3,811 research outputs found

    Fine-Tuning Constraints on Supergravity Models

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    We discuss fine-tuning constraints on supergravity models. The tightest constraints come from the experimental mass limits on two key particles: the lightest CP even Higgs boson and the gluino. We also include the lightest chargino which is relevant when universal gaugino masses are assumed. For each of these particles we show how fine-tuning increases with the experimental mass limit, for four types of supergravity model: minimal supergravity, no-scale supergravity (relaxing the universal gaugino mass assumption), D-brane models and anomaly mediated supersymmetry breaking models. Among these models, the D-brane model is less fine tuned.The experimental propects for an early discovery of Higgs and supersymmetry at LEP and the Tevatron are discussed in this framework.Comment: 17 pages, Latex, including 5 eps figure

    Federal Practice and Procedure

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    Federal Practice and Procedure

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    Mapping KM Methods and Tools across the Pharmaceutical Product Lifecycle

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    Knowledge management is positioned as an enabler of ICH Q10, and the visibility and availability of product and process knowledge across the entire pharmaceutical product lifecycle is vital to the sustained success of an organization and to the effectiveness of an organization’s pharmaceutical quality system as defined by ICH Q10. This paper illustrates where knowledge management has a role to play within each product lifecycle phase. This paper goes on to further define phase-appropriate KM methods and tools to help address these needs and create end-to-end product and process knowledge visibility and availability

    Does Practice-Based Teacher Preparation Increase Student Achievement? Early Evidence from the Boston Teacher Residency

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    The Boston Teacher Residency is an innovative practice-based preparation program in which candidates work alongside a mentor teacher for a year before becoming a teacher of record in Boston Public Schools. We find that BTR graduates are more racially diverse than other BPS novices, more likely to teach math and science, and more likely to remain teaching in the district through year five. Initially, BTR graduates for whom value-added performance data are available are no more effective at raising student test scores than other novice teachers in English language arts and less effective in math. The effectiveness of BTR graduates in math improves rapidly over time, however, such that by their fourth and fifth years they out-perform veteran teachers. Simulations of the program’s overall impact through retention and effectiveness suggest that it is likely to improve student achievement in the district only modestly over the long run.
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