CMS muon system performance

This note contains a description of the muon system constructed for the Compact Muon Solenoid experiment at LHC. A description of all three different subdetectors composing the spectrometer (Drift Tube Chambers, Cathode Strip Chambers and Resistive Plate Chambers), their construction and commissioning will be reviewed, together with some results obtained in different campaigns of cosmic data taking

Metacognitive strategies used by foreign language program students in the english learning process as a foreign language

Actualmente, en el campo de la enseñanza y el aprendizaje de un nuevo idioma, encontramos diferentes teorías y metodologías. por esto hoy en día, los nuevos enfoques se centran en el aprendizaje y las necesidades de los estudiantes; porque son una pieza importante e interactiva para lograr el objetivo en dicho proceso. El rol de los estudiantes como agente participativo y activo en el proceso de aprendizaje es relevante, especialmente cuando hacen sus propias reflexiones sobre los conocimientos que están adquiriendo. Es aquí donde aparece la metacognición; ofreciendo una serie de estrategias que permiten a los estudiantes ser conscientes del proceso de aprendizaje que están llevando acabo. La intención de la investigación fue determinar las experiencias de los estudiantes de enseñanza de lenguas extranjeras con respecto al uso de estrategias metacognitivas para mejorar su nivel de inglés. Todo esto, para indagar en torno a las concepciones de los estudiantes sobre esas estrategias en su proceso de aprendizaje del idioma, así como identificar las más comunes utilizadas por los ellos; y así explorar los desafíos de los estudiantes de acuerdo a sus puntos de vista. Para este trabajo, se adoptó la sistematización de experiencias; y se utilizó la entrevista semiestructurada y un recurso interactivo (Google jamboard) como métodos de recolección de información, para acceder a las respuestas de los participantes. Como conclusión, este trabajo permitió identificar que las estrategias metacognitivas más habituales empleadas por los estudiantes son la reflexión, la autorregulación, la autoevaluación, el seguimiento y la planificación. En cuanto a las estrategias mencionadas, inferimos que están estrechamente relacionadas con la experiencia de aplicarlas. En consecuencia, tienen un impacto relevante, considerando que nos atraviesa a todos en diferentes niveles, como estudiantes y también como docentes.Currently, in the field of teaching and learning a new language, we find different theories and methodologies. Nowadays, new approaches are focused on learning and students’ needs because they are an important and interactive piece to achieve the goal in that process. The students' role as a participative and active agent in the learning process is relevant, especially when they make their own reflections about the knowledge that they are acquiring. It is here where the metacognition appears offering a series of strategies that allow students to be conscious about the learning process they are developing. Research intention was to determine foreign language teaching students’ experiences regarding the use of metacognitive strategies to enhance their English language level. All this, to inquire around the students' conceptions about metacognitive strategies in their language learning process, also, identify the most common metacognitive strategies used by them, and explore the students' challenges according to their views. For this work, we adopted the systematization of experience and utilized the semi-structured interview and an interactive resource (Google jamboard) to access the participant answers for the data collection. As a conclusion, this paper allows us to highlight the most common metacognitive strategies employed by the students like reflection, self-regulation, self-assessment, monitoring, and planning. Regarding the aforementioned strategies, we infer they are closely related to the experience of applying them. Consequently, they have a relevant impact, in consideration that they permeate all of us at different levels, as students, and also as teachers

Metacognitive strategies used by foreign language program students in the english learning process as a foreign language

Actualmente, en el campo de la enseñanza y el aprendizaje de un nuevo idioma, encontramos diferentes teorías y metodologías. por esto hoy en día, los nuevos enfoques se centran en el aprendizaje y las necesidades de los estudiantes; porque son una pieza importante e interactiva para lograr el objetivo en dicho proceso. El rol de los estudiantes como agente participativo y activo en el proceso de aprendizaje es relevante, especialmente cuando hacen sus propias reflexiones sobre los conocimientos que están adquiriendo. Es aquí donde aparece la metacognición; ofreciendo una serie de estrategias que permiten a los estudiantes ser conscientes del proceso de aprendizaje que están llevando acabo. La intención de la investigación fue determinar las experiencias de los estudiantes de enseñanza de lenguas extranjeras con respecto al uso de estrategias metacognitivas para mejorar su nivel de inglés. Todo esto, para indagar en torno a las concepciones de los estudiantes sobre esas estrategias en su proceso de aprendizaje del idioma, así como identificar las más comunes utilizadas por los ellos; y así explorar los desafíos de los estudiantes de acuerdo a sus puntos de vista. Para este trabajo, se adoptó la sistematización de experiencias; y se utilizó la entrevista semiestructurada y un recurso interactivo (Google jamboard) como métodos de recolección de información, para acceder a las respuestas de los participantes. Como conclusión, este trabajo permitió identificar que las estrategias metacognitivas más habituales empleadas por los estudiantes son la reflexión, la autorregulación, la autoevaluación, el seguimiento y la planificación. En cuanto a las estrategias mencionadas, inferimos que están estrechamente relacionadas con la experiencia de aplicarlas. En consecuencia, tienen un impacto relevante, considerando que nos atraviesa a todos en diferentes niveles, como estudiantes y también como docentes.Currently, in the field of teaching and learning a new language, we find different theories and methodologies. Nowadays, new approaches are focused on learning and students’ needs because they are an important and interactive piece to achieve the goal in that process. The students' role as a participative and active agent in the learning process is relevant, especially when they make their own reflections about the knowledge that they are acquiring. It is here where the metacognition appears offering a series of strategies that allow students to be conscious about the learning process they are developing. Research intention was to determine foreign language teaching students’ experiences regarding the use of metacognitive strategies to enhance their English language level. All this, to inquire around the students' conceptions about metacognitive strategies in their language learning process, also, identify the most common metacognitive strategies used by them, and explore the students' challenges according to their views. For this work, we adopted the systematization of experience and utilized the semi-structured interview and an interactive resource (Google jamboard) to access the participant answers for the data collection. As a conclusion, this paper allows us to highlight the most common metacognitive strategies employed by the students like reflection, self-regulation, self-assessment, monitoring, and planning. Regarding the aforementioned strategies, we infer they are closely related to the experience of applying them. Consequently, they have a relevant impact, in consideration that they permeate all of us at different levels, as students, and also as teachers

High prevalence of S. Stercoralis infection among patients with Chagas disease: A retrospective case-control study

Background: We evaluate the association between Trypanosoma cruzi infection and strongyloidiasis in a cohort of Latin American (LA) migrants screened for both infections in a non-endemic setting. Methodology: Case-control study including LA individuals who were systematically screened for T. cruzi infection and strongyloidiasis between January 2013 and April 2015. Individuals were included as cases if they had a positive serological result for Strongyloides stercoralis. Controls were randomly selected from the cohort of individuals screened for T. cruzi infection that tested negative for S. stercoralis serology. The association between T. cruzi infection and strongyloidiasis was evaluated by logistic regression models. Principal findings: During the study period, 361 individuals were screened for both infections. 52 (14.4%) individuals had a positive serological result for strongyloidiasis (cases) and 104 participants with negative results were randomly selected as controls. 76 (48.7%) indiviuals had a positive serological result for T. cruzi. Factors associated with a positive T. cruzi serology were Bolivian origin (94.7% vs 78.7%; p = 0.003), coming from a rural area (90.8% vs 68.7%; p = 0.001), having lived in an adobe house (88.2% vs 70%; p = 0.006) and a referred contact with triatomine bugs (86.7% vs 63.3%; p = 0.001). There were more patients with a positive S. stercoralis serology among those who were infected with T. cruzi (42.1% vs 25%; p = 0.023). Epidemiological variables were not associated with a positive strongyloidiasis serology. T. cruzi infection was more frequent among those with strongyloidiasis (61.5% vs 42.3%; p = 0.023). In multivariate analysis, T. cruzi infection was associated with a two-fold increase in the odds of strongyloidiasis (OR 2.23; 95% CI 1.07-4.64; p = 0.030). Conclusions: T. cruzi infection was associated with strongyloidiasis in LA migrants attending a tropical diseases unit even after adjusting for epidemiological variables. These findings should encourage physicians in non-endemic settings to implement a systematic screening for both infections in LA individuals

Factors associated with the development of septic shock in patients with candidemia: a post hoc analysis from two prospective cohorts

Background: Almost one third of the patients with candidemia develop septic shock. The understanding why some patients do and others do not develop septic shock is very limited. The objective of this study was to identify variables associated with septic shock development in a large population of patients with candidemia. Methods: A post hoc analysis was performed on two prospective, multicenter cohort of patients with candidemia from 12 hospitals in Spain and Italy. All episodes occurring from September 2016 to February 2018 were analyzed to assess variables associated with septic shock development defined according to The Third International Consensus Definition for Sepsis and Septic Shock (Sepsis-3). Results: Of 317 candidemic patients, 99 (31.2%) presented septic shock attributable to candidemia. Multivariate logistic regression analysis identifies the following factors associated with septic shock development: age > 50 years (OR 2.57, 95% CI 1.03–6.41, p = 0.04), abdominal source of the infection (OR 2.18, 95% CI 1.04–4.55, p = 0.04), and admission to a general ward at the time of candidemia onset (OR 0.21, 95% CI, 0.12–0.44, p = 0.001). Septic shock development was independently associated with a greater risk of 30-day mortality (OR 2.14, 95% CI 1.08–4.24, p = 0.02). Conclusions: Age and abdominal source of the infection are the most important factors significantly associated with the development of septic shock in patients with candidemia. Our findings suggest that host factors and source of the infection may be more important for development of septic shock than intrinsic virulence factors of organisms

Immunogenetic characterization of clonal plasma cells in systemic light-chain amyloidosis

This study was supported by the Centro de Investigación Biomédica en Red—Área de Oncología—del Instituto de Salud Carlos III (CIBERONC; CB16/12/00369; and CB16/12/00489), Instituto de Salud Carlos III/Subdirección General de Investigación Sanitaria (FIS No. PI13/02196), Asociación Española Contra el Cáncer (GCB120981SAN and the Accelerator Award), CRIS against Cancer foundation grant 2014/0120, and the Black Swan Research Initiative of the International Myeloma Foundation.Peer reviewe

Azimuthal anisotropy of charged particles at high transverse momenta in PbPb collisions at sqrt(s[NN]) = 2.76 TeV

The azimuthal anisotropy of charged particles in PbPb collisions at nucleon-nucleon center-of-mass energy of 2.76 TeV is measured with the CMS detector at the LHC over an extended transverse momentum (pt) range up to approximately 60 GeV. The data cover both the low-pt region associated with hydrodynamic flow phenomena and the high-pt region where the anisotropies may reflect the path-length dependence of parton energy loss in the created medium. The anisotropy parameter (v2) of the particles is extracted by correlating charged tracks with respect to the event-plane reconstructed by using the energy deposited in forward-angle calorimeters. For the six bins of collision centrality studied, spanning the range of 0-60% most-central events, the observed v2 values are found to first increase with pt, reaching a maximum around pt = 3 GeV, and then to gradually decrease to almost zero, with the decline persisting up to at least pt = 40 GeV over the full centrality range measured.Comment: Replaced with published version. Added journal reference and DO

Search for the standard model Higgs boson in the H to ZZ to 2l 2nu channel in pp collisions at sqrt(s) = 7 TeV

A search for the standard model Higgs boson in the H to ZZ to 2l 2nu decay channel, where l = e or mu, in pp collisions at a center-of-mass energy of 7 TeV is presented. The data were collected at the LHC, with the CMS detector, and correspond to an integrated luminosity of 4.6 inverse femtobarns. No significant excess is observed above the background expectation, and upper limits are set on the Higgs boson production cross section. The presence of the standard model Higgs boson with a mass in the 270-440 GeV range is excluded at 95% confidence level.Comment: Submitted to JHE