The joint effects of instructional approach and participant structure on children's engagement were investigated in 24 fifth-grade classrooms during a six-week unit on wolf management. 96 four-minute episodes sampled from the lesson videos were coded in 30-second intervals for individual students' momentary cognitive-behavioral engagement, momentary emotional engagement, and current participant structure. Multilevel ordinal regression analyses showed that children were three times more likely to be cognitively and behaviorally engaged and one-and-a-half times more likely to be emotionally engaged during collaborative groups than direct instruction. Children's cognitive-behavioral engagement depended upon participant structure: Children in collaborative groups were most engaged in lessons during peer interaction, whereas children receiving direct instruction were more engaged when interacting with the teacher. Children were more likely to be emotionally engaged when talking with peers, the teacher, or both peers and the teacher than when alone. The study contributes to new understanding of engagement as a function of the nature and conditions for participation in lessons.

The helicity structure of the diffractive electroproducti on of mesons, e+ p ! e+ + Y , is studied in a previously unexplored region of large four-m omentum transfer squared at the proton vertex,t: 0 < t < 3 G eV , wheret = jtj jtjm in . The data used are collected with the H1 detector at HERA in the kinematic domai n 2:5 < Q 2 < 60 G eV , 40 < W < 120 GeV. Notdependence of the r 00 spin density matrix element is found. A significanttdependent helicity non-conservation from the virtual phot on to the meson is observed for the spin density matrix element combination s r 00 + 2r 11 andr 00 + 2r 11 . Thesetdependences are consistently described by a perturbative Q CD model based on the exchange of two gluons. C. Adloff, V. Andreev, B. Andrieu, T. Anthonis, V. Arkadov, A. Astvatsatourov , A. Babaev, J. Bähr , P. Baranov , E. Barrelet , W. Bartel, J. Becker , A. Beglarian, O. Behnke, C. Beier, A. Belousov, Ch. Berger , T. Berndt, J.C. Bizot , J. Böhme, V. Boudry, W. Braunschweig , V. Brisson, H.-B. Bröker, D.P. Brown, W. Brückner , D. Bruncko, J. Bürger , F.W. Büsser , A. Bunyatyan, A. Burrage, G. Buschhorn , L. Bystritskaya, A.J. Campbell , J. Cao, S. Caron, F. Cassol-Brunner , D. Clarke, B. Clerbaux, C. Collard, J.G. Contreras , Y.R. Coppens , J.A. Coughlan, M.-C. Cousinou, B.E. Cox, G. Cozzika, J. Cvach, J.B. Dainton, W.D. Dau, K. Daum, M. Davidsson, B. Delcourt, N. Delerue, R. Demirchyan, A. De Roeck, E.A. De Wolf, C. Diaconu, J. Dingfelder , P. Dixon, V. Dodonov, J.D. Dowell, A. Droutskoi, A. Dubak, C. Duprel , G. Eckerlin, D. Eckstein, V. Efremenko, S. Egli, R. Eichler, F. Eisele, E. Eisenhandler , M. Ellerbrock, E. Elsen, M. Erdmann, W. Erdmann, P.J.W. Faulkner , L. Favart, A. Fedotov, R. Felst , J. Ferencei , S. Ferron, M. Fleischer , Y.H. Fleming, G. Flügge, A. Fomenko, I. Foresti , J. Formánek , G. Franke, E. Gabathuler , K. Gabathuler , J. Garvey, J. Gassner , J. Gayler , R. Gerhards , C. Gerlich, S. Ghazaryan , L. Goerlich, N. Gogitidze, C. Grab, V. Grabski , H. Grässler , T. Greenshaw, G. Grindhammer , T. Hadig, D. Haidt, L. Hajduk, J. Haller, W.J. Haynes , B. Heinemann, G. Heinzelmann , R.C.W. Henderson , S. Hengstmann , H. Henschel , R. Heremans , G. Herrera, I. Herynek, M. Hildebrandt , M. Hilgers, K.H. Hiller, J. Hladký, P. Höting, D. Hoffmann, R. Horisberger , A. Hovhannisyan , S. Hurling, M. Ibbotson, Ç. İşsever , M. Jacquet , M. Jaffre, L. Janauschek , X. Janssen , V. Jemanov, L. Jönsson , C. Johnson , D.P. Johnson , M.A.S. Jones , H. Jung, D. Kant, M. Kapichine, M. Karlsson, O. Karschnick, F. Keil, N. Keller, J. Kennedy, I.R. Kenyon, S. Kermiche, C. Kiesling, P. Kjellberg, M. Klein, C. Kleinwort, T. Kluge, G. Knies, B. Koblitz, S.D. Kolya, V. Korbel, P. Kostka, S.K. Kotelnikov, R. Koutouev, A. Koutov, H. Krehbiel , J. Kroseberg , K. Krüger, A. Küpper, T. Kuhr, T. Kurča, D. Lamb, M.P.J. Landon , W. Lange, T. Laštovička, P. Laycock, E. Lebailly, A. Lebedev, B. Leißner , R. Lemrani , V. Lendermann, S. Levonian, M. Lindstroem, B. List, E. Lobodzinska , B. Lobodzinski , A. Loginov, N. Loktionova, V. Lubimov, S. Lüders, D. Lüke, L. Lytkin, H. Mahlke-Krüger , N. Malden, E. Malinovski, I. Malinovski, R. Maraček, P. Marage, J. Marks, R. Marshall , H.-U. Martyn, J. Martyniak, S.J. Maxfield, D. Meer, A. Mehta, K. Meier, A.B. Meyer, H. Meyer, J. Meyer , P.-O. Meyer , S. Mikocki, D. Milstead, T. Mkrtchyan, R. Mohr, S. Mohrdieck, M.N. Mondragon, F. Moreau, A. Morozov, J.V. Morris, K. Müller, P. Murı́n, V. Nagovizin, B. Naroska, J. Naumann , Th. Naumann , G. Nellen, P.R. Newman , F. Niebergall , C. Niebuhr , O. Nix, G. Nowak, J.E. Olsson , D. Ozerov, V. Panassik , C. Pascaud , G.D. Patel , M. Peez, E. Perez , J.P. Phillips, D. Pitzl, R. Pöschl , I. Potachnikova, B. Povh, G. Rädel , J. Rauschenberger , P. Reimer , B. Reisert , D. Reyna, C. Risler, E. Rizvi, P. Robmann , R. Roosen, A. Rostovtsev , S. Rusakov , K. Rybicki, D.P.C. Sankey , S. Schätzel , J. Scheins , F.-P. Schilling, P. Schleper , D. Schmidt , D. Schmidt , S. Schmidt , S. Schmitt , M. Schneider , L. Schoeffel , A. Schöning, T. Schörner , V. Schröder , H.-C. Schultz-Coulon , C. Schwanenberger , K. Sedlák, F. Sefkow, V. Shekelyan, I. Sheviakov, L.N. Shtarkov, Y. Sirois, T. Sloan, P. Smirnov, Y. Soloviev, D. South, V. Spaskov, A. Specka, H. Spitzer ,

The purpose of this research was to investigate the efficacy of professional development in changing two middle school science teachers' questioning to include more questions that require deeper student responses. The professional development was based on ICAP theory which proposes a framework for identifying cognitive engagement based on what is required of students. ICAP hypothesizes that Interactive and Constructive questions, such as those requiring inferential thought and collaboration, lead to deeper thinking and therefore stronger learning gains than questions that are more Active, Passive. Teacher questioning before and after the PD showed a marked improvement in increasing the number of questions that required students to make inferences about the materials. Student gain scores from tests on the lesson's content suggests a positive relationship between constructive questions and student learning. This paper also details a coding scheme based on ICAP that can be used to provide feedback on teachers' questioning.

The production cross-sections for W +/- and Z bosons are measured using ATLAS data corresponding to an integrated luminosity of 4.0 pb-1 collected at a centre-ofmass energy v s = 2.76 TeV. The deca ...

Collaborative Reasoning is a teacher-scaffolded, peer-led, small-group discussion approach that provides students with an environment to engage in productive academic talk. In this chapter, we conceptualise Collaborative Reasoning as an organic system in which students simultaneously develop three aspects of academic talk – academic vocabulary, relational language, and pragmatic language. We describe studies of Collaborative Reasoning that document how students learn to use academic language and suggest evidence-based teaching strategies to further promote academic language.

Fifth-grade students from two urban school districts completed an integrated unit on wolves. Classes received either direct instruction (DI) or collaborative group work (CG). Analysis of reasoning in classroom talk indicated that CG students more often used connective and contrastive words and the performative verb phrases I think and I know than DI students. Analysis of written arguments about a controversial question raised by the unit indicated that, compared to DI students, CG students included more logical connectives, contrastives, and performative verbs, produced fewer unelaborated arguments, more frequently asked rhetorical questions, and more often considered both sides of the policy issue. The study provides fresh insight into how instructional frameworks can affect how students view themselves as writers in relation to a prospective audience.

Cutaneous neurofibromas (cNF) are multicellular tumors involving the skin that are one of the hallmark findings of neurofibromatosis type 1 (NF1), and patients with NF1 often identify these tumors as their greatest burden. As there is no known way to prevent these tumors from developing and current treatments are limited to regional procedure based approaches that have uncertain efficacy, the Neurofibromatosis Therapy Acceleration Program (NTAP) has undertaken the targeting of cNF as part of its strategic mission. Recently, NTAP hosted a cNF summit comprised of leading experts from a range of disciplines representing the ranks of academia, industry, and public agencies in order to create a community of invested experts in this space and identify the key areas of research priority for developing therapies for cNF. This group drafted core questions, reviewed published and unpublished materials, and created summaries about the material that may influence therapeutic development for cNF. Key focus areas for understanding disease pathogenesis, therapies development, and clinical trial optimization were identified and represent a ‘road map’ for accelerating the development of therapies for cNF.

The goal of this study was to evaluate instructional influences on the storytelling of English Language Learners (ELLs). Participants were 210 fifth-grade Spanish-speaking ELLs (mean age = 10.8) from schools serving low-income neighborhoods in the Midwest of the United States. They received a six-week socio-scientific unit involving collaborative group work or direct instruction, or were in control classes that continued regular instruction. In an essay to evaluate mastery of the instructional unit, students from collaborative groups produced significantly longer chains of reasoning (more chains with 5-8 links) than direct instruction students (more chains with 3 or 4 links), while control students were unable to display any extended reasoning. Following the unit, students individually told a story prompted by a wordless picture book to evaluate their oral English proficiency. The stories were coded for several features of basic language production, story completeness, and multi-link causal reasoning. The results indicated that students who received the socio-scientific unit told stories with more complicated syntax than the control students, while no difference in complexity of syntax was observed between students from the two instructional conditions. Stories told by students who had participated in collaborative groups contained significantly more elaboration of essential story elements than the stories produced by direct instruction students or control students. Students who had interacted in collaborative groups also generated significantly longer chains of reasoning (many 5-7 link chains) connecting story events than students in the other two conditions (mostly 1 or 2 link chains). The results suggest collaborative group work may be an effective instructional approach to foster ELLs' communicative competence and causal reasoning. (C) 2016 Elsevier Ltd. All rights reserved.

This research examined the influence of contrasting instructional approaches on children's decision-making competence. A total of 764 fifth graders, mostly African Americans and Hispanic Americans, from 36 classrooms in eight public schools serving children from low-income families completed a six-week unit on wolf management, using either direct instruction or collaborative groups, or were waited-listed controls. Analysis of children's essays on a topic unrelated to wolves revealed that students who participated in collaborative groups but not students who received direct instruction acquired decision-making strategies and transferred them to the novel task. Students in collaborative group work classrooms wrote essays that were significantly better than essays of students from direct instruction classrooms in each of the three aspects of decision making that were evaluated-considering more than one side of a dilemma, comprehensiveness of reasons, and weighing the importance of reasons. In contrast, direct instruction students performed no better than uninstructed control students.

Instructional influences on productive use of academic vocabulary were investigated among 460 mostly African American and Latina/o fifth graders from 36 classrooms in eight public schools serving low-income families. Students received a 6-week unit on wolf management involving collaborative group work (CG) or direct instruction (DI). The big question that students tried to answer during the unit was whether a community should be permitted to destroy a pack of wolves. In an individual oral interview about an analogue to the wolf question, whether whaling should be allowed, both CG and DI students used more general and domain-specific academic vocabulary from the Wolf Unit than uninstructed control students. CG students used more general academic vocabulary in the whale interview than DI students, and this was mediated by the CG students' greater use of general academic vocabulary in classroom dialogue during the Wolf Unit. These results suggest that CG is an effective instructional approach to promote acquisition and productive use of academic vocabulary for children from underserved communities.

To study low-x shadowing/saturation physics as well as other nuclear effects [1], [2], proton-gold (p-Au, for 5 weeks) and proton-Aluminum (p-Al, for 2 weeks) collisions were provided for experiments in 2015 at the Relativistic Heavy Ion Collider (RHIC), with polarized proton beam in the Blue ring and Au/Al beam in the Yellow ring. The special features of the asymmetric run in 2015 will be introduced. The operation experience will be reviewed as well in the report.

Dialogue based approaches to education have been shown to benefit students through the quality of shared discourse. Warm conceptual change theories propose that these benefits are also mediated by increasing student engagement. Discourse and engagement effects were isolated in this study by having 130 third and fourth grade students read a science text for different purposes (no stated purpose, to prepare for a regular classroom discussion, or to prepare for an argumentative discussion) and then testing children before the discussion took place. Children who anticipated a discussion, especially an argumentative discussion, read more slowly than other children after controlling for fluency. A subset of reading times predicted conceptual growth. Finally some children who participated in argumentative discussions had higher rates of conceptual growth. Results substantiate the efficacy of argumentative discussion as a context for reading scientific texts, and they support the central mechanism of dual-processing theories of warm conceptual change.

The baseline detector option for the first layer of the SuperB Silicon Vertex Tracker (SVT) is a high resistivity double-sided silicon device with short strips (striplets) at 45 degrees angle to the detector's edge. A prototype was tested with a 120 GeV/c pion beam in September 2011 at the SPS-H6 test-beam line at CERN. In this paper studies on efficiency, resolution and cluster size are reported. (C) 2012 Elsevier B.V. All rights reserved.

In the design of the Silicon Vertex Tracker for the high luminosity SuperB collider, very challenging requirements are set by physics and background conditions on its innermost Layer0: small radius (about 1.5 cm), resolution of 10–15μm in both coordinates, low material budget <1%X0, and the ability to withstand a background hit rate of several tens of MHz/cm2. Thanks to an intense R&D program the development of Deep NWell CMOS MAPS (with the ST Microelectronics 130 nm process) has reached a good level of maturity and allowed for the first time the implementation of thin CMOS sensors with similar functionalities as in hybrid pixels, such as pixel-level sparsification and fast time stamping. Further MAPS performance improvements are currently under investigation with two different approaches: the INMAPS CMOS process, featuring a quadruple well and a high resistivity substrate, and 3D CMOS MAPS, realized with vertical integration technology. In both cases specific features of the processes chosen can improve charge collection efficiency, with respect to a standard DNW MAPS design, and allow to implement a more complex in-pixel logic in order to develop a faster readout architecture. Prototypes of MAPS matrix, suitable for application in the SuperB Layer0, have been realized with the INMAPS 180 nm process and the 130 nm Chartered/Tezzaron 3D process and results of their characterization will be presented in this paper.

Physics and high background conditions set very challenging requirements on readout speed, material budget and resolution for the innermost layer of the SuperB Silicon Vertex Tracker operated at the full luminosity. Monolithic Active Pixel Sensors (MAPS) are very appealing in this application since the thin sensitive region allows grinding the substrate to tens of microns. Deep N-Well MAPS, developed in the ST 130 nm CMOS technology, achieved in-pixel sparsification and fast time stamping. Further improvements are being explored with an intense R&D program, including both vertical integration and 2D MAPS with the INMAPS quadruple well. We present the results of the characterization with IR laser, radioactive sources and beam of several chips produced with the 3D (Chartered/Tezzaron) process. We have also studied prototypes exploiting the features of the quadruple well and the high resistivity epitaxial layer of the INMAPS 180 nm process. Promising results from an irradiation campaign with neutrons on small matrices and other test-structures, as well as the response of the sensors to high energy charged tracks are presented.

The asymmetric e+e− collider SuperB is designed to deliver a high luminosity, greater than 1036cm−2s−1, with moderate beam currents and a reduced center of mass boost with respect to earlier B-Factories. The innermost detector is the Silicon Vertex Tracker which is made of 5 layers of double sided silicon strip sensors plus a layer 0, that can be equipped with short striplets detectors in a first phase of the experiment. In order to achieve an overall track reconstruction efficiency above 98% it is crucial to optimize both analog and digital readout circuits. The readout architecture being developed for the front-end chips will be able to cope with the very high rates expected in the first layer. The digital readout will be optimized to be fully efficient for hit rates up to 2 MHz/strip, including large margins on the maximum expected background rates, but can potentially accommodate higher rates with a proper tuning of the buffer depth. The readout is based on a triggered architecture where each of the 128 strip channel is provided with a dedicated digital buffer. Each buffer collects the digitized charge information by means of a 4-bit TOT, storing it in conjunction with the related time stamp. The depth of buffers was dimensioned considering the expected trigger latency and hit rate including suitable safety margins. Every buffer is connected to a highly parallelized circuit handling the trigger logic, rejecting expired data in the buffers and channeling the parallel stream of triggered hits to the common output of the chip. The presented architecture has been modeled by HDL language and investigated with a Monte Carlo hit generator emulating the analog front-end behavior. The simulations showed that even applying the highest stressing conditions, about 2 MHz per strip, the efficiency of the digital readout remained above 99.8%.

The T2K experiment studies oscillations of an off-axis muon neutrino beam between the J-PARC accelerator complex and the Super-Kamiokande detector. Special emphasis is placed on measuring the mixing angle theta_13 by observing electron neutrino appearance via the sub-dominant muon neutrino to electron neutrino oscillation, and searching for CP violation in the lepton sector. The experiment includes a sophisticated, off-axis, near detector, the ND280, situated 280 m downstream of the neutrino production target in order to measure the properties of the neutrino beam and to understand better neutrino interactions at the energy scale below a few GeV. The data collected with the ND280 are used to study charged- and neutral-current neutrino interaction rates and kinematics prior to oscillation, in order to reduce uncertainties in the oscillation measurements by the far detector. A key element of the near detector is the ND280 electromagnetic calorimeter (ECal), consisting of active scintillator bars sandwiched between lead sheets and read outwith multi-pixel photon counters (MPPCs). The ECal is vital to the reconstruction of neutral particles, and the identification of charged particle species. The ECal surrounds the Pi-0 detector (P0D) and the tracking region of the ND280, and is enclosed in the former UA1/NOMAD dipole magnet. This paper describes the design, construction and assembly of the ECal, as well as the materials from which it is composed. The electronic and data acquisition (DAQ) systems are discussed, and performance of the ECal modules, as deduced from measurements with particle beams, cosmic rays, the calibration system, and T2K data, is described.

This microgenetic study examined social influences on children's development of analogical reasoning during peer-led small-group discussions of stories about controversial issues. A total of 277 analogies were identified among 7,215 child turns for speaking during 54 discussions from 18 discussion groups in 6 fourth-grade classrooms (N = 120; age M=10.0, SD=0.6). Use of analogy was found to spread among the children in discussion groups and occur at an accelerating rate, primarily because of the increasing use of novel analogies. Relational analogies with shared surface features triggered purely relational analogies during the next 2 speaking turns, showing a trend of relational shift. These results provide distinctive new evidence for the importance of social interaction in an aspect of cognitive development.