a state-wide standardized science test. The researcher studied a group of high school Hispanic English language learners and native English language speaking students participating in Grade 10 science classes. The language proficiency of the students was to be measured through the use of the Test of English as a Foreign Language (TOEFL) instrument. A Classroom Test of Scientific Reasoning developed by Lawson (1978) was administered in either English or Spanish to the group of Hispanic English language learners and in English to the group of native English language-speaking students in order to determine their levels of scientific reasoning skills. The students' acquisition of science content knowledge was measured through the use of statewide-standardized science test developed by the State's Department of Education. This study suggests that the levels of English language proficiency appear to influence the acquisition of science content knowledge of Hispanic English language learners in the study. The results of the study also suggest that with regards to scientific reasoning skills, students that showed high levels or reflective reasoning skills for the most part performed better on the statewide-standardized science test than students with intuitive or transitional reasoning skills. This assertion was supported by the studies conducted by Lawson and his colleagues, which showed that high levels of reasoning or reflective reasoning skills are prerequisite for most high school science courses. The findings in this study imply that high order English language proficiency combined with high levels of reasoning skills enhances students' abilities to learn science content subject matter. This

  9. Prototype superconducting radio-frequency cavity for LEP

    CERN Multimedia

    1985-01-01

    This niobium superconducting cavity was part of the prototype stages for an upgrade to LEP, known as LEP-2. Superconducting cavities would eventually replace the traditional copper cavities and allow beam energies of 100 GeV.

  10. Status of the LEP2 Spectrometer Project

    CERN Document Server

    Dehning, Bernd; Bovet, Claude; Coosemans, Williame; Cornuet, D; Hidalgo, A; Hilleret, Noël; Hublin, M; Kalbreier, Willi; Leclère, P; Matheson, J; Mugnai, G; Muttoni, Y; Myers, S; Occelli, B; Palacios, J; Perret, R; Placidi, Massimo; Prochnow, J; Rühl, I; Sassowsky, M; Schmickler, Hermann; Valbuena, R; Wells, P S; Wenninger, J; Wilkinson, G R; Hildreth, M D; Roncarolo, F; Torrence, E

    2000-01-01

    The LEP spectrometer has been conceived to provide a determination of the beam energy with a relative accuracy of 10-4 in the LEP2 physics region where insufficient polarisation levels prevent the application of the resonant depolarisation method. The setup consists of a steel bending magnet flanked by a triplet of Beam Position Monitors (BPM) at each side providing a measurement of changes in the bending angle when the beams are accelerated to physics energies. The goal for a 100 ppm relative precision on the beam energy involves a ± 1 micron BPM resolution and the calibration of the dipole bending strength to a 30 ppm accuracy. This paper reports on the results of the commissioning of the Spectrometer during the 1999 LEP Run and on the experience acquired on the behaviour of the several sub-systems with circulating beams.

  11. Electroacoustic oscillations in the LEP SC. cavities

    CERN Document Server

    Boussard, Daniel; Tückmantel, Joachim

    1996-01-01

    The LEP superconducting cavities have been plagued by electroacoustic oscillations. Tests have been done to eliminate these by a special feed-back loop in the tuning circuit as well as a feed-forward path, but they could only be eliminated safely up to the design field by running the cavities close to tune neglecting beam-loading compensation. This technique proved successful during the first LEP2 test run at 70 GeV. The mechanism and essential parameters driving these oscillations have been analysed as well as the corresponding stronger loading of the power coupler.

  12. Measurement of the W mass at LEP

    CERN Document Server

    Przysiezniak, H

    2000-01-01

    The mass of the W boson is measured using W pair events collected with the ALEPH, DELPHI, L3 and OPAL detectors at LEP2. Three methods are used: the cross section method, the lepton energy spectrum method and the direct reconstruction method, where the latter is described more in detail. For data collected at E/sub cm/=161, 172 and 183 GeV, the following combined preliminary result is obtained: M/sub W//sup LEP/=80.37+or-0.08 GeV/c/sup 2/. (5 refs).

  13. ISOLDE 1985-1987: In the shadow of LEP construction

    CERN Multimedia

    CERN. Geneva

    2014-01-01

    This report describes my time at CERN from 1985 to 1987. Only very briefly before, ISOLDE was recognized by the CERN Management as a CERN facility and not only as a collaboration performing experiments at the synchrocyclotron (SC). Due to LEP construction the human resources were extremely restricted and I acted in one person as ISOLDE Group Leader, as Coordinator of the Synchrocyclotron, and as person responsible for the ISOLDE Technical Group. In addition, I was responsible for the students of my research groups from Mainz University which were active in laser spectroscopy of neutron-deficient nuclides in the mercury region and in getting ISOLTRAP on the floor and into operation. Due to LEP construction also the financial resources were extremely limited and my requests to the EP Division Leader B. Hyams and to the Director General H. Schopper for financial support for installation of a laser ion source and ISOLTRAP were turned down. Still, I and my students had a lot of fun at ISOLDE and I am very happy th...

  14. Academic Self-Efficacy, Social Relationships, and English Language Proficiency as Predictors of International Students' College Satisfaction

    Science.gov (United States)

    Eldaba, Abir

    2016-01-01

    International students represent a significant proportion of the college student population in the United States (Institute of International Education, 2015). They contribute to campus research, diversity, and the economy. In order to maintain these academic, cultural, and economic profits, universities should investigate the factors related to…

  15. Proficiency in cardiopulmonary resuscitation of medical students at graduation: a simulator-based comparison with general practitioners.

    Science.gov (United States)

    Lüscher, Fabian; Hunziker, Sabina; Gaillard, Vincent; Tschan, Franzisks; Semmer, Norbert K; Hunziker, Patrick R; Marsch, Stephan

    2010-01-23

    There are no data on the preparedness of medical students at the time of their graduation to handle a cardiac arrest. The aim of the present study was to compare the performance in cardiopulmonary resuscitation of medical students at the time of their graduation with that of experienced general practitioners. 24 teams consisting of three medical students and 24 teams consisting of three general practitioners were confronted with a scenario of a simulated witnessed cardiac arrest. Analysis was performed post-hoc using video recordings obtained during the simulation. Medical students diagnosed the cardiac arrest as quickly as general practitioners. Medical students were less likely to call for help in the initial phase of the cardiac arrest (14/24 vs 21/24; P = 0.002); had less hands-on time during the first 180 seconds of the arrest (52 +/- 33 sec vs 105 +/- 39 sec; P leadership (4/24 vs 14/24 teams, P <0.007). The technical quality of cardiopulmonary resuscitation provided by medical students was partly better, but for no parameter worse, than that provided by general practitioners. When confronted with a cardiac arrest, medical students at the time of their graduation substantially delayed evidence-based life-saving measures like defibrillation and provided only half of the resuscitation support provided by experienced general practitioners. Future research should focus on how to best prepare medical students to handle medical emergencies.

  16. Limited english proficiency, primary language at home, and disparities in children's health care: how language barriers are measured matters.

    Science.gov (United States)

    Flores, Glenn; Abreu, Milagros; Tomany-Korman, Sandra C

    2005-01-01

    Approximately 3.5 million U.S. schoolchildren are limited in English proficiency (LEP). Disparities in children's health and health care are associated with both LEP and speaking a language other than English at home, but prior research has not examined which of these two measures of language barriers is most useful in examining health care disparities. Our objectives were to compare primary language spoken at home vs. parental LEP and their associations with health status, access to care, and use of health services in children. We surveyed parents at urban community sites in Boston, asking 74 questions on children's health status, access to health care, and use of health services. Some 98% of the 1,100 participating children and families were of non-white race/ethnicity, 72% of parents were LEP, and 13 different primary languages were spoken at home. "Dose-response" relationships were observed between parental English proficiency and several child and parental sociodemographic features, including children's insurance coverage, parental educational attainment, citizenship and employment, and family income. Similar "dose-response" relationships were noted between the primary language spoken at home and many but not all of the same sociodemographic features. In multivariate analyses, LEP parents were associated with triple the odds of a child having fair/poor health status, double the odds of the child spending at least one day in bed for illness in the past year, and significantly greater odds of children not being brought in for needed medical care for six of nine access barriers to care. None of these findings were observed in analyses of the primary language spoken at home. Individual parental LEP categories were associated with different risks of adverse health status and outcomes. Parental LEP is superior to the primary language spoken at home as a measure of the impact of language barriers on children's health and health care. Individual parental LEP

  17. Sample Proficiency Test exercise

    Energy Technology Data Exchange (ETDEWEB)

    Alcaraz, A; Gregg, H; Koester, C

    2006-02-05

    The current format of the OPCW proficiency tests has multiple sets of 2 samples sent to an analysis laboratory. In each sample set, one is identified as a sample, the other as a blank. This method of conducting proficiency tests differs from how an OPCW designated laboratory would receive authentic samples (a set of three containers, each not identified, consisting of the authentic sample, a control sample, and a blank sample). This exercise was designed to test the reporting if the proficiency tests were to be conducted. As such, this is not an official OPCW proficiency test, and the attached report is one method by which LLNL might report their analyses under a more realistic testing scheme. Therefore, the title on the report ''Report of the Umpteenth Official OPCW Proficiency Test'' is meaningless, and provides a bit of whimsy for the analyses and readers of the report.

  18. Self-esteem and stress coping among proficiency certificate level nursing students in nursing campus Maharajgunj and Lalitpur Nursing Campus.

    Science.gov (United States)

    Shrestha, T

    2013-09-01

    Nursing requires high self-esteem and effective coping strategies for the quality of health services that they deliver. Self -esteem and stress coping mechanism developed during education period is foundation for professional practice. So, this study was conducted to identify self-esteem, coping activities, and their relationship. Descriptive cross sectional study was conducted among 287 PCL nursing students currently studying in different level in nursing campuses of the Institute of Medicine during June and July 2013. Self administered semi structured questionnaire and rating scales were used for the data collection. Findings showed that 21 (7.31%), 194 (67.5%), and 67 (23.34%), students had have very high, high and moderate, self-esteem and only five (1.74%) have low self-esteem.The difference in self-esteem level was insignificant with the level of the students. Students most frequently used problem focused (3.36±0.54) followed by emotion focused (3.04±0.45) and avoidance coping activities (2.91±0.63). The relationship of use of coping activities and level of students was statistically insignificant. Self-esteem level had positive relation with problem focused and emotion focused coping activities (Pearson r: 0.114 and 0.118), though the correlation was significant with emotion focused coping activities only. Bicytopenia and pancytopenia were seen in two cases each of myelodysplastic syndrome. Chronic myeloid leukemia and Non-Hodgkin lymphoma showed anemia and pancytopenia respectively. Majority of PCL nursing students have high level of self-esteem. They used problem focused coping activities most however, use of it decreased with increased level of students. Students with high self -esteem used problem focused followed by emotion focused coping activities. Students should be encouraged to use problem focused coping activities.

  19. Perception of Improving English Language Proficiency through Video Compositions among Male and Female Students of MRSM Kuala Krai

    National Research Council Canada - National Science Library

    Sha, Isolde Hon Pei; Kalajahi, Seyed Ali Rezvani; Mukundan, Jayakaran

    2014-01-01

    .... Other than that, the actions, gestures, emotions, settings, etc, that is observed by students in a video can provide significant visual stimulus for the practice and production of the English language...

  20. Quantum chromodynamics studies at LEP2

    Indian Academy of Sciences (India)

    swaban swaban

    Quantum chromodynamics studies at LEP2. SUNANDA BANERJEE. Tata Institute of Fundamental ... Quantum chromodynamics; large electron positron collider. PACS Nos 12.20.-m; 12.38.Qk; 13.65.+i. 1. Introduction ..... QCD interference causes gluon exchange between 2 initial qq'. This will result a change in particle ...

  1. Prototype storage cavity for LEP accelerating RF

    CERN Multimedia

    CERN PhotoLab

    1980-01-01

    The principle of an RF storage cavity was demonstrated with this prototype, working at 500 MHz. The final storage cavities were larger, to suit the LEP accelerating frequency of 352.2 MHz. Cu-tubes for watercooling are brazed onto the upper half, the lower half is to follow. See also 8006061, 8109346, 8407619X, and Annual Report 1980, p.115.

  2. Study of event shape variables at LEP

    CERN Document Server

    Sarkar, Subir

    1997-01-01

    We present the LEP results on the study of the hadronic event shape variables. Excellent detector performance and improved theoretical calculations make it possible to study quantum chromodynamics with small experimental and theoretical uncertainties. QCD predictions describe data well at energies above the Z peak.

  3. Power corrections and event shapes at LEP

    CERN Document Server

    Sanders, Michiel P

    2000-01-01

    Measurements of event shape variables from hadronic events collected by the LEP experiments, corresponding to hadronic center of mass energies between 30 GeV and 202 GeV are presented. Fits are performed to extract a, and the effective infrared strong coupling o with the power correction ansatz. Universality is observed for the effective coupling and comparisons are made with fragmentation models.

  4. search for supersymmetry at LEP-2

    Indian Academy of Sciences (India)

    All LEP data, up to centre-of-mass energy of 209 GeV, was carefully analysed with no observed SUSY signal. In an attempt to further increase the sensitivity of the search, the four groups combined some of their searches, to no avail. Author Affiliations. Ehud Duchovni1. Weizmann Institute of Science, Rehovot 76100, Israel ...

  5. Demonstration model of LEP bending magnet

    CERN Multimedia

    CERN PhotoLab

    1981-01-01

    To save iron and raise the flux density, the LEP bending magnet laminations were separated by spacers and the space between the laminations was filled with concrete. This is a demonstration model, part of it with the spaced laminations only, the other part filled with concrete.

  6. Diagram of a LEP dipole magnet

    CERN Multimedia

    1991-01-01

    LEP used a revolutionary design of dipole magnet, having magnetic plates embedded in an iron-concrete yoke. Such magnets bend the beam around its circular path. A vacuum is maintained throughout the accelerator so that the beam remains stable by avoiding unwanted interactions.

  7. Search for new physics at LEP 2

    CERN Document Server

    Gross, Eilam

    1997-01-01

    The results of the search for Higgs bosons, Charginos, Neutralinos, Sleptons, Squarks and light Gravitinos with the LEP accelerator at 130-172 GeV center-of-mass energy are briefly described. Prospects for Standard Model Higgs search at higher center-of-mass energies are also given.

  8. Effectiveness of Oral Proficiency in English for Secondary Schools (OPS-English Programme in Improving English Language Vocabulary among Secondary School Students

    Directory of Open Access Journals (Sweden)

    Manesha Kaur Rajendra Singh

    2015-12-01

    Full Text Available Speaking is an important skill that needs to be mastered as it is the best way to communicate with other people in order to deliver opinions and express ideas, but the fact is that secondary school students’ ability in speaking English is low in Malaysia. It is caused by several factors such as lack of vocabulary, poor pronunciation, weak grammar and poor fluency that hinders the mastery of English language. In this research, Oral Proficiency in English for Secondary Schools (OPS-English Programme was employed to improve students’ speaking skill by engaging them in vocabulary based activities. The main objectives of this study are to investigate the effectiveness of OPS-English in improving the students speaking skills and increasing their vocabulary count. This is an experimental pretest-posttest control group design study which involved 70 students from a school located in one of the districts in Kedah, Malaysia.  The duration of the study was 8 weeks. The data collection was done using pre-test and post-test. The data from the pre-test and post-test was analysed quantitatively using independent sample test. The findings of this study show that OPS-English can improve students’ vocabulary. This is proven by experimental group’s students’ test score that showed improvement in the post-test. OPS-English is a suitable programme that should be used to improve students’ vocabulary. The result of this study provides useful insights for English language teachers in teaching speaking. Keywords: OPS-English, speaking ability, secondary school students, vocabulary activities

  9. VISUAL LITERACY PROFICIENCY OF 6TH AND 8TH GRADE STUDENTS-6. VE 8. SINIF ÖĞRENCİLERİNİN GÖRSEL OKURYAZARLIK YETERLİLİKLERİ

    Directory of Open Access Journals (Sweden)

    Esra Lüle Mert

    2017-04-01

    Full Text Available Images; İs helping to restructure knowledge as a source of knowledge, without attracting the attention of the student, motivating the student, giving student tips, and asking questions, giving feedback to the student, learning. Besides visual language being privileged and easily perceivable according to written narration, visualization is a form of easy perception and expression for people. Visual literacy definitions that visual literacy is a comprehensive ability that can enhance an individual effectively for learning and teaching purposes. Beginning from the preschool, there should be an environment in which students can improve their visual literacy skills so that they can enhance themselves better. The study is screening model. The data of the research is gained through the “vısual lıteracy” scale developed by Kiper vd. (2012. The data acquired in the research was analyzed using SPSS (Statistical Package for Social Sciences for Windows 21.0 programme. The level for the visual literacy proficiency of the students participating in the research were generally found to be "high"; it has been seen that the scale of the visual literacy proficiency used is predominantly directed towards low- level visual literacy skills. The results for visual skills in the metacognitive skills level in PISA tests show that these skills can be developed at a low- level. The visual literacy of the teachers needs to sufficiently in order for the students to have sufficiently visual literacy skills. Correspondingly, it is very important that the visual literacy of the teacher candidates is at a sufficiently. Teachers with visual literacy proficiency are expected to educational process a more effective and productive teaching process while transferring these skills to their students.

  10. [Spatio-Temporal Bioelectrical Brain Activity Organization during Reading Syntagmatic and Paradigmatic Collocations by Students with Different Foreign Language Proficiency].

    Science.gov (United States)

    Sokolova, L V; Cherkasova, A S

    2015-01-01

    Texts or words/pseudowords are often used as stimuli for human verbal activity research. Our study pays attention to decoding processes of grammatical constructions consisted of two-three words--collocations. Russian and English collocation sets without any narrative were presented to Russian-speaking students with different English language skill. Stimulus material had two types of collocations: paradigmatic and syntagmatic. 30 students (average age--20.4 ± 0.22) took part in the study, they were divided into two equal groups depending on their English language skill (linguists/nonlinguists). During reading brain bioelectrical activity of cortex has been registered from 12 electrodes in alfa-, beta-, theta-bands. Coherent function reflecting cooperation of different cortical areas during reading collocations has been analyzed. Increase of interhemispheric and diagonal connections while reading collocations in different languages in the group of students with low knowledge of foreign language testifies of importance of functional cooperation between the hemispheres. It has been found out that brain bioelectrical activity of students with good foreign language knowledge during reading of all collocation types in Russian and English is characterized by economization of nervous substrate resources compared to nonlinguists. Selective activation of certain cortical areas has also been observed (depending on the grammatical construction type) in nonlinguists group that is probably related to special decoding system which processes presented stimuli. Reading Russian paradigmatic constructions by nonlinguists entailed increase between left cortical areas, reading of English syntagmatic collocations--between right ones.

  11. Towards the Creation of Appropriate Teaching Materials for High Proficiency ESL Learners: The Case of Indian Management Students

    Science.gov (United States)

    Nickerson, Catherine

    2008-01-01

    Many of the textbooks used to teach Indian management students are South East Asian editions of U.S. publications. Although these provide a great deal of information on the business world, particularly in a North American context, outside of India, they do not always meet the needs of either the Indian ESL Learner, or of Indian business and…

  12. Professional development in data use : The effects of primary school teacher training on teaching practices and students' mathematical proficiency

    NARCIS (Netherlands)

    Ritzema, Evelien

    2015-01-01

    The main aim of this dissertation was to evaluate a PDP on data use in terms of both its proximal (changes in teacher attitudes and teaching practices) and distal outcomes (improved math achievement of the students). This PDP contained three components that reflect the core features of data use and

  13. Comparing the Effects of Two Asynchronous Teaching Methods, Wikis and eBoards, on Spanish Students' Cultural Proficiency

    Science.gov (United States)

    Muir, Kristopher D.

    2010-01-01

    Culture tends to be misplaced as a secondary instructional goal in most foreign language classrooms. Although research has suggested that a strong link exists between language and culture, the problem resides in how best to teach culture in the classroom. While this problem impacts all learners, it may affect high school students more because they…

  14. Reciprocal Role Peer Tutoring: Can it Enhance Students' Motivation and Perceptions of Proficiency When Learning a Foreign Language?

    Science.gov (United States)

    East, Martin; Tolosa, Constanza; Villers, Helen

    2012-01-01

    As a consequence of a substantially revised national curriculum in New Zealand, all schools are now required to provide opportunities for students in school Years 7 to 10 (age 11+ to 14+) to learn an additional language. There are, however, very few intermediate school (Years 7 and 8) teachers who are additional language 'subject specialists'.…

  15. The Prediction of Reading Levels between Second and Third Grade Limited English Proficient Students in a Bilingual Program

    Science.gov (United States)

    Moses, Britani Creel

    2010-01-01

    The purpose of this study was to predict the third grade English reading TAKS scores while considering the same students' native language, Spanish, reading level as assessed by a state-approved reading assessment, the Evaluacion del desarrollo de la lectura (EDL), from the end of the second grade year. In addition, this study was been designed to…

  16. An Investigation of Basic and Borderline Proficient Students' Comprehension Reading Achievement Using the Read 180 Computerized Instructional Program

    Science.gov (United States)

    Piper, Deborah L.

    2013-01-01

    The purpose of this study was to see if students made gains in reading achievement in the area of reading comprehension by having used a computerized reading instructional program entitled "READ 180RTM." The researcher included a qualitative component to gather teacher and parent perceptions of the use of this program. The theoretical…

  17. Does Birth Order and Academic Proficiency Influence Perfectionistic Self-presentation Among Undergraduate Engineering Students? A Descriptive Analysis.

    Science.gov (United States)

    Louis, Preeti Tabitha; Kumar, Navin

    2016-01-01

    Perfectionism is a multifaceted concept. It had both advantages and disadvantages. Perfectionistic traits have been associated with leadership and very intellectual people. The present study is an attempt to understand if engineering students possess perfectionistic orientation and whether it influences self-efficacy, social connectedness, and achievement motivation. The present study adopts a random sampling design to evaluate the presence of perfectionism as a personality trait among undergraduate engineering students (N = 320). Standardized inventories such as Almost Perfect Scale-Revised were administered first to identify perfectionists and second to differentiate the adaptive from the maladaptive perfectionists. Scheduled interviews were conducted with students to obtain information regarding birth order and family functioning. Findings from the study reveal that there were a significant number of maladaptive perfectionists and that they experienced higher levels of personal and societal demands leading to a negative emotional well-being in comparison to the adaptive perfectionists. We also observed that first-born children were more likely to display a perfectionistic self-presentation and from scheduled interviews, we understood that paternal influences were stronger when it came to decision-making and display of conscientiousness. The study draws on important implications for helping students to understand perfectionism and to respond to demands of the family and societal subsystems in a positive and an adaptive manner.

  18. Perceived language proficiency and pain assessment by registered and student nurses in native English-speaking and EAL children aged 4-7 years.

    Science.gov (United States)

    Azize, Pary M; Cattani, Allegra; Endacott, Ruth

    2017-10-27

    To identify the factors that influence decisions made by health professionals when assessing the pain of native English speaking and children whose English is an additional language. Pain assessment in children is often poorly executed following acute injury. Whilst a range of pain assessment tools have been developed, little guidance is provided for assessing pain in children with English as an additional language. Factorial survey design. Twenty minor injuries unit nurses and 20 children's nursing students participated in an electronic survey to make judgements on 12 scenarios describing a child attending a minor injuries unit following an incident, accompanied by a parent. Respondents had to decide the most important form of pain assessment, and whether they would ask a parent or an interpreter to assess the pain of the child. An open-ended question asked about the difficulties found in making a judgement. Observation of the child's behaviour was the most common pain assessment reported. The visual analogue scale was significantly associated with children with proficient English. Respondents were significantly more likely to involve parents in the assessment if they could speak English well compared to parents with poor English skills. Moreover, nursing students were significantly more likely than registered nurses to call for support from an interpreter. Thematic analysis identified three themes related to difficulties with pain assessment: contrasting approaches, differing perceptions of pain and overcoming challenges. The reduced ability to communicate between child, parent and healthcare professional highlights the need to identify forms of assessment based on individual cases. The number of children with English as an additional language has seen a marked rise over the last decade. In situations where communication ability is reduced, assessment of pain should be tailored to meet the needs of the child. This may require timely access to interpreter services

  19. The effectiveness of audio books on the reading comprehension of selected texts by university EFL students at different proficiency levels

    OpenAIRE

    Türker, Sami

    2010-01-01

    Ankara : The Department of Teaching English as a Foreign Language, Bilkent University, 2010. Thesis (Master's) -- Bilkent University, 2010. Includes bibliographical references leaves 79-83. This study mainly investigated the effectiveness of audio books on the reading comprehension of selected texts by university EFL students. This study also aimed to find out whether a difference in students‘ reading comprehension as a result of exposure to audio books emerges based on thei...

  20. Relationship between Language Proficiency and Growth during Reading Interventions

    Science.gov (United States)

    Burns, Matthew K.; Frederick, Amy; Helman, Lori; Pulles, Sandra M.; McComas, Jennifer J.; Aguilar, Lisa

    2017-01-01

    Many English language learners (ELLs) experience difficulties with basic English reading due in part to low language proficiency. The authors examined the relationship between English language proficiency and growth during reading interventions for ELLs. A total of 201 second- and third-grade students with a variety of home languages participated.…

  1. 285 Teachers‟ Experience and Students‟ Numerical Proficiency in ...

    African Journals Online (AJOL)

    First Lady

    2013-01-28

    Jan 28, 2013 ... Five null hypotheses were formed and tested at 5% level of significance. Results show that numerical proficiency of students taught by experienced teachers were better than those taught by less experienced teachers. There was no significant difference in the numerical proficiency of male and female ...

  2. Measuring Language Dominance and Bilingual Proficiency Development of Tarahumara Children.

    Science.gov (United States)

    Paciotto, Carla

    This paper examines the language dominance and oral bilingual proficiency of Tarahumara-Spanish speaking students from Chihuahua, Mexico, within the framework of Cummins' model of bilingual proficiency development. Cummins' model distinguishes between basic interpersonal communicative skills (BICS) and cognitive academic language proficiency…

  3. Proficiency-Based Curriculum Design: Principles Derived from Government Experience.

    Science.gov (United States)

    Lowe, Pardee, Jr.

    1985-01-01

    Describes principles for designing a proficiency-based course to prepare students for the ACTFL/ETS Advanced Plus/Superior level according to Interagency Language Roundtable guidelines. Proposes ways to combine grammatical and "functional/notional" syllabuses with a proficiency approach. Examines the implications of these principles for…

  4. Second Language Grammatical Proficiency and Third Language Acquisition

    Science.gov (United States)

    Moghtadi, Laleh; Koosha, Mansour; Lotfi, Ahmad Reza

    2014-01-01

    The main concern of the present study was to investigate the probable correlation between the bilinguals' second language grammatical proficiency level and their third language grammatical proficiency level. The current study was implemented on selecting a total of 100 Iranian female high school students studying at second grade from two…

  5. The 15-item version of the Boston Naming Test as an index of English proficiency.

    Science.gov (United States)

    Erdodi, Laszlo A; Jongsma, Katherine A; Issa, Meriam

    2017-01-01

    The present study was designed to examine the potential of the Boston Naming Test - Short Form (BNT-15) to provide an objective estimate of English proficiency. A secondary goal was to examine the effect of limited English proficiency (LEP) on neuropsychological test performance. A brief battery of neuropsychological tests was administered to 79 bilingual participants (40.5% male, MAge = 26.9, MEducation = 14.2). The majority (n = 56) were English dominant (EN), and the rest were Arabic dominant (AR). The BNT-15 was further reduced to 10 items that best discriminated between EN and AR (BNT-10). Participants were divided into low, intermediate, and high English proficiency subsamples based on BNT-10 scores (≤6, 7-8, and ≥9). Performance across groups was compared on neuropsychological tests with high and low verbal mediation. The BNT-15 and BNT-10 respectively correctly identified 89 and 90% of EN and AR participants. Level of English proficiency had a large effect (partial η2 = .12-.34; Cohen's d = .67-1.59) on tests with high verbal mediation (animal fluency, sentence comprehension, word reading), but no effect on tests with low verbal mediation (auditory consonant trigrams, clock drawing, digit-symbol substitution). The BNT-15 and BNT-10 can function as indices of English proficiency and predict the deleterious effect of LEP on neuropsychological tests with high verbal mediation. Interpreting low scores on such measures as evidence of impairment in examinees with LEP would likely overestimate deficits.

  6. Inert doublet model and LEP II limits

    Science.gov (United States)

    Lundström, Erik; Gustafsson, Michael; Edsjö, Joakim

    2009-02-01

    The inert doublet model is a minimal extension of the standard model introducing an additional SU(2) doublet with new scalar particles that could be produced at accelerators. While there exists no LEP II analysis dedicated for these inert scalars, the absence of a signal within searches for supersymmetric neutralinos can be used to constrain the inert doublet model. This translation however requires some care because of the different properties of the inert scalars and the neutralinos. We investigate what restrictions an existing DELPHI Collaboration study of neutralino pair production can put on the inert scalars and discuss the result in connection with dark matter. We find that although an important part of the inert doublet model parameter space can be excluded by the LEP II data, the lightest inert particle still constitutes a valid dark matter candidate.

  7. section of an accelerating cavity from LEP

    CERN Multimedia

    This is a section of an accelerating cavity from LEP, cut in half to show the layer of niobium on the inside. Operating at 4.2 degrees above absolute zero, the niobium is superconducting and carries an accelerating field of 6 million volts per metre with negligible losses. Each cavity has a surface of 6 m2. The niobium layer is only 1.2 microns thick, ten times thinner than a hair. Such a large area had never been coated to such a high accuracy. A speck of dust could ruin the performance of the whole cavity so the work had to be done in an extremely clean environment. These challenging requirements pushed European industry to new achievements. 256 of these cavities are now used in LEP to double the energy of the particle beams.

  8. LEP : Top and Higgs Conference MT17

    CERN Multimedia

    2001-01-01

    Although not produced in an observable way, heavy particles like the top quark and perhaps the Higgs particle made their presence felt at LEP. This is due to one of the more curious features of quantum physics. Particles can appear from the quantum vacuum for an imperceptibly short length of time before disappearing back into the vacuum again, and these quantum fluctuations leave their traces in the 'real' world. The theoretical work that has made calculations of such phenomena possible was recognised by the award of the 1999 Nobel Prize for physics to Gerardus t'Hooft and Martinus Veltman. Their work allowed LEP to establish the Standard Model as a true quantum field theory, one of its great-est achievements.

  9. Search for Excited Leptons at LEP

    CERN Document Server

    Achard, P.; Aguilar-Benitez, M.; Alcaraz, J.; Alemanni, G.; Allaby, J.; Aloisio, A.; Alviggi, M.G.; Anderhub, H.; Andreev, Valery P.; Anselmo, F.; Arefev, A.; Azemoon, T.; Aziz, T.; Bagnaia, P.; Bajo, A.; Baksay, G.; Baksay, L.; Baldew, S.V.; Banerjee, S.; Banerjee, Sw.; Barczyk, A.; Barillere, R.; Bartalini, P.; Basile, M.; Batalova, N.; Battiston, R.; Bay, A.; Becattini, F.; Becker, U.; Behner, F.; Bellucci, L.; Berbeco, R.; Berdugo, J.; Berges, P.; Bertucci, B.; Betev, B.L.; Biasini, M.; Biglietti, M.; Biland, A.; Blaising, J.J.; Blyth, S.C.; Bobbink, G.J.; Bohm, A.; Boldizsar, L.; Borgia, B.; Bottai, S.; Bourilkov, D.; Bourquin, M.; Braccini, S.; Branson, J.G.; Brochu, F.; Burger, J.D.; Burger, W.J.; Cai, X.D.; Capell, M.; Cara Romeo, G.; Carlino, G.; Cartacci, A.; Casaus, J.; Cavallari, F.; Cavallo, N.; Cecchi, C.; Cerrada, M.; Chamizo, M.; Chang, Y.H.; Chemarin, M.; Chen, A.; Chen, G.; Chen, G.M.; Chen, H.F.; Chen, H.S.; Chiefari, G.; Cifarelli, L.; Cindolo, F.; Clare, I.; Clare, R.; Coignet, G.; Colino, N.; Costantini, S.; de la Cruz, B.; Cucciarelli, S.; van Dalen, J.A.; de Asmundis, R.; Deglon, P.; Debreczeni, J.; Degre, A.; Dehmelt, K.; Deiters, K.; della Volpe, D.; Delmeire, E.; Denes, P.; DeNotaristefani, F.; De Salvo, A.; Diemoz, M.; Dierckxsens, M.; Dionisi, C.; Dittmar, M.; Doria, A.; Dova, M.T.; Duchesneau, D.; Duda, M.; Echenard, B.; Eline, A.; El Hage, A.; El Mamouni, H.; Engler, A.; Eppling, F.J.; Extermann, P.; Falagan, M.A.; Falciano, S.; Favara, A.; Fay, J.; Fedin, O.; Felcini, M.; Ferguson, T.; Fesefeldt, H.; Fiandrini, E.; Field, J.H.; Filthaut, F.; Fisher, P.H.; Fisher, W.; Fisk, I.; Forconi, G.; Freudenreich, K.; Furetta, C.; Galaktionov, Iouri; Ganguli, S.N.; Garcia-Abia, Pablo; Gataullin, M.; Gentile, S.; Giagu, S.; Gong, Z.F.; Grenier, Gerald Jean; Grimm, O.; Gruenewald, M.W.; Guida, M.; van Gulik, R.; Gupta, V.K.; Gurtu, A.; Gutay, L.J.; Haas, D.; Hakobyan, R.S.; Hansen, J.M.; Hatzifotiadou, D.; Hebbeker, T.; Herve, Alain; Hirschfelder, J.; Hofer, H.; Hohlmann, M.; Holzner, G.; Hou, S.R.; Hu, Y.; Jin, B.N.; Jones, Lawrence W.; de Jong, P.; Josa-Mutuberria, I.; Kafer, D.; Kaur, M.; Kienzle-Focacci, M.N.; Kim, J.K.; Kirkby, Jasper; Kittel, W.; Klimentov, A.; Konig, A.C.; Kopal, M.; Koutsenko, V.; Kraber, M.; Kraemer, R.W.; Kruger, A.; Kunin, A.; Ladron de Guevara, P.; Laktineh, I.; Landi, G.; Lebeau, M.; Lebedev, A.; Lebrun, P.; Lecomte, P.; Lecoq, P.; Le Coultre, P.; Le Goff, J.M.; Leiste, R.; Levtchenko, M.; Levtchenko, P.; Li, C.; Likhoded, S.; Lin, C.H.; Lin, W.T.; Linde, F.L.; Lista, L.; Liu, Z.A.; Lohmann, W.; Longo, E.; Lu, Y.S.; Luci, C.; Luminari, L.; Lustermann, W.; Ma, W.G.; Malgeri, L.; Malinin, A.; Mana, C.; Mans, J.; Martin, J.P.; Marzano, F.; Mazumdar, K.; McNeil, R.R.; Mele, S.; Merola, L.; Meschini, M.; Metzger, W.J.; Mihul, A.; Milcent, H.; Mirabelli, G.; Mnich, J.; Mohanty, G.B.; Muanza, G.S.; Muijs, A.J.M.; Musicar, B.; Musy, M.; Nagy, S.; Natale, S.; Napolitano, M.; Nessi-Tedaldi, F.; Newman, H.; Nisati, A.; Kluge, Hannelies; Ofierzynski, R.; Organtini, G.; Pal, I.; Palomares, C.; Paolucci, P.; Paramatti, R.; Passaleva, G.; Patricelli, S.; Paul, Thomas Cantzon; Pauluzzi, M.; Paus, C.; Pauss, F.; Pedace, M.; Pensotti, S.; Perret-Gallix, D.; Petersen, B.; Piccolo, D.; Pierella, F.; Pioppi, M.; Piroue, P.A.; Pistolesi, E.; Plyaskin, V.; Pohl, M.; Pojidaev, V.; Pothier, J.; Prokofev, D.; Quartieri, J.; Rahal-Callot, G.; Rahaman, Mohammad Azizur; Raics, P.; Raja, N.; Ramelli, R.; Rancoita, P.G.; Ranieri, R.; Raspereza, A.; Razis, P.; Ren, D.; Rescigno, M.; Reucroft, S.; Riemann, S.; Riles, Keith; Roe, B.P.; Romero, L.; Rosca, A.; Rosier-Lees, S.; Roth, Stefan; Rosenbleck, C.; Rubio, J.A.; Ruggiero, G.; Rykaczewski, H.; Sakharov, A.; Saremi, S.; Sarkar, S.; Salicio, J.; Sanchez, E.; Schafer, C.; Schegelsky, V.; Schopper, H.; Schotanus, D.J.; Sciacca, C.; Servoli, L.; Shevchenko, S.; Shivarov, N.; Shoutko, V.; Shumilov, E.; Shvorob, A.; Son, D.; Souga, C.; Spillantini, P.; Steuer, M.; Stickland, D.P.; Stoyanov, B.; Straessner, A.; Sudhakar, K.; Sultanov, G.; Sun, L.Z.; Sushkov, S.; Suter, H.; Swain, J.D.; Szillasi, Z.; Tang, X.W.; Tarjan, P.; Tauscher, L.; Taylor, L.; Tellili, B.; Teyssier, D.; Timmermans, Charles; Ting, Samuel C.C.; Ting, S.M.; Tonwar, S.C.; Toth, J.; Tully, C.; Tung, K.L.; Ulbricht, J.; Valente, E.; Van de Walle, R.T.; Vasquez, R.; Veszpremi, V.; Vesztergombi, G.; Vetlitsky, I.; Vicinanza, D.; Viertel, G.; Villa, S.; Vivargent, M.; Vlachos, S.; Vodopianov, I.; Vogel, H.; Vogt, H.; Vorobev, I.; Vorobyov, A.A.; Wadhwa, M.; Wang, Q.; Wang, X.L.; Wang, Z.M.; Weber, M.; Wienemann, P.; Wilkens, H.; Wynhoff, S.; Xia, L.; Xu, Z.Z.; Yamamoto, J.; Yang, B.Z.; Yang, C.G.; Yang, H.J.; Yang, M.; Yeh, S.C.; Zalite, A.; Zalite, Yu.; Zhang, Z.P.; Zhao, J.; Zhu, G.Y.; Zhu, R.Y.; Zhuang, H.L.; Zichichi, A.; Zimmermann, B.; Zoller, M.

    2003-01-01

    A search for charged and neutral excited leptons is performed in 217 pb-1 of data collected with the L3 detector at LEP at centre-of-mass energies up to 209 GeV. The pair- and single-production mechanisms are investigated and no signals are detected. Combining with L3 results from searches at lower centre-of-mass energies, gives improved limits on the masses and couplings of excited leptons.

  10. Prototype storage cavity for LEP accelerating RF

    CERN Multimedia

    CERN PhotoLab

    1980-01-01

    The principle of an RF storage cavity was demonstrated with this prototype, working at 500 MHz. Ian Wilso seems to hold it in his hands. The storage cavities had 4 portholes, 1 each for: RF feed; tuning; connection to the accelerating cavity; vacuum pump. The final storage cavities were larger, to suit the lower LEP accelerating frequency of 352.2 MHz. See also 8002294, 8006510X, 8109346, 8407619X, and Annual Report 1980, p.115.

  11. $l l \\gamma \\gamma$ events at LEP

    CERN Document Server

    Chang, Yuan-Hann

    1993-01-01

    The results of studies on the ef.7-y events with high 'Y'Y mass from the L3 experiment at LEP is reported. A clustering of events with 'Y'Y invariant mass around 60 GeV is observed. The clustering could come from decay of a heavy particle, however, QED fluctuation cannot be ruled out. More data are needed to ascertain the origin of these events.

  12. Searching for Higgs : From LEP towards LHC

    CERN Document Server

    Schlatter, W-D

    2012-01-01

    After a brief introduction to the theoretical basis of the Higgs mechanism for generating the masses of elementary particles, the experimental searches for Higgs particles will be summarized, from bounds at LEP to inferences for LHC. The report will focus on the Standard Model, though some central results on extended Higgs systems, as conjectured for example in supersymmetric theories, will also be recapitulated. Alternative scenarios based on spontaneous symmetry breaking by novel strong interactions are adumbrated at the theoretical level.

  13. Prompt Photon Production at HERA and LEP

    CERN Document Server

    Kluge, Thomas

    2005-01-01

    Results on isolated prompt photon production are presented. The measurements were performed at HERA in deep inelastic ep scattering and photoproduction, as well as at LEP in photon photon collisions. Differential cross sections are shown for inclusive prompt photons and those accompanied by a jet. The results are compared to predictions of perturbative QCD calculations in next to leading order and to predictions of the event generators PYTHIA and HERWIG.

  14. LEP Dismantling Reaches Half-Way Stage

    CERN Multimedia

    2001-01-01

    LEP's last superconducting module leaves its home port... Just seven months into the operation, LEP dismantling is forging ahead. Two of the eight arcs which form the tunnel have already been emptied and the last of the accelerator's radiofrequency (RF) cavities has just been raised to the surface. The 160 people working on LEP dismantling have reason to feel pleased with their progress. All of the accelerator's 72 superconducting RF modules have already been brought to the surface, with the last one being extracted on 2nd May. This represents an important step in the dismantling process, as head of the project, John Poole, explains. 'This was the most delicate part of the project, because the modules are very big and they could only come out at one place', he says. The shaft at point 1.8 through which the RF cavity modules pass is 18 metres in diameter, while each module is 11.5 metres long. Some modules had to travel more than 10 kilometres to reach the shaft. ... is lifted up the PM 1.8 shaft, after a m...

  15. Validating English Language Proficiency Assessment Uses for English Learners: Academic Language Proficiency and Content Assessment Performance

    Science.gov (United States)

    Wolf, Mikyung Kim; Faulkner-Bond, Molly

    2016-01-01

    States use standards-based English language proficiency (ELP) assessments to inform relatively high-stakes decisions for English learner (EL) students. Results from these assessments are one of the primary criteria used to determine EL students' level of ELP and readiness for reclassification. The results are also used to evaluate the…

  16. One Hundred Percent Proficiency: A Mission Impossible

    Science.gov (United States)

    Haas, Eric; Wilson, Glen; Cobb, Casey; Rallis, Sharon

    2005-01-01

    Applying microeconomic theory to No Child Left Behind predicts that its use of significant consequences for schools that do not reach 100% proficiency on rigorous standardized tests by 2014 will likely prevent most, if not all schools, from providing a high-quality education for their students. The central problem is cost. Quality assurance models…

  17. Production of Routines in L2 English: Effect of Proficiency and Study-Abroad Experience

    Science.gov (United States)

    Taguchi, Naoko

    2013-01-01

    This preliminary study examined the effect of proficiency and study abroad experience on L2 learners' ability to produce routines. Participants were 64 Japanese students in an English-medium university in Japan. They were divided into three groups: Group 1 had lower proficiency with no study abroad experience, Group 2 had higher proficiency but no…

  18. LEP Electroweak and QCD Exhibition Lepton-Photon 2001

    CERN Multimedia

    2001-01-01

    The LEP collider an at centre-of-mass energies around the Z mass from 1989 to 1995 (LEP1).F om 1995 to 2000 (LEP2),the energy was gradually increased, crossing the W-pair production threshold in 1996,and eaching 208 GeV in 2000. Each of the four experiments,ALEPH,DELPHI,L3 and OPAL,observed around 4.5 million Z and 12 thousand W-pair events.

  19. Pouring concrete to form a model LEP dipole yoke

    CERN Multimedia

    1979-01-01

    The magnetic field needed in the LEP dipole magnets was rather low, of a fraction of tesla. This lead to the conception of a novel yoke structure consisting of stacks of 1.5 mm thick low-carbon steel laminations spaced by 4.1 mm with the spaces filled with concrete. For details see LEP-Note 118,1978 and LEP-Note 233,1980. See also 8111529, 8111710X, 7901023X,7908294

  20. Premiers résultats en provenance du LEP2

    CERN Multimedia

    CERN Press Office. Geneva

    1996-01-01

    CERN's Large Electron-Positron collider, LEP, produced its first pair of fundamental particles known as W+ and W- today, taking particle physics research into new and unexplored territory. This follows a busy winter of upgrades which have transformed LEP into a new accelerator, earning it the name LEP2. Hundreds of physicists from all over the world come to CERN to do their research at LEP2, which will be further upgraded over the coming years, bringing the possibility of new discoveries and extending our understanding of the Universe.

  1. The Effects of Service Learning Participation in Foreign Language Classes on Students' Attitudes towards the Spanish Language and Culture and Their Language Proficiency

    Science.gov (United States)

    Malkin, Fran

    2010-01-01

    This dissertation examines the effects of service learning experiences on participants' attitudes towards the Spanish language and culture and their language proficiency. It was hypothesized that using the Spanish language outside the confines of the academic environment would affect participants' attitudes and have an impact on their language…

  2. Facets of Speaking Proficiency

    Science.gov (United States)

    de Jong, Nivja H.; Steinel, Margarita P.; Florijn, Arjen F.; Schoonen, Rob; Hulstijn, Jan H.

    2012-01-01

    This study examined the componential structure of second-language (L2) speaking proficiency. Participants--181 L2 and 54 native speakers of Dutch--performed eight speaking tasks and six tasks tapping nine linguistic skills. Performance in the speaking tasks was rated on functional adequacy by a panel of judges and formed the dependent variable in…

  3. Facets of speaking proficiency

    NARCIS (Netherlands)

    de Jong, N.H.; Steinel, M.P.; Florijn, A.F.; Schoonen, R.; Hulstijn, J.H.

    2012-01-01

    This study examined the componential structure of second-language (L2) speaking proficiency. Participants—181 L2 and 54 native speakers of Dutch—performed eight speaking tasks and six tasks tapping nine linguistic skills. Performance in the speaking tasks was rated on functional adequacy by a panel

  4. LEP vacuum chamber, cross-section

    CERN Multimedia

    CERN PhotoLab

    1983-01-01

    Cross-section of the final prototype for the LEP vacuum chamber. The elliptic main-opening is for the beam. The small channel to the left is for the cooling water, to carry away the heat deposited by the synchrotron radiation. The square channel to the right houses the Non-Evaporable Getter (NEG) pump. The chamber is made from extruded aluminium. Its outside is clad with lead, to stop the synchrotron radiation emitted by the beam. For good adherence between Pb and Al, the Al chamber was coated with a thin layer of Ni. Ni being slightly magnetic, some resulting problems had to be overcome. See also 8301153.

  5. Measurement of W Polarisation at LEP

    CERN Document Server

    Achard, P; Aguilar-Benítez, M; Alcaraz, J; Alemanni, G; Allaby, James V; Aloisio, A; Alviggi, M G; Anderhub, H; Andreev, V P; Anselmo, F; Arefev, A; Azemoon, T; Aziz, T; Bagnaia, P; Bajo, A; Baksay, G; Baksay, L; Baldew, S V; Banerjee, S; Barczyk, A; Barillère, R; Bartalini, P; Basile, M; Batalova, N; Battiston, R; Bay, A; Becattini, F; Becker, U; Behner, F; Bellucci, L; Berbeco, R; Berdugo, J; Berges, P; Bertucci, B; Betev, B L; Biasini, M; Biglietti, M; Biland, A; Blaising, J J; Blyth, S C; Bobbink, Gerjan J; Böhm, A; Boldizsar, L; Borgia, B; Bottai, S; Bourilkov, D; Bourquin, Maurice; Braccini, S; Branson, J G; Brochu, F; Burger, J D; Burger, W J; Cai, X D; Capell, M; Cara Romeo, G; Carlino, G; Cartacci, A M; Casaus, J; Cavallari, F; Cavallo, N; Cecchi, C; Cerrada, M; Chamizo-Llatas, M; Chang, Y H; Chemarin, M; Chen, A; Chen, G; Chen, G M; Chen, H F; Chen, H S; Chiefari, G; Cifarelli, Luisa; Cindolo, F; Clare, I; Clare, R; Coignet, G; Colino, N; Costantini, S; de la Cruz, B; Cucciarelli, S; van Dalen, J A; De Asmundis, R; Déglon, P L; Debreczeni, J; Degré, A; Dehmelt, K; Deiters, K; Della Volpe, D; Delmeire, E; Denes, P; De Notaristefani, F; De Salvo, A; Diemoz, M; Dierckxsens, M; Dionisi, C; Dittmar, M; Doria, A; Dova, M T; Duchesneau, D; Duda, M; Echenard, B; Eline, A; El-Hage, A; El-Mamouni, H; Engler, A; Eppling, F J; Extermann, P; Falagán, M A; Falciano, S; Favara, A; Fay, J; Fedin, O; Felcini, M; Ferguson, T; Fesefeldt, H S; Fiandrini, E; Field, J H; Filthaut, Frank; Fisher, P H; Fisher, W; Fisk, I; Forconi, G; Freudenreich, Klaus; Furetta, C; Galaktionov, Yu; Ganguli, S N; García-Abia, P; Gataullin, M; Gentile, S; Giagu, S; Gong, Z F; Grenier, G; Grimm, O; Grünewald, M W; Guida, M; van Gulik, R; Gupta, V K; Gurtu, A; Gutay, L J; Haas, D; Hakobyan, R S; Hatzifotiadou, D; Hebbeker, T; Hervé, A; Hirschfelder, J; Hofer, H; Hohlmann, M; Holzner, G; Hou, S R; Hu, Y; Jin, B N; Jones, L W; de Jong, P; Josa-Mutuberria, I; Käfer, D; Kaur, M; Kienzle-Focacci, M N; Kim, J K; Kirkby, Jasper; Kittel, E W; Klimentov, A; König, A C; Kopal, M; Koutsenko, V F; Kräber, M H; Krämer, R W; Krüger, A; Kunin, A; Ladrón de Guevara, P; Laktineh, I; Landi, G; Lebeau, M; Lebedev, A; Lebrun, P; Lecomte, P; Lecoq, P; Le Coultre, P; Le Goff, J M; Leiste, R; Levtchenko, M; Levchenko, P M; Li, C; Likhoded, S; Lin, C H; Lin, W T; Linde, Frank L; Lista, L; Liu, Z A; Lohmann, W; Longo, E; Lü, Y S; Luci, C; Luminari, L; Lustermann, W; Ma Wen Gan; Malgeri, L; Malinin, A; Maña, C; Mangeol, D J J; Mans, J; Martin, J P; Marzano, F; Mazumdar, K; McNeil, R R; Mele, S; Merola, L; Meschini, M; Metzger, W J; Mihul, A; Milcent, H; Mirabelli, G; Mnich, J; Mohanty, G B; Muanza, G S; Muijs, A J M; Musicar, B; Musy, M; Nagy, S; Natale, S; Napolitano, M; Nessi-Tedaldi, F; Newman, H; Nisati, A; Nowak, H; Ofierzynski, R A; Organtini, G; Palomares, C; Paolucci, P; Paramatti, R; Passaleva, G; Patricelli, S; Paul, T; Pauluzzi, M; Paus, C; Pauss, Felicitas; Pedace, M; Pensotti, S; Perret-Gallix, D; Petersen, B; Piccolo, D; Pierella, F; Pioppi, M; Piroué, P A; Pistolesi, E; Plyaskin, V; Pohl, M; Pozhidaev, V; Pothier, J; Prokofiev, D O; Prokofev, D; Quartieri, J; Rahal-Callot, G; Rahaman, M A; Raics, P; Raja, N; Ramelli, R; Rancoita, P G; Ranieri, R; Raspereza, A V; Razis, P A; Ren, D; Rescigno, M; Reucroft, S; Riemann, S; Riles, K; Roe, B P; Romero, L; Rosca, A; Rosier-Lees, S; Roth, S; Rosenbleck, C; Roux, B; Rubio, J A; Ruggiero, G; Rykaczewski, H; Sakharov, A; Saremi, S; Sarkar, S; Salicio, J; Sánchez, E; Sanders, M P; Schäfer, C; Shchegelskii, V; Schopper, Herwig Franz; Schotanus, D J; Sciacca, C; Servoli, L; Shevchenko, S; Shivarov, N; Shoutko, V; Shumilov, E; Shvorob, A V; Son, D; Souga, C; Spillantini, P; Steuer, M; Stickland, D P; Stoyanov, B; Strässner, A; Sudhakar, K; Sultanov, G G; Sun, L Z; Sushkov, S; Suter, H; Swain, J D; Szillási, Z; Tang, X W; Tarjan, P; Tauscher, Ludwig; Taylor, L; Tellili, B; Teyssier, D; Timmermans, C; Ting, Samuel C C; Ting, S M; Tonwar, S C; Tóth, J; Tully, C; Tung, K L; Ulbricht, J; Valente, E; Van de Walle, R T; Vásquez, R; Veszpremi, V; Vesztergombi, G; Vetlitskii, I; Vicinanza, D; Viertel, Gert M; Villa, S; Vivargent, M; Vlachos, S; Vodopyanov, I; Vogel, H; Vogt, H; Vorobev, I; Vorobyov, A A; Wadhwa, M; Wang, X L; Wang, Z M; Weber, M; Wienemann, P; Wilkens, H; Wynhoff, S; Xia, L; Xu, Z Z; Yamamoto, J; Yang, B Z; Yang, C G; Yang, H J; Yang, M; Yeh, S C; Zalite, A; Zalite, Yu; Zhang, Z P; Zhao, J; Zhu, G Y; Zhu, R Y; Zhuang, H L; Zichichi, A; Zimmermann, B; Zöller, M

    2003-01-01

    The three different helicity states of W bosons produced in the reaction e+ e- -> W+ W- -> l nu q q~ at LEP are studied using leptonic and hadronic W decays. Data at centre-of-mass energies \\sqrt s = 183-209 GeV are used to measure the polarisation of W bosons, and its dependence on the W boson production angle. The fraction of longitudinally polarised W bosons is measured to be 0.218 \\pm 0.027 \\pm 0.016 where the first uncertainty is statistical and the second systematic, in agreement with the Standard Model expectation.

  6. Search for Single Top Production at LEP

    CERN Document Server

    Achard, P; Aguilar-Benítez, M; Alcaraz, J; Alemanni, G; Allaby, James V; Aloisio, A; Alviggi, M G; Anderhub, H; Andreev, V P; Anselmo, F; Arefev, A; Azemoon, T; Aziz, T; Bagnaia, P; Bajo, A; Baksay, G; Baksay, L; Baldew, S V; Banerjee, S; Banerjee, Sw; Barczyk, A; Barillère, R; Bartalini, P; Basile, M; Batalova, N; Battiston, R; Bay, A; Becattini, F; Becker, U; Behner, F; Bellucci, L; Berbeco, R; Berdugo, J; Berges, P; Bertucci, B; Betev, B L; Biasini, M; Biglietti, M; Biland, A; Blaising, J J; Blyth, S C; Bobbink, Gerjan J; Böhm, A; Boldizsar, L; Borgia, B; Bottai, S; Bourilkov, D; Bourquin, Maurice; Braccini, S; Branson, J G; Brochu, F; Burger, J D; Burger, W J; Cai, X D; Capell, M; Cara Romeo, G; Carlino, G; Cartacci, A M; Casaus, J; Cavallari, F; Cavallo, N; Cecchi, C; Cerrada, M; Chamizo-Llatas, M; Chang, Y H; Chemarin, M; Chen, A; Chen, G; Chen, G M; Chen, H F; Chen, H S; Chiefari, G; Cifarelli, Luisa; Cindolo, F; Clare, I; Clare, R; Coignet, G; Colino, N; Costantini, S; de la Cruz, B; Cucciarelli, S; van Dalen, J A; De Asmundis, R; Déglon, P L; Debreczeni, J; Degré, A; Dehmelt, K; Deiters, K; Della Volpe, D; Delmeire, E; Denes, P; De Notaristefani, F; De Salvo, A; Diemoz, M; Dierckxsens, M; Dionisi, C; Dittmar, M; Doria, A; Dova, M T; Duchesneau, D; Echenard, B; Eline, A; El-Mamouni, H; Engler, A; Eppling, F J; Ewers, A; Extermann, P; Falagán, M A; Falciano, S; Favara, A; Fay, J; Fedin, O; Felcini, M; Ferguson, T; Fesefeldt, H S; Fiandrini, E; Field, J H; Filthaut, Frank; Fisher, P H; Fisher, W; Fisk, I; Forconi, G; Freudenreich, Klaus; Furetta, C; Galaktionov, Yu; Ganguli, S N; García-Abia, P; Gataullin, M; Gentile, S; Giagu, S; Gong, Z F; Grenier, G; Grimm, O; Grünewald, M W; Guida, M; van Gulik, R; Gupta, V K; Gurtu, A; Gutay, L J; Haas, D; Hakobyan, R S; Hatzifotiadou, D; Hebbeker, T; Hervé, A; Hirschfelder, J; Hofer, H; Hohlmann, M; Holzner, G; Hou, S R; Hu, Y; Jin, B N; Jones, L W; de Jong, P; Josa-Mutuberria, I; Käfer, D; Kaur, M; Kienzle-Focacci, M N; Kim, J K; Kirkby, Jasper; Kittel, E W; Klimentov, A; König, A C; Kopal, M; Koutsenko, V F; Kräber, M H; Krämer, R W; Krenz, W; Krüger, A; Kunin, A; Ladrón de Guevara, P; Laktineh, I; Landi, G; Lebeau, M; Lebedev, A; Lebrun, P; Lecomte, P; Lecoq, P; Le Coultre, P; Le Goff, J M; Leiste, R; Levtchenko, M; Levchenko, P M; Li, C; Likhoded, S A; Lin, C H; Lin, W T; Linde, Frank L; Lista, L; Liu, Z A; Lohmann, W; Longo, E; Lü, Y S; Lübelsmeyer, K; Luci, C; Luminari, L; Lustermann, W; Ma Wen Gan; Malgeri, L; Malinin, A; Maña, C; Mangeol, D J J; Mans, J; Martin, J P; Marzano, F; Mazumdar, K; McNeil, R R; Mele, S; Merola, L; Meschini, M; Metzger, W J; Mihul, A; Milcent, H; Mirabelli, G; Mnich, J; Mohanty, G B; Muanza, G S; Muijs, A J M; Musicar, B; Musy, M; Nagy, S; Natale, S; Napolitano, M; Nessi-Tedaldi, F; Newman, H; Niessen, T; Nisati, A; Nowak, H; Ofierzynski, R A; Organtini, G; Palomares, C; Pandoulas, D; Paolucci, P; Paramatti, R; Passaleva, G; Patricelli, S; Paul, T; Pauluzzi, M; Paus, C; Pauss, Felicitas; Pedace, M; Pensotti, S; Perret-Gallix, D; Petersen, B; Piccolo, D; Pierella, F; Pioppi, M; Piroué, P A; Pistolesi, E; Plyaskin, V; Pohl, M; Pozhidaev, V; Pothier, J; Prokofiev, D O; Prokofev, D; Quartieri, J; Rahal-Callot, G; Rahaman, M A; Raics, P; Raja, N; Ramelli, R; Rancoita, P G; Ranieri, R; Raspereza, A V; Razis, P A; Ren, D; Rescigno, M; Reucroft, S; Riemann, S; Riles, K; Roe, B P; Romero, L; Rosca, A; Rosier-Lees, S; Roth, S; Rosenbleck, C; Roux, B; Rubio, Juan Antonio; Ruggiero, G; Rykaczewski, H; Sakharov, A; Saremi, S; Sarkar, S; Salicio, J; Sánchez, E; Sanders, M P; Schäfer, C; Shchegelskii, V; Schmidt-Kärst, S; Schmitz, D; Schopper, Herwig Franz; Schotanus, D J; Schwering, G; Sciacca, C; Servoli, L; Shevchenko, S; Shivarov, N; Shoutko, V; Shumilov, E; Shvorob, A V; Siedenburg, T; Son, D; Souga, C; Spillantini, P; Steuer, M; Stickland, D P; Stoyanov, B; Strässner, A; Sudhakar, K; Sultanov, G G; Sun, L Z; Sushkov, S V; Suter, H; Swain, J D; Szillási, Z; Tang, X W; Tarjan, P; Tauscher, Ludwig; Taylor, L; Tellili, B; Teyssier, D; Timmermans, C; Ting, Samuel C C; Ting, S M; Tonwar, S C; Tóth, J; Tully, C; Tung, K L; Ulbricht, J; Valente, E; Van de Walle, R T; Vásquez, R P; Veszpremi, V; Vesztergombi, G; Vetlitskii, I; Vicinanza, D; Viertel, Gert M; Villa, S; Vivargent, M; Vlachos, S; Vodopyanov, I; Vogel, H; Vogt, H; Vorobev, I; Vorobyov, A A; Wadhwa, M; Wallraff, W; Wang, X L; Wang, Z M; Weber, M; Wienemann, P; Wilkens, H; Wynhoff, S; Xia, L; Xu, Z Z; Yamamoto, J; Yang, B Z; Yang, C G; Yang, H J; Yang, M; Yeh, S C; Zalite, A; Zalite, Yu; Zhang, Z P; Zhao, J; Zhu, G Y; Zhu, R Y; Zhuang, H L; Zichichi, A; Zimmermann, B; Zöller, M

    2002-01-01

    Single top production in e^+e^- annihilations is searched for in data collected by the L3 detector at centre-of-mass energies from 189 to 209 GeV, corresponding to a total integrated luminosity of 634 pb-1. Investigating hadronic and semileptonic top decays, no evidence of single top production at LEP is obtained and upper limits on the single top cross section as a function of the centre-of-mass energy are derived. Limits on possible anomalous couplings, as well as on the scale of contact interactions responsible for single top production are determined.

  7. Search for Charged Higgs Bosons at LEP

    CERN Document Server

    Achard, P.; Aguilar-Benitez, M.; Alcaraz, J.; Alemanni, G.; Allaby, J.; Aloisio, A.; Alviggi, M.G.; Anderhub, H.; Andreev, Valery P.; Anselmo, F.; Arefev, A.; Azemoon, T.; Aziz, T.; Bagnaia, P.; Bajo, A.; Baksay, G.; Baksay, L.; Baldew, S.V.; Banerjee, S.; Barczyk, A.; Barillere, R.; Bartalini, P.; Basile, M.; Batalova, N.; Battiston, R.; Bay, A.; Becattini, F.; Becker, U.; Behner, F.; Bellucci, L.; Berbeco, R.; Berdugo, J.; Berges, P.; Bertucci, B.; Betev, B.L.; Biasini, M.; Biglietti, M.; Biland, A.; Blaising, J.J.; Blyth, S.C.; Bobbink, G.J.; Bohm, A.; Boldizsar, L.; Borgia, B.; Bottai, S.; Bourilkov, D.; Bourquin, M.; Braccini, S.; Branson, J.G.; Brochu, F.; Burger, J.D.; Burger, W.J.; Cai, X.D.; Capell, M.; Cara Romeo, G.; Carlino, G.; Cartacci, A.; Casaus, J.; Cavallari, F.; Cavallo, N.; Cecchi, C.; Cerrada, M.; Chamizo, M.; Chang, Y.H.; Chemarin, M.; Chen, A.; Chen, G.; Chen, G.M.; Chen, H.F.; Chen, H.S.; Chiefari, G.; Cifarelli, L.; Cindolo, F.; Clare, I.; Clare, R.; Coignet, G.; Colino, N.; Costantini, S.; de la Cruz, B.; Cucciarelli, S.; van Dalen, J.A.; de Asmundis, R.; Deglon, P.; Debreczeni, J.; Degre, A.; Dehmelt, K.; Deiters, K.; della Volpe, D.; Delmeire, E.; Denes, P.; DeNotaristefani, F.; De Salvo, A.; Diemoz, M.; Dierckxsens, M.; Dionisi, C.; Dittmar, M.; Doria, A.; Dova, M.T.; Duchesneau, D.; Duda, M.; Echenard, B.; Eline, A.; El Hage, A.; El Mamouni, H.; Engler, A.; Eppling, F.J.; Extermann, P.; Falagan, M.A.; Falciano, S.; Favara, A.; Fay, J.; Fedin, O.; Felcini, M.; Ferguson, T.; Fesefeldt, H.; Fiandrini, E.; Field, J.H.; Filthaut, F.; Fisher, P.H.; Fisher, W.; Fisk, I.; Forconi, G.; Freudenreich, K.; Furetta, C.; Galaktionov, Iouri; Ganguli, S.N.; Garcia-Abia, Pablo; Gataullin, M.; Gentile, S.; Giagu, S.; Gong, Z.F.; Grenier, Gerald Jean; Grimm, O.; Gruenewald, M.W.; Guida, M.; van Gulik, R.; Gupta, V.K.; Gurtu, A.; Gutay, L.J.; Haas, D.; Hatzifotiadou, D.; Hebbeker, T.; Herve, Alain; Hirschfelder, J.; Hofer, H.; Hohlmann, M.; Holzner, G.; Hou, S.R.; Hu, Y.; Jin, B.N.; Jones, Lawrence W.; de Jong, P.; Josa-Mutuberria, I.; Kafer, D.; Kaur, M.; Kienzle-Focacci, M.N.; Kim, J.K.; Kirkby, Jasper; Kittel, W.; Klimentov, A.; Konig, A.C.; Kopal, M.; Koutsenko, V.; Kraber, M.; Kraemer, R.W.; Kruger, A.; Kunin, A.; Ladron de Guevara, P.; Laktineh, I.; Landi, G.; Lebeau, M.; Lebedev, A.; Lebrun, P.; Lecomte, P.; Lecoq, P.; Le Coultre, P.; Le Goff, J.M.; Leiste, R.; Levtchenko, M.; Levtchenko, P.; Li, C.; Likhoded, S.; Lin, C.H.; Lin, W.T.; Linde, F.L.; Lista, L.; Liu, Z.A.; Lohmann, W.; Longo, E.; Lu, Y.S.; Luci, C.; Luminari, L.; Lustermann, W.; Ma, W.G.; Malgeri, L.; Malinin, A.; Mana, C.; Mans, J.; Martin, J.P.; Marzano, F.; Mazumdar, K.; McNeil, R.R.; Mele, S.; Merola, L.; Meschini, M.; Metzger, W.J.; Mihul, A.; Milcent, H.; Mirabelli, G.; Mnich, J.; Mohanty, G.B.; Muanza, G.S.; Muijs, A.J.M.; Musicar, B.; Musy, M.; Nagy, S.; Natale, S.; Napolitano, M.; Nessi-Tedaldi, F.; Newman, H.; Nisati, A.; Novak, T.; Kluge, Hannelies; Ofierzynski, R.; Organtini, G.; Pal, I.; Palomares, C.; Paolucci, P.; Paramatti, R.; Passaleva, G.; Patricelli, S.; Paul, Thomas Cantzon; Pauluzzi, M.; Paus, C.; Pauss, F.; Pedace, M.; Pensotti, S.; Perret-Gallix, D.; Petersen, B.; Piccolo, D.; Pierella, F.; Pioppi, M.; Piroue, P.A.; Pistolesi, E.; Plyaskin, V.; Pohl, M.; Pojidaev, V.; Pothier, J.; Prokofev, D.; Quartieri, J.; Rahal-Callot, G.; Rahaman, Mohammad Azizur; Raics, P.; Raja, N.; Ramelli, R.; Rancoita, P.G.; Ranieri, R.; Raspereza, A.; Razis, P.; Ren, D.; Rescigno, M.; Reucroft, S.; Riemann, S.; Riles, Keith; Roe, B.P.; Romero, L.; Rosca, A.; Rosier-Lees, S.; Roth, Stefan; Rosenbleck, C.; Roux, B.; Rubio, J.A.; Ruggiero, G.; Rykaczewski, H.; Sakharov, A.; Saremi, S.; Sarkar, S.; Salicio, J.; Sanchez, E.; Schafer, C.; Schegelsky, V.; Schopper, H.; Schotanus, D.J.; Sciacca, C.; Servoli, L.; Shevchenko, S.; Shivarov, N.; Shoutko, V.; Shumilov, E.; Shvorob, A.; Son, D.; Souga, C.; Spillantini, P.; Steuer, M.; Stickland, D.P.; Stoyanov, B.; Straessner, A.; Sudhakar, K.; Sultanov, G.; Sun, L.Z.; Sushkov, S.; Suter, H.; Swain, J.D.; Szillasi, Z.; Tang, X.W.; Tarjan, P.; Tauscher, L.; Taylor, L.; Tellili, B.; Teyssier, D.; Timmermans, Charles; Ting, Samuel C.C.; Ting, S.M.; Tonwar, S.C.; Toth, J.; Tully, C.; Tung, K.L.; Ulbricht, J.; Valente, E.; Van de Walle, R.T.; Vasquez, R.; Veszpremi, V.; Vesztergombi, G.; Vetlitsky, I.; Vicinanza, D.; Viertel, G.; Villa, S.; Vivargent, M.; Vlachos, S.; Vodopianov, I.; Vogel, H.; Vogt, H.; Vorobev, I.; Vorobyov, A.A.; Wadhwa, M.; Wang, Q.; Wang, X.L.; Wang, Z.M.; Weber, M.; Wienemann, P.; Wilkens, H.; Wynhoff, S.; Xia, L.; Xu, Z.Z.; Yamamoto, J.; Yang, B.Z.; Yang, C.G.; Yang, H.J.; Yang, M.; Yeh, S.C.; Zalite, A.; Zalite, Yu.; Zhang, Z.P.; Zhao, J.; Zhu, G.Y.; Zhu, R.Y.; Zhuang, H.L.; Zichichi, A.; Zimmermann, B.; Zoller, M.

    2003-01-01

    A search for pair-produced charged Higgs bosons is performed with the L3 detector at LEP using data collected at centre-of-mass energies between 189 and 209GeV, corresponding to an integrated luminosity of 629.4/pb. Decays into a charm and a strange quark or into a tau lepton and its neutrino are considered. No significant excess is observed and lower limits on the mass of the charged Higgs boson are derived at the 95% confidence level. They vary from 76.5 to 82.7GeV, as a function of the H->tv branching ratio.

  8. b-tagging in DELPHI at LEP

    CERN Document Server

    Abdallah, J; Adam, W; Adye, T; Adzic, P; Albrecht, T; Alderweireld, T; Alemany-Fernandez, R; Allmendinger, T; Allport, P P; Almehed, S; Amaldi, Ugo; Amapane, N; Amato, S; Anashkin, E; Andreazza, A; Andringa, S; Anjos, N; Antilogus, P; Apel, W D; Arnoud, Y; Ask, S; Åsman, B; Augustin, J E; Augustinus, A; Baillon, Paul; Ballestrero, A; Bambade, P; Barbier, R; Bardin, Dimitri Yuri; Barker, G; Baroncelli, A; Bates, M; Battaglia, Marco; Baubillier, M; Becks, K H; Begalli, M; Behrmann, A; Benekos, N C; Benvenuti, Alberto C; Bérat, C; Berggren, M; Berntzon, L; Bertrand, D; Besançon, M; Besson, N; Bibby, J; Biffi, P; Bloch, D; Blom, M; Bonesini, M; Boonekamp, M; Booth, P S L; Borisov, G; Botner, O; Bouquet, B; Bowcock, T J V; Boyko, I; Bracko, M; Branchini, P; Brenner, R; Brodet, E; Brückman, P; Brunet, J M; Bugge, L; Buschmann, P; Caccia, M; Calvi, M; Camporesi, T; Canale, V; Carena, F; Castro, N; Cavallo, F R; Chabaud, V; Chapkin, M M; Charpentier, P; Checchia, P; Chierici, R; Shlyapnikov, P; Chudoba, J; Chung, S U; Cieslik, K; Collins, P; Contri, R; Cosme, G; Cossutti, F; Costa, M J; Couchot, F; Crawley, B; Crennell, D J; Cuevas-Maestro, J; D'Almagne, B; D'Hondt, J; Dalmau, J; Da Silva, T; Da Silva, W; Della Ricca, G; De Angelis, A; de Boer, Wim; De Clercq, C; De Lotto, B; De Maria, N; De Min, A; De Paula, L S; Di Ciaccio, Lucia; Dijkstra, H; Di Simone, A; Doroba, K; Drees, J; Dris, M; Eigen, G; Ekelöf, T J C; Ellert, M; Elsing, M; Espirito-Santo, M C; Fanourakis, G K; Fassouliotis, D; Feindt, M; Fernández, J; Ferrer, A; Ferro, F; Flagmeyer, U; Föth, H; Fokitis, E; Fulda-Quenzer, F; Fuster, J A; Gandelman, M; García, C; Gavillet, P; Gazis, E N; Geralis, T; Gokieli, R; Golob, B; Gómez-Cadenas, J J; Gómez-Ceballos, G; Gonçalves, P; Graziani, E; Grosdidier, G; Grzelak, K; Guy, J; Haag, C; Hallgren, A; Hamacher, K; Hamilton, K; Hansen, J; Haug, S; Hauler, F; Hedberg, V; Hennecke, M; Hernando, J A; Herr, H; Heuser, J M; Holmgren, S O; Holt, P J; Houlden, M A; Hultqvist, K; Jackson, J N; Jalocha, P; Jarlskog, C; Jarlskog, G; Jarry, P; Jeans, D; Johansson, E K; Johansson, P D; Jonsson, P; Joram, C; Jungermann, L; Kapusta, F; Karlsson, M; Katsanevas, S; Katsoufis, E C; Keränen, R; Kernel, G; Kersevan, Borut P; Kiiskinen, A P; King, B T; Kjaer, N J; Kluit, P; Kokkinias, P; Kourkoumelis, C; Kuznetsov, O; Krumshtein, Z; Kucharczyk, M; Kucewicz, W; Kurowska, J; Lamsa, J; Leder, G; Ledroit, F; Leinonen, L; Leitner, R; Lemonne, J; Lepeltier, V; Lesiak, T; Liebig, W; Liko, D; Lipniacka, A; Lopes, J H; López, J M; Loukas, D; Lutz, P; Lyons, L; MacNaughton, J; Malek, A; Maltezos, S; Mandl, F; Marco, J; Marco, R; Maréchal, B; Margoni, M; Marin, J C; Mariotti, C; Markou, A; Martínez-Rivero, C; Martínez-Vidal, F; Masik, J; Mastroyiannopoulos, N; Matorras, F; Matteuzzi, C; Mazzucato, F; Mazzucato, M; McNulty, R; Meroni, C; Meyer, W T; Migliore, E; Mitaroff, W A; Mjörnmark, U; Moa, T; Moch, M; Mönig, K; Monge, R; Montenegro, J; Moraes, D; Moreno, S; Morettini, P; Müller, U; Münich, K; Mulders, M; Mundim, L; Murray, W; Muryn, B; Myatt, Gerald; Myklebust, T; Nassiakou, M; Navarria, Francesco Luigi; Nawrocki, K; Nicolaidou, R; Niezurawski, P; Nikolenko, M; Nomerotski, A; Norman, A; Nygren, A; Oblakowska-Mucha, A; Obraztsov, V F; Olshevskii, A G; Onofre, A; Orava, Risto; Österberg, K; Ouraou, A; Oyanguren, A; Paganoni, M; Paiano, S; Palacios, J P; Palka, H; Papadopoulou, T D; Pape, L; Parkes, C; Parodi, F; Parzefall, U; Passeri, A; Passon, O; Peralta, L; Perepelitsa, V F; Perrotta, A; Petrolini, A; Piedra, J; Pieri, L; Pierre, F; Pimenta, M; Piotto, E; Podobnik, T; Poireau, V; Pol, M E; Polok, G; Poropat, P; Pozdnyakov, V; Pukhaeva, N; Pullia, Antonio; Rames, J; Ramler, L; Read, A; Rebecchi, P; Rehn, J; Reid, D; Reinhardt, R; Renton, P B; Richard, F; Rídky, J; Rivero, M; Rodríguez, D; Romero, A; Ronchese, P; Rosenberg, E I; Roudeau, Patrick; Rovelli, T; Ruhlmann-Kleider, V; Ryabtchikov, D; Sadovskii, A; Salmi, L; Salt, J; Savoy-Navarro, A; Schwickerath, U; Segar, A; Sekulin, R L; Siebel, M; Sissakian, A N; Smadja, G; Smirnova, O G; Sokolov, A; Sopczak, A; Sosnowski, R; Spassoff, Tz; Stanitzki, M; Stavitski, I; Stocchi, A; Strauss, J; Stugu, B; Szczekowski, M; Szeptycka, M; Szumlak, T; Tabarelli de Fatis, T; Taffard, A C; Tegenfeldt, F; Timmermans, J; Tinti, N; Tkatchev, L G; Tobin, M; Todorovova, S; Tomaradze, A G; Tomé, B; Tonazzo, A; Tortosa, P; Travnicek, P; Treille, D; Trischuk, W; Tristram, G; Trochimczuk, M; Troncon, C; Turluer, M L; Tyapkin, I A; Tyapkin, P; Tyndel, M; Tzamarias, S; Uvarov, V; Valenti, G; van Dam, P; Van Eldik, J; Van Lysebetten, A; Van Remortel, N; Van Vulpen, I B; Vegni, G; Veloso, F; Venus, W A; Verbeure, F; Verdier, P; Verzi, V; Vilanova, D; Vitale, L; Vrba, V; Wahlen, H; Washbrook, A J; Weilhammer, Peter; Weiser, C; Wicke, D; Wickens, J H; Wilkinson, G; Winter, M; Witek, M; Yushchenko, O P; Zalewska-Bak, A; Zalewski, Piotr; Zavrtanik, D; Zimin, N I; Zinchenko, A I; Zupan, M

    2004-01-01

    The standard method used for tagging b-hadrons in the DELPHI experiment at the CERN LEP Collider is discussed in detail. The main ingredient of b-tagging is the impact parameters of tracks, which relies mostly on the vertex detector. Additional information, such as the mass of particles associated to a secondary vertex, significantly improves the selection efficiency and the background suppression. The paper describes various discriminating variables used for the tagging and the procedure of their combination. In addition, applications of b-tagging to some physics analyses, which depend crucially on the performance and reliability of b-tagging, are described briefly.

  9. Single-cell LEP-type cavity on measurement stand

    CERN Document Server

    CERN PhotoLab

    1982-01-01

    A single-cell cavity, made of copper, with tapered connectors for impedance measurements. It was used as a model of LEP-type superconducting cavities, to investigate impedance and higher-order modes and operated at around 600 MHz (the LEP acceleration frequency was 352.2 MHz). See 8202500.

  10. Inside the LEP control room at start-up

    CERN Multimedia

    1989-01-01

    Physicists grouped around a screen in the LEP control room at the strat-up of LEP on 14 July 1989. The emotion of the moment is clear. Carlo Rubbia, Director-General of CERN at the time, is in the centre and on his left, Herwig Schopper, former Director-General of the Organization.

  11. Medical training and English language proficiency.

    Science.gov (United States)

    Hayes, S C; Farnill, D

    1993-01-01

    Concern is often expressed about the English language proficiency (ELP) of students engaged in professional training. This report assesses the ELP of the 1990 and 1991 intakes into medicine at the University of Sydney. A quick screening test and individual in-depth tests were used in a two-stage design. Admission to the course is highly competitive and most students are selected from the top 0.75% of Higher School Certificate results but 15% and 19% of the year cohorts were found to be below average in ELP. English proficiency was found to be consistently correlated with first- and second-year university results. Initiatives taken to support students with language disadvantages and to ensure that graduates will be able to communicate effectively with patients are outlined.

  12. ESL Students' Perceptions of Their English Writing Proficiency and the Effects of Peer Review Training among Three Types of Students in a Community College ESL Composition Course

    Science.gov (United States)

    Goldburg, Maxine E.

    2012-01-01

    Learner-centered methodology like peer review is problematic in the pluralism of the ESL classroom when teaching academic English composition. A distinct complication is the form writing instruction should take given the interaction and variations between ESL students' L1 background, experiences, schema, and the meaning of academic literacy in…

  13. The relationship between the critical thinking skills and the academic language proficiency of prospective teachers

    Directory of Open Access Journals (Sweden)

    M M (Mary Grosser

    2013-01-01

    Full Text Available We report on the relationships that exist between the critical thinking skills and the academic language proficiency ofa group of first-year prospective teachers at a South African university (n = 89. The results revealed the nature of the critical thinking skills as well as the academic language proficiency of the students. Significant correlations between academic language proficiency and making inferences, as well as between academic language proficiency and critical thinking as a general competency, were noted. The article concludes with recommendations on how to enhance critical thinking and language proficiency in the teacher-training curriculum.

  14. Investigating Language Proficiency and Learning Style Preference

    OpenAIRE

    Lee, Bradford; Pirotto, Christopher

    2017-01-01

    Individual differences (ID) among language learners (e.g. language aptitude or motivation), are variables that are theorized to affect the degree of success one will have in acquiring a second language (L2). This study sought to add to the body of literature on learning style. 225first year students (divided into two groups based on English proficiency) at a private Japanese university were surveyed to determine their preferred learning style(s). The data obtained were then examined in relati...

  15. Observation of Radial Ring Deformations using Closed Orbits at LEP

    CERN Document Server

    Wenninger, J

    1999-01-01

    With a circumference of 27.7 km the LEP ring is subject to long large geological deformations which must be monitored accurately to guarantee a sufficient precision on the beam energy for the LEP experiments. Changes of the LEP circimference can be extracted from the radial position of the closed orbits with an accurancy better than 0.1 mm. The observed tidal deformations with amplitudes of up to 1 mm were found to be in good agreement with geological models. Besides such periodic effects seasonalcircumference variations of 2 mm are also observed. A summary of measurements collected between 1993 and 1998 is presented.

  16. Beam Effects on the Cryogenic System of LEP2

    CERN Document Server

    Gayet, P; Winkler, G

    1998-01-01

    The LEP collider was operated during 1996 for the first time with superconducting cavities at the four interaction points. During operation for physics it was observed that the dissipated heat in the cavities is not only a function of the acceleration gradient, but depends also on beam characteristics such as intensity, bunch length and beam current. These beam effects had not been foreseen in the original heat budget of the LEP cryogenic system. The observations indicating the beam effect and its origin are presented. The available capacity of the refrigerators demonstrates that cryogenics might become a limiting factor for the performance of the LEP collider.

  17. W Boson Polarisation at LEP2

    CERN Document Server

    Abbiendi, G.; Akesson, P.F.; Alexander, G.; Allison, John; Amaral, P.; Anagnostou, G.; Anderson, K.J.; Arcelli, S.; Asai, S.; Axen, D.; Azuelos, G.; Bailey, I.; Barberio, E.; Barillari, T.; Barlow, R.J.; Batley, R.J.; Bechtle, P.; Behnke, T.; Bell, Kenneth Watson; Bell, P.J.; Bella, G.; Bellerive, A.; Benelli, G.; Bethke, S.; Biebel, O.; Boeriu, O.; Bock, P.; Boutemeur, M.; Braibant, S.; Brigliadori, L.; Brown, Robert M.; Buesser, K.; Burckhart, H.J.; Campana, S.; Carnegie, R.K.; Carter, A.A.; Carter, J.R.; Chang, C.Y.; Charlton, D.G.; Ciocca, C.; Couchman, J.; Csilling, A.; Cuffiani, M.; Dado, S.; De Roeck, A.; De Wolf, E.A.; Desch, K.; Dienes, B.; Donkers, M.; Dubbert, J.; Duchovni, E.; Duckeck, G.; Duerdoth, I.P.; Etzion, E.; Fabbri, F.; Feld, L.; Ferrari, P.; Fiedler, F.; Fleck, I.; Ford, M.; Frey, A.; Gagnon, P.; Gary, John William; Gaycken, G.; Geich-Gimbel, C.; Giacomelli, G.; Giacomelli, P.; Giunta, Marina; Goldberg, J.; Gross, E.; Grunhaus, J.; Gruwe, M.; Gunther, P.O.; Gupta, A.; Hajdu, C.; Hamann, M.; Hanson, G.G.; Harel, A.; Hauschild, M.; Hawkes, C.M.; Hawkings, R.; Hemingway, R.J.; Herten, G.; Heuer, R.D.; Hill, J.C.; Hoffman, Kara Dion; Horvath, D.; Igo-Kemenes, P.; Ishii, K.; Jeremie, H.; Jovanovic, P.; Junk, T.R.; Kanaya, N.; Kanzaki, J.; Karlen, D.; Kawagoe, K.; Kawamoto, T.; Keeler, R.K.; Kellogg, R.G.; Kennedy, B.W.; Klein, K.; Klier, A.; Kluth, S.; Kobayashi, T.; Kobel, M.; Komamiya, S.; Kramer, T.; Krieger, P.; von Krogh, J.; Kruger, K.; Kuhl, T.; Kupper, M.; Lafferty, G.D.; Landsman, H.; Lanske, D.; Layter, J.G.; Lellouch, D.; Lettso, J.; Levinson, L.; Lillich, J.; Lloyd, S.L.; Loebinger, F.K.; Lu, J.; Ludwig, A.; Ludwig, J.; Mader, W.; Marcellini, S.; Martin, A.J.; Masetti, G.; Mashimo, T.; Mattig, Peter; McKenna, J.; McPherson, R.A.; Meijers, F.; Menges, W.; Merritt, F.S.; Mes, H.; Michelini, A.; Mihara, S.; Mikenberg, G.; Miller, D.J.; Moed, S.; Mohr, W.; Mori, T.; Mutter, A.; Nagai, K.; Nakamura, I.; Nanjo, H.; Neal, H.A.; Nisius, R.; O'Neale, S.W.; Oh, A.; Okpara, A.; Oreglia, M.J.; Orito, S.; Pahl, C.; Pasztor, G.; Pater, J.R.; Pilcher, J.E.; Pinfold, J.; Plane, David E.; Poli, B.; Pooth, O.; Przybycien, M.; Quadt, A.; Rabbertz, K.; Rembser, C.; Renkel, P.; Roney, J.M.; Rosati, S.; Rozen, Y.; Runge, K.; Sachs, K.; Saeki, T.; Sarkisyan, E.K.G.; Schaile, A.D.; Schaile, O.; Scharff-Hansen, P.; Schieck, J.; Schoerner-Sadenius, Thomas; Schroder, Matthias; Schumacher, M.; Scott, W.G.; Seuster, R.; Shears, T.G.; Shen, B.C.; Sherwood, P.; Skuja, A.; Smith, A.M.; Sobie, R.; Soldner-Rembold, S.; Spano, F.; Stahl, A.; Strom, David M.; Strohmer, R.; Tarem, S.; Tasevsky, M.; Teuscher, R.; Thomson, M.A.; Torrence, E.; Toya, D.; Tran, P.; Trigger, I.; Trocsanyi, Z.; Tsur, E.; Turner-Watson, M.F.; Ueda, I.; Ujvari, B.; Vollmer, C.F.; Vannerem, P.; Vertesi, R.; Verzocchi, M.; Voss, H.; Vossebeld, J.; Waller, D.; Ward, C.P.; Ward, D.R.; Watkins, P.M.; Watson, A.T.; Watson, N.K.; Wells, P.S.; Wengler, T.; Wermes, N.; Wetterling, D.; Wilson, G.W.; Wilson, J.A.; Wolf, G.; Wyatt, T.R.; Yamashita, S.; Zer-Zion, D.; Zivkovic, Lidija

    2004-01-01

    Elements of the spin density matrix for W bosons in e+e- -> W+W- -> qqln events are measured from data recorded by the OPAL detector at LEP. This information is used calculate polarised differential cross-sections and to search for CP-violating effects. Results are presented for W bosons produced in e+e- collisions with centre-of-mass energies between 183 GeV and 209 GeV. The average fraction of W bosons that are longitudinally polarised is found to be (23.9 +- 2.1 +- 1.1)% compared to a Standard Model prediction of (23.9 +- 0.1)%. All results are consistent with CP conservation.

  18. Review on alpha sub s at LEP

    CERN Document Server

    Wicke, D

    2000-01-01

    To measure the strong coupling alpha sub s from event shape observables two ingredients are necessary: a perturbative prediction containing the dependence of observables on alpha sub s and a description of the hadronisation process to match the perturbative prediction with the hadronic data. As perturbative prediction O(alpha sup 2 sub s), NLLA and combined calculations are available. Beside the well known Monte-Carlo based models also analytical predictions, so called power corrections, exist to describe the hadronisation. Advantages and disadvantages of the different resulting methods for determining the strong coupling and its energy dependence will be discussed, the newest DELPHI results will be presented, and an overview of the LEP results will be included.

  19. Measurement of the Tau Polarisation at LEP

    CERN Document Server

    Heister, A.; Barate, R.; De Bonis, I.; Decamp, D.; Ghez, Philippe; Goy, C.; Lees, J.P.; Merle, E.; Minard, M.N.; Pietrzyk, B.; Alemany, R.; Bravo, S.; Casado, M.P.; Chmeissani, M.; Crespo, J.M.; Fernandez, E.; Fernandez-Bosman, M.; Garrido, L.; Grauges, E.; Martinez, M.; Merino, G.; Miquel, R.; Mir, L.M.; Pacheco, A.; Ruiz, H.; Colaleo, A.; Creanza, D.; de Palma, M.; Iaselli, G.; Maggi, G.; Maggi, M.; Nuzzo, S.; Ranieri, A.; Raso, G.; Ruggieri, F.; Selvaggi, G.; Silvestris, L.; Tempesta, P.; Tricomi, A.; Zito, G.; Huang, X.; Lin, J.; Ouyang, Q.; Wang, T.; Xie, Y.; Xu, R.; Xue, S.; Zhang, J.; Zhang, L.; Zhao, W.; Abbaneo, D.; Azzurri, P.; Boix, G.; Buchmuller, O.; Cattaneo, M.; Cerutti, F.; Clerbaux, B.; Dissertori, G.; Drevermann, H.; Forty, R.W.; Frank, M.; Greening, T.C.; Hansen, J.B.; Harvey, John; Janot, P.; Jost, B.; Kado, M.; Mato, P.; Moutoussi, A.; Ranjard, F.; Rolandi, Gigi; Schlatter, D.; Schmitt, M.; Schneider, O.; Spagnolo, P.; Tejessy, W.; Teubert, F.; Tournefier, E.; Ward, J.; Wright, A.E.; Ajaltouni, Z.; Badaud, F.; Falvard, A.; Gay, P.; Henrard, P.; Jousset, J.; Michel, B.; Monteil, S.; Montret, J.C.; Pallin, D.; Perret, P.; Podlyski, F.; Hansen, J.D.; Hansen, J.R.; Hansen, P.H.; Nilsson, B.S.; Waananen, A.; Daskalakis, G.; Kyriakis, A.; Markou, C.; Simopoulou, E.; Vayaki, A.; Blondel, A.; Bonneaud, G.; Brient, J.C.; Rouge, A.; Rumpf, M.; Swynghedauw, M.; Verderi, M.; Videau, H.; Focardi, E.; Parrini, G.; Zachariadou, K.; Antonelli, A.; Antonelli, M.; Bencivenni, G.; Bologna, G.; Bossi, F.; Campana, P.; Capon, G.; Chiarella, V.; Laurelli, P.; Mannocchi, G.; Murtas, F.; Murtas, G.P.; Passalacqua, L.; Pepe-Altarelli, M.; Halley, A.W.; Lynch, J.G.; Negus, P.; O'Shea, V.; Raine, C.; Thompson, A.S.; Wasserbaech, S.; Cavanaugh, R.; Dhamotharan, S.; Geweniger, C.; Hanke, P.; Hansper, G.; Hepp, V.; Kluge, E.E.; Putzer, A.; Sommer, J.; Tittel, K.; Werner, S.; Wunsch, M.; Beuselinck, R.; Binnie, D.M.; Cameron, W.; Dornan, P.J.; Girone, M.; Marinelli, N.; Sedgbeer, J.K.; Thompson, J.C.; Ghete, V.M.; Girtler, P.; Kneringer, E.; Kuhn, D.; Rudolph, G.; Bouhova-Thacker, E.; Bowdery, C.K.; Finch, A.J.; Foster, F.; Hughes, G.; Jones, R.W.L.; Pearson, M.R.; Robertson, N.A.; Giehl, I.; Jakobs, K.; Kleinknecht, K.; Quast, G.; Renk, B.; Rohne, E.; Sander, H.G.; Wachsmuth, H.; Zeintiz, C.; Bonissent, A.; Carr, J.; Coyle, P.; Leroy, O.; Payre, P.; Rousseau, D.; Talby, M.; Aleppo, M.; Ragusa, F.; David, A.; Dietl, H.; Ganis, G.; Huttmann, K.; Lutjens, G.; Mannert, C.; Manner, W.; Moser, H.G.; Settles, R.; Stenzel, H.; Wiedenmann, W.; Wolf, G.; Boucrot, J.; Callot, O.; Chen, S.; Davier, M.; Duflot, L.; Grivaz, J.F.; Heusse, P.; Jacholkowska, A.; Lefrancois, J.; Nikolic, Irina; Veillet, J.J.; Videau, I.; Yuan, C.; Bagliesi, Giuseppe; Boccali, T.; Calderini, G.; Ciulli, V.; Foa, L.; Giassi, A.; Ligabue, F.; Messineo, A.; Palla, F.; Sanguinetti, G.; Sciaba, A.; Sguazzoni, G.; Tenchini, R.; Venturi, A.; Verdini, P.G.; Blair, G.A.; Cowan, G.; Green, M.G.; Medcalf, T.; Strong, J.A.; Teixeira-Dias, P.; von Wimmersperg-Toeller, J.H.; Clifft, R.W.; Edgecock, T.R.; Norton, P.R.; Tomalin, I.R.; Bloch-Devaux, Brigitte; Colas, P.; Emery, S.; Kozanecki, W.; Lancon, E.; Lemaire, M.C.; Locci, E.; Perez, P.; Rander, J.; Renardy, J.F.; Roussarie, A.; Schuller, J.P.; Schwindling, J.; Trabelsi, A.; Vallage, B.; Konstantinidis, N.; Litke, A.M.; Taylor, G.; Booth, C.N.; Cartwright, S.; Combley, F.; Lehto, M.; Thompson, L.F.; Affholderbach, K.; Boehrer, Armin; Brandt, S.; Grupen, C.; Misiejuk, A.; Ngac, A.; Prange, G.; Sieler, U.; Giannini, G.; Rothberg, J.; Armstrong, S.R.; Cranmer, K.; Elmer, P.; Ferguson, D.P.S.; Gao, Y.; Gonzalez, S.; Hayes, O.J.; Hu, H.; Jin, S.; Kile, J.; McNamara, P.A., III; Nielsen, J.; Orejudos, W.; Pan, Y.B.; Saadi, Y.; Scott, I.J.; Walsh, J.; Wu, Sau Lan; Wu, X.; Zobernig, G.

    2001-01-01

    The polarisation of $\\tau$'s produced in Z decay is measured using 160 pb$^{-1}$ of data accumulated at LEP by the ALEPH detector between 1990 and 1995. The variation of the polarisation with polar angle yields the two parameters ${\\cal A}_e = 0.1504 \\pm 0.0068 $ and ${\\cal A}_{\\tau} = 0.1451 \\pm 0.0059$ which are consistent with the hypothesis of $e$-$\\tau$ universality. Assuming universality, the value ${\\cal A}_{e\\mbox{-}\\tau} = 0.1474 \\pm 0.0045$ is obtained from which the effective weak mixing angle $\\sin^2 {\\theta_{\\mathrm{W}}^{\\mathrm{eff}}} =0.23147 \\pm 0.00057 $ is derived.

  20. Who's Coming to My Party? Peer Talk as a Bridge to Oral Language Proficiency

    Science.gov (United States)

    Farnsworth, Megan

    2012-01-01

    In this ethnographic study, I investigate heterogeneous-language peer interactions in an English-only kindergarten classroom. English Learners and English Proficient students co-created language necessary to build an argument, one discourse valued in schools. Students developed complex oral language proficiency skills but were viewed as engaging…

  1. Disclosure of Information about English Proficiency: Preservice Teachers' Presumptions about English Language Learners

    Science.gov (United States)

    Cheatham, Gregory A.; Jimenez-Silva, Margarita; Wodrich, David L.; Kasai, Masahiro

    2014-01-01

    The purpose of this analog study was to determine if increased access to information about a hypothetical English Language Learner (ELL) students' language proficiency increased preservice teachers' recognition that limited English proficiency is the likely cause of student difficulties. We find that the provision of increasing levels of…

  2. Language Learning Strategies and English Proficiency: Interpretations from Information-Processing Theory

    Science.gov (United States)

    Rao, Zhenhui

    2016-01-01

    The research reported here investigated the relationship between students' use of language learning strategies and their English proficiency, and then interpreted the data from two models in information-processing theory. Results showed that the students' English proficiency significantly affected their use of learning strategies, with high-level…

  3. The English Proficiency of the Academics of the Teacher Training and Education Institutions

    Directory of Open Access Journals (Sweden)

    Ali Saukah

    2016-02-01

    Full Text Available The study is aimed at describing the general English proficiency level of the academics of Teacher Training and Education Institutions (LPTK's as indicated by their TOEFL scores. Specifically, the study is focused on finding out whether there is any difference among the academics' English proficiencies when they are grouped in terms of the geographic regions of their institutions and their fields of study. This study is also intended to reveal any possible relationship between the academics' English proficiency and their age. The results indicate that the English proficiency of the academics on the average is far below the average of that of the international students. The academics in West Java are the highest in their English proficiency, and the English group, as expected, has the best English proficiency. In addition, there is a negative correlation between English proficiency and age

  4. A precise measurement of the $\\tau$ polarisation at LEP-1

    CERN Document Server

    Abreu, P; Adye, T; Adzic, P; Ajinenko, I; Albrecht, Z; Alderweireld, T; Alekseev, G D; Alemany, R; Allmendinger, T; Allport, P P; Almehed, S; Amaldi, Ugo; Amapane, N; Amato, S; Anassontzis, E G; Andersson, P; Andreazza, A; Andringa, S; Antilogus, P; Apel, W D; Arnoud, Y; Åsman, B; Augustin, J E; Augustinus, A; Baillon, Paul; Bambade, P; Barão, F; Barbiellini, Guido; Barbier, R; Bardin, Dimitri Yuri; Barker, G; Baroncelli, A; Battaglia, Marco; Baubillier, M; Becks, K H; Begalli, M; Behrmann, A; Beillière, P; Belokopytov, Yu A; Benekos, N C; Benvenuti, Alberto C; Bérat, C; Berggren, M; Bertini, D; Bertrand, D; Besançon, M; Bigi, M; Bilenky, S M; Bizouard, M A; Bloch, D; Blom, H M; Bonesini, M; Bonivento, W; Boonekamp, M; Booth, P S L; Borgland, A W; Borisov, G; Bosio, C; Botner, O; Boudinov, E; Bouquet, B; Bourdarios, C; Bowcock, T J V; Boyko, I; Bozovic, I; Bozzo, M; Bracko, M; Branchini, P; Brenner, R A; Brückman, P; Brunet, J M; Bugge, L; Buran, T; Buschbeck, Brigitte; Buschmann, P; Cabrera, S; Caccia, M; Calvi, M; Camporesi, T; Canale, V; Carena, F; Carroll, L; Caso, Carlo; Castillo-Gimenez, M V; Cattai, A; Cavallo, F R; Chabaud, V; Charpentier, P; Chaussard, L; Checchia, P; Chelkov, G A; Chierici, R; Shlyapnikov, P; Chochula, P; Chorowicz, V; Chudoba, J; Cieslik, K; Collins, P; Contri, R; Cortina, E; Cosme, G; Cossutti, F; Crawley, H B; Crennell, D J; Crépé, S; Crosetti, G; Cuevas-Maestro, J; Czellar, S; Davenport, Martyn; Da Silva, W; Della Ricca, G; Delpierre, P A; Demaria, N; De Angelis, A; de Boer, Wim; De Brabandere, S; De Clercq, C; De Lotto, B; De Min, A; De Paula, L S; Dijkstra, H; Di Ciaccio, Lucia; Dolbeau, J; Doroba, K; Dracos, M; Drees, J; Dris, M; Duperrin, A; Durand, J D; Eigen, G; Ekelöf, T J C; Ekspong, Gösta; Ellert, M; Elsing, M; Engel, J P; Espirito-Santo, M C; Fanourakis, G K; Fassouliotis, D; Fayot, J; Feindt, Michael; Fenyuk, A; Ferrari, P; Ferrer, A; Ferrer-Ribas, E; Ferro, F; Fichet, S; Firestone, A; Flagmeyer, U; Föth, H; Fokitis, E; Fontanelli, F; Franek, B J; Frodesen, A G; Fulda-Quenzer, F; Fuster, J A; Galloni, A; Gamba, D; Gamblin, S; Gandelman, M; García, C; Gaspar, C; Gaspar, M; Gasparini, U; Gavillet, P; Gazis, E N; Gelé, D; Gerdyukov, L N; Ghodbane, N; Gil, I; Glege, F; Gokieli, R; Golob, B; Gómez-Ceballos, G; Gonçalves, P; González-Caballero, I; Gopal, Gian P; Gorn, L; Guz, Yu; Gracco, Valerio; Grahl, J; Graziani, E; Gris, P; Grosdidier, G; Grzelak, K; Guy, J; Hahn, F; Hahn, S; Haider, S; Hallgren, A; Hamacher, K; Hansen, J; Harris, F J; Hedberg, V; Heising, S; Hernández, J J; Herquet, P; Herr, H; Hessing, T L; Heuser, J M; Higón, E; Holmgren, Sven Olof; Holt, P J; Hoorelbeke, S; Houlden, M A; Hrubec, Josef; Huber, M; Huet, K; Hughes, G J; Hultqvist, K; Jackson, J N; Jacobsson, R; Jalocha, P; Janik, R; Jarlskog, C; Jarlskog, G; Jarry, P; Jean-Marie, B; Jeans, D; Johansson, E K; Jönsson, P E; Joram, C; Juillot, P; Jungermann, L; Kapusta, F; Karafasoulis, K; Katsanevas, S; Katsoufis, E C; Keränen, R; Kernel, G; Kersevan, Borut P; Khomenko, B A; Khovanskii, N N; Kiiskinen, A P; King, B J; Kinvig, A; Kjaer, N J; Klapp, O; Klein, H; Kluit, P M; Kokkinias, P; Kostyukhin, V; Kourkoumelis, C; Kuznetsov, O; Krammer, Manfred; Kriznic, E; Krstic, J; Krumshtein, Z; Kubinec, P; Kurowska, J; Kurvinen, K L; Lamsa, J; Lane, D W; Lapin, V; Laugier, J P; Lauhakangas, R; Leder, Gerhard; Ledroit, F; Lefébure, V; Leinonen, L; Leisos, A; Leitner, R; Lenzen, Georg; Lepeltier, V; Lesiak, T; Lethuillier, M; Libby, J; Liebig, W; Liko, D; Lipniacka, A; Lippi, I; Lörstad, B; Loken, J G; Lopes, J H; López, J M; López-Fernandez, R; Loukas, D; Lutz, P; Lyons, L; MacNaughton, J N; Mahon, J R; Maio, A; Malek, A; Malmgren, T G M; Maltezos, S; Malychev, V; Mandl, F; Marco, J; Marco, R P; Maréchal, B; Margoni, M; Marin, J C; Mariotti, C; Markou, A; Martínez-Rivero, C; Martínez-Vidal, F; Martí i García, S; Masik, J; Mastroyiannopoulos, N; Matorras, F; Matteuzzi, C; Matthiae, Giorgio; Mazzucato, F; Mazzucato, M; McCubbin, M L; McKay, R; McNulty, R; McPherson, G; Meroni, C; Meyer, W T; Myagkov, A; Migliore, E; Mirabito, L; Mitaroff, Winfried A; Mjörnmark, U; Moa, T; Moch, M; Møller, R; Mönig, K; Monge, M R; Moraes, D; Moreau, X; Morettini, P; Morton, G A; Müller, U; Münich, K; Mulders, M; Mulet-Marquis, C; Muresan, R; Murray, W J; Muryn, B; Myatt, Gerald; Myklebust, T; Naraghi, F; Nassiakou, M; Navarria, Francesco Luigi; Navas, S; Nawrocki, K; Negri, P; Neufeld, N; Nicolaidou, R; Nielsen, B S; Niezurawski, P; Nikolenko, M; Nomokonov, V P; Nygren, A; Obraztsov, V F; Olshevskii, A G; Onofre, A; Orava, Risto; Orazi, G; Österberg, K; Ouraou, A; Paganoni, M; Paiano, S; Pain, R; Paiva, R; Palacios, J; Palka, H; Papadopoulou, T D; Papageorgiou, K; Pape, L; Parkes, C; Parodi, F; Parzefall, U; Passeri, A; Passon, O; Pavel, T; Pegoraro, M; Peralta, L; Pernicka, Manfred; Perrotta, A; Petridou, C; Petrolini, A; Phillips, H T; Pierre, F; Pimenta, M; Piotto, E; Podobnik, T; Pol, M E; Polok, G; Polycarpo, E; Poropat, P; Pozdnyakov, V; Privitera, P; Pukhaeva, N; Pullia, Antonio; Radojicic, D; Ragazzi, S; Rahmani, H; Rames, J; Ratoff, P N; Read, A L; Rebecchi, P; Redaelli, N G; Regler, Meinhard; Rehn, J; Reid, D; Reinhardt, R; Renton, P B; Resvanis, L K; Richard, F; Rídky, J; Rinaudo, G; Ripp-Baudot, I; Røhne, O M; Romero, A; Ronchese, P; Rosenberg, E I; Rosinsky, P; Roudeau, Patrick; Rovelli, T; Royon, C; Ruhlmann-Kleider, V; Ruiz, A; Saarikko, H; Sacquin, Yu; Sadovskii, A; Sajot, G; Salt, J; Sampsonidis, D; Sannino, M; Schwemling, P; Schwering, B; Schwickerath, U; Scuri, F; Seager, P; Sedykh, Yu; Segar, A M; Seibert, N; Sekulin, R L; Shellard, R C; Siebel, M; Simard, L C; Simonetto, F; Sissakian, A N; Smadja, G; Smirnov, N; Smirnova, O G; Smith, G R; Sopczak, André; Sosnowski, R; Spassoff, Tz; Spiriti, E; Squarcia, S; Stanescu, C; Stanic, S; Stanitzki, M; Stevenson, K; Stocchi, A; Strauss, J; Strub, R; Stugu, B; Szczekowski, M; Szeptycka, M; Tabarelli de Fatis, T; Taffard, A C; Tegenfeldt, F; Terranova, F; Thomas, J; Timmermans, J; Tinti, N; Tkatchev, L G; Tobin, M; Todorova-Nová, S; Tomaradze, A G; Tomé, B; Tonazzo, A; Tortora, L; Tortosa, P; Tranströmer, G; Treille, D; Tristram, G; Trochimczuk, M; Troncon, C; Turluer, M L; Tyapkin, I A; Tzamarias, S; Ullaland, O; Uvarov, V; Valenti, G; Vallazza, E; van Dam, P; Van den Boeck, W; Van Doninck, W K; Van Eldik, J; Van Lysebetten, A; Van Remortel, N; Van Vulpen, I B; Vegni, G; Ventura, L; Venus, W A; Verbeure, F; Verlato, M; Vertogradov, L S; Verzi, V; Vilanova, D; Vitale, L; Vlasov, E; Vodopyanov, A S; Voulgaris, G; Vrba, V; Wahlen, H; Walck, C; Washbrook, A J; Weiser, C; Wicke, D; Wickens, J H; Wilkinson, G R; Winter, M; Witek, M; Wolf, G; Yi, J; Yushchenko, O P; Zalewska-Bak, A; Zalewski, Piotr; Zavrtanik, D; Zevgolatakos, E; Zimin, N I; Zinchenko, A I; Zoller, P; Zucchelli, G C; Zumerle, G

    2001-01-01

    The $\\tau$ polarisation has been studied with the $\\eett$ data collected by the DELPHI detector at LEP in 1993, 1994 and 1995 around the $\\Z$ resonance firstly through the exclusive decay channels $\\mbox{\\rm e}\

  5. Ceremony to mark the installation of first magnet at LEP

    CERN Multimedia

    CERN Audiovisual Team

    1987-01-01

    Speech from French Prime Minister Jacques Chirac following the installation of the first magnet at LEP on 4 June 1987. And from Herwig Schopper, CERN Director-General; Swiss President Pierre Aubert and Wolfgang Kummer, President of the CERN Council.

  6. LEP Higgs boson searches beyond the standard model and ...

    Indian Academy of Sciences (India)

    LEP 189-209 GeV. Figure 2. Left: Excess in the number of selected events in the L3 data after background subtraction. Right: The LEP combined mass limit for a charged. Higgs boson. down-type quark. DELPHI and OPAL have both searched for e+e-→ bbA0/h0 with A0/h0 →τ+τ-. DELPHI has also searched for A0/h0 →bb.

  7. Search for new particles, including the Higgs bosons, at LEP

    CERN Document Server

    Bock, P

    2000-01-01

    With the increase of the centre-of-mass energy of the e/sup +/e/sup - / collider LEP at CERN, the range of sensitivity of searches for new particles is gradually extended towards higher masses and unexplored model parameters. The searches for Higgs particles carried out by the four LEP collaboration, ALEPH, DELPHI, L3 and OPAL, which include the most recent 189 GeV data, are reviewed. (12 refs).

  8. Searches for Higgs bosons and supersymmetry at LEP

    CERN Document Server

    van Vulpen, I B

    2004-01-01

    This note presents an overview of the main results from searches for Higgs bosons and supersymmetry at LEP. Most of the results presented here are combined results from the four LEP experiments (ALEPH, DELPHI, L3 and OPAL). No signal is observed and the (negative) search results are interpreted in a wide class of models allowing parameter space to be excluded. All limits are set at 95% CL.

  9. Internet Behaviours as Predictors of Reading Proficiency of Model ...

    African Journals Online (AJOL)

    Two instruments were validated and used for data collection: Students' Internet Behaviour Questionnaire r=.87) and Reading Proficiency Test (r=.79). Frequency counts, percentages and multiple regression analysis were used to analyse data. The results which were interpreted at 0.05 level of significance show students' ...

  10. Clinical Wisdom among Proficient Nurses

    DEFF Research Database (Denmark)

    Uhrenfeldt, Lisbeth; Hall, Elisabeth

    2007-01-01

    This paperexamines clinical wisdom which has emerged from a broader study anout nurse managers´influence on proficient registered nurse turnover and retention. The purpose of the study was to increase understanding of proficient nurses´experience and clinical practice by giving voice to the nurses...

  11. Verb-Noun Collocation Proficiency and Academic Years

    Directory of Open Access Journals (Sweden)

    Fatemeh Ebrahimi-Bazzaz

    2014-01-01

    Full Text Available Generally vocabulary and collocations in particular have significant roles in language proficiency. A collocation includes two words that are frequently joined concurrently in the memory of native speakers. There have been many linguistic studies trying to define, to describe, and to categorise English collocations. It contains grammatical collocations and lexical collocations which include nouns, adjectives, verbs, and adverb. In the context of a foreign language environment such as Iran, collocational proficiency can be useful because it helps the students improve their language proficiency. This paper investigates the possible relationship between verb-noun collocation proficiency among students from one academic year to the next. To reach this goal, a test of verb-noun collocations was administered to Iranian learners. The participants in the study were 212 Iranian students in an Iranian university. They were selected from the second term of freshman, sophomore, junior, and senior years. The students’ age ranged from 18 to 35.The results of ANOVA showed there was variability in the verb-noun collocations proficiency within each academic year and between the four academic years. The results of a post hoc multiple comparison tests demonstrated that the means are significantly different between the first year and the third and fourth years, and between the third and the fourth academic year; however, students require at least two years to show significant development in verb-noun collocation proficiency. These findings provided a vital implication that lexical collocations are learnt and developed through four academic years of university, but requires at least two years showing significant development in the language proficiency.

  12. Preparedness of small animal veterinary practices to communicate with Spanish-speaking pet owners with limited proficiency in English.

    Science.gov (United States)

    Landau, Ruth E; Beck, Alan; Glickman, Larry T; Litster, Annette; Widmar, Nicole J Olynk; Moore, George E

    2016-03-15

    To investigate the preparedness of small animal veterinary personnel to communicate with Spanish-speaking pet owners with limited English-language proficiency (LEP). Cross-sectional telephone survey. Data from 383 small animal veterinary practices. Telephone surveys were conducted with veterinarians and office or practice managers from a random sample of US small animal veterinary practices in 10 states to estimate the number of Spanish-speaking pet owners with LEP visiting these practices, proportion of practices that used services to facilitate communication with Spanish-speaking clients with LEP, and degree of veterinarian satisfaction with their communication with those clients. Responses were obtained from 383 of 1,245 (31%) eligible practices, of which 340 (89%) had Spanish-speaking clients with LEP and 200 (52%) had such clients on a weekly basis. Eight percent of practices had veterinary personnel who were conversant or fluent in spoken Spanish. Veterinarians who depended on clients' friends or family to translate were significantly less satisfied with client communication than were those who could converse in Spanish with clients directly. Availability of Spanish-speaking staff and offering of Spanish-language resources were associated with an increase in the number of Spanish-speaking clients with LEP seen on a weekly basis. Industry- and practice-generated Spanish-language materials were offered at 32% (124/383) and 21% (81/383) of practices, respectively; 329 (86%) practices had no Spanish-language marketing. Opportunities were identified for improving communication with pet owners with LEP in the veterinary clinical setting, which could ultimately positively impact patient well-being and client compliance.

  13. Convenient Access to Professional Interpreters in the Hospital Decreases Readmission Rates and Estimated Hospital Expenditures for Patients with Limited English Proficiency

    Science.gov (United States)

    Karliner, Leah S.; Pérez-Stable, Eliseo J.; Gregorich, Steven E.

    2016-01-01

    Background Twenty-five million people in the U.S. have limited English proficiency (LEP); this growing and aging population experiences worse outcomes when hospitalized. Federal requirements that hospitals provide language access services are very challenging to implement in the fast-paced, 24-hour hospital environment. Objective Determine if increasing access to professional interpreters improves hospital outcomes for older patients with LEP Design Natural experiment on a medicine floor of an academic hospital Participants Patients age ≥50 discharged between Jan 15, 2007–Jan 15, 2010. Exposure Dual-handset interpreter telephone at every bedside July 15, 2008–Mar 14, 2009 Outcome Measures 30-day readmission, length of stay (LOS), estimated hospital expenditures Results Of 8,077 discharges, 1,963 were for LEP, and 6,114 for English-proficient (EP) patients. There was a significant decrease in observed 30-day readmission rates for the LEP group during the 8-month intervention period compared to 18 months pre-intervention (17.8% vs. 13.4%); at the same time EP readmission rates increased (16.7% vs. 19.7%); results remained significant in adjusted analyses. This improved readmission outcome for the LEP group was not maintained during the subsequent post-intervention period when the telephones became less accessible. There was no significant intervention impact on LOS in either unadjusted or adjusted analyses. After accounting for interpreter services costs, the estimated 119 readmissions averted during the intervention period were associated with estimated monthly hospital expenditure savings of $161,404. Conclusions Comprehensive language access represents an important, high value service that all medical centers should provide in order to achieve equitable, quality healthcare for vulnerable LEP populations. PMID:27579909

  14. Photon radiation from quarks at LEP

    CERN Document Server

    Thompson, J C

    1994-01-01

    Earlier measurements at LEP of isolated hard photons in hadronic zo decays attributed to radiation from primary quark pairs, have been extended in the ALEPH experiment to include their production inside hadron jets. Events are selected where all particles combine "democratically" to form 2 hadron jets, one of which contains a photon with a fractional energy z � 0. 7. After the statistical subtraction of events arising from non-prompt photons, the quark-to-photon fragmentation function, D(z), is extracted directly from the measured prompt production rate. Taking into account the perturbative contributions to D(z) obtained in an O(aa,) MS renormalisation scheme enables the unknown non-perturbative component of D(z) to be determined at high z. This measurement provides a better description of quark bremmstrahlung than hitherto employed in high energy hadron-hadron collisions. A updated analysis is also presented from OPAL of comparisons between 1-jet plus isolated photon rates and different QCD matrix element ...

  15. ACCESS TO LEP POINT 5, CESSY (FRANCE)

    CERN Multimedia

    1999-01-01

    At the public environmental impact enquiry for the LHC project, the municipal authorities at Cessy suggested creating a new approach road to the civil engineering site (Point5) to ensure that materials deliveries by road are kept well away from housing along the Route de la Plaine.Following this recommendation, a track called the Chemin du Milieu has been upgraded into a road, and has been made available for the sole use of construction firms involved in building work at Point 5.The 'Dragados-Seli' consortium will be in charge of site surveillance for the new approach road.With effect from 29 March 1999, the present entrance will be closed to civil engineering firms and reserved for LEP installations maintenance services under the SL Division site managers, Mr. R. Spigato (tel. 160374) and P. Rey (tel. 160375).For obvious security reasons, those needing to use Point 5 are requested to keep the gate locked, even while they are on site, so as to prevent unauthorised persons from gaining access to the civil engi...

  16. The DELPHI Silicon Tracker at LEP2

    CERN Document Server

    Chochula, P; Andreazza, A; Barker, G; Chabaud, V; Collins, P; Dijkstra, H; Dufour, Y; Elsing, M; Jalocha, P; Mariotti, C; Mönig, K; Treille, D; Zalewska-Bak, A; Ledroit, F; Eklund, C; Orava, Risto; Österberg, K; Saarikko, H; Vuopionperä, R; de Boer, Wim; Hartmann, F; Heising, S; Kaiser, M; Knoblauch, D; Maehlum, G; Wielers, M; Brückman, P; Galuszka, K; Gdanski, T; Kucewicz, W; Michalowski, J; Palka, H; Cindro, V; Kriznic, E; Zontar, D; Clemens, J C; Cohen-Solal, M; Delpierre, P A; Mouthuy, T; Raymond, M; Sauvage, D; Bravin, Enrico; Caccia, M; Campagnolo, R; Chignoli, F; Leoni, R; Meroni, C; Pindo, M; Troncon, C; Vegni, G; Couchot, F; D'Almagne, B; Fulda, F; Trombini, A; Bibby, J H; Demaria, N; Pattison, P; Vassilopoulos, N; Mazzucato, M; Nomerotski, A; Stavitski, I; Brunet, J M; Courty, B; Guglielmi, G; Jaeger, J J; Tristram, G; Turlot, J P; Baubillier, M; Roos, L; Rossel, F; Leitner, R; Masik, J; Rídky, J; Vrba, V; Bates, M J; Bizzell, J P; Denton, Lynn; Phillips, P; Gandelman, M; Polycarpo, E; Bosio, C; Rykalin, V I; Martínez-Rivero, C; Brenner, R A; Bystrom, O; Adam, W; Frischauf, N; Krammer, Manfred; Leder, Gerhard; Pernegger, H; Pernicka, Manfred; Rakoczy, D; Becks, K H; Drees, J; Gerlach, P; Glitza, K W; Heuser, J M; Kersten, S; Überschär, B

    1998-01-01

    The DELPHI Silicon Tracker, an ensemble of microstrips, ministrips and pixels, was completed in 1997 and has accumulated over $70~{\\rm pb^{-1}}$ of high energy data. The Tracker is optimised for the LEP2 physics programme. It consists of a silicon microstrip barrel and endcaps with layers of silicon pixel and ministrip detectors. In the barrel part, three dimensional $b$ tagging information is available down to a polar angle of $25^\\circ$. Impact parameter resolutions have been measured of $28~\\mu {\\rm m} \\oplus 71/(p~{\\rm sin} ^{\\frac{3}{2}} \\theta)~\\mu {\\rm m} $ in $R \\phi$ and $34~\\mu {\\rm m} \\oplus 69/p~\\mu {\\rm m}$ in $Rz$, where $p$ is the track momentum in $\\rm {GeV/c}$. The amount of material has been kept low with the use of double-sided detectors, double-metal readout, and light mechanics. The pixels have dimensions of 330~$\\times$~330~$\\m u${\\rm m}$^2$ and the ministrips have a readout pitch of 200~$\\mu {\\rm m}$. The forward part of the detector shows average efficiencies of more than 96\\%, has sig...

  17. LEP1 operation, 1989-1995

    CERN Document Server

    Arduini, Gianluigi; Bohl, T; Bordry, Frederick; Burkhardt, H; Cornelis, C; Collier, Paul; Faugier, A; Hatton, V W; Jonker, M; Lamont, M; Miles, J; de Rijk, G; Roy, G; Schmickler, Hermann; Wenninger, J

    1996-01-01

    In October 1995, the last run foreseen for dedicated Z production at CERN was performed in LEP, thereby bringing to a close the first phase of operation of the machine. A total luminosity of 200 pb-1 has been delivered to each of the four experiments, which together have recorded the decays of over 20 millions Zs. Machine performance has increased to the extent that a good weekend in 1995 saw as much luminosity delivered as in the whole of 1989. This improvement has been made possible by a combination of several things. Over and above general operational expertise, special care went into the treatment and stabilisation of the closed orbit in order to obtain reproducible high performances with vertical beam-beam tune shifts exceeding values of xy = 0.04. Both Pretzel and Bunch Train schemes have been introduced to double the number of bunches, and high-tune optics have been developed to produce low transverse emittances which allow operation at the beam-beam limit throughout physics runs. Included in the integ...

  18. Language anxiety and proficiency in a foreign language.

    Science.gov (United States)

    Sparks, R L; Ganschow, L; Artzer, M; Siebenhar, D; Plageman, M

    1997-10-01

    Study examined the extent to which there would be differences in oral and written proficiency in a foreign language among groups of low-, average-, and high-anxious high school students. Participants were 60 girls attending a single-sex, college-preparatory high school and completing the second year of a foreign language course. Analysis showed over-all differences on measures of proficiency in the foreign language among the three groups. The results support the hypothesis that anxiety about foreign language learning is likely to represent students' differences in language learning.

  19. LEP Magnets Get a Second Lease of Life

    CERN Document Server

    2001-01-01

    Removed one minute, recycled the next! Around 900 yokes from the LEP dipole magnets have been re-used as building material. 906 yokes from the LEP dipole magnets have been incorporated in the foundations of the new Building 954, where they have been used to create the underfloor space and reinforcements. The recycling of LEP is already under way. Over half of CERN's accelerator has been dismantled so far, and parts of its magnets are already beginning a new life: since 16 May, some of the LEP dipole magnet yokes have been re-used as building material. The dipole yokes, the only ones of their kind, are made up of steel plates and layers of concrete sandwiched together, thus forming blocks of reinforced concrete. It would be a painstaking task to separate the basic materials for re-use, which led to the idea of using the yokes intact as reinforcements. 906 LEP yokes have gone into the foundations of the brand-new Building 954 on the Prévessin site. They have been used to build the underfloor space ...

  20. LEP shuts down after eleven years of forefront research

    CERN Multimedia

    2000-01-01

    After extended consultation with the appropriate scientific committees, CERN’s Director-General Luciano Maiani announced today that the LEP accelerator had been switched off for the last time. LEP was scheduled to close at the end of September 2000 but tantalising signs of possible new physics led to LEP’s run being extended until 2 November. At the end of this extra period, the four LEP experiments had produced a number of collisions compatible with the production of Higgs particles with a mass of around 115 GeV. These events were also compatible with other known processes. The new data was not sufficiently conclusive to justify running LEP in 2001, which would have inevitable impact on LHC construction and CERN’s scientific programme. The CERN Management decided that the best policy for the Laboratory is to proceed full-speed ahead with the Large Hadron Collider (LHC) project. Steve Myers, Head of SL Division, with members of the LEP team, pulling the symbolic rope to swich off the accelerator. CERN Co...

  1. Evidence-based communications strategies: NWPERLC response to training on effectively reaching limited English-speaking (LEP) populations in emergencies.

    Science.gov (United States)

    DʼAmbrosio, Luann; Huang, Claire E; Sheng Kwan-Gett, Tao

    2014-01-01

    Identifying and overcoming barriers to effective emergency preparedness and response is one of the objectives for the Centers for Disease Control and Prevention's network of 14 Preparedness and Emergency Response Learning Centers (PERLCs) and 9 Preparedness and Response Research Centers (PERRCs). This report describes how a PERLC and a PERRC colocated at the Northwest Center for Public Health Practice responded to Los Angeles County Department of Public Health's (DPH's) request to improve emergency communications with limited English-proficient (LEP) populations. Activities included an assessment of training needs of the DPH preparedness workforce, a training series on social media and community engagement, and a toolkit of evidence-based findings to improve LEP populations' emergency communications and community resilience. Most respondents to the training needs assessment considered themselves essential personnel during an emergency and stated that they have received proper training. Respondents would like to receive further emergency preparedness training, including additional clarity on their role during an emergency. The majority of participants rated the training series as excellent/very good and agreed that they will be able to apply the course content to their work. The percentage of participants who reported confidence in their knowledge and skills related to each course learning objective increased from the precourse survey to the postcourse survey. This article discusses how the colocation of PERRC and PERLC offers efficiencies and expertise to accomplish multicomponent evidence-based requests. The ability to translate research findings quickly into evidence-based training and best practice resources is a strategic benefit to public health practice agencies working on emergency preparedness. LA County DPH was able to use knowledge and lessons learned gained from this work to design and prioritize education and training offerings to improve the capacity

  2. A web-based educational video to improve asthma knowledge for limited English proficiency Latino caregivers.

    Science.gov (United States)

    Riera, Antonio; Ocasio, Agueda; Tiyyagura, Gunjan; Thomas, Anita; Goncalves, Patricia; Krumeich, Lauren; Ragins, Kyle; Trevino, Sandra; Vaca, Federico E

    2017-08-01

    To evaluate limited English proficiency (LEP) Latino caregiver asthma knowledge after exposure to an educational video designed for this target group. A cross-sectional, interventional study was performed. We aimed to evaluate the post-test impact on asthma knowledge from baseline after exposure to a patient-centered, evidence-based, and professionally produced Spanish asthma educational video. Participants included LEP Latino caregivers of children 2-12 years old with persistent asthma. Enrollment was performed during ED encounters or scheduled through a local community organization. Asthma knowledge was measured with a validated Spanish parental asthma knowledge questionnaire. Differences in mean scores were calculated with a paired t-test. Twenty caregivers were enrolled. Participants included mothers (100%) from Puerto Rico (75%), with a high-school diploma or higher (85%), with no written asthma action plan (65%), whose child's asthma diagnosis was present for at least 3 years (80%). Mean baseline asthma knowledge scores improved 8 points from 58.4 to 66.4 after watching the educational video (95% CI 5.3-10.7; t(19) = 6.21, p asthma knowledge for a Latino population facing communication barriers to quality asthma care. Dissemination of this educational resource to LEP caregivers has the potential to improve pediatric asthma care in the United States.

  3. Criminal Justice Systems. Block I: Law Enforcement. Block II: The Courts. Block III: Corrections. Block IV: Community Relations. Block V: Proficiency Skills. Block VI: Criminalistics. Student Guide.

    Science.gov (United States)

    Florida State Dept. of Education, Tallahassee. Div. of Vocational, Adult, and Community Education.

    This student guide together with an instructor guide comprise a set of curriculum materials on the criminal justice system. The student guide contains self-contained instructional material that students can study at their own pace most of the time. Six major subject areas or blocks, which are further broken down into several units, with some units…

  4. The Limited English Proficiency Patient Family Advocate Role: Fostering Respectful and Effective Care Across Language and Culture in a Pediatric Oncology Setting.

    Science.gov (United States)

    Gil, Stephanie; Hooke, Mary C; Niess, Dawn

    2016-01-01

    Patients and families with limited English proficiency (LEP) face a multitude of barriers both inside and outside the hospital walls. These barriers can contribute to difficulty accessing care and understanding/adhering to treatment recommendations, ultimately placing them at higher risk for poorer outcomes than their English-speaking counterparts. The LEP Patient Family Advocate role was created with the aim of improving access, promoting effective communication, and equalizing care for children with cancer from families with LEP. The goal of this mixed methods study was to describe the level of satisfaction and experiences of parents and health care providers who used the LEP Patient Family Advocate while receiving or providing care. Twelve parents and 15 health care providers completed quantitative surveys and an open-ended question about their experiences. High levels of satisfaction were reported. Themes about the role from qualitative responses included its positive effect on communication, trust, and connectedness between parents and staff. Continuity of care and safety were improved, and parents thought the role helped decrease their stress. The LEP Patient Family Advocate has a positive influence on family-centered cultural care. © 2015 by Association of Pediatric Hematology/Oncology Nurses.

  5. Proficiency Effect on L2 Pragmatic Competence

    Science.gov (United States)

    Xiao, Feng

    2015-01-01

    This paper synthesizes cross-sectional studies of the effect of proficiency on second language (L2) pragmatics to answer the synthesis question: Does proficiency affect adult learners' pragmatic competence? Findings have revealed an overall positive proficiency effect on pragmatic competence, and in most cases higher proficiency learners have…

  6. The Relationship between the Critical Thinking Skills and the Academic Language Proficiency of Prospective Teachers

    Science.gov (United States)

    Grosser, M. M.; Nel, Mirna

    2013-01-01

    We report on the relationships that exist between the critical thinking skills and the academic language proficiency of a group of first-year prospective teachers at a South African university (n = 89). The results revealed the nature of the critical thinking skills as well as the academic language proficiency of the students. Significant…

  7. Strategy Use, Listening Problems, and Motivation of High- and Low-Proficiency Chinese Listeners

    Science.gov (United States)

    Lau, Kit-Ling

    2017-01-01

    Building on previous listening strategy research, the author aimed to explore the differences between Chinese high-proficiency listeners (HLs) and low-proficiency listeners (LLs) on their strategy use, problems, and motivation in native language (L1) listening. It involved 1,290 Grade 7 and 1,515 Grade 9 students. Both quantitative and qualitative…

  8. The Interplay of Processing Task, Text Type, and Proficiency in L2 Reading

    Science.gov (United States)

    Yoshida, Mami

    2012-01-01

    This study was an investigation of how particular processing tasks influence L2 reading in relation to text type effects and L2 reading proficiency. Two groups of Japanese university EFL students (N = 103), varying in English reading proficiency, read a narrative passage and an expository passage in one of three task conditions: outlining,…

  9. The Effect of English Proficiency and Ethnicity on Academic Performance and Progress

    Science.gov (United States)

    Green, James A.

    2015-01-01

    Non-local ethnicity or nationality and lower English proficiency have been linked with poor performance in health professional education. This study sought to compare the relative contributions of ethnicity and English proficiency, and to do so in a context where students had not been selected via interviews or some other proxy for language…

  10. A Blueprint for Developing Culturally Proficient/Responsive School Administrators in Special Education

    Science.gov (United States)

    Bakken, Jeffrey P.; Smith, Beverly A.

    2011-01-01

    This article addresses the important topic of culturally proficient/responsive school administrators for culturally and linguistically diverse (CLD) students with learning disabilities (LD). Culturally proficient/responsive school administrators with knowledge and strong leadership skills in multicultural education are essential to impact school…

  11. "If I write like a scientist, then soy un cientifico": Differentiated Writing Supports and the Effects on Fourth-Grade English Proficient Students' and English Language Learners' Science Content Knowledge and Explanatory Writing About Magnetism and Electricity

    Science.gov (United States)

    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

  12. LEP Dismantling - a first Step into New Era

    CERN Multimedia

    2000-01-01

    The aim of the project is to remove the LEP machine and most of the services from the underground areas in order to install the LHC within the time constraints of its civil engineering and installation programmes The dismantling of LEP will be the first project to be executed under the new INB (Installation Nucléaire de Base) convention for the LHC. This talk will give an overview of the LEP Dismantling project covering traceability, planning, infrastructure and execution. It will explain what it means for our accelerators to be classified as INB's and will introduce the changes in working and safety procedures, which will be enforced from the beginning of October. Note: The presentation will be made in French with the transparencies in English.

  13. Energy calibration at LEP using Nuclear Magnetic Resonance probes

    CERN Document Server

    Bravin, Enrico; Mugnai, G

    1998-01-01

    The accurate Standard Model investigations carried out at LEP require knowledge of the beam energies of the order of a few 10-5. The resonant depolarisation method, used for absolute calibration in de dicated experiments, cannot be used to monitor continuously the beam energy during the physics runs. Moreover appreciable polarisation of the beams has not been measured above energies of 55 GeV. A me thod for continuous energy monitoring based on Nuclear Magnetic Resonance (NMR) probes mounted in tunnel magnets has been in use at LEP since 1995. The average field of the dipole magnets is sampled v ia 24 NMR probes mounted in the gap of the C-shaped yokes on top of the vacuum chamber. The probes are distributed over the 27 km of the accelerator. The probes are used for the continuous monitoring of the field during LEP operation and to determine the absolute field value.

  14. Is LEP beam-beam limited at its highest energy?

    CERN Document Server

    Brandt, D; Meddahi, Malika; Verdier, A

    1999-01-01

    The operation of LEP at 45.6 GeV was limited by beam-beam effects and the vertical beam-beam parameter xy never exceeded 0.045. At the highest energy of 94.5 GeV, the increased damping allows higher beam-beam parameters xy . Values above 0.07 in the vertical plane averaged over four experiments have been obtained frequently with peak values up to 0.075 in a single experiment. Although the maximum intensity in LEP is presently limited by technical considerations, some observations indicate that the beam-beam limit is close and the question of the maximum possible values can be raised. These observations are shown in this paper and possible consequences are presented. The optimum operation of LEP in the neighbourhood of the beam-beam limit is discussed.

  15. Limited English proficient HMO enrollees remain vulnerable to communication barriers despite language assistance regulations.

    Science.gov (United States)

    Hadler, Max W; Chen, Xiao; Gonzalez, Erik; Roby, Dylan H

    2013-02-01

    HMO enrollees with limited English proficiency, and particularly those in poorer health, face communication barriers despite language assistance regulations. More than 1.3 million California HMO enrollees ages 18 to 64 do not speak English well enough to communicate with medical providers and may experience reduced access to high-quality health care if they do not receive appropriate language assistance services. Based on analysis of the 2007 and 2009 California Health Interview Surveys (CHIS), commercial HMO enrollees with limited English proficiency (LEP) in poorer health are more likely to have difficulty understanding their doctors, placing this already vulnerable population at even greater risk. The analysis also uses CHIS to examine the potential impact of health plan monitoring starting in 2009 (due to a 2003 amendment to the Knox-Keene Health Care Services Act) requiring health plans to provide free qualified interpretation and translation services to HMO enrollees. The authors recommend that California's health plans continue to incorporate trained interpreters into their contracted networks and delivery systems, paying special attention to enrollees in poorer health. The results may serve as a planning tool for health plans, providing a detailed snapshot of enrollee characteristics that will help design effective programs now and prepare for a likely increase in insured LEP populations in the future, as full implementation of the Affordable Care Act takes place over the next decade.

  16. Comparison of throughput times for limited English proficiency patient visits in the emergency department between different interpreter modalities.

    Science.gov (United States)

    Grover, Amy; Deakyne, Sara; Bajaj, Lalit; Roosevelt, Genie E

    2012-08-01

    Appropriate interpretation is imperative for families with limited English proficiency (LEP). We compared throughput times for ED visits involving families with LEP based on type of interpretation provided: in-person interpretation, remote telephonic interpretation or bilingual providers. This study is a secondary analysis of a prospective study of caretaker satisfaction with different interpreter modalities. We queried the medical record for event time stamps, clinical factors and disposition. The in-person cohort (116 min) had a significantly shorter total throughput time than telephonic (141 min) and bilingual provider (153 min) cohorts (P interpretation when controlling for potential confounders such as admission rate (P = 0.006). In-person interpretation significantly decreased ED throughput times and may be an important consideration in the choice of interpreter modality.

  17. THE OBSERVATION OF TEACHER CANDIDATE RELATED SCIENCE AND TECHNOLOGY TEACHER'S PROFICIENCY

    OpenAIRE

    BAHŞİ, Muammer; TURAN, Mehmet; YILAYAZ, Ömer

    2009-01-01

    In this study it is evaluated science and tecnology teacher's proficiency based on students insights of science and tecnology education students in education faculty. It was used Standarts for Teacher Proficiency which is prepared from Ministry of National Education. The research was conducted on 85 Science and Tecnology students (4th classes) studying at the education faculty of Firat University. Data from results of study was analysed by using SPSS.

  18. The use of TOEFL to measure a change in English proficiency

    OpenAIRE

    Ockey, Gary J.

    1999-01-01

    This study investigates the use of TOEFL as an instrument for measuring change in English language proficiency of graduate students at the International University of Japan. The data, which was analyzed, included entry and exit TOEFL scores of 181 students who participated in the nine-week Intensive English Program during one of the summers between 1994 and 1997. The results suggest that TOEFL scores can be used to show a change in English language proficiency for the students as a group, but...

  19. Final achievements on Higgs boson searches at the LEP collider

    CERN Document Server

    Nikolaidou, R

    2003-01-01

    The Higgs boson searches in e+e- collisions at LEP are reviewed and the results as of September 2002 are presented. The phenomenology of the Higgs boson decays in the Standard Model (SM) as well as in various models beyond that, is outlined. The results reported in this article are obtained including all the data recorded by the LEP collider at centre-of-mass energies up to 209 GeV, but in most searches (unless stated otherwise), the final numbers are still to come. 17 Refs.

  20. Early prototype of a superconducting RF cavity for LEP

    CERN Multimedia

    CERN PhotoLab

    1979-01-01

    As early as 1979, before LEP became an approved project, studies were located in the ISR Division. Although Cu-cavities were foreseen, certainly for the 1st energy-stage, superconducting cavities were explored as a possible alternative for the 2nd energy-stage. This began with very basic studies of manufacture and properties of Nb-cavities. This one, held by Mr.Girel, was made from bulk Nb-sheet, 2.5 mm thick. It was dimensioned for tests at 500 MHz (LEP accelerating RF was 352.2 MHz). See also 8004204, 8007354, 8209255, 8210054, 8312339.

  1. Gene Expression Network Reconstruction by LEP Method Using Microarray Data

    Directory of Open Access Journals (Sweden)

    Na You

    2012-01-01

    Full Text Available Gene expression network reconstruction using microarray data is widely studied aiming to investigate the behavior of a gene cluster simultaneously. Under the Gaussian assumption, the conditional dependence between genes in the network is fully described by the partial correlation coefficient matrix. Due to the high dimensionality and sparsity, we utilize the LEP method to estimate it in this paper. Compared to the existing methods, the LEP reaches the highest PPV with the sensitivity controlled at the satisfactory level. A set of gene expression data from the HapMap project is analyzed for illustration.

  2. Searches for MSSM neutral Higgs bosons at LEP

    CERN Document Server

    Cucciarelli, S

    2002-01-01

    This article describes the analysis methods and the results of the searches for the MSSM neutral Higgs bosons at LEP. The analysis strategies used on the L3 experiment are described. The analyses are carried out on 216.6 pb/sup -1/ data collected by the L3 detector at centre-of-mass energies from 200 GeV to 209 GeV. No signal is observed. Combining the analyses from the LEP experiments, preliminary lower mass limits are given as a function of the tan beta parameter. (8 refs).

  3. Activation tagging of the two closely linked genes LEP and VAS independently affects vascular cell number

    DEFF Research Database (Denmark)

    van der Graaff, Eric; Hooykaas, Paul J J; Keller, Beat

    2002-01-01

    TISSUE SIZE (VAS) and LEP. These genes are closely linked and arranged in tandem. Activation tagging of LEP only caused a specific increase in the number of xylem cells. This increased xylem cell number, together with the ectopic leaf blade formation, indicates that LEP functions as a cell division...

  4. Computer proficiency questionnaire: assessing low and high computer proficient seniors.

    Science.gov (United States)

    Boot, Walter R; Charness, Neil; Czaja, Sara J; Sharit, Joseph; Rogers, Wendy A; Fisk, Arthur D; Mitzner, Tracy; Lee, Chin Chin; Nair, Sankaran

    2015-06-01

    Computers and the Internet have the potential to enrich the lives of seniors and aid in the performance of important tasks required for independent living. A prerequisite for reaping these benefits is having the skills needed to use these systems, which is highly dependent on proper training. One prerequisite for efficient and effective training is being able to gauge current levels of proficiency. We developed a new measure (the Computer Proficiency Questionnaire, or CPQ) to measure computer proficiency in the domains of computer basics, printing, communication, Internet, calendaring software, and multimedia use. Our aim was to develop a measure appropriate for individuals with a wide range of proficiencies from noncomputer users to extremely skilled users. To assess the reliability and validity of the CPQ, a diverse sample of older adults, including 276 older adults with no or minimal computer experience, was recruited and asked to complete the CPQ. The CPQ demonstrated excellent reliability (Cronbach's α = .98), with subscale reliabilities ranging from .86 to .97. Age, computer use, and general technology use all predicted CPQ scores. Factor analysis revealed three main factors of proficiency related to Internet and e-mail use; communication and calendaring; and computer basics. Based on our findings, we also developed a short-form CPQ (CPQ-12) with similar properties but 21 fewer questions. The CPQ and CPQ-12 are useful tools to gauge computer proficiency for training and research purposes, even among low computer proficient older adults. © The Author 2013. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  5. English Learner Students' Readiness for Academic Success: The Predictive Potential of English Language Proficiency Assessment Scores in Arizona and Nevada. REL 2017-172

    Science.gov (United States)

    Haas, Eric; Tran, Loan; Huang, Min

    2016-01-01

    When is the right moment to transition an English learner student from part-time participation in English language development classes into full-time participation in mainstream English-only classes? English learner students should be moved into full-time mainstream English-only classes when they are sufficiently fluent in English to be able to…

  6. Norms and Mathematical Proficiency

    Science.gov (United States)

    Kastberg, Signe E.; Frye, R. Scott

    2013-01-01

    To challenge students' reasoning and to align with a physical fitness unit that students were studying, teachers and authors, Scott Frye and Signe Kastberg adapted a ratio comparison problem from Susan Lamon, "Ratio and Proportion: Connecting Content and Children's Thinking," (1994) to include athletes and doctors who share…

  7. Developing a Psychometrically Sound Measure of Collegiate Teaching Proficiency

    Science.gov (United States)

    Barnes, Donald C.; Engelland, Brian T.; Matherine, Curtis F.; Martin, William C.; Orgeron, Craig P.; Ring, J. Kirk; Smith, Gregory R.; Williams, Zachary

    2008-01-01

    While student evaluation of teaching (SET) has become a common practice on most college campuses, research suggests that weaknesses exist in many of the common instruments employed for this assessment. This study lays the groundwork for the development of an improved psychometrically sound measure of teaching proficiency that can be used in a…

  8. Advisory Working Alliance, Perceived English Proficiency, and Acculturative Stress

    Science.gov (United States)

    Wei, Meifen; Tsai, Pei-Chun; Chao, Ruth Chu-Lien; Du, Yi; Lin, Shu-Ping

    2012-01-01

    The aim of this study was to examine the moderators of (a) general or cross-cultural advisory working alliances and (b) perceived English proficiency on the association between acculturative stress and psychological distress. A total of 143 East Asian international students completed an online survey. Results from a hierarchical regression…

  9. Convergent and Discriminant Validation of Oral Language Proficiency Tests.

    Science.gov (United States)

    Bachman, Lyle F.; Palmer, Adrian S.

    In a study designed to validate oral language proficiency tests, it is planned to administer a series of tests to 100 native Mandarin Chinese-speaking subjects (foreign students and their spouses). The tests will measure communicative competence in speaking (ability to speak, exhibiting control of linguistic, sociolinguistic, and pragmatic rules;…

  10. Conversion to a Proficiency Oriented Curriculum at the University Level.

    Science.gov (United States)

    Rogers, Carmen Villegas; And Others

    A state grant to the Department of Romance Languages of the University of Tennessee in Knoxville has allowed development of a proficiency-based curriculum for first- and second-year French and Spanish. Most of the effort to date has been preparation of the syllabus based on specified goals and objectives, or student outcomes, focusing on allowing…

  11. Mapping State Proficiency Standards onto NAEP Scales: Results from the 2013 NAEP Reading and Mathematics Assessments. NCES 2015-046

    Science.gov (United States)

    Bandeira de Mello, V.; Bohrnstedt, G.; Blankenship, C.; Sherman, D.

    2015-01-01

    Under the 2001 reauthorization of the Elementary and Secondary Education Act of 1965, states developed their own assessments and set their own proficiency standards to measure student achievement. This has resulted in a great deal of variation among the states, both in their proficiency standards and in their student assessments (NCES 2008-475).…

  12. Assembling a 'wiggler' magnet with a view to LEP

    CERN Document Server

    CERN PhotoLab

    1983-01-01

    Electron and positron beams, to be accelerated in the PS for onward transmission to the SPS and LEP, are not normally stable in a combined-function machine. This effect can be corrected by using 'wiggler' magnets. See Annul Report 1983 p. 87, Fig. 6.

  13. The DELPHI Trigger System at LEP2 Energies

    CERN Document Server

    Augustinus, A; Charpentier, P; De Wulf, J P; Fontanelli, F; Formenti, F; Gaspar, C; Gavillet, P; Goorens, R; Laugier, J P; Musico, P; Paganoni, M; Sannino, M; Valenti, G

    2003-01-01

    In this paper we describe the modifications carried out on the DELPHI trigger complex since the beginning of the high energy runs of LEP. The descriptions of the trigger configurations and performances for the 2000 data taking period are also presented.

  14. DELPHI $\\tau$ lifetime results using all LEP-1 data

    CERN Document Server

    McNulty, R

    2001-01-01

    Using events collected by the DELPHI detector at LEP in the years 1991-1995, the tau lepton lifetime has been measured to be (290.7+-1.5+-1.0) fs. Three different methods have been exploited utilising decays of the tau into final states containing one or three charged tracks. (6 refs).

  15. Prompt photon production in hadronic events at LEP

    CERN Document Server

    Boutigny, D

    1992-01-01

    We review some recent results on photon emission off quarks obtained by the four LEP experiments. These experimental results are compared to different Monte-Carlo predictions and to an exact matrix element calculation at the order (ems). The estimation of the background coming from neutral hadron decays is also discussed.

  16. LEP Higgs boson searches beyond the standard model and ...

    Indian Academy of Sciences (India)

    These include the searches for charged Higgs bosons, models with two Higgs field doublets, searches for 'fermiophobic' Higgs decay, invisible Higgs boson decays, decay-mode independent searches, and limits on Yukawa and anomalous Higgs couplings. I review the searches done by the four LEP experiments and ...

  17. The DELPHI Trigger System at LEP2 energies

    Energy Technology Data Exchange (ETDEWEB)

    Augustinus, A.; Canale, V. E-mail: vincenzo.canale@cern.chvincenzo.canale@na.infn.it; Charpentier, P.; De Wulf, J.-P.; Fontanelli, F.; Formenti, F.; Gaspar, C.; Gavillet, P.; Goorens, R.; Laugier, J.P.; Musico, P.; Paganoni, M.; Sannino, M.; Valenti, G

    2003-12-11

    In this paper we describe the modifications carried out on the DELPHI trigger complex since the beginning of the high-energy runs of LEP. The descriptions of the trigger configurations and performances for the 2000 data taking period are also presented.

  18. The OPAL Detector (an~Omni~Purpose~Apparatus~for~Lep)

    CERN Multimedia

    Schaile, D A; Watson, N; Craciun, M; Hanson, G; Mcmahon, T J; Stokes, W; Wilson, G W; Carter, J; Plane, D; Scharff-hansen, P; Sahr, O M; Rembser, C; Saeki, T; Nisius, R; Campana, S; Kormos, L L; Marchant, T E; Takeda, H; Kupper, M; Hill, J C; Hajdu, C; Hauschild, M; Charlton, D; Kellogg, R; Kluth, S; Asai, S; Nellen, B; Bright-thomas, P; Polok, J; Guenther, P O; Keeler, R; Schwick, C; Stephens, K; Zankel, K; Watkins, P; Chang, C Y; Roney, M; Fischer, H; Dubbert, J

    2002-01-01

    The OPAL Detector (an Omni Purpose Apparatus for Lep) \\\\ \\\\OPAL, a general purpose detector, was designed to study a wide range of unexplored physics at LEP. \\\\ \\\\At LEP1, one of the central issues is the precise determination of the mass, width and couplings to quarks and leptons of the Z$^{0}$ boson. At LEP2 the mass and couplings of the W$^\\pm$ bosons are determined. Accurate measurements of these quantities might reveal the mechanisms by which symmetries are broken. Many topics relating to heavy flavours are studied, including the properties of tau leptons, and the spectroscopy, lifetimes and mixing of hadrons containing b-quarks. \\\\ \\\\There are very active QCD and Two-Photon groups. Among the topics being studied are the determination of the strong coupling constant, $ \\alpha _{S} $, tests of the group structure of QCD, differences between quark- and gluon-induced jets, many aspects of the fragmentation process measurements of many different final states in photon-photon collision, and measurement of str...

  19. Can Higher-Proficiency L2 Learners Benefit from Working with Lower-Proficiency Partners in Peer Feedback?

    Science.gov (United States)

    Yu, Shulin; Hu, Guangwei

    2017-01-01

    Informed by Vygotsky's conceptualization of the Zone of Proximal Development, this case study investigated the benefits of peer feedback on second language (L2) writing for students with high L2 proficiency and the factors that may influence their learning in peer feedback in the Chinese English-as-a-foreign-language context. Specifically, the…

  20. Navigating Language Barriers: A Systematic Review of Patient Navigators' Impact on Cancer Screening for Limited English Proficient Patients.

    Science.gov (United States)

    Genoff, Margaux C; Zaballa, Alexandra; Gany, Francesca; Gonzalez, Javier; Ramirez, Julia; Jewell, Sarah T; Diamond, Lisa C

    2016-04-01

    To systematically review the literature on the impact of patient navigators on cancer screening for limited English proficient (LEP) patients. Electronic databases (PubMed, PsycINFO via OVID, Web of Science, Cochrane, EMBASE, and Scopus) through 8 May 2015. Articles in this review had: (1) a study population of LEP patients eligible for breast, cervical or colorectal cancer screenings, (2) a patient navigator intervention to provide services prior to or during cancer screening, (3) a comparison of the patient navigator intervention to either a control group or another intervention, and (4) language-specific outcomes related to the patient navigator intervention. We assessed the quality of the articles using the Downs and Black Scale. Fifteen studies met the inclusion criteria and evaluated the screening rates for breast, colorectal, and cervical cancer in 15 language populations. Fourteen studies resulted in improved screening rates for LEP patients between 7 and 60%. There was great variability in the patient navigation interventions evaluated. Training received by navigators was not reported in nine of the studies and no studies assessed the language skills of the patient navigators in English or the target language. This study is limited by the variability in study designs and limited reporting on patient navigator interventions, which reduces the ability to draw conclusions on the full effect of patient navigators. Overall, we found evidence that navigators improved screening rates for breast, cervical and colorectal cancer screening for LEP patients. Future studies should systematically collect data on the training curricula for navigators and assess their English and non-English language skills in order to identify ways to reduce disparities for LEP patients.

  1. Language proficiency and nursing registration.

    Science.gov (United States)

    Müller, Amanda

    2016-02-01

    This discussion paper focuses on English proficiency standards for nursing registration in Australia, how Australia has dealt with the issue of language proficiency, and the factors which have led to the establishment of the current language standards. Also, this paper will provide a comparison of the two language tests that are currently accepted in Australia (OET and IELTS), including the appropriateness of these tests and the minimum standards used. The paper will also examine the use of educational background as an indicator of language proficiency. Finally, communication-based complaints in the post-registration environment will be explored, and some discussion will be provided about why pre-registration measures might have failed to prevent such problematic situations from occurring. Copyright © 2015 Elsevier Ltd. All rights reserved.

  2. Poszukiwanie bozonow Higgsa w akceleratorach LEP i LHC. A search for the Higgs bosons with LEP and LHC colliders

    CERN Document Server

    Bluj, Michal

    2006-01-01

    This thesis contains two analyzes which are contributions to experimental studies onthe Higgs sector in physics of fundamental interactions.The first one was performed using the data collected by the DELPHI detector at theelectron-positron collider LEP at CERN. This analysis is a search for the Higgs bosonwithin generalized non-minimal Higgs sector. It is based on the high number of b-quarksamong products of decays of Higgs boson.The analysis was performed using the data collected with energies near the Z 0 boson mass(LEP1 data) corresponding to an integrated luminosity of L = 71.4 pb −1 and the datacollected with highest energies of the LEP accelerator (LEP2 data) i.e. at the center-ofmass energies 189−208 GeV corresponding to an integrated luminosity of L = 611.2 pb −1 .It allowed to obtain the limits on production cross-sections of the neutral Higgs bosondecaying into final states with b-quarks.This analysis is a part of a project aiming at the exploitation of the DELPHI data forHiggs bosons search...

  3. What Do Physician Assistant Students Know About Nutrition? A Survey of Attitudes, Self-Perceived Proficiency, and Knowledge During Three Stages of Physician Assistant Education.

    Science.gov (United States)

    Favia, Megan; Moore, Amy; Kelly, Patrick; Werner, Christine

    2016-08-03

    This study applied a cross-sectional design and analyzed the nutrition knowledge and attitudes of physician assistant (PA) students during 3 stages of PA education. The PA students from the class of 2014, 2015, and 2016 attending a midwestern university were surveyed using Qualtrics. Descriptive statistics and analysis of variance tests were performed to determine the difference between the 3 cohorts on "previous nutrition knowledge," "attitudes," and "knowledge" subscores and total scores. A post hoc analysis was performed to determine the differences between groups. A statistically significant difference was found in the mean total score between classes, with the class of 2014 scoring 17 points higher on average than the class of 2016. These results suggest that positive nutrition attitudes and knowledge among PA students from this sample were lacking. This study suggests a possible need for revision of nutrition education provided by PA programs.

  4. The Mixed-Proficiency Language Class: Consequences for Students, Professors and the Institution (La clase de varios niveles. Consecuencias para los estudiantes, los profesores y para la institución

    Directory of Open Access Journals (Sweden)

    Lenna Barrantes Elizondo

    2014-11-01

    Full Text Available This article examines the effects of a mixed-proficiency language class on the participation, progress, retention and classroom management with students enrolled in the Associate Program in English at Universidad Nacional (Brunca Campus. The social and economic consequences that this phenomenon may have on the university and the community are also analyzed. Data were collected using focus groups, interviews, questionnaires, structured observations and artifacts. Se examinan los efectos de reunir estudiantes con varios niveles lingüísticos en una sola clase de inglés como lengua extranjera y sus efectos en la participación, progreso, retención y el desarrollo de la clase en el Diplomado en Inglés de la Universidad Nacional, Sede Regional Brunca. Se analizan las consecuencias sociales y económicas en la institución y en la comunidad. La información se recolectó de grupos focales, entrevistas, cuestionarios, observaciones estructuradas y artefactos.

  5. School Climate and the Relationship to Student Learning of Hispanic 10th Grade Students in Arizona Schools

    Directory of Open Access Journals (Sweden)

    Mauricio Nava Delgado

    2014-01-01

    Full Text Available This study provided an analysis of Hispanic 10th grade student academic achievement in the areas of mathematics, reading and writing as measured by the Arizona’s Instrument to Measure Standards. The study is based on data of 163 school districts and 25,103 (95% students in the state of Arizona as published by the Arizona Department of Education.  In the study, the quantitative correlations of four independent school climate-related variables with student learning (dependent variable were analyzed.  The independent variables were the following: teachers’ years of experience, teachers’ academic preparation, Limited English Proficiency (LEP student population and economically disadvantaged student population. The study sought to inform principals and the discipline of Education Administration about the complex school climate issues that relate to student learning in Arizona high schools among the Hispanic student population.  In so doing, the study offered informed arguments regarding the complex issue of narrowing the achievement gap of Hispanic students.

  6. Using Eye Tracking to Investigate First Year Students' Digital Proficiency and Their Use of a Learning Management System in an Open Distance Environment

    Science.gov (United States)

    Mabila, Jabulisiwe; Gelderblom, Helene; Ssemugabi, Samuel

    2014-01-01

    The internet gives individuals access to learning through online technologies. The prolific use of Learning Management Systems (LMSs) in higher education institutions makes Information and Communication Technology (ICT) skills or e-skills very important. ICT skill levels have been positively related to students' effectiveness and efficiency in…

  7. Effectiveness of Oral Proficiency in English for Secondary Schools (OPS-English) Programme in Improving English Language Vocabulary among Secondary School Students

    Science.gov (United States)

    Singh, Manesha Kaur Rajendra; Singh, Manjet Kaur Mehar; Eng, Lin Siew

    2015-01-01

    Speaking is an important skill that needs to be mastered as it is the best way to communicate with other people in order to deliver opinions and express ideas, but the fact is that secondary school students' ability in speaking English is low in Malaysia. It is caused by several factors such as lack of vocabulary, poor pronunciation, weak grammar…

  8. Increased Access to Professional Interpreters in the Hospital Improves Informed Consent for Patients with Limited English Proficiency.

    Science.gov (United States)

    Lee, Jonathan S; Pérez-Stable, Eliseo J; Gregorich, Steven E; Crawford, Michael H; Green, Adrienne; Livaudais-Toman, Jennifer; Karliner, Leah S

    2017-08-01

    Language barriers disrupt communication and impede informed consent for patients with limited English proficiency (LEP) undergoing healthcare procedures. Effective interventions for this disparity remain unclear. Assess the impact of a bedside interpreter phone system intervention on informed consent for patients with LEP and compare outcomes to those of English speakers. Prospective, pre-post intervention implementation study using propensity analysis. Hospitalized patients undergoing invasive procedures on the cardiovascular, general surgery or orthopedic surgery floors. Installation of dual-handset interpreter phones at every bedside enabling 24-h immediate access to professional interpreters. Primary predictor: pre- vs. post-implementation group; secondary predictor: post-implementation patients with LEP vs. English speakers. Primary outcomes: three central informed consent elements, patient-reported understanding of the (1) reasons for and (2) risks of the procedure and (3) having had all questions answered. We considered consent adequately informed when all three elements were met. We enrolled 152 Chinese- and Spanish-speaking patients with LEP (84 pre- and 68 post-implementation) and 86 English speakers. Post-implementation (vs. pre-implementation) patients with LEP were more likely to meet criteria for adequately informed consent (54% vs. 29%, p = 0.001) and, after propensity score adjustment, had significantly higher odds of adequately informed consent (AOR 2.56; 95% CI, 1.15-5.72) as well as of each consent element individually. However, compared to post-implementation English speakers, post-implementation patients with LEP had significantly lower adjusted odds of adequately informed consent (AOR, 0.38; 95% CI, 0.16-0.91). A bedside interpreter phone system intervention to increase rapid access to professional interpreters was associated with improvements in patient-reported informed consent and should be considered by hospitals seeking to improve

  9. The Use of ICTs to Enhance EFL Learners’ Oral Language Proficiency: The Case of First-Year LMD Students at Tlemcen University

    OpenAIRE

    FEKIH, Ahlem

    2015-01-01

    The main value of this research study is to emphasize the tremendous and important role of ICTs in enhancing EFL learners’ speaking skill. In addition, it tries to help them express their ideas and communicate in the target language. But, first year students find that learning oral production characterize a very difficult task for them. So through using ICTs, the value of oral production courses will be improved. This investigation was carried out at Abou Bekr Belkaid –Tlemcen ...

  10. Proficiency and the Bilingual Lexicon.

    Science.gov (United States)

    Woutersen, Mirjam; And Others

    A study investigated lexical decision-making among Dutch-English bilinguals in the auditory modality. Subjects, bilinguals at three proficiency levels (intermediate, high, and near-native) were presented with 40 cognate and 40 non-cognate word pairs, a similar number of English and Dutch distractors, and a similar number of nonsense words in each…

  11. Second Language Proficiency Assessment and Program Evaluation.

    Science.gov (United States)

    Nunan, David

    A discussion of the role of second language proficiency assessment in the evaluation of language programs argues that for four reasons, the use of proficiency is inappropriate as a central element in evaluation. The reasons are: (1) the construct of proficiency has not been operationalized in a way that enables it to be used usefully; (2)…

  12. Professor's Page: Is Understanding a Proficiency?

    Science.gov (United States)

    Askew, Mike

    2012-01-01

    The everyday use of "proficient" carries connotations of having reached a level of expertise. One would not describe someone stumbling through a rendition of "Chopsticks" as a proficient piano player; but novice pianists work on musical proficiencies--practicing scales or playing a polka--in parallel. They do not put off…

  13. Search for Higgs bosons at LEP2 and hadron colliders

    CERN Document Server

    Trefzger, T M

    2001-01-01

    The search for the Higgs boson was one of the most relevant issues of the final years of LEP running at high energies. An excess of 3 sigma beyond the background expectation has been found, consistent with the production of the Higgs boson with a mass near 115 GeV/c/sup 2/. At the upgraded Tevatron and at LHC the search for the Higgs boson will continue. At the Tevatron Higgs bosons can be detected with masses up to 180 GeV with an assumed total integrated luminosity of 20 fb/sup -1/. LHC has the potential to discover the Higgs boson in many different decay channels for Higgs masses up to 1 TeV. It will be possible to measure Higgs boson parameters, such as mass, width, and couplings to fermions and bosons. The results from Higgs searches at LEP2 and the possibilities for searches at hadron colliders will be reviewed. (156 refs).

  14. $B^{0}\\overline{B^{0}}$ oscillations at LEP

    CERN Document Server

    Palla, Fabrizio

    2001-01-01

    We report the LEP results on B/sup 0/B/sup 0/ oscillations, together with a review of the analysis strategies. Many measurements of the B /sub d//sup 0/ oscillation frequency have been performed giving an average, Delta m/sub d/=0.486+or-0.015 ps/sup -1/. Lower limits on Delta m/sub s/ are presented, giving a LEP-combined limit, Delta m /sub s/>11.8 ps/sup -1/, with an expected exclusion limit of 14.5 ps /sup -1/. When combined with SLD and CDF, a tantalising 2.5% effect at about 17 ps/sup -1/ is observed, having a probability of about 2.5% for a fluctuation of a sample where the true frequency is beyond the global sensitivity. (19 refs).

  15. Search for neutral MSSM Higgs bosons at LEP

    CERN Document Server

    Schael, S.; Bruneliere, R.; De Bonis, I.; Decamp, D.; Goy, C.; Jezequel, S.; Lees, J.P.; Martin, F.; Merle, E.; Minard, M.N.; Pietrzyk, B.; Trocme, B.; Bravo, S.; Casado, M.P.; Chmeissani, M.; Crespo, J.M.; Fernandez, E.; Fernandez-Bosman, M.; Garrido, L.; Martinez, M.; Pacheco, A.; Ruiz, H.; Colaleo, A.; Creanza, D.; De Filippis, N.; de Palma, M.; Iaselli, G.; Maggi, G.; Maggi, M.; Nuzzo, S.; Ranieri, A.; Raso, G.; Ruggieri, F.; Selvaggi, G.; Silvestris, L.; Tempesta, P.; Tricomi, A.; Zito, G.; Huang, X.; Lin, J.; Ouyang, Q.; Wang, T.; Xie, Y.; Xu, R.; Xue, S.; Zhang, J.; Zhang, L.; Zhao, W.; Abbaneo, D.; Barklow, T.; Buchmuller, O.; Cattaneo, M.; Clerbaux, B.; Drevermann, H.; Forty, R.W.; Frank, M.; Gianotti, F.; Hansen, J.B.; Harvey, J.; Hutchcroft, D.E.; Janot, P.; Jost, B.; Kado, M.; Mato, P.; Moutoussi, A.; Ranjard, F.; Rolandi, L.; Schlatter, D.; Teubert, F.; Valassi, A.; Videau, I.; Badaud, F.; Dessagne, S.; Falvard, A.; Fayolle, D.; Gay, P.; Jousset, J.; Michel, B.; Monteil, S.; Pallin, D.; Pascolo, J.M.; Perret, P.; Hansen, J.D.; Hansen, J.R.; Hansen, P.H.; Kraan, A.C.; Nilsson, B.S.; Kyriakis, A.; Markou, C.; Simopoulou, E.; Vayaki, A.; Zachariadou, K.; Blondel, A.; Brient, J.C.; Machefert, F.; Rouge, A.; Videau, H.; Ciulli, V.; Focardi, E.; Parrini, G.; Antonelli, A.; Antonelli, M.; Bencivenni, G.; Bossi, F.; Capon, G.; Cerutti, F.; Chiarella, V.; Mannocchi, G.; Laurelli, P.; Mannocchi, G.; Murtas, G.P.; Passalacqua, L.; Kennedy, J.; Lynch, J.G.; Negus, P.; O'Shea, V.; Thompson, A.S.; Wasserbaech, S.; Cavanaugh, R.; Dhamotharan, S.; Geweniger, C.; Hanke, P.; Hepp, V.; Kluge, E.E.; Putzer, A.; Stenzel, H.; Tittel, K.; Wunsch, M.; Beuselinck, R.; Cameron, W.; Davies, G.; Dornan, P.J.; Girone, M.; Marinelli, N.; Nowell, J.; Rutherford, S.A.; Sedgbeer, J.K.; Thompson, J.C.; White, R.; Ghete, V.M.; Girtler, P.; Kneringer, E.; Kuhn, D.; Rudolph, G.; Bouhova-Thacker, E.; Bowdery, C.K.; Clarke, D.P.; Ellis, G.; Finch, A.J.; Foster, F.; Hughes, G.; Jones, R.W.L.; Pearson, M.R.; 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Boumediene, D.; Colas, P.; Fabbro, B.; Lancon, E.; Lemaire, M.C.; Locci, E.; Perez, P.; Rander, J.; Tuchming, B.; Vallage, B.; Litke, A.M.; Taylor, G.; Booth, C.N.; Cartwright, S.; Combley, F.; Hodgson, P.N.; Lehto, M.; Thompson, L.F.; Bohrer, A.; Brandt, S.; Grupen, C.; Hess, J.; Ngac, A.; Prange, G.; Borean, C.; Giannini, G.; He, H.; Putz, J.; Rothberg, J.; Armstrong, S.R.; Berkelman, K.; Cranmer, K.; Ferguson, D.P.S.; Gao, Y.; Gonzalez, S.; Hayes, O.J.; Hu, H.; Jin, S.; Kile, J.; McNamara, P.A.; Nielsen, J.; Pan, Y.B.; von Wimmersperg-Toeller, J.H.; Wiedenmann, W.; Wu, J.; Wu, S.L.; Wu, X.; Zobernig, G.; Dissertori, G.; Abdallah, J.; Abreu, P.; Adam, W.; Adzic, P.; Albrecht, T.; Alderweireld, T.; Alemany-Fernandez, R.; Allmendinger, T.; Allport, P.P.; Amaldi, U.; Amapane, N.; Amato, S.; Anashkin, E.; Andreazza, A.; Andringa, S.; Anjos, N.; Antilogus, P.; Apel, W.D.; Arnoud, Y.; Ask, S.; Asman, B.; Augustin, J.E.; Augustinus, A.; Baillon, P.; Ballestrero, A.; Bambade, P.; Barbier, R.; 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Garcia-Abia, P.; Gataullin, M.; Gentile, S.; Giagu, S.; Gong, Z.F.; Grenier, G.; Grimm, O.; Gruenewald, M.W.; Guida, M.; Gupta, V.K.; Gurtu, A.; Gutay, L.J.; Haas, D.; Hatzifotiadou, D.; Hebbeker, T.; Herve, A.; Hirschfelder, J.; Hofer, H.; Hohlmann, M.; Holzner, G.; Hou, S.R.; Hu, J.; Jin, B.N.; Jindal, P.; Jones, L.W.; de Jong, P.; Josa-Mutuberra, I.; Kaur, M.; Kienzle-Focacci, M.N.; Kim, J.K.; Kirkby, J.; Kittel, W.; Klimentov, A.; Konig, A.C.; Kopal, M.; Koutsenko, V.; Kraber, M.; Kraemer, R.W.; Kruger, A.; Kunin, A.; Ladron de Guevara, P.; Laktineh, I.; Landi, G.; Lebeau, M.; Lebedev, A.; Lebrun, P.; Lecomte, P.; Lecoq, P.; Le Coultre, P.; Le Goff, J.M.; Leiste, R.; Levtchenko, M.; Levtchenko, P.; Li, C.; Likhoded, S.; Lin, C.H.; Lin, W.T.; Linde, F.L.; Lista, L.; Liu, Z.A.; Lohmann, W.; Longo, E.; Lu, Y.S.; Luci, C.; Luminari, L.; Lustermann, W.; Ma, W.G.; Malgeri, L.; Malinin, A.; Mana, C.; Mans, J.; Martin, J.P.; Marzano, F.; Mazumdar, K.; McNeil, R.R.; Mele, S.; Merola, L.; Meschini, M.; Metzger, W.J.; Mihul, A.; Milcent, H.; Mirabelli, G.; Mnich, J.; Mohanty, G.B.; Muanza, G.S.; Muijs, A.J.M.; Musicar, B.; Musy, M.; Nagy, S.; Natale, S.; Napolitano, M.; Nessi-Tedaldi, F.; Newman, H.; Nisati, A.; Novak, T.; Nowak, H.; Ofierzynski, R.; Organtini, G.; Pal, I.; Palomares, C.; Paolucci, P.; Paramatti, R.; Passaleva, G.; Patricelli, S.; Paul, T.; Pauluzzi, M.; Paus, C.; Pauss, F.; Pedace, M.; Pensotti, S.; Perret-Gallix, D.; Piccolo, D.; Pierella, F.; Pieri, M.; Pioppi, M.; Piroue, P.A.; Pistolesi, E.; Plyaskin, V.; Pohl, M.; Pojidaev, V.; Pothier, J.; Prokofiev, D.; Rahal-Callot, G.; Rahaman, M.A.; Raics, P.; Raja, N.; Ramelli, R.; Rancoita, P.G.; Ranieri, R.; Raspereza, A.; Razis, P.; Rembeczki, S.; Ren, D.; Rescigno, M.; Reucroft, S.; Riemann, S.; Riles, Keith; Roe, B.P.; Romero, L.; Rosca, A.; Rosemann, C.; Rosenbleck, C.; Rosier-Lees, S.; Roth, S.; Rubio, J.A.; Ruggiero, G.; Rykaczewski, H.; Sakharov, A.; Saremi, S.; Sarkar, S.; Salicio, J.; Sanchez, E.; Schafer, C.; Schegelsky, V.; Schopper, H.; Schotanus, D.J.; Sciacca, C.; Servoli, L.; Shevchenko, S.; Shivarov, N.; Shoutko, V.; Shumilov, E.; Shvorob, A.; Son, D.; Souga, C.; Spillantini, P.; Steuer, M.; Stickland, D.P.; Stoyanov, B.; Straessner, A.; Sudhakar, K.; Sultanov, G.; Sun, L.Z.; Sushkov, S.; Suter, H.; Swain, J.D.; Szillasi, Z.; Tang, X.W.; Tarjan, P.; Tauscher, L.; Taylor, L.; Tellili, B.; Teyssier, D.; Timmermans, C.; Ting, S.C.C.; Ting, S.M.; Tonwar, S.C.; Toth, J.; Tully, C.; Tung, K.L.; Ulbricht, J.; Valente, E.; Van de Walle, R.T.; Vasquez, R.; Vesztergombi, G.; Vetlitsky, I.; Viertel, G.; Vivargent, M.; Vlachos, S.; Vodopianov, I.; Vogel, H.; Vogt, H.; Vorobiev, I.; Vorobyov, A.A.; Wadhwa, M.; Wang, Q.; Wang, X.L.; Wang, Z.M.; Weber, M.; Wynhoff, S.; Xia, L.; Xu, Z.Z.; Yamamoto, J.; Yang, B.Z.; Yang, C.G.; Yang, H.J.; Yang, M.; Yeh, S.C.; Zalite, An.; Zalite, Yu.; Zhang, Z.P.; Zhao, J.; Zhu, G.Y.; Zhu, R.Y.; Zhuang, H.L.; Zichichi, A.; Zimmermann, B.; Zoller, M.; Abbiendi, G.; Ainsley, C.; Akesson, P.F.; Alexander, G.; Allison, J.; Amaral, P.; Anagnostou, G.; Anderson, K.J.; Asai, S.; Axen, D.; Azuelos, G.; Bailey, I.; Barberio, E.; Barillari, T.; Barlow, R.J.; Batley, R.J.; Bechtle, P.; Behnke, T.; Bell, K.W.; Bell, P.J.; Bella, G.; Bellerive, A.; Benelli, G.; Bethke, S.; Biebel, O.; Boeriu, O.; Bock, P.; Boutemeur, M.; Braibant, S.; Brigliadori, L.; Brown, R.M.; Buesser, K.; Burckhart, H.J.; Campana, S.; Carnegie, R.K.; Carter, A.A.; Carter, J.R.; Chang, C.Y.; Charlton, D.G.; Ciocca, C.; Csilling, A.; Cuffiani, M.; Dado, S.; de Jong, S.; De Roeck, A.; De Wolf, E.A.; Desch, K.; Dienes, B.; Donkers, M.; Dubbert, J.; Duchovni, E.; Duckeck, G.; Duerdoth, I.P.; Etzion, E.; Fabbri, F.; Feld, L.; Ferrari, P.; Fiedler, F.; Fleck, I.; Ford, M.; Frey, A.; Gagnon, P.; Gary, J.W.; Gascon-Shotkin, S.M.; Gaycken, G.; Geich-Gimbel, C.; Giacomelli, G.; Giacomelli, P.; Giunta, M.; Goldberg, J.; Gross, E.; Grunhaus, J.; Gruwe, M.; Gunther, P.O.; Gupta, A.; Hajdu, C.; Hamann, M.; Hanson, G.G.; Harel, A.; 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    2006-01-01

    The four LEP collaborations, ALEPH, DELPHI, L3 and OPAL, have searched for the neutral Higgs bosons which are predicted by the Minimal Supersymmetric Standard Model (MSSM). The data of the four collaborations are statistically combined and examined for their consistency with the background hypothesis and with a possible Higgs boson signal. The combined LEP data show no significant excess of events which would indicate the production of Higgs bosons. The search results are used to set upper bounds on the cross-sections of various Higgs-like event topologies. The results are interpreted within the MSSM in a number of ``benchmark" models, including CP-conserving and CP-violating scenarios. These interpretations lead in all cases to large exclusions in the MSSM parameter space. Absolute limits are set on the parameter tanb and, in some scenarios, on the masses of neutral Higgs bosons.

  16. Search for the Standard Model Higgs Boson at LEP

    CERN Document Server

    Barate, R.; De Bonis, I.; Decamp, D.; Goy, C.; Jezequel, S.; Lees, J.P.; Martin, F.; Merle, E.; Minard, M.N.; Pietrzyk, B.; Trocme, B.; Boix, G.; Bravo, S.; Casado, M.P.; Chmeissani, M.; Crespo, J.M.; Fernandez, E.; Fernandez-Bosman, M.; Garrido, L.; Grauges, E.; Lopez, J.; Martinez, M.; Merino, G.; Miquel, R.; Mir, L.M.; Pacheco, A.; Paneque, D.; Ruiz, H.; Heister, A.; Schael, S.; Colaleo, A.; Creanza, D.; De Filippis, N.; de Palma, M.; Iaselli, G.; Maggi, G.; Maggi, M.; Nuzzo, S.; Ranieri, A.; Raso, G.; Ruggieri, F.; Selvaggi, G.; Silvestris, L.; Tempesta, P.; Tricomi, A.; Zito, G.; Huang, X.; Lin, J.; Quyang, Q.; Wang, T.; Xie, Y.; Xu, R.; Xue, S.; Zhang, J.; Zhang, L.; Zhao, W.; Abbaneo, D.; Azzurri, P.; Barklow, T.; Buchmuller, O.; Cattaneo, M.; Cerutti, F.; Clerbaux, B.; Drevermann, H.; Forty, R.W.; Frank, M.; Gianotti, F.; Greening, T.C.; Hansen, J.B.; Harvey, J.; Hutchcroft, D.E.; Janot, P.; Jost, B.; Kado, M.; Maley, P.; Mato, P.; Moutoussi, A.; Ranjard, F.; Rolandi, Gigi; 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Marcellini, S.; Marchant, T.E.; Martin, A.J.; Masetti, G.; Mashimo, T.; Mattig, Peter; McDonald, W.J.; McKenna, J.; McMahon, T.J.; McPherson, R.A.; Meijers, F.; Mendez-Lorenzo, P.; Menges, W.; Merritt, F.S.; Mes, H.; Michelini, A.; Mihara, S.; Mikenberg, G.; Miller, D.J.; Moed, S.; Mohr, W.; Mori, T.; Mutter, A.; Nagai, K.; Nakamura, I.; Neal, H.A.; Nisius, R.; ONeale, S.W.; Oh, A.; Okpara, A.; Oreglia, M.J.; Orito, S.; Pahl, C.; Pasztor, G.; Pater, J.R.; Patrick, G.N.; Pilcher, J.E.; Pinfold, J.; Plane, David E.; Poli, B.; Polok, J.; Pooth, O.; Przybycien, M.; Quadt, A.; Rabbertz, K.; Rembser, C.; Renkel, P.; Rick, H.; Roney, J.M.; Rosati, S.; Rozen, Y.; Runge, K.; Sachs, K.; Saeki, T.; Sahr, O.; Sarkisyan, E.K.G.; Schaile, A.D.; Schaile, O.; Scharff-Hansen, P.; Schieck, J.; Schoerner-Sadenius, Thomas; Schroder, Matthias; Schumacher, M.; Schwick, C.; Scott, W.G.; Seuster, R.; Shears, T.G.; Shen, B.C.; Shepherd-Themistocleous, C.H.; Sherwood, P.; Siroli, G.; Skuja, A.; Smith, A.M.; Sobie, R.; Soldner-Rembold, S.; Spagnolo, S.; Spano, F.; Stahl, A.; Stephens, K.; Strom, David M.; Strohmer, R.; Tarem, S.; Tasevsky, M.; Taylor, R.J.; Teuscher, R.; Thomson, M.A.; Torrence, E.; Toya, D.; Tran, P.; Trefzger, T.; Tricoli, A.; Trigger, I.; Trocsanyi, Z.; Tsur, E.; Turner-Watson, M.F.; Ueda, I.; Ujvari, B.; Vachon, B.; Vollmer, C.F.; Vannerem, P.; Verzocchi, M.; Voss, H.; Vossebeld, J.; Waller, D.; Ward, C.P.; Ward, D.R.; Watkins, P.M.; Watson, A.T.; Watson, N.K.; Wells, P.S.; Wengler, T.; Wermes, N.; Wetterling, D.; Wilson, G.W.; Wilson, J.A.; Wyatt, T.R.; Yamashita, S.; Zer-Zion, D.; Zivkovic, Lidija; Heinemeyer, S.; Weiglein, G.

    2003-01-01

    The four LEP collaborations, ALEPH, DELPHI, L3 and OPAL, have collected a total of 2461 pb-1 of e+e- collision data at centre-of-mass energies between 189 and 209 GeV. The data are used to search for the Standard Model Higgs boson. The search results of the four collaborations are combined and examined in a likelihood test for their consistency with two hypotheses: the background hypothesis and the signal plus background hypothesis. The corresponding confidences have been computed as functions of the hypothetical Higgs boson mass. A lower bound of 114.4 GeV/c2 is established, at the 95% confidence level, on the mass of the Standard Model Higgs boson. The LEP data are also used to set upper bounds on the HZZ coupling for various assumptions concerning the decay of the Higgs boson.

  17. Realistic prediction of dynamic aperture and optics performance for LEP

    CERN Document Server

    Jowett, John M

    1999-01-01

    Over the two-decade lifetime of the LEP project, techniques for evaluating the quality of optical configurations have evolved considerably to exploit the growth in computer power and improved modelling of single-particle dynamics. These developments have culminated in a highly automated Monte-Carlo evaluation process whose stages include the generation of an ensemble of imperfect machines, simulation of the operational correction procedures, correlation studies of the optical functions and parameters of (both) beams, 4-dimensional dynamic aperture scans and tracking with quantum fluctuations to determine the beam core distribution. We outline the process, with examples, and explain why each step is necessary to realistically capture essential physics affecting performance. The mechanisms determining the vertical emittance, radial beam distribution and dynamic aperture are especially important. As a storage ring in which an unusual variety of optics have been tested, LEP provides a valuable test case for the p...

  18. Increase of Spin Polarization for Energy Calibration at LEP

    CERN Document Server

    Sonnemann, F

    1998-01-01

    The most accurate beam energy determination at LEP is based on a g-2 measurement of electrons via resonant depolarization of the beam. At beam energies beyond 45 GeV this method is limited due to d epolarizing effects. The compensation of depolarizing resonances was improved by reducing the beam deflection in the optical elements of the storage ring. Therefore the misalignment of the beam po sition monitors was detected with a dynamic beam based measurement and the mechanical misplacement of the quadrupole magnets was analysed. In addition, the machine parameters were optimised in orde r to minimise the excitation of depolarizing effects. During the 1997 LEP run it was possible for the first time to calibrate the beam energy at 55.3 GeV with resonant depolarization and to obse rve polarization at 60.6 GeV.

  19. Search for the Standard Model Higgs Boson at LEP

    CERN Document Server

    CERN. Geneva

    2002-01-01

    The four LEP collaborations, ALEPH, DELPHI, L3 and OPAL, have collected 2465 pb-1 of e+e- collision data at energies between 189 and 209 GeV, of which 542 pb-1 were collected above 206 GeV. Searches for the Standard Model Higgs boson have been performed by each of the LEP collaborations. Their data have been combined and examined for their consistency with the Standard Model background and various Standard Model Higgs boson mass hypotheses. A lower bound of 114.1 GeV has been obtained at the 95% confidence level for the mass of the Higgs boson. The likelihood analysis shows a preference for a Higgs boson with a mass of 115.6 GeV. At this mass, the probability for the background to generate the observed effect is 3.5%.

  20. A Study of $W^{+}W^{-}\\gamma$ Events at LEP

    CERN Document Server

    Abbiendi, G; Åkesson, P F; Alexander, G; Allison, J; Amaral, P; Anagnostou, G; Anderson, K J; Arcelli, S; Asai, S; Axen, D A; Azuelos, Georges; Bailey, I; Barberio, E; Barlow, R J; Batley, J Richard; Bechtle, P; Behnke, T; Bell, K W; Bell, P J; Bella, G; Bellerive, A; Benelli, G; Bethke, Siegfried; Biebel, O; Boeriu, O; Bock, P; Boutemeur, M; Braibant, S; Brigliadori, L; Brown, R M; Büsser, K; Burckhart, H J; Campana, S; Carnegie, R K; Caron, B; Carter, A A; Carter, J R; Chang, C Y; Charlton, D G; Csilling, Akos; Cuffiani, M; Dado, S; de Roeck, A; De Wolf, E A; Desch, Klaus; Dienes, B; Donkers, M; Dubbert, J; Duchovni, E; Duckeck, G; Duerdoth, I P; Etzion, E; Fabbri, Franco Luigi; Feld, L; Ferrari, P; Fiedler, F; Fleck, I; Ford, M; Frey, A; Fürtjes, A; Gagnon, P; Gary, J W; Gaycken, G; Geich-Gimbel, C; Giacomelli, G; Giacomelli, P; Giunta, M; Goldberg, J; Gross, E; Grunhaus, Jacob; Gruwé, M; Günther, P O; Sen-Gupta, A; Hajdu, C; Hamann, M; Hanson, G G; Harder, K; Harel, A; Harin-Dirac, M; Hauschild, M; Hawkes, C M; Hawkings, R; Hemingway, Richard J; Hensel, C; Herten, G; Heuer, R D; Hill, J C; Hoffman, K; Horváth, D; Igo-Kemenes, P; Ishii, K; Jeremie, H; Jovanovic, P; Junk, T R; Kanaya, N; Kanzaki, J; Karapetian, G V; Karlen, Dean A; Kawagoe, K; Kawamoto, T; Keeler, Richard K; Kellogg, R G; Kennedy, B W; Kim, D H; Klein, K; Klier, A; Kluth, S; Kobayashi, T; Kobel, M; Komamiya, S; Kormos, L L; Kramer, T; Krieger, P; Von Krogh, J; Krüger, K; Kühl, T; Kupper, M; Lafferty, G D; Landsman, Hagar Yaël; Lanske, D; Layter, J G; Leins, A; Lellouch, D; Letts, J; Levinson, L; Lillich, J; Lloyd, S L; Loebinger, F K; Lü, J; Ludwig, J; MacPherson, A; Mader, W; Marcellini, S; Martin, A J; Masetti, G; Mashimo, T; Mättig, P; McDonald, W J; McKenna, J A; McMahon, T J; McPherson, R A; Meijers, F; Menges, W; Merritt, F S; Mes, H; Michelini, Aldo; Mihara, S; Mikenberg, G; Miller, D J; Moed, S; Mohr, W; Mori, T; Mutter, A; Nagai, K; Nakamura, I; Nanjo, H; Neal, H A; Nisius, R; O'Neale, S W; Oh, A; Okpara, A N; Oreglia, M J; Orito, S; Pahl, C; Pásztor, G; Pater, J R; Patrick, G N; Pilcher, J E; Pinfold, J L; Plane, D E; Poli, B; Polok, J; Pooth, O; Przybycien, M B; Quadt, A; Rabbertz, K; Rembser, C; Renkel, P; Roney, J M; Rosati, S; Rozen, Y; Runge, K; Sachs, K; Saeki, T; Sarkisyan-Grinbaum, E; Schaile, A D; Schaile, O; Scharff-Hansen, P; Schieck, J; Schörner-Sadenius, T; Schröder, M; Schumacher, M; Schwick, C; Scott, W G; Seuster, R; Shears, T G; Shen, B C; Sherwood, P; Siroli, G P; Skuja, A; Smith, A M; Sobie, R J; Söldner-Rembold, S; Spanó, F; Stahl, A; Stephens, K; Strom, D; Ströhmer, R; Tarem, S; Tasevsky, M; Taylor, R J; Teuscher, R; Thomson, M A; Torrence, E; Toya, D; Tran, P; Trigger, I; Trócsányi, Z L; Tsur, E; Turner-Watson, M F; Ueda, I; Ujvári, B; Vollmer, C F; Vannerem, P; Vertesi, R; Verzocchi, M; Voss, H; Vossebeld, Joost Herman; Waller, D; Ward, C P; Ward, D R; Watkins, P M; Watson, A T; Watson, N K; Wells, P S; Wengler, T; Wermes, N; Wetterling, D; Wilson, G W; Wilson, J A; Wolf, G; Wyatt, T R; Yamashita, S; Zer-Zion, D; Zivkovic, L

    2004-01-01

    A study of W+W- events accomanied by hard photon radiation produced in e+e- collisions at LEP is presented. Events consistent with being two on-shell W bosons and an isolated photon are selected from 681 pb^-1 of data recorded at 180 GeV < sqrt(s) < 209 GeV. For these data , 187 W+W- candidates are selected with photon energies greater than 2.5 GeV. The selected events are used to determine the W+ W- gamma cross section at five values of sqrt(s). The results are consistent with the Standard Model expectation. These data provide constraints on the related O(alpha) systematic uncertainties on the measurement of the W boson mass at LEP. Finally, the data are used to derive 95% C.L. upper limits on possible anomalous contributions to the W+ W- gamma gamma and W+ W- Z0 gamma vertices.

  1. Search for charged Higgs bosons: combined results using LEP data

    Science.gov (United States)

    Aleph Collaboration; Delphi Collaboration; L3 Collaboration; Opal Collaboration; LEP Working GroupHiggs Boson Searches

    2013-07-01

    The four LEP collaborations, ALEPH, DELPHI, L3 and OPAL, have searched for pair-produced charged Higgs bosons in the framework of Two Higgs Doublet Models (2HDMs). The data of the four experiments have been statistically combined. The results are interpreted within the 2HDM for Type I and Type II benchmark scenarios. No statistically significant excess has been observed when compared to the Standard Model background prediction, and the combined LEP data exclude large regions of the model parameter space. Charged Higgs bosons with mass below 80 (Type II scenario) or 72.5 (Type I scenario, for pseudo-scalar masses above 12 ) are excluded at the 95 % confidence level.

  2. Search for Charged Higgs bosons: Combined Results Using LEP data

    CERN Document Server

    Abbiendi, G.; CERN. Geneva; Akesson, P.F.; Alexander, G.; Anagnostou, G.; Anderson, K.J.; Asai, S.; Axen, D.; Bailey, I.; Barberio, E.; Barillari, T.; Barlow, R.J.; Batley, R.J.; Bechtle, P.; Behnke, T.; Bell, K.W.; Bell, P.J.; Bella, G.; Bellerive, A.; Benelli, G.; Bethke, S.; Biebel, O.; Boeriu, O.; Bock, P.; Boutemeur, M.; Braibant, S.; Brown, Robert M.; Burckhart, H.J.; Campana, S.; Capiluppi, P.; Carnegie, R.K.; Carter, A.A.; Carter, J.R.; Chang, C.Y.; Charlton, D.G.; Ciocca, C.; Csilling, A.; Cuffiani, M.; Dado, S.; Dallavalle, M.; De Roeck, A.; De Wolf, E.A.; Desch, K.; Dienes, B.; Dubbert, J.; Duchovni, E.; Duckeck, G.; Duerdoth, I.P.; Etzion, E.; Fabbri, F.; Ferrari, P.; Fiedler, F.; Fleck, I.; Ford, M.; Frey, A.; Gagnon, P.; Gary, John William; Geich-Gimbel, C.; Giacomelli, G.; Giacomelli, P.; Giunta, Marina; Goldberg, J.; Gross, E.; Grunhaus, J.; Gruwe, M.; Gupta, A.; Hajdu, C.; Hamann, M.; Hanson, G.G.; Harel, A.; Hauschild, M.; Hawkes, C.M.; Hawkings, R.; Herten, G.; Heuer, R.D.; Hill, J.C.; Horvath, D.; Igo-Kemenes, P.; Ishii, K.; Jeremie, H.; Jovanovic, P.; Junk, T.R.; Kanzaki, J.; Karlen, D.; Kawagoe, K.; Kawamoto, T.; Keeler, R.K.; Kellogg, R.G.; Kennedy, B.W.; Kluth, S.; Kobayashi, T.; Kobel, M.; Komamiya, S.; Kramer, T.; Krasznahorkay, A., Jr.; Krieger, P.; von Krogh, J.; Kuhl, T.; Kupper, M.; Lafferty, G.D.; Landsman, H.; Lanske, D.; Lellouch, D.; Letts, J.; Levinson, L.; Lillich, J.; Lloyd, S.L.; Loebinger, F.K.; Lu, J.; Ludwig, A.; Ludwig, J.; Mader, W.; Marcellini, S.; Martin, A.J.; Mashimo, T.; Mattig, P.; McKenna, J.; McPherson, R.A.; Meijers, F.; Menges, W.; Merritt, F.S.; Mes, H.; Meyer, N.; Michelini, A.; Mihara, S.; Mikenberg, G.; Miller, D.J.; Mohr, W.; Mori, T.; Mutter, A.; Nagai, K.; Nakamura, I.; Nanjo, H.; Neal, H.A.; O'Neale, S.W.; Oh, A.; Okpara, A.; Oreglia, M.J.; Orito, S.; Pahl, C.; Pasztor, G.; Pater, J.R.; Pilcher, J.E.; Pinfold, J.; Plane, D.E.; Pooth, O.; Przybycien, M.; Quadt, A.; Rabbertz, K.; Rembser, C.; Renkel, P.; Roney, J.M.; Rossi, A.M.; Rozen, Y.; Runge, K.; Sachs, K.; Saeki, T.; Sarkisyan, E.K.G.; Schaile, A.D.; Schaile, O.; Scharff-Hansen, P.; Schieck, J.; Schorner-Sadenius, T.; Schroder, M.; Schumacher, M.; Seuster, R.; Shears, T.G.; Shen, B.C.; Sherwood, P.; Skuja, A.; Smith, A.M.; Sobie, R.; Soldner-Rembold, S.; Spano, F.; Stahl, A.; Strom, D.; Strohmer, R.; Tarem, S.; Tasevsky, M.; Teuscher, R.; Thomson, M.A.; Torrence, E.; Toya, D.; Trigger, I.; Trocsanyi, Z.; Tsur, E.; Turner-Watson, M.F.; Ueda, I.; Ujvari, B.; Vollmer, C.F.; Vannerem, P.; Vertesi, R.; Verzocchi, M.; Voss, H.; Vossebeld, J.; Ward, C.P.; Ward, D.R.; Watkins, P.M.; Watson, A.T.; Watson, N.K.; Wells, P.S.; Wengler, T.; Wermes, N.; Wilson, G.W.; Wilson, J.A.; Wolf, G.; Wyatt, T.R.; Yamashita, S.; Zer-Zion, D.; Zivkovic, Lidija; Abdallah, J.; Abreu, P.; Adam, W.; Adzic, P.; Albrecht, T.; Alderweireld, T.; Alemany-Fernandez, R.; Allmendinger, T.; Allport, P.P.; Amaldi, U.; Amapane, N.; Amato, S.; Anashkin, E.; Andreazza, A.; Andringa, S.; Anjos, N.; Antilogus, P.; Apel, W.D.; Arnoud, Y.; Ask, S.; Asman, B.; Augustin, J.E.; Augustinus, A.; Baillon, P.; Ballestrero, A.; Bambade, P.; Barbier, R.; Bardin, D.; Barker, G.; Baroncelli, A.; Battaglia, M.; Baubillier, M.; Becks, K.H.; Begalli, M.; Behrmann, A.; Ben-Haim, E.; Benekos, N.; Benvenuti, A.; Berat, C.; Berggren, M.; Berntzon, L.; Bertrand, D.; Besancon, M.; Besson, N.; Bloch, D.; Blom, M.; Bluj, M.; Bonesini, M.; Boonekamp, M.; Booth, P.S.L.; Borisov, G.; Botner, O.; Bouquet, B.; Bowcock, T.J.V.; Boyko, I.; Bracko, M.; Brenner, R.; Brodet, E.; Bruckman, P.; Brunet, J.M.; Bugge, L.; Buschmann, P.; Calvi, M.; Camporesi, T.; Canale, V.; Carena, F.; Castro, Nuno Filipe; Cavallo, F.; Chapkin, M.; Charpentier, Ph.; Checchia, P.; Chierici, R.; Chliapnikov, P.; Chudoba, J.; Chung, S.U.; Cieslik, K.; Collins, P.; Contri, R.; Cosme, G.; Cossutti, F.; Costa, M.J.; Crennell, D.; Cuevas, J.; D'Hondt, J.; Dalmau, J.; da Silva, T.; Da Silva, W.; Della Ricca, G.; De Angelis, A.; De Boer, W.; De Clercq, C.; De Lotto, B.; De Maria, N.; De Min, A.; de Paula, L.; Di Ciaccio, L.; Di Simone, A.; Doroba, K.; Drees, J.; Dris, M.; Eigen, G.; Ekelof, T.; Ellert, M.; Elsing, M.; Espirito Santo, M.C.; Fanourakis, G.; Fassouliotis, D.; Feindt, M.; Fernandez, J.; Ferrer, A.; Ferro, F.; Flagmeyer, U.; Foeth, H.; Fokitis, E.; Fulda-Quenzer, F.; Fuster, J.; Gandelman, M.; Garcia, C.; Gavillet, Ph.; Gazis, Evangelos; Gokieli, R.; Golob, B.; Gomez-Ceballos, G.; Goncalves, P.; Graziani, E.; Grosdidier, G.; Grzelak, K.; Guy, J.; Haag, C.; Hallgren, A.; Hamacher, K.; Hamilton, K.; Haug, S.; Hauler, F.; Hedberg, V.; Hennecke, M.; Herr, H.; Hoffman, J.; Holmgren, S.O.; Holt, P.J.; Houlden, M.A.; Hultqvist, K.; Jackson, John Neil; Jarlskog, G.; Jarry, P.; Jeans, D.; Johansson, Erik Karl; Johansson, P.D.; Jonsson, P.; Joram, C.; Jungermann, L.; Kapusta, Frederic; Katsanevas, S.; Katsoufis, E.; Kernel, G.; Kersevan, B.P.; Kerzel, U.; Kiiskinen, A.; King, B.T.; Kjaer, N.J.; Kluit, P.; Kokkinias, P.; Kourkoumelis, C.; Kouznetsov, O.; Krumstein, Z.; Kucharczyk, M.; Lamsa, J.; Leder, G.; Ledroit, Fabienne; Leinonen, L.; Leitner, R.; Lemonne, J.; Lepeltier, V.; Lesiak, T.; Liebig, W.; Liko, D.; Lipniacka, A.; Lopes, J.H.; Lopez, J.M.; Loukas, D.; Lutz, P.; Lyons, L.; MacNaughton, J.; Malek, A.; Maltezos, S.; Mandl, F.; Marco, J.; Marco, R.; Marechal, B.; Margoni, M.; Marin, J.C.; Mariotti, C.; Markou, A.; Martinez-Rivero, C.; Masik, J.; Mastroyiannopoulos, N.; Matorras, F.; Matteuzzi, C.; Mazzucato, F.; Mazzucato, M.; McNulty, R.; Meroni, C.; Migliore, E.; Mitaroff, W.; Mjoernmark, U.; Moa, T.; Moch, M.; Monig, Klaus; Monge, R.; Montenegro, J.; Moraes, D.; Moreno, S.; Morettini, P.; Mueller, U.; Muenich, K.; Mulders, M.; Mundim, L.; Murray, W.; Muryn, B.; Myatt, G.; Myklebust, T.; Nassiakou, M.; Navarria, F.; Nawrocki, K.; Nicolaidou, R.; Nikolenko, M.; Oblakowska-Mucha, A.; Obraztsov, V.; Olshevski, A.; Onofre, A.; Orava, R.; Osterberg, K.; Ouraou, A.; Oyanguren, A.; Paganoni, M.; Paiano, S.; Palacios, J.P.; Palka, H.; Papadopoulou, Th.D.; Pape, L.; Parkes, C.; Parodi, F.; Parzefall, U.; Passeri, A.; Passon, O.; Peralta, L.; Perepelitsa, V.; Perrotta, A.; Petrolini, A.; Piedra, J.; Pieri, L.; Pierre, F.; Pimenta, M.; Piotto, E.; Podobnik, T.; Poireau, V.; Pol, M.E.; Polok, G.; Poropat, P.; Pozdniakov, V.; Pukhaeva, N.; Pullia, A.; Rames, J.; Ramler, L.; Read, Alexander L.; Rebecchi, P.; Rehn, J.; Reid, D.; Reinhardt, R.; Renton, P.; Richard, F.; Ridky, J.; Rivero, M.; Rodriguez, D.; Romero, A.; Ronchese, P.; Roudeau, P.; Rovelli, T.; Ruhlmann-Kleider, V.; Ryabtchikov, D.; Sadovsky, A.; Salmi, L.; Salt, J.; Savoy-Navarro, A.; Schwickerath, U.; Segar, A.; Sekulin, R.; Siebel, M.; Sisakian, A.; Smadja, G.; Smirnova, O.; Sokolov, A.; Sopczak, A.; Sosnowski, R.; Spassov, T.; Stanitzki, M.; Stocchi, A.; Strauss, J.; Stugu, B.; Szczekowski, M.; Szeptycka, M.; Szumlak, T.; Tabarelli, T.; Taffard, A.C.; Tegenfeldt, F.; Timmermans, Jan; Tkatchev, L.; Tobin, M.; Todorovova, S.; Tome, B.; Tonazzo, A.; Tortosa, P.; Travnicek, P.; Treille, D.; Tristram, G.; Trochimczuk, M.; Troncon, C.; Turluer, M.L.; Tyapkin, I.A.; Tyapkin, P.; Tzamarias, S.; Uvarov, V.; Valenti, G.; Van Dam, Piet; Van Eldik, J.; Van Lysebetten, A.; van Remortel, N.; Van Vulpen, I.; Vegni, G.; Veloso, F.; Venus, W.; Verdier, P.; Verzi, V.; Vilanova, D.; Vitale, L.; Vrba, V.; Wahlen, H.; Washbrook, A.J.; Weiser, C.; Wicke, D.; Wickens, J.; Wilkinson, G.; Winter, M.; Witek, M.; Yushchenko, O.; Zalewska, A.; Zalewski, P.; Zavrtanik, D.; Zhuravlov, V.; Zimine, N.I.; Zintchenko, A.; Zupan, M.; Achard, P.; Adriani, O.; Aguilar-Benitez, M.; Alcaraz, J.; Alemanni, G.; Allaby, J.; Aloisio, A.; Alviggi, M.G.; Anderhub, H.; Andreev, Valery P.; Anselmo, F.; Arefev, A.; Azemoon, T.; Aziz, T.; Bagnaia, P.; Bajo, A.; Baksay, G.; Baksay, L.; Baldew, S.V.; Banerjee, S.; Barczyk, A.; Barillere, R.; Bartalini, P.; Basile, M.; Batalova, N.; Battiston, R.; Bay, A.; Becattini, F.; Becker, U.; Behner, F.; Bellucci, L.; Berbeco, R.; Berdugo, J.; Berges, P.; Bertucci, B.; Betev, B.L.; Biasini, M.; Biglietti, M.; Biland, A.; Blaising, J.J.; Blyth, S.C.; Bobbink, G.J.; Bohm, A.; Boldizsar, L.; Borgia, B.; Bottai, S.; Bourilkov, D.; Bourquin, M.; Braccini, S.; Branson, J.G.; Brochu, F.; Burger, J.D.; Burger, W.J.; Cai, X.D.; Capell, M.; Cara Romeo, G.; Carlino, G.; Cartacci, A.; Casaus, J.; Cavallari, F.; Cavallo, N.; Cecchi, C.; Cerrada, M.; Chamizo, M.; Chang, Y.H.; Chemarin, M.; Chen, A.; Chen, G.; Chen, G.M.; Chen, H.F.; Chen, H.S.; Chiefari, G.; Cifarelli, L.; Cindolo, F.; Clare, I.; Clare, R.; Coignet, G.; Colino, N.; Costantini, S.; de la Cruz, B.; Cucciarelli, S.; van Dalen, J.A.; de Asmundis, R.; Deglon, P.; Debreczeni, J.; Degre, A.; Dehmelt, K.; Deiters, K.; della Volpe, D.; Delmeire, E.; Denes, P.; DeNotaristefani, F.; De Salvo, A.; Diemoz, M.; Dierckxsens, M.; Dionisi, C.; Dittmar, M.; Doria, A.; Dova, M.T.; Duchesneau, D.; Duda, M.; Echenard, B.; Eline, A.; El Hage, A.; El Mamouni, H.; Engler, A.; Eppling, F.J.; Extermann, P.; Falagan, M.A.; Falciano, S.; Favara, A.; Fay, J.; Fedin, O.; Felcini, M.; Ferguson, T.; Fesefeldt, H.; Fiandrini, E.; Field, J.H.; Filthaut, F.; Fisher, P.H.; Fisher, W.; Fisk, I.; Forconi, G.; Freudenreich, K.; Furetta, C.; Galaktionov, Iouri; Ganguli, S.N.; Garcia-Abia, Pablo; Gataullin, M.; Gentile, S.; Giagu, S.; Gong, Z.F.; Grenier, Gerald Jean; Grimm, O.; Gruenewald, M.W.; Guida, M.; van Gulik, R.; Gupta, V.K.; Gurtu, A.; Gutay, L.J.; Haas, D.; Hatzifotiadou, D.; Hebbeker, T.; Herve, Alain; Hirschfelder, J.; Hofer, H.; Hohlmann, M.; Holzner, G.; Hou, S.R.; Hu, Y.; Jin, B.N.; Jones, Lawrence W.; de Jong, P.; Josa-Mutuberria, I.; Kafer, D.; Kaur, M.; Kienzle-Focacci, M.N.; Kim, J.K.; Kirkby, Jasper; Kittel, W.; Klimentov, A.; Konig, A.C.; Kopal, M.; Koutsenko, V.; Kraber, M.; Kraemer, R.W.; Kruger, A.; Kunin, A.; Ladron de Guevara, P.; Laktineh, I.; Landi, G.; Lebeau, M.; Lebedev, A.; Lebrun, P.; Lecomte, P.; Lecoq, P.; Le Coultre, P.; Le Goff, J.M.; Leiste, R.; Levtchenko, M.; Levtchenko, P.; Li, C.; Likhoded, S.; Lin, C.H.; Lin, W.T.; Linde, F.L.; Lista, L.; Liu, Z.A.; Lohmann, W.; Longo, E.; Lu, Y.S.; Luci, C.; Luminari, L.; Lustermann, W.; Ma, W.G.; Malgeri, L.; Malinin, A.; Mana, C.; Mans, J.; Martin, J.P.; Marzano, F.; Mazumdar, K.; McNeil, R.R.; Mele, S.; Merola, L.; Meschini, M.; Metzger, W.J.; Mihul, A.; Milcent, H.; Mirabelli, G.; Mnich, J.; Mohanty, G.B.; Muanza, G.S.; Muijs, A.J.M.; Musicar, B.; Musy, M.; Nagy, S.; Natale, S.; Napolitano, M.; Nessi-Tedaldi, F.; Newman, H.; Nisati, A.; Novak, T.; Kluge, Hannelies; Ofierzynski, R.; Organtini, G.; Pal, I.; Palomares, C.; Paolucci, P.; Paramatti, R.; Passaleva, G.; Patricelli, S.; Paul, Thomas Cantzon; Pauluzzi, M.; Paus, C.; Pauss, F.; Pedace, M.; Pensotti, S.; Perret-Gallix, D.; Petersen, B.; Piccolo, D.; Pierella, F.; Pioppi, M.; Piroue, P.A.; Pistolesi, E.; Plyaskin, V.; Pohl, M.; Pojidaev, V.; Pothier, J.; Prokofev, D.; Quartieri, J.; Rahal-Callot, G.; Rahaman, Mohammad Azizur; Raics, P.; Raja, N.; Ramelli, R.; Rancoita, P.G.; Ranieri, R.; Raspereza, A.; Razis, P.; Ren, D.; Rescigno, M.; Reucroft, S.; Riemann, S.; Riles, Keith; Roe, B.P.; Romero, L.; Rosca, A.; Rosier-Lees, S.; Roth, Stefan; Rosenbleck, C.; Roux, B.; Rubio, J.A.; Ruggiero, G.; Rykaczewski, H.; Sakharov, A.; Saremi, S.; Sarkar, S.; Salicio, J.; Sanchez, E.; Schafer, C.; Schegelsky, V.; Schopper, H.; Schotanus, D.J.; Sciacca, C.; Servoli, L.; Shevchenko, S.; Shivarov, N.; Shoutko, V.; Shumilov, E.; Shvorob, A.; Son, D.; Souga, C.; Spillantini, P.; Steuer, M.; Stickland, D.P.; Stoyanov, B.; Straessner, A.; Sudhakar, K.; Sultanov, G.; Sun, L.Z.; Sushkov, S.; Suter, H.; Swain, J.D.; Szillasi, Z.; Tang, X.W.; Tarjan, P.; Tauscher, L.; Taylor, L.; Tellili, B.; Teyssier, D.; Timmermans, Charles; Ting, Samuel C.C.; Ting, S.M.; Tonwar, S.C.; Toth, J.; Tully, C.; Tung, K.L.; Ulbricht, J.; Valente, E.; Van de Walle, R.T.; Vasquez, R.; Veszpremi, V.; Vesztergombi, G.; Vetlitsky, I.; Vicinanza, D.; Viertel, G.; Villa, S.; Vivargent, M.; Vlachos, S.; Vodopianov, I.; Vogel, H.; Vogt, H.; Vorobev, I.; Vorobyov, A.A.; Wadhwa, M.; Wang, Q.; Wang, X.L.; Wang, Z.M.; Weber, M.; Wienemann, P.; Wilkens, H.; Wynhoff, S.; Xia, L.; Xu, Z.Z.; Yamamoto, J.; Yang, B.Z.; Yang, C.G.; Yang, H.J.; Yang, M.; Yeh, S.C.; Zalite, A.; Zalite, Yu.; Zhang, Z.P.; Zhao, J.; Zhu, G.Y.; Zhu, R.Y.; Zhuang, H.L.; Zichichi, A.; Zimmermann, B.; Zoller, M.; Heister, A.; Schael, S.; Barate, R.; Bruneliere, R.; De Bonis, I.; Decamp, D.; Goy, C.; Jezequel, S.; Lees, J.P.; Martin, F.; Merle, E.; Minard, M.N.; Pietrzyk, B.; Trocme, B.; Boix, G.; Bravo, S.; Casado, M.P.; Chmeissani, M.; Crespo, J.M.; Fernandez, E.; Fernandez-Bosman, M.; Garrido, Ll.; Grauges, E.; Lopez, J.; Martinez, M.; Merino, G.; Pacheco, A.; Paneque, D.; Ruiz, H.; Colaleo, A.; Creanza, D.; De Filippis, N.; de Palma, M.; Iaselli, G.; Maggi, G.; Maggi, M.; Nuzzo, S.; Ranieri, A.; Raso, G.; Ruggieri, F.; Selvaggi, G.; Silvestris, L.; Tempesta, P.; Tricomi, A.; Zito, G.; Huang, X.; Lin, J.; Ouyang, Q.; Wang, T.; Xie, Y.; Xu, R.; Xue, S.; Zhang, J.; Zhang, L.; Zhao, W.; Abbaneo, D.; Azzurri, P.; Barklow, T.; Buchmuller, O.; Cattaneo, M.; Cerutti, F.; Clerbaux, B.; Drevermann, H.; Forty, R.W.; Frank, M.; Gianotti, F.; Greening, T.C.; Hansen, J.B.; Harvey, J.; Hutchcroft, D.E.; Janot, P.; Jost, B.; Kado, M.; Mato, P.; Moutoussi, A.; Ranjard, F.; Rolandi, Gigi; Schlatter, D.; Sguazzoni, G.; Tejessy, W.; Teubert, F.; Valassi, A.; Videau, I.; Ward, J.J.; Badaud, F.; Dessagne, S.; Falvard, A.; Fayolle, D.; Gay, P.; Jousset, J.; Michel, B.; Monteil, S.; Pallin, D.; Pascolo, J.M.; Perret, P.; Hansen, J.D.; Hansen, J.R.; Hansen, P.H.; Nilsson, B.S.; Kyriakis, A.; Markou, C.; Simopoulou, E.; Vayaki, A.; Zachariadou, K.; Blondel, A.; Brient, J.C.; Machefert, F.; Rouge, A.; Swynghedauw, M.; Tanaka, R.; Videau, H.; Ciulli, V.; Focardi, E.; Parrini, G.; Antonelli, A.; Antonelli, M.; Bencivenni, G.; Bossi, F.; Capon, G.; Chiarella, V.; Laurelli, P.; Mannocchi, G.; Murtas, G.P.; Passalacqua, L.; Kennedy, J.; Lynch, J.G.; Negus, P.; O'Shea, V.; Thompson, A.S.; Wasserbaech, S.; Cavanaugh, R.; Dhamotharan, S.; Geweniger, C.; Hanke, P.; Hepp, V.; Kluge, E.E.; Leibenguth, G.; Putzer, A.; Stenzel, H.; Tittel, K.; Wunsch, M.; Beuselinck, R.; Cameron, W.; Davies, G.; Dornan, P.J.; Girone, M.; Hill, R.D.; Marinelli, N.; Nowell, J.; Rutherford, S.A.; Sedgbeer, J.K.; Thompson, J.C.; White, R.; Ghete, V.M.; Girtler, P.; Kneringer, E.; Kuhn, D.; Rudolph, G.; Bouhova-Thacker, E.; Bowdery, C.K.; Clarke, D.P.; Ellis, G.; Finch, A.J.; Foster, F.; Hughes, G.; Jones, R.W.L.; Pearson, M.R.; Robertson, N.A.; Smizanska, M.; van der Aa, O.; Delaere, C.; Lemaitre, V.; Blumenschein, U.; Holldorfer, F.; Jakobs, K.; Kayser, F.; Kleinknecht, K.; Muller, A.S.; Quast, G.; Renk, B.; Sander, H.G.; Schmeling, S.; Wachsmuth, H.; Zeitnitz, C.; Ziegler, T.; Bonissent, A.; Coyle, P.; Curtil, C.; Ealet, A.; Fouchez, D.; Payre, P.; Tilquin, A.; Ragusa, F.; David, A.; Dietl, H.; Ganis, G.; Huttmann, K.; Lutjens, G.; Manner, W.; Moser, H.G.; Settles, R.; Wolf, G.; Boucrot, J.; Callot, O.; Davier, M.; Duflot, L.; Grivaz, J.F.; Heusse, P.; Jacholkowska, A.; Serin, L.; Veillet, J.J.; de Vivie de Regie, J.B.; Yuan, C.; Bagliesi, Giuseppe; Boccali, T.; Foa, L.; Giammanco, A.; Giassi, A.; Ligabue, F.; Messineo, A.; Palla, F.; Sanguinetti, G.; Sciaba, A.; Tenchini, R.; Venturi, A.; Verdini, P.G.; Awunor, O.; Blair, G.A.; Cowan, G.; Garcia-Bellido, A.; Green, M.G.; Jones, L.T.; Medcalf, T.; Misiejuk, A.; Strong, J.A.; Teixeira-Dias, P.; Clifft, R.W.; Edgecock, T.R.; Norton, P.R.; Tomalin, I.R.; Bloch-Devaux, Brigitte; Boumediene, D.; Colas, P.; Fabbro, B.; Lancon, E.; Lemaire, M.C.; Locci, E.; Perez, P.; Rander, J.; Tuchming, B.; Vallage, B.; Konstantinidis, N.; Litke, A.M.; Taylor, G.; Booth, C.N.; Cartwright, S.; Combley, F.; Hodgson, P.N.; Lehto, M.; Thompson, L.F.; Boehrer, Armin; Brandt, S.; Grupen, C.; Hess, J.; Ngac, A.; Prange, G.; Sieler, U.; Borean, C.; Giannini, G.; He, H.; Putz, J.; Rothberg, J.; Armstrong, S.R.; Berkelman, Karl; Cranmer, K.; Ferguson, D.P.S.; Gao, Y.; Gonzalez, S.; Hayes, O.J.; Hu, H.; Jin, S.; Kile, J.; McNamara, P.A., III; Nielsen, J.; Pan, Y.B.; von Wimmersperg-Toeller, J.H.; Wiedenmann, W.; Wu, J.; Wu, Sau Lan; Wu, X.; Zobernig, G.; Dissertori, G.; Heinemeyer, S.

    2013-01-01

    The four LEP collaborations, ALEPH, DELPHI, L3 and OPAL, have searched for pair-produced charged Higgs bosons in the framework of Two Higgs Doublet Models (2HDMs). The data of the four experiments are statistically combined. The results are interpreted within the 2HDM for Type I and Type II benchmark scenarios. No statistically significant excess has been observed when compared to the Standard Model background prediction, and the combined LEP data exclude large regions of the model parameter space. Charged Higgs bosons with mass below 80 GeV/c$^2$ (Type II scenario) or 72.5 GeV/c$^2$ (Type I scenario, for pseudo-scalar masses above 12 GeV/c$^2$) are excluded at the 95% confidence level.

  3. Collaborative Care for Depression among Patients with Limited English Proficiency: a Systematic Review.

    Science.gov (United States)

    Garcia, Maria E; Ochoa-Frongia, Lisa; Moise, Nathalie; Aguilera, Adrian; Fernandez, Alicia

    2017-12-18

    Patients with limited English proficiency (LEP) have high rates of depression, yet face challenges accessing effective care in outpatient settings. We undertook a systematic review to investigate the effectiveness of the collaborative care model for depression for LEP patients in primary care. We queried online PubMed, PsycINFO, CINAHL and EMBASE databases (January 1, 2000, to June 10, 2017) for quantitative studies comparing collaborative care to usual care to treat depression in adults with LEP in primary care. We evaluated the impact of collaborative care on depressive symptoms or on depression treatment. Two reviewers independently extracted key data from the studies and assessed risk of bias using the Cochrane bias and quality assessment tool (RCTs) and the Newcastle-Ottawa Quality Assessment Scale (non-RCTs). Of 86 titles identified, 15 were included (representing 9 studies: 5 RCTs, 3 cohort studies, and 1 case-control study). Studies included 4859 participants; 2679 (55%) reported LEP. The majority spoke Spanish (93%). The wide variability in study design and outcome definitions precluded performing a meta-analysis. Follow-up ranged from 3 months to 2 years. Three of four high-quality RCTs reported that 13-25% more patients had improved depressive symptoms when treated with culturally tailored collaborative care compared to usual care; the last had high treatment in the control arm and found equal improvement. Two non-RCT studies suggest that Spanish-speaking patients may benefit as much as, if not more than, English-speaking patients treated with collaborative care. The remaining studies reported increased receipt of preferred depression treatment (therapy vs. antidepressants) in the intervention groups. Eight of nine studies used bilingual providers to deliver the intervention. While limited by the number and variability of studies, the available research suggests that collaborative care for depression delivered by bilingual providers may be more

  4. Measurement of the Tau Lepton Polarisation at LEP2

    CERN Document Server

    Abdallah, J.; Adam, W.; Adzic, P.; Albrecht, T.; Alemany-Fernandez, R.; Allmendinger, T.; Allport, P.P.; Amaldi, U.; Amapane, N.; Amato, Sandra F.; Anashkin, E.; Andreazza, A.; Andringa, S.; Anjos, N.; Antilogus, Pierre; Apel, W-D.; Arnoud, Y.; Ask, S.; Asman, B.; Augustin, Jean-Eudes; Augustinus, A.; Baillon, P.; Ballestrero, A.; Bambade, P.; Barbier, R.; Bardin, D.; Barker, G.J.; Baroncelli, Antonio; Battaglia, M.; Baubillier, M.; Becks, K-H.; Begalli, M.; Behrmann, A.; Ben-Haim, Eli; Benekos, N.; Benvenuti, A.; Berat, C.; Berggren, Mikael; Bertrand, D.; Besancon, M.; Besson, N.; Bloch, D.; Blom, M.; Bluj, Michal; Bonesini, Maurizio; Boonekamp, M.; Booth, P.S.L.; Borisov, G.; Botner, Olga; Bouquet, B.; Bowcock, T.J.V.; Boyko, I.; Bracko, Marko; Brenner, R.; Brodet, E.; Bruckman, P.; Brunet, J.M.; Buschbeck, B.; Buschmann, P.; Calvi, M.; Camporesi, Tiziano; Canale, V.; Carena, F.; Castro, Nuno Filipe; Cavallo, F.; Chapkin, M.; Charpentier, Ph.; Checchia, Paolo; Chierici, R.; Chliapnikov, P.; Chudoba, J.; Chung, Suh-Urk; Cieslik, K.; Collins, P.; Contri, Roberto; Cosme, G.; Cossutti, Fabio; Costa, M.J.; Crennell, D.; Cuevas, J.; D'Hondt, J.; da Silva, T.; Da Silva, W.; Dedovich, D.; Della Ricca, Giuseppe; De Angelis, Alessandro; De Boer, W.; De Clercq, C.; De Lotto, Barbara; De Maria, N.; De Min, A.; de Paula, L.; Di Ciaccio, L.; Di Simone, A.; Doroba, K.; Eigen, G.; Ekelof, Tord; Ellert, Mattias; Elsing, M.; Espirito Santo, Maria Catarina; Fanourakis, George K.; Feindt, Michael; Fernandez, J.; Ferrer, A.; Ferro, F.; Flagmeyer, U.; Foeth, H.; Fokitis, E.; Fulda-Quenzer, F.; Fuster, J.; Gandelman, Miriam; Garcia, C.; Gavillet, Philippe; Gazis, Evangelos; Gomez-Ceballos, G.; Goncalves, P.; Graziani, E.; Grosdidier, G.; Grzelak, K.; Guy, J.; Haag, C.; Hallgren, A.; Hamacher, Klaus; Hamilton, K.; Haug, S.; Hauler, F.; Hedberg, Vincent; Hennecke, M.; Herr, H.; Hoffman, J.; Holmgren, S-O.; Holt, P.J.; Houlden, M.A.; Jackson, John Neil; Jarlskog, Goran; Jarry, P.; Jeans, D.; Johansson, E.K.; Jonsson, P.; Joram, C.; Jungermann, L.; Kapusta, Frederic; Katsanevas, S.; Katsoufis, E.; Kernel, Gabrijel; Kerzel, U.; King, B.T.; Kjaer, N.J.; Kluit, Peter; Kokkinias, P.; Kourkoumelis, C.; Kouznetsov, O.; Krumstein, Z.; Kucharczyk, M.; Lamsa, J.; Leder, G.; Ledroit, F.; Leinonen, L.; Leitner, R.; Lemonne, Jacques; Lepeltier, V.; Lesiak, T.; Liebig, W.; Liko, D.; Lipniacka, A.; Lopes, J.H.; Lopez, J.M.; Loukas, D.; Lutz, Pierre; Lyons, Louis; MacNaughton, J.; Malek, A.; Maltezos, S.; Mandl, F.; Marco, J.; Marco, R.; Marechal, B.; Margoni, M.; Marin, J-C.; Mariotti, C.; Markou, Athanasios; Martinez-Rivero, C.; Masik, J.; Mastroyiannopoulos, N.; Matorras, Francisco; Matteuzzi, C.; Mazzucato, F.; Mazzucato, M.; Nulty, R.Mc; Meroni, C.; Migliore, E.; Mitaroff, Winfried A.; Mjoernmark, U.; Moa, T.; Moch, M.; Monge, R.; Montenegro, J.; Moraes, D.; Moreno, S.; Morettini, P.; Mueller, U.; Muenich, K.; Mulders, M.; Mundim Filho, Luiz Martins; Murray, W.; Muryn, B.; Myatt, G.; Myklebust, T.; Nassiakou, M.; Navarria, F.; Nawrocki, K.; Nicolaidou, R.; Oblakowska-Mucha, A.; Obraztsov, V.; Olshevski, A.; Onofre, A.; Orava, R.; Osterberg, K.; Ouraou, A.; Oyanguren, A.; Paganoni, M.; Paiano, S.; Palacios, J.P.; Palka, Henryk; Papadopoulou, Th.D.; Pape, L.; Parkes, C.; Parodi, F.; Parzefall, U.; Passeri, A.; Passon, O.; Peralta, L.; Perepelitsa, V.; Perrotta, Andrea; Petrolini, Alessandro; Piedra, Jonatan; Pieri, L.; Pierre, Francois; Pimenta, M.; Piotto, E.; Poireau, V.; Pol, M.E.; Polok, G.; Pozdniakov, V.; Pukhaeva, N.; Pullia, A.; Rames, J.; Read, A.; Rebecchi, P.; Rehn, J.; Reid, D.; Reinhardt, R.; Renton, Peter; Richard, F.; Ridky, Jan; Rivero, M.; Rodriguez, D.; Romero, A.; Ronchese, P.; Roudeau, P.; Rovelli, T.; Ruhlmann, Vanina; Ryabtchikov, D.; Sadovsky, A.; Salmi, L.; Salt, J.; Sander, C.; Savoy-Navarro, A.; Schwickerath, U.; Segar, A.; Sekulin, R.; Siebel, Martin; Sisakian, A.; Smadja, G.; Smirnova, O.; Sokolov, A.; Sopczak, A.; Sosnowski, R.; Spassov, T.; Stanitzki, M.; Stocchi, A.; Strauss, J.; Stugu, B.; Szczekowski, M.; Szeptycka, M.; Szumlak, T.; Tabarelli de Fatis, T.; Taffard, A.C.; Tegenfeldt, F.; Timmermans, Jan; Tkatchev, L.; Tobin, M.; Todorovova, S.; Tome, B.; Tonazzo, A.; Tortosa, P.; Travnicek, Petr; Treille, D.; Tristram, G.; Trochimczuk, M.; Troncon, Clara; Turluer, M-L.; Tyapkin, I.A.; Tyapkin, P.; Tzamarias, S.; Uvarov, V.; Valenti, Giovanni; Van Dam, P.; Van Eldik, J.; van Remortel, N.; Van Vulpen, I.; Vegni, G.; Veloso, F.; Venus, W.; Verdier, Patrice; Verzi, V.; Vilanova, D.; Vitale, Lorenzo; Vrba, V.; Wahlen, H.; Washbrook, A.J.; Weiser, C.; Wicke, D.; Wickens, J.; Wilkinson, G.; Winter, M.; Witek, M.; Yushchenko, O.; Zalewska, A.; Zalewski, P.; Zavrtanik, Danilo; Zhuravlov, V.; Zimine, N.I.; Zintchenko, Alexandre

    2008-01-01

    A first measurement of the average polarisation P_tau of tau leptons produced in e+e- annihilation at energies significantly above the Z resonance is presented. The polarisation is determined from the kinematic spectra of tau hadronic decays. The measured value P_tau = -0.164 +/- 0.125 is consistent with the Standard Model prediction for the mean LEP energy of 197 GeV.

  5. The new control system for the LEP Pretzel separators

    Energy Technology Data Exchange (ETDEWEB)

    Mertens, V. (European Organization for Nuclear Research (CERN), SL Division, CH-1211 Geneva 23 (Switzerland)); Aimar, A. (European Organization for Nuclear Research (CERN), SL Division, CH-1211 Geneva 23 (Switzerland)); Bobbio, P. (European Organization for Nuclear Research (CERN), SL Division, CH-1211 Geneva 23 (Switzerland)); Carlier, E. (European Organization for Nuclear Research (CERN), SL Division, CH-1211 Geneva 23 (Switzerland)); Dieperink, J.H. (European Organization for Nuclear Research (CERN), SL Division, CH-1211 Geneva 23 (Switzerland)); Goddard, B. (European Organization for Nuclear Research (CERN), SL Division, CH-1211 Geneva 23 (Switzerland)); Laffin, M. (European Organization for Nuclear Research (CERN), SL Division, CH-1211 Geneva 23 (Switzerland)); Verhagen, H. (European Organization for Nuclear Research (CERN), SL Division, CH-1211 Geneva 23 (Switzerland))

    1994-12-15

    A Pretzel separator system has been set up recently at LEP in order to increase the luminosity of the machine by operating with a higher number of bunches. The electronics to control the separator components is largely based on industrial off-the-shelf material. The software required for equipment-level control, equipment monitoring, and fault diagnosis has been implemented using a highly configurable and thus re-usable tool kit. ((orig.))

  6. Final State Interactions in Hadronic WW Decay at LEP

    CERN Document Server

    Dierckxsens, M

    2002-01-01

    An overview is given of the study of final state interactions in hadronically decaying W pairs produced in e^+e^--collisions as it is performed by the four LEP experiments. Bose-Einstein correlations are investigated by comparing like- with unlike-signed pairs of pions and/or using the mixed event analysis technique. Colour reconnection is examined with a method that compares the particle flow distributions in inter-jet regions.

  7. LEP measurements of $V_{cb}$ and $V_{ub}$

    CERN Document Server

    Hawkings, R

    2001-01-01

    The measurements of the magnitudes of the CKM matrix elements V/sub cb/ and V/sub ub/ from LEP are reviewed. V/sub cb/ is measured using the decay B/sup 0/ to D*/sup +/l/sup -/ nu , whilst V/sub ub/ is measured using inclusive charmless semileptonic b decays. Particular attention is paid to the limiting systematic errors in each case. (20 refs).

  8. Inclusive Lambda Production in Two-Photon Collisions at LEP

    CERN Document Server

    Achard, P.; Aguilar-Benitez, M.; Alcaraz, J.; Alemanni, G.; Allaby, J.; Aloisio, A.; Alviggi, M.G.; Anderhub, H.; Andreev, Valery P.; Anselmo, F.; Arefev, A.; Azemoon, T.; Aziz, T.; Bagnaia, P.; Bajo, A.; Baksay, G.; Baksay, L.; Baldew, S.V.; Banerjee, S.; Banerjee, Sw.; Barczyk, A.; Barillere, R.; Bartalini, P.; Basile, M.; Batalova, N.; Battiston, R.; Bay, A.; Becattini, F.; Becker, U.; Behner, F.; Bellucci, L.; Berbeco, R.; Berdugo, J.; Berges, P.; Bertucci, B.; Betev, B.L.; Biasini, M.; Biglietti, M.; Biland, A.; Blaising, J.J.; Blyth, S.C.; Bobbink, G.J.; Bohm, A.; Boldizsar, L.; Borgia, B.; Bottai, S.; Bourilkov, D.; Bourquin, M.; Braccini, S.; Branson, J.G.; Brochu, F.; Burger, J.D.; Burger, W.J.; Cai, X.D.; Capell, M.; Cara Romeo, G.; Carlino, G.; Cartacci, A.; Casaus, J.; Cavallari, F.; Cavallo, N.; Cecchi, C.; Cerrada, M.; Chamizo, M.; Chang, Y.H.; Chemarin, M.; Chen, A.; Chen, G.; Chen, G.M.; Chen, H.F.; Chen, H.S.; Chiefari, G.; Cifarelli, L.; Cindolo, F.; Clare, I.; Clare, R.; Coignet, G.; Colino, N.; Costantini, S.; de la Cruz, B.; Cucciarelli, S.; van Dalen, J.A.; de Asmundis, R.; Deglon, P.; Debreczeni, J.; Degre, A.; Dehmelt, K.; Deiters, K.; della Volpe, D.; Delmeire, E.; Denes, P.; DeNotaristefani, F.; De Salvo, A.; Diemoz, M.; Dierckxsens, M.; Dionisi, C.; Dittmar, M.; Doria, A.; Dova, M.T.; Duchesneau, D.; Duda, M.; Echenard, B.; Eline, A.; El Hage, A.; El Mamouni, H.; Engler, A.; Eppling, F.J.; Extermann, P.; Falagan, M.A.; Falciano, S.; Favara, A.; Fay, J.; Fedin, O.; Felcini, M.; Ferguson, T.; Fesefeldt, H.; Fiandrini, E.; Field, J.H.; Filthaut, F.; Fisher, P.H.; Fisher, W.; Fisk, I.; Forconi, G.; Freudenreich, K.; Furetta, C.; Galaktionov, Iouri; Ganguli, S.N.; Garcia-Abia, Pablo; Gataullin, M.; Gentile, S.; Giagu, S.; Gong, Z.F.; Grenier, Gerald Jean; Grimm, O.; Gruenewald, M.W.; Guida, M.; van Gulik, R.; Gupta, V.K.; Gurtu, A.; Gutay, L.J.; Haas, D.; Hatzifotiadou, D.; Hebbeker, T.; Herve, Alain; Hirschfelder, J.; Hofer, H.; Hohlmann, M.; Holzner, G.; Hou, S.R.; Hu, Y.; Jin, B.N.; Jones, Lawrence W.; de Jong, P.; Josa-Mutuberria, I.; Kaur, M.; Kienzle-Focacci, M.N.; Kim, J.K.; Kirkby, Jasper; Kittel, W.; Klimentov, A.; Konig, A.C.; Kopal, M.; Koutsenko, V.; Kraber, M.; Kraemer, R.W.; Kruger, A.; Kunin, A.; Ladron de Guevara, P.; Laktineh, I.; Landi, G.; Lebeau, M.; Lebedev, A.; Lebrun, P.; Lecomte, P.; Lecoq, P.; Le Coultre, P.; Le Goff, J.M.; Leiste, R.; Levtchenko, M.; Levtchenko, P.; Li, C.; Likhoded, S.; Lin, C.H.; Lin, W.T.; Linde, F.L.; Lista, L.; Liu, Z.A.; Lohmann, W.; Longo, E.; Lu, Y.S.; Luci, C.; Luminari, L.; Lustermann, W.; Ma, W.G.; Malgeri, L.; Malinin, A.; Mana, C.; Mans, J.; Martin, J.P.; Marzano, F.; Mazumdar, K.; McNeil, R.R.; Mele, S.; Merola, L.; Meschini, M.; Metzger, W.J.; Mihul, A.; Milcent, H.; Mirabelli, G.; Mnich, J.; Mohanty, G.B.; Muanza, G.S.; Muijs, A.J.M.; Musicar, B.; Musy, M.; Nagy, S.; Natale, S.; Napolitano, M.; Nessi-Tedaldi, F.; Newman, H.; Nisati, A.; Novak, T.; Kluge, Hannelies; Ofierzynski, R.; Organtini, G.; Pal, I.; Palomares, C.; Paolucci, P.; Paramatti, R.; Passaleva, G.; Patricelli, S.; Paul, Thomas Cantzon; Pauluzzi, M.; Paus, C.; Pauss, F.; Pedace, M.; Pensotti, S.; Perret-Gallix, D.; Petersen, B.; Piccolo, D.; Pierella, F.; Pioppi, M.; Piroue, P.A.; Pistolesi, E.; Plyaskin, V.; Pohl, M.; Pojidaev, V.; Pothier, J.; Prokofev, D.; Quartieri, J.; Rahal-Callot, G.; Rahaman, Mohammad Azizur; Raics, P.; Raja, N.; Ramelli, R.; Rancoita, P.G.; Ranieri, R.; Raspereza, A.; Razis, P.; Ren, D.; Rescigno, M.; Reucroft, S.; Riemann, S.; Riles, Keith; Roe, B.P.; Romero, L.; Rosca, A.; Rosemann, C.; Rosenbleck, C.; Rosier-Lees, S.; Roth, Stefan; Rubio, J.A.; Ruggiero, G.; Rykaczewski, H.; Sakharov, A.; Saremi, S.; Sarkar, S.; Salicio, J.; Sanchez, E.; Schafer, C.; Schegelsky, V.; Schopper, H.; Schotanus, D.J.; Sciacca, C.; Servoli, L.; Shevchenko, S.; Shivarov, N.; Shoutko, V.; Shumilov, E.; Shvorob, A.; Son, D.; Souga, C.; Spillantini, P.; Steuer, M.; Stickland, D.P.; Stoyanov, B.; Straessner, A.; Sudhakar, K.; Sultanov, G.; Sun, L.Z.; Sushkov, S.; Suter, H.; Swain, J.D.; Szillasi, Z.; Tang, X.W.; Tarjan, P.; Tauscher, L.; Taylor, L.; Tellili, B.; Teyssier, D.; Timmermans, Charles; Ting, Samuel C.C.; Ting, S.M.; Tonwar, S.C.; Toth, J.; Tully, C.; Tung, K.L.; Ulbricht, J.; Valente, E.; Van de Walle, R.T.; Vasquez, R.; Veszpremi, V.; Vesztergombi, G.; Vetlitsky, I.; Vicinanza, D.; Viertel, G.; Villa, S.; Vivargent, M.; Vlachos, S.; Vodopianov, I.; Vogel, H.; Vogt, H.; Vorobev, I.; Vorobyov, A.A.; Wadhwa, M.; Wang, Q.Wang X.L.; Wang, Z.M.; Weber, M.; Wilkens, H.; Wynhoff, S.; Xia, L.; Xu, Z.Z.; Yamamoto, J.; Yang, B.Z.; Yang, C.G.; Yang, H.J.; Yang, M.; Yeh, S.C.; Zalite, An.; Zalite, Yu.; Zhang, Z.P.; Zhao, J.; Zhu, G.Y.; Zhu, R.Y.; Zhuang, H.L.; Zichichi, A.; Zimmermann, B.; Zoller, M.

    2004-01-01

    The reactions e^+e^- -> e^+e^- Lambda X and e^+e^- -> e^+e^- Lambda X are studied using data collected at LEP with the L3 detector at centre-of-mass energies between 189 and 209 GeV. Inclusive differential cross sections are measured as a function of the lambda transverse momentum, p_t, and pseudo-rapidity, eta, in the ranges 0.4 GeV )$.

  9. Search for Scalar Leptons and Scalar Quarks at LEP

    CERN Document Server

    Achard, P.; Aguilar-Benitez, M.; Alcaraz, J.; Alemanni, G.; Allaby, J.; Aloisio, A.; Alviggi, M.G.; Anderhub, H.; Andreev, Valery P.; Anselmo, F.; Arefev, A.; Azemoon, T.; Aziz, T.; Bagnaia, P.; Bajo, A.; Baksay, G.; Baksay, L.; Baldew, S.V.; Banerjee, S.; Barczyk, A.; Barillere, R.; Bartalini, P.; Basile, M.; Batalova, N.; Battiston, R.; Bay, A.; Becattini, F.; Becker, U.; Behner, F.; Bellucci, L.; Berbeco, R.; Berdugo, J.; Berges, P.; Bertucci, B.; Betev, B.L.; Biasini, M.; Biglietti, M.; Biland, A.; Blaising, J.J.; Blyth, S.C.; Bobbink, G.J.; Bohm, A.; Boldizsar, L.; Borgia, B.; Bottai, S.; Bourilkov, D.; Bourquin, M.; Braccini, S.; Branson, J.G.; Brochu, F.; Burger, J.D.; Burger, W.J.; Cai, X.D.; Capell, M.; Cara Romeo, G.; Carlino, G.; Cartacci, A.; Casaus, J.; Cavallari, F.; Cavallo, N.; Cecchi, C.; Cerrada, M.; Chamizo, M.; Chang, Y.H.; Chemarin, M.; Chen, A.; Chen, G.; Chen, G.M.; Chen, H.F.; Chen, H.S.; Chiefari, G.; Cifarelli, L.; Cindolo, F.; Clare, I.; Clare, R.; Coignet, G.; Colino, N.; Costantini, S.; de la Cruz, B.; Cucciarelli, S.; van Dalen, J.A.; de Asmundis, R.; Deglon, P.; Debreczeni, J.; Degre, A.; Dehmelt, K.; Deiters, K.; della Volpe, D.; Delmeire, E.; Denes, P.; DeNotaristefani, F.; De Salvo, A.; Diemoz, M.; Dierckxsens, M.; Dionisi, C.; Dittmar, M.; Doria, A.; Dova, M.T.; Duchesneau, D.; Duda, M.; Echenard, B.; Eline, A.; El Hage, A.; El Mamouni, H.; Engler, A.; Eppling, F.J.; Extermann, P.; Falagan, M.A.; Falciano, S.; Favara, A.; Fay, J.; Fedin, O.; Felcini, M.; Ferguson, T.; Fesefeldt, H.; Fiandrini, E.; Field, J.H.; Filthaut, F.; Fisher, P.H.; Fisher, W.; Fisk, I.; Forconi, G.; Freudenreich, K.; Furetta, C.; Galaktionov, Iouri; Ganguli, S.N.; Garcia-Abia, Pablo; Gataullin, M.; Gentile, S.; Giagu, S.; Gong, Z.F.; Grenier, Gerald Jean; Grimm, O.; Gruenewald, M.W.; Guida, M.; van Gulik, R.; Gupta, V.K.; Gurtu, A.; Gutay, L.J.; Haas, D.; Hatzifotiadou, D.; Hebbeker, T.; Herve, Alain; Hirschfelder, J.; Hofer, H.; Hohlmann, M.; Holzner, G.; Hou, S.R.; Hu, Y.; Jin, B.N.; Jones, Lawrence W.; de Jong, P.; Josa-Mutuberria, I.; Kafer, D.; Kaur, M.; Kienzle-Focacci, M.N.; Kim, J.K.; Kirkby, Jasper; Kittel, W.; Klimentov, A.; Konig, A.C.; Kopal, M.; Koutsenko, V.; Kraber, M.; Kraemer, R.W.; Kruger, A.; Kunin, A.; Ladron de Guevara, P.; Laktineh, I.; Landi, G.; Lebeau, M.; Lebedev, A.; Lebrun, P.; Lecomte, P.; Lecoq, P.; Le Coultre, P.; Le Goff, J.M.; Leiste, R.; Levtchenko, M.; Levtchenko, P.; Li, C.; Likhoded, S.; Lin, C.H.; Lin, W.T.; Linde, F.L.; Lista, L.; Liu, Z.A.; Lohmann, W.; Longo, E.; Lu, Y.S.; Luci, C.; Luminari, L.; Lustermann, W.; Ma, W.G.; Malgeri, L.; Malinin, A.; Mana, C.; Mans, J.; Martin, J.P.; Marzano, F.; Mazumdar, K.; McNeil, R.R.; Mele, S.; Merola, L.; Meschini, M.; Metzger, W.J.; Mihul, A.; Milcent, H.; Mirabelli, G.; Mnich, J.; Mohanty, G.B.; Muanza, G.S.; Muijs, A.J.M.; Musicar, B.; Musy, M.; Nagy, S.; Natale, S.; Napolitano, M.; Nessi-Tedaldi, F.; Newman, H.; Nisati, A.; Novak, T.; Kluge, Hannelies; Ofierzynski, R.; Organtini, G.; Pal, I.; Palomares, C.; Paolucci, P.; Paramatti, R.; Passaleva, G.; Patricelli, S.; Paul, Thomas Cantzon; Pauluzzi, M.; Paus, C.; Pauss, F.; Pedace, M.; Pensotti, S.; Perret-Gallix, D.; Petersen, B.; Piccolo, D.; Pierella, F.; Pioppi, M.; Piroue, P.A.; Pistolesi, E.; Plyaskin, V.; Pohl, M.; Pojidaev, V.; Pothier, J.; Prokofev, D.; Quartieri, J.; Rahal-Callot, G.; Rahaman, Mohammad Azizur; Raics, P.; Raja, N.; Ramelli, R.; Rancoita, P.G.; Ranieri, R.; Raspereza, A.; Razis, P.; Ren, D.; Rescigno, M.; Reucroft, S.; Riemann, S.; Riles, Keith; Roe, B.P.; Romero, L.; Rosca, A.; Rosier-Lees, S.; Roth, Stefan; Rosenbleck, C.; Roux, B.; Rubio, J.A.; Ruggiero, G.; Rykaczewski, H.; Sakharov, A.; Saremi, S.; Sarkar, S.; Salicio, J.; Sanchez, E.; Schafer, C.; Schegelsky, V.; Schopper, H.; Schotanus, D.J.; Sciacca, C.; Servoli, L.; Shevchenko, S.; Shivarov, N.; Shoutko, V.; Shumilov, E.; Shvorob, A.; Son, D.; Souga, C.; Spillantini, P.; Steuer, M.; Stickland, D.P.; Stoyanov, B.; Straessner, A.; Sudhakar, K.; Sultanov, G.; Sun, L.Z.; Sushkov, S.; Suter, H.; Swain, J.D.; Szillasi, Z.; Tang, X.W.; Tarjan, P.; Tauscher, L.; Taylor, L.; Tellili, B.; Teyssier, D.; Timmermans, Charles; Ting, Samuel C.C.; Ting, S.M.; Tonwar, S.C.; Toth, J.; Tully, C.; Tung, K.L.; Ulbricht, J.; Valente, E.; Van de Walle, R.T.; Vasquez, R.; Veszpremi, V.; Vesztergombi, G.; Vetlitsky, I.; Vicinanza, D.; Viertel, G.; Villa, S.; Vivargent, M.; Vlachos, S.; Vodopianov, I.; Vogel, H.; Vogt, H.; Vorobev, I.; Vorobyov, A.A.; Wadhwa, M.; Wang, Q.; Wang, X.L.; Wang, Z.M.; Weber, M.; Wienemann, P.; Wilkens, H.; Wynhoff, S.; Xia, L.; Xu, Z.Z.; Yamamoto, J.; Yang, B.Z.; Yang, C.G.; Yang, H.J.; Yang, M.; Yeh, S.C.; Zalite, A.; Zalite, Yu.; Zhang, Z.P.; Zhao, J.; Zhu, G.Y.; Zhu, R.Y.; Zhuang, H.L.; Zichichi, A.; Zimmermann, B.; Zoller, M.

    2004-01-01

    Scalar partners of quarks and leptons, predicted in supersymmetric models, are searched for in e^+e^- collisions at centre-of-mass energies between 192GeV and 209GeV at LEP. No evidence for any such particle is found in a data sample of 450 pb^-1. Upper limits on their production cross sections are set and lower limits on their masses are derived in the framework of the Minimal Supersymmetric Standard Model.

  10. The Prevessin Control Room during LEP's start up in 1989.

    CERN Document Server

    1989-01-01

    The Prévessin Control Room saw its first momentous event when the 400 GeV beam for the SPS was commissioned in the presence of Project Leader John Adams. It was also here that the first proton-antiproton collisions were observed, in 1981. Eight years later, in 1989, operators and directors alike jumped for joy at the announcement of the first electron-positron collisions at the start up of LEP, the biggest accelerator in the world.

  11. Large-angle Bhabha scattering at LEP 1

    Science.gov (United States)

    Beenakker, Wim; Passarino, Giampiero

    1998-04-01

    A critical assessment is given of the theoretical uncertainty in the predicted cross-sections for large-angle Bhabha scattering at LEP 1, with or without t-channel subtraction. To this end a detailed comparison is presented of the results obtained with the programs ALIBABA and TOPAZ0. Differences in the implementation of the radiative corrections and the effect of missing higher-order terms are critically discussed. © 1998

  12. 'I understand all the major things': how older people with limited English proficiency decide their need for a professional interpreter during health care after stroke.

    Science.gov (United States)

    Fryer, Caroline Elizabeth; Mackintosh, Shylie F; Stanley, Mandy J; Crichton, Jonathan

    2013-01-01

    To explore the process of decision-making of older people with limited English proficiency (LEP) about using a professional interpreter during their health care after stroke. A constructivist grounded theory approach was used. Up to two in-depth interviews were conducted with 13 older people with LEP from seven different language groups, and one older person who preferred to speak English, who had recently received health care after an acute stroke. Professional interpreters assisted with 19 of the 24 study interviews. Data were analysed and theoretical processes developed using a constant comparative method. Professional interpreters were not a strong presence in the health care experience after stroke for participants. The use of professional interpreters was a complex decision for participants, influenced by their perception of the language and health care expertise of themselves and others, their perceived position to make the decision and whom they trusted. Getting by in English allowed participants to follow rules-based talk of health professionals, but did not enable them to understand detailed information or explanation, or to engage in the management of their condition in a meaningful way. Health professionals have an opportunity and a mandate to demonstrate leadership in the interpreter decision by providing knowledge, opportunity and encouragement for people with LEP, to use an interpreter to engage in, and understand, their health care after stroke. Health professionals may need to advise when interpretation is needed for health care situations, when communication difficulties may not be anticipated by the person with LEP.

  13. A new LAN concept for LEP machine networks

    CERN Document Server

    Guerrero, L E

    1995-01-01

    LEP networks, implemented in 1987, are based on two Token-ring backbones using TDM as the transmission medium. The general topology is based on routers and on a distributed backbone. To avoid the instabilities introduced by the TDM and all the conversion layers it has been decided to upgrade the LEP machine network and to evaluate a new concept for the overall network topology. The new concept will also fulfil the basic requirements for the future LHC network. The new approach relies on a large infrastructure which connects all the eight underground pits of LEP with single-mode fibres from the Prevessin control room (PCR). From the bottom of the pits, the two adjacent alcoves will be cabled with multi-mode fibres. FDDI has been selected as the MAC protocol. This new concept is based on switching and routing between the PCR and the eight pits. In each pit a hub will switch between the FDDI LMA backbone and the local Ethernet segments. Two of these segments will reach the alcoves by means of a 10Base-F link. In...

  14. LEP Vertical Tunnel Movements Lessons for Future Colliders

    CERN Document Server

    Pitthan, R

    1999-01-01

    The data from 10 years of vertical surveys verify for all of LEP the previous observation, localized to region P1, that LEP floor movements are predominantly deterministic. This rules out the ATL model as being correct for this tunnel. If generalized, for yearly movements a random ATL model underestimates the possible maximum long-term motions. In contrast, extrapolation of the LEP vertical data to the short-term (hours and days) time-scale shows that the random approach predicts larger short-term movements than the deterministic model. This means that simulations using the ATL hypothesis are overly pessimistic with regard to the frequency of operational re-alignments required. Depending on the constants chosen in the models these differences can be large, of the order of a magnitude and more.This paper deals solely with the direct measured months-to-years tunnel motions in rock, and the extrapolation of such ground motions to hourly or daily time-spans. It does not address the important question of the contr...

  15. Constraints on Neutralino Dark Matter from LEP 2 and Cosmology

    CERN Document Server

    Ellis, Jonathan Richard; Olive, Keith A; Schmitt, M; Ellis, John; Falk, Toby; Olive, Keith A.; Schmitt, Michael

    1997-01-01

    A significant lower limit on the mass of the lightest neutralino \\chi can be obtained by combining the results from sparticle searches at LEP at centre-of-mass energies up to 172 GeV with cosmological considerations, if it is assumed that the \\chi is stable. Exclusion domains from slepton searches close m_\\chi \\sim 0 loopholes that were left open by previous lower-energy LEP searches for charginos and neutralinos, leading to the lower limit $m_\\chi \\ga 17$ GeV. The constraints on supersymmetric parameter space are strengthened significantly if LEP constraints on supersymmetric Higgs bosons are taken into account, and further if the relic neutralino density is required to fall within the range favoured by astrophysics and cosmology. These bounds are considerably strengthened if universality at the GUT scale is assumed for soft supersymmetry-breaking scalar masses, including those of the Higgs bosons. In this case, the Higgs searches play a dramatic role, and we find that m_\\chi \\ga 40 GeV. Furthermore, we find...

  16. High accuracy magnetic field mapping of the LEP spectrometer magnet

    CERN Document Server

    Roncarolo, F

    2000-01-01

    The Large Electron Positron accelerator (LEP) is a storage ring which has been operated since 1989 at the European Laboratory for Particle Physics (CERN), located in the Geneva area. It is intended to experimentally verify the Standard Model theory and in particular to detect with high accuracy the mass of the electro-weak force bosons. Electrons and positrons are accelerated inside the LEP ring in opposite directions and forced to collide at four locations, once they reach an energy high enough for the experimental purposes. During head-to-head collisions the leptons loose all their energy and a huge amount of energy is concentrated in a small region. In this condition the energy is quickly converted in other particles which tend to go away from the interaction point. The higher the energy of the leptons before the collisions, the higher the mass of the particles that can escape. At LEP four large experimental detectors are accommodated. All detectors are multi purpose detectors covering a solid angle of alm...

  17. Predicting the language proficiency of Chinese student pilots within American airspace: Single-task versus dual-task English-language assessment

    Science.gov (United States)

    Noble, Clifford Elliott, II

    2002-09-01

    The problem. The purpose of this study was to investigate the ability of three single-task instruments---(a) the Test of English as a Foreign Language, (b) the Aviation Test of Spoken English, and (c) the Single Manual-Tracking Test---and three dual-task instruments---(a) the Concurrent Manual-Tracking and Communication Test, (b) the Certified Flight Instructor's Test, and (c) the Simulation-Based English Test---to predict the language performance of 10 Chinese student pilots speaking English as a second language when operating single-engine and multiengine aircraft within American airspace. Method. This research implemented a correlational design to investigate the ability of the six described instruments to predict the mean score of the criterion evaluation, which was the Examiner's Test. This test assessed the oral communication skill of student pilots on the flight portion of the terminal checkride in the Piper Cadet, Piper Seminole, and Beechcraft King Air airplanes. Results. Data from the Single Manual-Tracking Test, as well as the Concurrent Manual-Tracking and Communication Test, were discarded due to performance ceiling effects. Hypothesis 1, which stated that the average correlation between the mean scores of the dual-task evaluations and that of the Examiner's Test would predict the mean score of the criterion evaluation with a greater degree of accuracy than that of single-task evaluations, was not supported. Hypothesis 2, which stated that the correlation between the mean scores of the participants on the Simulation-Based English Test and the Examiner's Test would predict the mean score of the criterion evaluation with a greater degree of accuracy than that of all single- and dual-task evaluations, was also not supported. The findings suggest that single- and dual-task assessments administered after initial flight training are equivalent predictors of language performance when piloting single-engine and multiengine aircraft.

  18. End view of steel-concrete prototype yoke for LEP dipoles

    CERN Multimedia

    CERN PhotoLab

    1979-01-01

    The magnetic field needed in the LEP dipole magnets was rather low, of a fraction of tesla. This lead to the conception of a novel yoke structure consisting of stacks of 1.5 mm thick low-carbon steel laminations spaced by 4.1 mm with the spaces filled with concrete. For details see LEP-Note 118,1978 and LEP-Note 233,1980. See also 7908528X, 8111710X, 8111529.

  19. Do Proficiency and Study-Abroad Experience Affect Speech Act Production? Analysis of Appropriateness, Accuracy, and Fluency

    Science.gov (United States)

    Taguchi, Naoko

    2011-01-01

    This cross-sectional study examined the effect of general proficiency and study-abroad experience in production of speech acts among learners of L2 English. Participants were 25 native speakers of English and 64 Japanese college students of English divided into three groups. Group 1 (n = 22) had lower proficiency and no study-abroad experience.…

  20. Performance-Based Task Assessment of Higher-Order Proficiencies in Redesigned STEM High Schools

    Science.gov (United States)

    Ernst, Jeremy V.; Glennie, Elizabeth; Li, Songze

    2017-01-01

    This study explored student abilities in applying conceptual knowledge when presented with structured performance tasks. Specifically, the study gauged proficiency in higher-order applications of students enrolled in earth and environmental science or biology. The student sample was drawn from a Redesigned STEM high school model where a tested…

  1. Purification and characterization of Lep d I, a major allergen from the mite Lepidoglyphus destructor.

    Science.gov (United States)

    Ventas, P; Carreira, J; Polo, F

    1992-04-01

    A major allergen of the storage mite Lepidoglyphus destructor (Lep d I) has been purified by affinity chromatography using an anti-Lep d I monoclonal antibody. The purity of the protein obtained by this procedure was assessed by reverse-phase HPLC. Lep d I displayed a molecular weight of 14 kD on SDS-PAGE under non-reducing conditions, and 16 kD in the presence of a reducing agent. Analytical IEF revealed a little charge microheterogeneity, showing three bands with pIs 7.6-7.8. Purified Lep d I retained IgE-binding ability, as proved by immunoblotting experiments after SDS-PAGE and RAST with individual sera from L. destructor-sensitive patients. Results from the latter technique demonstrated that 87% of L. destructor-allergic patients had specific IgE to Lep d I, and a good correlation between IgE reactivity with L. destructor extract and Lep d I was found. In addition, RAST inhibition experiments showed that IgE-binding sites on Lep d I are major L. destructor-allergenic determinants, since Lep d I could inhibit up to 75% the binding of specific IgE to L. destructor extract; on the other hand, Lep d I did not cross-react with D. pteronyssinus allergens.

  2. How to become proficient in performance of the resting ankle-brachial index: Results of the first randomized controlled trial.

    Science.gov (United States)

    Donnou, Céline; Chaudru, Ségolène; Stivalet, Olivier; Paul, Eunice; Charasson, Marie; Selli, Jean-Marc; Mauger, Chadi; Chapron, Anthony; Le Faucheur, Alexis; Jaquinandi, Vincent; Mahé, Guillaume

    2017-11-01

    The resting ankle-brachial index (ABI) is a first-line test to diagnose peripheral artery disease (PAD). No randomized controlled trial (RCT) has yet been conducted to determine the best teaching method to become proficient in the ABI procedure. We conducted a monocentric RCT to determine whether didactic learning alone or didactic learning combined with experiential learning improved proficiency in the ABI procedure. Medical students ( n = 30) received didactic learning, including (i) a presentation of the ABI guidelines and (ii) a video demonstration. Each student was then randomized into two groups ('no experiential learning group' and 'experiential learning group'). An initial evaluation was performed after the didactic learning and a final evaluation at the end of the intervention. A student was considered to be proficient when he or she performed a correct ABI procedure on a healthy individual and a patient. The correct procedure corresponds to (i) following guidelines and (ii) a difference in ABI measurement between a vascular specialist and a student of ≤ 0.15. No student was proficient at the initial evaluation. At the final evaluation, in the didactic learning group, the number of proficient students was not improved compared with the initial evaluation (0/10 vs 1/10). In the experiential learning group, the number of proficient students was significantly improved (0/20 vs 11/20; p < 0.05). At the final evaluation, there was a significant difference between the number of proficient students depending on their learning group. In conclusion, didactic learning alone is insufficient to gain proficiency in the ABI procedure. Combining didactic learning with experiential learning significantly improved the students' proficiency.

  3. Motor Proficiency in Young Children

    OpenAIRE

    Fotini Venetsanou; Antonis Kambas

    2016-01-01

    This study aimed to examine motor proficiency in young children, focusing on potential gender differences. For that purpose, the Bruininks-Oseretsky Test of Motor Proficiency–Long Form (BOTMP-LF) was administered to 540 children (272 boys), 4½ to 6 years old. First, the 2 (sex) × 4 (age groups) ANOVA computed on children’s total BOTMP-LF scores showed that age had a statistically significant effect, whereas gender did ...

  4. Theory and practice: Science for undergraduates of limited English proficiency

    Science.gov (United States)

    Rosenthal, Judith W.

    1993-06-01

    Between 1980 and 1990, the total number of Asian, Hispanic, American Indian, and foreign undergraduates increased by more than 50% at public and private, four-year and two-year colleges. Many of these students may be of limited English proficiency, suggesting that the traditional science lecture/lab format may need modification to incorporate the theory of second language acquisition as it pertains to the practice of content instruction. Various methods exist to improve science instruction for limited English proficient undergraduates. These included the adjunct and tutorial models, sheltered or bridge science instruction, faculty development, and science instruction in the students' native language. Any plan for science education reform at the collegiate level or for increasing minority participation in science must address the needs of the growing population of undergraduates who speak English as a second language.

  5. Patterns of interpreter use for hospitalized patients with limited English proficiency.

    Science.gov (United States)

    Schenker, Yael; Pérez-Stable, Eliseo J; Nickleach, Dana; Karliner, Leah S

    2011-07-01

    Professional interpreter use improves the quality of care for patients with limited English proficiency (LEP), but little is known about interpreter use in the hospital. Evaluate interpreter use for clinical encounters in the hospital. Cross-sectional. Hospitalized Spanish and Chinese-speaking LEP patients. Patient reported use of interpreters during hospitalization. Among 234 patients, 57% reported that any kind of interpreter was present with the physician at admission, 60% with physicians during hospitalization, and 37% with nurses since admission. The use of professional interpreters with physicians was infrequent overall (17% at admission and 14% since admission), but even less common for encounters with nurses (4%, p interpreter was more common with physicians (28% at admission, 23% since admission) than with nurses (18%, p = 0.008). Few patients reported that physicians spoke their language well (19% at admission, 12% since admission) and even fewer reported that nurses spoke their language well (6%, p = 0.0001). Patients were more likely to report that they either "got by" without an interpreter or were barely spoken to at all with nurses (38%) than with physicians at admission (14%) or since admission (15%, p Interpreter use varied by type of clinical contact, but was overall more common with physicians than with nurses. Professional interpreters were rarely used. With physicians, use of ad hoc interpreters such as family or friends was most common; with nurses, patients often reported, "getting by" without an interpreter or barely speaking at all.

  6. Access to hospital interpreter services for limited English proficient patients in New Jersey: a statewide evaluation.

    Science.gov (United States)

    Flores, Glenn; Torres, Sylvia; Holmes, Linda Janet; Salas-Lopez, Debbie; Youdelman, Mara K; Tomany-Korman, Sandra C

    2008-05-01

    We surveyed New Jersey (NJ) hospitals to assess current language services and identify policy recommendations on meeting limited English proficiency (LEP) patients' needs. Survey with 37 questions regarding hospital/patient features, interpreter services, and resources/policies needed to provide quality interpreter services. Sixty-seven hospitals responded (55% response rate). Most NJ hospitals have no interpreter services department, 80% provide no staff training on working with interpreters, 31% lack multilingual signs, and 19% offer no written translation services. Only 3% of hospitals have full-time interpreters, a ratio of 1 interpreter:240,748 LEP NJ residents. Most hospitals stated third-party reimbursement for interpreters would be beneficial, by reducing costs, adding interpreters, meeting population growth, and improving communication. Most NJ hospitals have no full-time interpreters, interpreter services department, or staff training on working with interpreters, and deficiencies exist in hospital signage and translation services. Most NJ hospitals stated third-party reimbursement for interpreter services would be beneficial.

  7. A Study on Listening Anxiety and Listening Proficiency

    Institute of Scientific and Technical Information of China (English)

    HAN Ju-hong

    2015-01-01

    Three instruments are adopted including the Foreign Language Listening Anxiety Scales (FLLAS), a listening metacog⁃nitive strategy-use questionnaire and a CET-4 listening test. The results indicate that a large proportion of students report experi⁃encing listening anxiety. There is significantly negative correlation between listening anxiety and listening proficiency and there is significant difference in the use of metacognitive strategies across three listening anxiety levels.

  8. Seeking a diagnosis for memory problems: the experiences of caregivers and families in 5 limited English proficiency communities.

    Science.gov (United States)

    Morhardt, Darby; Pereyra, Marta; Iris, Madelyn

    2010-01-01

    Limited data exist on how members of different cultures understand dementia. The Northwestern Cognitive Neurology and Alzheimer's Disease Center in collaboration with Coalition of Limited English Speaking Elderly and Alzheimer's Association-Greater Illinois Chapter collaborated to raise awareness in 5 limited English proficiency (LEP) communities (Assyrian, Arabic, Bosnian, Hindi, and Urdu) during 2005 to 2008 through a grant from the Administration on Aging Alzheimer's Disease Demonstration Grants to States. After the second year of the program, 267 individuals with cognitive impairment were identified with cognitive impairment and enrolled; however, only 13% of those sought a medical evaluation to obtain a diagnosis or further help for their memory problems. This project sought to: (1) understand how these LEP community groups conceptualize dementia and (2) understand reasons LEP communities sought or did not seek a diagnosis. Using a community-based participatory research approach, ethnic community leaders conducted 48 interviews in a convenience sample of persons enrolled in the previous Administration on Aging demonstration grant. These interviews were conducted with family members of identified persons with dementia in their native language. Interview notes were translated and subjected to thematic analysis. The majority view memory loss as explainable and normative--due to aging, reaction to medication or trauma experienced by war, family problems, or the immigration experience. This conceptualization and the perception that a doctor cannot help influenced whether they sought an evaluation. Those who saw a doctor were looking for medical treatment and help with difficult behaviors. Experience in the doctor's office was variable. Discussion of analysis with ethnic communities revealed the significance of stigma in the data gathering. Continued community-based participatory research approaches with LEP communities could further highlight needs for culturally

  9. PROFICIENT CLASSROOM MANAGEMENT THROUGH FOCUSED MATHEMATIC TEACHING

    Directory of Open Access Journals (Sweden)

    Marcus Samuelsson

    2017-12-01

    Full Text Available A not entirely unusual position among teachers is that they believe that they must first establish a peaceful classroom before they can begin to teach the subject. This research, shows how a proficient mathematics teacher teaches his subject and thereby creates a quiet and focused classroom and exerts effective leadership, just by teaching mathematics. The researchers observed a male mathematics teacher for almost half a year, i.e. one semester. The results of research present several patterns that the researchers saw during the observations of his teaching. The teacher showed an interest in each student’s mathematical thinking and expressed explicitly how students were expected to learn mathematics. He also directed students’ attention to mathematics and established a culture where all solutions were important in the teaching process. In the teaching process, he used multiple representations to motivate students and a lot of supportive expressions that made them feel that they were able to learn mathematics. He worked patiently to establish structures, and there was almost no disruptive behaviour. Students simply did not have time to interfere because they were so engaged in learning mathematics.

  10. Discovery of a novel functional leptin protein (LEP) in zebra finches: evidence for the existence of an authentic avian leptin gene predominantly expressed in the brain and pituitary.

    Science.gov (United States)

    Huang, Guian; Li, Juan; Wang, Hongning; Lan, Xinyu; Wang, Yajun

    2014-09-01

    Leptin (LEP) is reported to play important roles in controlling energy balance in vertebrates, including birds. However, it remains an open question whether an authentic "LEP gene" exists and functions in birds. Here, we identified and characterized a LEP gene (zebra finch LEP [zbLEP]) encoding a 172-amino acid precursor in zebra finches. Despite zbLEP showing limited amino acid sequence identity (26%-29%) to human and mouse LEPs, synteny analysis proved that zbLEP is orthologous to mammalian LEP. Using a pAH32 luciferase reporter system and Western blot analysis, we demonstrated that the recombinant zbLEP protein could potently activate finch and chicken LEP receptors (zbLEPR; cLEPR) expressed in human embryonic kidney 293 cells and enhance signal transducer and activator of transcription 3 phosphorylation, further indicating that zbLEP is a functional ligand for avian LEPRs. Interestingly, quantitative real-time RT-PCR revealed that zbLEP mRNA is expressed nearly exclusively in the pituitary and various brain regions but undetectable in adipose tissue and liver, whereas zbLEPR mRNA is widely expressed in adult finch tissues examined with abundant expression noted in pituitary, implying that unlike mammalian LEP, finch LEP may not act as an adipocyte-derived signal to control energy balance. As in finches, a LEP highly homologous to zbLEP was also identified in budgerigar genome. Strikingly, finch and budgerigar LEPs show little homology with chicken LEP (cLEP) previously reported, suggesting that the so-called cLEP is incorrect. Collectively, our data provide convincing evidence for the existence of an authentic functional LEP in avian species and suggest an important role of brain- and pituitary-derived LEP played in vertebrates.

  11. Transporting the last superconducting module to be removed from LEP

    CERN Multimedia

    Patrice Loïez

    2001-01-01

    All 72 of LEP's superconducting modules have now been raised to the surface. Some 80% will be preserved at CERN, with 10% being reused for the LHC and a further 10% of obsolete non-radioactive material destined for recycling. These pictures show the last of these modules on its journey from PM18 to the old ISR tunnel where the modules will be stored in the short term. Photo 01: The Ansaldo 1020 module leaves PM18 by lorry. Photo 03: The module on the SM18 site. Photos 06, 08: The module on the road.

  12. Measurement of the Electron Structure Function at LEP energies

    CERN Document Server

    Abdallah, J; Adam, W; Adzic, P; Albrecht, T; Alemany-Fernandez, R; Allmendinger, T; Allport, P P; Amaldi, U; Amapane, N; Amato, S; Anashkin, E; Andreazza, A; Andringa, S; Anjos, N; Antilogus, P; Apel, W-D; Arnoud, Y; Ask, S; Asman, B; Augustin, J E; Augustinus, A; Baillon, P; Ballestrero, A; Bambade, P; Barbier, R; Bardin, D; Barker, G J; Baroncelli, A; Battaglia, M; Baubillier, M; Becks, K-H; Begalli, M; Behrmann, A; Ben-Haim, E; Benekos, N; Benvenuti, A; Berat, C; Berggren, M; Bertrand, D; Besancon, M; Besson, N; Bloch, D; Blom, M; Bluj, M; Bonesini, M; Boonekamp, M; Booth, P S L; Borisov, G; Botner, O; Bouquet, B; Bowcock, T J V; Boyko, I; Bracko, M; Brenner, R; Brodet, E; Bruckman, P; Brunet, J M; Buschbeck, B; Buschmann, P; Calvi, M; Camporesi, T; Canale, V; Carena, F; Castro, N; Cavallo, F; Chapkin, M; Charpentier, Ph; Checchia, P; Chierici, R; Chliapnikov, P; Chudoba, J; Chung, S U; Cieslik, K; Collins, P; Contri, R; Cosme, G; Cossutti, F; Costa, M J; Crennell, D; Cuevas, J; D'Hondt, J; da Silva, T; Da Silva, W; Della Ricca, G; De Angelis, A; De Boer, W; De Clercq, C; De Lotto, B; De Maria, N; De Min, A; de Paula, L; Di Ciaccio, L; Di Simone, A; Doroba, K; Drees, J; Eigen, G; Ekelof, T; Ellert, M; Elsing, M; Espirito Santo, M C; Fanourakis, G; Fassouliotis, D; Feindt, M; Fernandez, J; Ferrer, A; Ferro, F; Flagmeyer, U; Foeth, H; Fokitis, E; Fulda-Quenzer, F; Fuster, J; Gandelman, M; Garcia, C; Gavillet, Ph; Gazis, E; Gokieli, R; Golob, B; Gomez-Ceballos, G; Goncalves, P; Graziani, E; Grosdidier, G; Grzelak, K; Guy, J; Haag, C; Hallgren, A; Hamacher, K; Hamilton, K; Haug, S; Hauler, F; Hedberg, V; Hennecke, M; Hoffman, J; Holmgren, S-O; Holt, P J; Houlden, M A; Jackson, J N; Jarlskog, G; Jarry, P; Jeans, D; Johansson, E K; Jonsson, P; Joram, C; Jungermann, L; Kapusta, F; Katsanevas, S; Katsoufis, E; Kernel, G; Kersevan, B P; Kerzel, U; King, B T; Kjaer, N J; Kluit, P; Kokkinias, P; Kourkoumelis, C; Kouznetsov, O; Krumstein, Z; Kucharczyk, M; Lamsa, J; Leder, G; Ledroit, F; Leinonen, L; Leitner, R; Lemonne, J; Lepeltier, V; Lesiak, T; Liebig, W; Liko, D; Lipniacka, A; Lopes, J H; Lopez, J M; Loukas, D; Lutz, P; Lyons, L; MacNaughton, J; Malek, A; Maltezos, S; Mandl, F; Marco, J; Marco, R; Marechal, B; Margoni, M; Marin, J-C; Mariotti, C; Markou, A; Martinez-Rivero, C; Masik, J; Mastroyiannopoulos, N; Matorras, F; Matteuzzi, C; Mazzucato, F; Mazzucato, M; Mc Nulty, R; Meroni, C; Migliore, E; Mitaroff, W; Mjoernmark, U; Moa, T; Moch, M; Moenig, K; Monge, R; Montenegro, J; Moraes, D; Moreno, S; Morettini, P; Mueller, U; Muenich, K; Mulders, M; Mundim, L; Murray, W; Muryn, B; Myatt, G; Myklebust, T; Nassiakou, M; Navarria, F; Nawrocki, K; Nemecek, S; Nicolaidou, R; Nikolenko, M; Oblakowska-Mucha, A; Obraztsov, V; Olshevski, A; Onofre, A; Orava, R; Osterberg, K; Ouraou, A; Oyanguren, A; Paganoni, M; Paiano, S; Palacios, J P; Palka, H; Papadopoulou, Th D; Pape, L; Parkes, C; Parodi, F; Parzefall, U; Passeri, A; Passon, O; Peralta, L; Perepelitsa, V; Perrotta, A; Petrolini, A; Piedra, J; Pieri, L; Pierre, F; Pimenta, M; Piotto, E; Podobnik, T; Poireau, V; Pol, M E; Polok, G; Pozdniakov, V; Pukhaeva, N; Pullia, A; Radojicic, D; Rebecchi, P; Rehn, J; Reid, D; Reinhardt, R; Renton, P; Richard, F; Ridky, J; Rivero, M; Rodriguez, D; Romero, A; Ronchese, P; Roudeau, P; Rovelli, T; Ruhlmann-Kleider, V; Ryabtchikov, D; Sadovsky, A; Salmi, L; Salt, J; Sander, C; Savoy-Navarro, A; Schwickerath, U; Sekulin, R; Siebel, M; Sisakian, A; Slominski, W; Smadja, G; Smirnova, O; Sokolov, A; Sopczak, A; Sosnowski, R; Spassov, T; Stanitzki, M; Stocchi, A; Strauss, J; Stugu, B; Szczekowski, M; Szeptycka, M; Szumlak, T; Szwed, J; Tabarelli, T; Tegenfeldt, F; Timmermans, J; Tkatchev, L; Tobin, M; Todorovova, S; Tome, B; Tonazzo, A; Tortosa, P; Travnicek, P; Treille, D; Tristram, G; Trochimczuk, M; Troncon, C; Turluer, M L; Tyapkin, I A; Tyapkin, P; Tzamarias, S; Uvarov, V; Valenti, G; Van Dam, P; Van Eldik, J; van Remortel, N; Van Vulpen, I; Vegni, G; Veloso, F; Venus, W; Verdier, P; Verzi, V; Vilanova, D; Vitale, L; Vrba, V; Wahlen, H; Washbrook, A J; Weiser, C; Wicke, D; Wickens, J; Wilkinson, G; Winter, M; Witek, M; Yushchenko, O; Zalewska, A; Zalewski, P; Zavrtanik, D; Zhuravlov, V; Zimin, N I; Zintchenko, A; Zupan, M

    2010-01-01

    The hadronic part of the Electron Structure Function (ESF) has been measured for the first time, using e+e- data collected by the DELPHI experiment at LEP, at centre-of-mass energies sqrt(s) = 91.2-209.5 GeV. The data analysis is simpler than that of the measurement of the photon structure function. The ESF data are compared to predictions of phenomenological models based on the photon structure function. It is shown that the quasi-real photon virtuality contribution is significant. The presented data can serve as a cross-check of the photon structure function analyses and help in refining existing parametrizations.

  13. Inclusive $D*^{+-}$ Production in Two-Photon Collisions at LEP

    CERN Document Server

    Achard, P.; Aguilar-Benitez, M.; Alcaraz, J.; Alemanni, G.; Allaby, J.; Aloisio, A.; Alviggi, M.G.; Anderhub, H.; Andreev, Valery P.; Anselmo, F.; Arefev, A.; Azemoon, T.; Aziz, T.; Bagnaia, P.; Bajo, A.; Baksay, G.; Baksay, L.; Baldew, S.V.; Banerjee, S.; Banerjee, Sw.; Barczyk, A.; Barillere, R.; Bartalini, P.; Basile, M.; Batalova, N.; Battiston, R.; Bay, A.; Becattini, F.; Becker, U.; Behner, F.; Bellucci, L.; Berbeco, R.; Berdugo, J.; Berges, P.; Bertucci, B.; Betev, B.L.; Biasini, M.; Biglietti, M.; Biland, A.; Blaising, J.J.; Blyth, S.C.; Bobbink, G.J.; Bohm, A.; Boldizsar, L.; Borgia, B.; Bottai, S.; Bourilkov, D.; Bourquin, M.; Braccini, S.; Branson, J.G.; Brochu, F.; Burger, J.D.; Burger, W.J.; Cai, X.D.; Capell, M.; Cara Romeo, G.; Carlino, G.; Cartacci, A.; Casaus, J.; Cavallari, F.; Cavallo, N.; Cecchi, C.; Cerrada, M.; Chamizo, M.; Chang, Y.H.; Chemarin, M.; Chen, A.; Chen, G.; Chen, G.M.; Chen, H.F.; Chen, H.S.; Chiefari, G.; Cifarelli, L.; Cindolo, F.; Clare, I.; Clare, R.; Coignet, G.; Colino, N.; Costantini, S.; de la Cruz, B.; Cucciarelli, S.; van Dalen, J.A.; de Asmundis, R.; Deglon, P.; Debreczeni, J.; Degre, A.; Deiters, K.; della Volpe, D.; Delmeire, E.; Denes, P.; DeNotaristefani, F.; De Salvo, A.; Diemoz, M.; Dierckxsens, M.; Dionisi, C.; Dittmar, M.; Doria, A.; Dova, M.T.; Duchesneau, D.; Echenard, B.; Eline, A.; El Mamouni, H.; Engler, A.; Eppling, F.J.; Ewers, A.; Extermann, P.; Falagan, M.A.; Falciano, S.; Favara, A.; Fay, J.; Fedin, O.; Felcini, M.; Ferguson, T.; Fesefeldt, H.; Fiandrini, E.; Field, J.H.; Filthaut, F.; Fisher, P.H.; Fisher, W.; Fisk, I.; Forconi, G.; Freudenreich, K.; Furetta, C.; Galaktionov, Iouri; Ganguli, S.N.; Garcia-Abia, Pablo; Gataullin, M.; Gentile, S.; Giagu, S.; Gong, Z.F.; Grenier, Gerald Jean; Grimm, O.; Gruenewald, M.W.; Guida, M.; van Gulik, R.; Gupta, V.K.; Gurtu, A.; Gutay, L.J.; Haas, D.; Hakobyan, R.S.; Hatzifotiadou, D.; Hebbeker, T.; Herve, Alain; Hirschfelder, J.; Hofer, H.; Hohlmann, M.; Holzner, G.; Hou, S.R.; Hu, Y.; Jin, B.N.; Jones, Lawrence W.; de Jong, P.; Josa-Mutuberria, I.; Kafer, D.; Kaur, M.; Kienzle-Focacci, M.N.; Kim, J.K.; Kirkby, Jasper; Kittel, W.; Klimentov, A.; Konig, A.C.; Kopal, M.; Koutsenko, V.; Kraber, M.; Kraemer, R.W.; Krenz, W.; Kruger, A.; Kunin, A.; Ladron de Guevara, P.; Laktineh, I.; Landi, G.; Lebeau, M.; Lebedev, A.; Lebrun, P.; Lecomte, P.; Lecoq, P.; Le Coultre, P.; Le Goff, J.M.; Leiste, R.; Levtchenko, M.; Levtchenko, P.; Li, C.; Likhoded, S.; Lin, C.H.; Lin, W.T.; Linde, F.L.; Lista, L.; Liu, Z.A.; Lohmann, W.; Longo, E.; Lu, Y.S.; Lubelsmeyer, K.; Luci, C.; Luminari, L.; Lustermann, W.; Ma, W.G.; Malgeri, L.; Malinin, A.; Mana, C.; Mangeol, D.; Mans, J.; Martin, J.P.; Marzano, F.; Mazumdar, K.; McNeil, R.R.; Mele, S.; Merola, L.; Meschini, M.; Metzger, W.J.; Mihul, A.; Milcent, H.; Mirabelli, G.; Mnich, J.; Mohanty, G.B.; Muanza, G.S.; Muijs, A.J.M.; Musicar, B.; Musy, M.; Nagy, S.; Natale, S.; Napolitano, M.; Nessi-Tedaldi, F.; Newman, H.; Niessen, T.; Nisati, A.; Kluge, Hannelies; Ofierzynski, R.; Organtini, G.; Palomares, C.; Pandoulas, D.; Paolucci, P.; Paramatti, R.; Passaleva, G.; Patricelli, S.; Paul, Thomas Cantzon; Pauluzzi, M.; Paus, C.; Pauss, F.; Pedace, M.; Pensotti, S.; Perret-Gallix, D.; Petersen, B.; Piccolo, D.; Pierella, F.; Pioppi, M.; Piroue, P.A.; Pistolesi, E.; Plyaskin, V.; Pohl, M.; Pojidaev, V.; Pothier, J.; Prokofev, D.O.; Prokofiev, D.; Quartieri, J.; Rahal-Callot, G.; Rahaman, M.A.; Raics, P.; Raja, N.; Ramelli, R.; Rancoita, P.G.; Ranieri, R.; Raspereza, A.; Razis, P.; Ren, D.; Rescigno, M.; Reucroft, S.; Riemann, S.; Riles, Keith; Roe, B.P.; Romero, L.; Rosca, A.; Rosier-Lees, S.; Roth, Stefan; Rosenbleck, C.; Roux, B.; Rubio, J.A.; Ruggiero, G.; Rykaczewski, H.; Sakharov, A.; Saremi, S.; Sarkar, S.; Salicio, J.; Sanchez, E.; Sanders, M.P.; Schafer, C.; Schegelsky, V.; Schmidt-Kaerst, S.; Schmitz, D.; Schopper, H.; Schotanus, D.J.; Schwering, G.; Sciacca, C.; Servoli, L.; Shevchenko, S.; Shivarov, N.; Shoutko, V.; Shumilov, E.; Shvorob, A.; Siedenburg, T.; Son, D.; Spillantini, P.; Steuer, M.; Stickland, D.P.; Stoyanov, B.; Straessner, A.; Sudhakar, K.; Sultanov, G.; Sun, L.Z.; Sushkov, S.; Suter, H.; Swain, J.D.; Szillasi, Z.; Tang, X.W.; Tarjan, P.; Tauscher, L.; Taylor, L.; Tellili, B.; Teyssier, D.; Timmermans, Charles; Ting, Samuel C.C.; Ting, S.M.; Tonwar, S.C.; Toth, J.; Tully, C.; Tung, K.L.; Ulbricht, J.; Valente, E.; Van de Walle, R.T.; Veszpremi, V.; Vesztergombi, G.; Vetlitsky, I.; Vicinanza, D.; Viertel, G.; Villa, S.; Vivargent, M.; Vlachos, S.; Vodopianov, I.; Vogel, H.; Vogt, H.; Vorobev, I.; Vorobyov, A.A.; Wadhwa, M.; Wallraff, W.; Wang, X.L.; Wang, Z.M.; Weber, M.; Wienemann, P.; Wilkens, H.; Wynhoff, S.; Xia, L.; Xu, Z.Z.; Yamamoto, J.; Yang, B.Z.; Yang, C.G.; Yang, H.J.; Yang, M.; Yeh, S.C.; Zalite, A.; Zalite, Yu.; Zhang, Z.P.; Zhao, J.; Zhu, G.Y.; Zhu, R.Y.; Zhuang, H.L.; Zichichi, A.; Zilizi, G.; Zimmermann, B.; Zoller, M.

    2002-01-01

    Inclusive D^{*+-} production in two-photon collisions is studied with the L3 detector at LEP, using 683 pb^{-1} of data collected at centre-of-mass energies from 183 to 208 GeV. Differential cross sections are determined as functions of the transverse momentum and pseudorapidity of the D^{*+-} mesons in the kinematic region 1 GeV e^+e^-D^{*+-}X)$ in this kinematical region is measured and the sigma(e^+e^- ---> e^+e^- cc{bar}X) cross section is derived. The measurements are compared with next-to-leading order perturbative QCD calculations.

  14. Rock samples from LEP/LHC tunnel excavation

    CERN Multimedia

    1985-01-01

    Rock samples taken from 0 to 170 m below ground on the CERN site when the LEP (Large Electron Positron collider) pit number 6 was drilled in Bois-chatton (Versonnex). The challenges of LHC civil engineering: A mosaic of works, structures and workers of differents crafts and origins. Three consulting consortia for the engineering and the follow-up of the works. Four industrial consortia for doing the job. A young team of 25 CERN staff, 30 surface buildings, 32 caverns of all sizes, 170 000 m3 of concrete, 420 000 m3 excavated. 1998-2004 : six years of work and 340 millions Swiss Francs.

  15. Higgs boson searches at OPAL (LEP), ATLAS (LHC) and ILC

    CERN Document Server

    AUTHOR|(CDS)2074372; Duchovni, Ehud

    2006-01-01

    An impressive effort was done by the four LEP collaborations in the search for the SM and the MSSM Higgs boson. However, very little attention was paid to the possibility of a CP violating Higgs sector and no significant effort to search for the resulting signatures was carried out. Once the CP state of the neutral Higgs bosons is ill defined, new Higgs boson production and decay channels might be opened. One of them, $\\epm\\ra\\Zo\\Htwo\\ra\\Zo\\Hone\\Hone\\ra\

  16. Do present LEP data provide evidence for electroweak corrections?

    CERN Document Server

    Novikov, V A; Vysotsky, M I

    1993-01-01

    The Born approximation, based on $\\bar\\alpha \\equiv\\alpha (m_Z)$ instead of $\\alpha$, reproduces all electroweak precision measurements within their $(1\\sigma)$ accuracy. The low upper limits for the genuinely electroweak corrections constitute one of the major achievements of LEP. The astonishing smallness of these corrections results from the cancellation of a large positive contribution from the heavy top quark and large negative contributions from all other virtual particles. It is precisely the non-observation of electroweak radiative corrections that places stringent upper and lower limits on the top mass.

  17. Search for evidence of compositeness at LEP I

    CERN Document Server

    Barate, R; Décamp, D; Ghez, P; Goy, C; Lees, J P; Lucotte, A; Merle, E; Minard, M N; Nief, J Y; Pietrzyk, B; Alemany, R; Boix, G; Casado, M P; Chmeissani, M; Crespo, J M; Delfino, M C; Fernández, E; Fernández-Bosman, M; Garrido, L; Graugès-Pous, E; Juste, A; Martínez, M; Merino, G; Miquel, R; Mir, L M; Park, I C; Pascual, A; Perlas, J A; Riu, I; Sánchez, F; Colaleo, A; Creanza, D; De Palma, M; Gelao, G; Iaselli, Giuseppe; Maggi, G; Maggi, M; Nuzzo, S; Ranieri, A; Raso, G; Ruggieri, F; Selvaggi, G; Silvestris, L; Tempesta, P; Tricomi, A; Zito, G; Huang, X; Lin, J; Ouyang, Q; Wang, T; Xie, Y; Xu, R; Xue, S; Zhang, J; Zhang, L; Zhao, W; Abbaneo, D; Becker, U; Bright-Thomas, P G; Casper, David William; Cattaneo, M; Ciulli, V; Dissertori, G; Drevermann, H; Forty, Roger W; Frank, M; Hagelberg, R; Hansen, J B; Harvey, J; Janot, P; Jost, B; Lehraus, Ivan; Mato, P; Minten, Adolf G; Moneta, L; Pacheco, A; Pusztaszeri, J F; Ranjard, F; Rolandi, Luigi; Rousseau, D; Schlatter, W D; Schmitt, M; Schneider, O; Tejessy, W; Teubert, F; Tomalin, I R; Wachsmuth, H W; Wagner, A; Ajaltouni, Ziad J; Badaud, F; Chazelle, G; Deschamps, O; Falvard, A; Ferdi, C; Gay, P; Guicheney, C; Henrard, P; Jousset, J; Michel, B; Monteil, S; Montret, J C; Pallin, D; Perret, P; Podlyski, F; Proriol, J; Rosnet, P; Hansen, J D; Hansen, J R; Hansen, P H; Nilsson, B S; Rensch, B; Wäänänen, A; Daskalakis, G; Kyriakis, A; Markou, C; Simopoulou, Errietta; Siotis, I; Vayaki, Anna; Blondel, A; Bonneaud, G R; Brient, J C; Bourdon, P; Rougé, A; Rumpf, M; Valassi, Andrea; Verderi, M; Videau, H L; Focardi, E; Parrini, G; Zachariadou, K; Corden, M; Georgiopoulos, C H; Jaffe, D E; Antonelli, A; Bencivenni, G; Bologna, G; Bossi, F; Campana, P; Capon, G; Cerutti, F; Chiarella, V; Felici, G; Laurelli, P; Mannocchi, G; Murtas, F; Murtas, G P; Passalacqua, L; Pepé-Altarelli, M; Curtis, L; Halley, A W; Lynch, J G; Negus, P; O'Shea, V; Raine, C; Scarr, J M; Smith, K; Teixeira-Dias, P; Thompson, A S; Thomson, E; Buchmüller, O L; Dhamotharan, S; Geweniger, C; Graefe, G; Hanke, P; Hansper, G; Hepp, V; Kluge, E E; Putzer, A; Sommer, J; Tittel, K; Werner, S; Wunsch, M; Beuselinck, R; Binnie, David M; Cameron, W; Dornan, Peter J; Girone, M; Goodsir, S M; Martin, E B; Marinelli, N; Moutoussi, A; Nash, J; Sedgbeer, J K; Spagnolo, P; Williams, M D; Ghete, V M; Girtler, P; Kneringer, E; Kuhn, D; Rudolph, G; Betteridge, A P; Bowdery, C K; Buck, P G; Colrain, P; Crawford, G; Finch, A J; Foster, F; Hughes, G; Jones, R W L; Williams, M I; Giehl, I; Greene, A M; Hoffmann, C; Jakobs, K; Kleinknecht, K; Quast, G; Renk, B; Rohne, E; Sander, H G; Van Gemmeren, P; Zeitnitz, C; Aubert, Jean-Jacques; Benchouk, C; Bonissent, A; Bujosa, G; Carr, J; Coyle, P; Etienne, F; Leroy, O; Motsch, F; Payre, P; Talby, M; Sadouki, A; Thulasidas, M; Trabelsi, K; Aleppo, M; Antonelli, M; Ragusa, F; Berlich, R; Blum, Walter; Büscher, V; Dietl, H; Ganis, G; Kroha, H; Lütjens, G; Mannert, C; Männer, W; Moser, H G; Schael, S; Settles, Ronald; Seywerd, H C J; Stenzel, H; Wiedenmann, W; Wolf, G; Boucrot, J; Callot, O; Chen, S; Cordier, A; Davier, M; Duflot, L; Grivaz, J F; Heusse, P; Höcker, A; Jacholkowska, A; Kim, D W; Le Diberder, F R; Lefrançois, J; Lutz, A M; Schune, M H; Tournefier, E; Veillet, J J; Videau, I; Zerwas, D; Azzurri, P; Bagliesi, G; Batignani, G; Bettarini, S; Boccali, T; Bozzi, C; Calderini, G; Carpinelli, M; Ciocci, M A; Dell'Orso, R; Fantechi, R; Ferrante, I; Foà, L; Forti, F; Giassi, A; Giorgi, M A; Gregorio, A; Ligabue, F; Lusiani, A; Marrocchesi, P S; Messineo, A; Palla, Fabrizio; Rizzo, G; Sanguinetti, G; Sciabà, A; Tenchini, Roberto; Tonelli, G; Vannini, C; Venturi, A; Verdini, P G; Blair, G A; Bryant, L M; Chambers, J T; Green, M G; Medcalf, T; Perrodo, P; Strong, J A; Von Wimmersperg-Töller, J H; Botterill, David R; Clifft, R W; Edgecock, T R; Haywood, S; Norton, P R; Thompson, J C; Wright, A E; Bloch-Devaux, B; Colas, P; Emery, S; Kozanecki, Witold; Lançon, E; Lemaire, M C; Locci, E; Pérez, P; Rander, J; Renardy, J F; Roussarie, A; Schuller, J P; Schwindling, J; Trabelsi, A; Vallage, B; Black, S N; Dann, J H; Johnson, R P; Kim, H Y; Konstantinidis, N P; Litke, A M; McNeil, M A; Taylor, G; Booth, C N; Brew, C A J; Cartwright, S L; Combley, F; Kelly, M S; Lehto, M H; Reeve, J; Thompson, L F; Affholderbach, K; Böhrer, A; Brandt, S; Cowan, G D; Grupen, Claus; Saraiva, P; Smolik, L; Stephan, F; Apollonio, M; Bosisio, L; Della Marina, R; Giannini, G; Gobbo, B; Musolino, G; Rothberg, J E; Wasserbaech, S R; Armstrong, S R; Charles, E; Elmer, P; Ferguson, D P S; Gao, Y; González, S; Greening, T C; Hayes, O J; Hu, H; Jin, S; McNamara, P A; Nachtman, J M; Nielsen, J; Orejudos, W; Pan, Y B; Saadi, Y; Scott, I J; Walsh, J; Wu Sau Lan; Wu, X; Zobernig, G

    1998-01-01

    Extensive searches for evidence of compositeness of quarks and leptons have been made using the full set of ALEPH data from LEP running at the Z peak. They include searches for radiative and weak decays of excited leptons, and radiative and gluonic decays of excited quarks, produced either singly or in pairs. Searches have also been made for a scalar partner of the Z boson in all decay modes. No evidence for such states has been found and coupling and branching ratio limits are presented. Limits are also given for the branching ratios for $\\Z\\to\\gluon\\gluon\\gamma$ and $\\Z\\to\\gamma\\gamma\\gamma$.

  18. Search for Doubly Charged Higgs Bosons at LEP2

    CERN Document Server

    Abdallah, J.; Adam, W.; Adzic, P.; Albrecht, T.; Alderweireld, T.; Alemany-Fernandez, R.; Allmendinger, T.; Allport, P.P.; Amaldi, U.; Amapane, N.; Amato, S.; Anashkin, E.; Andreazza, A.; Andringa, S.; Anjos, N.; Antilogus, P.; Apel, W.D.; Arnoud, Y.; Ask, S.; Asman, B.; Augustin, J.E.; Augustinus, A.; Baillon, P.; Ballestrero, A.; Bambade, P.; Barbier, R.; Bardin, D.; Barker, G.J.; Baroncelli, A.; Battaglia, M.; Baubillier, M.; Becks, K.H.; Begalli, M.; Behrmann, A.; Ben-Haim, E.; Benekos, N.; Benvenuti, A.; Berat, C.; Berggren, M.; Berntzon, L.; Bertrand, D.; Besancon, M.; Besson, N.; Bloch, D.; Blom, M.; Bluj, M.; Bonesini, M.; Boonekamp, M.; Booth, P.S.L.; Borisov, G.; Botner, O.; Bouquet, B.; Bowcock, T.J.V.; Boyko, I.; Bracko, M.; Brenner, R.; Brodet, E.; Bruckman, P.; Brunet, J.M.; Bugge, L.; Buschmann, P.; Calvi, M.; Camporesi, T.; Canale, V.; Carena, F.; Castro, Nuno Filipe; Cavallo, F.; Chapkin, M.; Charpentier, P.; Checchia, P.; Chierici, R.; Chliapnikov, P.; Chudoba, J.; Chung, S.U.; Cieslik, K.; Collins, P.; Contri, R.; Cosme, G.; Cossutti, F.; Costa, M.J.; Crawley, B.; Crennell, D.; Cuevas, J.; D'Hondt, J.; Dalmau, J.; da Silva, T.; Da Silva, W.; Della Ricca, G.; De Angelis, A.; De Boer, W.; De Clercq, C.; De Lotto, B.; De Maria, N.; De Min, A.; de Paula, L.; Di Ciaccio, L.; Di Simone, A.; Doroba, K.; Drees, J.; Dris, M.; Eigen, G.; Ekelof, T.; Ellert, M.; Elsing, M.; Espirito Santo, M.C.; Fanourakis, G.; Fassouliotis, D.; Feindt, M.; Fernandez, J.; Ferrer, A.; Ferro, F.; Flagmeyer, U.; Foeth, H.; Fokitis, E.; Fulda-Quenzer, F.; Fuster, J.; Gandelman, M.; Garcia, C.; Gavillet, P.; Gazis, Evangelos; Geralis, T.; Gokieli, R.; Golob, B.; Gomez-Ceballos, G.; Goncalves, P.; Graziani, E.; Grosdidier, G.; Grzelak, K.; Guy, J.; Haag, C.; Hallgren, A.; Hamacher, K.; Hamilton, K.; Hansen, J.; Haug, S.; Hauler, F.; Hedberg, V.; Hennecke, M.; Herr, H.; Hoffman, J.; Holmgren, S.O.; Holt, P.J.; Houlden, M.A.; Hultqvist, K.; Jackson, John Neil; Jarlskog, G.; Jarry, P.; Jeans, D.; Johansson, Erik Karl; Johansson, P.D.; Jonsson, P.; Joram, C.; Jungermann, L.; Kapusta, Frederic; Katsanevas, S.; Katsoufis, E.; Kernel, G.; Kersevan, B.P.; Kiiskinen, A.; King, B.T.; Kjaer, N.J.; Kluit, P.; Kokkinias, P.; Kourkoumelis, C.; Kouznetsov, O.; Krumstein, Z.; Kucharczyk, M.; Lamsa, J.; Leder, G.; Ledroit, Fabienne; Leinonen, L.; Leitner, R.; Lemonne, J.; Lepeltier, V.; Lesiak, T.; Liebig, W.; Liko, D.; Lipniacka, A.; Lopes, J.H.; Lopez, J.M.; Loukas, D.; Lutz, P.; Lyons, L.; MacNaughton, J.; Malek, A.; Maltezos, S.; Mandl, F.; Marco, J.; Marco, R.; Marechal, B.; Margoni, M.; Marin, J.C.; Mariotti, C.; Markou, A.; Martinez-Rivero, C.; Masik, J.; Mastroyiannopoulos, N.; Matorras, F.; Matteuzzi, C.; Mazzucato, F.; Mazzucato, M.; McNulty, R.; Meroni, C.; Meyer, W.T.; Migliore, E.; Mitaroff, W.; Mjoernmark, U.; Moa, T.; Moch, M.; Monig, Klaus; Monge, R.; Montenegro, J.; Moraes, D.; Moreno, S.; Morettini, P.; Mueller, U.; Muenich, K.; Mulders, M.; Mundim, L.; Murray, W.; Muryn, B.; Myatt, G.; Myklebust, T.; Nassiakou, M.; Navarria, F.; Nawrocki, K.; Nicolaidou, R.; Nikolenko, M.; Oblakowska-Mucha, A.; Obraztsov, V.; Olshevski, A.; Onofre, A.; Orava, R.; Osterberg, K.; Ouraou, A.; Oyanguren, A.; Paganoni, M.; Paiano, S.; Palacios, J.P.; Palka, H.; Papadopoulou, T.D.; Pape, L.; Parkes, C.; Parodi, F.; Parzefall, U.; Passeri, A.; Passon, O.; Peralta, L.; Perepelitsa, V.; Perrotta, A.; Petrolini, A.; Piedra, J.; Pieri, L.; Pierre, F.; Pimenta, M.; Piotto, E.; Podobnik, T.; Poireau, V.; Pol, M.E.; Polok, G.; Poropat, P.; Pozdniakov, V.; Pukhaeva, N.; Pullia, A.; Rames, J.; Ramler, L.; Read, Alexander L.; Rebecchi, P.; Rehn, J.; Reid, D.; Reinhardt, R.; Renton, P.; Richard, F.; Ridky, J.; Rivero, M.; Rodriguez, D.; Romero, A.; Ronchese, P.; Rosenberg, E.; Roudeau, P.; Rovelli, T.; Ruhlmann-Kleider, V.; Ryabtchikov, D.; Sadovsky, A.; Salmi, L.; Salt, J.; Savoy-Navarro, A.; Schwickerath, U.; Segar, A.; Sekulin, R.; Siebel, M.; Sisakian, A.; Smadja, G.; Smirnova, O.; Sokolov, A.; Sopczak, A.; Sosnowski, R.; Spassov, T.; Stanitzki, M.; Stocchi, A.; Strauss, J.; Stugu, B.; Szczekowski, M.; Szeptycka, M.; Szumlak, T.; Tabarelli, T.; Taffard, A.C.; Tegenfeldt, F.; Timmermans, Jan; Tkatchev, L.; Tobin, M.; Todorovova, S.; Tomaradze, A.; Tome, B.; Tonazzo, A.; Tortosa, P.; Travnicek, P.; Treille, D.; Tristram, G.; Trochimczuk, M.; Troncon, C.; Turluer, M.L.; Tyapkin, I.A.; Tyapkin, P.; Tzamarias, S.; Uvarov, V.; Valenti, G.; Van Dam, Piet; Van Eldik, J.; Van Lysebetten, A.; van Remortel, N.; Van Vulpen, I.; Vegni, G.; Veloso, F.; Venus, W.; Verbeure, F.; Verdier, P.; Verzi, V.; Vilanova, D.; Vitale, L.; Vrba, V.; Wahlen, H.; Washbrook, A.J.; Weiser, C.; Wicke, D.; Wickens, J.; Wilkinson, G.; Winter, M.; Witek, M.; Yushchenko, O.; Zalewska, A.; Zalewski, P.; Zavrtanik, D.; Zimine, N.I.; Zintchenko, A.; Zupan, M.

    2003-01-01

    A search for pair-produced doubly charged Higgs bosons has been performed using the data collected by the DELPHI detector at LEP at centre-of-mass energies between 189 and 209 GeV. No excess is observed in the data with respect to the Standard Model background. A lower limit for the mass of 97.3 GeV/$c^2$ at the 95\\% confidence level has been set for doubly charged Higgs bosons in left-right symmetric models for any value of the Yukawa coupling between the Higgs bosons and the $\\tau$ leptons.

  19. Supersymmetric dark matter detection at post-LEP Benchmark points

    CERN Document Server

    Ellis, Jonathan Richard; Ferstl, A; Matchev, K T; Olive, Keith A; Ellis, John; Feng, Jonathan L; Ferstl, Andrew; Matchev, Konstantin T.; Olive, Keith A.

    2001-01-01

    We review the prospects for discovering supersymmetric dark matter in a recently proposed set of post-LEP supersymmetric benchmark scenarios. We consider direct detection through spin-independent nuclear scattering, as well as indirect detection through relic annihilations to neutrinos, photons, and positrons. We find that several of the benchmark scenarios offer good prospects for direct detection through spin-independent nuclear scattering, as well as indirect detection through muons produced by neutrinos from relic annihilations in the Sun, and photons from annihilations in the galactic center.

  20. Multiphoton production and tests of QED at LEP-II

    CERN Document Server

    Winter, M

    2001-01-01

    Data collected by the 4 LEP collaborations from 1995 to 2000 at collision energies ranging from 130 to 208 GeV were used to measure the cross-section of the process e/sup +/e/sup -/ to gamma gamma ( gamma ). QED predictions for this reaction were tested with a few per-cent accuracy and manifestations of physics beyond the standard model (SM) were investigated. Preliminary lower bounds on the cut-off parameter Lambda /sub +or-/, the mass of an excited electron, the string mass scale underlying low-scale quantum gravity and on energy scales expressing various contact interactions were derived.

  1. At work on LEP, the world’s most powerful electron–positron collider

    CERN Multimedia

    Patrice Loiez,

    1999-01-01

    The LHC will be built inside the same tunnel as an existing accelerator, the Large Electron Positron (LEP) collider which came on stream in 1989. LEP will be removed from the tunnel at the end of this year to make way for the LHC. Here technicians make delicate adjustments to one of LEP’s thousands of magnets.

  2. L2-Proficiency-Dependent Laterality Shift in Structural Connectivity of Brain Language Pathways.

    Science.gov (United States)

    Xiang, Huadong; van Leeuwen, Tessa Marije; Dediu, Dan; Roberts, Leah; Norris, David G; Hagoort, Peter

    2015-08-01

    Diffusion tensor imaging (DTI) and a longitudinal language learning approach were applied to investigate the relationship between the achieved second language (L2) proficiency during L2 learning and the reorganization of structural connectivity between core language areas. Language proficiency tests and DTI scans were obtained from German students before and after they completed an intensive 6-week course of the Dutch language. In the initial learning stage, with increasing L2 proficiency, the hemispheric dominance of the Brodmann area (BA) 6-temporal pathway (mainly along the arcuate fasciculus) shifted from the left to the right hemisphere. With further increased proficiency, however, lateralization dominance was again found in the left BA6-temporal pathway. This result is consistent with reports in the literature that imply a stronger involvement of the right hemisphere in L2 processing especially for less proficient L2 speakers. This is the first time that an L2 proficiency-dependent laterality shift in the structural connectivity of language pathways during L2 acquisition has been observed to shift from left to right and back to left hemisphere dominance with increasing L2 proficiency. The authors additionally find that changes in fractional anisotropy values after the course are related to the time elapsed between the two scans. The results suggest that structural connectivity in (at least part of) the perisylvian language network may be subject to fast dynamic changes following language learning.

  3. High spatial resolution detectors and particle lifetime measurements at Lep; Detecteurs a haute resolution spatiale et mesures de la duree de vie des particules a Lep

    Energy Technology Data Exchange (ETDEWEB)

    Coyle, P. [Universite de la Mediterranee, Centre de Physique des Particules de Marseille, 13 - Marseille (France); Schneider, O. [Lausanne Univ., Inst. de Physique des Hautes Energies (Switzerland)

    2002-11-01

    The design and performance of the LEP silicon vertex detectors are described. Their application to the measurement of the tau-lepton and b-hadron lifetimes is discussed and the current status of these measurements is reviewed. (authors)

  4. LEP and results obtained by DELPHI after four years of operation; LEP i wyniki uzyskane przez DELPHI po czterech latach dzialania

    Energy Technology Data Exchange (ETDEWEB)

    Blocki, J. [Warsaw Univ. (Poland). Inst. Fizyki Doswiadczalnej; Brueckman de Renstrom, P.; Budziak, A. [Institute of Nuclear Physics, Cracow (Poland)] [and others

    1993-10-01

    We characterize the most important problems of modern elementary particles physics, for the solution of which the LEP (Large Electron Positron) accelerator was built. We present the characteristics of this accelerator. The structure and properties of the DELPHI detector are described with special emphasis on the contribution of Polish groups. The most important results obtained so far in the LEP accelerator are discussed. (author). 12 refs, 17 figs, 1 tab.

  5. Proficient beyond borders: assessing non-native speakers in a native speakers’ framework

    Directory of Open Access Journals (Sweden)

    Johanna Fleckenstein

    2016-11-01

    Full Text Available Abstract Background English language proficiency is considered a basic skill that students from different language backgrounds are expected to master, independent of whether they are native or non-native speakers. Tests that measure language proficiency in non-native speakers are typically linked to the common European framework of reference for languages. Such tests, however, often lack the criteria to define a practically relevant degree of proficiency in English. We approach this deficit by assessing non-native speakers’ performance within a native speakers’ framework. Method Items from two English reading assessments—the Programme for International Student Assessment (PISA and the National Assessment (NA for English as a foreign language in Germany—were administered to N = 427 German high school students. Student abilities were estimated by drawing plausible values in a two-dimensional Rasch model. Results Results show that non-native speakers of English generally underperformed compared to native speakers. However, academic track students in the German school system achieved satisfactory levels of proficiency on the PISA scale. Linking the two scales showed systematic differences in the proficiency level classifications. Conclusion The findings contribute to the validation and international localization of NA standards for English as a foreign language. Practical implications are discussed with respect to policy-defined benchmarks for the successful participation in a global English-speaking society.

  6. Primary structure of Lep d I, the main Lepidoglyphus destructor allergen.

    Science.gov (United States)

    Varela, J; Ventas, P; Carreira, J; Barbas, J A; Gimenez-Gallego, G; Polo, F

    1994-10-01

    The most relevant allergen of the storage mite Lepidoglyphus destructor (Lep d I) has been characterized. Lep d I is a monomer protein of 13273 Da. The primary structure of Lep d I was determined by N-terminal Edman degradation and partially confirmed by cDNA sequencing. Sequence polymorphism was observed at six positions, with non-conservative substitutions in three of them. No potential N-glycosylation site was revealed by peptide sequencing. The 125-residue sequence of Lep d I shows approximately 40% identity (including the six cysteines) with the overlapping regions of group II allergens from the genus Dermatophagoides, which, however, do not share common allergenic epitopes with Lep d I.

  7. LEP the lord of the collider rings at CERN 1980-2000

    CERN Document Server

    Schopper, Herwig Franz

    2009-01-01

    Housed by a 4 m diameter tunnel of 27 km circumference, with huge underground labs and numerous surface facilities, and set up with a precision of 0.1 mm per kilometer, the Large Electron-Positron Collider (LEP) was not only the largest but also one of the most sophisticated scientific research instrument ever created by Man. Located at CERN, near Geneva, LEP was built during the years 1983 - 1989, was operational until 2000, and corroborated the standard model of particle physics through continous high precision measurements. The Author, director-general of CERN during the crucial period of the construction of LEP, recounts vividly the convoluted decision-making and technical implementation processes - the tunnel alone being a highly challenging geo- and civil engineering project - and the subsequent extremely fruitful period of scientific research. Finally he describes the difficult decision to close down LEP, at a time when the discovery of the Higgs boson seemed within reach. LEP was eventually dismantled...

  8. Molecular characterization of a Chinese variant of the Flury-LEP strain

    Directory of Open Access Journals (Sweden)

    Ren Linzhu

    2010-04-01

    Full Text Available Abstract The entire genome of rabies virus vaccine strain Flury-LEP-C, a Chinese variant of the rabies virus vaccine strain Flury-LEP, was sequenced. The overall length of the genome of Flury-LEP-C strain was 11 924 nucleotides (nt, comprising a leader sequence of 58 nt, nucleoprotein (N gene of 1353 nt, phosphoprotein (P gene of 894 nt, matrix protein (M gene of 609 nt, glycoprotein (G gene of 1575 nt, RNA-dependent RNA polymerase (RdRp, L gene of 6384 nt, and a trailer region of 70 nt. There was TGAAAAAAA (TGA7 consensus sequence in the end of each gene in Flury-LEP-C genome, except G gene which had a GAGAAAAAAA sequence in the end of the non-coding G-L region. There were AACAYYYCT consensus start signal close to the TGA7. Flury-LEP-C has 310 nucleotides more than HEP-Flury in G-L intergenic region. The analysis showed that the residue at 333 of the mature G protein was Arg, which was reported to be related to pathogenicity. Compared with FluryLEP, there were 19 different amino acids (AAs in five proteins of Flury-LEP-C, including 15 AAs which were identical with corresponding residues of Hep-Flury, and 4 AAs which were neither identical with the residues of FluryLEP nor with the residues of Hep-Flury. The results showed the topology of the phylogenetic trees generated by two protein sequences were similar. It was demonstrated that HN10, BD06, FJ009, FJ008, D02, D01, F04, F02 have a close relationship to CTN-1 and CTN181, and MRV was closely related to Flury-LEP, HEP-Flury and Flury-LEP-C.

  9. Observation of the Muon Inner Bremsstrahlung at LEP1

    CERN Document Server

    Abdallah, J; Adam, W; Adzic, P; Albrecht, T; Alemany-Fernandez, R; Allmendinger, T; Allport, P P; Amaldi, U; Amapane, N; Amato, S; Anashkin, E; Andreazza, A; Andringa, S; Anjos, N; Antilogus, P; Apel, W D; Arnoud, Y; Ask, S; Åsman, B; Augustin, J E; Augustinus, A; Baillon, P; Ballestrero, A; Bambade, P; Barbier, R; Bardin, D; Barker, G J; Baroncelli, A; Battaglia, M; Baubillier, M; Becks, K H; Begalli, M; Behrmann, A; Ben-Haim, E; Benekos, N; Benvenuti, A; Bérat, C; Berggren, M; Bertrand, D; Besançon, M; Besson, N; Bloch, D; Blom, M; Bluj, M; Bonesini, M; Boonekamp, M; Booth, P S L; Borisov, G; Botner, O; Bouquet, B; Bowcock, T J V; Boyko, I; Bracko, M; Brenner, R; Brodet, E; Brückman, P; Brunet, J M; Buschbeck, B; Buschmann, P; Calvi, M; Camporesi, T; Canale, V; Carena, F; Castro, N; Cavallo, F; Chapkin, M; Charpentier, P; Checchia, P; Chierici, R; Shlyapnikov, P; Chudoba, J; Chung, S U; Cieslik, K; Collins, P; Contri, R; Cosme, G; Cossutti, F; Costa, M J; Crennell, D J; Cuevas-Maestro, J; D'Hondt, J; Da Silva, T; Da Silva, W; Della Ricca, G; De Angelis, A; de Boer, Wim; De Clercq, C; De Lotto, B; De Maria, N; De Min, A; De Paula, L; Di Ciaccio, L; Di Simone, A; Doroba, K; Drees, J; Eigen, G; Ekelöf, T J C; Ellert, M; Elsing, M; Espirito-Santo, M C; Fanourakis, G K; Fassouliotis, D; Feindt, M; Fernández, J; Ferrer, A; Ferro, F; Flagmeyer, U; Föth, H; Fokitis, E; Fulda-Quenzer, F; Fuster, J; Gandelman, M; García, C; Gavillet, P; Gazis, E; Gokieli, R; Golob, B; Gómez-Ceballos, G; Gonçalves, P; Graziani, E; Grosdidier, G; Grzelak, K; Guy, J; Haag, C; Hallgren, A; Hamacher, K; Hamilton, K; Haug, S; Hauler, F; Hedberg, V; Hennecke, M; Herr, H; Hoffman, J; Holmgren, S O; Holt, P J; Houlden, M A; Jackson, J N; Jarlskog, G; Jarry, P; Jeans, D; Johansson, E K; Jonsson, P; Joram, C; Jungermann, L; Kapusta, F; Katsanevas, S; Kokkinias, P; Leinonen, L; Katsoufis, E; Kernel, G; Kersevan, B P; Krumshtein, Z; Lesiak, T; Kerzel, U; Liebig, W; King, B T; Lamsa, J; Liko, D; Kjaer, N J; Leder, G; Kluit, P; Kourkoumelis, C; Leitner, R; Kuznetsov, O; Kucharczyk, M; Ledroit, F; Lopes, J H; Lemonne, J; Lepeltier, V; Lipniacka, A; López, J M; Loukas, D; Lutz, P; Lyons, L; MacNaughton, J; Malek, A; Maltezos, S; Mandl, F; Marco, J; Marco, R; Maréchal, B; Margoni, M; Marin, J C; Mariotti, C; Markou, A; Martínez-Rivero, C; Masik, J; Mastroyiannopoulos, N; Matorras, F; Matteuzzi, C; Mazzucato, F; Mazzucato, M; McNulty, R; Meroni, C; Migliore, E; Mitaroff, W A; Mjörnmark, U; Moa, T; Moch, M; Mönig, K; Monge, R; Montenegro, J; Moraes, D; Moreno, S; Morettini, P; Müller, U; Münich, K; Mulders, M; Mundim, L; Murray, W; Muryn, B; Myatt, G; Myklebust, T; Paganoni, M; Nassiakou, M; Paiano, S; Navarria, F; Nawrocki, K; Nicolaidou, R; Nikolenko, M; Ouraou, A; Parkes, C; Oblakowska-Mucha, A; Oyanguren, A; Obraztsov, V F; Olshevski, A; Palacios, J P; Onofre, A; Palka, H; Orava, R; Österberg, K; Pape, L; Papadopoulou, T D; Parodi, F; Parzefall, U; Passeri, A; Passon, O; Peralta, L; Perepelitsa, V; Perrotta, A; Petrolini, A; Piedra, J; Pieri, L; Pierre, F; Pimenta, M; Piotto, E; Podobnik, T; Poireau, V; Pol, M E; Polok, G; Pozdnyakov, V; Pukhaeva, N; Pullia, A; Rames, J; Read, A; Rebecchi, P; Rehn, J; Reid, D; Reinhardt, R; Renton, P B; Richard, F; Rídky, J; Rivero, M; Rodríguez, D; Romero, A; Ronchese, P; Roudeau, P; Rovelli, T; Ruhlmann-Kleider, V; Ryabtchikov, D; Sadovskii, A; Salmi, L; Salt, J; Sander, C; Savoy-Navarro, A; Schwickerath, U; Sekulin, R; Siebel, M; Sisakian, A; Smadja, G; Smirnova, O; Sokolov, A; Sopczak, A; Sosnowski, R; Spassoff, Tz; Stanitzki, M; Stocchi, A; Strauss, J; Stugu, B; Szczekowski, M; Szeptycka, M; Szumlak, T; Tabarelli de Fatis, T; Tegenfeldt, F; Timmermans, J; Tkatchev, L; Tobin, M; Todorovova, S; Tomé, B; Tonazzo, A; Tortosa, P; Travnicek, P; Treille, D; Tristram, G; Trochimczuk, M; Troncon, C; Turluer, M L; Tyapkin, I A; Tyapkin, P; Tzamarias, S; Uvarov, V; Valenti, G; van Dam, P; Van Eldik, J; Van Remortel, N; Van Vulpen, I; Vegni, G; Veloso, F; Venus, W; Verdier, P; Verzi, V; Vilanova, D; Vitale, L; Vrba, V; Wahlen, H; Washbrook, A J; Weiser, C; Wicke, D; Wickens, J; Wilkinson, G; Winter, M; Witek, M; Yushchenko, O; Zalewska-Bak, A; Zalewski, P; Zavrtanik, D; Zhuravlov, V; Zimin, N I; Zintchenko, A; Zupan, M

    2008-01-01

    Muon bremsstrahlung photons converted in front of the DELPHI main tracker (TPC) in dimuon events at LEP1 were studied in two photon kinematic ranges: 0.2 < E_gamma <= 1 GeV and transverse momentum with respect to the parent muon p_T < 40 MeV/c, and 1 < E_gamma <= 10 GeV and p_T < 80 MeV/c . A good agreement of the observed photon rate with predictions from QED for the muon inner bremsstrahlung was found, contrary to the anomalous soft photon excess that has been observed recently in hadronic Z^0 decays. The obtained ratios of the observed signal to the predicted level of the muon bremsstrahlung are 1.06 +/- 0.12 +/- 0.07 in the photon energy range 0.2 < E_gamma <= 1 GeV and 1.04 +/- 0.09 +/- 0.12 in the photon energy range 1 < E_gamma <= 10 GeV. The bremsstrahlung dead cone is observed for the first time in the direct photon production at LEP.

  10. Measurements of four fermion cross-sections at LEP

    CERN Document Server

    Kopal, Miroslav

    2002-01-01

    The production of four fermions in e+e− collisions at LEP allows the verification of the Standard Model of the Electroweak Interactions in the Charged and Neutral Current Sectors. Among the four-fermion final states, the highest purity and the clearest four-fermion events are characterized by the presence of leptons in the final state. The identification of such final states in the full data sample collected by the L3 experiment at LEP in the years from 1997 through 2000 is described. The total amount of data analyzed in this thesis corresponds to the total integrated luminosity 675.5 pb−1. ^ This thesis presents the results of the selection of the Z boson pair production together with the measurement of the cross-section for leptonic four-fermion final states, and the first measurement of cross-sections in the four-lepton and two-lepton and missing energy channels of the Zg* production with the L3 detector. The cross-section average over the whole data sample was found to be: s&parl0;e+e-→Zg *→l+...

  11. A study of $W^{+}W^{-}\\gamma$ events at LEP

    CERN Document Server

    Abbiendi, G; Åkesson, P F; Alexander, G; Allison, J; Amaral, P; Anagnostou, G; Anderson, K J; Arcelli, S; Asai, A; Axen, D; Azuelos, Georges; Bailey, I; Barberio, E; Barlow, R J; Batley, J Richard; Bechtle, P; Behnke, T; Bell, K W; Bell, P J; Bella, G; Bellerive, A; Benelli, G; Bethke, Siegfried; Biebel, O; Bock, P; Boeriu, O; Boutemeur, M; Braibant, S; Brigliadori, L; Brown, R M; Büsser, K; Burckhart, H J; Campana, S; Carnegie, R K; Caron, B; Carter, A A; Carter, J R; Chang, C Y; Charlton, D G; Csilling, A; Cuffiani, M; Dado, S; de Roeck, A; De Wolf, E A; Desch, Klaus; Dienes, B; Donkers, M; Dubbert, J; Duchovni, E; Duckeck, G; Duerdoth, I P; Etzion, E; Fabbri, F L; Feld, L; Ferrari, P; Fiedler, F; Fleck, I; Ford, M; Frey, A; Fürtjes, A; Gagnon, P; Gary, J W; Gaycken, G; Geich-Gimbel, C; Giacomelli, G; Giacomelli, P; Giunta, M; Goldberg, J; Gross, E; Grunhaus, Jacob; Gruwé, M; Günther, P O; Sen-Gupta, A; Hajdu, C; Hamann, M; Hanson, G G; Harder, K; Harel, A; Harin-Dirac, M; Hauschild, M; Hawkes, C M; Hawkings, R; Hemingway, R J; Hensel, C; Herten, G; Heuer, R D; Hill, J C; Hoffman, K; Horváth, D; Igo-Kemenes, P; Ishii, K; Jeremie, H; Jovanovic, P; Junk, T R; Kanaya, N; Kanzaki, J; Karapetian, G V; Karlen, D; Kawagoe, K; Kawamoto, T; Keeler, R K; Kellogg, R G; Kennedy, B W; Kim, D H; Klein, K; Klier, A; Kluth, S; Kobayashi, T; Kobel, M; Komamiya, S; Kormos, L; Kramer, T; Krieger, P; Krüger, K; Kühl, T; Kupper, M; Lafferty, G D; Landsman, H; Lanske, D; Layter, J G; Leins, A; Lellouch, D; Letts, J; Levinson, L; Lillich, J; Lloyd, S L; Loebinger, F K; Lü, J; Ludwig, J; MacPherson, A; Mader, W; Marcellini, S; Martin, A J; Masetti, G; Mashimo, T; Mättig, P; McDonald, W J; McKenna, J; McMahon, T J; McPherson, R A; Meijers, F; Menges, W; Merritt, F S; Mes, H; Michelini, A; Mihara, S; Mikenberg, G; Miller, D J; Moed, S; Mohr, W; Mori, T; Mutter, A; Nagai, K; Nakamura, I; Nanjo, H; Neal, H A; Nisius, R; O'Neale, S W; Oh, A; Okpara, A; Oreglia, M J; Orito, S; Pahl, C; Pásztor, G; Pater, J R; Patrick, G N; Pilcher, J E; Pinfold, J L; Plane, D E; Poli, B; Polok, J; Pooth, O; Przybycien, M B; Quadt, A; Rabbertz, K; Rembser, C; Renkel, P; Roney, J M; Rosati, S; Rozen, Y; Runge, K; Sachs, K; Saeki, T; Sarkisyan-Grinbaum, E; Schaile, A D; Schaile, O; Scharff-Hansen, P; Schieck, J; Schörner-Sadenius, T; Schröder, M; Schumacher, M; Schwick, C; Scott, W G; Seuster, R; Shears, T G; Shen, B C; Sherwood, P; Siroli, G; Skuja, A; Smith, A M; Sobie, R J; Söldner-Rembold, S; Spanó, F; Stahl, A; Stephens, K; Ströhmer, R; Strom, D; Tarem, S; Tasevsky, M; Taylor, R J; Teuscher, R; Thomson, M A; Torrence, E; Toya, D; Tran, P; Trigger, I; Trócsányi, Z L; Tsur, E; Turner-Watson, M F; Ueda, I; Ujvári, B; Vannerem, P; Vertesi, R; Verzocchi, M; Vollmer, C F; Voss, H; Vossebeld, Joost Herman; Waller, D; Ward, C P; Ward, D R; Watkins, P M; Watson, A T; Watson, N K; Wells, P S; Wengler, T; Wermes, N; Wetterling, D; Wilson, G W; Wilson, J A; Wolf, G; Wyatt, T R; Yamashita, S; Zer-Zion, D; Zivkovic, L; Von Krogh, J

    2004-01-01

    A study of W/sup +/W/sup -/ events accompanied by hard photon radiation, E/sub gamma />2.5 GeV, produced in e^{+}e^{-} collisions at LEP is presented. Events consistent with being two on- shell W-bosons and an isolated photon are selected from 681 pb/sup -1 / of data recorded at 180 GeV< square root s<209 GeV. From the sample of 187 selected W/sup +/W/sup -/ gamma candidates with photon energies greater than 2.5 GeV, the W/sup +/W/sup -/ gamma cross- section is determined at five values of square root s. The results are consistent with the standard model expectation. Averaging over all energies, the ratio of the observed cross-section to the standard model expectation is R(data/SM)=0.99+or-0.09+or-0.04, where the errors represent the statistical and systematic uncertainties respectively. These data provide constraints on the related O( alpha ) systematic uncertainties on the measurement of the W-boson mass at LEP. Finally, the data are used to derive 95% confidence level upper limits on possible anomalo...

  12. Performance of BPM Electronics for the LEP Spectrometer

    CERN Document Server

    Barbero, E; Dehning, Bernd; Matheson, J; Prochnow, J; Torrence, E; Unser, K; Vismara, Giuseppe

    2000-01-01

    At the LEP e+/e- collider at CERN, Geneva, a Spectrometer is used to determine the beam energy with a relative accuracy of 10-4. The Spectrometer measures the change in bending angle in a well-characterised dipole magnet as LEP is ramped. The beam trajectory is obtained using three beam position monitors (BPMs) on each side of the magnet. The error on each BPM measurement should not exceed 1 micron if the desired accuracy on the bending angle is to be reached. The BPMs used consist of an aluminium block with an elliptical aperture and four capacitive button pickup electrodes. The button signals are fed to customised electronics supplied by Bergoz. The electronics use time multiplexing of individual button signals through a single processing chain to optimise for long-term stability. We report on our experience of the performance of these electronics, describing measurements made with test signals and with beam. We have implemented a beam-based calibration procedure and have monitored the reproducibility of ...

  13. Academic Proficiency (Language and Content) and the Role of Strategies

    Science.gov (United States)

    Krashen, Stephen

    2011-01-01

    This report continues the work of Krashen and Brown (2007), developing and evaluating a set of hypotheses for the development of academic proficiency. That article defined academic proficiency as having two components: academic language proficiency and knowledge of academic content.

  14. Proficiency examination in English language: Needs analysis and methodological proposals

    Directory of Open Access Journals (Sweden)

    Maria Elizete Luz Saes

    2014-04-01

    Full Text Available The purpose of this work is to provide tools for reflections on some learning difficulties presented by students when they are submitted to English proficiency examinations, as well as to suggest some methodological proposals that can be implemented among didactic support groups, monitoring or in classrooms, by means of face-to-face or distance learning activities. The observations resulting from the performance presented by the students have motivated the preparation of this paper, whose theoretical assumptions are based on the needs analysis of the target audience, the exploration of oral and written discursive genres and the possibilities of interaction provided by technological mediation.

  15. Using Self-Regulated Learning Strategies in Enhancing Language Proficiency with a Focus on Reading Comprehension

    Science.gov (United States)

    Abbasian, Gholam-Reza; Hartoonian, Anahid

    2014-01-01

    Self-regulated learning strategies have recently received a remarkable attention by researchers. The aim of this study was to explore the relationship between self-regulated learning strategies and students' language proficiency as well as their reading comprehension. To do so, 115 Iranian EFL university students were selected. First, a TOEFL test…

  16. Learning Strategies and Motivation among Procrastinators of Various English Proficiency Levels

    Science.gov (United States)

    Goda, Yoshiko; Yamada, Masanori; Matsuda, Takeshi; Kato, Hiroshi; Saito, Yutaka; Miyagawa, Hiroyuki

    2014-01-01

    Our research project focuses on learning strategies and motivation among academic procrastinators in computer assisted language learning (CALL) settings. In this study, we aim to compare them according to students' levels of English proficiency. One hundred and fourteen university students participated in this research project. Sixty-four students…

  17. English Language Proficiency and Teacher Judgments of the Academic and Interpersonal Competence of English Language Learners

    Science.gov (United States)

    Freberg, Miranda E.

    2014-01-01

    The purpose of the study was to investigate how English language proficiency is related to teacher judgments of students' academic and interpersonal competence. It was hypothesized that English Language Learner (ELL) students would generally be perceived as having weaker academic and interpersonal skills than their non-ELL counterparts regardless…

  18. The Effect of Practicing Mental Calculation Strategies on Teacher Candidates' Numeracy Proficiency

    Science.gov (United States)

    Al Mutawah, Masooma Ali

    2016-01-01

    This study was conducted on year 4 students enrolled in the Bachelor of Education program for Cycle one teacher candidates. The effect of practicing mental calculation strategies in improving students' numeracy proficiency was put under some tests to measure its effect in a scientific way. A Pre-quiz was conducted before with no prior practice…

  19. Proficiency test for aflatoxin in pig feed

    NARCIS (Netherlands)

    Elbers, I.J.W.; Nijs, de W.C.M.

    2015-01-01

    Proficiency testing is conducted to provide laboratories with a powerful tool to evaluate and demonstrate the reliability of the data that are produced. Next to validation and accreditation, proficiency testing is an important requirement of the EU Additional Measures Directive 93/99/EEC [1] and is

  20. Measuring receptive collocational competence across proficiency ...

    African Journals Online (AJOL)

    The present study investigates (i) English as Foreign Language (EFL) learners' receptive collocational knowledge growth in relation to their linguistic proficiency level; (ii) how much receptive collocational knowledge is acquired as linguistic proficiency develops; and (iii) the extent to which receptive knowledge of ...

  1. Intelligibility and Perceptions of English Proficiency

    Science.gov (United States)

    Rooy, Susan Coetzee-Van

    2009-01-01

    More and more learners of English from the Expanding Circle are travelling to Outer Circle contexts to learn English or to improve their English proficiency. This is also the case for some Korean families who moved to Potchefstroom, South Africa. This phenomenon poses challenges in terms of assessment of English proficiency, and emphasizes the…

  2. Language proficiency: Current strategies, future remedies ...

    African Journals Online (AJOL)

    Language proficiency among young South Africans is low. This is true not only of mother tongue speakers of English and Afrikaans, but also, and especially, of non-mother tongue speakers of English, among whom language proficiency levels raise serious concern. Some examples are given to illustrate the importance of ...

  3. 14 CFR 61.98 - Flight proficiency.

    Science.gov (United States)

    2010-01-01

    ... 14 Aeronautics and Space 2 2010-01-01 2010-01-01 false Flight proficiency. 61.98 Section 61.98... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Recreational Pilots § 61.98 Flight proficiency... and flight training from an authorized instructor on the areas of operation of this section that apply...

  4. 14 CFR 61.187 - Flight proficiency.

    Science.gov (United States)

    2010-01-01

    ... 14 Aeronautics and Space 2 2010-01-01 2010-01-01 false Flight proficiency. 61.187 Section 61.187... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.187 Flight proficiency. (a) General. A person who is applying for a...

  5. 14 CFR 61.107 - Flight proficiency.

    Science.gov (United States)

    2010-01-01

    ... 14 Aeronautics and Space 2 2010-01-01 2010-01-01 false Flight proficiency. 61.107 Section 61.107... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Private Pilots § 61.107 Flight proficiency. (a) General. A person who applies for a private pilot certificate must receive and log ground and flight...

  6. The role of ESP courses in general English proficiency

    Directory of Open Access Journals (Sweden)

    Vesna Cigan

    2013-12-01

    Full Text Available The purpose of the present paper is the study of the interaction between learning English for Specific Purposes (ESP, in particular, English for the Financial Sector, and general English proficiency. The research examines the effects of an ESP course being taught for a year on the students' general English proficiency.Two sets of tests were prepared for that purpose and administered to 30 first-year students of finance and law. The students took the placement test twice, at the beginning and at the end of the school year. To monitor test performance over a research period, a parallel form measuring the same competences was administered at the beginning of the second semester. In the test development process a special consideration has been paid to the level of difficulty and its relation to the students' prior educational context. Drawing on the National State Matura exams the test is set at Common European Framework of Reference for Languages (CEFR Level B2. As regards its content the test is comprised of reading comprehension tasks (multiple matching, multiple-choice cloze, gapped text and grammar tasks aiming to examine lexical and grammatical competence.There were two major assumptions in this study: 1 Learning ESP can improve students' general English proficiency, and 2 There is a more substantial improvement in lexical competence as compared to the improvement in grammatical competence.There is strong evidence in support of the first hypothesis, whereas for the second one the results were ambiguous. After major findings are presented and discussed, implications for ESP teaching are given in closing.

  7. Holmium Laser enucleation of the prostate (HoLEP versus Transurethral Resection of the Prostate (TURP

    Directory of Open Access Journals (Sweden)

    Luís Eduardo Durães Barboza

    Full Text Available OBJECTIVE:to evaluate the effectiveness and applicability of Holmium laser enucleation of the prostate (HoLEP - in the treatment of benign prostatic hyperplasia (BPH - in comparison to transurethral resection of the prostate (TURP.METHODS:patients with symptomatic prostatic hyperplasia and candidates for surgical treatment were selected. Both procedures were explained and they had choosen HoLEP or TURP. At the hospital were collected: age, date of birth, international prostate symptom score, urinary peak flow rate, prostate volume, post-voiding residual urine, globular volume and serum PSA. At the procedure operating time, morcellating time (HoLEP, bladder mucosal injury and intercurrences were collected. At the first postoperative day, globular volume and sodium. Besides that were observed the catheter indwelling time and hospital stay and after 90 days, urinary peak flow rate and international prostate symptom score. Statistical analisys have been done partially by Sinpe(r and also by a professional team.RESULTS:twenty patients in HoLEP group and 21 at TURP were operated. Baseline urinary peak flow rate was 8 ml/s in both groups and preoperative international prostate symptom score was 22 in HoLEP and 20 in TURP, very similar. Operative time was 85 minutes in HoLEP and 60 in TURP, pCONCLUSION:HoLEP is a feasible technique and is as effective as TURP on symptomatic prostatic hyperplasia surgical treatment.

  8. Holmium Laser enucleation of the prostate (HoLEP) versus Transurethral Resection of the Prostate (TURP).

    Science.gov (United States)

    Barboza, Luís Eduardo Durães; Malafaia, Osvaldo; Slongo, Luiz Edison; Meyer, Fernando; Nassif, Paulo Afonso Nunes; Tabushi, Fernando Issamu; Wendler, Eduardo; Beraldi, Rafael Alexandre

    2015-06-01

    to evaluate the effectiveness and applicability of Holmium laser enucleation of the prostate (HoLEP) - in the treatment of benign prostatic hyperplasia (BPH) - in comparison to transurethral resection of the prostate (TURP). patients with symptomatic prostatic hyperplasia and candidates for surgical treatment were selected. Both procedures were explained and they had choosen HoLEP or TURP. At the hospital were collected: age, date of birth, international prostate symptom score, urinary peak flow rate, prostate volume, post-voiding residual urine, globular volume and serum PSA. At the procedure operating time, morcellating time (HoLEP), bladder mucosal injury and intercurrences were collected. At the first postoperative day, globular volume and sodium. Besides that were observed the catheter indwelling time and hospital stay and after 90 days, urinary peak flow rate and international prostate symptom score. Statistical analisys have been done partially by Sinpe(r) and also by a professional team. twenty patients in HoLEP group and 21 at TURP were operated. Baseline urinary peak flow rate was 8 ml/s in both groups and preoperative international prostate symptom score was 22 in HoLEP and 20 in TURP, very similar. Operative time was 85 minutes in HoLEP and 60 in TURP, p<0.05. Hospital stay was 47 hours for HoLEP and 48 hours to TURP, p<0.05. At 90 day the urinary peak flow rate was raised to 21.5 ml/s in HoLEP group and to 20 ml/s in TURP and the median of international prostate symptom score had been reduced to score 3 in both groups. HoLEP is a feasible technique and is as effective as TURP on symptomatic prostatic hyperplasia surgical treatment.

  9. Science Proficiency and Course Taking in High School: The Relationship of Science Course-Taking Patterns to Increases in Science Proficiency between 8th and 12th Grades.

    Science.gov (United States)

    Madigan, Timothy

    This analysis uses data on science achievement and transcript reports of science course taking patterns of students from the National Education Longitudinal Study of 1988 (NELS:88) to estimate the relationship between science course taking and the change in science proficiency levels between 8th and 12th grades. It also explores the extent to…

  10. Une énergie record ouvre de nouvelles perspectives de découvertes au LEP

    CERN Multimedia

    CERN Press Office. Geneva

    1999-01-01

    At CERN on 2 August 1999 at 11h15, beams of electrons and positrons were accelerated in the Large Electron Positron Collider (LEP) to 100 GeV and brought into collision for the first time at this energy. There were two reasons for the backslapping, cheering and popping of corks that followed in the LEP control room. First, the setting of a new energy record for an electron-positron accelerator, represents a tremendous technical achievement by CERN accelerator specialists. Second, the collision energy of 200 GeV opens up exciting new discovery potential for the LEP experiments.

  11. Hall full of LEP magnets waiting to be installed in November 1987

    CERN Multimedia

    1987-01-01

    The white magnets in the background are LEP's innovative dipole magnets. They are made of plates of stell with the intervening spaces filled out with concrete. For the relatively low bending fields used in LEP, this technique offers a much cheaper alternative to solid steel costing about half the price. The blue magnets in the foreground are quadrupole focusing magnets and the small yellow magnets in the background are sextupoles which correct the beams "chromaticity", just as optical systems correct for the different wavelengths which make up light, these sextupoles correct for the spread of momenta in LEP's particle beams.

  12. Measuring receptive collocational competence across proficiency levels

    Directory of Open Access Journals (Sweden)

    Déogratias Nizonkiza

    2015-12-01

    Full Text Available The present study investigates, (i English as Foreign Language (EFL learners’ receptive collocational knowledge growth in relation to their linguistic proficiency level; (ii how much receptive collocational knowledge is acquired as proficiency develops; and (iii the extent to which receptive knowledge of collocations of EFL learners varies across word frequency bands. A proficiency measure and a collocation test were administered to English majors at the University of Burundi. Results of the study suggest that receptive collocational competence develops alongside EFL learners’ linguistic proficiency; which lends empirical support to Gyllstad (2007, 2009 and Author (2011 among others, who reported similar findings. Furthermore, EFL learners’ collocations growth seems to be quantifiable wherein both linguistic proficiency level and word frequency occupy a crucial role. While more gains in terms of collocations that EFL learners could potentially add as a result of change in proficiency are found at lower levels of proficiency; collocations of words from more frequent word bands seem to be mastered first, and more gains are found at more frequent word bands. These results confirm earlier findings on the non-linearity nature of vocabulary growth (cf. Meara 1996 and the fundamental role played by frequency in word knowledge for vocabulary in general (Nation 1983, 1990, Nation and Beglar 2007, which are extended here to collocations knowledge.

  13. Flavour Independent Search for Neutral Higgs Bosons at LEP

    CERN Document Server

    Achard, P; Aguilar-Benítez, M; Alcaraz, J; Alemanni, G; Allaby, James V; Aloisio, A; Alviggi, M G; Anderhub, H; Andreev, V P; Anselmo, F; Arefev, A; Azemoon, T; Aziz, T; Bagnaia, P; Bajo, A; Baksay, G; Baksay, L; Baldew, S V; Banerjee, S; Banerjee, Sw; Barczyk, A; Barillère, R; Bartalini, P; Basile, M; Batalova, N; Battiston, R; Bay, A; Becattini, F; Becker, U; Behner, F; Bellucci, L; Berbeco, R; Berdugo, J; Berges, P; Bertucci, B; Betev, B L; Biasini, M; Biglietti, M; Biland, A; Blaising, J J; Blyth, S C; Bobbink, Gerjan J; Böhm, A; Boldizsar, L; Borgia, B; Bottai, S; Bourilkov, D; Bourquin, Maurice; Braccini, S; Branson, J G; Brochu, F; Burger, J D; Burger, W J; Cai, X D; Capell, M; Cara Romeo, G; Carlino, G; Cartacci, A M; Casaus, J; Cavallari, F; Cavallo, N; Cecchi, C; Cerrada, M; Chamizo-Llatas, M; Chang, Y H; Chemarin, M; Chen, A; Chen, G; Chen, G M; Chen, H F; Chen, H S; Chiefari, G; Cifarelli, Luisa; Cindolo, F; Clare, I; Clare, R; Coignet, G; Colino, N; Costantini, S; de la Cruz, B; Cucciarelli, S; van Dalen, J A; De Asmundis, R; Déglon, P L; Debreczeni, J; Degré, A; Dehmelt, K; Deiters, K; Della Volpe, D; Delmeire, E; Denes, P; De Notaristefani, F; De Salvo, A; Diemoz, M; Dierckxsens, M; Dionisi, C; Dittmar, M; Doria, A; Dova, M T; Duchesneau, D; Duda, M; Echenard, B; Eline, A; El-Hage, A; El-Mamouni, H; Engler, A; Eppling, F J; Extermann, P; Falagán, M A; Falciano, S; Favara, A; Fay, J; Fedin, O; Felcini, M; Ferguson, T; Fesefeldt, H S; Fiandrini, E; Field, J H; Filthaut, F; Fisher, P H; Fisher, W; Fisk, I; Forconi, G; Freudenreich, Klaus; Furetta, C; Galaktionov, Yu; Ganguli, S N; García-Abia, P; Gataullin, M; Gentile, S; Giagu, S; Gong, Z F; Grenier, G; Grimm, O; Grünewald, M W; Guida, M; van Gulik, R; Gupta, V K; Gurtu, A; Gutay, L J; Haas, D; Hatzifotiadou, D; Hebbeker, T; Hervé, A; Hirschfelder, J; Hofer, H; Hohlmann, M; Holzner, G; Hou, S R; Hu, Y; Jin, B N; Jones, L W; de Jong, P; Josa-Mutuberria, I; Käfer, D; Kaur, M; Kienzle-Focacci, M N; Kim, J K; Kirkby, Jasper; Kittel, E W; Klimentov, A; König, A C; Kopal, M; Koutsenko, V F; Kräber, M H; Krämer, R W; Krüger, A; Kunin, A; Ladrón de Guevara, P; Laktineh, I; Landi, G; Lebeau, M; Lebedev, A; Lebrun, P; Lecomte, P; Lecoq, P; Le Coultre, P; Le Goff, J M; Leiste, R; Levtchenko, M; Levchenko, P M; Li, C; Likhoded, S; Lin, C H; Lin, W T; Linde, Frank L; Lista, L; Liu, Z A; Lohmann, W; Longo, E; Lü, Y S; Luci, C; Luminari, L; Lustermann, W; Ma Wen Gan; Malgeri, L; Malinin, A; Maña, C; Mans, J; Martin, J P; Marzano, F; Mazumdar, K; McNeil, R R; Mele, S; Merola, L; Meschini, M; Metzger, W J; Mihul, A; Milcent, H; Mirabelli, G; Mnich, J; Mohanty, G B; Muanza, G S; Muijs, A J M; Musicar, B; Musy, M; Nagy, S; Natale, S; Napolitano, M; Nessi-Tedaldi, F; Newman, H; Nisati, A; Novák, T; Nowak, H; Ofierzynski, R A; Organtini, G; Pal, I; Palomares, C; Paolucci, P; Paramatti, R; Passaleva, G; Patricelli, S; Paul, T; Pauluzzi, M; Paus, C; Pauss, Felicitas; Pedace, M; Pensotti, S; Perret-Gallix, D; Petersen, B; Piccolo, D; Pierella, F; Pioppi, M; Piroué, P A; Pistolesi, E; Plyaskin, V; Pohl, M; Pozhidaev, V; Pothier, J; Prokofev, D; Prokofiev, D O; Quartieri, J; Rahal-Callot, G; Rahaman, M A; Raics, P; Raja, N; Ramelli, R; Rancoita, P G; Ranieri, R; Raspereza, A V; Razis, P A; Ren, D; Rescigno, M; Reucroft, S; Riemann, S; Riles, K; Roe, B P; Romero, L; Rosca, A; Rosenbleck, C; Rosier-Lees, S; Roth, S; Rubio, J A; Ruggiero, G; Rykaczewski, H; Sakharov, A; Saremi, S; Sarkar, S; Salicio, J; Sánchez, E; Schäfer, C; Shchegelskii, V; Schopper, Herwig Franz; Schotanus, D J; Sciacca, C; Servoli, L; Shevchenko, S; Shivarov, N; Shoutko, V; Shumilov, E; Shvorob, A V; Son, D; Souga, C; Spillantini, P; Steuer, M; Stickland, D P; Stoyanov, B; Strässner, A; Sudhakar, K; Sultanov, G G; Sun, L Z; Sushkov, S; Suter, H; Swain, J D; Szillási, Z; Tang, X W; Tarjan, P; Tauscher, Ludwig; Taylor, L; Tellili, B; Teyssier, D; Timmermans, C; Ting, Samuel C C; Ting, S M; Tonwar, S C; Tóth, J; Tully, C; Tung, K L; Ulbricht, J; Valente, E; Van de Walle, R T; Vásquez, R; Veszpremi, V; Vesztergombi, G; Vetlitskii, I; Vicinanza, D; Viertel, Gert M; Villa, S; Vivargent, M; Vlachos, S; Vodopyanov, I; Vogel, H; Vogt, H; Vorobev, I; Vorobyov, A A; Wadhwa, M; Wang, Q; Wang, X L; Wang, Z M; Weber, M; Wienemann, P; Wilkens, H; Wynhoff, S; Xia, L; Xu, Z Z; Yamamoto, J; Yang, B Z; Yang, C G; Yang, H J; Yang, M; Yeh, S C; Zalite, A; Zalite, Yu; Zhang, Z P; Zhao, J; Zhu, G Y; Zhu, R Y; Zhuang, H L; Zichichi, A; Zimmermann, B; Zöller, M

    2004-01-01

    A flavour independent search for the CP-even and CP-odd neutral Higgs bosons h and A is performed in 624/pb of data collected with the L3 detector at LEP at centre-of-mass energies between 189 and 209GeV. Higgs boson production through the e^+e^- -> Z h and the e^+e^- ->h A processes is considered and decays of the Higgs bosons into hadrons are studied. No significant signal is observed and 95% confidence level limits on the hZZ and hAZ couplings are derived as a function of the Higgs boson masses. Assuming the Standard Model cross section for the Higgs-strahlung process and a 100% branching fraction into hadrons, a 95% confidence level lower limit on the mass of the Higgs boson is set at 110.3GeV.

  14. Inclusive Jet Production in Two-Photon Collisions at LEP

    CERN Document Server

    Achard, P.; Aguilar-Benitez, M.; Alcaraz, J.; Alemanni, G.; Allaby, J.; Aloisio, A.; Alviggi, M.G.; Anderhub, H.; Andreev, Valery P.; Anselmo, F.; Arefev, A.; Azemoon, T.; Aziz, T.; Bagnaia, P.; Bajo, A.; Baksay, G.; Baksay, L.; Baldew, S.V.; Banerjee, S.; Banerjee, Sw.; Barczyk, A.; Barillere, R.; Bartalini, P.; Basile, M.; Batalova, N.; Battiston, R.; Bay, A.; Becattini, F.; Becker, U.; Behner, F.; Bellucci, L.; Berbeco, R.; Berdugo, J.; Berges, P.; Bertucci, B.; Betev, B.L.; Biasini, M.; Biglietti, M.; Biland, A.; Blaising, J.J.; Blyth, S.C.; Bobbink, G.J.; Bohm, A.; Boldizsar, L.; Borgia, B.; Bottai, S.; Bourilkov, D.; Bourquin, M.; Braccini, S.; Branson, J.G.; Brochu, F.; Burger, J.D.; Burger, W.J.; Cai, X.D.; Capell, M.; Cara Romeo, G.; Carlino, G.; Cartacci, A.; Casaus, J.; Cavallari, F.; Cavallo, N.; Cecchi, C.; Cerrada, M.; Chamizo, M.; Chang, Y.H.; Chemarin, M.; Chen, A.; Chen, G.; Chen, G.M.; Chen, H.F.; Chen, H.S.; Chiefari, G.; Cifarelli, L.; Cindolo, F.; Clare, I.; Clare, R.; Coignet, G.; Colino, N.; Costantini, S.; de la Cruz, B.; Cucciarelli, S.; van Dalen, J.A.; de Asmundis, R.; Deglon, P.; Debreczeni, J.; Degre, A.; Dehmelt, K.; Deiters, K.; della Volpe, D.; Delmeire, E.; Denes, P.; DeNotaristefani, F.; De Salvo, A.; Diemoz, M.; Dierckxsens, M.; Dionisi, C.; Dittmar, M.; Doria, A.; Dova, M.T.; Duchesneau, D.; Duda, M.; Echenard, B.; Eline, A.; El Hage, A.; El Mamouni, H.; Engler, A.; Eppling, F.J.; Extermann, P.; Falagan, M.A.; Falciano, S.; Favara, A.; Fay, J.; Fedin, O.; Felcini, M.; Ferguson, T.; Fesefeldt, H.; Fiandrini, E.; Field, J.H.; Filthaut, F.; Fisher, P.H.; Fisher, W.; Fisk, I.; Forconi, G.; Freudenreich, K.; Furetta, C.; Galaktionov, Iouri; Ganguli, S.N.; Garcia-Abia, Pablo; Gataullin, M.; Gentile, S.; Giagu, S.; Gong, Z.F.; Grenier, Gerald Jean; Grimm, O.; Gruenewald, M.W.; Guida, M.; van Gulik, R.; Gupta, V.K.; Gurtu, A.; Gutay, L.J.; Haas, D.; Hatzifotiadou, D.; Hebbeker, T.; Herve, Alain; Hirschfelder, J.; Hofer, H.; Hohlmann, M.; Holzner, G.; Hou, S.R.; Hu, Y.; Jin, B.N.; Jones, Lawrence W.; de Jong, P.; Josa-Mutuberria, I.; Kafer, D.; Kaur, M.; Kienzle-Focacci, M.N.; Kim, J.K.; Kirkby, Jasper; Kittel, W.; Klimentov, A.; Konig, A.C.; Kopal, M.; Koutsenko, V.; Kraber, M.; Kraemer, R.W.; Kruger, A.; Kunin, A.; Ladron de Guevara, P.; Laktineh, I.; Landi, G.; Lebeau, M.; Lebedev, A.; Lebrun, P.; Lecomte, P.; Lecoq, P.; Le Coultre, P.; Le Goff, J.M.; Leiste, R.; Levtchenko, M.; Levtchenko, P.; Li, C.; Likhoded, S.; Lin, C.H.; Lin, W.T.; Linde, F.L.; Lista, L.; Liu, Z.A.; Lohmann, W.; Longo, E.; Lu, Y.S.; Luci, C.; Luminari, L.; Lustermann, W.; Ma, W.G.; Malgeri, L.; Malinin, A.; Mana, C.; Mans, J.; Martin, J.P.; Marzano, F.; Mazumdar, K.; McNeil, R.R.; Mele, S.; Merola, L.; Meschini, M.; Metzger, W.J.; Mihul, A.; Milcent, H.; Mirabelli, G.; Mnich, J.; Mohanty, G.B.; Muanza, G.S.; Muijs, A.J.M.; Musicar, B.; Musy, M.; Nagy, S.; Natale, S.; Napolitano, M.; Nessi-Tedaldi, F.; Newman, H.; Nisati, A.; Novak, T.; Kluge, Hannelies; Ofierzynski, R.; Organtini, G.; Pal, I.; Palomares, C.; Paolucci, P.; Paramatti, R.; Passaleva, G.; Patricelli, S.; Paul, Thomas Cantzon; Pauluzzi, M.; Paus, C.; Pauss, F.; Pedace, M.; Pensotti, S.; Perret-Gallix, D.; Petersen, B.; Piccolo, D.; Pierella, F.; Pioppi, M.; Piroue, P.A.; Pistolesi, E.; Plyaskin, V.; Pohl, M.; Pojidaev, V.; Pothier, J.; Prokofev, D.; Quartieri, J.; Rahal-Callot, G.; Rahaman, Mohammad Azizur; Raics, P.; Raja, N.; Ramelli, R.; Rancoita, P.G.; Ranieri, R.; Raspereza, A.; Razis, P.; Ren, D.; Rescigno, M.; Reucroft, S.; Riemann, S.; Riles, Keith; Roe, B.P.; Romero, L.; Rosca, A.; Rosenbleck, C.; Rosier-Lees, S.; Roth, Stefan; Rubio, J.A.; Ruggiero, G.; Rykaczewski, H.; Sakharov, A.; Saremi, S.; Sarkar, S.; Salicio, J.; Sanchez, E.; Schafer, C.; Schegelsky, V.; Schopper, H.; Schotanus, D.J.; Sciacca, C.; Servoli, L.; Shevchenko, S.; Shivarov, N.; Shoutko, V.; Shumilov, E.; Shvorob, A.; Son, D.; Souga, C.; Spillantini, P.; Steuer, M.; Stickland, D.P.; Stoyanov, B.; Straessner, A.; Sudhakar, K.; Sultanov, G.; Sun, L.Z.; Sushkov, S.; Suter, H.; Swain, J.D.; Szillasi, Z.; Tang, X.W.; Tarjan, P.; Tauscher, L.; Taylor, L.; Tellili, B.; Teyssier, D.; Timmermans, Charles; Ting, Samuel C.C.; Ting, S.M.; Tonwar, S.C.; Toth, J.; Tully, C.; Tung, K.L.; Ulbricht, J.; Valente, E.; Van de Walle, R.T.; Vasquez, R.; Veszpremi, V.; Vesztergombi, G.; Vetlitsky, I.; Vicinanza, D.; Viertel, G.; Villa, S.; Vivargent, M.; Vlachos, S.; Vodopianov, I.; Vogel, H.; Vogt, H.; Vorobev, I.; Vorobyov, A.A.; Wadhwa, M.; Wang, Q.; Wang, X.L.; Wang, Z.M.; Weber, M.; Wienemann, P.; Wilkens, H.; Wynhoff, S.; Xia, L.; Xu, Z.Z.; Yamamoto, J.; Yang, B.Z.; Yang, C.G.; Yang, H.J.; Yang, M.; Yeh, S.C.; Zalite, An.; Zalite, Yu.; Zhang, Z.P.; Zhao, J.; Zhu, G.Y.; Zhu, R.Y.; Zhuang, H.L.; Zichichi, A.; Zimmermann, B.; Zoller, M.

    2004-01-01

    Inclusive jet production, e+e- -> e+e- \\ee$ jet X, is studied using 560/pb of data collected at LEP with the L3 detector at centre-of-mass energies between 189 and 209 GeV. The inclusive differential cross section is measured using a k_t jet algorithm as a function of the jet transverse momentum, pt, in the range 3

  15. Search for an invisibly-decaying Higgs boson at LEP

    CERN Document Server

    Achard, P; Aguilar-Benítez, M; Alcaraz, J; Alemanni, G; Allaby, James V; Aloisio, A; Alviggi, M G; Anderhub, H; Andreev, V P; Anselmo, F; Arefev, A; Azemoon, T; Aziz, T; Bagnaia, P; Bajo, A; Baksay, G; Baksay, L; Baldew, S V; Banerjee, S; Barczyk, A; Barillère, R; Bartalini, P; Basile, M; Batalova, N; Battiston, R; Bay, A; Becattini, F; Becker, U; Behner, F; Bellucci, L; Berbeco, R; Berdugo, J; Berges, P; Bertucci, B; Betev, B L; Biasini, M; Biglietti, M; Biland, A; Blaising, J J; Blyth, S C; Bobbink, G J; Böhm, A; Boldizsar, L; Borgia, B; Bottai, S; Bourilkov, D; Bourquin, Maurice; Braccini, S; Branson, J G; Brochu, F; Burger, J D; Burger, W J; Cai, X D; Capell, M; Cara Romeo, G; Carlino, G; Cartacci, A; Casaus, J; Cavallari, F; Cavallo, N; Cecchi, C; Cerrada, M; Chamizo-Llatas, M; Chang, Y H; Chemarin, M; Chen, A; Chen, G; Chen, G M; Chen, H F; Chen, H S; Chiefari, G; Cifarelli, Luisa; Cindolo, F; Clare, I; Clare, R; Coignet, G; Colino, N; Costantini, S; de la Cruz, B; Cucciarelli, S; van Dalen, J A; De Asmundis, R; Déglon, P L; Debreczeni, J; Degré, A; Dehmelt, K; Deiters, K; Della Volpe, D; Delmeire, E; Denes, P; De Notaristefani, F; De Salvo, A; Diemoz, M; Dierckxsens, M; Dionisi, C; Dittmar, M; Doria, A; Dova, M T; Duchesneau, D; Duda, M; Echenard, B; Eline, A; El-Hage, A; El-Mamouni, H; Engler, A; Eppling, F J; Extermann, P; Falagán, M A; Falciano, S; Favara, A; Fay, J; Fedin, O; Felcini, M; Ferguson, T; Fesefeldt, H S; Fiandrini, E; Field, J H; Filthaut, F; Fisher, P H; Fisher, W; Fisk, I; Forconi, G; Freudenreich, Klaus; Furetta, C; Galaktionov, Yu; Ganguli, S N; García-Abia, P; Gataullin, M; Gentile, S; Giagu, S; Gong, Z F; Grenier, G; Grimm, O; Grünewald, M W; Guida, M; Gupta, V K; Gurtu, A; Gutay, L J; Haas, D; Hatzifotiadou, D; Hebbeker, T; Hervé, A; Hirschfelder, J; Hofer, H; Hohlmann, M; Holzner, G; Hou, S R; Hu, Y; Jin, B N; Jones, L W; de Jong, P; Josa-Mutuberria, I; Kaur, M; Kienzle-Focacci, M N; Kim, J K; Kirkby, Jasper; Kittel, E W; Klimentov, A; König, A C; Kopal, M; Koutsenko, V F; Kraber, M; Krämer, R W; Krüger, A; Kunin, A; Ladrón de Guevara, P; Laktineh, I; Landi, G; Lebeau, M; Lebedev, A; Lebrun, P; Lecomte, P; Lecoq, P; Le Coultre, P; Le Goff, J M; Leiste, R; Levtchenko, M; Levchenko, P M; Li, C; Likhoded, S; Lin, C H; Lin, W T; Linde, Frank L; Lista, L; Liu, Z A; Lohmann, W; Longo, E; Lü, Y S; Luci, C; Luminari, L; Lustermann, W; Ma Wen Gan; Malgeri, L; Malinin, A; Maña, C; Mans, J; Martin, J P; Marzano, F; Mazumdar, K; McNeil, R R; Mele, S; Merola, L; Meschini, M; Metzger, W J; Mihul, A; Milcent, H; Mirabelli, G; Mnich, J; Mohanty, G B; Muanza, G S; Muijs, A J M; Musicar, B; Musy, M; Nagy, S; Natale, S; Napolitano, M; Nessi-Tedaldi, F; Newman, H; Nisati, A; Novák, T; Nowak, H; Ofierzynski, R A; Organtini, G; Pal, I; Palomares, C; Paolucci, P; Paramatti, R; Passaleva, G; Patricelli, S; Paul, T; Pauluzzi, M; Paus, C; Pauss, Felicitas; Pedace, M; Pensotti, S; Perret-Gallix, D; Petersen, B; Piccolo, D; Pierella, F; Pioppi, M; Piroué, P A; Pistolesi, E; Plyaskin, V; Pohl, M; Pozhidaev, V; Pothier, J; Prokofev, D; Prokofiev, D O; Quartieri, J; Rahal-Callot, G; Rahaman, M A; Raics, P; Raja, N; Ramelli, R; Rancoita, P G; Ranieri, R; Raspereza, A V; Razis, P; Ren, D; Rescigno, M; Reucroft, S; Riemann, S; Riles, K; Roe, B P; Romero, L; Rosca, A; Rosemann, C; Rosenbleck, C; Rosier-Lees, S; Roth, S; Rubio, J A; Ruggiero, G; Rykaczewski, H; Sakharov, A; Saremi, S; Sarkar, S; Salicio, J; Sánchez, E; Schäfer, C; Shchegelskii, V; Schopper, Herwig Franz; Schotanus, D J; Sciacca, C; Servoli, L; Shevchenko, S; Shivarov, N; Shoutko, V; Shumilov, E; Shvorob, A; Son, D; Souga, C; Spillantini, P; Steuer, M; Stickland, D P; Stoyanov, B; Strässner, A; Sudhakar, K; Sultanov, G G; Sun, L Z; Sushkov, S; Suter, H; Swain, J D; Szillási, Z; Tang, X W; Tarjan, P; Tauscher, L; Taylor, L; Tellili, B; Teyssier, D; Timmermans, C; Ting, Samuel C C; Ting, S M; Tonwar, S C; Tóth, J; Tully, C; Tung, K L; Ulbricht, J; Valente, E; Van de Walle, R T; Vásquez, R; Veszpremi, V; Vesztergombi, G; Vetlitskii, I; Vicinanza, D; Viertel, Gert M; Villa, S; Vivargent, M; Vlachos, S; Vodopyanov, I; Vogel, H; Vogt, H; Vorobev, I; Vorobyov, A A; Wadhwa, M; Wang, Q; Wang, X L; Wang, Z M; Weber, M; Wilkens, H; Wynhoff, S; Xia, L; Xu, Z Z; Yamamoto, J; Yang, B Z; Yang, C G; Yang, H J; Yang, M; Yeh, S C; Zalite, A; Zalite, Yu; Zhang, Z P; Zhao, J; Zhu, G Y; Zhu, R Y; Zhuang, H L; Zichichi, A; Zimmermann, B; Zöller, M

    2005-01-01

    A search for a Higgs boson produced in e^+e^- collisions in association with a Z boson and decaying into invisible particles is performed. Data collected at LEP with the L3 detector at centre-of-mass energies from 189 GeV to 209 GeV are used, corresponding to an integrated luminosity of 0.63/fb. Events with hadrons, electrons or muons with visible masses compatible with a Z boson and missing energy and momentum are selected. They are consistent with the Standard Model expectations. A lower limit of 112.3 GeV is set at 95% confidence level on the mass of the invisibly-decaying Higgs boson in the hypothesis that its production cross section equals that of the Standard Model Higgs boson. Relaxing this hypothesis, upper limits on the production cross section are derived.

  16. Search for Doubly-Charged Higgs Bosons at LEP

    CERN Document Server

    Achard, P.; Aguilar-Benitez, M.; Alcaraz, J.; Alemanni, G.; Allaby, J.; Aloisio, A.; Alviggi, M.G.; Anderhub, H.; Andreev, Valery P.; Anselmo, F.; Arefev, A.; Azemoon, T.; Aziz, T.; Bagnaia, P.; Bajo, A.; Baksay, G.; Baksay, L.; Baldew, S.V.; Banerjee, S.; Barczyk, A.; Barillere, R.; Bartalini, P.; Basile, M.; Batalova, N.; Battiston, R.; Bay, A.; Becattini, F.; Becker, U.; Behner, F.; Bellucci, L.; Berbeco, R.; Berdugo, J.; Berges, P.; Bertucci, B.; Betev, B.L.; Biasini, M.; Biglietti, M.; Biland, A.; Blaising, J.J.; Blyth, S.C.; Bobbink, G.J.; Bohm, A.; Boldizsar, L.; Borgia, B.; Bottai, S.; Bourilkov, D.; Bourquin, M.; Braccini, S.; Branson, J.G.; Brochu, F.; Burger, J.D.; Burger, W.J.; Cai, X.D.; Capell, M.; Cara Romeo, G.; Carlino, G.; Cartacci, A.; Casaus, J.; Cavallari, F.; Cavallo, N.; Cecchi, C.; Cerrada, M.; Chamizo, M.; Chang, Y.H.; Chemarin, M.; Chen, A.; Chen, G.; Chen, G.M.; Chen, H.F.; Chen, H.S.; Chiefari, G.; Cifarelli, L.; Cindolo, F.; Clare, I.; Clare, R.; Coignet, G.; Colino, N.; Costantini, S.; de la Cruz, B.; Cucciarelli, S.; van Dalen, J.A.; de Asmundis, R.; Deglon, P.; Debreczeni, J.; Degre, A.; Dehmelt, K.; Deiters, K.; della Volpe, D.; Delmeire, E.; Denes, P.; DeNotaristefani, F.; De Salvo, A.; Diemoz, M.; Dierckxsens, M.; Dionisi, C.; Dittmar, M.; Doria, A.; Dova, M.T.; Duchesneau, D.; Duda, M.; Echenard, B.; Eline, A.; El Hage, A.; El Mamouni, H.; Engler, A.; Eppling, F.J.; Extermann, P.; Falagan, M.A.; Falciano, S.; Favara, A.; Fay, J.; Fedin, O.; Felcini, M.; Ferguson, T.; Fesefeldt, H.; Fiandrini, E.; Field, J.H.; Filthaut, F.; Fisher, P.H.; Fisher, W.; Fisk, I.; Forconi, G.; Freudenreich, K.; Furetta, C.; Galaktionov, Iouri; Ganguli, S.N.; Garcia-Abia, Pablo; Gataullin, M.; Gentile, S.; Giagu, S.; Gong, Z.F.; Grenier, Gerald Jean; Grimm, O.; Gruenewald, M.W.; Guida, M.; van Gulik, R.; Gupta, V.K.; Gurtu, A.; Gutay, L.J.; Haas, D.; Hatzifotiadou, D.; Hebbeker, T.; Herve, Alain; Hirschfelder, J.; Hofer, H.; Hohlmann, M.; Holzner, G.; Hou, S.R.; Hu, Y.; Jin, B.N.; Jones, Lawrence W.; de Jong, P.; Josa-Mutuberria, I.; Kafer, D.; Kaur, M.; Kienzle-Focacci, M.N.; Kim, J.K.; Kirkby, Jasper; Kittel, W.; Klimentov, A.; Konig, A.C.; Kopal, M.; Koutsenko, V.; Kraber, M.; Kraemer, R.W.; Kruger, A.; Kunin, A.; Ladron de Guevara, P.; Laktineh, I.; Landi, G.; Lebeau, M.; Lebedev, A.; Lebrun, P.; Lecomte, P.; Lecoq, P.; Le Coultre, P.; Le Goff, J.M.; Leiste, R.; Levtchenko, M.; Levtchenko, P.; Li, C.; Likhoded, S.; Lin, C.H.; Lin, W.T.; Linde, F.L.; Lista, L.; Liu, Z.A.; Lohmann, W.; Longo, E.; Lu, Y.S.; Luci, C.; Luminari, L.; Lustermann, W.; Ma, W.G.; Malgeri, L.; Malinin, A.; Mana, C.; Mans, J.; Martin, J.P.; Marzano, F.; Mazumdar, K.; McNeil, R.R.; Mele, S.; Merola, L.; Meschini, M.; Metzger, W.J.; Mihul, A.; Milcent, H.; Mirabelli, G.; Mnich, J.; Mohanty, G.B.; Muanza, G.S.; Muijs, A.J.M.; Musicar, B.; Musy, M.; Nagy, S.; Natale, S.; Napolitano, M.; Nessi-Tedaldi, F.; Newman, H.; Nisati, A.; Novak, T.; Kluge, Hannelies; Ofierzynski, R.; Organtini, G.; Pal, I.; Palomares, C.; Paolucci, P.; Paramatti, R.; Passaleva, G.; Patricelli, S.; Paul, Thomas Cantzon; Pauluzzi, M.; Paus, C.; Pauss, F.; Pedace, M.; Pensotti, S.; Perret-Gallix, D.; Petersen, B.; Piccolo, D.; Pierella, F.; Pioppi, M.; Piroue, P.A.; Pistolesi, E.; Plyaskin, V.; Pohl, M.; Pojidaev, V.; Pothier, J.; Prokofev, D.; Quartieri, J.; Rahal-Callot, G.; Rahaman, Mohammad Azizur; Raics, P.; Raja, N.; Ramelli, R.; Rancoita, P.G.; Ranieri, R.; Raspereza, A.; Razis, P.; Ren, D.; Rescigno, M.; Reucroft, S.; Riemann, S.; Riles, Keith; Roe, B.P.; Romero, L.; Rosca, A.; Rosier-Lees, S.; Roth, Stefan; Rosenbleck, C.; Roux, B.; Rubio, J.A.; Ruggiero, G.; Rykaczewski, H.; Sakharov, A.; Saremi, S.; Sarkar, S.; Salicio, J.; Sanchez, E.; Schafer, C.; Schegelsky, V.; Schopper, H.; Schotanus, D.J.; Sciacca, C.; Servoli, L.; Shevchenko, S.; Shivarov, N.; Shoutko, V.; Shumilov, E.; Shvorob, A.; Son, D.; Souga, C.; Spillantini, P.; Steuer, M.; Stickland, D.P.; Stoyanov, B.; Straessner, A.; Sudhakar, K.; Sultanov, G.; Sun, L.Z.; Sushkov, S.; Suter, H.; Swain, J.D.; Szillasi, Z.; Tang, X.W.; Tarjan, P.; Tauscher, L.; Taylor, L.; Tellili, B.; Teyssier, D.; Timmermans, Charles; Ting, Samuel C.C.; Ting, S.M.; Tonwar, S.C.; Toth, J.; Tully, C.; Tung, K.L.; Ulbricht, J.; Valente, E.; Van de Walle, R.T.; Vasquez, R.; Veszpremi, V.; Vesztergombi, G.; Vetlitsky, I.; Vicinanza, D.; Viertel, G.; Villa, S.; Vivargent, M.; Vlachos, S.; Vodopianov, I.; Vogel, H.; Vogt, H.; Vorobev, I.; Vorobyov, A.A.; Wadhwa, M.; Wang, Q.; Wang, X.L.; Wang, Z.M.; Weber, M.; Wienemann, P.; Wilkens, H.; Wynhoff, S.; Xia, L.; Xu, Z.Z.; Yamamoto, J.; Yang, B.Z.; Yang, C.G.; Yang, H.J.; Yang, M.; Yeh, S.C.; Zalite, A.; Zalite, Yu.; Zhang, Z.P.; Zhao, J.; Zhu, G.Y.; Zhu, R.Y.; Zhuang, H.L.; Zichichi, A.; Zimmermann, B.; Zoller, M.

    2003-01-01

    Doubly-charged Higgs bosons are searched for in e^+e^- collision data collected with the L3 detector at LEP at centre-of-mass energies up to 209 GeV. Final states with four leptons are analysed to tag the pair-production of doubly charged Higgs bosons. No significant excess is found and lower limits at 95% confidence level on the doubly-charged Higgs boson mass are derived. They vary from 95.5 GeV to 100.2 GeV, depending on the decay mode. Doubly-charged Higgs bosons which couple to electrons would modify the cross section and forward-backward asymmetry of the e^+e^- -> e^+e^- process. The measurements of these quantities do not deviate from the Standard Model expectations and doubly-charged Higgs bosons with masses up to the order of a TeV are excluded.

  17. Search for composite and exotic fermions at LEP 2

    CERN Document Server

    Abreu, P.; Adye, T.; Adzic, P.; Alderweireld, T.; Alekseev, G.D.; Alemany, R.; Allmendinger, T.; Allport, P.P.; Almehed, S.; Amaldi, U.; Amato, S.; Anassontzis, E.G.; Andersson, P.; Andreazza, A.; Andringa, S.; Antilogus, P.; Apel, W.D.; Arnoud, Y.; Asman, B.; Augustin, J.E.; Augustinus, A.; Baillon, P.; Bambade, P.; Barao, F.; Barbiellini, G.; Barbier, R.; Bardin, D.Yu.; Barker, G.J.; Baroncelli, A.; Battaglia, M.; Baubillier, M.; Becks, K.H.; Begalli, M.; Beilliere, P.; Belokopytov, Yu.; Benvenuti, A.C.; Berat, C.; Berggren, M.; Bertini, D.; Bertrand, D.; Besancon, M.; Bianchi, F.; Bigi, M.; Bilenky, Mikhail S.; Bizouard, M.A.; Bloch, D.; Blom, H.M.; Bonesini, M.; Bonivento, W.; Boonekamp, M.; Booth, P.S.L.; Borgland, A.W.; Borisov, G.; Bosio, C.; Botner, O.; Boudinov, E.; Bouquet, B.; Bourdarios, C.; Bowcock, T.J.V.; Boyko, I.; Bozovic, I.; Bozzo, M.; Branchini, P.; Brenke, T.; Brenner, R.A.; Bruckman, P.; Brunet, J.M.; Bugge, L.; Buran, T.; Burgsmuller, T.; Buschmann, P.; Cabrera, S.; Caccia, M.; Calvi, M.; Camacho Rozas, A.J.; Camporesi, T.; Canale, V.; Carena, F.; Carroll, L.; Caso, C.; Castillo Gimenez, M.V.; Cattai, A.; Cavallo, F.R.; Cerruti, C.; Chabaud, V.; Chapkin, M.; Charpentier, P.; Chaussard, L.; Checchia, P.; Chelkov, G.A.; Chierici, R.; Chliapnikov, P.; Chochula, P.; Chorowicz, V.; Chudoba, J.; Collins, P.; Colomer, M.; Contri, R.; Cortina, E.; Cosme, G.; Cossutti, F.; Cowell, J.H.; Crawley, H.B.; Crennell, D.; Crosetti, G.; Cuevas Maestro, J.; Czellar, S.; Damgaard, G.; Davenport, M.; Da Silva, W.; Deghorain, A.; Della Ricca, G.; Delpierre, P.; Demaria, N.; De Angelis, A.; De Boer, W.; De Brabandere, S.; De Clercq, C.; De Lotto, B.; De Min, A.; De Paula, L.; Dijkstra, H.; Di Ciaccio, L.; Di Diodato, A.; Dolbeau, J.; Doroba, K.; Dracos, M.; Drees, J.; Dris, M.; Duperrin, A.; Durand, J.D.; Eigen, G.; Ekelof, T.; Ekspong, G.; Ellert, M.; Elsing, M.; Engel, J.P.; Erzen, B.; Espirito Santo, M.C.; Harris, Elisabeth Falk; Fanourakis, G.; Fassouliotis, D.; Fayot, J.; Feindt, M.; Fenyuk, A.; Ferrari, P.; Ferrer, A.; Ferrer-Ribas, E.; Fichet, S.; Firestone, A.; Fischer, P.A.; Flagmeyer, U.; Foeth, H.; Fokitis, E.; Fontanelli, F.; Franek, B.; Frodesen, A.G.; Fruhwirth, R.; Fulda-Quenzer, F.; Fuster, J.; Galloni, A.; Gamba, D.; Gamblin, S.; Gandelman, M.; Garcia, C.; Garcia, J.; Gaspar, C.; Gaspar, M.; Gasparini, U.; Gavillet, P.; Gazis, Evangelos; Gele, D.; Gerber, J.P.; Gerdyukov, L.; Ghodbane, N.; Gil Botella, Ines; Glege, F.; Gokieli, R.; Golob, B.; Gomez-Ceballos, G.; Goncalves, P.; Gonzalez Caballero, I.; Gopal, G.; Gorn, L.; Gorski, M.; Gouz, Yu.; Gracco, V.; Grahl, J.; Graziani, E.; Green, C.; Grimm, H.J.; Gris, P.; Grzelak, K.; Gunther, M.; Guy, J.; Hahn, F.; Hahn, S.; Haider, S.; Hallgren, A.; Hamacher, K.; Harris, F.J.; Hedberg, V.; Heising, S.; Hernandez, J.J.; Herquet, P.; Herr, H.; Hessing, T.L.; Heuser, J.M.; Higon, E.; Holmgren, S.O.; Holt, P.J.; Holthuizen, D.; Hoorelbeke, S.; Houlden, M.; Hrubec, J.; Huet, K.; Hultqvist, K.; Jackson, John Neil; Jacobsson, R.; Jalocha, P.; Janik, R.; Jarlskog, C.; Jarlskog, G.; Jarry, P.; Jean-Marie, B.; Johansson, Erik Karl; Jonsson, P.; Joram, C.; Juillot, P.; Kapusta, Frederic; Karafasoulis, K.; Katsanevas, S.; Katsoufis, E.C.; Keranen, R.; Khomenko, B.A.; Khovansky, N.N.; Kiiskinen, A.; King, B.; Kjaer, N.J.; Klapp, O.; Klein, Hansjorg; Kluit, P.; Kokkinias, P.; Koratzinos, M.; Kostioukhine, V.; Kourkoumelis, C.; Kouznetsov, O.; Krammer, M.; Kreuter, C.; Kriznic, E.; Krstic, J.; Krumshtein, Z.; Kubinec, P.; Kucewicz, W.; Kurvinen, K.; Lamsa, J.W.; Lane, D.W.; Langefeld, P.; Lapin, V.; Laugier, J.P.; Lauhakangas, R.; Leder, G.; Ledroit, Fabienne; Lefebure, V.; Leinonen, L.; Leisos, A.; Leitner, R.; Lenzen, G.; Lepeltier, V.; Lesiak, T.; Lethuillier, M.; Libby, J.; Liko, D.; Lipniacka, A.; Lippi, I.; Lorstad, B.; Loken, J.G.; Lopes, J.H.; Lopez, J.M.; Lopez-Fernandez, R.; Loukas, D.; Lutz, P.; Lyons, L.; MacNaughton, J.; Mahon, J.R.; Maio, A.; Malek, A.; Malmgren, T.G.M.; Malychev, V.; Mandl, F.; Marco, J.; Marco, R.; Marechal, B.; Margoni, M.; Marin, J.C.; Mariotti, C.; Markou, A.; Martinez-Rivero, C.; Martinez-Vidal, F.; Marti i Garcia, S.; Mastroyiannopoulos, N.; Matorras, F.; Matteuzzi, C.; Matthiae, G.; Mazik, J.; Mazzucato, F.; Mazzucato, M.; McCubbin, M.; McKay, R.; McNulty, R.; McPherson, G.; Meroni, C.; Meyer, W.T.; Migliore, E.; Mirabito, L.; Mitaroff, W.A.; Mjoernmark, U.; Moa, T.; Moller, Rasmus; Monig, Klaus; Monge, M.R.; Moreau, X.; Morettini, P.; Morton, G.; Muller, U.; Muenich, K.; Mulders, M.; Mulet-Marquis, C.; Muresan, R.; Murray, W.J.; Muryn, B.; Myatt, G.; Myklebust, T.; Naraghi, F.; Navarria, F.L.; Navas, Sergio; Nawrocki, K.; Negri, P.; Neufeld, N.; Neumeister, N.; Nicolaidou, R.; Nielsen, B.S.; Nikolaenko, V.; Nikolenko, M.; Nomokonov, V.; Normand, A.; Nygren, A.; Obraztsov, V.; Olshevski, A.G.; Onofre, A.; Orava, R.; Orazi, G.; Osterberg, K.; Ouraou, A.; Paganoni, M.; Paiano, S.; Pain, R.; Paiva, R.; Palacios, J.; Palka, H.; Papadopoulou, T.D.; Papageorgiou, K.; Pape, L.; Parkes, C.; Parodi, F.; Parzefall, U.; Passeri, A.; Passon, O.; Pegoraro, M.; Peralta, L.; Pernicka, M.; Perrotta, A.; Petridou, C.; Petrolini, A.; Phillips, H.T.; Piana, G.; Pierre, F.; Pimenta, M.; Piotto, E.; Podobnik, T.; Pol, M.E.; Polok, G.; Poropat, P.; Pozdniakov, V.; Privitera, P.; Pukhaeva, N.; Pullia, A.; Radojicic, D.; Ragazzi, S.; Rahmani, H.; Rakoczy, D.; Rames, J.; Ratoff, P.N.; Read, Alexander L.; Rebecchi, P.; Redaelli, Nicola Giuseppe; Regler, M.; Reid, D.; Reinhardt, R.; Renton, P.B.; Resvanis, L.K.; Richard, F.; Ridky, J.; Rinaudo, G.; Rohne, O.; Romero, A.; Ronchese, P.; Rosenberg, E.I.; Rosinsky, P.; Roudeau, P.; Rovelli, T.; Ruhlmann-Kleider, V.; Ruiz, A.; Saarikko, H.; Sacquin, Y.; Sadovsky, A.; Sajot, G.; Salt, J.; Sampsonidis, D.; Sannino, M.; Schneider, H.; Schwemling, P.; Schwickerath, U.; Schyns, M.A.E.; Scuri, Fabrizio; Seager, P.; Sedykh, Yu.; Segar, A.M.; Sekulin, R.; Shellard, R.C.; Sheridan, A.; Siebel, M.; Silvestre, R.; Simard, L.; Simonetto, F.; Sisakian, A.N.; Skaali, T.B.; Smadja, G.; Smirnov, N.; Smirnova, O.; Smith, G.R.; Sopczak, A.; Sosnowski, R.; Spassov, T.; Spiriti, E.; Sponholz, P.; Squarcia, S.; Stanescu, C.; Stanic, S.; Stapnes, S.; Stevenson, K.; Stocchi, A.; Strauss, J.; Strub, R.; Stugu, B.; Szczekowski, M.; Szeptycka, M.; Tabarelli, T.; Tegenfeldt, F.; Terranova, F.; Thomas, J.; Tilquin, A.; Timmermans, Jan; Tkachev, L.G.; Todorov, T.; Todorova, S.; Toet, D.Z.; Tomaradze, A.; Tome, B.; Tonazzo, A.; Tortora, L.; Transtromer, G.; Treille, D.; Tristram, G.; Troncon, C.; Tsirou, A.; Turluer, M.L.; Tyapkin, I.A.; Tzamarias, S.; Uberschar, B.; Ullaland, O.; Uvarov, V.; Valenti, G.; Vallazza, E.; Van Apeldoorn, G.W.; Van Dam, Piet; Van Eldik, J.; Van Lysebetten, A.; Van Vulpen, I.; Vassilopoulos, N.; Vegni, G.; Ventura, L.; Venus, W.; Verbeure, F.; Verlato, M.; Vertogradov, L.S.; Verzi, V.; Vilanova, D.; Vitale, L.; Vlasov, E.; Vodopianov, A.S.; Vollmer, C.; Voulgaris, G.; Vrba, V.; Wahlen, H.; Walck, C.; Weiser, C.; Wicke, D.; Wickens, J.H.; Wilkinson, G.R.; Winter, M.; Witek, M.; Wolf, G.; Yi, J.; Yushchenko, O.; Zaitsev, A.; Zalewska, A.; Zalewski, P.; Zavrtanik, D.; Zevgolatakos, E.; Zimine, N.I.; Zucchelli, G.C.; Zumerle, G.

    1999-01-01

    A search for unstable heavy fermions with the DELPHI detector at LEP is reported. Sequential and non-canonical leptons, as well as excited leptons and quarks, are considered. The data analysed correspond to an integrated luminosity of about 48~pb$^{-1}$ at an $e^+e^-$ centre-of-mass energy of 183~GeV and about 20~pb$^{-1}$ equally shared between the centre-of-mass energies of 172~GeV and 161~GeV. The search for pair-produced new leptons establishes 95\\% confidence level mass limits in the region between 70~GeV/$c^2$ and 90~GeV/$c^2$, depending on the channel. The search for singly produced excited leptons and quarks establishes upper limits on the ratio of the coupling of the excited fermion

  18. A Possible Massive Asteroid Belt Around $\\zeta$ Lep

    CERN Document Server

    Chen Chuan Hung

    2001-01-01

    We have used the Keck I telescope to image at 11.7 microns and 17.9 microns the dust emission around zeta Lep, a main sequence A-type star at 21.5 pc from the Sun with an infrared excess. The excess is at most marginally resolved at 17.9 microns. The dust distance from the star is probably less than or equal to 6 AU, although some dust may extend to 9 AU. The mass of observed dust is \\~10^22 g. Since the lifetime of dust particles is about 10,000 years because of the Poytning-Robertson effect, we robustly estimate at least 4 10^26 g must reside in parent bodies which may be asteroids if the system is in a steady state and has an age of ~300 Myr. This mass is approximately 200 times that contained within the main asteroid belt in our solar system.

  19. Searches for R-parity violation at LEP

    CERN Document Server

    Nicolaidou, R

    2000-01-01

    A review of the searches for supersymmetry under the assumption of R- parity violation, in e/sup +/e/sup -/ collisions at LEP is presented. After a brief introduction on the most important aspects of the phenomenology of the R-parity violation, the current status of the different searches of all four collaborations (ALEPH, DELPHI, L3, OPAL) is stated. Reported results (unless stated otherwise), are obtained from the 1998 data recorded at centre of mass energy of 189 GeV. No evidence for deviations with respect to the standard model expectations was found and limits on the production cross section and the masses of supersymmetric particles were derived. (25 refs).

  20. The Dismantling Project for the Large Electron Positron (LEP) Collider

    CERN Document Server

    Poole, John

    2002-01-01

    The LEP accelerator was installed in a circular tunnel 27 km in length with nine access points distributed around the circumference in the countryside and villages which surround CERN's sites. The dismantling project involved the removal in less than 15 months of around 29000 tonnes of equipment from the accelerator itself and a further 10000 tonnes from the four experiments - all of which were located at an average depth of 100 m below ground level. There was no contamination risk in the project and less than 3% of the materials removed were classified as radioactive. However, the materials which were classified as radioactive have to be temporarily stored and they consume considerable resources. The major difficulties for the project were in the establishment of the theoretical radiological zoning, implementation of the traceability systems and making appropriate radiation measurements to confirm the zoning. The absence of detailed guidelines from the French authorities, having no threshold levels for relea...

  1. The Relationship between Vocabulary Learning Strategies and Vocabulary Proficiency of English Language Learners

    Directory of Open Access Journals (Sweden)

    F. Filiz Yalçın Tılfarlıoğlu

    2012-07-01

    Full Text Available The current study was carried out to examine L2 learners’ VLS use habits and the relationship of VLS with their vocabulary proficiency levels. In addition, language learners’ beliefs about VLS in terms of usefulness were also studied to understand L2 learners’ VLS use habits more deeply. To examine these matters, a descriptive research design was employed. The participants included 252 preparatory students from different proficiency groups (Upper-Intermediate, Intermediate, Pre-Intermediate, Beginner at Gaziantep University Higher School of Foreign Languages. To collect the related data, they were given “Vocabulary Learning Strategies Questionnaire” and “Vocabulary Levels Test”. The data analyses were conducted by descriptive and inferential statistics. The results of the study showed that the participants used a wide range of VLS, and there was an overlap between their beliefs about VLS in terms of usefulness and how often they used them to a large extent. Secondly, Memory Strategies correlated positively with the participants’ academic and general vocabulary proficiency levels. However, there were also some differences among the proficiency groups about which specific VLS are correlated with their vocabulary proficiency levels. As to the regression analysis results, none of the VLS predicted participants’ vocabulary proficiency levels.

  2. The impact of threshold language assistance programming on the accessibility of mental health services for persons with limited English proficiency in the Medi-Cal setting.

    Science.gov (United States)

    McClellan, Sean R; Wu, Frances M; Snowden, Lonnie R

    2012-06-01

    Title VI of the 1964 Civil Rights Act prohibits federal funds recipients from providing care to limited English proficiency (LEP) persons more limited in scope or lower in quality than care provided to others. In 1999, the California Department of Mental Health implemented a "threshold language access policy" to meet its Title VI obligations. Under this policy, Medi-Cal agencies must provide language assistance programming in a non-English language where a county's Medical population contains either 3000 residents or 5% speakers of that language. We examine the impact of threshold language policy-required language assistance programming on LEP persons' access to mental health services by analyzing the county-level penetration rate of services for Russian, Spanish, and Vietnamese speakers across 34 California counties, over 10 years of quarterly data. Exploiting a time series with nonequivalent control group study design, we studied this phenomena using linear regression with random county effects to account for trends over time. Threshold language policy-required assistance programming led to an immediate and significant increase in the penetration rate of mental health services for Russian (8.2, P language speaking persons. Threshold language assistance programming was effective in increasing mental health access for Russian and Vietnamese, but not for Spanish-speaking LEP persons.

  3. Missing energy at LEP2: W boson and new physics; Energie manquante a LEP2: boson W et physique nouvelle

    Energy Technology Data Exchange (ETDEWEB)

    Zerwas, Dirk [Lab. de l`Accelerateur Lineaire, Paris-11 Univ., 91 - Orsay (France)

    1998-04-01

    In 1995 LEP, CERN`s large e{sup +}e{sup -} collider, increased its center-of-mass energy beyond the Z boson resonance up to 184 GeV in 19997. The data recorded by the ALEPH detector allow to study the parameters of the standard model and to search for new particles. The mass of the W boson can be determined at LEP via the measurement of the cross section of W pairs at the production threshold. Two selections for the final states l{nu}l{nu} and {tau}{nu}qq-bar are developed. In combination with the other decay channels, the mass of the W boson and its branching ratios are measured. The reaction e{sup +}e{sup -} {yields} We{nu} gives access to the coupling {gamma}WW. The cross section of this process is measured and limits on the anomalous couplings ({lambda}{sub {gamma}},{kappa}{sub {gamma}}) are determined. The non-minimal standard model with an extra scalar doublet predicts the existence of charged Higgs bosons. A selection of the final state {tau}{nu}qq`-bar is developed. In absence of a signal, limits on the mass of the charged Higgs bosons are determined. In a supersymmetric theory each boson is associated to a fermion and vice versa. A search for sleptons, the supersymmetric partners of the leptons, is performed. The result is interpreted in the framework of the minimal supersymmetric extension of the standard model (MSSM). Moreover, in the MSSM a practically invisible W decay is possible. This decay can be detected if the second W decays to standard model particles. A limit on the invisible branching ratio of the W boson is deduced. (author) 116 refs., 73 figs., 12 tabs.

  4. Can HERA data improve the LEP constraints on WWV-vertex?

    CERN Document Server

    Likhoded, A A

    2000-01-01

    The combined results from the ep to nu WX, ep to eWX, and ep to nu gamma X processes at HERA are used to restrict three-boson anomalous couplings. The effective model for anomalous couplings, in which there is no light Higgs boson and interactions responsible for the breaking of electroweak symmetry are strongly coupled, is considered. The bounds on the L/sub 9L/ and L/sub 9R/ couplings, which parameterize contributions from anomalous WW gamma (WWZ)-vertices, attainable from analysis of the process distributions are presented. The results are compared with bounds resulting from the LEP I and LEP II data. It is shown that the bounds coming from HERA significantly reduce the parameter region allowed from the analysis of the LEP I and LEP II data. (15 refs).

  5. Two Photon Physics at LEP2, including data Monte-Carlo comparison

    CERN Document Server

    Miller, D.J.

    1998-01-01

    A partisan review of some of the most important $\\gamma\\gamma$ channels accessible at LEP 2, with special stress on the measurement of the photon structure function $F_{2}^{\\gamma}$ and on associated problems with Monte Carlo modelling.

  6. Pendant la visite de M. Krasucki Grave accident du travail dans le tunnel du LEP

    CERN Document Server

    Ration, Jean

    1985-01-01

    In the LEP tunnel, where M. Krasucki came some hours before, an accident occured and a worker was seriously injuried, but its days do not seem in danger (together with another article about the visit of M. Krasucki)

  7. Beam related thermal losses on the cryogenic and vacuum systems of LEP

    CERN Document Server

    Cavallari, Giorgio; Geschonke, Günther; Kaiser, D; Jiménez, J M

    1997-01-01

    The LEP Collider was operated in 1997 with 60 superconducting four-cavity accelerating modules (about 2600 MV available) installed at the four interaction points. During operation for physics it was o bserved that the dissipated heat in the superconducting cavities is not only a function of the acceleration gradient but it also depends on beam characteristics: number of bunches, bunch length and cu rrent per bunch. These beam effects were not foreseen in the original heat budget of the LEP refrigerators. Three days of LEP Machine Development were dedicated in August 97 to clarifying the correlat ion of the losses with the beam characteristics. The beam dependent heat load of the cryogenic system for the superconducting cavities is described. The dependence on various beam parameters is presen ted and scaling laws are given. A possible explanation will be presented and the consequence for LEP operation will be discussed.

  8. The Effects of First- and Second-Language Proficiency on Conflict Resolution and Goal Maintenance in Bilinguals: Evidence from Reaction Time Distributional Analyses in a Stroop Task

    Science.gov (United States)

    Tse, Chi-Shing; Altarriba, Jeanette

    2012-01-01

    By administering a Stroop task to college-student bilinguals varied in self-rated first- (L1) and second-language (L2) proficiency, the current study examined the effects of L1 and L2 proficiencies on selective attention performance. We conducted ex-Gaussian analyses to capture the modal and positive-tail components of participants' reaction time…

  9. 14 CFR 61.127 - Flight proficiency.

    Science.gov (United States)

    2010-01-01

    ... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Commercial Pilots § 61.127 Flight proficiency. (a) General. A person who applies for a commercial pilot certificate must receive and log ground and...

  10. Self-efficacy and Its Relation to ESL Writing Proficiency and Academic Disciplines

    Directory of Open Access Journals (Sweden)

    Saeid Raoofi

    2017-07-01

    Full Text Available Writing is an essential skill for academic development within any disciplinary area. Despite the rapidly growing body of research on the various aspects of second language writing, research on writing self-efficacy remains scarce. This study investigated the relationship the between writing self-efficacy and writing proficiency in English as a second language. In this cross-sectional study, 304 Malaysian undergraduate students completed a writing self-efficacy questionnaire. The participants’ writing proficiency was assessed using two different writing tasks. The results showed that there was a significant difference in writing self-efficacy among the three writing proficiency groups. It was also found that science students had significantly higher writing self-efficacy than those in social sciences. Limitations of the study and Implications for second language writing instruction are also discussed.

  11. Electroweak measurements in electron-positron collisions at W-boson-pair energies at LEP

    Science.gov (United States)

    ALEPH Collaboration; DELPHI Collaboration; L3 Collaboration; OPAL Collaboration; LEP Electroweak Working Group 1

    2013-11-01

    Electroweak measurements performed with data taken at the electron-positron collider LEP at CERN from 1995 to 2000 are reported. The combined data set considered in this report corresponds to a total luminosity of about 3 fb-1 collected by the four LEP experiments ALEPH, DELPHI, L3 and OPAL, at centre-of-mass energies ranging from 130 GeV to 209 GeV.

  12. Association of Patient-Physician Language Concordance and Glycemic Control for Limited-English Proficiency Latinos With Type 2 Diabetes.

    Science.gov (United States)

    Parker, Melissa M; Fernández, Alicia; Moffet, Howard H; Grant, Richard W; Torreblanca, Antonia; Karter, Andrew J

    2017-03-01

    Providing culturally competent care to the growing number of limited-English proficiency (LEP) Latinos with diabetes in the United States is challenging. To evaluate changes in risk factor control among LEP Latinos with diabetes who switched from language-discordant (English-only) primary care physicians (PCPs) to language-concordant (Spanish-speaking) PCPs or vice versa. This pre-post, difference-in-differences study selected 1605 adult patients with diabetes who self-identified as Latino, whose preferred language was Spanish, and who switched PCPs between January 1, 2007, and December 31, 2013. Study participants were members of the Kaiser Permanente Northern California health care system (an integrated health care delivery system with access to bilingual PCPs and/or professional interpreter services). Spanish-speaking and English-only PCPs were identified by self-report or utilization data. Change in patient-PCP language concordance after switching PCPs. Glycemic control (glycated hemoglobin [HbA1c]  9%), low-density-lipoprotein (LDL) control (LDL language-discordant PCPs to concordant PCPs relative to those who switched from one discordant PCP to another discordant PCP. After adjustment and accounting for secular trends, the prevalence of glycemic control increased by 10% (95% CI, 2% to 17%; P = .01), poor glycemic control decreased by 4% (95% CI, -10% to 2%; P = .16) and LDL control increased by 9% (95% CI, 1% to 17%; P = .03). No significant changes were observed in SBP control. Prevalence of LDL control increased 15% (95% CI, 7% to 24%; P language-discordant to concordant PCPs. Facilitating language-concordant care may be a strategy for diabetes management among LEP Latinos.

  13. Program LEP to addition of gamma spectra from germanium detectors; Programa LEPS para suma de espectros gammas de detectores de germanio

    Energy Technology Data Exchange (ETDEWEB)

    Romero, L.

    1986-07-01

    The LEP program, written in FORTRAN IV, performs the addition of two spectra, collected with different detectors, from the same sample. This application, adds the two gamma spectra obtained from two opposite LEPS Germanium Detectors (Low Energy Photon Spectrometer), correcting the differences (channel/energy) between both two spectra, and fitting them before adding. The total-spectrum is recorded at the computer memory as a single spectrum. The necessary equipment, to run this program is: - Two opposite germanium detectors, with their associate electronics. - Multichannel analyzer (2048 memory channel minimum) - Computer on-line interfacing to multichannel analyzer. (Author) 4 refs.

  14. Students’ Perceived Level of English Proficiency in Secondary Schools in Dodoma, Tanzania

    Directory of Open Access Journals (Sweden)

    Lazarus Ndiku Makewa

    2013-07-01

    Full Text Available This paper looked at students’ perceived level of English proficiency among Dodoma secondary schools in Tanzania. Factors like attitude, anxiety, classroom activities, motivation, and learning resources were considered as influencing English learning. The study was guided by three theories: Input Hypothesis, Inter-language and Vygotsky’s theory of value. Correlation design was used to describe the association between the student and teacher-related factors and students’ perceived level of English proficiency. Purposive sampling was used to select 300 form three students. Questionnaires were used to collect data from the participants. Reliability of the research instrument was determined by conducting a pilot study. Pearson Descriptive statistics and Kendall’s Tau-b were used to analyze the data. The study revealed that the students’ perceived level of proficiency in spoken English was average. The findings indicated a significant positive correlation between perceived English proficiency and attitude toward the English language, classroom activities, teacher motivation, and classroom environment. It is suggested that further studies integrate qualitative research methods to the research design in order to get an in-depth understanding of students’ perception on English proficiency.

  15. Proveer igualdad de oportunidades educativas para los estudiantes con conocimientos limitados del idioma ingles (Providing Equality of Educational Opportunity for Students with Limited Knowledge of the English Language).

    Science.gov (United States)

    Office for Civil Rights (ED), Washington, DC.

    This brochure, entirely in Spanish, provides information on federal policy concerning equal educational opportunity for limited-English-proficient (LEP) individuals. It first summarizes the provisions of Title VI of the 1964 Civil Rights Act, and the subsequent major Civil Rights Office directives concerning that legislation. It then outlines…

  16. Providing high-quality care for limited English proficient patients: the importance of language concordance and interpreter use.

    Science.gov (United States)

    Ngo-Metzger, Quyen; Sorkin, Dara H; Phillips, Russell S; Greenfield, Sheldon; Massagli, Michael P; Clarridge, Brian; Kaplan, Sherrie H

    2007-11-01

    Provider-patient language discordance is related to worse quality care for limited English proficient (LEP) patients who speak Spanish. However, little is known about language barriers among LEP Asian-American patients. We examined the effects of language discordance on the degree of health education and the quality of interpersonal care that patients received, and examined its effect on patient satisfaction. We also evaluated how the presence/absence of a clinic interpreter affected these outcomes. Cross-sectional survey, response rate 74%. A total of 2,746 Chinese and Vietnamese patients receiving care at 11 health centers in 8 cities. Provider-patient language concordance, health education received, quality of interpersonal care, patient ratings of providers, and the presence/absence of a clinic interpreter. Regression analyses were used to adjust for potential confounding. Patients with language-discordant providers reported receiving less health education (beta = 0.17, p interpreter. Patients with language-discordant providers also reported worse interpersonal care (beta = 0.28, p interpreter did not mitigate these effects and in fact exacerbated disparities in patients' perceptions of their providers. Language barriers are associated with less health education, worse interpersonal care, and lower patient satisfaction. Having access to a clinic interpreter can facilitate the transmission of health education. However, in terms of patients' ratings of their providers and the quality of interpersonal care, having an interpreter present does not serve as a substitute for language concordance between patient and provider.

  17. Cancer Counseling of Low-Income Limited English Proficient Latina Women Using Medical Interpreters: Implications for Shared Decision-Making.

    Science.gov (United States)

    Kamara, Daniella; Weil, Jon; Youngblom, Janey; Guerra, Claudia; Joseph, Galen

    2018-02-01

    In cancer genetic counseling (CGC), communication across language and culture challenges the model of practice based on shared decision-making. To date, little research has examined the decision-making process of low-income, limited English proficiency (LEP) patients in CGC. This study identified communication patterns in CGC sessions with this population and assessed how these patterns facilitate or inhibit the decision-making process during the sessions. We analyzed 24 audio recordings of CGC sessions conducted in Spanish via telephone interpreters at two public hospitals. Patients were referred for risk of hereditary breast and ovarian cancer; all were offered genetic testing. Audio files were coded by two bilingual English-Spanish researchers and analyzed using conventional content analysis through an iterative process. The 24 sessions included 13 patients, 6 counselors, and 18 interpreters. Qualitative data analyses identified three key domains - Challenges Posed by Hypothetical Explanations, Misinterpretation by the Medical Interpreter, and Communication Facilitators - that reflect communication patterns and their impact on the counselor's ability to facilitate shared decision-making. Overall, we found an absence of patient participation in the decision-making process. Our data suggest that when counseling LEP Latina patients via medical interpreter, prioritizing information with direct utility for the patient and organizing information into short- and long-term goals may reduce information overload and improve comprehension for patient and interpreter. Further research is needed to test the proposed counseling strategies with this population and to assess how applicable our findings are to other populations.

  18. Limited English proficiency as a barrier to mental health service use: a study of Latino and Asian immigrants with psychiatric disorders.

    Science.gov (United States)

    Kim, Giyeon; Aguado Loi, Claudia X; Chiriboga, David A; Jang, Yuri; Parmelee, Patricia; Allen, Rebecca S

    2011-01-01

    Language barriers pose problems in mental health care for foreign-born individuals in the United States. Immigrants with psychiatric disorders may be at particular risk but are currently understudied. The purpose of this study was to examine the effect of limited English proficiency (LEP) on mental health service use among immigrant adults with psychiatric disorders. Drawn from the National Latino and Asian American Study (NLAAS), Latino and Asian immigrant adults aged 18-86 with any instrument-determined mood, anxiety, and substance use disorder (n = 372) were included in the present analysis. Results from hierarchical logistic regression analyses showed that having health insurance, poor self-rated mental health, and more psychiatric disorders were independently associated with higher probability of mental health service use in the Latino group. After controlling for all background characteristics and mental health need factors, LEP significantly decreased odds of mental health service use among Latino immigrants. None of the factors including LEP predicted mental health service use among Asian immigrants, who were also the least likely to access such services. LEP was a barrier to mental health service use among Latino immigrants with psychiatric disorders. This study suggests that future approaches to interventions might be well advised to include not only enhancing the availability of bilingual service providers and interpretation services but also increasing awareness of such options for at least Latino immigrants. In addition, further investigation is needed to identify factors that can enhance access to mental health care services among Asians. Copyright © 2010 Elsevier Ltd. All rights reserved.

  19. Simultaneous and Successive Cognitive Processing and Writing Skills: Relationships Between Proficiencies.

    Science.gov (United States)

    Harris, Muriel; Wachs, Mary

    1986-01-01

    Investigated relationships between individual differences in (1) levels of writing skills and (2) proficiencies at simultaneous and successive cognitive processing. Correlated students' writings with the following word and sentence level problems: spelling errors, missing or inappropriate punctuation of sentence parts, missing noun and verb…

  20. Another Look at Correlations between the Oral Proficiency Interview and the Zertifikat Deutsch als Fremdsprache.

    Science.gov (United States)

    Vazulik, Johannes; Brown, Cheri

    A study supplementing earlier research by Lalande and Schweckendiek investigated comparisons and correlations obtained from testing a group of 17 university students of German using both the American Council on the Teaching of Foreign Languages (ACTFL) Oral Proficiency Interview (OPI) and the most recent revision of the examination for the…

  1. Oral Proficiency Teaching with WebCERF and Skype: Scenarios for Online Production and Interaction Tasks

    Science.gov (United States)

    Jager, Sake; Meima, Estelle; Oggel, Gerdientje

    2013-01-01

    This article reports our findings on using WebCEF as a CEFR familiarization and self-assessment tool for oral proficiency. Furthermore, we outline how we have implemented Skype as a tool for telecollaboration in our language programmes. The primary purpose of our study was to explore how students and teachers would perceive the potential benefits…

  2. Critical Literacy Practices in the EFL Context and the English Language Proficiency: Further Exploration

    Science.gov (United States)

    Ko, Mei-yun

    2013-01-01

    This paper reports a follow-up study that explored the relationship between EFL learners' critical literacy practices and the English language proficiency. It investigated four focal EFL learners' critical literacy practices in their dialogic interaction and also analyzed 39 students' views on their critical literacy learning. The four focal…

  3. Measuring Speech Recognition Proficiency: A Psychometric Analysis of Speed and Accuracy

    Science.gov (United States)

    Rader, Martha H.; Bailey, Glenn A.; Kurth, Linda A.

    2008-01-01

    This study examined the validity of various measures of speed and accuracy for assessing proficiency in speech recognition. The study specifically compared two different word-count indices for speed and accuracy (the 5-stroke word and the 1.4-syllable standard word) on a timing administered to 114 speech recognition students measured at 1-, 2-,…

  4. The Art of Teacher Talk: Examining Intersections of the Strands of Scientific Proficiencies and Inquiry

    Science.gov (United States)

    LeBlanc, Jennifer K.; Cavlazoglu, Baki; Scogin, Stephen C.; Stuessy, Carol L.

    2017-01-01

    This research examined how a teacher's discussion of the strands of scientific proficiencies changed over the course of an inquiry cycle as students engaged in a complex, technology-enhanced inquiry learning environment called "PlantingScience" (PS). Our research is descriptive in nature and attempts to deconstruct the complexity of…

  5. The Correlation between Learner Autonomy and English Proficiency of Indonesian EFL College Learners

    Science.gov (United States)

    Myartawan, I. Putu Ngurah Wage; Latief, Mohammad Adnan; Suharmanto

    2013-01-01

    The present study aimed to investigate the correlation between learner autonomy psychologically defined in the study as a composite of behavioral intentions to do autonomous learning and self-efficacy in relation to autonomous learning, and English proficiency. The sample comprised 120 first semester English-majored students of a state university…

  6. The Role of Language Proficiency in Self-Related Personality Traits

    Science.gov (United States)

    Zarei, Abbas Ali; Zarei, Nasrin

    2015-01-01

    The purpose of the present study was to investigate the effect of Iranian EFL learners' proficiency level on their self-related personality traits (self-esteem and self-efficacy). To this end, 141 English major students, male and female, studying at Imam Khomeini International University (IKIU) and Kar Non-profit University in Qazvin, Iran were…

  7. Connecting RESEARCH to PRACTICE: Knowing Who Is Proficient Isn't Always Sufficient

    Science.gov (United States)

    Gossin-Wilson, Will

    2009-01-01

    During the past decade, the percentage of proficient students (PPS) has become the primary indicator of school performance. Educators use the PPS to monitor changes in performance over time, compare performance across groups, and assess trends in achievement gaps. The PPS is relatively new, first used with the National Assessment of Educational…

  8. Oral proficiency teaching with WebCEF and Skype : Scenarios for online production and interaction tasks

    NARCIS (Netherlands)

    Jager, S.; Meima, Estelle; Oggel, Gerdientje

    2012-01-01

    This article reports our findings on using WebCEF as a CEFR familiarization and self-assessment tool for oral proficiency. Furthermore, we outline how we have implemented Skype as a tool for telecollaboration in our language programmes. The primary purpose of our study was to explore how students

  9. Incremental Validity of Multidimensional Proficiency Scores from Diagnostic Classification Models: An Illustration for Elementary School Mathematics

    Science.gov (United States)

    Kunina-Habenicht, Olga; Rupp, André A.; Wilhelm, Oliver

    2017-01-01

    Diagnostic classification models (DCMs) hold great potential for applications in summative and formative assessment by providing discrete multivariate proficiency scores that yield statistically driven classifications of students. Using data from a newly developed diagnostic arithmetic assessment that was administered to 2032 fourth-grade students…

  10. Proficiency Differences in Syntactic Processing of Monolingual Native Speakers Indexed by Event-Related Potentials

    Science.gov (United States)

    Pakulak, Eric; Neville, Helen J.

    2010-01-01

    Although anecdotally there appear to be differences in the way native speakers use and comprehend their native language, most empirical investigations of language processing study university students and none have studied differences in language proficiency, which may be independent of resource limitations such as working memory span. We examined…

  11. Oral English Language Proficiency of ITAs: Policy, Implementation, and Contributing Factors.

    Science.gov (United States)

    Thomas, Clayton F.; Monoson, Patricia K.

    1993-01-01

    A survey indicates that student complaints led legislators in 20 states to mandate that higher education institutions develop policies on oral English proficiency of instructors, including language certification for international teaching assistants. Many institutions responded with policies requiring formal language testing and remedial…

  12. Measure for Measure: How Proficiency-Based Accountability Systems Affect Inequality in Academic Achievement

    Science.gov (United States)

    Jennings, Jennifer; Sohn, Heeju

    2014-01-01

    How do proficiency-based accountability systems affect inequality in academic achievement? This article reconciles mixed findings in the literature by demonstrating that three factors jointly determine accountability's impact. First, by analyzing student-level data from a large urban school district, we find that when educators face accountability…

  13. Procedures and reasoning for skill proficiency testing in physical education teacher education programs

    Directory of Open Access Journals (Sweden)

    Timothy Baghurst

    2015-12-01

    Full Text Available This study sought to determine how the testing of skill proficiency is being conducted in physical education teacher education (PETE programs in the USA and how fitness or skill proficiencies, as attributes of a physical educator, are perceived. Participants were 312 college PETE program coordinators who completed an online survey about skill testing in their program. The eligible respondents yielded a 52.7% total response rate. Most participants believed that skill proficiency for PETE students was important, but only 46% of programs reported testing within their program. Many participants stated it was possible for their students to graduate without demonstrating proficiency in skill technique, yet were confident their students would pass an independent skill test. Only 46.2% of respondents indicated their students needed to demonstrate proper skill technique in order to graduate, and there was no consistent method of assessment. Responses were evenly split regarding the importance of a physical educator being able to demonstrate proper skill technique or be physically fit. The lack of skill testing in programs, combined with the variation in assessment, is concerning, and the development of a standardized skill-based test may provide more rigor to this important area of teacher credibility and effectiveness.

  14. e+e- Physics at LEP Energies Zedology

    CERN Document Server

    Ellis, Jonathan Richard

    1979-01-01

    It is clear that the Z/sup 0/ peak will be a very important landmark in e/sup +/e/sup -/ collisions. If its properties resemble at all the predictions of simpler gauge models such as the Weinberg-Salam model, it will produce about an event per second for a LEP luminosity of the order of 10/sup 32/ cm/sup -2/ sec/sup -1/. As far as the weak interactions are concerned, Z/sup 0/ decays present the opportunity to measure in detail the neutral weak couplings of all lepton and quark flavours with masses

  15. Compton Scattering of Quasi-Real Virtual Photons at LEP

    CERN Document Server

    Achard, P.; Aguilar-Benitez, M.; Alcaraz, J.; Alemanni, G.; Allaby, J.; Aloisio, A.; Alviggi, M.G.; Anderhub, H.; Andreev, Valery P.; Anselmo, F.; Arefiev, A.; Azemoon, T.; Aziz, T.; Bagnaia, P.; Bajo, A.; Baksay, G.; Baksay, L.; Baldew, S.V.; Banerjee, S.; Banerjee, Sw.; Barczyk, A.; Barillere, R.; Bartalini, P.; Basile, M.; Batalova, N.; Battiston, R.; Bay, A.; Becattini, F.; Becker, U.; Behner, F.; Bellucci, L.; Berbeco, R.; Berdugo, J.; Berges, P.; Bertucci, B.; Betev, B.L.; Biasini, M.; Biglietti, M.; Biland, A.; Blaising, J.J.; Blyth, S.C.; Bobbink, G.J.; Bohm, A.; Boldizsar, L.; Borgia, B.; Bottai, S.; Bourilkov, D.; Bourquin, M.; Braccini, S.; Branson, J.G.; Brochu, F.; Burger, J.D.; Burger, W.J.; Cai, X.D.; Capell, M.; Cara Romeo, G.; Carlino, G.; Cartacci, A.; Casaus, J.; Cavallari, F.; Cavallo, N.; Cecchi, C.; Cerrada, M.; Chamizo, M.; Chang, Y.H.; Chemarin, M.; Chen, A.; Chen, G.; Chen, G.M.; Chen, H.F.; Chen, H.S.; Chiefari, G.; Cifarelli, L.; Cindolo, F.; Clare, I.; Clare, R.; Coignet, G.; Colino, N.; Costantini, S.; de la Cruz, B.; Cucciarelli, S.; de Asmundis, R.; Deglon, P.; Debreczeni, J.; Degre, A.; Dehmelt, K.; Deiters, K.; della Volpe, D.; Delmeire, E.; Denes, P.; DeNotaristefani, F.; De Salvo, A.; Diemoz, M.; Dierckxsens, M.; Dionisi, C.; Dittmar, M.; Doria, A.; Dova, M.T.; Duchesneau, D.; Duda, M.; Echenard, B.; Eline, A.; El Hage, A.; El Mamouni, H.; Engler, A.; Eppling, F.J.; Extermann, P.; Falagan, M.A.; Falciano, S.; Favara, A.; Fay, J.; Fedin, O.; Felcini, M.; Ferguson, T.; Fesefeldt, H.; Fiandrini, E.; Field, J.H.; Filthaut, F.; Fisher, P.H.; Fisher, W.; Fisk, I.; Forconi, G.; Freudenreich, K.; Furetta, C.; Galaktionov, Iouri; Ganguli, S.N.; Garcia-Abia, Pablo; Gataullin, M.; Gentile, S.; Giagu, S.; Gong, Z.F.; Grenier, Gerald Jean; Grimm, O.; Gruenewald, M.W.; Guida, M.; Gupta, V.K.; Gurtu, A.; Gutay, L.J.; Haas, D.; Hatzifotiadou, D.; Hebbeker, T.; Herve, Alain; Hirschfelder, J.; Hofer, H.; Hohlmann, M.; Holzner, G.; Hou, S.R.; Jin, B.N.; Jindal, P.; Jones, Lawrence W.; de Jong, P.; Josa-Mutuberria, I.; Kaur, M.; Kienzle-Focacci, M.N.; Kim, J.K.; Kirkby, Jasper; Kittel, W.; Klimentov, A.; Konig, A.C.; Kopal, M.; Koutsenko, V.; Kraber, M.; Kraemer, R.W.; Kruger, A.; Kunin, A.; Ladron de Guevara, P.; Laktineh, I.; Landi, G.; Lebeau, M.; Lebedev, A.; Lebrun, P.; Lecomte, P.; Lecoq, P.; Le Coultre, P.; Le Goff, J.M.; Leiste, R.; Levtchenko, M.; Levtchenko, P.; Li, C.; Likhoded, S.; Lin, C.H.; Lin, W.T.; Linde, F.L.; Lista, L.; Liu, Z.A.; Lohmann, W.; Longo, E.; Lu, Y.S.; Luci, C.; Luminari, L.; Lustermann, W.; Ma, W.G.; Malgeri, L.; Malinin, A.; Mana, C.; Mans, J.; Martin, J.P.; Marzano, F.; Mazumdar, K.; McNeil, R.R.; Mele, S.; Merola, L.; Meschini, M.; Metzger, W.J.; Mihul, A.; Milcent, H.; Mirabelli, G.; Mnich, J.; Mohanty, G.B.; Muanza, G.S.; Muijs, A.J.M.; Musicar, B.; Musy, M.; Nagy, S.; Natale, S.; Napolitano, M.; Nessi-Tedaldi, F.; Newman, H.; Nisati, A.; Novak, T.; Kluge, Hannelies; Ofierzynski, R.; Organtini, G.; Pal, I.; Palomares, C.; Paolucci, P.; Paramatti, R.; Passaleva, G.; Patricelli, S.; Paul, Thomas Cantzon; Pauluzzi, M.; Paus, C.; Pauss, F.; Pedace, M.; Pensotti, S.; Perret-Gallix, D.; Piccolo, D.; Pierella, F.; Pioppi, M.; Piroue, P.A.; Pistolesi, E.; Plyaskin, V.; Pohl, M.; Pojidaev, V.; Pothier, J.; Prokofiev, D.; Rahal-Callot, G.; Rahaman, Mohammad Azizur; Raics, P.; Raja, N.; Ramelli, R.; Rancoita, P.G.; Ranieri, R.; Raspereza, A.; Razis, P.; Ren, D.; Rescigno, M.; Reucroft, S.; Riemann, S.; Riles, Keith; Roe, B.P.; Romero, L.; Rosca, A.; Rosemann, C.; Rosenbleck, C.; Rosier-Lees, S.; Roth, Stefan; Rubio, J.A.; Ruggiero, G.; Rykaczewski, H.; Sakharov, A.; Saremi, S.; Sarkar, S.; Salicio, J.; Sanchez, E.; Schafer, C.; Schegelsky, V.; Schmidt-Kaerst, S.; Schopper, H.; Schotanus, D.J.; Sciacca, C.; Servoli, L.; Shevchenko, S.; Shivarov, N.; Shoutko, V.; Shumilov, E.; Shvorob, A.; Son, D.; Souga, C.; Spillantini, P.; Steuer, M.; Stickland, D.P.; Stoyanov, B.; Straessner, A.; Sudhakar, K.; Sultanov, G.; Sun, L.Z.; Sushkov, S.; Suter, H.; Swain, J.D.; Szillasi, Z.; Tang, X.W.; Tarjan, P.; Tauscher, L.; Taylor, L.; Tellili, B.; Teyssier, D.; Timmermans, Charles; Ting, Samuel C.C.; Ting, S.M.; Tonwar, S.C.; Toth, J.; Tully, C.; Tung, K.L.; Ulbricht, J.; Valente, E.; Van de Walle, R.T.; Vasquez, R.; Veszpremi, V.; Vesztergombi, G.; Vetlitsky, I.; Viertel, G.; Villa, S.; Vivargent, M.; Vlachos, S.; Vodopianov, I.; Vogel, H.; Vogt, H.; Vorobiev, I.; Vorobyov, A.A.; Wadhwa, M.; Wang, Q.; Wang, X.L.; Wang, Z.M.; Weber, M.; Wynhoff, S.; Xia, L.; Xu, Z.Z.; Yamamoto, J.; Yang, B.Z.; Yang, H.J.; Yeh, S.C.; Zalite, An.; Zhang, Z.P.; Zhao, J.; Zhu, G.Y.; Zhu, R.Y.; Zhuang, H.L.; Zichichi, A.; Zimmermann, B.; Zoller, M.

    2005-01-01

    Compton scattering of quasi-real virtual photons, gamma e+- -> gamma e+-, is studied with 0.6fb-1 of data collected by the L3 detector at the LEP e+e- collider at centre-of-mass energies root(s')=189-209GeV. About 4500 events produced by the interaction of virtual photons emitted by e+- of one beam with e-+ of the opposite beam are collected for effective centre-of-mass energies of the photon-electron and photon-positron systems in the range from root(s')= 35GeV up to root(s')=175GeV, the highest energy at which Compton scattering was ever probed. The cross sections of the gamma e+- -> gamma e+- process as a function of root(s') and of the rest-frame scattering angle are measured, combined with previous L3 measurements down to root(s')~20GeV, and found to agree with the QED expectations.

  16. Search for anomalous couplings in the Higgs sector at LEP

    CERN Document Server

    Acciarri, M.; Adriani, O.; Aguilar-Benitez, M.; Alcaraz, J.; Alemanni, G.; Allaby, J.; Aloisio, A.; Alviggi, M.G.; Ambrosi, G.; Anderhub, H.; Andreev, Valery P.; Angelescu, T.; Anselmo, F.; Arefev, A.; Azemoon, T.; Aziz, T.; Bagnaia, P.; Bajo, A.; Baksay, L.; Balandras, A.; Baldew, S.V.; Banerjee, S.; Barczyk, A.; Barillere, R.; Bartalini, P.; Basile, M.; Battiston, R.; Bay, A.; Becattini, F.; Becker, U.; Behner, F.; Bellucci, L.; Berbeco, R.; Berdugo, J.; Berges, P.; Bertucci, B.; Betev, B.L.; Bhattacharya, S.; Biasini, M.; Biglietti, M.; Biland, A.; Blaising, J.J.; Blyth, S.C.; Bobbink, G.J.; Bohm, A.; Boldizsar, L.; Borgia, B.; Bourilkov, D.; Bourquin, M.; Braccini, S.; Branson, J.G.; Brochu, F.; Buffini, A.; Buijs, A.; Burger, J.D.; Burger, W.J.; Cai, X.D.; Capell, M.; Cara Romeo, G.; Carlino, G.; Cartacci, A.M.; Casaus, J.; Castellini, G.; Cavallari, F.; Cavallo, N.; Cecchi, C.; Cerrada, M.; Cesaroni, F.; Chamizo, M.; Chang, Y.H.; Chaturvedi, U.K.; Chemarin, M.; Chen, A.; Chen, G.; Chen, G.M.; Chen, H.F.; Chen, H.S.; Chiefari, G.; Cifarelli, L.; Cindolo, F.; Civinini, C.; Clare, I.; Clare, R.; Coignet, G.; Colino, N.; Costantini, S.; Cotorobai, F.; de la Cruz, B.; Csilling, A.; Cucciarelli, S.; Dai, T.S.; van Dalen, J.A.; D'Alessandro, R.; de Asmundis, R.; Deglon, P.; Degre, A.; Deiters, K.; Della Volpe, D.; Delmeire, E.; Denes, P.; De Notaristefani, F.; De Salvo, A.; Diemoz, M.; Dierckxsens, M.; van Dierendonck, D.; Dionisi, C.; Dittmar, M.; Dominguez, A.; Doria, A.; Dova, M.T.; Duchesneau, D.; Dufournaud, D.; Duinker, P.; Duran, I.; El Mamouni, H.; Engler, A.; Eppling, F.J.; Erne, F.C.; Extermann, P.; Fabre, M.; Falagan, M.A.; Falciano, S.; Favara, A.; Fay, J.; Fedin, O.; Felcini, M.; Ferguson, T.; Fesefeldt, H.; Fiandrini, E.; Field, J.H.; Filthaut, F.; Fisher, P.H.; Fisk, I.; Forconi, G.; Freudenreich, K.; Furetta, C.; Galaktionov, Iouri; Ganguli, S.N.; Garcia-Abia, Pablo; Gataullin, M.; Gau, S.S.; Gentile, S.; Gheordanescu, N.; Giagu, S.; Gong, Z.F.; Grenier, Gerald Jean; Grimm, O.; Gruenewald, M.W.; Guida, M.; van Gulik, R.; Gupta, V.K.; Gurtu, A.; Gutay, L.J.; Haas, D.; Hasan, A.; Hatzifotiadou, D.; Hebbeker, T.; Herve, Alain; Hidas, P.; Hirschfelder, J.; Hofer, H.; Holzner, G.; Hoorani, H.; Hou, S.R.; Hu, Y.; Iashvili, I.; Jin, B.N.; Jones, Lawrence W.; de Jong, P.; Josa-Mutuberria, I.; Khan, R.A.; Kaur, M.; Kienzle-Focacci, M.N.; Kim, D.; Kim, J.K.; Kirkby, Jasper; Kiss, D.; Kittel, W.; Klimentov, A.; Konig, A.C.; Kopp, A.; Koutsenko, V.; Kraber, M.; Kraemer, R.W.; Krenz, W.; Kruger, A.; Kunin, A.; Ladron de Guevara, P.; Laktineh, I.; Landi, G.; Lebeau, M.; Lebedev, A.; Lebrun, P.; Lecomte, P.; Lecoq, P.; Le Coultre, P.; Lee, H.J.; Le Goff, J.M.; Leiste, R.; Levchenko, P.; Li, C.; Likhoded, S.; Lin, C.H.; Lin, W.T.; Linde, F.L.; Lista, L.; Liu, Z.A.; Lohmann, W.; Longo, E.; Lu, Y.S.; Lubelsmeyer, K.; Luci, C.; Luckey, David; Lugnier, L.; Luminari, L.; Lustermann, W.; Ma, W.G.; Maity, M.; Malgeri, L.; Malinin, A.; Mana, C.; Mangeol, D.; Mans, J.; Marian, G.; Martin, J.P.; Marzano, F.; Mazumdar, K.; McNeil, R.R.; Mele, S.; Merola, L.; Meschini, M.; Metzger, W.J.; von der Mey, M.; Mihul, A.; Milcent, H.; Mirabelli, G.; Mnich, J.; Mohanty, G.B.; Moulik, T.; Muanza, G.S.; Muijs, A.J.M.; Musicar, B.; Musy, M.; Napolitano, M.; Nessi-Tedaldi, F.; Newman, H.; Niessen, T.; Nisati, A.; Kluge, Hannelies; Ofierzynski, R.; Organtini, G.; Ulyanov, A.; Palomares, C.; Pandoulas, D.; Paoletti, S.; Paolucci, P.; Paramatti, R.; Park, H.K.; Park, I.H.; Passaleva, G.; Patricelli, S.; Paul, Thomas Cantzon; Pauluzzi, M.; Paus, C.; Pauss, F.; Pedace, M.; Pensotti, S.; Perret-Gallix, D.; Petersen, B.; Piccolo, D.; Pierella, F.; Pieri, M.; Piroue, P.A.; Pistolesi, E.; Plyaskin, V.; Pohl, M.; Pozhidaev, V.; Postema, H.; Pothier, J.; Prokofev, D.O.; Prokofev, D.; Quartieri, J.; Rahal-Callot, G.; Rahaman, M.A.; Raics, P.; Raja, N.; Ramelli, R.; Rancoita, P.G.; Ranieri, R.; Raspereza, A.; Raven, G.; Razis, P.; Ren, D.; Rescigno, M.; Reucroft, S.; Riemann, S.; Riles, Keith; Rodin, J.; Roe, B.P.; Romero, L.; Rosca, A.; Rosier-Lees, S.; Rubio, J.A.; Ruggiero, G.; Rykaczewski, H.; Saremi, S.; Sarkar, S.; Salicio, J.; Sanchez, E.; Sanders, M.P.; Sarakinos, M.E.; Schafer, C.; Shchegelsky, V.; Schmidt-Kaerst, S.; Schmitz, D.; Schopper, H.; Schotanus, D.J.; Schwering, G.; Sciacca, C.; Seganti, A.; Servoli, L.; Shevchenko, S.; Shivarov, N.; Shoutko, V.; Shumilov, E.; Shvorob, A.; Siedenburg, T.; Son, D.; Smith, B.; Spillantini, P.; Steuer, M.; Stickland, D.P.; Stone, A.; Stoyanov, B.; Straessner, A.; Sudhakar, K.; Sultanov, G.; Sun, L.Z.; Suter, H.; Swain, J.D.; Szillasi, Z.; Sztaricskai, T.; Tang, X.W.; Tauscher, L.; Taylor, L.; Tellili, B.; Timmermans, Charles; Ting, S.C.C.; Ting, S.M.; Tonwar, S.C.; Toth, J.; Tully, C.; Tung, K.L.; Uchida, Y.; Ulbricht, J.; Valente, E.; Vesztergombi, G.; Vetlitsky, I.; Vicinanza, D.; Viertel, G.; Villa, S.; Vivargent, M.; Vlachos, S.; Vodopyanov, I.; Vogel, H.; Vogt, H.; Vorobev, I.; Vorobov, A.A.; Vorvolakos, A.; Wadhwa, M.; Wallraff, W.; Wang, M.; Wang, X.L.; Wang, Z.M.; Weber, A.; Weber, M.; Wienemann, P.; Wilkens, H.; Wu, S.X.; Wynhoff, S.; Xia, L.; Xu, Z.Z.; Yamamoto, J.; Yang, B.Z.; Yang, C.G.; Yang, H.J.; Yang, M.; Ye, J.B.; Yeh, S.C.; Zalite, A.; Zalite, Yu.; Zhang, Z.P.; Zhu, G.Y.; Zhu, R.Y.; Zichichi, A.; Zilizi, G.; Zimmermann, B.; Zoller, M.

    2000-01-01

    We search for a Higgs particle with anomalous couplings in the $\\mathrm{e}^+\\mathrm{e}^-\\rightarrow\\mathrm{H}\\gamma$, $\\mathrm{e}^+\\mathrm{e}^-\\rightarrow\\mathrm{H}\\mathrm{Z}$ and $\\mathrm{e}^+\\mathrm{e}^-\\rightarrow\\mathrm{H}\\mathrm{e}^+\\mathrm{e }^-$ processes with the L3 detector at LEP. We explore the mass range $70~{\\rm GeV} < m_\\mathrm{H} < 170~{\\rm GeV}$ using $176~{\\rm pb}^{-1}$ of integrated luminosity at a center-of-mass energy of $\\sqrt{s} = 189~{\\rm GeV}$. The Higgs decays $\\mathrm{H}\\rightarrow\\mathrm{b}\\mathrm{\\overline{b}}$, $\\mathrm{H}\\rightarrow\\gamma\\gamma$ and $\\mathrm{H}\\rightarrow\\mathrm{ Z}\\gamma$ are considered in the analysis. No evidence for anomalous Higgs production is found. This is interpreted in terms of limits on the anomalous couplings $d$, $d_B$, $\\Delta g_1^\\mathrm{Z}$ and $\\Delta \\kappa_\\gamma$. Limits on the $\\Gamma(\\mathrm{H}\\rightarrow\\gamma\\gamma)$ and $\\Gamma(\\mathrm{H}\\rightarrow\\mathrm{Z}\\gamma)$ partial widths in the explored Higgs mass range are also obtained.

  17. Energy Loss to Coaxial Vacuum Chambers in LEP and LHC

    CERN Document Server

    Gluckstern, R L

    1996-01-01

    In many hig-energy storage rings the beam chamber is connected to a separate pump chamber by a metallic wall with many holes or slots whic permits passage of the rest gas. In LEP, the pump chamber contains a metallic 'negstrip' pump, and thereby becomes a coazial transmission line. Also in LHC, a coaxial line is formed by the 'liner' and the surrounding cold vacuum chamber which it shields from heating by sznchrotron radiation. Since the phase velocity of electro-magnetic fields in a coax line is close to light velocity, the fields will be almost in sznchronism with the particle beam and the pump chamber, which may result in a large resistive impedance and could lead to isntability, loss of beam energy, and excessive heating of the chamber walls. Here we estimate the rate of field buildup analytically, and in a subsequent report we will compare these results with numerical computations using 3-D computer codes. The results are tested for diagnostic purposes on a 'slot coupler' with short and wide holes design...

  18. Precise Determination of the Z Resonance Parameters at LEP Zedometry

    CERN Document Server

    Abbiendi, G.; Akesson, P.F.; Alexander, G.; Allison, John; Anagnostou, G.; Anderson, K.J.; Arcelli, S.; Asai, S.; Ashby, S.F.; Axen, D.; Azuelos, G.; Bailey, I.; Ball, A.H.; Barberio, E.; Barlow, Roger J.; Behnke, T.; Bell, Kenneth Watson; Bella, G.; Bellerive, A.; Benelli, G.; Bentvelsen, S.; Beeston, C.; Bethke, S.; Biebel, O.; Bloodworth, I.J.; Boeriu, O.; Bock, P.; Bohme, J.; Bonacorsi, D.; Boutemeur, M.; Braibant, S.; Bright-Thomas, P.; Brigliadori, L.; Brown, Robert M.; Burckhart, H.J.; Cammin, J.; Capiluppi, P.; Carnegie, R.K.; Caron, B.; Carter, A.A.; Carter, J.R.; Chang, C.Y.; Charlton, David G.; Clarke, P.E.L.; Clay, E.; Cohen, I.; Conboy, J.E.; Cooke, O.C.; Couchman, J.; Coxe, R.L.; Csilling, A.; Cuffiani, M.; Dado, S.; Dallavalle, G.Marco; Dallison, S.; Darling, C.; De Roeck, A.; De Wolf, E.A.; Dervan, P.; Desch, K.; Dienes, B.; Dixit, M.S.; Donkers, M.; Dubbert, J.; Duchovni, E.; Duckeck, G.; Duerdoth, I.P.; Estabrooks, P.G.; Etzion, E.; Fabbri, F.; Fanti, M.; Feld, L.; Ferrari, P.; Fiedler, F.; Fleck, I.; Ford, M.; Foucher, M.; Frey, A.; Furtjes, A.; Futyan, D.I.; Gagnon, P.; Gascon, J.; Gascon-Shotkin, S.M.; Gary, J.W.; Gaycken, G.; Geich-Gimbel, C.; Giacomelli, G.; Giacomelli, P.; Giacomelli, R.; Glenzinski, D.; Goldberg, J.; Grandi, C.; Graham, K.; Gross, E.; Grunhaus, J.; Gruwe, M.; Gunther, P.O.; Hajdu, C.; Hanson, G.G.; Harder, K.; Harel, A.; Harin-Dirac, M.; Hart, P.A.; Hauschild, M.; Hawkes, C.M.; Hawkings, R.; Hemingway, R.J.; Hensel, C.; Herten, G.; Heuer, R.D.; Hildreth, M.D.; Hill, J.C.; Hillier, S.J.; Hocker, James Andrew; Hoffman, Kara Dion; Homer, R.J.; Honma, A.K.; Horvath, D.; Hossain, K.R.; Howard, R.; Huntemeyer, P.; Igo-Kemenes, P.; Ishii, K.; Jacob, F.R.; Jawahery, A.; Jeremie, H.; Jones, C.R.; Jovanovic, P.; Junk, T.R.; Kanaya, N.; Kanzaki, J.; Karapetian, G.; Karlen, D.; Kartvelishvili, V.; Kawagoe, K.; Kawamoto, T.; Keeler, R.K.; Kellogg, R.G.; Kennedy, B.W.; Kim, D.H.; Kirk, J.; Klein, K.; Klier, A.; Kluth, S.; Kobayashi, T.; Kobel, M.; Kokott, T.P.; Komamiya, S.; Kowalewski, Robert V.; Kress, T.; Krieger, P.; von Krogh, J.; Krop, D.; Kuhl, T.; Kupper, M.; Kyberd, P.; Lafferty, G.D.; Lahmann, R.; Lai, W.P.; Landsman, H.; Lanske, D.; Lauber, J.; Lawson, I; Layter, J.G.; Lee, A.M.; Leins, A.; Lellouch, D.; Letts, J.; Levinson, L.; Liebisch, R.; Lillich, J.; Littlewood, C.; Lloyd, A.W.; Lloyd, S.L.; Loebinger, F.K.; Long, G.D.; Losty, M.J.; Lu, J.; Ludwig, J.; Macchiolo, A.; Macpherson, A.; Mader, W.; Mannelli, M.; Marcellini, S.; Marchant, T.E.; Martin, A.J.; Martin, J.P.; Martinez, G.; Mashimo, T.; Mattig, Peter; McDonald, W.John; McKenna, J.; McMahon, T.J.; McPherson, R.A.; Meijers, F.; Mendez-Lorenzo, P.; Menges, W.; Menke, S.; Merritt, F.S.; Mes, H.; Michelini, A.; Mihara, S.; Mikenberg, G.; Miller, D.J.; Mohr, W.; Montanari, A.; Mori, T.; Muller, U.; Nagai, K.; Nakamura, I.; Neal, H.A.; Nisius, R.; O'Neale, S.W.; Oakham, F.G.; Odorici, F.; Oh, A.; Okpara, A.; Oldershaw, N.J.; Oreglia, M.J.; Orito, S.; Palmonari, F.; Pasztor, G.; Pater, J.R.; Patrick, G.N.; Pfeifenschneider, P.; Pilcher, J.E.; Pinfold, J.; Plane, David E.; Poli, B.; Polok, J.; Pooth, O.; Przybycien, M.; Quadt, A.; Quast, G.; Rabbertz, K.; Raith, B.; Rembser, C.; Renkel, P.; Rick, H.; Rodning, N.; Roney, J.M.; Rosati, S.; Roscoe, K.; Rossi, A.M.; Rozen, Y.; Runge, K.; Runolfsson, O.; Rust, D.R.; Sachs, K.; Saeki, T.; Sahr, O.; Sarkisian, E.K.G.; Sbarra, C.; Schaile, A.D.; Schaile, O.; Scharff-Hansen, P.; Schmitt, B.; Schroder, Matthias; Schumacher, M.; Schwick, C.; Scott, W.G.; Seuster, R.; Shears, T.G.; Shen, B.C.; Shepherd-Themistocleous, C.H.; Sherwood, P.; Siroli, G.P.; Skuja, A.; Smith, A.M.; Smith, T.J.; Snow, G.A.; Sobie, R.; Soldner-Rembold, S.; Spagnolo, S.; Springer, Robert Wayne; Sproston, M.; Stahl, A.; Stephens, K.; Stoll, K.; Strom, David M.; Strohmer, R.; Stumpf, L.; Surrow, B.; Talbot, S.D.; Tarem, S.; Taylor, R.J.; Teuscher, R.; Tecchio, M.; Thomas, J.; Thomson, M.A.; Towers, S.; Toya, D.; Trefzger, T.; Trigger, I.; Trocsanyi, Z.; Tsukamoto, T.; Tsur, E.; Turner-Watson, M.F.; Ueda, I.; Vachon, B.; Vannerem, P.; Verzocchi, M.; Vokurka, E.H.; Voss, H.; Vossebeld, J.; Wagner, A.; Wagner, D.L.; Waller, D.; Ward, C.P.; Ward, D.R.; Watkins, P.M.; Watson, A.T.; Watson, N.K.; Wells, P.S.; Wengler, T.; Wermes, N.; Wetterling, D.; White, J.S.; Wilson, G.W.; Wilson, J.A.; Wyatt, T.R.; Yamashita, S.; Zacek, V.; Zer-Zion, D.

    2001-01-01

    This final analysis of hadronic and leptonic cross-sections and of leptonic forward-backward asymmetries in e+e- collisions with the OPAL detector makes use of the full LEP1 data sample comprising 161 pb^-1 of integrated luminosity and 4.5 x 10^6 selected Z decays. An interpretation of the data in terms of contributions from pure Z exchange and from Z-gamma interference allows the parameters of the Z resonance to be determined in a model-independent way. Our results are in good agreement with lepton universality and consistent with the vector and axial-vector couplings predicted in the Standard Model. A fit to the complete dataset yields the fundamental Z resonance parameters: mZ = 91.1852 +- 0.0030 GeV, GZ = 2.4948 +- 0.0041 GeV, s0h = 41.501 +- 0.055 nb, Rl = 20.823 +- 0.044, and Afb0l = 0.0145 +- 0.0017. Transforming these parameters gives a measurement of the ratio between the decay width into invisible particles and the width to a single species of charged lepton, Ginv/Gl = 5.942 +- 0.027. Attributing th...

  19. Search for scalar top and scalar bottom quarks at LEP

    CERN Document Server

    Abbiendi, G.; Akesson, P.F.; Alexander, G.; Allison, John; Amaral, P.; Anagnostou, G.; Anderson, K.J.; Arcelli, S.; Asai, S.; Axen, D.; Azuelos, G.; Bailey, I.; Barberio, E.; Barlow, R.J.; Batley, R.J.; Bechtle, P.; Behnke, T.; Bell, Kenneth Watson; Bell, P.J.; Bella, G.; Bellerive, A.; Benelli, G.; Bethke, S.; Biebel, O.; Bloodworth, I.J.; Boeriu, O.; Bock, P.; Bonacorsi, D.; Boutemeur, M.; Braibant, S.; Brigliadori, L.; Brown, Robert M.; Buesser, K.; Burckhart, H.J.; Campana, S.; Carnegie, R.K.; Caron, B.; Carter, A.A.; Carter, J.R.; Chang, C.Y.; Charlton, David G.; Csilling, A.; Cuffiani, M.; Dado, S.; Dallavalle, G.Marco; Dallison, S.; De Roeck, A.; De Wolf, E.A.; Desch, K.; Dienes, B.; Donkers, M.; Dubbert, J.; Duchovni, E.; Duckeck, G.; Duerdoth, I.P.; Elfgren, E.; Etzion, E.; Fabbri, F.; Feld, L.; Ferrari, P.; Fiedler, F.; Fleck, I.; Ford, M.; Frey, A.; Furtjes, A.; Gagnon, P.; Gary, John William; Gaycken, G.; Geich-Gimbel, C.; Giacomelli, G.; Giacomelli, P.; Giunta, Marina; Goldberg, J.; Gross, E.; Grunhaus, J.; Gruwe, M.; Gunther, P.O.; Gupta, A.; Hajdu, C.; Hamann, M.; Hanson, G.G.; Harder, K.; Harel, A.; Harin-Dirac, M.; Hauschild, M.; Hauschildt, J.; Hawkes, C.M.; Hawkings, R.; Hemingway, R.J.; Hensel, C.; Herten, G.; Heuer, R.D.; Hill, J.C.; Hoffman, Kara Dion; Homer, R.J.; Horvath, D.; Howard, R.; Huntemeyer, P.; Igo-Kemenes, P.; Ishii, K.; Jeremie, H.; Jovanovic, P.; Junk, T.R.; Kanaya, N.; Kanzaki, J.; Karapetian, G.; Karlen, D.; Kartvelishvili, V.; Kawagoe, K.; Kawamoto, T.; Keeler, R.K.; Kellogg, R.G.; Kennedy, B.W.; Kim, D.H.; Klein, K.; Klier, A.; Kluth, S.; Kobayashi, T.; Kobel, M.; Komamiya, S.; Kormos, Laura L.; Kowalewski, Robert V.; Kramer, T.; Kress, T.; Krieger, P.; von Krogh, J.; Krop, D.; Kruger, K.; Kupper, M.; Lafferty, G.D.; Landsman, H.; Lanske, D.; Layter, J.G.; Leins, A.; Lellouch, D.; Letts, J.; Levinson, L.; Lillich, J.; Lloyd, S.L.; Loebinger, F.K.; Lu, J.; Ludwig, J.; Macpherson, A.; Mader, W.; Marcellini, S.; Marchant, T.E.; Martin, A.J.; Martin, J.P.; Masetti, G.; Mashimo, T.; Mattig, Peter; McDonald, W.J.; McKenna, J.; McMahon, T.J.; McPherson, R.A.; Meijers, F.; Mendez-Lorenzo, P.; Menges, W.; Merritt, F.S.; Mes, H.; Michelini, A.; Mihara, S.; Mikenberg, G.; Miller, D.J.; Moed, S.; Mohr, W.; Mori, T.; Mutter, A.; Nagai, K.; Nakamura, I.; Neal, H.A.; Nisius, R.; O'Neale, S.W.; Oh, A.; Okpara, A.; Oreglia, M.J.; Orito, S.; Pahl, C.; Pasztor, G.; Pater, J.R.; Patrick, G.N.; Pilcher, J.E.; Pinfold, J.; Plane, David E.; Poli, B.; Polok, J.; Pooth, O.; Przybycien, M.; Quadt, A.; Rabbertz, K.; Rembser, C.; Renkel, P.; Rick, H.; Roney, J.M.; Rosati, S.; Rozen, Y.; Runge, K.; Sachs, K.; Saeki, T.; Sahr, O.; Sarkisyan, E.K.G.; Schaile, A.D.; Schaile, O.; Scharff-Hansen, P.; Schieck, J.; Schoerner-Sadenius, Thomas; Schroder, Matthias; Schumacher, M.; Schwick, C.; Scott, W.G.; Seuster, R.; Shears, T.G.; Shen, B.C.; Shepherd-Themistocleous, C.H.; Sherwood, P.; Siroli, G.; Skuja, A.; Smith, A.M.; Sobie, R.; Soldner-Rembold, S.; Spagnolo, S.; Spano, F.; Stahl, A.; Stephens, K.; Strom, David M.; Strohmer, R.; Tarem, S.; Tasevsky, M.; Taylor, R.J.; Teuscher, R.; Thomson, M.A.; Torrence, E.; Toya, D.; Tran, P.; Trefzger, T.; Tricoli, A.; Trocsanyi, Z.; Tsur, E.; Turner-Watson, M.F.; Ueda, I.; Ujvari, B.; Vachon, B.; Vollmer, C.F.; Vannerem, P.; Verzocchi, M.; Voss, H.; Vossebeld, J.; Waller, D.; Ward, C.P.; Ward, D.R.; Watkins, P.M.; Watson, A.T.; Watson, N.K.; Wells, P.S.; Wengler, T.; Wermes, N.; Wetterling, D.; Wilson, G.W.; Wilson, J.A.; Wolf, G.; Wyatt, T.R.; Yamashita, S.; Zer-Zion, D.; Zivkovic, Lidija

    2002-01-01

    Searches for a scalar top quark and a scalar bottom quark have been performed using a data sample of 438 pb-1 at centre-of-mass energies of sqrt(s) = 192 - 209 GeV collected with the OPAL detector at LEP. No evidence for a signal was found. The 95% confidence level lower limit on the scalar top quark mass is 97.6 GeV if the mixing angle between the supersymmetric partners of the left- and right-handed states of the top quark is zero. When the scalar top quark decouples from the Z0 boson, the lower limit is 95.7 GeV. These limits were obtained assuming that the scalar top quark decays into a charm quark and the lightest neutralino, and that the mass difference between the scalar top quark and the lightest neutralino is larger than 10 GeV. The complementary decay mode of the scalar top quark decaying into a bottom quark, a charged lepton and a scalar neutrino has also been studied. The lower limit on the scalar top quark mass is 93.0 GeV for this decay mode, if the mass difference between the scalar top quark a...

  20. Search for Unstable Heavy and Excited Leptons at LEP2

    CERN Document Server

    Abbiendi, G.; Akesson, P.F.; Alexander, G.; Allison, John; Anderson, K.J.; Arcelli, S.; Asai, S.; Ashby, S.F.; Axen, D.; Azuelos, G.; Bailey, I.; Ball, A.H.; Barberio, E.; Barlow, Roger J.; Batley, J.R.; Baumann, S.; Behnke, T.; Bell, Kenneth Watson; Bella, G.; Bellerive, A.; Bentvelsen, S.; Bethke, S.; Betts, S.; Biebel, O.; Biguzzi, A.; Bloodworth, I.J.; Bock, P.; Bohme, J.; Boeriu, O.; Bonacorsi, D.; Boutemeur, M.; Braibant, S.; Bright-Thomas, P.; Brigliadori, L.; Brown, Robert M.; Burckhart, H.J.; Capiluppi, P.; Carnegie, R.K.; Carter, A.A.; Carter, J.R.; Chang, C.Y.; Charlton, David G.; Chrisman, D.; Ciocca, C.; Clarke, P.E.L.; Clay, E.; Cohen, I.; Conboy, J.E.; Cooke, O.C.; Couchman, J.; Couyoumtzelis, C.; Coxe, R.L.; Cuffiani, M.; Dado, S.; Dallavalle, G.Marco; Dallison, S.; Davis, R.; de Roeck, A.; Dervan, P.; Desch, K.; Dienes, B.; Dixit, M.S.; Donkers, M.; Dubbert, J.; Duchovni, E.; Duckeck, G.; Duerdoth, I.P.; Estabrooks, P.G.; Etzion, E.; Fabbri, F.; Fanfani, A.; Fanti, M.; Faust, A.A.; Feld, L.; Ferrari, P.; Fiedler, F.; Fierro, M.; Fleck, I.; Frey, A.; Furtjes, A.; Futyan, D.I.; Gagnon, P.; Gary, J.W.; Gaycken, G.; Geich-Gimbel, C.; Giacomelli, G.; Giacomelli, P.; Gingrich, D.M.; Glenzinski, D.; Goldberg, J.; Gorn, W.; Grandi, C.; Graham, K.; Gross, E.; Grunhaus, J.; Gruwe, M.; Hajdu, C.; Hanson, G.G.; Hansroul, M.; Hapke, M.; Harder, K.; Harel, A.; Hargrove, C.K.; Harin-Dirac, M.; Hauschild, M.; Hawkes, C.M.; Hawkings, R.; Hemingway, R.J.; Herten, G.; Heuer, R.D.; Hildreth, M.D.; Hill, J.C.; Hobson, P.R.; Hocker, James Andrew; Hoffman, Kara Dion; Homer, R.J.; Honma, A.K.; Horvath, D.; Hossain, K.R.; Howard, R.; Huntemeyer, P.; Igo-Kemenes, P.; Imrie, D.C.; Ishii, K.; Jacob, F.R.; Jawahery, A.; Jeremie, H.; Jimack, M.; Jones, C.R.; Jovanovic, P.; Junk, T.R.; Kanaya, N.; Kanzaki, J.; Karapetian, G.; Karlen, D.; Kartvelishvili, V.; Kawagoe, K.; Kawamoto, T.; Kayal, P.I.; Keeler, R.K.; Kellogg, R.G.; Kennedy, B.W.; Kim, D.H.; Klier, A.; Kobayashi, T.; Kobel, M.; Kokott, T.P.; Kolrep, M.; Komamiya, S.; Kowalewski, Robert V.; Kress, T.; Krieger, P.; von Krogh, J.; Kuhl, T.; Kupper, M.; Kyberd, P.; Lafferty, G.D.; Landsman, H.; Lanske, D.; Lauber, J.; Lawson, I.; Layter, J.G.; Lellouch, D.; Letts, J.; Levinson, L.; Liebisch, R.; Lillich, J.; List, B.; Littlewood, C.; Lloyd, A.W.; Lloyd, S.L.; Loebinger, F.K.; Long, G.D.; Losty, M.J.; Lu, J.; Ludwig, J.; Macchiolo, A.; Macpherson, A.; Mader, W.; Mannelli, M.; Marcellini, S.; Marchant, T.E.; Martin, A.J.; Martin, J.P.; Martinez, G.; Mashimo, T.; Mattig, Peter; McDonald, W.John; McKenna, J.; Mckigney, E.A.; McMahon, T.J.; McPherson, R.A.; Meijers, F.; Mendez-Lorenzo, P.; Merritt, F.S.; Mes, H.; Meyer, I.; Michelini, A.; Mihara, S.; Mikenberg, G.; Miller, D.J.; Mohr, W.; Montanari, A.; Mori, T.; Nagai, K.; Nakamura, I.; Neal, H.A.; Nisius, R.; O'Neale, S.W.; Oakham, F.G.; Odorici, F.; Ogren, H.O.; Okpara, A.; Oreglia, M.J.; Orito, S.; Pasztor, G.; Pater, J.R.; Patrick, G.N.; Patt, J.; Perez-Ochoa, R.; Petzold, S.; Pfeifenschneider, P.; Pilcher, J.E.; Pinfold, J.; Plane, David E.; Poli, B.; Polok, J.; Przybycien, M.; Quadt, A.; Rembser, C.; Rick, H.; Robins, S.A.; Rodning, N.; Roney, J.M.; Rosati, S.; Roscoe, K.; Rossi, A.M.; Rozen, Y.; Runge, K.; Runolfsson, O.; Rust, D.R.; Sachs, K.; Saeki, T.; Sahr, O.; Sang, W.M.; Sarkisian, E.K.G.; Sbarra, C.; Schaile, A.D.; Schaile, O.; Scharff-Hansen, P.; Schieck, J.; Schmitt, S.; Schoning, A.; Schroder, Matthias; Schumacher, M.; Schwick, C.; Scott, W.G.; Seuster, R.; Shears, T.G.; Shen, B.C.; Shepherd-Themistocleous, C.H.; Sherwood, P.; Siroli, G.P.; Skuja, A.; Smith, A.M.; Snow, G.A.; Sobie, R.; Soldner-Rembold, S.; Spagnolo, S.; Sproston, M.; Stahl, A.; Stephens, K.; Stoll, K.; Strom, David M.; Strohmer, R.; Surrow, B.; Tafirout, R.; Talbot, S.D.; Taras, P.; Tarem, S.; Teuscher, R.; Thiergen, M.; Thomas, J.; Thomson, M.A.; Torrence, E.; Towers, S.; Trefzger, T.; Trigger, I.; Trocsanyi, Z.; Tsur, E.; Turner-Watson, M.F.; Ueda, I.; Van Kooten, Rick J.; Vannerem, P.; Verzocchi, M.; Voss, H.; Wackerle, F.; Waller, D.; Ward, C.P.; Ward, D.R.; Watkins, P.M.; Watson, A.T.; Watson, N.K.; Wells, P.S.; Wengler, T.; Wermes, N.; Wetterling, D.; White, J.S.; Wilson, G.W.; Wilson, J.A.; Wyatt, T.R.; Yamashita, S.; Zacek, V.; Zer-Zion, D.

    2000-01-01

    Searches for unstable neutral and charged heavy leptons, N and L+-, and for excited states of neutral and charged leptons, nu*, e*, mu*, and tau*, have been performed in e+e- collisions using data collected by the OPAL detector at LEP. The data analysed correspond to an integrated luminosity of about 58pb-1 at a centre-of-mass energy of 183GeV, and about 10pb-1 each at 161GeV and 172GeV. No evidence for new particles was found. Lower limits on the masses of unstable heavy and excited leptons are derived. From the analysis of charged-current, neutral-current, and photonic decays of singly produced excited leptons, upper limits are determined for the ratio of the coupling to the compositeness scale, f/Lambda, for masses up to the kinematic limit. For excited leptons, the limits are established independently of the relative values of the coupling constants f and f'.