Return of the Volcano: PHENIX Azimuthal Correlations 62.4 GeV Au+Au

As in previous analyses at sqrt(s_NN) 200 GeV, correlations in azimuthal angles between inclusive charge particles at intermediate transverse momentum (p_T = 1.0-4.0) GeV/c are studied at sqrt(s_NN) 62.4 GeV. The jet correlations reveal similar modification as in 200 GeV. Specifically large modification, including the "volcano" or "cone" structure, persists in the awayside correlation.Comment: POSTER Proceedings for Quark Matter 2005 Conference in Hungarian Journal Acta Phys Hun

Quasiparticle scattering by quantum phase slips in one-dimensional superfluids

Quantum phase slips (QPS) in narrow superfluid channels generate momentum by unwinding the supercurrent. In a uniform Bose gas, this momentum needs to be absorbed by quasiparticles (phonons). We show that this requirement results in an additional exponential suppression of the QPS rate (compared to the rate of QPS induced by a sharply localized perturbation). In BCS-paired fluids, momentum can be transferred to fermionic quasiparticles, and we find an interesting interplay between quasiparticle scattering on QPS and on disorder.Comment: 4 pages, revtex, no figures; to be published in Phys. Rev. Letter

An investigation of the temperature dependency of the relative population inversion and the gain in EDFAs by the modified rate equations

The dependence of the relative population inversion in Er3+-doped fiber amplifiers (EDFAs) upon temperature and cross sections, taking into account the amplified spontaneous emission (ASE), are investigated theoretically by the modified rate equation model for 980 nm and 1470 nm pumping conditions. For the temperature range from 0 to +50 oC and at the different signal wavelengths, the temperature and cross section dependent gain characteristics with respect to pump powers are also examined in detail for the both conditions. As a consequence, the dependence of the performance of EDFAs on temperature for 980 nm pumping is weaker than that for 1470 nm pumping, not only at room temperature but also at the temperature range of 0 to +50 oC. However, the performance of EDFAs is more efficient at the pumping wavelength of 1470 nm than that of 980 nm for a wide range of temperature and high-pump powers. The results of this theoretical model are a good agreement with the experimental ones in the literature.Comment: 17 pages, 6 figures. submitted to Optics Communication

Action, Experience, and Responsibility: Using I and We in High School Writing

In the field of composition studies, scholars often explore and debate how educators should train students to use the general forms of academic writing. Of particular interest, a trend has emerged in high schools where students are banned from using the words “I,” “me,” “we,” and “us” to avoid sounding subjective--even though composition studies scholars consistently employ these first-person pronouns for rhetorical effect. In this presentation, I closely examine how scholars use first-person pronouns in award-winning works. In particular, I show how scholars employ “I” and “we” to introduce personal examples, to call readers to action, and to reassert responsibility for their work. Then, I argue that high school teachers must accurately represent these rhetorical techniques, even to younger writers, and I suggest possible lesson plans to help students use their first-person pronouns responsibly.https://digitalcommons.morris.umn.edu/urs_2018/1008/thumbnail.jp

Kindergarten transition practices for students with autism spectrum disorder

The educational classification of Autism has increased significantly in recent years. Schools are now facing new requirements and expectations to provide appropriate services to meet the needs of students with Autism Spectrum Disorders (ASD). The kindergarten transition is the first major educational transition in a student\u27s educational career. It is a particularly important transition for students with ASD because a successful kindergarten transition leads to better academic outcomes and better generalization of skills developed in the preschool setting (McIntyre et al., 2006). However, students with ASD begin with significant risk of an unsuccessful transition to kindergarten to due to qualitative impairments in social-communication and behavior. The use of recommended practices in kindergarten transition increases the chance of a successful transition for students with ASD. The current study aimed to identify the current use and perceived importance of best kindergarten transition practices for students with ASD, identify barriers of implementing kindergarten transition practices for students with ASD, identify predictors of use of transition practices for kindergarteners with ASD and identify differences on the reported use of transition practices between professional groups and educational settings. A reliable Transition Practices Scale was developed (α= .927) as used as the main measure for the study. It was found that current use of best transition practices is far from optimal despite the high degree of perceived importance. Predictors of the use of transition practices differed somewhat across professional subgroups and settings although regression analyses were limited by low statistical power. No significant differences in the reported use of best transition practices were found across professional subgroups and settings. Although more research is needed, the present study indicated that more professional training is needed for those working with children with ASD who are transitioning to kindergarten to help ensure positive outcomes for these students

A Giant Problem in Book Five of \u3cem\u3eThe Faerie Queene\u3c/em\u3e

In Book Five of The Faerie Queene, Edmund Spenser has no qualms about killing giants, who appear at multiple points in the text. Spenser has his narrator explicitly call three foes giants: the Egalitarian “Gyant,” (V.ii.30.1), Geryoneo (V.xi.9.5), and Grantorto (V.xii.15.2). Other giants weave through the text, and all perish--though their deaths signal more than simple defeat in combat. Previous scholarly examinations have linked giants to classical and biblical usurpers of both God and the State. Yet giants are also, as I show, uniquely connected to Ireland. Because of this connection, I argue that the giants of Book Five are representatives of Irish land and lore. Thus, their continual defeat throughout Book Five, building up to the protagonist Artegall’s final battle with Grantorto, encompasses not just military loss and death but also the destruction of a historic national identity and the subjugation of distinctly Irish land--though that subjugation is not fully achieved in the end. To make this argument, I provide an overview of how giants are associated with classical, biblical, and political usurpers. Then, I solidify the connections between giants and the mythic ancestral Irish as well as between giants and Irish land. Finally, I return to Book Five, examining in particular Artegall’s fight with Grantorto, to illuminate the colonial undertones present whenever anyone in this poem fights a giant

Physicality and Spirituality in Riddle 26

Riddle 26, an otherwise-unnamed poem in the 10th-century Old English collection known as The Exeter Book, suggests tension and interplay between its physical form and its meaning. Scholars accept that the riddle’s speaker describes the creation of a religious manuscript, but while physical processes drive the poem’s narrative structure, the speaker ends by focusing on the knowledge that the described religious text contains. As John Hines summarizes, the Old English riddles “demonstrate a keen eye for and dramatically imaginative appreciation of the real world in which the authors and readers lived: both its natural and its manufactured components” (974). In other words, the riddles can show how individuals thought about the physical world around them. How, then, does knowing about the physical process of manuscript creation affect our understanding of the poem? To investigate this, I copied ten and a half lines of Riddle 26 onto parchment using hand-made oak gall ink in a script approximating that of The Exeter Book. This process has given me a more detailed understanding of the time and effort required to create a single line of text—which has, in turn, changed my understanding of the poem. In Riddle 26 specifically, the content of the riddle is reinforced by its physical form. The focused, spiritual nature of writing is embodied by an object, advertising value to the reader while reiterating and implicitly validating the system that allowed for its creation