Prompt and non-prompt J/psi elliptic flow in Pb plus Pb collisions at root S-NN=5.02 TeV with the ATLAS detector

The elliptic flow of prompt and non-prompt J/ \u3c8 was measured in the dimuon decay channel in Pb+Pb collisions at sNN=5.02 TeV with an integrated luminosity of 0.42nb-1 with the ATLAS detector at the LHC. The prompt and non-prompt signals are separated using a two-dimensional simultaneous fit of the invariant mass and pseudo-proper decay time of the dimuon system from the J/ \u3c8 decay. The measurement is performed in the kinematic range of dimuon transverse momentum and rapidity 9 < pT< 30 GeV , | y| < 2 , and 0\u201360% collision centrality. The elliptic flow coefficient, v2, is evaluated relative to the event plane and the results are presented as a function of transverse momentum, rapidity and centrality. It is found that prompt and non-prompt J/ \u3c8 mesons have non-zero elliptic flow. Prompt J/ \u3c8v2 decreases as a function of pT, while for non-prompt J/ \u3c8 it is, with limited statistical significance, consistent with a flat behaviour over the studied kinematic region. There is no observed dependence on rapidity or centrality

Search for squarks and gluinos in final states with hadronically decaying tau-leptons, jets, and missing transverse momentum using pp collisions at root s = 13 TeV with the ATLAS detector

A search for supersymmetry in events with large missing transverse momentum, jets, and at least one hadronically decaying τ-lepton is presented. Two exclusive final states with either exactly one or at least two τ-leptons are considered. The analysis is based on proton-proton collisions at √s=13  TeV corresponding to an integrated luminosity of 36.1  fb⁻¹ delivered by the Large Hadron Collider and recorded by the ATLAS detector in 2015 and 2016. No significant excess is observed over the Standard Model expectation. At 95% confidence level, model-independent upper limits on the cross section are set and exclusion limits are provided for two signal scenarios: a simplified model of gluino pair production with τ-rich cascade decays, and a model with gauge-mediated supersymmetry breaking (GMSB). In the simplified model, gluino masses up to 2000 GeV are excluded for low values of the mass of the lightest supersymmetric particle (LSP), while LSP masses up to 1000 GeV are excluded for gluino masses around 1400 GeV. In the GMSB model, values of the supersymmetry-breaking scale are excluded below 110 TeV for all values of tanβ in the range 2 ≤ tanβ ≤ 60, and below 120 TeV for tanβ > 30.M. Aaboud … D. Duvnjak … P. Jackson … J.L. Oliver … A. Petridis … A. Qureshi … A.S. Sharma … M.J. White … et al. [The ATLAS Collaboration

Semi-present Approachfor Intern Qualificationin Clinical Biochemistry Laboratory of UFPE

This study has arisenfrom the experience in the discipline “Estágio Curricular" from Biomedicine,  Pharmacy and Laboratory Technique  courses in ULAB/HC/UFPE. The goal of this study wasto use a semi-present environment (50 hours) to the qualification of the incoming students in 2011-1. Conventional classes were given through present approaches (theoretical-practical classes) and the students were inscribed and trained in the virtual environment to accomplish the distant learning  course: “Capacitaçãodos Estagiários daULAB em Biossegurança e Coleta”, in which classes, debates, links, scientificstudies, tests and videoconferences were available. The presence phase was evaluated by the attendance (assiduity 98%), while the online phase was the result ofthe access reports (6,221), the progress of the exercises (95%), and the final evaluations grades available in thesystem (8.2). Theoretical-practical classes have provided interaction between content/teacher/student.Didactical model, quality contents and multidisciplinary  present approach remarkably contribute to diminish difficulties in using the tools and applications: 80% of students have never taken a distant learning coursebefore; 23% haven’t had a computer; 95% have declared that presential training helped them to conclude the course and 100%have stated non-restricted contents available online have facilitated their access. Current challenges in education is to conciliate technology and learningin favor of ensuring that the students take advantage on their potentialities

Quality in Online Courses: Technical Production Regarding Clinical Biochemistry Online Course Performed by Students in Advanced Learning in Scientific Education Discipline

It is important to consider quality and efficacy concerning online courses. This study was accomplished with Master’s students in order to promote technical production regardingClinical Biochemistry online course. In web, www.bioq.educacao.biz, it was accessible strategic and organizational management training in distance learning course. Enrolled students(7), monitors (3) and the manager (1) have made use of thevirtual environment asa channel of communication as well as to construct the extension course (80 hours). Some strategies were discussed and planned for the purpose of a significant apprenticeship. In all, there were 173 standard contents available, which were 4 audiovisual presentations, 13 debating forums, 1 chat, 10 classes,77 scientific articles, 30 tests, 3 glossaries, 1 mini-library, 18 links, 3 texts and 13 folders. Although the managerwas not responsible for the construction ofthe contents, system reports have shown that the manager’s attendance and permanence online were three times superior to other users. It once more revealed that new Information and Communication Technologies(ICTs) requires from the manager to plan an efficient pedagogical orientation

News DidacticApproaches in a Health Care Graduation Class

Nowadays the educator must focus not only on acquiring cognitive knowledge, but also on other matters and competences (social, political, instrumental ones). This work took placein a private college in Recife and  was had as objectiveto verify the efficiency of the application of ne wsdidactic strategies in graduation classes.This study comprised students subscribed in Medical technology (B) andPharmacy   (F)/2008. Students were separated in groups regarding their college period and course (B1, B2, F1, F2). The class, divided in two stages, used different didactic strategies to explain its contents: 1st unit: besides the conventionalapproaches (explanatory class, exercises and laboratory classes), new educative activities were included (research practice in the library  and problem solving classes in the laboratory); 2nd unit: conventional approach alone. In the end of each unit, students were evaluated with a theoretical exam (with objective and subjective questions). It was shown that the arithmetic means of the gradesobtained by the 1st unit students  (B1=9,1;  B2=8,8; F1=9,7;  F2=9,5) were greater, in comparison with the 2nd unit ones (B1=7,3;   B2=7,6;  F1=7,6;  F2=8,0). The research and the problem solving classes created multiple interactions opportunities among the group subjects, which may have influenced the results. The total of subjects of each group (B1=60;  B2=34;  F1=50;  F2=35) has also been evaluated, and it was seen that there was no influence of such matter on the obtained results.   Therefore, it may be concluded t hat, the work towards the whole development of the human being demands new didactic approaches and diversification of educationalactivities

Problems and Solutions in the Construction ofa Distance Education Course in Biochemistry

Efficient didactical proposals of a distance education course involve reflective epistemological considerations. This study aimed to promote a critical debate concerning the collective construction of an online environment for apprenticeship. It was applied for Master’s students from PPGBF/UFPE/2010.2, within a curricular discipline. The proposal and the subject matters were defined, available in the online platform Learning Management  System (LMS), entitled “Online Improvement in Biochemistry”. The environment was disclosed, followed by a conversation regarding the difficulties experienced in its construction. There were problems on using the platform tools, however, the problems were solved with the instructions sent by e-mail, and therefore the first deadline time to conclude the course (30 days) had to be extended. The question paper applied to the students, with a scale of 0-10, exposed the grade point average as 7, relating to the lack of difficulty to use the platform; thegrade point average for the material quality was 9, even though the contents werereorganized. Moreover, there were difficulties on the process of collective construction due to the deficiency of interaction between thestudents. In relation tothe applicability of thecourse, the grade point average was 10. It’s important tomention that the construction of a distance learning environment requires communal and shared effort from the participants