Use of W-Boson Longitudinal-Transverse Interference in Top Quark Spin-Correlation Functions: II

This continuation of the derivation of general beam-referenced stage-two spin-correlation functions is for the analysis of top-antitop pair-production at the Tevatron and at the Large Hadron Collider. Both the gluon-production and the quark-production contributions are included for the charged-lepton-plus-jets reaction p p or p bar{p} --> t bar{t} --> (W^+ b)(W^- bar{b}) --> (l^{+} nu b)(W^- bar{b}). There is a simple 4-angle beam-referenced spin-correlation function for determination of the relative sign of, or for measurement of a possible non-trivial phase between the two dominant helicity amplitudes for t --> W^{+} b decay. There is an analogous function and tests for bar{t} --> W^{-} bar{b} decay. This signature requires use of the (t bar{t}) c.m.-energy of the hadronically decaying W-boson, or the kinematically equivalent cosine of the polar-angle of W-boson emission in the anti-top (top) decay frame. Spinors and their outer-products are constructed so that the helicity-amplitude phase convention of Jacob & Wick can be used throughout for the fixing of the signs associated with this large W-boson longitudinal-transverse interference effect.Comment: Continuation of hep-ph/0506240 to include gluon-production contribution; 3 "postscript" figures. Equation numbers as in published-on-line EPJ

Adjusting the cation and anion nature in ionic liquids used for the growth control of nanoparticles of organic conductors

Ionic liquids are used for controlling the growth of organic conductors as nanoparticles. We review the conditions of preparation of nanoparticles of conductors derived from tetrathiafulvalene (TTF), tetramethyltetraselenafulvalene (TMTSF) and bis-ethylenedithiotetrathiafulvalene (BEDT-TTF). They are prepared by electrocrystallization using an ionic liquid supporting electrolyte in which the cation plays the role of growth controller and the anion enters the composition of the expected organic conductor. Stable suspensions of nanoparticles are obtained in one case, a valuable characteristic for potential applications in electronic devices

Ability-Based Design: Concept, Principles and Examples

Current approaches to accessible computing share a common goal of making technology accessible to users with disabilities. Perhaps because of this goal, they may also share a tendency to centralize disability rather than ability. We present a refinement to these approaches called ability-based design that consists of focusing on ability throughout the design process in an effort to create systems that leverage the full range of human potential. Just as user-centered design shifted the focus of interactive system design from systems to users, ability-based design attempts to shift the focus of accessible design from disability to ability. Although prior approaches to accessible computing may consider users’ abilities to some extent, ability-based design makes ability its central focus. We offer seven ability-based design principles and describe the projects that inspired their formulation. We also present a research agenda for ability-based design.Engineering and Applied Science

Can You Recognize an Effective Teacher When You Recruit One?

Research on the relationship between teachers' characteristics and teacher effectiveness has been underway for over a century, yet little progress has been made in linking teacher quality with factors observable at the time of hire. However, most research has examined a relatively small set of characteristics that are collected by school administrators in order to satisfy legal requirements and set salaries. To extend this literature, we administered an in-depth survey to new math teachers in New York City and collected information on a number of non-traditional predictors of effectiveness including teaching specific content knowledge, cognitive ability, personality traits, feelings of self-efficacy, and scores on a commercially available teacher selection instrument. Individually, we find that only a few of these predictors have statistically significant relationships with student and teacher outcomes. However, when all of these variables are combined into two primary factors summarizing cognitive and non-cognitive teacher skills, we find that both factors have a modest and statistically significant relationship with student and teacher outcomes, particularly with student test scores. These results suggest that, while there may be no single factor that can predict success in teaching, using a broad set of measures can help schools improve the quality of their teachers.