Measurement of ϒ production in pp collisions at √s = 2.76 TeV

The production of ϒ(1S), ϒ(2S) and ϒ(3S) mesons decaying into the dimuon final state is studied with the LHCb detector using a data sample corresponding to an integrated luminosity of 3.3 pb−1 collected in proton–proton collisions at a centre-of-mass energy of √s = 2.76 TeV. The differential production cross-sections times dimuon branching fractions are measured as functions of the ϒ transverse momentum and rapidity, over the ranges pT < 15 GeV/c and 2.0 < y < 4.5. The total cross-sections in this kinematic region, assuming unpolarised production, are measured to be σ (pp → ϒ(1S)X) × B ϒ(1S)→μ+μ− = 1.111 ± 0.043 ± 0.044 nb, σ (pp → ϒ(2S)X) × B ϒ(2S)→μ+μ− = 0.264 ± 0.023 ± 0.011 nb, σ (pp → ϒ(3S)X) × B ϒ(3S)→μ+μ− = 0.159 ± 0.020 ± 0.007 nb, where the first uncertainty is statistical and the second systematic

Variational Monte Carlo Calculations of Energy per Particle Nuclear Matter

In this paper, symmetrical nuclear matter has been investigated. Total, kinetic and potential energies per particle were obtained for nuclear matter by Variational Monte Carlo method. We have observed that the results are in good agreement with those obtained by various authors who used different potentials and techniques

Transport Coefficients of Nuclear Matter at High Temperatures

High temperature coefficients of viscosity and heat conductivity of nuclear matter are calculated on the basis of Chapman-Enskong approximation in the dilute gas limit. It is observed that increasing temperatures produce significant changes in coefficients

Evaluating a Second Language Learning Course Management System

This paper describes the design and evaluation of BRIX, an environment for developing online courses for second language learning. Commercial course management systems fail to meet the specific requirements of second language learning. For this reason, educators at the National Foreign Language Resource Center (NFLRC) of the University of Hawaii have hand-crafted several online language learning systems. However, hand-crafting is too expensive to be sustainable and scaleable. BRIX was developed to address the need for a more generic language learning environment that fulfills language educators' requirements focusing on reading, writing, and listening activities and can easily be customized for different language courses. The design of BRIX is based on pedagogic approaches and theories of teaching and learning second languages used at NFLRC. After describing the design of BRIX, we present an evaluation that compares the use and usability of a Chinese course in BRIX to a previous, hand-crafted version of the same course