A Study for a Tracking Trigger at First Level for CMS at SLHC

It is expected that the LHC accelerator and experiments will undergo a luminosity upgrade which will commence after several years of running. This part of the LHC operations is referred to as Super-LHC (SLHC) and is expected to provide beams of an order of magnitude larger luminosity (1035cm-2sec-1) than the current design. Preliminary results are presented from a feasibility study for a First Level Tracking Trigger for CMS at the SLHC using the data of the inner tracking detector. As a model for these studies the current CMS pixel detector with the same pixel size and radial distances from the beam has been used. Monte Carlo studies have been performed using the full CMS simulation package (OSCAR) and the occupancy of such a detector at SLHC beam conditions has been calculated. The design of an electron trigger which uses both the calorimeter energy depositions and the pixel data to identify isolated electrons and photons has been investigated. Results on the tracker occupancy and the electron trigger performance are presentedComment: Presented at LECC, Heidelberg 200

Coal-rock interface detector

A coal-rock interface detector is presented which employs a radioactive source and radiation sensor. The source and sensor are separately and independently suspended and positioned against a mine surface of hydraulic pistons, which are biased from an air cushioned source of pressurized hydraulic fluid

Sanctions for E-Discovery Violations: By the Numbers

This Article reviews our comprehensive survey of written opinions from cases in federal courts prior to January 1, 2010, involving motions for sanctions relating to the discovery of electronically stored information (ESI) We analyzed each case for various factors, including date, court, type of case, sanctioning authority, sanctioned party, sanctioned misconduct, sanction type, sanctions to counsel, if any, and the protections provided from sanctions by Federal Rule of Civil Procedure 37(e) The survey identified 401 sanction cases and 230 sanction awards and showed that sanction motions and awards have increased over time, particularly in the last five years Sanctions against counsel are rare but are also increasing Sanction motions have been filed in all types of cases and in courts across the country Failure to produce ESI is the most common basis for sanctions Courts have used a variety of different rules, statutes, and powers to sanction parties for e-disco very violations, including Rule 37 and the inherent power of the court, and courts impose many different sanction types on e-discovery violators, including the severe sanctions of dismissal, default Judgment, adverse jury instructions, and sizeable monetary awards Rule 37(e) has not provided broad protection from such sanction

Sanctions for E-Discovery Violations: By the Numbers

This Article reviews our comprehensive survey of written opinions from cases in federal courts prior to January 1, 2010, involving motions for sanctions relating to the discovery of electronically stored information (ESI) We analyzed each case for various factors, including date, court, type of case, sanctioning authority, sanctioned party, sanctioned misconduct, sanction type, sanctions to counsel, if any, and the protections provided from sanctions by Federal Rule of Civil Procedure 37(e) The survey identified 401 sanction cases and 230 sanction awards and showed that sanction motions and awards have increased over time, particularly in the last five years Sanctions against counsel are rare but are also increasing Sanction motions have been filed in all types of cases and in courts across the country Failure to produce ESI is the most common basis for sanctions Courts have used a variety of different rules, statutes, and powers to sanction parties for e-disco very violations, including Rule 37 and the inherent power of the court, and courts impose many different sanction types on e-discovery violators, including the severe sanctions of dismissal, default Judgment, adverse jury instructions, and sizeable monetary awards Rule 37(e) has not provided broad protection from such sanction

Convict Criminology and the Struggle for Inclusion

Convict Criminology (CC) began in the early 1990s as a reaction to the then current state of academic criminology that did not adequately reflect the voices of convicted felons. Since its beginnings, CC has attempted to draw attention to a range of problems created by the criminal justice apparatus and defenders of the status quo. Dr. Joanne Belknap’s 2014 ASC presidential address and subsequent article presented an argument that stressed the importance of activism to be considered as part of criminological research. In the process, she reviewed her career and then criticized the field of Critical Criminology, in particular Convict Criminology. The article, however, ignored the numerous efforts that CC has engaged in to build an inclusive group school, movement, organization and network that includes the diverse voices of Ph.D. educated convicts and excons, and overall reflected a superficial understanding of the history and intent of Convict Criminology. This article attempts to explain the shortcomings of Belknap’s article and clarifies misunderstandings

Attitudes toward and utilization of cognitive skill development among agricultural education faculty in the United States

The study\u27s objectives were to determine the attitudes of agricultural education professors toward cognitive skill development and the frequency in which they use cognitive skill development techniques within their college classes. Sources of course goals were also prioritized and demographic data were collected;The study\u27s population was 319 agricultural education faculty from which a random sample of 176 was drawn. There was a 78.9 percent response rate;A four-part questionnaire was used with validity established through the literature and a faculty review panel. The Certainty Method of Response was used to measure both attitude and utilization with reliabilities of 0.73 and 0.78, respectively. Five goal sources were prioritized. Demographic variables included: responsibility areas, level of teaching responsibility, percentage of budgeted time for teaching, research administration, and other, professional rank, courses taught, specialization areas, average class size, class homogeneity, years of college and high school teaching. A composite score was computed for both the attitude and utilization responses with item analysis also included. Descriptive and inferential statistics were used in data analysis;Major findings were: (1) Agricultural education professors held a positive attitude toward cognitive skill development with those teaching primarily at the graduate level having a higher attitude score than those primarily teaching at the undergraduate level. (2) Agricultural education professors were also frequently using cognitive skill development techniques within their classes, with professors teaching mainly at the graduate level using the techniques more frequently than those mainly teaching at the undergraduate level. (3) Higher attitude and use scores existed among professors who specialized and/or taught in the following areas as opposed to those who did not: supervision and administration, teaching methods, guidance, program planning, and curriculum. (4) When setting course goals, professors gave prime consideration to technical competencies and skills. They were least concerned about societal needs

Impressions from the wild : a thematic analysis of adolescents' experience on Project K's Wilderness Adventure : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Wellington, New Zealand

Positive youth development (PYD) programmes empower adolescents by developing youth resources and strengths in order to meet their significant potential. Project K is a PYD programme developed and implemented by the Graeme Dingle Foundation in participating high schools around Aotearoa New Zealand. Year 10 students (age 14-15 years) are selected based on low self-efficacy scores relative to their year group. Low self-efficacy indicates that these students will benefit from the PYD opportunities Project K provides. The first of the three phases of Project K is the Wilderness Adventure, a 17-day wilderness experience which provides participants with first-hand mastery experiences in a novel and challenging outdoor environment. In groups of 12, adolescents take an active role in leading the group to complete kayaking, mountain biking, and hiking expeditions. This research explored the perspectives of 23 Project K participants on their Wilderness Adventure experience. Thematic analysis of eight focus group discussions identified two superordinate themes of challenges and outcomes, with three subordinate themes pertaining to each. The three challenge themes were outside comfort zone, real consequences, and interpersonal challenges. The outcome themes were mastery, attitude, and interpersonal skills. This study informs PYD programmes, particularly involving wilderness interventions, by communicating the experience of adolescent participants, and the challenges and outcomes that were perceived to be meaningful for them

To speak or not to speak: The implications of silence in Shakespeare\u27s Hamlet

This thesis explores the function and importance of silence throughout William Shakespeare\u27s play Hamlet. Along with analysis of Shakespeare\u27s text, this thesis also reviews and analyzes three film versions of the play: Laurence Olivier\u27s 1948 production, Kenneth Branagh\u27s 1996 production, and Michael Almereyda\u27s 2000 production. All of these showcase various depictions of silence while working with the same Shakespearian text and plotline. Throughout the text and film analyses this thesis explores three areas in which silence plays an important role: refusal to join a conversation, emotional distress rendering someone silent, and societal limitations placed on the individual. This thesis attempts to examine silence in its most natural forms. Throughout this examination, it is the moments without words that aid in the shaping of our understanding of Hamlet

Alien Registration- Jones, Rose-Anna (Lewiston, Androscoggin County)

https://digitalmaine.com/alien_docs/28850/thumbnail.jp