Recently, the ALICE Collaboration reported an enhancement of the yield ratio of strange and multi-strange hadrons to charged pions as a function of multiplicity at mid-rapidity in proton-proton, ...proton-lead, lead-lead, and xenon-xenon scattering. ALICE observations provide a strong indication that a quark-gluon plasma is partly formed in high multiplicity events of both small and large colliding systems. Motivated by ALICE's results, we propose a new test for hadronic interaction models used for analyzing ultra-high-energy-cosmic-ray (UHECR) collisions with air nuclei. The test is grounded in the almost equal column-energy density in UHECR-air collisions and lead-lead collisions at the LHC. We applied the test to post-LHC event generators describing hadronic phenomena of UHECR scattering and show that these QCD Monte Carlo-based codes must be retuned to accommodate the strangeness enhancement relative to pions observed in LHC data.
We report on a study about some characteristics of muon production during the development of extended air showers initiated by ultra-high-energy cosmic rays. Using simulations with the recent new ...version of the AIRES air shower simulation system, we analyze and discuss on the observed discrepancies between experimental measurements and simulated data.
Objective: According to the DSM-IV TR, approximately 3 to 7% of school-age children meet the criteria for ADHD. However, there is a common conception that ADHD is overdiagnosed. The purpose of this ...article is to evaluate the evidence for and against overdiagnosis. Method: Recent prevalence studies and research on factors affecting diagnostic accuracy were reviewed. For ADHD to be overdiagnosed, the rate of false positives (i.e., children inappropriately diagnosed with ADHD) must substantially exceed the number of false negatives (children with ADHD who are not identified or diagnosed). Results and Conclusion: Based on the review of prevalence studies and research on the diagnostic process, there does not appear to be sufficient justification for the conclusion that ADHD is systematically overdiagnosed. Yet, this conclusion is generally not reflected in public perceptions or media coverage of ADHD. Potential explanations for the persistence of the belief in the overdiagnosis of ADHD are offered. (J. of Att. Dis. 2007; 11(2) 106-113)
We investigate the observed muon deficit in air shower simulations when compared to ultrahigh-energy cosmic ray (UHECR) data. Based upon the observed enhancement of strangeness production in ...high-energy hadronic collisions reported by the ALICE Collaboration, the concomitant π↔K swap is considered as the keystone to resolve the muon anomaly through its corresponding impact on the shower development. We construct a toy model in terms of the π↔K swapping probability Fs. We present a parametrization of Fs in terms of the pseudorapidity that can accommodate the UHECR data. Looking to the future, we explore potential strategies for model improvement using the massive amounts of data to be collected by LHC neutrino detectors, such as FASERν and experiments at the Forward Physics Facility. We calculate the corresponding sensitivity to Fs and show that these experiments will be able to probe the model phase space.
Objective: Despite the availability of several effective treatments, many children with ADHD do not receive adequate services. A variety of factors may influence help-seeking behavior among families ...of children with ADHD. This study explores two factors that may influence help-seeking decisions: knowledge and misconceptions of ADHD and treatment acceptability. Method: A total of 196 participants completed measures of ADHD knowledge and use of information sources prior to rating the acceptability of two interventions: stimulant medication and sugar elimination diets. Results: Higher levels of ADHD misconceptions were associated with lower acceptance of medication and higher acceptance of dietary interventions. However, analysis of individual misconceptions suggests that specific misconceptions are differentially related to perceptions of individual treatments. Conclusion: It may be important for clinicians to assess and deliberately target specific misconceptions as part of treatment for ADHD.
The large-scale shift to online learning due to the COVID-19 pandemic presented numerous challenges for instructors and for higher education in general. As instructors redesigned their courses for ...the fall of 2020, the challenge was to not just to migrate courses to an online context rapidly, but to better understand the learning outcomes of online instruction in this context and to think more intentionally about how pandemic-related adaptations might influence instruction moving forward. In this article, I illustrate how assessment data collected in the context of the conversion of an undergraduate statistics course in psychology from fully face-to-face (F2F) to a fully online course have shaped the ways in which I intend to teach the course moving forward. Evidence from this study suggests that, consistent with prior research on online instruction, students’ performance on major course components (i.e., cumulative final exam, quizzes) was not significantly different across the two modalities. However, there was evidence from course performance data and student perceptions of learning that can provide guidance for future course design. Specifically, students in the online courses performed significantly better in some skills areas (i.e., integrative writing) and reported more effective collaboration with peers, which were core elements of the redesign. With regard to formative assessment, I provide examples of how systematic feedback during the course (e.g., heat maps of student perceptions of asynchronous materials) can inform pedagogical decisions during and beyond the semester, whether the course is taught using a hybrid, fully online, or in-person modality. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
VITAL faculty, also known as non-tenure-track instructors at colleges and universities in the United States, play critical roles in educating students but are often excluded from professional ...development and community-building opportunities that support their growth and development as instructors. In this article, we describe how we addressed these inequities as a consortium of institutions with differing missions, strategic goals, and student populations, by facilitating collaborative initiatives for our VITAL faculty. We apply various conceptual frameworks, theories, and research-supported principles to this work, including academic development as community development, social network theory, and professional development as critical to improving student outcomes.
Air shower simulation programs are essential tools for the analysis of data from cosmic ray experiments and for planning the layout of new detectors. They are used to estimate the energy and mass of ...the primary particle. Unfortunately the model uncertainties translate directly into systematic errors in the energy and mass determination. Aiming at energies>10
19 eV, the models have to be extrapolated far beyond the energies available at accelerators. On the other hand, hybrid measurement of ground particle densities and calorimetric shower energy, as will be provided by the Pierre Auger Observatory, will strongly constrain shower models. While the main uncertainty of contemporary models comes from our poor knowledge of the (soft) hadronic interactions at high energies, also electromagnetic interactions, low-energy hadronic interactions and the particle transport influence details of the shower development. We review here the physics processes and some of the computational techniques of air shower models presently used for highest energies, and discuss the properties and limitations of the models.
Schools are an attractive setting for implementation of mindfulness-based programs because mindfulness practices, by their very nature, align with a wide range of core educational goals. The present ...study investigated the effects of an 8-week (16 session) school-based mindfulness program for young children across 8 classrooms (K through 2) using a quasi-experimental delayed-intervention control group design. Results indicated that the mindfulness program was associated with significant improvements in teacher ratings of externalizing and prosocial behaviors. Program outcomes were not associated with child sex or race/ethnicity, but did vary by grade. Descriptive analyses suggest that outcomes tended to be more positive in classrooms with higher levels of teacher and student engagement. Results of the present study add to the growing knowledge base on the positive effects of school-based mindfulness programs and point to a need for more rigorous inquiry into the extent to which students and teachers are engaged with mindfulness programs both during the program itself and in their day to day functioning.
Highlights
Teacher ratings of prosocial behavior and externalizing behavior improved after a 16-session mindfulness program.
Program outcomes differed by grade but not across child sex and race/ethnicity.
Teacher and student engagement in the mindfulness program was associated with more positive outcomes.
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