Elliptic flow of charged particles in Pb-Pb collisions at 2.76 TeV

We report the first measurement of charged particle elliptic flow in Pb-Pb collisions at 2.76 TeV with the ALICE detector at the CERN Large Hadron Collider. The measurement is performed in the central pseudorapidity region (|$\eta$|<0.8) and transverse momentum range 0.2< $p_{\rm T}$< 5.0 GeV/$c$. The elliptic flow signal v$_2$, measured using the 4-particle correlation method, averaged over transverse momentum and pseudorapidity is 0.087 $\pm$ 0.002 (stat) $\pm$ 0.004 (syst) in the 40-50% centrality class. The differential elliptic flow v$_2(p_{\rm T})$ reaches a maximum of 0.2 near $p_{\rm T}$ = 3 GeV/$c$. Compared to RHIC Au-Au collisions at 200 GeV, the elliptic flow increases by about 30%. Some hydrodynamic model predictions which include viscous corrections are in agreement with the observed increase.Comment: 10 pages, 4 captioned figures, published version, figures at http://aliceinfo.cern.ch/ArtSubmission/node/389

Teacher Beliefs and Misconceptions Regarding Dual Language Learners in Head Start: An Opportunity for Enhancing Professional Development

Knowing Head Start teachers’ existing beliefs can help to tailor the professional development they receive on topics surrounding DLL development and best practices. Teachers who have access to accurate information that strengthens best practices and dispels their misconceptions related to DLLs may be better equipped to provide a quality preschool experience to DLLs in their classrooms. Twenty-three female teachers working in Head Start preschool centers were interviewed on their beliefs regarding DLLs, their development, and DLLs’ instructional practices. Modified consensual qualitative analysis was completed as an inductive, multi-step analysis process to summarize the beliefs of the participating teachers. Six major themes emerged. These themes included: (1) definition of DLL; (2) value of DLLs’ home culture and language; (3) ease of learning English (4) primary classroom language; (5) home language use in the classroom; (6) language difference versus language delay or disorder. Implications and recommendations for professional development will be discussed