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405,921 results on '"A. York"'

1. Vocational Development in Grades Seven, Eight and Nine. A Resource Guide Integrating Selected Vocational Development Concepts with Eight Areas of the Curriculum in Grades Seven, Eight and Nine.

Author

New York State Dept. of Labor, Albany. Div. of Employment., Mid-Hudson Career Development and Information Center, Beacon, NY., Mid-Hudson Industrial Association, Poughkeepsie, NY., and New York State Education Dept., Albany.

Abstract

Developed by representatives from state guidance, education, and employment, this resource guide was designed to facilitate the integration of career education concepts into the curriculum of junior high schools. Recognizing that career development is a life-long process, learning experiences to develop work concepts and attitudes are outlined for: (1) English, (2) mathematics, (3) physical and life sciences, (4) social studies, (5) art, (6) home economics, (7) industrial arts, and (8) physical education. Most of the activities are concerned with development of attitudes and skills associated with vocational awareness, and are designed for teachers who are concerned about, but not necessarily trained in, vocational learning-maturation. Activities emphasize work functions and worker trait components and exposure to relevant concepts, and should be adapted by the teacher and used with other related tools. In addition to identifying concepts to be taught, the guide also outlines content, teaching techniques, and resources. Included in the appendixes are data on classifying occupations. (JS)

Published
2024

2. SPPED Cloze Training Manual. Form 082.

Author

New York State Education Dept., Albany. Div. of Evaluation. and New York State Education Dept., Albany. Div. of Research.

Abstract

In order to permit teachers to tailor their instruction in the introduction of the SPPED Multiple Choice Cloze to their students, this training manual provides a package of lesson plans and materials developed by the System for Pupil and Program Evaluation and Development (SPPED). The materials include Student Guides for grade 1, grades 2-3, grades 4-6, and grades 7-12. The guides for each grade span contain exercises of increasing complexity that lead step by step to the kinds of passages and items students will encounter on a SPPED Multiple Choice Cloze Test. There are also Additional Cloze Training Passages that can be combined with the Student Guides and duplicated as lesson booklets for students. (BW)

Published
2024

3. THE REGENTS STATEWIDE PLAN FOR THE EXPANSION AND DEVELOPMENT OF HIGHER EDUCATION, 1964, WITH THE PROGRESS REPORTS FOR 1966 AND 1967. (TITLE SUPPLIED).

Author

New York State Education Dept., Albany. and State Univ. of New York, Albany.

Abstract

AS THE HEAD OF THE STATE'S EDUCATIONAL SYSTEM, THE BOARD OF REGENTS EXERCISES CONTROL OVER FOUR SEGMENTS OF HIGHER EDUCATION--(1) THE STATE UNIVERSITY OF NEW YORK, (2) THE CITY UNIVERSITY OF NEW YORK, (3) THE COMMUNITY COLLEGES OPERATING WITHIN THE PROGRAM OF THE STATE UNIVERSITY, AND (4) THE PRIVATELY CONTROLLED COLLEGES. IN 1964 THE REGENTS PREPARED THIS PLANNING DOCUMENT, GIVING ATTENTION TO (1) THE STATE'S HIGHER EDUCATION NEEDS, INCLUDING PROJECTIONS OF ENROLLMENTS, (2) THE REGENTS' GOALS FOR POST-HIGH SCHOOL EDUCATION, (3) REVIEWS OF INSTITUTIONAL PLANS, (4) A 63-POINT PLAN FOR ORGANIZATION AND ADMINISTRATION OF HIGHER EDUCATION, (5) FINANCING, AND (6) RECOMMENDATIONS FOR FUTURE DEVELOPMENT. THE PLAN IS INTENDED (1) TO MEET THE NEEDS OF INDIVIDUALS, (2) TO MEET THE NEEDS OF THE ECONOMY AND THE SOCIETY, (3) TO STRENGTHEN INSTITUTIONS, (4) TO IMPROVE STATE SERVICES TO THE COLLEGES, AND (5) TO GUIDE AND ENCOURAGE THE DEVELOPMENT OF NEW PROGRAMS AND INSTITUTIONS. APPENDIXES CONTAIN EXCERPTS FROM PERTINENT STATE LAWS, A LIST OF RELATED STUDIES AND REPORTS, AND LISTS OF THE STATE'S INSTITUTIONS OF HIGHER EDUCATION, WITH SELECTED STATISTICAL INFORMATION. SUPPLEMENTAL PROGRESS REPORTS SUBMITTED BY THE BOARD OF REGENTS IN 1966 AND 1967 ARE INCLUDED IN THE BASIC DOCUMENT. (WO)

Published
2024

4. Animal Science Technology. An Experimental Developmental Program. Volume II, Curriculum Course Outlines.

Author

State Univ. of New York, Delhi. Agricultural and Technical Coll. and Brant, Herman G.

Abstract

This volume, the second of a two part evaluation report, is devoted exclusively to the presentation of detailed course outlines representing an Animal Science Technology curriculum. Arranged in 6 terms of study (2 academic years), outlines are included on such topics as: (1) Introductory Animal Science, (2) General Microbiology, (3) Zoonoses, (4) Animal Reproduction, (5) Clinical Management, (6) Animal Parasitology, (7) Animal Nutrition, (8) Genetics, and (9) Technical Reporting. Each outline includes estimated instruction time, a lesson description, and reference materials. It should be noted that the establishment of the first year of this curriculum assumes a common core to be taken by all students during the first 3 terms of the program. The second year is characterized by a modified core approach, whereby a reduced number of required courses allow for the selection, by the students, of one of the two option areas; namely, the Laboratory Animal Option or the Veterinary Assisting Option. Volume I of this report, the description and evaluation of the program, is available as VT 013 804. (Author/JS)

Published
2024

5. An Instructional Playground for the Handicapped Using Tires as Inexpensive Playground Equipment: Activity and Construction Manual.

Author

New York State Education Dept., Albany. Special Education Instructional Materials Center.

Abstract

The manual explains how special education students in an occupational program used tires to construct an inexpensive instructional playground for handicapped elementary school pupils. Presented in two sections with accompanying pictures or diagrams are activity ideas for using the tires in a variety of configurations (Part 1) and construction and installation instructions (Part 2) both within the school shop setting and at the playground site. Listed in a brief introductory section are the following project benefits: students' satisfaction, increased interaction between special education and physical education staff members and between students in special and regular classes, equipment safety, and low cost (under $400) of constructing the playground. (LH)

Published
2024

6. Procedures, Planning Guides, and Cost Data for Community Colleges.

Author

State Univ. of New York, Albany. Office of Architecture and Facilities. and Rowlands, Ellis M.

Abstract

A guidebook of required procedures for capital construction programs for community colleges in New York State. Existing community colleges are listed giving actual and estimated enrollments for 1963-1974. Required procedures specified include--(1) initiation of capital construction and budget requests, (2) space utilization and space projections, building requirements program, (3) rules of procedure for approval of preliminary drawing requirements, and (4) acquisition of additional land for community colleges. Other requirements outlined include building codes, fee schedules, time schedules, site selection, and policies regarding carpeting and air conditioning. Cost data for existing colleges and cost guidelines for proposed facilities are included. (NI)

Published
2024

7. ASSOCIATE IN ARTS DEGREE PROGRAM FOR ADULTS.

Author

New York Univ., NY. School of Continuing Education and Extension Services.

Abstract

THIS BROCHURE FOR THE 1968-69 ACADEMIC YEAR DESCRIBES THE CURRICULUM, HISTORY, AND PURPOSE OF THE SCHOOL OF CONTINUING EDUCATION, DESIGNED SPECIFICALLY FOR THE WORKING ADULT. IT GIVES DETAILS OF EACH COURSE IN THE 4-YEAR PROGRAM--(1) HUMANITIES, (2) SOCIAL SCIENCES, (3) NATURAL SCIENCES AND MATHEMATICS, AND (4) INTERDISCIPLINARY SEMINARS, LEADING TO THE ASSOCIATE IN ARTS DEGREE. THE PROGRAM IS NOT ONLY COMPREHENSIVE AND COMPLETE IN ITSELF, BUT CAN ALSO BE EVALUATED FOR TRANSFER TO A BACCALAUREATE PROGRAM IN THE LIBERAL ARTS. THE PROGRAM CARRIES 64 COLLEGE CREDITS AND CALLS FOR REGULAR ATTENDANCE TWO EVENINGS A WEEK, TWO CLASSES A NIGHT. IT ALSO PROVIDES FOR THREE FRIDAY COLLOQUIA PER SEMESTER AND A RECOMMENDED WEEKEND IN RESIDENCE AT THE END OF EACH TERM. INCLUDED IN THE BOOKLIST ARE THE FOLLOWING--A LIST OF THE CURRENT FACULTY MEMBERS, A READING LIST FOR EACH SEMESTER AND FOR THE SUMMERS, EXAMPLES OF ASSIGNMENTS, SAMPLE TOPICS OF THE FRIDAY EVENING COLLOQUIA, A DESCRIPTION OF A TYPICAL RESIDENTIAL WEEKEND, ADMISSION REQUIREMENTS, AND A FEE (AND FINANCIAL AID) SCHEDULE. (HH)

Published
2024

8. Minority Aged: Asian Americans, A Bibliography.

Author

ERIC Clearinghouse on Urban Education, New York, NY.

Abstract

This annotated bibliography lists various guides, bibliographies, papers, reports, books, articles, and other literature dealing with topics related to older Asian Americans. (EB)

Published
2024

9. Erratum to: Searches for long-lived charged particles in pp collisions at s $$ \sqrt{\textrm{s}} $$ = 7 and 8 TeV

Author

The CMS collaboration, S. Chatrchyan, V. Khachatryan, A. M. Sirunyan, A. Tumasyan, W. Adam, T. Bergauer, M. Dragicevic, J. Erö, C. Fabjan, M. Friedl, R. Frühwirth, V. M. Ghete, N. Hörmann, J. Hrubec, M. Jeitler, W. Kiesenhofer, V. Knünz, M. Krammer, I. Krätschmer, D. Liko, I. Mikulec, D. Rabady, B. Rahbaran, C. Rohringer, H. Rohringer, R. Schöfbeck, J. Strauss, A. Taurok, W. Treberer-Treberspurg, W. Waltenberger, C.-E. Wulz, V. Mossolov, N. Shumeiko, J. Suarez Gonzalez, S. Alderweireldt, M. Bansal, S. Bansal, T. Cornelis, E. A. De Wolf, X. Janssen, A. Knutsson, S. Luyckx, L. Mucibello, S. Ochesanu, B. Roland, R. Rougny, H. Van Haevermaet, P. Van Mechelen, N. Van Remortel, A. Van Spilbeeck, F. Blekman, S. Blyweert, J. D’Hondt, A. Kalogeropoulos, J. Keaveney, M. Maes, A. Olbrechts, S. Tavernier, W. Van Doninck, P. Van Mulders, G. P. Van Onsem, I. Villella, B. Clerbaux, G. De Lentdecker, L. Favart, A. P. R. Gay, T. Hreus, A. Léonard, P. E. Marage, A. Mohammadi, L. Perniè, T. Reis, T. Seva, L. Thomas, C. Vander Velde, P. Vanlaer, J. Wang, V. Adler, K. Beernaert, L. Benucci, A. Cimmino, S. Costantini, S. Dildick, G. Garcia, B. Klein, J. Lellouch, A. Marinov, J. Mccartin, A. A. Ocampo Rios, D. Ryckbosch, M. Sigamani, N. Strobbe, F. Thyssen, M. Tytgat, S. Walsh, E. Yazgan, N. Zaganidis, S. Basegmez, C. Beluffi, G. Bruno, R. Castello, A. Caudron, L. Ceard, C. Delaere, T. du Pree, D. Favart, L. Forthomme, A. Giammanco, J. Hollar, P. Jez, V. Lemaitre, J. Liao, O. Militaru, C. Nuttens, D. Pagano, A. Pin, K. Piotrzkowski, A. Popov, M. Selvaggi, J. M. Vizan Garcia, N. Beliy, T. Caebergs, E. Daubie, G. H. Hammad, G. A. Alves, M. Correa Martins Junior, T. Martins, M. E. Pol, M. H. G. Souza, W. L. Aldá Júnior, W. Carvalho, J. Chinellato, A. Custódio, E. M. Da Costa, D. De Jesus Damiao, C. De Oliveira Martins, S. Fonseca De Souza, H. Malbouisson, M. Malek, D. Matos Figueiredo, L. Mundim, H. Nogima, W. L. Prado Da Silva, A. Santoro, A. Sznajder, E. J. Tonelli Manganote, A. Vilela Pereira, C. A. Bernardes, F. A. Dias, T. R. Fernandez Perez Tomei, E. M. Gregores, C. Lagana, F. Marinho, P. G. Mercadante, S. F. Novaes, Sandra S. Padula, V. Genchev, P. Iaydjiev, S. Piperov, M. Rodozov, G. Sultanov, M. Vutova, A. Dimitrov, R. Hadjiiska, V. Kozhuharov, L. Litov, B. Pavlov, P. Petkov, J. G. Bian, G. M. Chen, H. S. Chen, C. H. Jiang, D. Liang, S. Liang, X. Meng, J. Tao, X. Wang, Z. Wang, H. Xiao, M. Xu, C. Asawatangtrakuldee, Y. Ban, Y. Guo, W. Li, S. Liu, Y. Mao, S. J. Qian, H. Teng, D. Wang, L. Zhang, W. Zou, C. Avila, C. A. Carrillo Montoya, J. P. Gomez, B. Gomez Moreno, J. C. Sanabria, N. Godinovic, D. Lelas, R. Plestina, D. Polic, I. Puljak, Z. Antunovic, M. Kovac, V. Brigljevic, S. Duric, K. Kadija, J. Luetic, D. Mekterovic, S. Morovic, L. Tikvica, A. Attikis, G. Mavromanolakis, J. Mousa, C. Nicolaou, F. Ptochos, P. A. Razis, M. Finger, Y. Assran, A. Ellithi Kamel, M. A. Mahmoud, A. Mahrous, A. Radi, M. Kadastik, M. Müntel, M. Murumaa, M. Raidal, L. Rebane, A. Tiko, P. Eerola, G. Fedi, M. Voutilainen, J. Härkönen, V. Karimäki, R. Kinnunen, M. J. Kortelainen, T. Lampén, K. Lassila-Perini, S. Lehti, T. Lindén, P. Luukka, T. Mäenpää, T. Peltola, E. Tuominen, J. Tuominiemi, E. Tuovinen, L. Wendland, A. Korpela, T. Tuuva, M. Besancon, S. Choudhury, F. Couderc, M. Dejardin, D. Denegri, B. Fabbro, J. L. Faure, F. Ferri, S. Ganjour, A. Givernaud, P. Gras, G. Hamel de Monchenault, P. Jarry, E. Locci, J. Malcles, L. Millischer, A. Nayak, J. Rander, A. Rosowsky, M. Titov, S. Baffioni, F. Beaudette, L. Benhabib, L. Bianchini, M. Bluj, P. Busson, C. Charlot, N. Daci, T. Dahms, M. Dalchenko, L. Dobrzynski, A. Florent, R. Granier de Cassagnac, M. Haguenauer, P. Miné, C. Mironov, I. N. Naranjo, M. Nguyen, C. Ochando, P. Paganini, D. Sabes, R. Salerno, Y. Sirois, C. Veelken, A. Zabi, J.-L. Agram, J. Andrea, D. Bloch, D. Bodin, J.-M. Brom, E. C. Chabert, C. Collard, E. Conte, F. Drouhin, J.-C. Fontaine, D. Gelé, U. Goerlach, C. Goetzmann, P. Juillot, A.-C. Le Bihan, P. Van Hove, S. Gadrat, S. Beauceron, N. Beaupere, G. Boudoul, S. Brochet, J. Chasserat, R. Chierici, D. Contardo, P. Depasse, H. El Mamouni, J. Fay, S. Gascon, M. Gouzevitch, B. Ille, T. Kurca, M. Lethuillier, L. Mirabito, S. Perries, L. Sgandurra, V. Sordini, Y. Tschudi, M. Vander Donckt, P. Verdier, S. Viret, Z. Tsamalaidze, C. Autermann, S. Beranek, B. Calpas, M. Edelhoff, L. Feld, N. Heracleous, O. Hindrichs, K. Klein, A. Ostapchuk, A. Perieanu, F. Raupach, J. Sammet, S. Schael, D. Sprenger, H. Weber, B. Wittmer, V. Zhukov, M. Ata, J. Caudron, E. Dietz-Laursonn, D. Duchardt, M. Erdmann, R. Fischer, A. Güth, T. Hebbeker, C. Heidemann, K. Hoepfner, D. Klingebiel, P. Kreuzer, M. Merschmeyer, A. Meyer, M. Olschewski, K. Padeken, P. Papacz, H. Pieta, H. Reithler, S. A. Schmitz, L. Sonnenschein, J. Steggemann, D. Teyssier, S. Thüer, M. Weber, V. Cherepanov, Y. Erdogan, G. Flügge, H. Geenen, M. Geisler, W. Haj Ahmad, F. Hoehle, B. Kargoll, T. Kress, Y. Kuessel, J. Lingemann, A. Nowack, I. M. Nugent, L. Perchalla, O. Pooth, A. Stahl, M. Aldaya Martin, I. Asin, N. Bartosik, J. Behr, W. Behrenhoff, U. Behrens, M. Bergholz, A. Bethani, K. Borras, A. Burgmeier, A. Cakir, L. Calligaris, A. Campbell, F. Costanza, C. Diez Pardos, S. Dooling, T. Dorland, G. Eckerlin, D. Eckstein, G. Flucke, A. Geiser, I. Glushkov, P. Gunnellini, S. Habib, J. Hauk, G. Hellwig, H. Jung, M. Kasemann, P. Katsas, C. Kleinwort, H. Kluge, M. Krämer, D. Krücker, E. Kuznetsova, W. Lange, J. Leonard, K. Lipka, W. Lohmann, B. Lutz, R. Mankel, I. Marfin, I.-A. Melzer-Pellmann, A. B. Meyer, J. Mnich, A. Mussgiller, S. Naumann-Emme, O. Novgorodova, F. Nowak, J. Olzem, H. Perrey, A. Petrukhin, D. Pitzl, R. Placakyte, A. Raspereza, P. M. Ribeiro Cipriano, C. Riedl, E. Ron, M. Ö. Sahin, J. Salfeld-Nebgen, R. Schmidt, T. Schoerner-Sadenius, N. Sen, M. Stein, R. Walsh, C. Wissing, V. Blobel, H. Enderle, J. Erfle, U. Gebbert, M. Görner, M. Gosselink, J. Haller, K. Heine, R. S. Höing, G. Kaussen, H. Kirschenmann, R. Klanner, R. Kogler, J. Lange, I. Marchesini, T. Peiffer, N. Pietsch, D. Rathjens, C. Sander, H. Schettler, P. Schleper, E. Schlieckau, A. Schmidt, M. Schröder, T. Schum, M. Seidel, J. Sibille, V. Sola, H. Stadie, G. Steinbrück, J. Thomsen, D. Troendle, L. Vanelderen, C. Barth, C. Baus, J. Berger, C. Böser, T. Chwalek, W. De Boer, A. Descroix, A. Dierlamm, M. Feindt, M. Guthoff, C. Hackstein, F. Hartmann, T. Hauth, M. Heinrich, H. Held, K. H. Hoffmann, U. Husemann, I. Katkov, J. R. Komaragiri, A. Kornmayer, P. Lobelle Pardo, D. Martschei, S. Mueller, Th. Müller, M. Niegel, A. Nürnberg, O. Oberst, J. Ott, G. Quast, K. Rabbertz, F. Ratnikov, S. Röcker, F.-P. Schilling, G. Schott, H. J. Simonis, F. M. Stober, R. Ulrich, J. Wagner-Kuhr, S. Wayand, T. Weiler, M. Zeise, G. Anagnostou, G. Daskalakis, T. Geralis, S. Kesisoglou, A. Kyriakis, D. Loukas, A. Markou, C. Markou, E. Ntomari, L. Gouskos, T. J. Mertzimekis, A. Panagiotou, N. Saoulidou, E. Stiliaris, X. Aslanoglou, I. Evangelou, G. Flouris, C. Foudas, P. Kokkas, N. Manthos, I. Papadopoulos, E. Paradas, G. Bencze, C. Hajdu, P. Hidas, D. Horvath, B. Radics, F. Sikler, V. Veszpremi, G. Vesztergombi, A. J. Zsigmond, N. Beni, S. Czellar, J. Molnar, J. Palinkas, Z. Szillasi, J. Karancsi, P. Raics, Z. L. Trocsanyi, B. Ujvari, S. B. Beri, V. Bhatnagar, N. Dhingra, R. Gupta, M. Kaur, M. Z. Mehta, M. Mittal, N. Nishu, L. K. Saini, A. Sharma, J. B. Singh, Ashok Kumar, Arun Kumar, S. Ahuja, A. Bhardwaj, B. C. Choudhary, S. Malhotra, M. Naimuddin, K. Ranjan, P. Saxena, V. Sharma, R. K. Shivpuri, S. Banerjee, S. Bhattacharya, K. Chatterjee, S. Dutta, B. Gomber, Sa. Jain, Sh. Jain, R. Khurana, A. Modak, S. Mukherjee, D. Roy, S. Sarkar, M. Sharan, A. Abdulsalam, D. Dutta, S. Kailas, V. Kumar, A. K. Mohanty, L. M. Pant, P. Shukla, A. Topkar, T. Aziz, R. M. Chatterjee, S. Ganguly, S. Ghosh, M. Guchait, A. Gurtu, G. Kole, S. Kumar, M. Maity, G. Majumder, K. Mazumdar, G. B. Mohanty, B. Parida, K. Sudhakar, N. Wickramage, S. Dugad, H. Arfaei, H. Bakhshiansohi, S. M. Etesami, A. Fahim, H. Hesari, A. Jafari, M. Khakzad, M. Mohammadi Najafabadi, S. Paktinat Mehdiabadi, B. Safarzadeh, M. Zeinali, M. Grunewald, M. Abbrescia, L. Barbone, C. Calabria, S. S. Chhibra, A. Colaleo, D. Creanza, N. De Filippis, M. De Palma, L. Fiore, G. Iaselli, G. Maggi, M. Maggi, B. Marangelli, S. My, S. Nuzzo, N. Pacifico, A. Pompili, G. Pugliese, G. Selvaggi, L. Silvestris, G. Singh, R. Venditti, P. Verwilligen, G. Zito, G. Abbiendi, A. C. Benvenuti, D. Bonacorsi, S. Braibant-Giacomelli, L. Brigliadori, R. Campanini, P. Capiluppi, A. Castro, F. R. Cavallo, M. Cuffiani, G. M. Dallavalle, F. Fabbri, A. Fanfani, D. Fasanella, P. Giacomelli, C. Grandi, L. Guiducci, S. Marcellini, G. Masetti, M. Meneghelli, A. Montanari, F. L. Navarria, F. Odorici, A. Perrotta, F. Primavera, A. M. Rossi, T. Rovelli, G. P. Siroli, N. Tosi, R. Travaglini, S. Albergo, M. Chiorboli, S. Costa, F. Giordano, R. Potenza, A. Tricomi, C. Tuve, G. Barbagli, V. Ciulli, C. Civinini, R. D’Alessandro, E. Focardi, S. Frosali, E. Gallo, S. Gonzi, V. Gori, P. Lenzi, M. Meschini, S. Paoletti, G. Sguazzoni, A. Tropiano, L. Benussi, S. Bianco, D. Piccolo, P. Fabbricatore, R. Musenich, S. Tosi, A. Benaglia, F. De Guio, L. Di Matteo, S. Fiorendi, S. Gennai, A. Ghezzi, P. Govoni, M. T. Lucchini, S. Malvezzi, R. A. Manzoni, A. Martelli, D. Menasce, L. Moroni, M. Paganoni, D. Pedrini, S. Ragazzi, N. Redaelli, T. Tabarelli de Fatis, S. Buontempo, N. Cavallo, A. De Cosa, F. Fabozzi, A. O. M. Iorio, L. Lista, S. Meola, M. Merola, P. Paolucci, P. Azzi, N. Bacchetta, D. Bisello, A. Branca, R. Carlin, P. Checchia, T. Dorigo, U. Dosselli, M. Galanti, F. Gasparini, U. Gasparini, P. Giubilato, A. Gozzelino, M. Gulmini, K. Kanishchev, S. Lacaprara, I. Lazzizzera, M. Margoni, G. Maron, A. T. Meneguzzo, J. Pazzini, N. Pozzobon, P. Ronchese, F. Simonetto, E. Torassa, M. Tosi, S. Vanini, P. Zotto, A. Zucchetta, G. Zumerle, M. Gabusi, S. P. Ratti, C. Riccardi, P. Vitulo, M. Biasini, G. M. Bilei, L. Fanò, P. Lariccia, G. Mantovani, M. Menichelli, A. Nappi, F. Romeo, A. Saha, A. Santocchia, A. Spiezia, K. Androsov, P. Azzurri, G. Bagliesi, T. Boccali, G. Broccolo, R. Castaldi, R. T. D’Agnolo, R. Dell’Orso, F. Fiori, L. Foà, A. Giassi, A. Kraan, F. Ligabue, T. Lomtadze, L. Martini, A. Messineo, F. Palla, A. Rizzi, A. T. Serban, P. Spagnolo, P. Squillacioti, R. Tenchini, G. Tonelli, A. Venturi, P. G. Verdini, C. Vernieri, L. Barone, F. Cavallari, D. Del Re, M. Diemoz, M. Grassi, E. Longo, F. Margaroli, P. Meridiani, F. Micheli, S. Nourbakhsh, G. Organtini, R. Paramatti, S. Rahatlou, L. Soffi, N. Amapane, R. Arcidiacono, S. Argiro, M. Arneodo, C. Biino, N. Cartiglia, S. Casasso, M. Costa, N. Demaria, C. Mariotti, S. Maselli, E. Migliore, V. Monaco, M. Musich, M. M. Obertino, G. Ortona, N. Pastrone, M. Pelliccioni, A. Potenza, A. Romero, M. Ruspa, R. Sacchi, A. Solano, A. Staiano, U. Tamponi, S. Belforte, V. Candelise, M. Casarsa, F. Cossutti, G. Della Ricca, B. Gobbo, C. La Licata, M. Marone, D. Montanino, A. Penzo, A. Schizzi, A. Zanetti, T. Y. Kim, S. K. Nam, S. Chang, D. H. Kim, G. N. Kim, J. E. Kim, D. J. Kong, Y. D. Oh, H. Park, D. C. Son, J. Y. Kim, Zero J. Kim, S. Song, S. Choi, D. Gyun, B. Hong, M. Jo, H. Kim, T. J. Kim, K. S. Lee, S. K. Park, Y. Roh, M. Choi, J. H. Kim, C. Park, I. C. Park, S. Park, G. Ryu, Y. Choi, Y. K. Choi, J. Goh, M. S. Kim, E. Kwon, B. Lee, J. Lee, S. Lee, H. Seo, I. Yu, I. Grigelionis, A. Juodagalvis, H. Castilla-Valdez, E. De La Cruz-Burelo, I. Heredia-de La Cruz, R. Lopez-Fernandez, J. Martínez-Ortega, A. Sanchez-Hernandez, L. M. Villasenor-Cendejas, S. Carrillo Moreno, F. Vazquez Valencia, H. A. Salazar Ibarguen, E. Casimiro Linares, A. Morelos Pineda, M. A. Reyes-Santos, D. Krofcheck, A. J. Bell, P. H. Butler, R. Doesburg, S. Reucroft, H. Silverwood, M. Ahmad, M. I. Asghar, J. Butt, H. R. Hoorani, S. Khalid, W. A. Khan, T. Khurshid, S. 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Jessop, D. J. Karmgard, J. Kolb, K. Lannon, W. Luo, S. Lynch, N. Marinelli, D. M. Morse, T. Pearson, M. Planer, R. Ruchti, J. Slaunwhite, N. Valls, M. Wayne, M. Wolf, L. Antonelli, B. Bylsma, L. S. Durkin, C. Hill, R. Hughes, K. Kotov, T. Y. Ling, D. Puigh, M. Rodenburg, G. Smith, C. Vuosalo, G. Williams, B. L. Winer, H. Wolfe, E. Berry, P. Elmer, V. Halyo, P. Hebda, J. Hegeman, A. Hunt, P. Jindal, S. A. Koay, D. Lopes Pegna, P. Lujan, D. Marlow, T. Medvedeva, M. Mooney, J. Olsen, P. Piroué, X. Quan, A. Raval, H. Saka, D. Stickland, C. Tully, J. S. Werner, S. C. Zenz, A. Zuranski, E. Brownson, A. Lopez, H. Mendez, J. E. Ramirez Vargas, E. Alagoz, D. Benedetti, G. Bolla, D. Bortoletto, M. De Mattia, A. Everett, Z. Hu, M. Jones, K. Jung, O. Koybasi, M. Kress, N. Leonardo, V. Maroussov, P. Merkel, D. H. Miller, N. Neumeister, I. Shipsey, D. Silvers, A. Svyatkovskiy, M. Vidal Marono, F. Wang, L. Xu, H. D. Yoo, J. Zablocki, Y. Zheng, S. Guragain, N. Parashar, A. Adair, B. Akgun, K. M. Ecklund, F. J. M. Geurts, B. P. Padley, R. Redjimi, J. Roberts, J. Zabel, B. Betchart, A. Bodek, R. Covarelli, P. de Barbaro, R. Demina, Y. Eshaq, T. Ferbel, A. Garcia-Bellido, P. Goldenzweig, J. Han, A. Harel, D. C. Miner, G. Petrillo, D. Vishnevskiy, M. Zielinski, A. Bhatti, R. Ciesielski, L. Demortier, K. Goulianos, G. Lungu, C. Mesropian, S. Arora, A. Barker, J. P. Chou, C. Contreras-Campana, E. Contreras-Campana, D. Duggan, D. Ferencek, Y. Gershtein, R. Gray, E. Halkiadakis, D. Hidas, A. Lath, S. Panwalkar, M. Park, R. Patel, V. Rekovic, J. Robles, K. Rose, S. Salur, S. Schnetzer, C. Seitz, S. Somalwar, R. Stone, S. Thomas, M. Walker, G. Cerizza, M. Hollingsworth, S. Spanier, Z. C. Yang, A. York, R. Eusebi, W. Flanagan, J. Gilmore, T. Kamon, V. Khotilovich, R. Montalvo, I. Osipenkov, Y. Pakhotin, A. Perloff, J. Roe, A. Safonov, T. Sakuma, I. Suarez, A. Tatarinov, D. Toback, N. Akchurin, J. Damgov, C. Dragoiu, P. R. Dudero, C. Jeong, K. Kovitanggoon, S. W. Lee, T. Libeiro, I. Volobouev, E. Appelt, A. G. Delannoy, S. Greene, A. Gurrola, W. Johns, C. Maguire, A. Melo, M. Sharma, P. Sheldon, B. Snook, S. Tuo, J. Velkovska, M. W. Arenton, S. Boutle, B. Cox, B. Francis, J. Goodell, R. Hirosky, A. Ledovskoy, C. Lin, C. Neu, J. Wood, S. Gollapinni, R. Harr, P. E. Karchin, C. Kottachchi Kankanamge Don, P. Lamichhane, A. Sakharov, M. Anderson, D. A. Belknap, L. Borrello, D. Carlsmith, M. Cepeda, S. Dasu, E. Friis, K. S. Grogg, M. Grothe, R. Hall-Wilton, M. Herndon, A. Hervé, K. Kaadze, P. Klabbers, J. Klukas, A. Lanaro, C. Lazaridis, R. Loveless, A. Mohapatra, M. U. Mozer, I. Ojalvo, G. A. Pierro, I. Ross, A. Savin, W. H. Smith, and J. Swanson

Subjects
Nuclear and particle physics. Atomic energy. Radioactivity, QC770-798
Published
2022
Full Text
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10. The Role of High School Career-Focused Advising in Students' Postsecondary Planning: A Qualitative Study

Author

MDRC, New York University, Research Alliance for New York City Schools, Bryan C. Hutchins, Emma Alterman, Cassie Wuest, John Sludden, and Julie A. Edmunds

Abstract

The goal of this study was to provide insights on the extent to which high school students receive support for college and career planning, the mechanisms through which they receive this information, and how this varies across students and settings using data from a multi-state, multi-study project focused on advising for postsecondary transitions. Conducted by a collaborative team from three organizations--MDRC, the Research Alliance for New York City Schools, and University of North Carolina at Greensboro's Early College Research Center--this study examines advising structures and practices across 17 high schools in North Carolina and New York City, representing diverse school types, including career and technical education (CTE)-focused schools as well as comprehensive schools offering CTE for elective credit. Findings indicate that advising practices were largely shaped by each school's academic focus and staff expectations. CTE-focused schools, for example, typically were dually focused on preparing students for postsecondary education and careers through CTE programs that included structured partnerships with colleges and employers. In contrast, comprehensive schools varied in their emphasis on college and career advising and the degree to which students were expected to participate in career exploration and preparation activities. Some comprehensive schools expected or encouraged higher levels of CTE participation, whereas others offered CTE without requiring students to participate or commit to a pathway. These schools also differed in how career advising was integrated into the overall approach to postsecondary planning, with some focusing primarily on college preparation and others helping students develop career knowledge and skills as part of a broader college and workforce readiness strategy. Additionally, the study highlights the important role that advisors and other school personnel, particularly CTE teachers, play in helping students link their interests with available school-supported preparation activities and underscores the benefits of personalized, proactive advising tailored to individual student needs. [This paper was created by the Early College Research Center, UNC Greensboro.]

Published
2024

11. Exploring the Role and Effects of High School Advising on CTE Students' Transition to Postsecondary Education and the Workforce

Author

RAND Corporation, MDRC, New York University, Research Alliance for New York City Schools, Julie A. Edmunds, Christine Mulhern, Brian Phillips, Rachel Rosen, John Sludden, James Kemple, Bryan C. Hutchins, Emma Alterman, and Cassie Wuest

Abstract

This paper presents a synthesis of three collaboratively conducted studies exploring the relationship between career-focused advising and the postsecondary transition with an emphasis on students enrolled in Career and Technical Education (CTE). The studies included a survey administered to high school seniors in New York City schools, an impact study of career coaches in North Carolina, and a qualitative study looking at implementation of advising in New York City and North Carolina. Key themes coming from the three studies included: 1) postsecondary transition advising is a schoolwide phenomenon; 2) the content and intensity shifts over a student's time in high school; 3) advising tends to focus more on college with less attention paid to career opportunities except in settings with an explicit career emphasis; 4) students with more advantaged backgrounds tend to participate in advising at higher levels; 5) higher participation in advising is associated with an increase in CTE-related activities; 6) college-focused advising is associated with higher enrollment in four-year schools while career-focused advising is associated with higher enrollment in two-year and lower enrollment in four-year institutions; and 7) additional research on how advising outcomes differ by student characteristics is needed. This article also summarizes key methodological takeaways about doing research related to advising. [This paper was created by the Early College Research Center, UNC Greensboro.]

Published
2024

12. STIPS: The Nancy Grace Roman Space Telescope Imaging Product Simulator

Author

STIPS Development Team, Gomez, Sebastian, Bellini, Andrea, Al-Kowsi, Hanna, Desjardins, Tyler, Geda, Robel, Han, Eunkyu, Otor, O. Justin, Riedel, Adric, Ryan, Russell, Spitzer, Isaac, and York, Brian

Subjects
Astrophysics - Instrumentation and Methods for Astrophysics
Abstract

The Space Telescope Imaging Product Simulator (STIPS) is a Python-based package that can be used to simulate scenes from the upcoming \textit{Nancy Grace Roman Space Telescope} (\nancy). STIPS is able to generate post-pipeline astronomical images of any number of sensor chip assembly (SCA) detectors, up to the entire 18-SCA Wide-Field Instrument array on \nancy. STIPS can inject either point spread functions generated with {\tt WebbPSF}, or extended sources in any of the \nancy filters. The output images can include flat field, dark current, and cosmic ray residuals. Additionally, STIPS includes an estimate of Poisson and readout noise, as well as an estimate of the zodiacal background and internal background from the telescope. However, STIPS does not include instrument saturation, non-linearity, or distortion effects. STIPS is provided as an open source repository on GitHub., Comment: Accepted to PASP. 10 pages, 11 figures

Published
2024

13. Extracting Geodetic Data from GNSS-VLBI Co-Observation

Author

Skeens, Joe, York, Johnathan, Petrov, Leonid, Herrity, Kyle, Ji-Cathriner, Richard, and Bettadpur, Srinivas

Subjects
Physics - Geophysics, Astrophysics - Instrumentation and Methods for Astrophysics
Abstract

We have been developing a novel interferometer formed directly between a Very Long Baseline Interferometry (VLBI) radio telescope and a Global Navigation Satellite Systems (GNSS) antenna/receiver. This interferometer is enabled by the High Rate Tracking Receiver (HRTR), a high-performance GNSS software-defined receiver that records baseband data similar to a VLBI receiving system. Of particular interest is the potential of the technique to produce precise local tie vectors directly between the geodetic reference points of VLBI and GNSS antennas for use in the determination of combination terrestrial reference frames. In this paper, we will describe the unique setup of this interferometer before discussing current developmental work in estimating local tie vectors from experimental data collected using this technique. In particular, much recent work has been in exploring the possibility of direct comparison of the GNSS and VLBI processing techniques. A significant advantage of GNSS-VLBI co-observation of GNSS satellites comes from the ability to cross-check position and clock estimates derived from differential measurements in VLBI-style processing with differential GNSS processing and absolute GNSS positioning with Precise Point Positioning (PPP). We show a preliminary VLBI analysis of interferometric data including a differential positioning solution using phase delays., Comment: 5 pages, 4 figures. International VLBI Service 2024 General Meeting Proceedings

Published
2024

14. Educational Practices to Identify and Support Students Experiencing Homelessness. Overview Brief #5: Vulnerable Populations. Updated

Author

EdResearch for Action, Annenberg Institute for School Reform at Brown University, Results for America, New York University, Research Alliance for New York City Schools, Alexandra Pavlakis, J. Kessa Roberts, Meredith Richards, Kathryn Hill, and Zitsi Mirakhur

Abstract

The EdResearch for "Action Overview Series" summarizes the research on key topics to provide K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students. Authors -- leading experts from across the field of education research -- are charged with highlighting key findings from research that provide concrete, strategic insight on persistent challenges sourced from district and state leaders. The central question to this brief is: What evidence-based practices can schools and districts implement to identify and support students experiencing homelessness? Students experiencing homelessness tend to have lower attendance and academic achievement than similar low-income students, and academic outcomes vary widely based on residential context. Training school staff on students' legal and educational rights and signs of homelessness is crucial to identifying and supporting students experiencing homelessness and is required by McKinney-Vento. Regular communication with student-identified trusted adults allows schools to tailor practices to meet individual student needs and improve outcomes. The brief provides evidence-based practices and practices to avoid. [The University of Kentucky, Utah State University, and Simmons School of Education and Human Development are additional collaborators for this report.]

Published
2023

15. Elementary Teachers' Use of Adaptive Diagnostic Assessment to Improve Mathematics Teaching and Learning: A Case Study

Author

Dalal H. Alfageh, Cindy S. York, Angie Hodge-Zickerman, and Ying Xie

Abstract

This case study examined teachers' perceptions and use of adaptive diagnostic assessment for improving teaching and learning of elementary-level mathematics. The purpose was to understand how the teaching and learning of mathematics occurred in the classroom and changes that transpired due to the implementation of diagnostic assessments. Findings illustrate that diagnostic assessment can be a critical tool for improving pedagogical practice by enhancing mathematics teaching and learning by creating groups of students, planning lesson time, focused pedagogy, giving student feedback, communicating with stakeholders, and improving teacher efficiency. Participants demonstrated satisfaction with the benefits offered by diagnostic assessment for improving mathematics teaching and learning. Participants described challenges that hindered their effective use of diagnostic assessment tools. The findings of this study support a case for the adoption of diagnostic assessments to improve pedagogical practice and promote mathematics learning among elementary-level students.

Published
2024

16. New York State Testing Program: Grades 6 and 7 English Language Arts Paper-Based Tests. Teacher's Directions. Spring 2024

Author

New York State Education Department and NWEA

Abstract

The New York State Education Department (NYSED) has a partnership with NWEA for the development of the 2024 Grades 3-8 English Language Arts Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The 2024 Grades 6 and 7 English Language Arts Tests are administered in two sessions on two consecutive school days. Students are asked to demonstrate their knowledge and skills in the areas of reading and writing. Students will have as much time as they need each day to answer the questions in the test sessions within the confines of the regular school day. For Grades 6 and 7, the tests consist of multiple-choice (1-credit) and constructed-response (2- and 4-credit) questions. Each multiple-choice question is followed by four choices, one of which is the correct answer. Students record their multiple-choice responses on a separate answer sheet. For Session 1, students will write their responses to the constructed-response questions in their separate answer booklets. For Session 2, students will write their responses to these questions directly in their test booklets. By following the guidelines in this document, teachers help ensure that the test is valid, reliable, and equitable for all students. A series of instructions helps teachers organize the materials and the testing schedule.

Published
2024

17. New York State Testing Program: English Language Arts, Mathematics, and Science Tests. School Administrator's Manual, 2024. Grades 3-8

Author

New York State Education Department and NWEA

Abstract

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts, Mathematics, and Grades 5 & 8 Science Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written so that testing conditions are uniform statewide. The appendices include: (1) Certificates; (2) A tracking log of secure materials; (3) Procedures for testing students with disabilities; (4) Testing accommodation information; (5) Documents to assist with material return; (6) Contact information; and (7) Information on the Nextera™ Administration System for computer-based testing. This "School Administrator's Manual" serves to guide school administrators in general test administration activities for both paper- and computer-based testing.

Published
2024

18. New York State Testing Program: English Language Arts Paper-Based Tests. Teacher's Directions, Spring 2024. Grades 3 and 4

Author

New York State Education Department

Abstract

The New York State Education Department (NYSED) has a partnership with NWEA for the development of the 2024 Grades 3-8 English Language Arts Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The 2024 Grades 3 and 4 English Language Arts Tests are administered in two sessions on two consecutive school days. Students are asked to demonstrate their knowledge and skills in the areas of reading and writing. Students will have as much time as they need each day to answer the questions in the test sessions within the confines of the regular school day. For Grades 3 and 4, the tests consist of 1-credit multiple-choice questions, 2-credit constructed-response questions, and 4-credit (Grade 4 only) constructed-response questions. Each multiple-choice question is followed by four choices, one of which is the correct answer. Students record their multiple-choice responses on a separate answer sheet. For Session 1, students will write their responses to the constructed-response questions in their separate answer booklets. For Session 2, students will write their responses to these questions directly in the test booklets. By following the guidelines in this document, teachers help ensure that the test is valid, reliable, and equitable for all students. A series of instructions helps teachers organize the materials and the testing schedule.

Published
2024

22. Meaning-Centered Psychotherapy Training for Cancer Care Providers

Author

Stanford University, Northwestern University, MJHS Institute for Innovation in Palliative Care, Massachusetts General Hospital, City of Hope Medical Center, Dana-Farber Cancer Institute, New York Presbyterian Hospital, Odette Cancer Center - Sunnybrook Hospital, VA New York Harbor Healthcare System, University of Pennsylvania, Smilow Cancer Hospital - Yale New Haven Health, Department of Veterans Affairs, New Jersey, and Vidant Cancer Care

Published
2024

23. STaR Trial: Multiple Ligament Knee Injuries

Author

Rhode Island Hospital, Hospital for Special Surgery, New York, Mayo Clinic, New York University, University of Cincinnati, University of Kentucky, University of Maryland, University of Michigan, University of Minnesota, University of Missouri-Columbia, University of New Mexico, University of Washington, Washington University School of Medicine, San Antonio Military Medical Center, Walter Reed National Military Medical Center, William Beaumont Army Medical Center, TRIA Orthopaedic Center, Wake Forest University, Unity Health Toronto, Western University, Canada, Ochsner Health System, Yale University, OrthoCarolina Research Institute, Inc., Louisiana State University Health Sciences Center Shreveport, Duke University, University of Calgary, Oregon Health and Science University, Wake Forest University Health Sciences, Orlando Health, Inc., Fraser Orthopaedic Institute, and James J. Irrgang, Professor and Chair, Department of Physical Therapy

Published
2024

25. Synthesis of Amorphous and Various Phase-Pure Nanoparticles of Nickel Phosphide with Uniform Sizes via a Trioctylphosphine-Mediated Pathway.

Author

Thompson, David, Hoffman, Adam, Mansley, Zachary, York, Sarah, Wang, Feng, Zhu, Yimei, Bare, Simon, and Chen, Jingyi

Abstract

Nickel phosphides are of particular interest because they are highly active and stable catalysts for petroleum/biorefinery and hydrogen production. Despite their significant catalytic potential, synthesizing various phase-pure nickel phosphide nanoparticles of uniform size remains a challenge. In this work, we develop a robust trioctylphosphine (TOP)-mediated route to make highly uniform phase-pure Ni12P5, Ni2P, and Ni5P4 nanoparticles. The synthetic route forms amorphous Ni70P30 nanoparticle intermediates. The reactions can be stopped at the amorphous stage when amorphous particles are desired. The amount of P incorporation can be controlled by varying the ratio of TOP to Ni(II). The mechanism for composition control involves the competition of the kinetics of two processes: the addition of the reduced Ni and the incorporation of P into Ni. Uniform Ni70P30 amorphous nanoparticles can be generated at a high TOP-to-Ni(II) ratio, where the P incorporation kinetics is made to dominate. Ni70P30 can later be transformed into phase-pure Ni12P5, Ni2P, and Ni5P4 nanocrystals of uniform size. The transformation can be controlled precisely by modulating the temperature. A UV-vis study coupled with theoretical modeling reveals Ni(0)-TOPx complexes along the synthetic path. This approach may be expanded to create other metal compounds, potentially enabling the synthesis of uniform nanoparticles of a greater variety.

Published
2024

26. The Relevance of Item-Co-Exposure For Exposure Bias Mitigation

Author

Krause, Thorsten, Deriyeva, Alina, Beinke, Jan Heinrich, Bartels, Gerrit York, and Thomas, Oliver

Subjects
Computer Science - Information Retrieval
Abstract

Through exposing items to users, implicit feedback recommender systems influence the logged interactions, and, ultimately, their own recommendations. This effect is called exposure bias and it can lead to issues such as filter bubbles and echo chambers. Previous research employed the multinomial logit model (MNL) with exposure information to reduce exposure bias on synthetic data. This extended abstract summarizes our previous study in which we investigated whether (i) these findings hold for human-generated choices, (ii) other discrete choice models mitigate bias better, and (iii) an item's estimated relevance can depend on the relevances of the other items that were presented with it. We collected a data set of biased and unbiased choices in a controlled online user study and measured the effects of overexposure and competition. We found that (i) the discrete choice models effectively mitigated exposure bias on human-generated choice data, (ii) there were no significant differences in robustness among the different discrete choice models, and (iii) only multivariate discrete choice models were robust to competition between items. We conclude that discrete choice models mitigate exposure bias effectively because they consider item-co-exposure. Moreover, exposing items alongside more or less popular items can bias future recommendations significantly and item exposure must be tracked for overcoming exposure bias. We consider our work vital for understanding what exposure bias it, how it forms, and how it can be mitigated., Comment: Accepted at the CONSEQUENCES '24 workshop, co-located with ACM RecSys '24

Published
2024

27. The $g^6$ pressure of hot Yang-Mills theory: Canonical form of the integrand

Author

Navarrete, Pablo and Schröder, York

Subjects
High Energy Physics - Phenomenology, High Energy Physics - Theory, Nuclear Theory
Abstract

We present major progress towards the determination of the last missing piece for the pressure of a Yang-Mills plasma at high temperatures at order $g^6$ in the strong coupling constant. This order is of key importance due to its role in resolving the long-standing infrared problem of finite-temperature field theory within a dimensionally reduced effective field theory setup. By systematically applying linear transformations of integration variables, or momentum shifts, we resolve equivalences between different representations of Feynman sum-integrals. on the integrand level, transforming those into a canonical form. At the order $g^6$, this results in reducing a sum of O(100000) distinct sum-integrals which are produced from all four-loop vacuum diagrams down to merely 21. Furthermore, we succeed to map 11 of those onto known lower-loop structures. This leaves only 10 genuine 4-loop sum-integrals to be evaluated, thereby bringing the finalization of three decades of theoretical efforts within reach., Comment: 20 pages, 4 figures; v2: some typos fixed, lower-loop results added

Published
2024

28. Models of CM elliptic curves with a prescribed $\ell$-adic Galois image

Author

González-Jiménez, Enrique, Lozano-Robledo, Álvaro, and York, Benjamin

Subjects
Mathematics - Number Theory, Primary: 11G05, Secondary: 11G15, 14H52, 14K22
Abstract

For each prime number $\ell$ and for each imaginary quadratic order of class number one or two, we determine all the possible $\ell$-adic Galois representations that occur for any elliptic curve with complex multiplication by such an order over its minimal field of definition, and then we determine all the isomorphism classes of elliptic curves that have a prescribed $\ell$-adic Galois representation., Comment: 38 pages; this version fixes some minor typos and includes a link in the introduction to a Github repository with code used in the paper

Published
2024

29. Towards QCD at Five Loops

Author

Maier, Andreas, Marquard, Peter, and Schröder, York

Subjects
High Energy Physics - Phenomenology
Abstract

We report on recent progress on five-loop calculations in perturbative QCD. We discuss the computation of the perturbative quark condensate, decoupling in QCD, and the precision determination of charm and bottom quark masses. For the latter, we give some first results from a gauge-invariant subset of five-loop diagrams., Comment: 12 pages, 2 figures. Contribution to proceedings of the Loops and Legs in Quantum Field Theory conference (LL2024)

Published
2024

30. Evaluation of the Pack: Integrating a Computational Thinking Game in Middle School Classrooms

Author

American Institutes for Research (AIR), New York Hall of Science (NYSCI), Amelia Auchstetter, Eben Witherspoon, Oluchi Ozuzu, Jonathan Margolin, and Lawrence B. Friedman

Abstract

The purpose of this study was to evaluate the implementation and impact of the Pack program. The Pack was developed by the New York Hall of Science (NYSCI) and includes a digital game and set of curricular and professional development resources that aim to support computational thinking teaching and learning in middle school science and computer science classrooms. The evaluation of the Pack was funded with an Education Innovation and Research grant from the U.S. Department of Education and was carried out by the American Institutes for Research (AIR) during the 2022-23 school year in New York City middle schools. AIR examined the Pack intervention's classroom implementation by teachers and their Grade 6-8 students as well as outcomes related to students' computational thinking skills and their attitudes toward problem solving. Overall, the study yielded promising results about the feasibility and utility of implementing the Pack in middle school science and computer science classrooms. Based on teacher survey and interview responses, teachers reported that NYSCI's professional development was helpful to their teaching and reported that the Pack digital game and lessons were valuable for computational thinking teaching and learning. Using teacher survey and extant data, AIR found that teachers were able to implement the Pack program components with fidelity. To measure the relationship between students' use of the Pack and outcomes related to students' attitudes toward problem solving and computational thinking skills, AIR administered a pre- and posttest survey of student problem solving attitudes and a computational thinking knowledge assessment. AIR found that there were no significant associations between students' use of the Pack and their beliefs about their ability to apply their problem-solving skills to new situations or their beliefs about problem-solving ability as a fixed trait. Similarly, there were no significant associations between teachers' or students' reported use of the Pack and students' scores on a computational thinking assessment. There were also no significant associations between students' reported participation in computational thinking while using the Pack and their scores on a computational thinking assessment.

Published
2023

31. An Exploratory Mixed-Methods Analysis of Factors Contributing to Students' Perceptions of Inclusion in Introductory STEM Courses

Author

Alessandra M. York, Kathryn G. Miller, Michael J. Cahill, Mindy A. Bernstein, Ashton M. Barber, Hannah E. Blomgren, and Regina F. Frey

Abstract

In this exploratory mixed-methods analysis of students' perceptions of inclusion in introductory STEM courses for STEM majors, we asked students to rate inclusion in their class and to provide an open-text explanation of their rating. Analyzing 1930 qualitative responses resulted in a codebook containing academic, identity, and nonspecific categories. The majority of responses (>80%) cited academic factors such as interactions between students and instructors or course elements and policies. Most academic responses aligned with evidence-based teaching practices fostering inclusion, describing a range of strategies and policies instructors can implement to increase students' perceptions of inclusion. A small number of student responses indicated that their perception of the required knowledge background for the course impacted course inclusivity. Few differences in frequency distributions were found between subgroups examined (gender, race and ethnicity, self-reported inclusion score, and discipline). Additionally, tracking a subset of students (135) across three courses revealed that most (80%) cited different factors influencing their perception of inclusion in each course. This suggests students' perceptions of inclusive practices are complex, and most students recognize multiple factors that influence their inclusion. Overall, our findings suggest instructors can significantly influence students' perceptions of inclusion by using multiple inclusive teaching strategies and course policies.

Published
2024
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35. Metformin in Alzheimer's Dementia Prevention (MAP)

Author

Johns Hopkins University, National Institute on Aging (NIA), University of Rochester, University of Iowa, Boston University, Wake Forest University, Rush University, Pennington Biomedical Research Center, University of Miami, Emory University, Georgetown University, NYU Langone Health, University of California, Berkeley, The University of Texas Health Science Center at San Antonio, University of Washington, State University of New York - Upstate Medical University, University of Texas Southwestern Medical Center, University at Buffalo, University of Cincinnati, Eastern Virginia Medical School, Medical College of Wisconsin, University of Kansas Medical Center, University of New Mexico, Stanford University, University of California, Irvine, Cornell University, and José A. Luchsinger, Professor of Medicine and Epidemiology

Published
2024

39. Exogenous and Endogenous Risk Factors for Early-onset Colorectal Cancer (DEMETRA)

Author

Fondazione IRCCS Istituto Nazionale dei Tumori di Milano, Milan, Italy, Ospedale Civile Guglielmo da Saliceto, Piacenza, Italy, Centro di Riferimento Oncologico di Aviano, Aviano, Italy, Azienda Ospedaliero-Universitaria Consorziale Policlinico di Bari, Bari, Italy, Gastroenterology Unit, University Hospital of Padova, Padova, Italy, Clinical Gastroenterology Unit, Azienda Ospedaliero Universitaria Careggi, Firenze, Italy, IRCCS Arcispedale S. Maria Nuova - Azienda Ospedaliera di Reggio Emilia, Reggio Emilia, Italy, Azienda Ospedaliera San Gerardo di Monza, Monza, Italy, Azienda ULSS5 Polesana, Rovigo, Italy, Istituto Tumori Regina Elena - IRCCS IFO, Roma, Italy, University Hospital of Padova, Padova, Italy, IRCCS De Bellis, Castellana Grotte, Italy, University Hospital HELIOS Klinikum Wuppertal, Center for Hereditary Tumors, University of Witten-Herdecke, Wuppertal, Germany, Hospital of the University of Munich (LMU), Campus Großhadern, Munich, Germany, Hospital Clínic de Barcelona, University of Barcelona, Barcelona, Spain, Helsinki University Hospital, Helsinki, Finland, Oslo University Hospital (OUS), Institute for Cancer Genetics and Informatics Norwegian Radium Hospital, Oslo, Norway, Department of Medicine University of Chicago Medicine, Illinois, USA, University of Colorado Hospital, CO, USA, University of Michigan Ann Arbor, Michigan, USA, Columbia University Irving Medical Center, New York, NY, The James Comprehensive Cancer Center, Columbus, OH, USA, Ohio State University, Cleveland Clinic Main Campus, Cleveland, OH, USA, Melbourne School of Population and Global Health, The University of Melbourne, Parkville, Victoria, Australia, and Cavestro Giulia Martina MD PhD, Prof Cavestro Giulia Martina

Published
2024

40. Sotagliflozin to Slow Kidney Function Decline in Persons with Type 1 Diabetes and Diabetic Kidney Disease (SUGARNSALT)

Author

Canadian Institutes of Health Research (CIHR), The Kidney Foundation of Canada, The Cleveland Clinic, University of Michigan, University of Colorado, Denver, Northwestern University, Washington University School of Medicine, State University of New York - Upstate Medical University, Providence Medical Research Center, Stanford University, Montefiore Medical Center, University of Toronto, University Health Network, Toronto, University of Calgary, University of Alberta, University of British Columbia, Institut de Recherches Cliniques de Montreal, LMC Diabetes & Endocrinology Ltd., Joslin Diabetes Center, Lexicon Pharmaceuticals, DexCom, Inc., University of Washington, Breakthrough T1D, and Alessandro Doria, Senior Investigator and Professor of Medicine

Published
2024

41. The Bloom Study - a Safe and Healthy Start in Life

Author

National Institute of Public Health, University of Southern Denmark, Danish Centre for Health Economics (DaCHE), University of Southern Denmark, University of Copenhagen, Danish Research Centre for Migration, Ethnicity and Health, University of Copenhagen, Centre for Childhood Health, and The Centre for Health Economics, University of York

Published
2024

45. Auditory-Perceptual Training Via Telepractice

Author

National Institute on Deafness and Other Communication Disorders (NIDCD), Syracuse University, New York University, and Elaine Hitchcock, Associate Professor

Published
2024

48. DTG/3TC Fixed Dose Formulations for the Maintenance of Virological Suppression in Children with HIV Infection Aged 2 to D3 (Penta21)

Author

MRC CTU at UCL, AMS-CMU/IRD (PHPT), Chris Hani Baragwanath Academic Hospital, Durban International Clinical Research Site, Hospital Universitario 12 de Octubre, Prapokklao Hospital, Chantaburi, Chiangrai Prachanukroh Hospital, Nakornping Hospital, Khon Kaen Hospital, Kalasin Hospital, Joint Clinical Research Center, MU-JHU CARE, Baylor College of Medicine, Great Ormond Street Hospital for Children NHS Foundation Trust, University Hospital Birmingham NHS Foundation Trust, Department of Clinical Pharmacy, University Medical Centre St Radboud, The Netherlands., Advanced Pathogens Diagnostics Unit, University College London Hospitals, Centre for Health Economics, University of York, Department of Molecular and Clinical Pharmacology, University of Liverpool, Chang Mai Univerity, and St Mary's Hospital, London

Published
2024

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