Diseño e Implementación de la Licenciatura en Educación Multigrado en México: Aportes a la Formación Inicial Docente

Desenho e Implementação da Licenciatura em Educação Multisseriada no México: Contribuições para a Formação Inicial de Professores Mais de 40% das escolas primárias do México são multisseriadas, ou seja, há mais turmas do que professores. A literatura e as avaliações elaboradas nos últimos cinco anos no país coincidem em apontar que um dos principais problemas enfrentados pelo multisseriado é a formação inicial dos docentes que atuam nesse tipo de escola. Assim, reconhecendo a necessidade de criar um programa de formação inicial específico para atuar em escolas multisseriadas, a Universidade Pedagógica Nacional formou no final de 2019 uma equipe de acadêmicos e investigadores de várias instituições e entidades do país que trabalharam na concepção de Graduação em Educação Multisseriada. O objetivo deste artigo é socializar o modelo de treinamento e abordagem pedagógica do desenho do programa e sua implementação a partir de agosto de 2022 no Campus San Luis Potosí. Os dados provêm de fontes documentais e da observação do desenvolvimento do programa. O artigo destaca a gestão municipal como parte das ações prioritárias para implementação, a caracterização do grupo de alunos e o trabalho colegiado dos acadêmicos como resultado desta licenciatura, única na América Latina. Palavras-chave: escolas multisseriadas, formação de professores, desenho curricular.   RESUMEN. Más del 40% de las escuelas primarias en México son multigrado, es decir, donde existen más grupos que docentes. La literatura y evaluaciones elaboradas en el último lustro en el país son coincidentes en señalan que uno de los principales que enfrenta el multigrado, es la formación inicial de los actores que laboran en este tipo de escuelas. De ahí que, al reconocerse la necesidad de crear un programa de formación inicial específico para trabajar en escuelas multigrado, a finales del año 2019, la Universidad Pedagógica Nacional conformó un equipo de académicos e investigadores de diversas instituciones y entidades del país que trabajaron en el diseño de la Licenciatura en Educación Multigrado. El propósito de este artículo, es dar cuenta del modelo de formación y enfoque pedagógico del diseño del programa y su implementación a partir de agosto de 2022 en el Campus San Luis Potosí. Los datos provienen de fuentes documentales y de la observación del desarrollo del programa. El artículo destaca la gestión municipal como parte de las acciones prioritarias para la implementación, la caracterización del grupo de estudiantes y el trabajo colegiado de los académicos como resultantes de esta licenciatura, única en Hispanoamérica. Palabras clave: escuelas multigrado, formación docente, diseño curricular.   Design and Implementation of the Degree in Multigrade Education in Mexico: Contributions to Initial Teacher Training                   ABSTRACT. More than 40% of primary schools in Mexico are multigrade, that is, where there are more groups than teachers. The literature and evaluations prepared in the last five years in the country coincide in pointing out that one of the main problems faced by multigrade is the initial training of the actors who work in this type of school. Hence, recognizing the need to create a specific initial training program to work in multigrade schools, at the end of 2019, the National Pedagogical University formed a team of academics and researchers from various institutions and entities in the country who worked on the design of the Degree in Multigrade Education. The purpose of this article is to account for the training model and pedagogical approach of the program design and its implementation as of August 2022 in the San Luis Potosí Campus. The data comes from documentary sources and from the observation of the development of the program. The article highlights municipal management as part of the priority actions for implementation, the characterization of the group of students and the collegiate work of academics as a result of this degree, unique in Latin America. Keywords: multigrade schools, teacher training, curricular design.Desenho e Implementação da Licenciatura em Educação Multisseriada no México: Contribuições para a Formação Inicial de Professores Mais de 40% das escolas primárias do México são multisseriadas, ou seja, há mais turmas do que professores. A literatura e as avaliações elaboradas nos últimos cinco anos no país coincidem em apontar que um dos principais problemas enfrentados pelo multisseriado é a formação inicial dos docentes que atuam nesse tipo de escola. Assim, reconhecendo a necessidade de criar um programa de formação inicial específico para atuar em escolas multisseriadas, a Universidade Pedagógica Nacional formou no final de 2019 uma equipe de acadêmicos e investigadores de várias instituições e entidades do país que trabalharam na concepção de Graduação em Educação Multisseriada. O objetivo deste artigo é socializar o modelo de treinamento e abordagem pedagógica do desenho do programa e sua implementação a partir de agosto de 2022 no Campus San Luis Potosí. Os dados provêm de fontes documentais e da observação do desenvolvimento do programa. O artigo destaca a gestão municipal como parte das ações prioritárias para implementação, a caracterização do grupo de alunos e o trabalho colegiado dos acadêmicos como resultado desta licenciatura, única na América Latina. Palavras-chave: escolas multisseriadas, formação de professores, desenho curricular.   RESUMEN. Más del 40% de las escuelas primarias en México son multigrado, es decir, donde existen más grupos que docentes. La literatura y evaluaciones elaboradas en el último lustro en el país son coincidentes en señalan que uno de los principales que enfrenta el multigrado, es la formación inicial de los actores que laboran en este tipo de escuelas. De ahí que, al reconocerse la necesidad de crear un programa de formación inicial específico para trabajar en escuelas multigrado, a finales del año 2019, la Universidad Pedagógica Nacional conformó un equipo de académicos e investigadores de diversas instituciones y entidades del país que trabajaron en el diseño de la Licenciatura en Educación Multigrado. El propósito de este artículo, es dar cuenta del modelo de formación y enfoque pedagógico del diseño del programa y su implementación a partir de agosto de 2022 en el Campus San Luis Potosí. Los datos provienen de fuentes documentales y de la observación del desarrollo del programa. El artículo destaca la gestión municipal como parte de las acciones prioritarias para la implementación, la caracterización del grupo de estudiantes y el trabajo colegiado de los académicos como resultantes de esta licenciatura, única en Hispanoamérica. Palabras clave: escuelas multigrado, formación docente, diseño curricular.   Design and Implementation of the Degree in Multigrade Education in Mexico: Contributions to Initial Teacher Training                   ABSTRACT. More than 40% of primary schools in Mexico are multigrade, that is, where there are more groups than teachers. The literature and evaluations prepared in the last five years in the country coincide in pointing out that one of the main problems faced by multigrade is the initial training of the actors who work in this type of school. Hence, recognizing the need to create a specific initial training program to work in multigrade schools, at the end of 2019, the National Pedagogical University formed a team of academics and researchers from various institutions and entities in the country who worked on the design of the Degree in Multigrade Education. The purpose of this article is to account for the training model and pedagogical approach of the program design and its implementation as of August 2022 in the San Luis Potosí Campus. The data comes from documentary sources and from the observation of the development of the program. The article highlights municipal management as part of the priority actions for implementation, the characterization of the group of students and the collegiate work of academics as a result of this degree, unique in Latin America. Keywords: multigrade schools, teacher training, curricular design.Desenho e Implementação da Licenciatura em Educação Multisseriada no México: Contribuições para a Formação Inicial de Professores Mais de 40% das escolas primárias do México são multisseriadas, ou seja, há mais turmas do que professores. A literatura e as avaliações elaboradas nos últimos cinco anos no país coincidem em apontar que um dos principais problemas enfrentados pelo multisseriado é a formação inicial dos docentes que atuam nesse tipo de escola. Assim, reconhecendo a necessidade de criar um programa de formação inicial específico para atuar em escolas multisseriadas, a Universidade Pedagógica Nacional formou no final de 2019 uma equipe de acadêmicos e investigadores de várias instituições e entidades do país que trabalharam na concepção de Graduação em Educação Multisseriada. O objetivo deste artigo é socializar o modelo de treinamento e abordagem pedagógica do desenho do programa e sua implementação a partir de agosto de 2022 no Campus San Luis Potosí. Os dados provêm de fontes documentais e da observação do desenvolvimento do programa. O artigo destaca a gestão municipal como parte das ações prioritárias para implementação, a caracterização do grupo de alunos e o trabalho colegiado dos acadêmicos como resultado desta licenciatura, única na América Latina. Palavras-chave: escolas multisseriadas, formação de professores, desenho curricular.   RESUMEN. Más del 40% de las escuelas primarias en México son multigrado, es decir, donde existen más grupos que docentes. La literatura y evaluaciones elaboradas en el último lustro en el país son coincidentes en señalan que uno de los principales que enfrenta el multigrado, es la formación inicial de los actores que laboran en este tipo de escuelas. De ahí que, al reconocerse la necesidad de crear un programa de formación inicial específico para trabajar en escuelas multigrado, a finales del año 2019, la Universidad Pedagógica Nacional conformó un equipo de académicos e investigadores de diversas instituciones y entidades del país que trabajaron en el diseño de la Licenciatura en Educación Multigrado. El propósito de este artículo, es dar cuenta del modelo de formación y enfoque pedagógico del diseño del programa y su implementación a partir de agosto de 2022 en el Campus San Luis Potosí. Los datos provienen de fuentes documentales y de la observación del desarrollo del programa. El artículo destaca la gestión municipal como parte de las acciones prioritarias para la implementación, la caracterización del grupo de estudiantes y el trabajo colegiado de los académicos como resultantes de esta licenciatura, única en Hispanoamérica. Palabras clave: escuelas multigrado, formación docente, diseño curricular.   Design and Implementation of the Degree in Multigrade Education in Mexico: Contributions to Initial Teacher Training                   ABSTRACT. More than 40% of primary schools in Mexico are multigrade, that is, where there are more groups than teachers. The literature and evaluations prepared in the last five years in the country coincide in pointing out that one of the main problems faced by multigrade is the initial training of the actors who work in this type of school. Hence, recognizing the need to create a specific initial training program to work in multigrade schools, at the end of 2019, the National Pedagogical University formed a team of academics and researchers from various institutions and entities in the country who worked on the design of the Degree in Multigrade Education. The purpose of this article is to account for the training model and pedagogical approach of the program design and its implementation as of August 2022 in the San Luis Potosí Campus. The data comes from documentary sources and from the observation of the development of the program. The article highlights municipal management as part of the priority actions for implementation, the characterization of the group of students and the collegiate work of academics as a result of this degree, unique in Latin America. Keywords: multigrade schools, teacher training, curricular design.Desenho e Implementação da Licenciatura em Educação Multisseriada no México: Contribuições para a Formação Inicial de Professores Mais de 40% das escolas primárias do México são multisseriadas, ou seja, há mais turmas do que professores. A literatura e as avaliações elaboradas nos últimos cinco anos no país coincidem em apontar que um dos principais problemas enfrentados pelo multisseriado é a formação inicial dos docentes que atuam nesse tipo de escola. Assim, reconhecendo a necessidade de criar um programa de formação inicial específico para atuar em escolas multisseriadas, a Universidade Pedagógica Nacional formou no final de 2019 uma equipe de acadêmicos e investigadores de várias instituições e entidades do país que trabalharam na concepção de Graduação em Educação Multisseriada. O objetivo deste artigo é socializar o modelo de treinamento e abordagem pedagógica do desenho do programa e sua implementação a partir de agosto de 2022 no Campus San Luis Potosí. Os dados provêm de fontes documentais e da observação do desenvolvimento do programa. O artigo destaca a gestão municipal como parte das ações prioritárias para implementação, a caracterização do grupo de alunos e o trabalho colegiado dos acadêmicos como resultado desta licenciatura, única na América Latina. Palavras-chave: escolas multisseriadas, formação de professores, desenho curricular.   RESUMEN. Más del 40% de las escuelas primarias en México son multigrado, es decir, donde existen más grupos que docentes. La literatura y evaluaciones elaboradas en el último lustro en el país son coincidentes en señalan que uno de los principales que enfrenta el multigrado, es la formación inicial de los actores que laboran en este tipo de escuelas. De ahí que, al reconocerse la necesidad de crear un programa de formación inicial específico para trabajar en escuelas multigrado, a finales del año 2019, la Universidad Pedagógica Nacional conformó un equipo de académicos e investigadores de diversas instituciones y entidades del país que trabajaron en el diseño de la Licenciatura en Educación Multigrado. El propósito de este artículo, es dar cuenta del modelo de formación y enfoque pedagógico del diseño del programa y su implementación a partir de agosto de 2022 en el Campus San Luis Potosí. Los datos provienen de fuentes documentales y de la observación del desarrollo del programa. El artículo destaca la gestión municipal como parte de las acciones prioritarias para la implementación, la caracterización del grupo de estudiantes y el trabajo colegiado de los académicos como resultantes de esta licenciatura, única en Hispanoamérica. Palabras clave: escuelas multigrado, formación docente, diseño curricular.   Design and Implementation of the Degree in Multigrade Education in Mexico: Contributions to Initial Teacher Training                   ABSTRACT. More than 40% of primary schools in Mexico are multigrade, that is, where there are more groups than teachers. The literature and evaluations prepared in the last five years in the country coincide in pointing out that one of the main problems faced by multigrade is the initial training of the actors who work in this type of school. Hence, recognizing the need to create a specific initial training program to work in multigrade schools, at the end of 2019, the National Pedagogical University formed a team of academics and researchers from various institutions and entities in the country who worked on the design of the Degree in Multigrade Education. The purpose of this article is to account for the training model and pedagogical approach of the program design and its implementation as of August 2022 in the San Luis Potosí Campus. The data comes from documentary sources and from the observation of the development of the program. The article highlights municipal management as part of the priority actions for implementation, the characterization of the group of students and the collegiate work of academics as a result of this degree, unique in Latin America. Keywords: multigrade schools, teacher training, curricular design.Desenho e Implementação da Licenciatura em Educação Multisseriada no México: Contribuições para a Formação Inicial de Professores Mais de 40% das escolas primárias do México são multisseriadas, ou seja, há mais turmas do que professores. A literatura e as avaliações elaboradas nos últimos cinco anos no país coincidem em apontar que um dos principais problemas enfrentados pelo multisseriado é a formação inicial dos docentes que atuam nesse tipo de escola. Assim, reconhecendo a necessidade de criar um programa de formação inicial específico para atuar em escolas multisseriadas, a Universidade Pedagógica Nacional formou no final de 2019 uma equipe de acadêmicos e investigadores de várias instituições e entidades do país que trabalharam na concepção de Graduação em Educação Multisseriada. O objetivo deste artigo é socializar o modelo de treinamento e abordagem pedagógica do desenho do programa e sua implementação a partir de agosto de 2022 no Campus San Luis Potosí. Os dados provêm de fontes documentais e da observação do desenvolvimento do programa. O artigo destaca a gestão municipal como parte das ações prioritárias para implementação, a caracterização do grupo de alunos e o trabalho colegiado dos acadêmicos como resultado desta licenciatura, única na América Latina. Palavras-chave: escolas multisseriadas, formação de professores, desenho curricular.   RESUMEN. Más del 40% de las escuelas primarias en México son multigrado, es decir, donde existen más grupos que docentes. La literatura y evaluaciones elaboradas en el último lustro en el país son coincidentes en señalan que uno de los principales que enfrenta el multigrado, es la formación inicial de los actores que laboran en este tipo de escuelas. De ahí que, al reconocerse la necesidad de crear un programa de formación inicial específico para trabajar en escuelas multigrado, a finales del año 2019, la Universidad Pedagógica Nacional conformó un equipo de académicos e investigadores de diversas instituciones y entidades del país que trabajaron en el diseño de la Licenciatura en Educación Multigrado. El propósito de este artículo, es dar cuenta del modelo de formación y enfoque pedagógico del diseño del programa y su implementación a partir de agosto de 2022 en el Campus San Luis Potosí. Los datos provienen de fuentes documentales y de la observación del desarrollo del programa. El artículo destaca la gestión municipal como parte de las acciones prioritarias para la implementación, la caracterización del grupo de estudiantes y el trabajo colegiado de los académicos como resultantes de esta licenciatura, única en Hispanoamérica. Palabras clave: escuelas multigrado, formación docente, diseño curricular.   Design and Implementation of the Degree in Multigrade Education in Mexico: Contributions to Initial Teacher Training                   ABSTRACT. More than 40% of primary schools in Mexico are multigrade, that is, where there are more groups than teachers. The literature and evaluations prepared in the last five years in the country coincide in pointing out that one of the main problems faced by multigrade is the initial training of the actors who work in this type of school. Hence, recognizing the need to create a specific initial training program to work in multigrade schools, at the end of 2019, the National Pedagogical University formed a team of academics and researchers from various institutions and entities in the country who worked on the design of the Degree in Multigrade Education. The purpose of this article is to account for the training model and pedagogical approach of the program design and its implementation as of August 2022 in the San Luis Potosí Campus. The data comes from documentary sources and from the observation of the development of the program. The article highlights municipal management as part of the priority actions for implementation, the characterization of the group of students and the collegiate work of academics as a result of this degree, unique in Latin America. Keywords: multigrade schools, teacher training, curricular design

Using clustering techniques for intelligent camera-based user interfaces

The area of Human-Machine Interface is growing fast due to its high importance in all technological systems. The basic idea behind designing human-machine interfaces is to enrich the communication with the technology in a natural and easy way. Gesture interfaces are a good example of transparent interfaces. Such interfaces must identify properly the action the user wants to perform, so the proper gesture recognition is of the highest importance. However, most of the systems based on gesture recognition use complex methods requiring high-resource devices. In this work, we propose to model gestures capturing their temporal properties, which significantly reduce storage requirements, and use clustering techniques, namely self-organizing maps and unsupervised genetic algorithm, for their classification. We further propose to train a certain number of algorithms with different parameters and combine their decision using majority voting in order to decrease the false positive rate. The main advantage of the approach is its simplicity, which enables the implementation using devices with limited resources, and therefore low cost. The testing results demonstrate its high potential

Bio-inspired enhancement of reputation systems for intelligent environments

Providing security to the emerging field of ambient intelligence will be difficult if we rely only on existing techniques, given their dynamic and heterogeneous nature. Moreover, security demands of these systems are expected to grow, as many applications will require accurate context modeling. In this work we propose an enhancement to the reputation systems traditionally deployed for securing these systems. Different anomaly detectors are combined using the immunological paradigm to optimize reputation system performance in response to evolving security requirements. As an example, the experiments show how a combination of detectors based on unsupervised techniques (self-organizing maps and genetic algorithms) can help to significantly reduce the global response time of the reputation system. The proposed solution offers many benefits: scalability, fast response to adversarial activities, ability to detect unknown attacks, high adaptability, and high ability in detecting and confining attacks. For these reasons, we believe that our solution is capable of coping with the dynamism of ambient intelligence systems and the growing requirements of security demands

Autosomal dominant polycystic kidney disease in young adults

Background The clinical manifestations of autosomal dominant polycystic kidney disease (ADPKD) usually appear in adulthood, however pediatric series report a high morbidity. The objective of the study was to analyze the clinical characteristics of ADPKD in young adults. Methods Family history, hypertension, albuminuria, estimated glomerular filtration rate (eGFR) and imaging tests were examined in 346 young adults (18-30 years old) out of 2521 patients in the Spanish ADPKD registry (REPQRAD). A literature review searched for reports on hypertension in series with more than 50 young (age <30 years) ADPKD patients. Results The mean age of this young adult cohort was 25.24 (SD 3.72) years. The mean age at diagnosis of hypertension was 21.15 (SD 4.62) years, while in the overall REPQRAD population was aged 37.6 years. The prevalence of hypertension was 28.03% and increased with age (18-24 years, 16.8%; 25-30 years, 36.8%). Although prevalence was lower in women than in men, the age at onset of hypertension (21 years) was similar in both sexes. Mean eGFR was 108 (SD 21) mL/min/1.73 m(2), 38.0% had liver cysts and 3.45% of those studied had intracranial aneurysms. In multivariate analyses, hematuria episodes and kidney length were independent predictors of hypertension (area under the curve 0.75). The prevalence of hypertension in 22 pediatric cohorts was 20%-40%, but no literature reports on hypertension in young ADPKD adults were found. Conclusions Young adults present non-negligible ADPKD-related morbidity. This supports the need for a thorough assessment of young adults at risk of ADPKD that allows early diagnosis and treatment of hypertension. Lay Summary Impairment of renal function usually develops from the fourth decade of life in autosomal dominant polycystic kidney disease (ADPKD). However, hypertension precedes the onset of renal insufficiency. In published pediatric series, the prevalence of hypertension is 20%-40%. However, clinical information on young adults with ADPKD is scarce. We present the largest cohort of young adults (age 18-30 years) with ADPKD published to date. Prevalence of hypertension is 28% and increases with age, reaching 36.8% in the subgroup aged 25-30 years, despite normal glomerular filtration rate and albuminuria. The prevalence of hypertension is higher in males, but the mean age at diagnosis (21 years) was similar in both sexes. Young adults present non-negligible ADPKD-related morbidity. This supports the need for a thorough assessment that allows early diagnosis and treatment of hypertension, before decline of estimated glomerular filtration rate. Ambulatory blood pressure monitoring may be especially useful in this regard.11 página

Clonal chromosomal mosaicism and loss of chromosome Y in elderly men increase vulnerability for SARS-CoV-2

The pandemic caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2, COVID-19) had an estimated overall case fatality ratio of 1.38% (pre-vaccination), being 53% higher in males and increasing exponentially with age. Among 9578 individuals diagnosed with COVID-19 in the SCOURGE study, we found 133 cases (1.42%) with detectable clonal mosaicism for chromosome alterations (mCA) and 226 males (5.08%) with acquired loss of chromosome Y (LOY). Individuals with clonal mosaic events (mCA and/or LOY) showed a 54% increase in the risk of COVID-19 lethality. LOY is associated with transcriptomic biomarkers of immune dysfunction, pro-coagulation activity and cardiovascular risk. Interferon-induced genes involved in the initial immune response to SARS-CoV-2 are also down-regulated in LOY. Thus, mCA and LOY underlie at least part of the sex-biased severity and mortality of COVID-19 in aging patients. Given its potential therapeutic and prognostic relevance, evaluation of clonal mosaicism should be implemented as biomarker of COVID-19 severity in elderly people. Among 9578 individuals diagnosed with COVID-19 in the SCOURGE study, individuals with clonal mosaic events (clonal mosaicism for chromosome alterations and/or loss of chromosome Y) showed an increased risk of COVID-19 lethality

Measurement of B-c(2S)(+) and B-c*(2S)(+) cross section ratios in proton-proton collisions at root s=13 TeV

Peer reviewe

Combined searches for the production of supersymmetric top quark partners in proton-proton collisions at root s=13 TeV

A combination of searches for top squark pair production using proton-proton collision data at a center-of-mass energy of 13 TeV at the CERN LHC, corresponding to an integrated luminosity of 137 fb(-1) collected by the CMS experiment, is presented. Signatures with at least 2 jets and large missing transverse momentum are categorized into events with 0, 1, or 2 leptons. New results for regions of parameter space where the kinematical properties of top squark pair production and top quark pair production are very similar are presented. Depending on themodel, the combined result excludes a top squarkmass up to 1325 GeV for amassless neutralino, and a neutralinomass up to 700 GeV for a top squarkmass of 1150 GeV. Top squarks with masses from 145 to 295 GeV, for neutralino masses from 0 to 100 GeV, with a mass difference between the top squark and the neutralino in a window of 30 GeV around the mass of the top quark, are excluded for the first time with CMS data. The results of theses searches are also interpreted in an alternative signal model of dark matter production via a spin-0 mediator in association with a top quark pair. Upper limits are set on the cross section for mediator particle masses of up to 420 GeV

Development and validation of HERWIG 7 tunes from CMS underlying-event measurements

This paper presents new sets of parameters (“tunes”) for the underlying-event model of the HERWIG7 event generator. These parameters control the description of multiple-parton interactions (MPI) and colour reconnection in HERWIG7, and are obtained from a fit to minimum-bias data collected by the CMS experiment at s=0.9, 7, and 13Te. The tunes are based on the NNPDF 3.1 next-to-next-to-leading-order parton distribution function (PDF) set for the parton shower, and either a leading-order or next-to-next-to-leading-order PDF set for the simulation of MPI and the beam remnants. Predictions utilizing the tunes are produced for event shape observables in electron-positron collisions, and for minimum-bias, inclusive jet, top quark pair, and Z and W boson events in proton-proton collisions, and are compared with data. Each of the new tunes describes the data at a reasonable level, and the tunes using a leading-order PDF for the simulation of MPI provide the best description of the dat

MUSiC : a model-unspecific search for new physics in proton-proton collisions at root s=13TeV

Results of the Model Unspecific Search in CMS (MUSiC), using proton-proton collision data recorded at the LHC at a centre-of-mass energy of 13 TeV, corresponding to an integrated luminosity of 35.9 fb(-1), are presented. The MUSiC analysis searches for anomalies that could be signatures of physics beyond the standard model. The analysis is based on the comparison of observed data with the standard model prediction, as determined from simulation, in several hundred final states and multiple kinematic distributions. Events containing at least one electron or muon are classified based on their final state topology, and an automated search algorithm surveys the observed data for deviations from the prediction. The sensitivity of the search is validated using multiple methods. No significant deviations from the predictions have been observed. For a wide range of final state topologies, agreement is found between the data and the standard model simulation. This analysis complements dedicated search analyses by significantly expanding the range of final states covered using a model independent approach with the largest data set to date to probe phase space regions beyond the reach of previous general searches.Peer reviewe

Measurement of prompt open-charm production cross sections in proton-proton collisions at root s=13 TeV

The production cross sections for prompt open-charm mesons in proton-proton collisions at a center-of-mass energy of 13TeV are reported. The measurement is performed using a data sample collected by the CMS experiment corresponding to an integrated luminosity of 29 nb(-1). The differential production cross sections of the D*(+/-), D-+/-, and D-0 ((D) over bar (0)) mesons are presented in ranges of transverse momentum and pseudorapidity 4 < p(T) < 100 GeV and vertical bar eta vertical bar < 2.1, respectively. The results are compared to several theoretical calculations and to previous measurements.Peer reviewe