8,741 results on '"Durham University"'
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2. Show Me the Money -- An Exploration of the Gender Pay Gap in Higher Education. HEPI Report 171
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Higher Education Policy Institute (HEPI) (United Kingdom), Durham University (United Kingdom), and Rose Stephenson
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This comprehensive report delves into the persistent gender pay gap within the UK's higher education sector. Despite an environment where women are increasingly visible in both student and staff roles, a wage disparity remains, with women earning on average 11.9% less than their male counterparts across all roles. The report quantifies the gap and celebrates the sector's progress which outpaces the national rate of improvement. However, it also uncovers substantial variances across institutions and brings to light the structural and procedural barriers that continue to hinder gender pay equity. Through research and interviews with institutions and recruitment firms, the report identifies best practices and pinpoints areas that demand attention. This report is a call for action, offering strategic recommendations for institutions that aim to understand and bridge the gender pay gap. It is a critical resource for policymakers and institutions, and advocates striving for gender parity in higher education and bey
- Published
- 2024
3. PANenteric Crohn's Capsule Versus Ileo-Colonoscopy and Scan Study (PAN-ICS)
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County Durham and Darlington NHS Foundation Trust, Sheffield Teaching Hospitals NHS Foundation Trust, Newcastle University, and Durham University
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- 2023
4. Carcinoma of Unknown Primary (CUP): A Comparison Across Tissue and Liquid Biomarkers (CUP-COMP)
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Hoffmann-La Roche, Concr, and Durham University
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- 2023
5. Exercise Intervention in Primary Open-angle Glaucoma (EYE-FIT)
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University Hospital Virgen de las Nieves, Durham University, University of Szczecin, and Jesus Vera Vilchez, Principal Investigator
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- 2023
6. Children's University: Evaluation Report and Executive Summary
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Education Endowment Foundation (EEF) (United Kingdom), Durham University (United Kingdom), Gorard, Stephen, Siddiqui, Nadia, See, Beng Huat, Smith, Emma, and White, Patrick
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Children's University (CU) aims to improve the aspirations, attainment, and skills of pupils aged 5-14 by providing learning activities beyond the normal school day. This trial focused on pupils in Years 5 and 6 (aged 9-11), and activities included after-school clubs, visits to universities, museums, and libraries, and 'social action' opportunities such as volunteering in the community. Local CU teams worked with schools to identify opportunities, and organise and monitor the activities. Children volunteered to take part and selected the activities they wished to attend, with the target of completing at least 30 hours of activity per year. Participation in activities was rewarded through credits, certificates, and a 'graduation' event attended by parents. 68 primary schools participated in this efficacy trial from March 2014 until July 2016. 2,603 pupils reported in an initial survey that they would like to take part in the kinds of activities offered, and these 'volunteer' pupils formed the main comparison groups. 1,452 of these pupils were in the 36 schools randomly allocated to receive the CU intervention, and 1,151 were in the 32 schools randomised to the control group. This project evaluated the impact of CU on pupils' reading and maths in Key Stage 2 tests, and on non-cognitive outcomes such as 'teamwork' and 'social responsibility' measured through an attitude survey. Results were obtained for Year 6 pupils after one year and for Year 5 pupils after two years. The headline findings below are based on the results for the 1,258 Year 5 pupils after two years. Surveys and interviews were conducted to explore other aspects of the intervention such as: participants' feedback, challenges of implementation, and control group activity. This trial was jointly funded by the Cabinet Office. Key Conclusions include: (1) Children in the CU schools made 2 additional months' progress in reading and maths compared to children in the other schools. The finding for maths has moderate security, and the finding for reading has low to moderate security; (2) Children in the CU schools made 2 additional months' progress in reading and maths compared to children in the other schools. The finding for maths has moderate security, and the finding for reading has low to moderate security; (3) Children ever eligible for Free School Meals (FSM) made 1 additional month's progress in maths, no additional progress in reading, and small gains in 'teamwork' and 'social responsibility' compared to ever FSM children in the other schools. The smaller number of ever FSM pupils means these results are less secure than the results for all pupils; (4) Compared to pupils in the control group, those in the treatment group were more likely to select professional occupations as their future aspiration, and to report higher levels of communication, empathy, self-confidence, resilience, and happiness, after the intervention, and (5) The intervention was feasible to run with support from school leaders. However, 7 schools decided not to implement the intervention despite receiving the training because of pressures to meet performance targets, and limited time. CU activities were reported as attractive to pupils. Children receiving CU for one year (those in Year 6) made a small gain in maths, but less progress in reading, compared to children in control schools. The smaller size of these effects compared to the results for the Year 5 cohort (that received CU for two years) suggests that children may benefit from longer involvement in CU. Further analyses suggested that all Year 5 children in schools doing CU made better average progress than children in control schools, regardless of their actual level of participation in CU activities. This could be seen as adding further caution to the headline results as to the extent to which gains were due to direct involvement in CU activities. However, one of the original research questions was whether the availability of CU activities could affect the whole cohort. For the non-participating group this may be evidence of such a cohort 'effect'.
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- 2017
7. Canine COVID-19 Detection Phase 2 and 3 (LSH1394)
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Durham University, Cardiff University, and Medical Detection Dogs
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- 2021
8. Project Based Learning: Evaluation Report and Executive Summary
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Education Endowment Foundation (EEF) (United Kingdom), Durham University (United Kingdom), Menzies, Victoria, Hewitt, Catherine, Kokotsaki, Dimitra, Collyer, Clare, and Wiggins, Andy
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Project Based Learning (PBL) is a pedagogical approach that seeks to provide Year 7 pupils with independent and group learning skills to meet both the needs of the Year 7 curriculum as well as support their learning in future stages of their education. It particularly aims to improve their engagement in learning as well as practical literacy skills. This trial evaluates a specific type of PBL known as "Learning through REAL Projects", developed by the Innovation Unit--an independent social enterprise that aims to improve public sector services. A year long pilot project in 2013/2014 with eight schools (763 pupils) established the feasibility of a main trial. It provided the opportunity to develop the intervention and test the research procedures. The results contained in this report relate to a randomised controlled trial that took place between September 2014 and April 2016. Twelve intervention schools (2,101 pupils) and 12 control schools (1,973 pupils) were involved in the trial. REAL projects was delivered by teachers, supported in many instances by teaching assistants (TAs), with further support from senior leadership colleagues. It was delivered for a year in the intervention schools with a relatively large proportion of timetabled teaching (varying between 20% and 50%). In almost all cases it was delivered to mixed-ability Year 7 classes. The intervention used structured cross-subject "REAL Projects" planned by the delivery teachers who were supported by Classroom Coaches from the Innovation Unit. Schools were also supported by Leadership Coaches. REAL Projects are driven by an "essential question" which has significant educational content. The projects encouraged pupils to create an "excellent" product through drafting and redrafting and then to exhibit their work to an "authentic" audience. Visits were made to intervention schools at two time points and consisted of lesson observations, interviews, and focus groups with school leadership, project leads, class teachers, and pupils. Two case studies were also conducted in schools that it was agreed delivered the intervention well. Key conclusions are as follows: (1) Adopting PBL had no clear impact on either literacy (as measured by the Progress in English assessment) or student engagement with school and learning; (2) The impact evaluation indicated that PBL may have had a negative impact on the literacy attainment of pupils entitled to free school meals. However, as no negative impact was found for low-attaining pupils, considerable caution should be applied to this finding; (3) The amount of data lost from the project (schools dropping out and lost to follow-up) particularly from the intervention schools, as well as the adoption of PBL or similar approaches by a number of control group schools, further limits the strength of any impact finding; (4) From our observations and feedback from schools, we found that PBL was considered to be worthwhile and may enhance pupils' skills including oracy, communication, teamwork, and self-directed study skills; and (5) PBL was generally delivered with fidelity but requires substantial management support and organisational change. The Innovation Unit training and support programme for teachers and school leadership was found to be effective in supporting this intervention. Overall, the findings have low security. The trial was designed as a two-armed randomised controlled trial with schools being allocated to intervention or control groups. It was set up as an efficacy trial which aimed to test if the intervention can succeed under ideal conditions. However, 47% of the pupils in the intervention and 16% in the control group were not included in the final analysis. Therefore there were some potentially important differences in characteristics between the intervention and control groups. This undermines the security of the result. The trial results did not find that the PBL programme had an impact either on the pupils' literacy performance (as measured by Progress in English 12 tests), engagement, or attendance. The analysis did find a statistically significant negative impact on students eligible for free school meals (FSM), however no negative impact was found for lower-attaining pupils more generally, which makes it difficult to hypothesise why PBL might negatively impact FSM pupils specifically. This adds to the uncertainty of the finding.
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- 2016
9. Canine COVID-19 Detection
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Durham University, Cardiff University, and Medical Detection Dogs
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- 2020
10. Hallé SHINE on Manchester: Evaluation Report and Executive Summary
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Education Endowment Foundation (EEF) (United Kingdom), Durham University (United Kingdom), University of York (United Kingdom), Menzies, Victoria, Kasim, Adetayo, Kokotsaki, Dimitra, Hewitt, Catherine, Akhter, Nasima, Collyer, Clare, Younger, Kirsty, Wiggins, Andy, and Torgerson, Carole
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The "Hallé SHINE on Manchester" (HSoM) programme is a Saturday school educational programme designed to increase the reading and maths attainment, as well as engagement with school, of underachieving and disadvantaged pupils at Key Stage 2. Developed in collaboration between the SHINE Trust and Hallé Orchestra, the intervention provides additional school-based literacy and numeracy lessons, based on musical themes, as well as visits to Hallé rehearsals, performances and other theme-based activities. Twenty-five Saturday sessions, each lasting five hours, were planned for the intervention over the course of an academic year, delivered by qualified teachers, teaching assistants, peer mentors, and professional musicians. The evaluation consisted of two randomised controlled trials (RCTs)--a pilot trial and a main trial--and a process evaluation conducted with primary schools in the Manchester area between July 2012 and July 2015. The pilot trial involved 361 Year 5 and 6 pupils in 18 schools; the main trial involved 2,306 Year 4, 5 and 6 pupils in 38 schools. The second year involved both the pilot and main trial running concurrently. The third year involved main trial schools only. Key conclusions include: (1) There is no evidence that the "HSoM" programme had an impact on the reading attainment of children in the trial. This finding was consistent across all age groups, for pupils eligible for free school meals, and for all three years of the trials; (2) There is no evidence that the "HSoM" programme had an impact on the attainment of children in mathematics, or attitudes to reading, maths, music, and school of the children in the trial; (3) Attendance of eligible pupils was often low and considered as a barrier to successful implementation. Reasons for low attendance included pupils' lack of availability to attend the Saturday sessions, variable parental engagement with the programme, and limited time at the beginning of the programme for schools to engage children and parents; and (4) The process evaluation revealed a positive picture of involvement and engagement for those pupils who attended the Saturday school activities. Evaluators observed good working relationships between the teachers and pupils, and positive and purposeful learning environments in lessons. All stakeholders felt pupils were making noticeable improvements in behaviour, confidence, and development of social skills.
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- 2016
11. Affordable Online Maths Tuition: Evaluation Report and Executive Summary
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Education Endowment Foundation (EEF) (United Kingdom), Durham University (United Kingdom), Torgerson, Carole, Ainsworth, Hannah, Buckley, Hannah, Hampden-Thompson, Gillen, Hewitt, Catherine, Humphry, Deborah, Jefferson, Laura, Mitchell, Natasha, and Torgerson, David
- Abstract
"Affordable Online Maths Tuition" is a one-to-one tutoring programme where pupils receive maths tuition over the internet from trained maths graduates in India and Sri Lanka. It is delivered by the organisation Third Space Learning (TSL). Tutors and pupils communicate using video calling and a secure virtual classroom. Before each session, the pupils' normal classroom teachers are able to select lessons from TSL's maths curriculum to target individual learning issues. The intervention was targeted at Year 6 pupils who were working at Key Stage (KS) 2 level 3 or an insecure KS2 level 4, and was delivered over 27 weeks from September 2014 to May 2015 by (TSL) in an initial testing phase, with support from Nesta and Nominet Trust. The impact of the intervention was evaluated using a randomised controlled trial design, involving 64 schools and 600 pupils. Schools were randomised to either receive the intervention or deliver "business as usual" teaching, which might have involved intensive one-to-one support for maths. A process evaluation was undertaken to understand the perceptions of teachers and pupils, assess whether the intervention was delivered as intended, and inform any future development of the intervention. The evaluation should be considered an efficacy trial. Key conclusions include: (1) The impact evaluation found no evidence that the intervention had an impact on Key Stage 2 maths, compared with "business as usual" teaching and support in Year 6; (2) Teachers were largely positive about the online tuition, and reported that it appeared to improve pupils' comprehension, verbal fluency, and confidence in maths; (3) Schools should consider whether their computer network can support the implementation of an online programme. Teachers were positive about the technical support and user experience of the programme, but some experienced technical challenges in the implementation; (4) As the online tuition is a "talking" intervention, it appeared to work better when the pupils were spaced out in larger rooms so that the noise from other sessions was less distracting; and (5) Future research could examine whether the programme has an impact on pupils' comprehension, mathematical capacities, verbal fluency, and confidence in maths, as this was an outcome reported by teachers.
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- 2016
12. Youth Social Action Trials: Youth United. Evaluation Report and Executive Summary
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Education Endowment Foundation (EEF) (United Kingdom), Durham University (United Kingdom), Gorard, Stephen, See, Beng Huat, Siddiqui, Nadia, Smith, Emma, and White, Patrick
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The intervention evaluated here is one of two "youth social action" projects jointly funded by the Education Endowment Foundation, the U.K. Cabinet Office, the Pears Foundation and the Stone Family Foundation. It was delivered by the Youth United Foundation (YUF) and involved uniformed youth organisations being established in schools in six areas in the north of England. YUF helped to set up new units of The Scout Association, Fire Cadets, Sea Cadets or St John Ambulance in participating schools. The number, duration, and frequency of sessions varied: most groups met weekly, sessions lasted two hours on average, and the average number of sessions in the academic year was 24. Activities were delivered by trained staff from the uniformed youth organisations and in some cases also involved adult volunteers, including teachers. This project assessed the impact of participation on pupils' academic attainment, and on wider outcomes such as self-confidence and teamwork, using a randomized controlled trial design. The wider outcomes are of particular relevance because the participating organisations share core aims of inspiring young people to do community work and volunteer, to learn new skills, and to be active citizens. Seventy-one schools were randomly allocated to either receive the intervention or not. Of 7,781 Year 9 students, 3,377 reported in the initial survey that they would like to take part in the kinds of activities offered, and 663 took part in uniformed youth group activities during the 2014/2015 academic year. A process evaluation was also conducted to collect information about the mode of delivery and programme implementation, and feedback from teachers, pupils and parents. Key conclusions include: (1) There is no evidence that the intervention had any benefit in terms of pupils' academic performance. Although the attainment data suggests a small negative impact, the quality of this data is too low to draw this conclusion with confidence. The data quality was compromised due to changes in national testing; (2) Participation in the intervention is associated with a small improvement in self-reported nonattainment outcomes including self-confidence and teamwork. It is possible that these small effects are an underestimate due to technical issues regarding the groups of children that were compared in the analysis; (3) For pupils eligible for free schools meals, there is no evidence that the intervention had a positive impact on academic attainment or self-reported character attributes. Again, the attainment data suggests a negative impact, but the quality of this data is too low to draw this conclusion with confidence; (4) Almost a quarter of schools did not deliver the intervention due to issues such as lack of teacher volunteers, and other schools did not deliver a full programme of activity. Support from senior leaders, dedicated space, school staff time, and a dedicated slot in the school day or after school were all identified as necessary conditions for successful implementation; and (5) Study participants were extremely positive about the intervention and many felt it had a positive effect on the behaviour and skills of participating pupils. [This project is one of two "youth social action" projects jointly funded by the Education Endowment Foundation, the U.K. Cabinet Office, the Pears Foundation and the Stone Family Foundation.]
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- 2016
13. Philosophy for Children: Evaluation Report and Executive Summary
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Education Endowment Foundation (EEF) (United Kingdom), Durham University (United Kingdom), Gorard, Stephen, Siddiqui, Nadia, and See, Beng Huat
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Philosophy for Children (P4C) is an approach to teaching in which students participate in group dialogues focused on philosophical issues. Dialogues are prompted by a stimulus (for example, a story or a video) and are based around a concept such as 'truth,' 'fairness' or 'bullying.' The aim of P4C is to help children become more willing and able to ask questions, construct arguments, and engage in reasoned discussion. The primary goal of this evaluation was to assess whether a year of P4C instruction for pupils in Years 4 and 5 would lead to higher academic attainment in terms of maths, reading, and writing. The project also assessed whether P4C instruction had an impact on Cognitive Abilities Test results. The evaluation ran from January to December 2013. Teachers were trained in P4C by the Society for the Advancement of Philosophical Enquiry and Reflection in Education (SAPERE). On average, pupils received one period of P4C per week, although this varied across schools. A total of 48 schools across a wide range of English geographies participated. While these schools were in many ways diverse, as a whole they had above-average levels of disadvantaged pupils. The project was delivered by SAPERE, funded by the Education Endowment Foundation, and independently evaluated by a team at Durham University. Key conclusions include: (1) There is evidence that P4C had a positive impact on Key Stage 2 attainment. Overall, pupils using the approach made approximately two additional months' progress in reading and maths; (2) Results suggest that P4C had the biggest positive impact on Key Stage 2 results among disadvantaged pupils (those eligible for free school meals); (3) Analyses of the Cognitive Abilities Test (a different outcome measure not explicitly focused on attainment) found a smaller positive impact. Moreover, in terms of this outcome it appears that disadvantaged students reaped fewer benefits from P4C than other pupils. It is unclear from the evaluation why there are these differences between the two outcomes; (4) Teachers reported that the overall success of the intervention depended on incorporating P4C into the timetable on a regular basis. Otherwise there was a risk that the programme would be crowded out; and (5) Teachers and pupils generally reported that P4C had a positive influence on the wider outcomes such as pupils' confidence to speak, listening skills, and self-esteem. These and other broader outcomes are the focus of a separate evaluation by the University of Durham.
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- 2015
14. Word and World Reading: Evaluation Report and Executive Summary
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Education Endowment Foundation (EEF) (United Kingdom), Durham University (United Kingdom), See, Beng Huat, Gorard, Stephen, and Siddiqui, Nadia
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The Word and World Reading programme aimed to improve the reading comprehension and wider literacy skills of children aged 7-9 from low income families. The programme focused on improving the vocabulary and background knowledge (sometimes labelled "core knowledge") of pupils, through the use of specially designed "knowledge rich" reading material, vocabulary word lists, a read-aloud approach, and resources such as atlases and globes. The programme is based on the rationale that children need background knowledge to be able to comprehend what they read, and that improving background knowledge is an effective way to help struggling readers. This pilot evaluation involved 17 primary schools from across England. Participating schools received training that emphasised the consistent and sequenced use of vocabulary, direct instruction, and teacher questioning. Year 3 and 4 classes in participating schools followed the approach for the whole 2013-14 academic year. The programme was developed and delivered by The Curriculum Centre, a charitable organisation which is part of Future Academies. The project was co-funded by the Greater London Authority (GLA). The evaluation had three aims. First, to assess the feasibility of the approach and its reception by schools. Second, to assess the promise of the approach and provide recommendations that could be used to improve the approach in the future. Third, to provide recommendations that could be used to design any future trial, including an assessment of the appropriate size of any future trial. Key conclusions include: (1) The Word and World Reading programme was introduced as intended, and was well received by the majority of primary schools participating in the project; (2) Some teachers felt that the programme had a positive impact on pupil learning, including improved vocabulary and writing skills; (3) In some lessons, teachers' subject knowledge did not appear to be sufficient to support an in-depth discussion with pupils about some of the topics within the programme curriculum. This suggests that additional training or support materials may have been beneficial; (4) The programme appeared to be more successful for older, higher attaining students, and less successful for Year 3 students or low attaining students. Greater differentiation, for example adapted vocabulary lists, may have made it easier for lower attaining students to engage with the programme; (5) The study did not seek to assess impact on attainment in a robust way, however the attainment data which was collected did not indicate a large positive effect. This suggests that any future trial of the programme should involve a large number of schools in order to provide a precise assessment of the cost-effectiveness of the programme. It may also be valuable to test the approach over a longer period of time.
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- 2015
15. SHINE in Secondaries: Evaluation Report and Executive Summary
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Education Endowment Foundation (EEF) (United Kingdom), Durham University (United Kingdom), Menzies, Victoria, Collyer, Clare, Kokotsaki, Dimitra, Hewitt, Catherine, Younger, Kirsty, Wiggins, Andy, and Torgerson, Carole
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This is a report of a pilot programme of the SHINE in Secondaries Saturday school transition intervention. The programme aims to improve attainment by focusing on literacy and numeracy and revisiting areas where pupils are struggling through a creative curriculum approach and enrichment opportunities. The Saturday programme is run by teachers from the school for 25 weeks throughout Year 7. Schools are responsible for developing their own curriculum of activities to suit the abilities and needs of their pupils following guiding principles specified by SHINE. The programme is designed to run for approximately 60 pupils staffed by four qualified teachers, three teaching assistants and three peer mentors all recruited and employed by the host secondary school. This evaluation was set up as a pilot study with four schools and 613 pupils participating. The study had three aims: (1) To explore the impact of SHINE in Secondaries on literacy, numeracy and attitudes to school and learning outcomes; (2) To explore the organisational implications and lessons for future wider roll-out; and (3) To explore the feasibility of using regression discontinuity design (RDD) as a pilot study. The evaluation showed a very small impact on literacy outcomes across all four schools using the Progress in English and Progress in Maths tests. These findings are limited evidence of promise of the intervention. A larger RDD study or randomised controlled trial would be required to investigate the impact of the intervention and the size of the effect (if any) with confidence. A subgroup analysis of children eligible for free school meals (FSM) was conducted. This showed no evidence of the intervention differentially benefiting pupils eligible for free school meals in any of the schools. These findings should be treated with caution because, due to the small sample size, the study was unable to detect the small effects with confidence. The pilot demonstrated that it was feasible to design, implement and analyse the RDD successfully; and the design could be used again to evaluate similar interventions where randomisation is not possible or desirable. Key conclusions include: (1) Impact of the intervention: Very small effect sizes on the primary and secondary outcomes of literacy and numeracy were detected. As this was an exploratory evaluation design and the number of schools involved in the project was small, this made it unlikely that any impact of SHINE could be detected, should the true estimate of effect be small; (2) Implementation and organisation issues: Feedback from the teachers and pupils suggested that the intervention was perceived to be valuable in providing an opportunity to consolidate literacy and numeracy skills; and (3) Feasibility of evaluation design: The purpose in piloting this design was to explore the feasibility of using this approach when randomly allocating pupils to an intervention group was not possible or desirable. The regression discontinuity design is an appropriate evaluation method for education interventions. However, because it is less powerful than a randomised controlled trial, the number of pupils involved must be two and a half times greater if a small effect is to be detected.
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- 2015
16. Rapid Phonics: Evaluation Report and Executive Summary
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Education Endowment Foundation (EEF) (United Kingdom), Durham University (United Kingdom), King, Bernardine, and Kasim, Adetayo
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Rapid Phonics is a synthetic phonics intervention intended to improve decoding skills and reading fluency. It teaches the relationship of word sounds to their corresponding letter groups in a structured way. In this evaluation, the intervention was delivered across the transition between primary and secondary school to Year 6/7 pupils who had not reached Level 4b in English at the end of Key Stage 2. Rapid Phonics pupils received one-and-a-half hours of tuition per week, in groups of four or fewer, by specialist teachers from Norfolk County Council. The intervention was delivered over six weeks in the summer term of 2013 (end of primary school) and six weeks in the autumn term of 2013 (start of secondary school) to 201 pupils from 22 primary schools and then in 13 secondary schools across Norfolk. Pupils were individually randomised to receive the intervention or to a waitlist control group, who received the intervention at the end of the trial. Key conclusions include: (1) Rapid Phonics was not found to have a noticeable impact on the primary outcome measure of reading comprehension at the end of the intervention; (2) There was a small improvement in the secondary outcome of decoding, but this did not reach statistical significance; (3) Conducting the intervention during the last term of Year 6 and the first term of Year 7 was not the most settled period as there were many disruptions in the school environment and conditions may not have been best suited for the children to respond optimally to tutoring; (4) Continuing the intervention from primary to secondary schools can be logistically problematic, with a number of children transferring to schools outside the project or changing secondary school soon after arrival; and (5) An area of further research would be to employ the intervention in one continuous period at an earlier point in primary school, using a larger sample size and with more focus on children receiving free school meals and upon SEN. No positive effect size was found for the primary outcome of reading comprehension. A small positive effect size was found for the other secondary outcome of non-word reading, but not for the secondary outcome of single word reading. None of the measures were found to be statistically significant, suggesting that there is not sufficient evidence to confidently conclude that the observed effect was caused by the programme rather than occurring by chance. As a result, it is not clear that Rapid Phonics is an effective intervention for improving reading comprehension for pupils who have not achieved the expected level of attainment in literacy at the end of primary school, when delivered across the primary/secondary transition.
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- 2015
17. Butterfly Phonics: Evaluation Report and Executive Summary
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Education Endowment Foundation (EEF) (United Kingdom), Durham University (United Kingdom), Merrell, Christine, and Kasim, Adetayo
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Butterfly Phonics aims to improve the reading of struggling pupils through phonics instruction and a formal teaching style where pupils sit at desks in rows facing the teacher. It is based on a course book created by Irina Tyk, and was delivered in this evaluation by Real Action, a charity based in London. Real Action staff recruited and trained practitioners to deliver the intervention. These practitioners worked with trained teaching assistants to teach classes of six to eight pupils, although some groups were larger. Pupils were eligible for participation in the trial if they did not reach level 4 in their Key Stage 2 SATs or their reading skills were at least a year behind their chronological age. The evaluation was set up as a randomised controlled trial, which compared the progress of pupils who received Butterfly Phonics to a "business-as-usual" control group. Key conclusions include: (1) This evaluation provided evidence of promise; there was a positive, statistically significant effect on the primary outcome measure of reading comprehension. However, this effect size was lower than the minimum detectable effect size of the trial, so we cannot confidently conclude that the effect was due to the intervention and did not occur by chance; (2) The secondary outcome measures indicated positive impacts on children's literacy skills, but these were not statistically significant; (3) This intervention is recommended to take place during the school day, when it is easier to secure sustained co-operation and support from school staff. Where that support was present, the intervention was able to progress more satisfactorily than in schools where it was lacking; (4) Schools should ensure that people delivering the intervention receive training in the Butterfly method so that it is implemented as intended; and (5) Further research could investigate the intervention's impact on early readers. Its emphasis on larger word units and comprehension skills might enable a more rapid progression in early reading than a pure phonics course. [The project was independently evaluated by a team from the Centre for Evaluation and Monitoring (CEM) and the Wolfson Institute for Health and Wellbeing at Durham University.]
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- 2015
18. Fresh Start: Evaluation Report and Executive Summary
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Education Endowment Foundation (EEF) (United Kingdom), Durham University (United Kingdom), Gorard, Stephen, Siddiqui, Nadia, and See, Beng Huat
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Fresh Start (FS) is a catch-up literacy intervention for pupils at risk of falling behind their peers in early secondary schooling. It provides systematic and rigorous practice in phonics so that pupils are at an appropriate level to join the mainstream group after completion of the intervention. Pupils are assessed and then grouped according to their levels of reading ability. Teaching in these groups begins with recognition, practice and blending of sounds and graphemes, based on a set of module booklets. This evaluation involved 433 pupils in Year 7, in ten secondary schools, who had failed to achieve a "secure" National Curriculum Level 4 (4b and above) in their primary KS2 results for English. Of these, 212 within all schools were randomly allocated to receive the intervention for 22 weeks during their first year at secondary school. This shorter time period was partly justified because the pupils are at secondary school. The other 221 pupils were randomly allocated to a control group in phase one, and received the intervention the following year. The intervention was organised by taking pupils out of regular English lessons for one hour, three times per week. Key conclusions include: (1) Fresh Start shows considerable promise as an effective catch-up intervention for low-attaining readers at the transition phase from primary to secondary school; (2) Pupils must be grouped according to the reading scores obtained from a Fresh Start screening test. Each group has a homogeneous level in terms of pupil reading abilities; (3) Continuous feedback to teachers and support from trainers assists successful implementation; and (4) It is feasible for schools to conduct evaluations of their own planned interventions, under favourable circumstances, and with some advice and oversight from independent expert evaluators.
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- 2015
19. Accelerated Reader: Evaluation Report and Executive Summary
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Education Endowment Foundation (EEF) (United Kingdom), Durham University (United Kingdom), Gorard, Stephen, Siddiqui, Nadia, and See, Beng Huat
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Accelerated Reader (AR) is a whole-group reading management and monitoring program that aims to foster the habit of independent reading among primary and early secondary age pupils. The internet-based software initially screens pupils according to their reading levels, and suggests books that match their reading age and reading interest. Pupils take computerized quizzes on the books they have read and earn AR points related to difficulty. The evaluation of Accelerated Reader involved 349 pupils in Year 7 who had not achieved secure National Curriculum Level 4 in their primary Key Stage 2 (KS2) results for English (across four secondary schools). 166 pupils were randomly allocated to receive the intervention for 22 weeks in phase one during their first year at secondary school, with the other 183 acting as a control and then receiving the intervention in phase two. Key conclusions from the evaluation are: (1) Accelerated Reader appears to be effective for weaker readers as a catch-up intervention at the start of secondary school; (2) A well-stocked library with a wide collection of books banded according to the Accelerated Reader readability formula, and easy access to computers with internet connection, are the main requirements for successful implementation; (3) Pupils at very low levels of reading may not be independent readers and would need initial support from teacher to start reading books; and (4) Schools can lead robust evaluations of their own planned interventions, under favorable circumstances, and with some advice and oversight from expert evaluators.
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- 2015
20. The redox-responsive roles of intermediate filaments in cellular stress detection, integration and mitigation
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Ministerio de Ciencia e Innovación (España), Fundación la Caixa, Instituto de Salud Carlos III, European Commission, Durham University, University of Washington, Pérez-Sala, Dolores [0000-0003-0600-665X], Quinlan, Roy A. [0000-0003-0644-4123], Pérez-Sala, Dolores, Quinlan, Roy A., Ministerio de Ciencia e Innovación (España), Fundación la Caixa, Instituto de Salud Carlos III, European Commission, Durham University, University of Washington, Pérez-Sala, Dolores [0000-0003-0600-665X], Quinlan, Roy A. [0000-0003-0644-4123], Pérez-Sala, Dolores, and Quinlan, Roy A.
- Abstract
Intermediate filaments are critical for cell and tissue homeostasis and for stress responses. Cytoplasmic intermediate filaments form versatile and dynamic assemblies that interconnect cellular organelles, participate in signaling and protect cells and tissues against stress. Here we have focused on their involvement in redox signaling and oxidative stress, which arises in numerous pathophysiological situations. We pay special attention to type III intermediate filaments, mainly vimentin, because it provides a physical interface for redox signaling, stress responses and mechanosensing. Vimentin possesses a single cysteine residue that is a target for multiple oxidants and electrophiles. This conserved residue fine tunes vimentin assembly, response to oxidative stress and crosstalk with other cellular structures. Here we integrate evidence from the intermediate filament and redox biology fields to propose intermediate filaments as redox sentinel networks of the cell. To support this, we appraise how vimentin detects and orchestrates cellular responses to oxidative and electrophilic stress.
- Published
- 2024
21. Spectral Imager of the Solar Atmosphere: The First Extreme-Ultraviolet Solar Integral Field Spectrograph Using Slicers
- Author
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Science and Technology Facilities Council (UK), University of Cambridge, Czech National Science Foundation, Czech Academy of Sciences, National Aeronautics and Space Administration (US), Ministerio de Ciencia e Innovación (España), Ministerio de Ciencia, Innovación y Universidades (España), Agencia Estatal de Investigación (España), European Commission, UK Space Agency, Durham University, Calcines Rosario, Ariadna, Auchère, Frederic, Corso, Alain Jody, Del Zanna, Giulio, Dudík, Jaroslav, Gissot, Samuel, Hayes, Laura A., Kerr, Graham S., Kintziger, Christian, Matthews, Sarah A., Musset, Sophie, Orozco Suárez, David, Polito, Vanessa, Reid, Hamish A. S., Ryan, Daniel F., Science and Technology Facilities Council (UK), University of Cambridge, Czech National Science Foundation, Czech Academy of Sciences, National Aeronautics and Space Administration (US), Ministerio de Ciencia e Innovación (España), Ministerio de Ciencia, Innovación y Universidades (España), Agencia Estatal de Investigación (España), European Commission, UK Space Agency, Durham University, Calcines Rosario, Ariadna, Auchère, Frederic, Corso, Alain Jody, Del Zanna, Giulio, Dudík, Jaroslav, Gissot, Samuel, Hayes, Laura A., Kerr, Graham S., Kintziger, Christian, Matthews, Sarah A., Musset, Sophie, Orozco Suárez, David, Polito, Vanessa, Reid, Hamish A. S., and Ryan, Daniel F.
- Abstract
Particle acceleration, and the thermalisation of energetic particles, are fundamental processes across the universe. Whilst the Sun is an excellent object to study this phenomenon, since it is the most energetic particle accelerator in the Solar System, this phenomenon arises in many other astrophysical objects, such as active galactic nuclei, black holes, neutron stars, gamma ray bursts, solar and stellar coronae, accretion disks and planetary magnetospheres. Observations in the Extreme Ultraviolet (EUV) are essential for these studies but can only be made from space. Current spectrographs operating in the EUV use an entrance slit and cover the required field of view using a scanning mechanism. This results in a relatively slow image cadence in the order of minutes to capture inherently rapid and transient processes, and/or in the spectrograph slit ‘missing the action’. The application of image slicers for EUV integral field spectrographs is therefore revolutionary. The development of this technology will enable the observations of EUV spectra from an entire 2D field of view in seconds, over two orders of magnitude faster than what is currently possible. The Spectral Imaging of the Solar Atmosphere (SISA) instrument is the first integral field spectrograph proposed for observations at ∼180 Å combining the image slicer technology and curved diffraction gratings in a highly efficient and compact layout, while providing important spectroscopic diagnostics for the characterisation of solar coronal and flare plasmas. SISA’s characteristics, main challenges, and the on-going activities to enable the image slicer technology for EUV applications are presented in this paper.
- Published
- 2024
22. Mind the Gap: Evaluation Report and Executive Summary
- Author
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Education Endowment Foundation (EEF) (United Kingdom), National Institute of Economic and Social Research (NIESR) (United Kingdom), Durham University (United Kingdom), Dorsett, Richard, Rienzo, Cinzia, Rolfe, Heather, Burns, Helen, Robertson, Barbara-Anne, Thorpe, Benjamin, and Wall, Kate
- Abstract
Mind the Gap sought to improve the metacognition and academic attainment of pupils in Year 4. There were two aspects to the intervention. The first involved training teachers in how to embed metacognitive approaches in their work, and how to continue to effectively and strategically involve parents. This training took place over a day and was provided by a consultant. The second component focused on parental engagement and offered families the opportunity to participate in a series of facilitated workshops where children and parents work together to create an animated film. Sessions were coordinated by a practitioner who helped participants to think about how they are learning, create learning goals and reflect on their progress; to be metacognitive about the learning process they were engaged in together. The families were offered 2 hours of workshops per week for 5 weeks (10 hours in total). The project targeted schools in four areas of England: Birmingham, Devon, London and Manchester. It was delivered by the Campaign for Learning, with assessments carried out by Durham University. Delivery started in September 2012 and finished in October 2013. The project was evaluated using a randomised controlled trial, which compared the interventions to a 'business-as-usual' control group. It is important to note that it was eligibility for the animation course, not participation, that was randomised, so the results must be regarded as estimating the effect of being offered the animation course (alone or in combination with teacher training, as appropriate) rather than participating in it. Among the key conclusions were: (1) The headline findings provide no evidence of a statistically significant impact of Mind the Gap on attainment; (2) The estimate of the programme's impact on pupils' metacognition was positive and statistically significant; and (3) Participating families and staff felt the intervention enhanced home-school relationships and strengthened the learning relationship between children and parents.
- Published
- 2014
23. Improving Writing Quality: Evaluation Report and Executive Summary
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Education Endowment Foundation (EEF) (United Kingdom), University of York (United Kingdom), Durham University (United Kingdom), Torgerson, David, Torgerson, Carole, Ainsworth, Hannah, Buckley, Hannah, Heaps, Clare, Hewitt, Catherine, and Mitchell, Natasha
- Abstract
Self-Regulated Strategy Development (SRSD) is a writing process model in which students are encouraged to plan, draft, edit, and revise their writing. In this evaluation 23 primary schools and their Year 6 teachers in the Calderdale area of West Yorkshire were randomly allocated to receive training in the SRSD approach from an external consultant. Twelve schools were allocated to the comparison group and 11 schools to the intervention group. The evaluation was set up as an efficacy trial to test the impact of using SRSD in conjunction with memorable experiences at the transition from primary to secondary school. The study was well conducted with independent randomisation and a moderate sample size. Intention-to-treat analysis was used (i.e., pupils were compared in the groups to which they were originally randomly assigned), blind marking of the test papers was undertaken, and the analysis was adjusted for school randomisation. Key conclusions include: (1) The approach had a strong positive effect on the writing outcomes of low attaining pupils at the transition from primary to secondary school among a sample of pupils in State schools in the West Yorkshire area; (2) The approach had beneficial effects for both free school meals (FSM) and non-FSM pupils; (3) These findings, in combination with existing evidence from the United States and elsewhere, suggest that the Self-Regulated Strategy Development approach has substantial promise as a literacy catch-up approach; (4) A larger effectiveness trial could be commissioned to test the approach on a larger scale and with other age groups; and (5) Teachers were trained in the SRSD approach by the North American developers, but adapted it in some ways for an English context.
- Published
- 2014
24. Discover Summer School: Evaluation Report and Executive Summary
- Author
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Education Endowment Foundation (EEF) (United Kingdom), University of York (United Kingdom), Durham University (United Kingdom), Torgerson, David, Torgerson, Carole, Jefferson, Laura, Buckley, Hannah, Ainsworth, Hannah, Heaps, Clare, and Mitchell, Natasha
- Abstract
The Discover Summer School was a four-week programme which aimed to improve the reading and writing skills of children during the summer between Year 6 and Year 7. The programme was targeted at pupils who had been predicted to achieve below Level 4b in English by the end of Key Stage 2. Pupils meeting the eligibility criteria for the study, and due to transition from Year 6 to Year 7 in 2013, were recruited through 29 primary schools in proximity to the Discover Children's Story Centre in Stratford, London, in July and August 2013. The study involved 124 pupils from 29 local schools, of whom 76 were randomly selected to attend the summer school; the remaining 48 formed a comparison group. This evaluation was set up as an efficacy trial. An individually randomised controlled trial design was employed to compare outcomes for pupils attending the summer school with outcomes for pupils in a "business as usual" comparison group who did not attend. The evaluation was unable to provide a secure estimate of the programme's impact on reading or writing attainment, due to the low number of pupils who took part and the problems with testing. The programme was relatively expensive compared to other literacy catch-up approaches delivered in the normal school year. Given the relative cost of the programme, even if the indicative impact which was detected had been secure, as a way of improving academic outcomes other approaches are likely to be more cost-effective. Participating pupils enjoyed the programme and were engaged by the literacy workshops and the enrichment activities. The specific challenges of pupil recruitment, attendance, and test completion experienced should be considered prior to undertaking any further evaluations of summer schools. [Dr. Taeko Becque contributed to the writing of the statistical analysis plan appended to this report.]
- Published
- 2014
25. Switch-On Reading: Evaluation Report and Executive Summary
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Education Endowment Foundation (EEF) (United Kingdom), Durham University (United Kingdom), Gorard, Stephen, See, Beng Huat, and Siddiqui, Nadia
- Abstract
Switch-on Reading is an intensive 10-week literacy intervention. It is delivered on a one to one basis by staff, most commonly teaching assistants, who have been trained in the approach. The purpose of Switch-on is to achieve functional literacy for as many pupils as possible, and so to close the reading achievement gap for vulnerable children working below age-expected levels. It is inspired by the well-established intervention Reading Recovery, which is teacher led and delivered over a 12-20 week period. In this evaluation, the programme involved regular sessions for pupils who had not achieved Level 4 English at Key Stage 2. The identified pupils in Year 7 attended regular 20-minute reading sessions over the course of the Spring term. The students were removed from class to attend the sessions, which aimed to improve their reading comprehension and fluency. Each session required students to read from four different books graded on the basis of their difficulty. Training and support for staff was provided by the Every Child a Reader staff of Nottinghamshire Local Authority. The overall result was an effect size of +0.24, based on the pooled standard deviation of the post-test score for both groups, meaning that the programme made a noticeable positive impact. Pupils with low attainment prior to the intervention showed particularly positive results, making five additional months progress on average. Pupils eligible for free school meals and pupils identified as having special educational needs made four additional months progress on average. As such, this evaluation suggests that Switch-on can be an effective intervention for weak and disadvantaged readers at the stage of transition to secondary school.
- Published
- 2014
26. Response to Intervention: Evaluation Report and Executive Summary
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Education Endowment Foundation (EEF) (United Kingdom), Durham University (United Kingdom), Gorard, Stephen, Siddiqui, Nadia, and See, Beng Huat
- Abstract
Response to Intervention (RTI) is a targeted programme that uses a tiered approach to identify the needs of low achieving pupils. The approach begins with whole class teaching (Tier 1), followed by small group tuition (Tier 2) for those who need more attention, and one to one tutoring (Tier 3) for those who do not respond to the small group instruction. In this evaluation, the programme was delivered to Year 6 pupils who were at risk of not achieving Level 4 English at Key Stage 2 (KS2). RTI was delivered in the summer term in preparation for their transfer to secondary school. The development of the intervention, training and materials was led by the Centre for Use of Research Evidence in Education (CUREE). Achievement for All 3As (AfA3As) provided support as schools recruiter and the ongoing contact with schools. AfA3As Achievement Coaches worked closely with schools to support their use of RTI within the AfA3As framework. The two organisations worked together to deliver the intervention.
- Published
- 2014
27. Future Foundations: Evaluation Report and Executive Summary
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Education Endowment Foundation (EEF) (United Kingdom), Durham University (United Kingdom), Gorard, Stephen, Siddiqui, Nadia, and See, Beng Huat
- Abstract
This report documents the results of an evaluation of the Future Foundations Society CIC (Future Foundations) academic summer school which took place in August 2013. The Future Foundations summer school programme is a literacy and numeracy catch-up intervention which provided extra schooling in the summer holidays. Pupils attending the four-week programme followed a specially designed curriculum involving regular literacy and numeracy lessons taught by trained primary and secondary school teachers. The programme took place in the summer of 2013 across three sites in London and the South East: Brighton, Enfield, and Islington. It was targeted at pupils in Years 5 and 6 who were eligible for free school meals (FSM) and at pupils who had not achieved Level 4 in English or maths at the end of Key Stage (KS) 2. The evaluation was set up as a small-scale efficacy trial to test the impact of the summer school. The findings are based on a randomised controlled trial, with individual random allocation to groups to the summer school or a control group who did not receive the intervention. Key conclusions include: (1) Attracting pupils to the summer school, and maintaining high attendance throughout the programme, was challenging; (2) As a result of the trial's eventual size and the level of pupil dropout, the overall findings of the programme on English or maths are not definitive; (3) However, there is evidence of promise for English, particularly for FSM-eligible and Year 5 pupils, which may warrant further study; (4) The programme was relatively expensive. As a way of improving academic outcomes, alternative approaches delivered during the school year may provide similar benefits for a lower cost; and (5) Future evaluations could explore whether apparent gains for progress in English continue into the secondary phase.
- Published
- 2014
28. Grammar for Writing: Evaluation Report and Executive Summary
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Education Endowment Foundation (EEF) (United Kingdom), University of York (United Kingdom), Durham University (United Kingdom), Torgerson, David, Torgerson, Carole, Mitchell, Natasha, Buckley, Hannah, Ainsworth, Hannah, Heaps, Clare, and Jefferson, Laura
- Abstract
The Grammar for Writing intervention is a curriculum intervention aimed at improving writing skills by providing contextualised grammar teaching. This evaluation was set up as an effectiveness trial to test the impact of a four-week version of Grammar for Writing, delivered with the developer leading the recruitment and retention of the schools and participants and the training, and overseeing the provision of the intervention. The Education Endowment Foundation (EEF) effectiveness trials aim to test whether an intervention can work at scale, in real-world conditions. In each school, one Year 6 class was randomly assigned to the intervention group and one Year 6 class was randomly assigned to continue with teaching as usual. Within the intervention class, eligible pupils were randomised on an individual basis to receive either whole group Grammar for Writing teaching or the whole group approach plus small group Grammar for Writing teaching. At the end of the intervention period all pupils were asked to complete the Progress in English 11 (Long Form) Test developed by GL Assessment, as a measure of general writing ability. There was about 20% drop-out in terms of the primary outcome, but this was evenly spread between the groups and there was no evidence that it introduced selection bias. The process evaluation indicates the programme was delivered with good fidelity (i.e. as intended by the developer). Overall, this indicates the findings are secure. A previous trial evaluation of Grammar for Writing showed a statistically significant impact among older children, but methodological issues in the way the data were analysed means that there are doubts about the validity of the findings. Key conclusions include: (1) Grammar for Writing is not effective in improving general writing among Year 6 pupils when delivered as a whole class intervention over four weeks; (2) Grammar for Writing is modestly effective in improving writing as a small group intervention, although this is likely to be a result of small group teaching, rather than an intrinsic benefit of Grammar for Writing itself; (3) The evidence for Grammar for Writing from this evaluation is insufficient to recommend widespread adoption among Year 6 pupils; (4) Small group teaching amongst Levels 3c to 4b pupils does seem an effective strategy to increase writing skills; and (5) Possible further research question: Is small group teaching for children at Levels 3c to 4b effective and costeffective over a longer time period?
- Published
- 2014
29. Anglican Schools Partnership: Effective Feedback. Evaluation Report and Executive Summary
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Education Endowment Foundation (EEF) (United Kingdom), Durham University (United Kingdom), Gorard, Stephen, See, Beng Huat, and Siddiqui, Nadia
- Abstract
This pilot project focused on improving teachers' understanding and use of effective feedback. Participating teachers tried to incorporate feedback into their lessons to help pupils understand their learning goals and become able to develop strategies to reach them. The project employed a cyclical action research design, through which teachers reviewed academic literature on effective feedback before developing ways to apply it in the classroom. The project took place over one school year and involved nine treatment and five comparative schools in the London Borough of Bexley. All pupils in Years 2-6 took part in the study. The pilot evaluation had three aims: (1) to assess the feasibility and promise of an approach to improving feedback which required schools to review, understand and apply research findings, including academic papers; (2) to provide formative recommendations that could be used to improve the approach in the future; and (3) to provide an initial quantitative assessment of the approach's impact on academic attainment that could be used to inform any future trial. Key conclusions from the evaluation are: (1) effective feedback has shown promise in previous studies, but this evaluation demonstrates that improving feedback consistently is challenging; (2) the approach appeared to be most effective when training was communal and when objectives and methods were shared. It was least successful when teachers were unclear about the differences between different types of feedback, and when pupils were unable to set clear success criteria; (3) teachers often struggled to interpret, understand and apply findings from academic research; (4) The study did not seek to assess impact on attainment in a robust way. However, the attainment data which was collected indicated that there may be some evidence of promise for students eligible for free school meals; and (5) one future step may be to try and develop the intervention into a more structured program targeted specifically at low achieving pupils and pupils eligible for free school meals. Greater support, including videos of model lessons could be provided to participating teachers. Two appendices are included.
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- 2014
30. The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation. Full Report
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Education Endowment Foundation (EEF) (United Kingdom), Durham University (United Kingdom), Higgins, Steven, Xiao, ZhiMin, and Katsipataki, Maria
- Abstract
The aim of this review is to present a synthesis of the evidence from meta-analysis about the impact of the use of digital technology in schools on children's attainment, or more widely the impact of digital technology on academic achievement. It is divided up into three main sections. The first sets out an overview of the wider research into the impact of technology on learning to set the context and the rationale for the value of this information. The next section reviews the evidence from meta-analysis and other quantitative syntheses of research into the impact of digital technology. A further section looks at trends in the use of digital technology and learning in the UK and internationally, to provide further context for the recommendations which follow. The purpose of this review is to identify implications for future investment in the use of digital technology for learning in schools. Digital technologies are now embedded in society. Focus has shifted from whether or not to use them in teaching and learning, to understanding which technologies can be used for what specific educational purposes and then to investigate how best they can be used and embedded across the range of educational contexts in schools.
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- 2012
31. Consuming Wine in the Early Macedonian Kingdom: Beyond the ‘Athenian vs Barbarian’ Dichotomy
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Consuming the Past: Modern Vines and Ancient Wines, Linnaeus University, University of Amsterdam & Durham University (2023/10/2-5: Athens), Saripanidi, Vasiliki, Consuming the Past: Modern Vines and Ancient Wines, Linnaeus University, University of Amsterdam & Durham University (2023/10/2-5: Athens), and Saripanidi, Vasiliki
- Abstract
info:eu-repo/semantics/nonPublished
- Published
- 2023
32. The PAU Survey and Euclid: Improving broadband photometric redshifts with multi-task learning
- Author
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Ministerio de Ciencia, Innovación y Universidades (España), Ministerio de Ciencia e Innovación (España), Agencia Estatal de Investigación (España), European Research Council, Ministerio de Economía y Competitividad (España), European Commission, Generalitat de Catalunya, Durham University, Leiden University, ETH Zurich, Ruhr University Bochum, Netherlands Organisation for Health Research and Development, German Research Foundation, University College London, Royal Society (UK), Cabayol, Laura, Carretero, Jorge, Casas, Ricard, Castander, Francisco J., García-Bellido, Juan, Gaztañaga, Enrique, Pocino, A., Serrano, S., Siudek, Malgorzata, Fosalba, Pablo, Euclid Consortium, Ministerio de Ciencia, Innovación y Universidades (España), Ministerio de Ciencia e Innovación (España), Agencia Estatal de Investigación (España), European Research Council, Ministerio de Economía y Competitividad (España), European Commission, Generalitat de Catalunya, Durham University, Leiden University, ETH Zurich, Ruhr University Bochum, Netherlands Organisation for Health Research and Development, German Research Foundation, University College London, Royal Society (UK), Cabayol, Laura, Carretero, Jorge, Casas, Ricard, Castander, Francisco J., García-Bellido, Juan, Gaztañaga, Enrique, Pocino, A., Serrano, S., Siudek, Malgorzata, Fosalba, Pablo, and Euclid Consortium
- Abstract
Current and future imaging surveys require photometric redshifts (photo-zs) to be estimated for millions of galaxies. Improving the photo-z quality is a major challenge but is needed to advance our understanding of cosmology. In this paper we explore how the synergies between narrow-band photometric data and large imaging surveys can be exploited to improve broadband photometric redshifts. We used a multi-task learning (MTL) network to improve broadband photo-z estimates by simultaneously predicting the broadband photo-z and the narrow-band photometry from the broadband photometry. The narrow-band photometry is only required in the training field, which also enables better photo-z predictions for the galaxies without narrow-band photometry in the wide field. This technique was tested with data from the Physics of the Accelerating Universe Survey (PAUS) in the COSMOS field. We find that the method predicts photo-zs that are 13% more precise down to magnitude iAB < 23; the outlier rate is also 40% lower when compared to the baseline network. Furthermore, MTL reduces the photo-z bias for high-redshift galaxies, improving the redshift distributions for tomographic bins with z > 1. Applying this technique to deeper samples is crucial for future surveys such as Euclid or LSST. For simulated data, training on a sample with iAB < 23, the method reduces the photo-z scatter by 16% for all galaxies with iAB < 25. We also studied the effects of extending the training sample with photometric galaxies using PAUS high-precision photo-zs, which reduces the photo-z scatter by 20% in the COSMOS field.
- Published
- 2023
33. Beyond the ultradeep frontier fields and legacy observations (BUFFALO): a high-resolution strong+weak-lensing view of Abell 370
- Author
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Science and Technology Facilities Council (UK), National Aeronautics and Space Administration (US), UK Research and Innovation, Ministry of Science and Technology (Taiwan), Academia Sinica (Taiwan), European Research Council, European Commission, Agencia Estatal de Investigación (España), Ministerio de Ciencia, Innovación y Universidades (España), Durham University, Ministerio de Ciencia e Innovación (España), National Science Foundation (US), United States-Israel Binational Science Foundation, Niemiec, Anna, Jauzac, Mathilde, Eckert, D., Lagattuta, David, Sharon, Keren, Koekemoer, Anton M., Umetsu, Keiichi, Acebron, Ana, Diego, José María, Harvey, David, Jullo, E., Kokorev, Vasily, Limousin, M., Mahler, Guillaume, Natarajan, Priyamvada, Nonino, Mario, Steinhardt, Charles L., Tam, S.-I., Zitrin, Adi, Science and Technology Facilities Council (UK), National Aeronautics and Space Administration (US), UK Research and Innovation, Ministry of Science and Technology (Taiwan), Academia Sinica (Taiwan), European Research Council, European Commission, Agencia Estatal de Investigación (España), Ministerio de Ciencia, Innovación y Universidades (España), Durham University, Ministerio de Ciencia e Innovación (España), National Science Foundation (US), United States-Israel Binational Science Foundation, Niemiec, Anna, Jauzac, Mathilde, Eckert, D., Lagattuta, David, Sharon, Keren, Koekemoer, Anton M., Umetsu, Keiichi, Acebron, Ana, Diego, José María, Harvey, David, Jullo, E., Kokorev, Vasily, Limousin, M., Mahler, Guillaume, Natarajan, Priyamvada, Nonino, Mario, Steinhardt, Charles L., Tam, S.-I., and Zitrin, Adi
- Abstract
The HST treasury programme BUFFALO provides extended wide-field imaging of the six Hubble Frontier Fields galaxy clusters. Here we present the combined strong and weak-lensing analysis of Abell 370, a massive cluster at z = 0.375. From the reconstructed total projected mass distribution in the 6 arcmin × 6 arcmin BUFFALO field-of-view, we obtain the distribution of massive substructures outside the cluster core and report the presence of a total of seven candidates, each with mass ∼5 × 1013 M⊙. Combining the total mass distribution derived from lensing with multiwavelength data, we evaluate the physical significance of each candidate substructure, and conclude that five out of the seven substructure candidates seem reliable, and that the mass distribution in Abell 370 is extended along the north-west and south-east directions. While this finding is in general agreement with previous studies, our detailed spatial reconstruction provides new insights into the complex mass distribution at large cluster-centric radius. We explore the impact of the extended mass reconstruction on the model of the cluster core and in particular, we attempt to physically explain the presence of an important external shear component, necessary to obtain a low root-mean-square separation between the model-predicted and observed positions of the multiple images in the cluster core. The substructures can only account for up to half the amplitude of the external shear, suggesting that more effort is needed to fully replace it by more physically motivated mass components. We provide public access to all the lensing data used as well as the different lens models.
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- 2023
34. Exploring the diversity and similarity of radially anisotropic Milky Way-like stellar haloes: Implications for disrupted dwarf galaxy searches
- Author
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European Commission, European Research Council, Ministerio de Ciencia, Innovación y Universidades (España), Agencia Estatal de Investigación (España), Ministerio de Ciencia e Innovación (España), Science and Technology Facilities Council (UK), Fondo Nacional de Desarrollo Científico y Tecnológico (Chile), Agencia Nacional de Investigación y Desarrollo (Chile), Max Planck Society, UK Research and Innovation, Durham University, Orkney, Matthew D. A., Laporte, Chervin F. P., Grand, Robert J. J., Gómez, Facundo A., Voort, Freeke van de, Fattahi, Azadeh, Marinacci, Federico, Pakmor, Rüdiger, Fragkoudi, Francesca, Springel, Volker, European Commission, European Research Council, Ministerio de Ciencia, Innovación y Universidades (España), Agencia Estatal de Investigación (España), Ministerio de Ciencia e Innovación (España), Science and Technology Facilities Council (UK), Fondo Nacional de Desarrollo Científico y Tecnológico (Chile), Agencia Nacional de Investigación y Desarrollo (Chile), Max Planck Society, UK Research and Innovation, Durham University, Orkney, Matthew D. A., Laporte, Chervin F. P., Grand, Robert J. J., Gómez, Facundo A., Voort, Freeke van de, Fattahi, Azadeh, Marinacci, Federico, Pakmor, Rüdiger, Fragkoudi, Francesca, and Springel, Volker
- Abstract
We investigate the properties of mergers comparable to the Gaia–Sausage–Enceladus (GSE) using cosmological hydrodynamical simulations of Milky Way-like galaxies. The merger progenitors span an order of magnitude in their peak stellar mass(3 × 108 < M/M < 4 × 109) and include both rotation and pressure-supported galaxies (0.10 < D/T < 0.77). In a minority of cases, the GSE-like debris is comprised of stars from more than one merger progenitor. However, there is a close similarity in their chemodynamical properties and the triaxial shapes of their debris, and so it is not always possible to distinguish them. The merger progenitors host a variety of luminous satellites (0 and 8 with M > 106 M), but most of these do not follow the merger to low orbital energies. Between 0 and 1 of these satellites may survive to z = 0, but with no clear signatures of their past association. We show that the fraction of stars originating from GSE-like mergers is reduced for lower metallicities (reaching a minimum around [Fe/H] = −2), and also within 5 kpc of the Galactic Centre. Whilst these central regions are dominated by in-situ stars, the ex-situ fraction trends towards a 100 per cent asymptote when considering the most metal-poor stars ([Fe/H] −2.5). Considering this, its near proximity, and its small volume on the sky, the Galactic Centre lends itself as a prime environment in the search for the stars from the earliest galaxies, whilst avoiding contamination from GSE stars.
- Published
- 2023
35. Nanostructured channel for improving emission efficiency of hybrid light-emitting field-effect transistors
- Author
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Research England, European Commission, Durham University, Engineering and Physical Sciences Research Council (UK), Galán González, Alejandro [0000-0002-8217-7445], Pander, Piotr [0000-0003-4103-4154], MacKenzie, Roderick C. I. [0000-0002-8833-2872], Bowen, Leon [0009-0004-6311-685X], Zeze, Dagou A. [0000-0002-6596-5490], Thompson, Richard L. [0000-0002-3207-1036], Dias, Fernando B. [0000-0001-9841-863X], Chaudhry, Mujeeb Ullah [0000-0002-6149-3457], Galán González, Alejandro [alegandro.galan@udc.es], Galán González, Alejandro, Pander, Piotr, MacKenzie, Roderick C. I., Bowen, Leon, Zeze, Dagou A., Borthwick, Robert J., Thompson, Richard L., Dias, Fernando B., Chaudhry, Mujeeb Ullah, Research England, European Commission, Durham University, Engineering and Physical Sciences Research Council (UK), Galán González, Alejandro [0000-0002-8217-7445], Pander, Piotr [0000-0003-4103-4154], MacKenzie, Roderick C. I. [0000-0002-8833-2872], Bowen, Leon [0009-0004-6311-685X], Zeze, Dagou A. [0000-0002-6596-5490], Thompson, Richard L. [0000-0002-3207-1036], Dias, Fernando B. [0000-0001-9841-863X], Chaudhry, Mujeeb Ullah [0000-0002-6149-3457], Galán González, Alejandro [alegandro.galan@udc.es], Galán González, Alejandro, Pander, Piotr, MacKenzie, Roderick C. I., Bowen, Leon, Zeze, Dagou A., Borthwick, Robert J., Thompson, Richard L., Dias, Fernando B., and Chaudhry, Mujeeb Ullah
- Abstract
We report on the mechanism of enhancing the luminance and external quantum efficiency (EQE) by developing nanostructured channels in hybrid (organic/inorganic) light-emitting transistors (HLETs) that combine a solution-processed oxide and a polymer heterostructure. The heterostructure comprised two parts: (i) the zinc tin oxide/zinc oxide (ZTO/ZnO), with and without ZnO nanowires (NWs) grown on the top of the ZTO/ZnO stack, as the charge transport layer and (ii) a polymer Super Yellow (SY, also known as PDY-132) layer as the light-emitting layer. Device characterization shows that using NWs significantly improves luminance and EQE (≈1.1% @ 5000 cd m–2) compared to previously reported similar HLET devices that show EQE < 1%. The size and shape of the NWs were controlled through solution concentration and growth time, which also render NWs to have higher crystallinity. Notably, the size of the NWs was found to provide higher escape efficiency for emitted photons while offering lower contact resistance for charge injection, which resulted in the improved optical performance of HLETs. These results represent a significant step forward in enabling efficient and all-solution-processed HLET technology for lighting and display applications.
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- 2023
36. Supporting Information for Nanostructured channel for improving emission efficiency of hybrid light-emitting field-effect transistors [Dataset]
- Author
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Research England, European Commission, Durham University, Engineering and Physical Sciences Research Council (UK), Galán González, Alejandro [0000-0002-8217-7445], Pander, Piotr [0000-0003-4103-4154], MacKenzie, Roderick C. I. [0000-0002-8833-2872], Bowen, Leon [0009-0004-6311-685X], Zeze, Dagou A. [0000-0002-6596-5490], Thompson, Richard L. [0000-0002-3207-1036], Dias, Fernando B. [0000-0001-9841-863X], Chaudhry, Mujeeb Ullah [0000-0002-6149-3457], Galán González, Alejandro [alegandro.galan@udc.es], Galán González, Alejandro, Pander, Piotr, MacKenzie, Roderick C. I., Bowen, Leon, Zeze, Dagou A., Borthwick, Robert J., Thompson, Richard L., Dias, Fernando B., Chaudhry, Mujeeb Ullah, Research England, European Commission, Durham University, Engineering and Physical Sciences Research Council (UK), Galán González, Alejandro [0000-0002-8217-7445], Pander, Piotr [0000-0003-4103-4154], MacKenzie, Roderick C. I. [0000-0002-8833-2872], Bowen, Leon [0009-0004-6311-685X], Zeze, Dagou A. [0000-0002-6596-5490], Thompson, Richard L. [0000-0002-3207-1036], Dias, Fernando B. [0000-0001-9841-863X], Chaudhry, Mujeeb Ullah [0000-0002-6149-3457], Galán González, Alejandro [alegandro.galan@udc.es], Galán González, Alejandro, Pander, Piotr, MacKenzie, Roderick C. I., Bowen, Leon, Zeze, Dagou A., Borthwick, Robert J., Thompson, Richard L., Dias, Fernando B., and Chaudhry, Mujeeb Ullah
- Abstract
Figure S1. Molecular structure of SY, SEM and AFM micrographs of the ZTO layer. Figure S2. HRTEM micrograph and SAED pattern of S-ZnO NWs. Figure S3. TEM micrographs of ZnO nanowires. Figure S4. Gate leakage current in control, S-NWs, and L-NWs LEEFTs. Figure S5. Output characteristics of control, S-NWs, and L-NWs LEEFTs. Figure S6. Variable channel HLET image. Figure S7. Transmittance from the top MoOx/Ag electrodes. Figure S8. AFM images of NWs. Figure S9. 3D reconstruction of AFM images in GPVDM. Figure S10. Ray tracing simulation example 300-700nm. Figure S11. Calculation efficiency as a function of layer height of the L-NWs layer. Table S1. Comparison with literature
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- 2023
37. Merger-induced galaxy transformations in the artemis simulations
- Author
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European Commission, Durham University, Dillamore, Adam M., Belokurov, Vasily, Font, Andreea S., McCarthy, Ian G., European Commission, Durham University, Dillamore, Adam M., Belokurov, Vasily, Font, Andreea S., and McCarthy, Ian G.
- Abstract
Using the artemis set of 45 high-resolution cosmological simulations, we investigate a range of merger-induced dynamical transformations of Milky Way-like galaxies. We first identify populations of accreted stars on highly radial orbits, similar to the 'Gaia Sausage' in the Milky Way. We show that ≈1/3 of the artemis galaxies contain a similar feature, and confirm that they usually comprise stellar debris from the most massive accreted satellite. Selecting 15 galaxies with discs at the present-day, we study their changes around the times of the GS-like mergers. Dark matter haloes of many of these exhibit global changes in shape and orientation, with almost half becoming significantly more spherical when the mergers occur. Focusing on the galaxies themselves, we find that 4/15 have stellar discs which experience large changes in the orientation of their angular momentum (AM) axes, at rates of up to ∼60 degrees Gyr-1. By calculating the orbital angular momentum axes of the satellites before they are accreted, we show that there is a tendency for the disc's AM to become more aligned with this axis after the merger. We also investigate the origin of in situ retrograde stars, analogous to the 'Splash' in the Milky Way. Tracing them back to earlier snapshots, we demonstrate that they were often disrupted on to their extreme orbits by multiple early mergers. We also find that the total mass of these stars outside the central regions positively correlates with the total accreted stellar mass.
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- 2022
38. Strategies and performance of the CMS silicon tracker alignment during LHC Run 2
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Yerevan Physics Institute, Yerevan, Tumasyan Institut für Hochenergiephysik, Armenia A., Vienna, Adam, Austria W., Andrejkovic, J. W., Bergauer, T., Blöch, D., Chatterjee, S., Dragicevic, M., Escalante Del Valle, A., Frühwirth1, R., Hinger, V., Jeitler1, M., Krammer, N., Lechner, L., Liko, D., Mikulec, I., Paulitsch, P., Pitters, F. M., Schieck1, J., Schöfbeck, R., Schwarz, D., Steininger, H., Templ, S., Waltenberger, W., Wulz1 Institute for Nuclear Problems, C. -E., Minsk, Chekhovsky, Belarus V., Litomin, A., Makarenko Universiteit Antwerpen, V., Antwerpen, Beaumont, Belgium W., Darwish2, M. R., De Wolf, E. A., Janssen, T., Kello3, T., Lelek, A., Rejeb Sfar, H., Van Mechelen, P., Van Putte, S., Van Remortel Vrije Universiteit Brussel, N., Brussel, Blekman, Belgium F., Bols, E. S., D’Hondt, J., Delcourt, M., El Faham, H., Lowette, S., Moortgat, S., Morton, A., Muller, D., Sahasransu, A. R., Tavernier, S., Van Doninck, W., Van Mulders Université Libre de Bruxelles, P., Bruxelles, Allard, Belgium Y., Beghin, D., Bilin, B., Clerbaux, B., De Lentdecker, G., Deng, W., Favart, L., Grebenyuk, A., Hohov, D., Kalsi, A. K., Khalilzadeh, A., Lee, K., Mahdavikhorrami, M., Makarenko, I., Moureaux, L., Pétré, L., Popov, A., Postiau, N., Robert, F., Song, Z., Starling, E., Thomas, L., Vanden Bemden, M., Vander Velde, C., Vanlaer, P., Vannerom, D., Wezenbeek, L., Yang Ghent University, Y., Ghent, Cornelis, Belgium T., Dobur, D., Knolle, J., Lambrecht, L., Mestdach, G., Niedziela, M., Roskas, C., Samalan, A., Skovpen, K., Tytgat, M., Ver- massen, B., Vit Université Catholique de Louvain, M., Louvain-la-Neuve, Benecke, Belgium A., Bethani, A., Bruno, G., Bury, F., Caputo, C., David, P., Deblaere, A., Delaere, C., Donertas, I. S., Giammanco, A., Jaffel, K., Jain, Sa., Lemaitre, V., Mondal, K., Prisciandaro, J., Szilasi, N., Taliercio, A., Teklishyn, M., Tran, T. T., Vischia, P., Wertz Centro Brasileiro de Pesquisas Fisicas, S., Rio de Janeiro, Alves, Brazil G. A., Hensel, C., Moraes Universidade do Estado do Rio de Janeiro, A., Aldá Júnior, Brazil W. L., Alves Gallo Pereira, M., Barroso Ferreira Filho, M., Brandao Malbouisson, H., Carvalho, W., Chinellato4, J., Da Costa, E. M., Da Silveira5, G. G., De Jesus Damiao, D., Fonseca De Souza, S., Matos Figueiredo, D., Mora Herrera, C., Mota Amarilo, K., Mundim, L., Nogima, H., Rebello Teles, P., Santoro, A., Silva Do Amaral, S. M., Sznajder, A., Thiel, M., Torres Da Silva De Araujo6, F., Vilela Pereira Universidade Estadual Paulista (a), A., Universidade Federal do ABC (b), São, Paulo, Bernardes5, Brazil C. A., Calligaris, L., Fernandez Perez Tomei, T. R., Gre- gores, E. M., Lemos, D. S., Mercadante, P. G., Novaes, S. F., and Methods in Physics Research, Sandra S. Padula 36 The CMS Collaboration Nuclear Inst., A 1037 (2022) 166795 Institute for Nuclear Research and Nuclear Energy, Bulgarian Academy of Sciences, Sofia, Aleksandrov, Bulgaria A., Antchev, G., Hadjiiska, R., Iaydjiev, P., Misheva, M., Rodozov, M., Shopova, M., Sultanov University of Sofia, G., Dimitrov, Bulgaria A., Ivanov, T., Litov, L., Pavlov, B., Petkov, P., Petrov Beihang University, A., Beijing, Cheng, China T., Javaid7, T., Mittal, M., Wang3, H., Yuan Department of Physics, L., Tsinghua, University, Ahmad, China M., Bauer, G., Dozen8, C., Hu, Z., Martins9, J., Wang, Y., Yi10, K., 11 Institute of High Energy Physics, Chapon, China E., Chen7, G. M., Chen7, H. S., Chen, M., Iemmi, F., Kapoor, A., Leggat, D., Liao, H., Liu7, Z. -A., Milosevic, V., Monti, F., Sharma, R., Tao, J., Thomas-Wilsker, J., Wang, J., Zhang, H., Zhao State Key Laboratory of Nuclear Physics and Technology, J., Peking Uni- versity, Agapitos, China A., An, Y., Ban, Y., Chen, C., Levin, A., Li, Q., Lyu, X., Mao, Y., Qian, S. J., Wang, D., Xiao Sun Yat-Sen University, Q. Wang12 J., Guangzhou, China M., Lu, You Institute of Modern Physics and Key Laboratory of Nuclear Physics and Ion-beam Application (MOE) - Fudan University, Z., Shanghai, Gao3, China X., Okawa Zhejiang University, H., Hangzhou, China, Zhejiang, Lin, China Z., Xiao Universidad de Los Andes, M., Bogota, Avila, Colombia C., Cabrera, A., Florez, C., Fraga Universidad de Antioquia, J., Medellin, Mejia Guisao, Colombia J., Ramirez, F., Ruiz Alvarez, J. D., Salazar González University of Split, C. A., Faculty of Electrical Engineering, Mechanical Engi- neering and Naval Architecture, Split, Giljanovic, Croatia D., Godinovic, N., Lelas, D., Puljak University of Split, I., Faculty of Science, Antunovic, Croatia Z., Kovac, M., Sculac Institute Rudjer Boskovic, T., Zagreb, Brigljevic, Croatia V., Ferencek, D., Majumder, D., Mishra, S., Roguljic, M., Starodumov13, A., Susa University of Cyprus, T., Nicosia, Attikis, Cyprus A., Christoforou, K., Erodotou, E., Ioannou, A., Kole, G., Kolosova, M., Konstantinou, S., Mousa, J., Nicolaou, C., Ptochos, F., Razis, P. A., Rykaczewski, H., Saka Charles University, H., Prague, Finger14, Czech Republic M., M. Finger Jr., 14, Kveton Escuela Politecnica Nacional, A., Quito, Ayala Universidad San Francisco de Quito, Ecuador E., Carrera Jarrin Academy of Scientific Research and Technology of the Arab Republic of Egypt, Ecuador E., Egyptian Network of High Energy Physics, Cairo, Abdalla15, Egypt H., Assran16, Y., 17 Center for High Energy Physics (CHEP-FU), Fayoum, University, El-, Fayoum, Mahmoud, Egypt M. A., Mohammed National Institute of Chemical Physics and Biophysics, Y., Tallinn, Ahmed18, Estonia I., Bhowmik, S., Dewanjee, R. K., Ehataht, K., Kadastik, M., Nandan, S., Nielsen, C., Pata, J., Raidal, M., Tani, L., Veelken Department of Physics, C., University of Helsinki, Helsinki, Eerola, Finland P., Forthomme, L., Kirschenmann, H., Osterberg, K., Vouti- lainen Helsinki Institute of Physics, M., Bharthuar, Finland S., Brücken, E., Garcia, F., Havukainen, J., Kim, M. S., Kinnunen, R., Lampén, T., Lassila-Perini, K., Lehti, S., Lindén, T., Lotti, M., Martikainen, L., Myllymäki, M., Ott, J., Siikonen, H., Tuominen, E., Tuominiemi Lappeenranta University of Technology, J., Lappeenranta, Luukka, Finland P., Petrow, H., Tuuva IRFU, T., Cea, Université, Paris-Saclay, Gif-sur-Yvette, Amendola, France C., Besancon, M., Couderc, F., Dejardin, M., Denegri, D., Faure, J. L., Ferri, F., Ganjour, S., Givernaud, A., Gras, P., Hamel de Monchenault, G., Jarry, P., Lenzi, B., Locci, E., Malcles, J., Rander, J., Rosowsky, A., Sahin, M. Ö., Savoy-Navarro19, A., Titov, M., Yu Laboratoire Leprince-Ringuet, G. B., Cnrs/in2p3, Ecole, Polytechnique, Insti- tut Polytechnique de Paris, Palaiseau, Ahuja, France S., Beaudette, F., Bonanomi, M., Buchot Perraguin, A., Busson, P., Cappati, A., Charlot, C., Davignon, O., Diab, B., Falmagne, G., Ghosh, S., Granier de Cassagnac, R., Hakimi, A., Kucher, I., Motta, J., Nguyen, M., Ochando, C., Paganini, P., Rembser, J., Salerno, R., Sarkar, U., Sauvan, J. B., Sirois, Y., Tarabini, A., Zabi, A., Zghiche Université de Strasbourg, A., Cnrs, IPHC UMR 7178, Strasbourg, Agram20, France J. -L., Andrea, J., Apparu, D., Bloch, D., Bonnin, C., Bourgatte, G., Brom, J. -M., Chabert, E. C., Charles, L., Collard, C., Dangelser, E., Darej, D., Fontaine20, J. -C., Goerlach, U., Grimault, C., Gross, L., Haas, C., Krauth, M., Le Bihan, A. -C., Nibigira, E., Ollivier-henry, N., Silva Jiménez, E., Van Hove Institut de Physique des 2 Infinis de Lyon (IP2I ), P., Villeurbanne, Asilar, France E., Baulieu, G., Beauceron, S., Bernet, C., Boudoul, G., Camen, C., Caponetto, L., Carle, A., Chanon, N., Contardo, D., Dené, P., Depasse, P., Dupasquier, T., El Mamouni, H., Fay, J., Galbit, G., Gascon, S., Gouze- vitch, M., Ille, B., Laktineh, I. B., Lattaud, H., Lesauvage, A., Lethuillier, M., Lumb, N., Mirabito, L., Nodari, B., Perries, S., Shchablo, K., Sordini, V., Torterotot, L., Touquet, G., Vander Donckt, M., Viret Georgian Technical University, S., Tbilisi, Lomidze, Georgia I., Toriashvili21, T., Tsamalaidze14 RWTH Aachen University, Z., Physikalisches Institut, I., Aachen, Autermann, Germany C., Botta, V., Feld, L., Karpinski, W., Kiesel, M. K., Klein, K., Lipinski, M., Louis, D., Meuser, D., Pauls, A., Pierschel, G., Rauch, M. P., Röwert, N., Schomakers, C., Schulz, J., Teroerde, M., Wlochal RWTH Aachen University, M., Physikalisches Institut A, Iii., Dodonova, Ger- many A., Eliseev, D., Erdmann, M., Fackeldey, P., Fischer, B., Hebbeker, T., Hoepfner, K., Ivone, F., Mastrolorenzo, L., and Methods in Physics Research, M. 37 The CMS Collaboration Nuclear Inst., A 1037 (2022) 166795 Merschmeyer, Meyer, A., Mocellin, G., Mondal, S., Mukherjee, S., Noll, D., Novak, A., Pook, T., Pozdnyakov, A., Rath, Y., Reithler, H., Roemer, J., Schmidt, A., Schuler, S. C., Sharma, A., Vigilante, L., Wiedenbeck, S., Zaleski RWTH Aachen University, S., Physikalisches Institut B, Iii., Dziwok, Ger- many C., Flügge, G., Haj Ahmad22, W., Hlushchenko, O., Kress, T., Nowack, A., Pistone, C., Pooth, O., Roy, D., Sert, H., Stahl18, A., Ziemons, T., Zotz Deutsches Elektronen-Synchrotron, A., Hamburg, Aarup Petersen, Germany H., Aldaya Martin, M., Asmuss, P., Baxter, S., Bayat- makou, M., Behnke, O., Bermúdez Martínez, A., Bertsche, D., Bhattacharya, S., Bin Anuar, A. A., Borras23, K., Brunner, D., Campbell, A., Cardini, A., Cheng, C., Colombina, F., Consuegra Rodríguez, S., Correia Silva, G., Danilov, V., De Silva, M., Didukh, L., Domínguez Damiani, D., Eckerlin, G., Eckstein, D., Estevez Banos, L. I., Filatov, O., Gallo24, E., Geiser, A., Giraldi, A., Grados Luyando, J. M., Grohsjean, A., Guthoff, M., Jafari25, A., Jomhari, N. Z., Jung, H., Kasem23, A., Kasemann, M., Kaveh, H., Kleinwort, C., Krücker, D., Lange, W., Lidrych, J., Lipka, K., Lohmann26, W., Mankel, R., Maser, H., Melzer-Pellmann, I. -A., Mendizabal Morentin, M., Metwally, J., Meyer, A. B., Meyer, M., Mittag, G., Mnich, J., Muhl, C., Mussgiller, A., Otarid, Y., Pérez Adán, D., Pitzl, D., Raspereza, A., Reichelt, O., Ribeiro Lopes, B., Rübenach, J., Saggio, A., Saibel, A., Savitskyi, M., Scham27, M., Scheurer, V., Schütze, P., Schwanenberger24, C., Shchedrolosiev, M., Shevchenko, R., Sosa Ricardo, R. E., Stafford, D., Stever, R., Tonon, N., Van De Klundert, M., Velyka, A., Walsh, R., Walter, D., Wen, Y., Wichmann, K., Wiens, L., Wissing, C., Wuchterl, S., Zuber University of Hamburg, A., Aggleton, Germany R., Albrecht, S., Bein, S., Benato, L., Biskop, H., Buhmann, P., Connor, P., De Leo, K., Eich, M., Feindt, F., Fröhlich, A., Garbers, C., Garutti, E., Gunnellini, P., Hajheidari, M., Haller, J., Hinzmann, A., Jabusch, H. R., Kasieczka, G., Klanner, R., Kogler, R., Kramer, T., Kutzner, V., Lange, J., Lange, T., Lobanov, A., Malara, A., Martens, S., Mrowietz, M., Niemeyer, C. E. N., Nigamova, A., Nissan, Y., Pena Rodriguez, K. J., Rieger, O., Schleper, P., Schröder, M., Schwandt, J., Sonneveld, J., Stadie, H., Steinbrück, G., Tews, A., Vormwald, B., Wellhausen, J., Zoi Karlsruher Institut fuer Technologie, I., Karlsruhe, Ardila-Perez, Germany L. E., Balzer, M., Barvich, T., Bechtel, J., Blank, T., Brom- mer, S., Burkart, M., Butz, E., Caselle, M., Caspart, R., Chwalek, T., De Boer†, W., Dierlamm, A., Droll, A., El Morabit, K., Faltermann, N., Giffels, M., Gosewisch, J. o., Gottmann, A., Hartmann18, F., Heidecker, C., Husemann, U., Keicher, P., Koppenhofer, R., Maier, S., Metzler, M., Mitra, S., Müller, Th., Neufeld, M., Neukum, M., Nürnberg, A., Quast, G., Rabbertz, K., Rauser, J., Sander, O., Savoiu, D., Schell, D., Schnepf, M., Seith, D., Shvetsov, I., Simonis, H. J., Stanulla, J., Steck, P., Ulrich, R., Van Der Linden, J., Von Cube, R. F., Wassmer, M., Weber, M., Weddigen, A., Wieland, S., Wittig, F., Wolf, R., Wozniewski, S., Wunsch Institute of Nuclear and Particle Physics (INPP), S., Ncsr, Demokritos, Aghia, Paraskevi, Anagnostou, Greece G., Assiouras, P., Daskalakis, G., Geralis, T., Kazas, I., Kyriakis, A., Loukas, D., Papadopoulos, A., Stakia National and Kapodistrian University of Athens, A., Athens, Diamantopoulou, Greece M., Karasavvas, D., Karathanasis, G., Kontaxakis, P., Koraka, C. K., Manousakis-Katsikakis, A., Panagiotou, A., Papavergou, I., Saoulidou, N., Theofilatos, K., Tziaferi, E., Vellidis, K., Vourliotis National Technical University of Athens, E., Bakas, Greece G., Kousouris, K., Papakrivopoulos, I., Tsipolitis, G., Zacharopoulou, A., Zografos University of Ioánnina, A., Ioánnina, Adamidis, Greece K., Bestintzanos, I., Evangelou, I., Foudas, C., Gianneios, P., Katsoulis, P., Kokkas, P., Manthos, N., Papadopoulos, I., Strologas MTA-ELTE Lendület CMS Particle and Nuclear Physics Group, J., Eötvös Loránd University, Budapest, Csanad, Hungary M., Farkas, K., Gadallah28, M. M. A., Lökös29, S., Major, P., Mandal, K., Mehta, A., Pasztor, G., Rd ́l, A. J., Surányi, O., Veres Wigner Research Centre for Physics, G. I., Balazs, Hungary T., Bartók30, M., Bencze, G., Hajdu, C., Horvath31, D., Márton, K., Sikler, F., Veszpremi Institute of Nuclear Research ATOMKI, V., Debrecen, Czellar, Hungary S., Karancsi30, J., Molnar, J., Szillasi, Z., Teyssier Institute of Physics, D., University of Debrecen, Raics, Hungary P., Trocsanyi32, Z. L., Ujvari Karoly Robert Campus, B., MATE Institute of Technology, Gyongyos, Csorgo33, Hun- gary T., Nemes33, F., Novak Indian Institute of Science (IISc), T., Bangalore, Choudhury, India S., Komaragiri, J. R., Kumar, D., Panwar, L., Tiwari National Institute of Science Education and Research, P. C., Hbni, Bhubaneswar, Bahinipati34, India S., Das, A. K., Kar, C., Mal, P., Mishra, T., Mohanty, R., Muraleedharan Nair Bindhu35, V. K., Nayak35, A., Saha, P., Sur, N., Swain, S. K., Vats35 Punjab University, D., Chandigarh, Bansal, India S., Beri, S. B., Bhatnagar, V., Chaudhary, G., Chauhan, S., Dhingra36, N., Gupta, R., Kaur, A., Kaur, M., Kaur, S., Kumari, P., Meena, M., Sandeep, K., Singh, J. B., Virdi University of Delhi, A. K., Delhi, Ahmed, India A., Bhardwaj, A., Choudhary, B. C., Gola, M., Jain, C., Jain, G., Keshri, S., Kumar, A., Naimuddin, M., Priyanka, P., Ranjan, K., Saumya, S., Shah Saha Institute of Nuclear Physics, A., Hbni, Kolkata, Bharti37, India M., Bhattacharya, R., Bhowmik, D., Dutta, S., Gomber38, B., Maity39, M., Palit, P., Rout, P. K., Saha, G., Sahu, B., Sarkar, S., Sharan, M., Singh37, B., Thakur37 Indian Institute of Technology Madras, S., Madras, Behera, India P. K., Behera, S. C., Kalbhor, P., Muhammad, A., Pradhan, R., Pujahari, P. R., Sikdar Bhabha Atomic Research Centre, A. K., Mumbai, Dutta, India D., Jha, V., Kumar, V., Mishra, D. K., Naskar40, K., Netrakanti, P. K., Pant, L. M., Shukla Tata Institute of Fundamental Research-A, P., Aziz, India T., Dugad, S., Kumar Tata Institute of Fundamental Research-B, M., Banerjee, India S., Chudasama, R., Guchait, M., Karmakar, S., Kumar, S., Majumder, G., Mazumdar, K., Mukherjee Indian Institute of Science Education and Research (IISER), S., Pune, Alpana, India K., Dube, S., Kansal, B., Laha, A., Pandey, S., Rane, A., Rastogi, A., and Methods in Physics Research, S. Sharma 38 The CMS Collaboration Nuclear Inst., A 1037 (2022) 166795 Isfahan University of Technology, Isfahan, Bakhshiansohi12, Iran H., Khazaie, E., Zeinali41 Institute for Research in Fundamental Sciences (IPM), M., Tehran, Abbas, Iran S. M., Chenarani42, S., Etesami, S. 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T., Li, D., Lukasik, M., Luo, J., Narain, M., Pervan, N., Sagir92, S., Simpson, F., Spencer, E., Usai, E., Wong, W. Y., Yan, X., Yu, D., Zhang University of California, W., Davis, Davis, Bonilla, USA J., Brainerd, C., Breedon, R., Calderon De La Barca Sanchez, M., and Methods in Physics Research, 42 The CMS Collaboration Nuclear Inst., Muthirakalayil Madhu, A 1037 (2022) 166795 A., Rawal, N., Rosenzweig, D., Rosenzweig, S., Rotter, J., Shi, K., Sturdy, J., Yigitbasi, E., Zuo Florida State University, X., Tallahassee, Florida, Adams, USA T., Askew, A., Habibullah, R., Hagopian, V., Johnson, K. F., Khurana, R., Kolberg, T., Martinez, G., Prosper, H., Schiber, C., Viazlo, O., Yohay, R., Zhang Florida Institute of Technology, J., Melbourne, Florida, Baarmand, USA M. M., Butalla, S., Elkafrawy93, T., Hohlmann, M., Kumar Verma, R., Noonan, D., Rahmani, M., Yumiceva University of Illinois at Chicago (UIC), F., Chicago, Illinois, Adams, USA M. R., Becerril Gonzalez, H., Cavanaugh, R., Chen, X., Dittmer, S., Evdokimov, A., Evdokimov, O., Gerber, C. E., Hangal, D. A., Hofman, D. J., Merrit, A. H., Mills, C., Oh, G., Roy, T., Rudrabhatla, S., Tonjes, M. B., Varelas, N., Viinikainen, J., Wang, X., Wu, Z., Ye, Z., Yoo The University of Iowa, J., Iowa, City, Iowa, Alhusseini, USA M., Dilsiz94, K., Durgut, S., Gandrajula, R. P., Koseyan, O. K., Merlo, J. -P., Mestvirishvili95, A., Nachtman, J., Ogul96, H., Onel, Y., Penzo, A., Rude, C., Snyder, C., Tiras97 Johns Hopkins University, E., Baltimore, Maryland, Amram, USA O., Blumenfeld, B., Corcodilos, L., Davis, J., De Havenon, V., Eminizer, M., Feingold, J., Gritsan, A. V., Kang, L., Kyriacou, S., Maksi- movic, P., Martin, C., Roskes, J., Sullivan, K., Swartz, M., Vámi, T. Á., You The University of Kansas, C., Lawrence, Kansas, Abreu, USA A., Anguiano, J., Baldenegro Barrera, C., Baringer, P., Bean, A., Bylinkin, A., Flowers, Z., Isidori, T., Khalil, S., King, J., Krintiras, G., Kropivnitskaya, A., Lazarovits, M., Lindsey, C., Marquez, J., Minafra, N., Murray, M., Nickel, M., Rogan, C., Royon, C., Salvatico, R., Sanders, S., Schmitz, E., Smith, C., Tapia Takaki, J. D., Wang, Q., Warner, Z., Williams, J., Wilson Kansas State University, G., Manhattan, Kansas, Duric, USA S., Ivanov, A., Kaadze, K., Kim, D., Maravin, Y., Mitchell, T., Modak, A., Nam, K., Taylor Lawrence Livermore National Laboratory, R., Livermore, California, Rebassoo, USA F., Wright University of Maryland, D., College, Park, Maryland, Adams, USA E., Baden, A., Baron, O., Belloni, A., Eno, S. C., Hadley, N. J., Jabeen, S., Kellogg, R. G., Koeth, T., Mignerey, A. C., Nabili, S., Palmer, C., Seidel, M., Skuja, A., Wang, L., Wong Massachusetts Institute of Technology, K., Cambridge, Massachusetts, Abercrombie, USA D., Andreassi, G., Bi, R., Brandt, S., Busza, W., Cali, I. A., D’Alfonso, M., Eysermans, J., Freer, C., Gomez Ceballos, G., Goncharov, M., Harris, P., Hu, M., Klute, M., Kovalskyi, D., Krupa, J., Lee, Y. -J., Mironov, C., Paus, C., Rankin, D., Roland, C., Roland, G., Shi, Z., Stephans, G. S. F., Wang, Z., Wyslouch University of Minnesota, B., Minneapolis, Minnesota, Chatterjee, USA R. M., Evans, A., Hansen, P., Hiltbrand, J., Jain, Sh., Krohn, M., Kubota, Y., Mans, J., Revering, M., Rusack, R., Saradhy, R., Schroeder, N., Strobbe, N., Wadud University of Mississippi, M. A., Oxford, Mississippi, Acosta, USA J. G., Cremaldi, L. M., Oliveros, S., Perera, L., Summers† University of Nebraska-Lincoln, D., Lincoln, Nebraska, Avdeeva, USA E., Bloom, K., Bryson, M., Claes, D. R., Fangmeier, C., Finco, L., Golf, F., Joo, C., Kravchenko, I., Meier, F., Musich, M., Reed, I., Siado, J. E., Snow†, G. R., Tabb, W., Yan, F., Zecchinelli State University of New York at Buffalo, A. G., Buffalo, Agarwal, USA G., Bandyopadhyay, H., Hay, L., Iashvili, I., Kharchilava, A., Mclean, C., Nguyen, D., Pekkanen, J., Rappoccio, S., Williams Northeastern University, A., Alverson, USA G., Barberis, E., Haddad, Y., Hortiangtham, A., Li, J., Madi- gan, G., Marzocchi, B., Morse, D. M., Nguyen, V., Orimoto, T., Parker, A., Skinnari, L., Tishelman-Charny, A., Wamorkar, T., Wang, B., Wisecarver, A., Wood Northwestern University, D., Evanston, Illinois, Bhattacharya, USA S., Bueghly, J., Chen, Z., Gilbert, A., Gunter, T., Hahn, K. A., Liu, Y., Odell, N., Schmitt, M. H., Sung, K., Velasco University of Notre Dame, M., Notre, Dame, Indiana, Band, USA R., Bucci, R., Das, A., Dev, N., Goldouzian, R., Hildreth, M., Hurtado Anampa, K., Jessop, C., Lannon, K., Lawrence, J., Loukas, N., Lut- ton, D., Marinelli, N., Mcalister, I., Mccauley, T., Mcgrady, C., Mohrman, K., Musienko52, Y., Ruchti, R., Siddireddy, P., Townsend, A., Wayne, M., Wightman, A., Zarucki, M., Zygala The Ohio State University, L., Columbus, Ohio, Bylsma, USA B., Cardwell, B., Durkin, L. S., Francis, B., Hill, C., Nunez Ornelas, M., Wei, K., Winer, B. L., Yates Princeton University, B. R., Princeton, New, Jersey, Addesa, USA F. M., Bonham, B., Das, P., Dezoort, G., Elmer, P., Frankenthal, A., Greenberg, B., Haubrich, N., Higginbotham, S., Kalogeropoulos, A., Kopp, G., Kwan, S., Lange, D., Marlow, D., Mei, K., Ojalvo, I., Olsen, J., Stickland, D., Tully University of Puerto Rico, C., Mayaguez, Puerto, Rico, Malik, USA S., Norberg, S., Ramirez Vargas Purdue University, J. E., West, Lafayette, Bakshi, USA A. S., Barnes, V. E., Chawla, R., Das, S., Gutay, L., Jones, M., Jung, A. W., Karmarkar, S., Kondratyev, D., Koshy, A. M., Liu, M., Negro, G., Neumeister, N., Paspalaki, G., Piperov, S., Purohit, A., Schulte, J. F., Stojanovic19, M., Thieman, J., Wang, F., Xiao, R., Xie Purdue University Northwest, W., Hammond, Indiana, Dolen, USA J., Parashar Rice University, N., Houston, Texas, Baty, USA A., Decaro, M., Dildick, S., Ecklund, K. M., Freed, S., Gardner, P., Geurts, F. J. M., Li, W., Liu, H., Nussbaum, T., Padley, B. P., Redjimi, R., Shi, W., Stahl Leiton, A. G., Yang, S., Zhang, L., Zhang University of Rochester, Y., Rochester, Bodek, USA A., de Barbaro, P., Demina, R., Dulemba, J. L., Fallon, C., Ferbel, T., Galanti, M., Garcia-Bellido, A., Hindrichs, O., Khukhunaishvili, A., Ranken, E., Taus Rutgers, R., The State University of New Jersey, Piscataway, Bartz, USA E., Chiarito, B., Chou, J. P., Gandrakota, A., Gershtein, Y., Halki- adakis, E., Hart, A., Heindl, M., Karacheban26, O., Laflotte, I., Lath, A., Montalvo, R., Nash, K., Osherson, M., Salur, S., Schnetzer, S., Somalwar, S., Stone, R., Thayil, S. A., Thomas, S., Wang University of Tennessee, H., Knoxville, Tennessee, Acharya, USA H., Delannoy, A. G., Fiorendi, S., Spanier Texas A&, S., University, M, College, Station, Texas, Bouhali98, USA O., Dalchenko, M., Delgado, A., Eusebi, R., Gilmore, J., and Methods in Physics Research, T. 43 The CMS Collaboration Nuclear Inst., A 1037 (2022) 166795 Huang, Kamon99, T., Kim, H., Luo, S., Malhotra, S., Mueller, R., Overton, D., Rathjens, D., Safonov Texas Tech University, A., Lubbock, Texas, Akchurin, USA N., Damgov, J., Hegde, V., Kunori, S., Lamichhane, K., Mengke, T., Muthumuni, S., Peltola, T., Volobouev, I., Whitbeck Vanderbilt University, A., Nashville, Tennessee, Appelt, USA E., D’Angelo, P., Greene, S., Gurrola, A., Johns, W., Melo, A., Ni, H., Padeken, K., Romeo, F., Sheldon, P., Tuo, S., Velkovska University of Virginia, J., Charlottesville, Virginia, Arenton, USA M. W., Cox, B., Cummings, G., Hakala, J., Hirosky, R., Joyce, M., Ledovskoy, A., Li, A., Neu, C., Perez Lara, C. E., Tannenwald, B., White, S., Wolfe Wayne State University, E., Detroit, Michigan, Poudyal University of Wisconsin - Madison, USA N., Madison, Wi, Wisconsin, Black, USA K., Bose, T., Caillol, C., Dasu, S., De Bruyn, I., Everaerts, P., Fienga, F., Galloni, C., He, H., Herndon, M., Hervé, A., Hussain, U., Lanaro, A., Loeliger, A., Loveless, R., Madhusudanan Sreekala, J., Mallampalli, A., Mohammadi, A., Pinna, D., Savin, A., Shang, V., Smith, W. H., Teague, D., Trembath-Reichert, S., Vetens 30 Also at Institute of Physics, W., Hungary 31 Also at Institute of Nuclear Research ATOMKI, Hungary 32 Also at MTA-ELTE Lendület CMS Particle and Nuclear Physics Group, Hungary 33 Also at Wigner Research Centre for Physics, Hungary 34 Also at IIT Bhubaneswar, Bhubaneswar, India 35 Also at Institute of Physics, Khalsa College, India 36 Also at G. H. G., Punjab, India 37 Also at Shoolini University, Solan, India 38 Also at University of Hyderabad, Hyderabad, India 39 Also at University of Visva-Bharati, Santiniketan, India 40 Also at Indian Institute of Technology (IIT), India 41 Also at Sharif University of Technology, Iran 42 Also at Department of Physics, University of Science and Technology of Mazandaran, Behshahr, Iran 43 Now at INFN Sezione di Bari, Università di Bari, Politecnico di Bari, Italy 44 Also at Italian National Agency for New Technologies, Energy and Sustainable Economic Development, Italy 45 Also at Centro Siciliano di Fisica Nucleare, e di Struttura Della Materia, Catania, Italy 46 Also at Horia Hulubei National Institute of Physics and Nuclear Engineering (IFIN-HH), Bucharest, Romania 47 Also at Universita di Napoli ‘Federico II’, Napoli, Italy 48 Also at Consiglio Nazionale delle Ricerche, - Istituto Officina dei Materiali, Perugia, Italy 49 Also at Riga Technical University, Latvia 50 Also at Consejo Nacional de Ciencia, y Tecnología, Mexico 51 Also at IRFU, France 52 Also at Institute for Nuclear Research, Russia 53 Now at National Research Nuclear University ‘Moscow Engineering Physics Institute’ (MEPhI), Russia 54 Also at Institute of Nuclear Physics of the Uzbekistan Academy of Sciences, Tashkent, Petersburg Polytechnic University, Uzbekistan 55 Also at St., Petersburg, St., Russia 56 Also at University of Florida, USA 57 Also at Imperial College, Lebedev Physical Institute, United Kingdom 58 Also at P. N., Russia 59 Also at California Institute of Technology, USA 60 Also at INFN Sezione di Padova, Università di Padova, Università di Trento, Trento, Italy, Padova, Italy 61 Also at Budker Institute of Nuclear Physics, Russia 62 Also at Faculty of Physics, University of Belgrade, Serbia 63 Also at Trincomalee Campus, Eastern, University, Sri, Lanka, Nilaveli, Sri Lanka 64 Also at INFN Sezione di Pavia, Università di Pavia, Italy 65 Also at National and Kapodistrian University of Athens, Greece 66 Also at Ecole Polytechnique Fédérale Lausanne, Lausanne, Switzer- land 67 Also at Universität Zürich, Switzerland 68 Also at Stefan Meyer Institute for Subatomic Physics, Austria 69 Also at Laboratoire d’Annecy-le-Vieux de Physique des Particules, IN2P3-CNRS, Annecyle-Vieux, France 70 Also at Şırnak University, Sirnak, Turkey 71 Also at Near East University, Research Center of Experimental Health Science, Turkey 72 Also at Konya Technical University, Konya, Turkey 73 Also at Piri Reis University, Turkey 74 Also at Adiyaman University, Adiyaman, Turkey 75 Also at Ozyegin University, Turkey 76 Also at Izmir Institute of Technology, Izmir, Turkey 77 Also at Necmettin Erbakan University, Turkey 78 Also at Bozok Universitetesi Rektörlügü, Yozgat, Turkey † Deceased, 1 Also at TU Wien, Wien, Austria, 2 Also at Institute of Basic and Applied Sciences, Faculty of Engineering, Arab Academy for Science, Technology and Maritime Transport, Alexandria, Egypt 3 Also 4 Also 5 Also 6 Also 7 Also 8 Also, 9 Also 10 Also at Nanjing Normal University Department of Physics, Nanjing, China 11 Now at The University of Iowa, USA 12 Also at Deutsches Elektronen-Synchrotron, Alikhanov of NRC ‘Kurchatov Institute’, Germany 13 Also at Institute for Theoretical and Experimental Physics named by A. I., Russia 14 Also at Joint Institute for Nuclear Research, Russia 15 Also at Cairo University, Egypt 16 Also at Suez University, Suez, Egypt 17 Now at British University in Egypt, Egypt 18 Also at CERN, Switzerland 19 Also at Purdue University, USA 20 Also at Université de Haute Alsace, Mulhouse, France 21 Also at Tbilisi State University, Georgia 22 Also at Erzincan Binali Yildirim University, Erzincan, Turkey 23 Also at RWTH Aachen University, Germany 24 Also at University of Hamburg, Germany 25 Also at Isfahan University of Technology, Iran 26 Also at Brandenburg University of Technology, Cottbus, Germany 27 Also at Forschungszentrum Julich, Juelich, Germany 28 Also at Physics Department, Assiut, University, Assiut, Egypt 29 Also at Karoly Robert Campus, Hungary at Université Libre de Bruxelles, Belgium at Universidade Estadual de Campinas, Campinas, Brazil at Federal University of Rio Grande do Sul, Porto, Alegre, Brazil at The University of the State of Amazonas, Manaus, Brazil at University of Chinese Academy of Sciences, China at Department of Physics, China at UFMS, Nova, Andradina, and Methods in Physics Research, Brazil 44 The CMS Collaboration Nuclear Inst., A 1037 (2022) 166795 79 Also at Marmara University, Turkey 80 Also at Milli Savunma University, Turkey 81 Also at Kafkas University, Kars, Turkey 82 Also at Istanbul Bilgi University, Turkey 83 Also at Hacettepe University, Turkey 84 Also at Istanbul University, - Cerrahpasa, Turkey 85 Also at Vrije Universiteit Brussel, Belgium 86 Also at School of Physics and Astronomy, University of Southampton, Southampton, United Kingdom 87 Also at Rutherford Appleton Laboratory, United Kingdom 88 Also at IPPP Durham University, Durham, United Kingdom 89 Also at Monash University, Clayton, Australia 90 Also at Universitá di Torino, Torino, Italy 91 Also at Bethel University, Paul, St., Minneapolis, USA 92 Also at Karamanoğlu Mehmetbey University, Karaman, Turkey 93 Also at Ain Shams University, Egypt 94 Also at Bingol University, Bingol, Turkey 95 Also at Georgian Technical University, Georgia 96 Also at Sinop University, Sinop, Turkey 97 Also at Erciyes University, Kayseri, Turkey 98 Also at Texas A, M University at Qatar, Doha, Qatar 99 Also at Kyungpook National University, Daegu, Korea, Universidad de Cantabria, CMS Collaboration, The CMS Collaboration, Department of Physics, Helsinki Institute of Physics, University of Zurich, Belforte, S., Candelise, V., Casarsa, M., Cossutti, F., DA ROLD, A., DELLA RICCA, G., Sorrentino, G., Vazzoler, F., ET AL (the CMS, Collaboration), Tumasyan, A, Adam, W, Andrejkovic, JW, Bergauer, T, Bloch, D, Chatterjee, S, Dragicevic, M, Del Valle, AE, Fruwirth, R, Hinger, V, Jeitler, M, Krammer, N, Lechner, L, Liko, D, Mikulec, I, Paulitsch, P, Pitters, FM, Schieck, J, Schofbeck, R, Schwarz, D, Steininger, H, Templ, S, Waltenberger, W, Wulz, E, Chekhovsky, V, Litomin, A, Makarenko, V, Beaumont, W, Darwish, MR, De Wolf, EA, Janssen, T, Kello, T, Lelek, A, Sfar, HR, Van Mechelen, P, Van Putte, S, Van Remortel, N, Blekman, F, Bols, ES, D'Hondt, J, Delcourt, M, El Faham, H, Lowette, S, Moortgat, S, Morton, A, Muller, D, Sahasransu, AR, Tavernier, S, Van Doninck, W, Van Mulders, P, Allard, Y, Beghin, D, Bilin, B, Clerbaux, B, De Lentdecker, G, Deng, W, Favart, L, Grebenyuk, A, Hohov, D, Kalsi, AK, Khalilzadeh, A, Lee, K, Mahdavikhorrami, M, Makarenko, I, Moureaux, L, Petre, L, Popov, A, Postiau, N, Robert, F, Song, Z, Starling, E, Thomas, L, Vanden Bemden, M, Vander Velde, C, Vanlaer, P, Vannerom, D, Wezenbeek, L, Yang, Y, Cornelis, T, Dobur, D, Knolle, J, Lambrecht, L, Mestdach, G, Niedziela, M, Roskas, C, Samalan, A, Skovpen, K, Tytgat, M, Vermassen, B, Vit, M, Benecke, A, Bethani, A, Bruno, G, Bury, F, Caputo, C, David, P, Deblaere, A, Delaere, C, Donertas, IS, Giammanco, A, Jaffel, K, Jain, S, Lemaitre, V, Mondal, K, Prisciandaro, J, Szilasi, N, Taliercio, A, Teklishyn, M, Tran, TT, Vischia, P, Wertz, S, Alves, GA, Hensel, C, Moraes, A, Alda, WL, Pereira, MAG, Ferreira, MB, Malbouisson, HB, Carvalho, W, Chinellato, J, Da Costa, EM, Da Silveira, GG, Damiao, DD, De Souza, SF, Figueiredo, DM, Herrera, CM, Amarilo, KM, Mundim, L, Nogima, H, Teles, PR, Santoro, A, Do Amaral, SMS, Sznajder, A, Thiel, M, De Araujo, FTD, Pereira, AV, Bernardes, CA, Calligaris, L, Tomei, TRFP, Gregores, EM, Lemos, DS, Mercadante, PG, Novaes, SF, Padula, SS, Aleksandrov, A, Antchev, G, Hadjiiska, R, Iaydjiev, P, Misheva, M, Rodozov, M, Shopova, M, Sultanov, G, Dimitrov, A, Ivanov, T, Litov, L, Pavlov, B, Petkov, P, Petrov, A, Cheng, T, Javaid, T, Mittal, M, Wang, H, Yuan, L, Ahmad, M, Bauer, G, Dozen, C, Hu, Z, Martins, J, Wang, Y, Yi, K, Chapon, E, Chen, GM, Chen, HS, Chen, M, Iemmi, F, Kapoor, A, Leggat, D, Liao, H, Liu, A, Milosevic, V, Monti, F, Sharma, R, Tao, J, Thomas-Wilsker, J, Wang, J, Zhang, H, Zhao, J, Agapitos, A, An, Y, Ban, Y, Chen, C, Levin, A, Li, Q, Lyu, X, Mao, Y, Qian, SJ, Wang, D, Wang, Q, Lu, M, You, Z, Gao, X, Okawa, H, Lin, Z, Xiao, M, Avila, C, Cabrera, A, Florez, C, Fraga, J, Guisao, JM, Ramirez, F, Alvarez, JDR, Gonzalez, CAS, Giljanovic, D, Godinovic, N, Lelas, D, Puljak, I, Antunovic, Z, Kovac, M, Sculac, T, Brigljevic, V, Ferencek, D, Majumder, D, Mishra, S, Roguljic, M, Starodumov, A, Susa, T, Attikis, A, Christoforou, K, Erodotou, E, Ioannou, A, Kole, G, Kolosova, M, Konstantinou, S, Mousa, J, Nicolaou, C, Ptochos, F, Razis, PA, Rykaczewski, H, Saka, H, Finger, M, Kveton, A, Ayala, E, Jarrin, EC, Abdalla, H, Assran, Y, Mahmoud, MA, Mohammed, Y, Ahmed, I, Bhowmik, S, Dewanjee, RK, Ehataht, K, Kadastik, M, Nandan, S, Nielsen, C, Pata, J, Raidal, M, Tani, L, Veelken, C, Eerola, P, Forthomme, L, Kirschenmann, H, Osterberg, K, Voutilainen, M, Bharthuar, S, Brucken, E, Garcia, F, Havukainen, J, Kim, MS, Kinnunen, R, Lampen, T, Lassila-Perini, K, Lehti, S, Linden, T, Lotti, M, Martikainen, L, Myllymaki, M, Ott, J, Siikonen, H, Tuominen, E, Tuominiemi, J, Luukka, P, Petrow, H, Tuuva, T, Amendola, C, 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CU, Rumerio, P, West, C, Akpinar, A, Albert, A, Arcaro, D, Cosby, C, Demiragli, Z, Fontanesi, E, Gastler, D, Hazen, E, May, S, Peck, A, Rohlf, J, Salyer, K, Sperka, D, Spitzbart, D, Suarez, I, Tsatsos, A, Yuan, S, Zou, D, Benelli, G, Burkle, B, Coubez, X, Cutts, D, Hadley, M, Heintz, U, Hinton, N, Hogan, JM, Honma, A, Korotkov, A, Kwon, T, Landsberg, G, Lau, KT, Li, D, Lukasik, M, Luo, J, Narain, M, Pervan, N, Sagir, S, Simpson, F, Spencer, E, Usai, E, Wong, WY, Yan, X, Yu, D, Zhang, W, Bonilla, J, Brainerd, C, Breedon, R, Sanchez, MCD, Cannaert, E, Chertok, M, Conway, J, Cox, PT, Erbacher, R, Haza, G, Hemer, D, Jensen, F, Kukral, O, Lander, R, Mulhearn, M, Pellett, D, Regnery, B, Taylor, D, Thomson, J, Wei, W, Welton, T, Yao, Y, Zhang, F, Bachtis, M, Cousins, R, Datta, A, Hamilton, D, Hauser, J, Ignatenko, M, Iqbal, MA, Lam, T, Nash, WA, Regnard, S, Saltzberg, D, Stone, B, Valuev, V, Burt, K, Chen, Y, Clare, R, Gary, JW, Gordon, M, Hanson, G, Karapostoli, G, Long, OR, Manganelli, N, 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S, Monroy, J, Fuentes, YP, Patterson, JR, Quach, D, Reichert, J, Reid, M, Riley, D, Ryd, A, Smolenski, K, Strohman, C, Sun, W, Thom, J, Wittich, P, Zou, R, Albrow, M, Alyari, M, Apollinari, G, Apresyan, A, Apyan, A, Bakshi, A, Bauerdick, LAT, Berry, D, Berryhill, J, Bhat, PC, Burkett, K, Butler, D, Butler, JN, Canepa, A, Cerati, GB, Cheung, HWK, Chlebana, F, Cremonesi, M, Derylo, G, Di Petrillo, KF, Dickinson, J, Elvira, VD, Feng, Y, Freeman, J, Gecse, Z, Ghosh, A, Gingu, C, Gonzalez, H, Gray, L, Green, D, Grunendahl, S, Gutsche, O, Harris, RM, Heller, R, Herwig, TC, Hirschauer, J, Jayatilaka, B, Jindariani, S, Johnson, M, Joshi, U, Klabbers, P, Klijnsma, T, Klima, B, Kwok, KHM, Lammel, S, Lei, CM, Lincoln, D, Lipton, R, Liu, T, Madrid, C, Maeshima, K, Mantilla, C, Mason, D, McBride, P, Merkel, P, Mrenna, S, Nahn, S, Ngadiuba, J, O'Dell, V, Papadimitriou, V, Pedro, K, Pena, C, Prokofyev, O, Ravera, F, Hall, AR, Ristori, L, Sexton-Kennedy, E, Smith, N, Soha, A, Spalding, WJ, Spiegel, L, Stoynev, S, Strait, J, Taylor, L, Tkaczyk, S, Tran, NV, Uplegger, L, Vaandering, EW, Voirin, E, Weber, HA, Acosta, D, Avery, P, Bourilkov, D, Cadamuro, L, Cherepanov, V, Errico, F, Field, RD, Guerrero, D, Joshi, BM, Kim, M, Koenig, E, Konigsberg, J, Korytov, A, Lo, KH, Matchev, K, Menendez, N, Mitselmakher, G, Madhu, AM, Rawal, N, Rosenzweig, D, Rosenzweig, S, Rotter, J, Shi, K, Sturdy, J, Yigitbasi, E, Zuo, X, Adams, T, Askew, A, Habibullah, R, Hagopian, V, Johnson, KF, Khurana, R, Kolberg, T, Martinez, G, Prosper, H, Schiber, C, Viazlo, O, Yohay, R, Zhang, J, Baarmand, MM, Butalla, S, Elkafrawy, T, Hohlmann, M, Verma, RK, Noonan, D, Rahmani, M, Yumiceva, F, Adams, MR, Gonzalez, HB, Cavanaugh, R, Chen, X, Dittmer, S, Evdokimov, A, Evdokimov, O, Gerber, CE, Hangal, DA, Hofman, DJ, Merrit, AH, Mills, C, Oh, G, Roy, T, Rudrabhatla, S, Tonjes, MB, Varelas, N, Viinikainen, J, Wang, X, Wu, Z, Ye, Z, Alhusseini, M, Dilsiz, K, Durgut, S, Gandrajula, RP, Koseyan, OK, Merlo, JP, Mestvirishvili, A, Nachtman, J, Ogul, H, Onel, Y, Penzo, A, Rude, C, Snyder, C, Tiras, E, Amram, O, Blumenfeld, B, Corcodilos, L, Davis, J, De Havenon, V, Eminizer, M, Feingold, J, Gritsan, AV, Kang, L, Kyriacou, S, Maksimovic, P, Martin, C, Roskes, J, Sullivan, K, Swartz, M, Vami, TA, You, C, Abreu, A, Anguiano, J, Barrera, CB, Baringer, P, Bean, A, Bylinkin, A, Flowers, Z, Isidori, T, Khalil, S, King, J, Krintiras, G, Kropivnitskaya, A, Lazarovits, M, Lindsey, C, Marquez, J, Minafra, N, Murray, M, Nickel, M, Rogan, C, Royon, C, Salvatico, R, Sanders, S, Schmitz, E, Smith, C, Takaki, JDT, Warner, Z, Williams, J, Wilson, G, Duric, S, Ivanov, A, Kaadze, K, Kim, D, Maravin, Y, Mitchell, T, Modak, A, Nam, K, Taylor, R, Rebassoo, F, Wright, D, Adams, E, Baden, A, Baron, O, Belloni, A, Eno, SC, Hadley, NJ, Jabeen, S, Kellogg, RG, Koeth, T, Mignerey, AC, Nabili, S, Palmer, C, Seidel, M, Skuja, A, Wang, L, Wong, K, Abercrombie, D, Andreassi, G, Bi, R, Brandt, S, Busza, W, Cali, IA, D'Alfonso, M, Eysermans, J, Freer, C, Ceballos, GG, Goncharov, M, Harris, P, Hu, M, Klute, M, Kovalskyi, D, Krupa, J, Lee, YJ, Mironov, C, Paus, C, Rankin, D, Roland, C, Roland, G, Shi, Z, Stephans, GSF, Wang, Z, Wyslouch, B, Chatterjee, RM, Evans, A, Hansen, P, Hiltbrand, J, Krohn, M, Kubota, Y, Mans, J, Revering, M, Rusack, R, Saradhy, R, Schroeder, N, Strobbe, N, Wadud, MA, Acosta, JG, Cremaldi, LM, Oliveros, S, Perera, L, Summers, D, Avdeeva, E, Bloom, K, Bryson, M, Claes, DR, Fangmeier, C, Finco, L, Golf, F, Joo, C, Kravchenko, I, Meier, F, Musich, M, Reed, I, Siado, JE, Snow, GR, Tabb, W, Yan, F, Zecchinelli, AG, Agarwal, G, Bandyopadhyay, H, Hay, L, Iashvili, I, Kharchilava, A, McLean, C, Nguyen, D, Pekkanen, J, Rappoccio, S, Williams, A, Alverson, G, Barberis, E, Haddad, Y, Hortiangtham, A, Li, J, Madigan, G, Marzocchi, B, Morse, DM, Nguyen, V, Orimoto, T, Parker, A, Skinnari, L, Tishelman-Charny, A, Wamorkar, T, Wang, B, Wisecarver, A, Wood, D, Bueghly, J, Chen, Z, Gilbert, A, Gunter, T, Hahn, KA, Liu, Y, Odell, N, Schmitt, MH, Sung, K, Velasco, M, Band, R, Bucci, R, Das, A, Dev, N, Goldouzian, R, Hildreth, M, Anampa, KH, Jessop, C, Lannon, K, Lawrence, J, Loukas, N, Lutton, D, Marinelli, N, Mcalister, I, McCauley, T, Mcgrady, C, Mohrman, K, Musienko, Y, Ruchti, R, Siddireddy, P, Townsend, A, Wayne, M, Wightman, A, Zarucki, M, Zygala, L, Bylsma, B, Cardwell, B, Durkin, LS, Francis, B, Hill, C, Ornelas, MN, Wei, K, Winer, BL, Yates, BR, Addesa, FM, Bonham, B, Das, P, Dezoort, G, Elmer, P, Frankenthal, A, Greenberg, B, Haubrich, N, Higginbotham, S, Kalogeropoulos, A, Kopp, G, Kwan, S, Lange, D, Marlow, D, Mei, K, Ojalvo, I, Olsen, J, Stickland, D, Tully, C, Norberg, S, Vargas, JER, Bakshi, AS, Barnes, VE, Chawla, R, Das, S, Gutay, L, Jones, M, Jung, AW, Karmarkar, S, Kondratyev, D, Koshy, AM, Liu, M, Negro, G, Neumeister, N, Paspalaki, G, Piperov, S, Purohit, A, Schulte, JF, Stojanovic, M, Thieman, J, Wang, F, Xiao, R, Xie, W, Dolen, J, Parashar, N, Baty, A, Decaro, M, Dildick, S, Ecklund, KM, Freed, S, Gardner, P, Geurts, FJM, Li, W, Liu, H, Nussbaum, T, Padley, BP, Redjimi, R, Shi, W, Leiton, AGS, Zhang, L, Bodek, A, de Barbaro, P, Demina, R, Dulemba, JL, Fallon, C, Ferbel, T, Galanti, M, Garcia-Bellido, A, Hindrichs, O, Khukhunaishvili, A, Ranken, E, Taus, R, Bartz, E, Chiarito, B, Chou, JP, Gandrakota, A, Gershtein, Y, Halkiadakis, E, Hart, A, Heindl, M, Karacheban, O, Laflotte, I, Lath, A, Montalvo, R, Nash, K, Osherson, M, Salur, S, Schnetzer, S, Somalwar, S, Stone, R, Thayil, SA, Thomas, S, Acharya, H, Delannoy, AG, Fiorendi, S, Spanier, S, Bouhali, O, Dalchenko, M, Delgado, A, Eusebi, R, Gilmore, J, Huang, T, Kamon, T, Luo, S, Malhotra, S, Mueller, R, Overton, D, Rathjens, D, Safonov, A, Akchurin, N, Damgov, J, Hegde, V, Kunori, S, Lamichhane, K, Mengke, T, Muthumuni, S, Peltola, T, Volobouev, I, Whitbeck, A, Appelt, E, D'Angelo, P, Greene, S, Gurrola, A, Johns, W, Melo, A, Ni, H, Padeken, K, Romeo, F, Sheldon, P, Tuo, S, Velkovska, J, Arenton, MW, Cox, B, Cummings, G, Hakala, J, Hirosky, R, Joyce, M, Ledovskoy, A, Li, A, Neu, C, Lara, CEP, Tannenwald, B, White, S, Wolfe, E, Poudyal, N, Black, K, Bose, T, Caillol, C, Dasu, S, De Bruyn, I, Everaerts, P, Fienga, F, Galloni, C, He, H, Herndon, M, Herve, A, Hussain, U, Lanaro, A, Loeliger, A, Loveless, R, Sreekala, JM, Mallampalli, A, Mohammadi, A, Pinna, D, Savin, A, Shang, V, Smith, WH, Teague, D, Trembath-Reichert, S, Vetens, W, Damarseçkin, Serdal, Physics, Elementary Particle Physics, Faculty of Sciences and Bioengineering Sciences, Vriendenkring VUB, and Sağır, Sinan
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Technology ,Physics - Instrumentation and Detectors ,Physics::Instrumentation and Detectors ,Tracker ,Legacy reprocessing ,measurement methods ,tracking detector, alignment ,Settore ING-INF/01 - Elettronica ,Physics, Particles & Fields ,PARTICLE PHYSICS ,LARGE HADRON COLLIDER ,CMS ,High Energy Physics - Experiment ,High Energy Physics - Experiment (hep-ex) ,tracking detector: alignment ,Detector ,Alignment ,MillePede-II ,HipPy ,VERTEX ,High energy physics ,Experimental particle physics ,LHC ,p p: scattering ,p p: colliding beams ,B: decay ,tau: hadronic decay ,interaction: gauge ,interaction: model ,transverse momentum: missing-energy ,new physics: search for ,mass spectrum: transverse ,black hole: quantum ,vector boson: mass ,W': leptonic decay ,sensitivity ,leptoquark: coupling ,CERN LHC Coll ,leptoquark: mass: lower limit ,anomaly ,channel cross section: upper limit ,effective field theory ,Higgs ,Detectors and Experimental Techniques ,Instruments & Instrumentation ,physics.ins-det ,Instrumentation ,detector, alignment ,Physics ,Instrumentation and Detectors (physics.ins-det) ,Nuclear & Particles Physics ,Physics, Nuclear ,Physical Sciences ,0202 Atomic, Molecular, Nuclear, Particle and Plasma Physics ,Engineering sciences. Technology ,Particle Physics - Experiment ,performance ,Nuclear and High Energy Physics ,530 Physics ,0299 Other Physical Sciences ,FOS: Physical sciences ,10192 Physics Institute ,114 Physical sciences ,0201 Astronomical and Space Sciences ,ddc:530 ,3106 Nuclear and High Energy Physics ,CMS, performance ,Nuclear Science & Technology ,numerical calculations ,Science & Technology ,hep-ex ,3105 Instrumentation ,silicon ,Physics and Astronomy ,alignment [tracking detector] ,semiconductor detector - Abstract
The strategies for and the performance of the CMS silicon tracking system alignment during the 2015-2018 data-taking period of the LHC are described. The alignment procedures during and after data taking are explained. Alignment scenarios are also derived for use in the simulation of the detector response. Systematic effects, related to intrinsic symmetries of the alignment task or to external constraints, are discussed and illustrated for different scenarios., Nuclear Instruments and Methods in Physics Research Section A: Accelerators, Spectrometers, Detectors and Associated Equipment, 1037, ISSN:0168-9002, ISSN:1872-9576
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- 2022
- Full Text
- View/download PDF
39. The PAU survey: estimating galaxy photometry with deep learning
- Author
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Ministerio de Ciencia, Innovación y Universidades (España), Ministerio de Economía y Competitividad (España), European Commission, Generalitat de Catalunya, Durham University, Netherlands Organization for Scientific Research, German Research Foundation, University College London, Cabayol, Laura, Eriksen, Martin Borstad, Amara, A., Carretero, Jorge, Casas, Ricard, Castander, Francisco J., De Vicente, Juan, Fernández, Enrique, García-Bellido, Juan, Gaztañaga, Enrique, Hildebrandt, H., Miquel, Ramon, Padilla, Cristóbal, Sánchez-Blanco, E., Serrano, Santiago, Sevilla-Noarbe, I., Tallada-Crespí, Pau, Ministerio de Ciencia, Innovación y Universidades (España), Ministerio de Economía y Competitividad (España), European Commission, Generalitat de Catalunya, Durham University, Netherlands Organization for Scientific Research, German Research Foundation, University College London, Cabayol, Laura, Eriksen, Martin Borstad, Amara, A., Carretero, Jorge, Casas, Ricard, Castander, Francisco J., De Vicente, Juan, Fernández, Enrique, García-Bellido, Juan, Gaztañaga, Enrique, Hildebrandt, H., Miquel, Ramon, Padilla, Cristóbal, Sánchez-Blanco, E., Serrano, Santiago, Sevilla-Noarbe, I., and Tallada-Crespí, Pau
- Abstract
With the dramatic rise in high-quality galaxy data expected from Euclid and Vera C. Rubin Observatory, there will be increasing demand for fast high-precision methods for measuring galaxy fluxes. These will be essential for inferring the redshifts of the galaxies. In this paper, we introduce LUMOS, a deep learning method to measure photometry from galaxy images. LUMOS builds on BKGNET, an algorithm to predict the background and its associated error, and predicts the background-subtracted flux probability density function. We have developed LUMOS for data from the Physics of the Accelerating Universe Survey (PAUS), an imaging survey using a 40 narrow-band filter camera (PAUCam). PAUCam images are affected by scattered light, displaying a background noise pattern that can be predicted and corrected for. On average, LUMOS increases the SNR of the observations by a factor of 2 compared to an aperture photometry algorithm. It also incorporates other advantages like robustness towards distorting artefacts, e.g. cosmic rays or scattered light, the ability of deblending and less sensitivity to uncertainties in the galaxy profile parameters used to infer the photometry. Indeed, the number of flagged photometry outlier observations is reduced from 10 to 2 per cent, comparing to aperture photometry. Furthermore, with LUMOS photometry, the photo-z scatter is reduced by ≈10 per cent with the Deepz machine-learning photo-z code and the photo-z outlier rate by 20 per cent. The photo-z improvement is lower than expected from the SNR increment, however, currently the photometric calibration and outliers in the photometry seem to be its limiting factor.
- Published
- 2021
40. Formation mechanisms of macroscopic globules in andesitic glasses from the Izu–Bonin–Mariana forearc (IODP Expedition 352)
- Author
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Fonseca, Raúl O. C., Michely, Lina T., Kirchenbaur, Maria, Prytulak, Julie, Ryan, Jeffrey, Hauke, Kerstin, Leitzke, Felipe P., Almeev, Renat R., Marien, Chris S., Gerdes, Axel, Schellhorn, Rico, Institut für Geologie, Mineralogie und Geophysik, Ruhr-Universität Bochum, Bochum, Germany, Agroislab GmbH, Jülich, Germany, Institut für Mineralogie, Leibniz Universität Hannover, Hannover, Germany, Science Labs, Department of Earth Sciences, Durham University, Durham, UK, School of Geosciences, University of South Florida, Tampa, USA, Institut für Geowissenschaften, Universität Bonn, Bonn, Germany, Laboratório de Geologia Isotópica, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brasil, Institut für Geologie und Mineralogie, Universität zu Köln, Köln, Germany, and Institut für Geowissenschaften - Frankfurt Isotope and Element Research Center (FIERCE), Goethe Universität Frankfurt, Frankfurt am Main, Germany
- Subjects
Dewey Decimal Classification::500 | Naturwissenschaften::550 | Geowissenschaften ,Basalt ,Radiogenic nuclide ,biology ,liquid immiscibility ,Stable isotope ratio ,andesites ,Andesites ,Andesite ,Geochemistry ,Trace element ,Izu-Bonin forearc ,biology.organism_classification ,Liquid immiscibility ,Geophysics ,ddc:552.4 ,Geochemistry and Petrology ,Oceanic crust ,Globular textures ,B and Sr isotopes ,ddc:550 ,globular textures ,Forearc ,Geology - Abstract
The Izu–Bonin–Mariana volcanic arc is situated at a convergent plate margin where subduction initiation triggered the formation of MORB-like forearc basalts as a result of decompression melting and near-trench spreading. International Ocean Discovery Program (IODP) Expedition 352 recovered samples within the forearc basalt stratigraphy that contained unusual macroscopic globular textures hosted in andesitic glass (Unit 6, Hole 1440B). It is unclear how these andesites, which are unique in a stratigraphic sequence dominated by forearc basalts, and the globular textures therein may have formed. Here, we present detailed textural evidence, major and trace element analysis, as well as B and Sr isotope compositions, to inves tigate the genesis of these globular andesites. Samples consist of K2 O-rich basaltic globules set in a glassy groundmass of andesitic composition. Between these two textural domains a likely hydrated interface of devitrified glass occurs, which, based on textural evidence, seems to be genetically linked to the formation of the globules. The andesitic groundmass is Cl rich (ca. 3000 𝜇g/g), whereas globules and the interface are Cl poor (ca. 300 𝜇g/g). Concentrations of fluid-mobile trace elements also appear to be fractionated in that globules and show enrichments in B, K, Rb, Cs, and Tl, but not in Ba and W relative to the andesitic groundmass, whereas the interface shows depletions in the latter, but is enriched in the former. Interestingly, globules and andesitic groundmass have identical Sr isotopic composition within analytical uncertainty (87 Sr∕86 Sr of 0.70580 ± 10), indicating that they likely formed from the same source. However, globules show high 𝛿11B (ca. + 7‰), whereas their host andesites are isotopically lighter (ca. – 1 ‰), potentially indicating that whatever process led to their formation either introduced heavier B isotopes to the globules, or induced stable isotope fractionation of B between globules and their groundmass. Based on the bulk of the textural information and geochemical data obtained from these samples, we conclude that these andesites likely formed as a result of the assimilation of shallowly altered oceanic crust (AOC) during forearc basaltic magmatism. Assimilation likely introduced radiogenic Sr, as well as heavier B isotopes to comparatively unradiogenic and low 𝛿11 B forearc basalt parental magmas (average 87 Sr∕86 Sr of 0.703284). Moreover, the globular textures are consistent with their formation being the result of fluid-melt immiscibility that was potentially induced by the rapid release of water from assimilated AOC whose escape likely formed the interface. If the globular textures present in these samples are indeed the result of fluid-melt immiscibility, then this process led to significant trace element and stable isotope fractionation. The textures and chemical compositions of the globules highlight the need for future experimental studies aimed at investigating the exsolution process with respect to potential trace element and isotopic fractionation in arc magmas that have perhaps not been previously considered., Deutsche Forschungsgemeinschaft http://dx.doi.org/10.13039/501100001659, Ruhr-Universität Bochum (1007)
- Published
- 2020
41. In situ observation of the percolation threshold in multiphase magma analogues
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Colombier, M., Wadsworth, F. B., Scheu, B., Vasseur, J., Dobson, K. J., Cáceres, F., Allabar, A., Marone, F., Schlepütz, C. M., Dingwell, D. B., Earth and Environmental Sciences, Ludwig-Maximilians-Universität, Munich, Germany, Centre for Advanced Study, Ludwig-Maximilians-Universität, Munich, Germany, Department of Earth Sciences, Durham University, Durham, UK, Department of Geosciences, University of Tübingen, Tübingen, Germany, and Swiss Light Source, Paul Scherer Institute, Villigen PSI, Switzerland
- Subjects
010504 meteorology & atmospheric sciences ,Bubble ,Crystal-rich magma ,Effusive-explosive transition ,010502 geochemistry & geophysics ,01 natural sciences ,Physics::Geophysics ,Viscosity ,Geochemistry and Petrology ,Percolation threshold ,ddc:550.724 ,Magma viscosity ,Porosity ,0105 earth and related environmental sciences ,Coalescence (physics) ,Pore connectivity ,Outgassing ,Hysteresis ,Strombolian/Vulcanian eruptions ,Gas overpressure ,Strombolian eruption ,Dome-forming eruptions ,Overpressure ,Chemical physics ,TA170 ,Geology ,Research Article - Abstract
Magmas vesiculate during ascent, producing complex interconnected pore networks, which can act as outgassing pathways and then deflate or compact to volcanic plugs. Similarly, in-conduit fragmentation events during dome-forming eruptions create open systems transiently, before welding causes pore sealing. The percolation threshold is the first-order transition between closed- and open-system degassing dynamics. Here, we use time-resolved, synchrotron-source X-ray tomography to image synthetic magmas that go through cycles of opening and closing, to constrain the percolation threshold ΦC at a range of melt crystallinity, viscosity and overpressure pertinent to shallow magma ascent. During vesiculation, we observed different percolative regimes for the same initial bulk crystallinity depending on melt viscosity and gas overpressure. At high viscosity (> 106 Pa s) and high overpressure (~ 1–4 MPa), we found that a brittle-viscous regime dominates in which brittle rupture allows system-spanning coalescence at a low percolation threshold (ΦC~0.17) via the formation of fracture-like bubble chains. Percolation was followed by outgassing and bubble collapse causing densification and isolation of the bubble network, resulting in a hysteresis in the evolution of connectivity with porosity. At low melt viscosity and overpressure, we observed a viscous regime with much higher percolation threshold (ΦC > 0.37) due to spherical bubble growth and lower degree of crystal connection. Finally, our results also show that sintering of crystal-free and crystal-bearing magma analogues is characterised by low percolation thresholds (ΦC = 0.04 – 0.10). We conclude that the presence of crystals lowers the percolation threshold during vesiculation and may promote outgassing in shallow, crystal-rich magma at initial stages of Vulcanian and Strombolian eruptions., Paul Scherrer Institut http://dx.doi.org/10.13039/501100004219, European Research Council http://dx.doi.org/10.13039/501100000781, NERC, Deutsche Forschungsgemeinschaft
- Published
- 2020
42. Being and Becoming: A Photographic Inquiry with Bahá'í Men into Cultures of Peace
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Matyók, Tom (Peace and Conflict Studies) Landrum, Lisa (Architecture) Kappler, Stefanie (Durham University), Senehi, Jessica (Peace and Conflict Studies), Charles, Egerton, Jr., Matyók, Tom (Peace and Conflict Studies) Landrum, Lisa (Architecture) Kappler, Stefanie (Durham University), Senehi, Jessica (Peace and Conflict Studies), and Charles, Egerton, Jr.
- Abstract
Being and Becoming: A Photographic Inquiry with Bahá’í men into Cultures of Peace is doctoral research that asks how Bahá’í men know, experience and perform their own masculinities as told through their stories and photographs. Within the spiritual context of the Bahá’í sacred tenet of equality of the sexes it sought new knowledge about how participants negotiate and transform their masculinities to facilitate rather than thwart the building of cultures of peace. Using photographic, art-based methods it asked: What is it to be a man today and attempt to construct a new understanding of masculinity? How is this process evident in practice? What are the stories of resistance and/or negotiation with negative cultural norms of masculinity? The study is upheld by three theoretical guy-wires: Bourdieu’s habitus, the Magic Mirror of visual introspection through photography, and Sacred Relationship a core Bahá'í and Indigenous lens into power, equality and accountability to all our relations. The study used PhotoSophia (a new photo-elicitation method), with a bundle of six methodological practices incorporating arts-based visual methods: Interview, PhotoSophia, group study and discussion, inscription, Photovoice and public exhibit. These methods were designed to seek deep reflection into masculine identity formation. The study concluded with a public exhibit of the photographs and inscriptions created by the researcher and participants opening the process to outside input through anonymous questionnaires. Findings include the agency the self-reflective PhotoSophia method itself as illumination into the shadows of masculinity. Primary findings are: willing vulnerability as a form of moral courage; ambiguity as a state of learning and resisting; the need for examples, a standard for a new masculinity; authenticity to be one’s true self in alignment with the Creator, and all our relations, and finally practicing sacred spiritual relationships in shoulder to shoulder service.
- Published
- 2020
43. The accuracy of weak lensing simulations
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Durham University, European Commission, Ministerio de Ciencia, Innovación y Universidades (España), Generalitat de Catalunya, Hilbert, Stefan, Barreira, Alexandre, Fabbian, Giulio, Fosalba, Pablo, Giocoli, Carlo, Bose, S., Calabrese, Matteo, Carbone, Carmelita, Davies, Christopher, Li, Baojiu, Llinares, Claudio, Monaco, Pierluigi, Durham University, European Commission, Ministerio de Ciencia, Innovación y Universidades (España), Generalitat de Catalunya, Hilbert, Stefan, Barreira, Alexandre, Fabbian, Giulio, Fosalba, Pablo, Giocoli, Carlo, Bose, S., Calabrese, Matteo, Carbone, Carmelita, Davies, Christopher, Li, Baojiu, Llinares, Claudio, and Monaco, Pierluigi
- Abstract
We investigate the accuracy of weak lensing simulations by comparing the results of five independently developed lensing simulation codes run on the same input N-body simulation. Our comparison focuses on the lensing convergence maps produced by the codes, and in particular on the corresponding PDFs, power spectra, and peak counts. We find that the convergence power spectra of the lensing codes agree to ≤ 2 per cent out to scales ℓ ≈ 4000. For lensing peak counts, the agreement is better than 5 per cent for peaks with signal-to-noise ≤ 6. We also discuss the systematic errors due to the Born approximation, line-of-sight discretization, particle noise, and smoothing. The lensing codes tested deal in markedly different ways with these effects, but they none-the-less display a satisfactory level of agreement. Our results thus suggest that systematic errors due to the operation of existing lensing codes should be small. Moreover their impact on the convergence power spectra for a lensing simulation can be predicted given its numerical details, which may then serve as a validation test.
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- 2020
44. Models and data analysis tools for the Solar Orbiter mission
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European Research Council, European Commission, Science and Technology Facilities Council (UK), Durham University, Centre National D'Etudes Spatiales (France), Helmholtz Association, German Centre for Air and Space Travel, Ministerio de Ciencia, Innovación y Universidades (España), Rouillard, A. P., Bellot Rubio, Luis R., Orozco Suárez, David, Toro, José Carlos del, European Research Council, European Commission, Science and Technology Facilities Council (UK), Durham University, Centre National D'Etudes Spatiales (France), Helmholtz Association, German Centre for Air and Space Travel, Ministerio de Ciencia, Innovación y Universidades (España), Rouillard, A. P., Bellot Rubio, Luis R., Orozco Suárez, David, and Toro, José Carlos del
- Abstract
Context. The Solar Orbiter spacecraft will be equipped with a wide range of remote-sensing (RS) and in situ (IS) instruments to record novel and unprecedented measurements of the solar atmosphere and the inner heliosphere. To take full advantage of these new datasets, tools and techniques must be developed to ease multi-instrument and multi-spacecraft studies. In particular the currently inaccessible low solar corona below two solar radii can only be observed remotely. Furthermore techniques must be used to retrieve coronal plasma properties in time and in three dimensional (3D) space. Solar Orbiter will run complex observation campaigns that provide interesting opportunities to maximise the likelihood of linking IS data to their source region near the Sun. Several RS instruments can be directed to specific targets situated on the solar disk just days before data acquisition. To compare IS and RS, data we must improve our understanding of how heliospheric probes magnetically connect to the solar disk. Aims. The aim of the present paper is to briefly review how the current modelling of the Sun and its atmosphere can support Solar Orbiter science. We describe the results of a community-led effort by European Space Agency's Modelling and Data Analysis Working Group (MADAWG) to develop different models, tools, and techniques deemed necessary to test different theories for the physical processes that may occur in the solar plasma. The focus here is on the large scales and little is described with regards to kinetic processes. To exploit future IS and RS data fully, many techniques have been adapted to model the evolving 3D solar magneto-plasma from the solar interior to the solar wind. A particular focus in the paper is placed on techniques that can estimate how Solar Orbiter will connect magnetically through the complex coronal magnetic fields to various photospheric and coronal features in support of spacecraft operations and future scientific studies. Methods. Recent
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- 2020
45. New routes to organometallic molecular junctions via a simple thermal processing protocol
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Ministerio de Economía y Competitividad (España), European Commission, Diputación General de Aragón, Durham University, University of Western Australia, Australian Research Council, Perez Murano, Francesc X. [0000-0002-4647-8558], Cea, Pilar [0000-0002-4729-9578], Martín, Santiago [0000-0001-9193-3874], Low, Paul J. [0000-0003-1136-2296], Ezquerra, Rubén, Eaves, Samantha G., Bock, Sören, Skelton, Brian W., Perez Murano, Francesc X., Cea, Pilar, Martín, Santiago, Low, Paul J., Ministerio de Economía y Competitividad (España), European Commission, Diputación General de Aragón, Durham University, University of Western Australia, Australian Research Council, Perez Murano, Francesc X. [0000-0002-4647-8558], Cea, Pilar [0000-0002-4729-9578], Martín, Santiago [0000-0001-9193-3874], Low, Paul J. [0000-0003-1136-2296], Ezquerra, Rubén, Eaves, Samantha G., Bock, Sören, Skelton, Brian W., Perez Murano, Francesc X., Cea, Pilar, Martín, Santiago, and Low, Paul J.
- Abstract
Methods for forming single- and multiple-molecule junctions are key to the development of molecular electronics and the further study of allied electronic and electrical properties of molecules arising from through-molecule charge transport. The organometallic complex trans-Ru(C[triple bond, length as m-dash]C-3-C4H3S)(C[triple bond, length as m-dash]C-1,4-C6H4C[triple bond, length as m-dash]CAuPPh3)(dppe)2 forms well-ordered, densely packed self-assembled monolayers on gold and silver substrates, contacted through the sulfur atoms of the thiophenyl groups. Upon mild thermal treatment (150–200 °C, two hours) the gold moiety decomposes to liberate PPh3 and form quite uniform, disc-shaped gold nanoparticles on top of the organometallic monolayer. The resulting molecular junctions give rise to sigmoidal shaped I–V curves characteristic of through-molecule conductance, rather than linear, ohmic traces associated with metallic contacts (i.e. short circuits). This work therefore demonstrates the feasibility of thermal processing routes to form good quality molecular junctions from organometallic complexes of relatively complex molecular structure capped with uniformly-shaped nanoparticles formed in situ.
- Published
- 2019
46. Exploring the long-term anthropisation of the Cantabrian Mountains since later prehistory in Babia, León (NW Iberia)
- Author
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CSIC - Instituto de Ciencias del Patrimonio (INCIPIT), Consejo Superior de Investigaciones Científicas (España), Durham University, The Prehistoric Society, Diputación de León, González Álvarez, David [0000-0001-7021-9321], González Álvarez, David, Armstrong, Kayt, Canosa-Betés, Jorge, CSIC - Instituto de Ciencias del Patrimonio (INCIPIT), Consejo Superior de Investigaciones Científicas (España), Durham University, The Prehistoric Society, Diputación de León, González Álvarez, David [0000-0001-7021-9321], González Álvarez, David, Armstrong, Kayt, and Canosa-Betés, Jorge
- Abstract
Higher mountains rising above the horizon generally conjure up ideas concerning wilderness and marginality. Indeed, uplands are still considered some of the last ‘natural landscapes’ in Europe, where anthropogenic transformations arrived later and more superficially than in the lowlands. However, recent archaeological investigations carried out in some European mountain ranges emphasise that alpine and subalpine grasslands in the shadow of the highest peaks are actually the result of long-term interactions between societies and the environment. In 2017, a pilot project started in the Cantabrian Mountains (north-west Iberia) aiming to identify past anthropogenic pressure on high-mountain areas and to assess the historical processes related to anthropisation in different chronological periods.
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- 2019
47. A firm-level dataset for analyzing entry, exit, employment and R&D expenditures in the UK: 1997–2012
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Ugur, Mehmet, Trushin, Eshref, Solomon, Edna, University of Greenwich Business School, and Durham University Business School
- Subjects
0301 basic medicine ,Multidisciplinary ,HF ,Operations research ,R&D ,Computer science ,05 social sciences ,HA ,Survival analysis ,lcsh:Computer applications to medicine. Medical informatics ,Firm dynamics ,03 medical and health sciences ,030104 developmental biology ,0502 economics and business ,8. Economic growth ,Econometrics ,lcsh:R858-859.7 ,Research article ,Data as a service ,050207 economics ,lcsh:Science (General) ,Innovation ,Entry exit ,Data Article ,lcsh:Q1-390 - Abstract
This data article is related to the research article entitled “Inverted-U relationship between R&D intensity and survival: Evidence on scale and complementarity effects in UK data” (Ugur et al., In press) [1]. It describes the trends in R&D expenditures, employment of R&D personnel and firm entry and exit rates in the UK from 1998 to 2012. We also provide statistics on net employment creation and net R&D investments due to firm entry and exits. In addition, we compute the correlation coefficients between entry and exit rates at the two digit industry level so as to examine whether the correlations are contemporaneous or inter-temporal. Finally, we provide information about the underlying dataset to which secure access is available through UK Data Service Archive 7716 at http://dx.doi.org/10.5255/UKDA-SN-7716-1. Keywords: R&D, Innovation, Firm dynamics, Survival analysis
- Published
- 2016
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- View/download PDF
48. Catalyzing political momentum for the effective implementation of decarbonization for urban buildings
- Author
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Laura Tozer and Durham University
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020209 energy ,Corporate governance ,Climate change ,02 engineering and technology ,Cognitive reframing ,010501 environmental sciences ,Management, Monitoring, Policy and Law ,01 natural sciences ,Politics ,General Energy ,Momentum (finance) ,Climate change mitigation ,13. Climate action ,Political science ,Urban climate ,Greenhouse gas ,11. Sustainability ,0202 electrical engineering, electronic engineering, information engineering ,Environmental planning ,0105 earth and related environmental sciences - Abstract
This paper expands the toolkit available to consider the effectiveness of urban climate responses by examining political effectiveness in the implementation of urban decarbonization initiatives. By focusing on the politics of implementation, this approach complements dominant approaches for assessing effectiveness that emphasize greenhouse gas emission accounting. Drawing on case studies of urban building low carbon governance in Stockholm, London and San Francisco incorporating 40 expert interviews, the analysis provides insight into whether climate change mitigation measures are catalyzing political momentum that is untangling fossil fuels from institutions. It finds that urban decarbonization is gaining political momentum when it comes to new buildings, although with concerning implications for inequality and uneven development, but systemic change is limited since efforts to target existing buildings are stumbling over challenges. Two key insights are highlighted: 1) reframing the policy goal of urban climate mitigation to decarbonization productively refocuses attention on systemic change; 2) effective urban carbon governance is not only about providing instrumental tools, but it also involves triggering political dynamics that build momentum. Future urban decarbonization initiatives should consider the complementary roles of offering instrumental solutions and catalyzing political momentum through implementation.
- Published
- 2020
49. Round Robin Test of Residual Resistance Ratio of Nb3Sn Composite Superconductors
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Department of Computer Science and Electronics, Kyushu Institute of Technology, 680-4 Kawazu, Iizuka 820-8502, Japan, Department of Physics, Yeungnam University, Gyeongsan 38541, Korea, Western Superconducting Technologies Co., Ltd, Xi’an 710018, China, Institute of Plasma Physics, Chinese Academy of Sciences, Hefei 230031, China, Technical Division, Fermi National Accelerator Laboratory, Batavia, IL 60510, USA, Physics Department, Durham University, Durham, DH1 3LE, United Kingdom, Matsushita, Teruo, Otabe, Edmund S., Kim, Dongho, Hwang, Taejong, Gao, Huixian, Liu, Fang, Liu, Huajun, Cooley, Lance, Turrioni, Daniele., Raine, Mark J., Hampshire, Damian P., Department of Computer Science and Electronics, Kyushu Institute of Technology, 680-4 Kawazu, Iizuka 820-8502, Japan, Department of Physics, Yeungnam University, Gyeongsan 38541, Korea, Western Superconducting Technologies Co., Ltd, Xi’an 710018, China, Institute of Plasma Physics, Chinese Academy of Sciences, Hefei 230031, China, Technical Division, Fermi National Accelerator Laboratory, Batavia, IL 60510, USA, Physics Department, Durham University, Durham, DH1 3LE, United Kingdom, Matsushita, Teruo, Otabe, Edmund S., Kim, Dongho, Hwang, Taejong, Gao, Huixian, Liu, Fang, Liu, Huajun, Cooley, Lance, Turrioni, Daniele., Raine, Mark J., and Hampshire, Damian P.
- Abstract
type:Journal Article, In this paper, a round robin test of residual resistance ratio (RRR) is performed for Nb3Sn composite superconductors prepared by an internal tin method by six institutes with the international standard test method described in IEC 61788-4. It was found that uncertainty mainly resulted from determination of the cryogenic resistance from the intersection of two straight lines drawn to fit the voltage versus temperature curve around the resistive transition. The measurement clarified that RRR can be measured with expanded uncertainty not larger than 5% with the coverage factor 2 by using this test method., source:DOI: 10.1109/TASC.2017.2781182
- Published
- 2018
50. The dawn of a dynasty: life strategies of Cambrian and Ordovician brachiopods
- Author
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Durham University, Leverhulme Trust, Wenner-Gren Foundation, Topper, Timothy P., Zhang, Zhifei, Gutiérrez-Marco, J. C., Harper, David A. T., Durham University, Leverhulme Trust, Wenner-Gren Foundation, Topper, Timothy P., Zhang, Zhifei, Gutiérrez-Marco, J. C., and Harper, David A. T.
- Abstract
Brachiopods are among the first animal phyla to emerge from the Cambrian Explosion, rapidly diversifying to all major palaeocontinental blocks within 20 million years. The group underwent another steep rise in diversity during the Ordovician, and their relative abundance and diversity made them one of the most successful invertebrate groups during the entire Palaeozoic. During this time, brachiopods lived in a range of environments and represented a significant component of marine ecosystems, yet information regarding their modes of life and ecology is somewhat limited. Recent studies, primarily from the Chengjiang and Burgess Shale Lagerstätten, have revealed that by the Middle Cambrian (Series 3, Stage 5) brachiopods from across the phylum had already developed a range of ecological strategies and life modes. Cambrian brachiopods occupied distinct trophic niches on soft and hard substrates and exhibited at least five types of lifestyles: pedicle attachment, pedicle anchoring, cemented, free‐lying and semi‐infaunal. Comparisons with Ordovician benthic assemblages show that despite the explosion of brachiopod taxa witnessed in the Ordovician, with the exception of the appearance of burrowing brachiopods, life strategies of brachiopods remained largely the same. Indicating that the majority of life modes observed in brachiopods had rapidly evolved and was already in place prior to the Great Ordovician Biodiversity Event.
- Published
- 2018
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