Spin polarization of the Ar* 2p−11/2 4s and 2p−11/2 3d resonant Auger decay

The spin-resolved Auger decay of the Ar 2p−11/2 3d state was measured at moderate energy resolution and compared with the decay of the 2p−11/2 4s. The former shows a lower transferred spin polarization and a similar, if not higher, dynamical spin polarization, supporting the statement that a fully resolved spectrum is not a necessary condition for observing dynamical spin polarization. An interpretation of the spin polarization as configuration interaction induced effect in the final ionic state leads to partial agreement with our relativistic distorted wave calculation utilizing a 36 configuration state function basis set. Comparison of the experimental and numerical results leads to ambiguities for at least one Auger line. A hypothetical, qualitative interpretation is discussed.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/58121/2/b7_17_012.pd

Where can the Arctic oscillation be reconstructed? Towards a reconstruction of climate modes based on stable teleconnections

International audienceProxy data can bring observed climate variability of the last 100 years into a long-term context. We identify regions of the Northern Hemisphere where the teleconnection patterns of the Arctic Oscillation are stationary. Our method provides a systematic way to examine optimal sites for the reconstruction of climate modes based on paleoclimatic archives that sensitively record temperature and precipitation variations. We identify the regions for boreal winter and spring that can be used to reconstruct the Arctic Oscillation index in the pre-instrumental period. Finally, this technique is applied to high resolution coral, tree ring, ice core and mollusk shell data to understand proxy-climate teleconnections and their use for climate reconstructions

Measurement of the Higgs Boson Mass with a Linear e+e- Collider

The potential of a linear e+e- collider operated at a centre-of-mass energy of 350 GeV is studied for the measurement of the Higgs boson mass. An integrated luminosity of 500 fb-1 is assumed. For Higgs boson masses of 120, 150 and 180 GeV the uncertainty on the Higgs boson mass measurement is estimated to be 40, 65 and 70 MeV, respectively. The effects of beam related systematics, namely a bias in the beam energy measurement, the beam energy spread and the luminosity spectrum due to beamstrahlung, on the precision of the Higgs boson mass measurement are investigated. In order to keep the systematic uncertainty on the Higgs boson mass well below the level of the statistical error, the beam energy measurement must be controlled with a relative precision better than 10-4.Comment: 19 pages, 10 Figure

Using a Universal Design for Learning Framework to Provide Multiple Means of Representation in the Early Childhood Classroom

In order to ensure high quality outcomes for all children in the early childhood classroom, teachers are expected to utilize both the Developmentally Appropriate Practices (DAP) provided by the National Association for the Education of Young Children (NAEYC, 2009), as well as the Division of Early Childhood (DEC) Recommended Practices (DEC, 2014). Both NAEYC’s DAP and DEC’s Recommended Practices align with the use of Universal Design for Learning (UDL). UDL is a framework that supports the learning needs of all learners through intentional, proactive, and reflective instruction and interactions. This article provides a brief overview of UDL, with a specific focus on multiple means of representation in the early childhood classroom

Universal Design for Learning (UDL) in Inclusive Preschool Science Classrooms

Science instruction is a critical aspect of early learning. Teachers can support young children’s learning about scientific concepts through the use of the Universal Design for Learning (UDL) framework, which is a proactive approach to instructional planning that helps ensure success for all learners. This teaching techniques article offers preschool teachers practical solutions for implementing in the UDL framework for science instruction in their classrooms

Resolving Non-Determinism in Choreographies

Resolving non-deterministic choices of choreographies is a crucial task. We introduce a novel notion of realisability for choreographies –called whole-spectrum implementation– that rules out deterministic implementations of roles that, no matter which context they are placed in, will never follow one of the branches of a non-deterministic choice. We show that, under some conditions, it is decidable whether an implementation is whole-spectrum. As a case study, we analyse the POP protocol under the lens of whole-spectrum implementation

‘Fixing’ the climate crisis: capital, states, and carbon offsetting in India

The paper analyzes dynamics of accumulation and displacement in the Clean Development Mechanism (CDM). It combines the theoretical work of David Harvey and James O’Connor with a case study of the Gujarat Fluorochemicals Limited HFC-23 destruction project in Gujarat, India. The framework is used to connect the factors driving opportunities for capital accumulation in the CDM market with the causes of social and ecological dislocation at the local project level. We argue that the CDM is a spatial fix to the ecological crisis of climate change which secures conditions of production for fossil fuel industries and promotes new sites of accumulation for other companies. The political–economic ‘fix’ is dependent on ‘fixing’ a global sociospatial divide between developed and developing countries down to ‘fixed’ projects at the local level. This spatial fix facilitates a displacement of the costs of responding to the climate crisis from North to South. </jats:p

Envelhecimento, trabalho e tempo livre: elaborando projetos de vida.

bitstream/item/71542/1/ID-30980.pd

Using Assistive Technology Tools to Support Learning in the Inclusive Preschool Classroom

For over a century, early childhood experts have discussed the importance of play for young children’s growth and development. Play is critical for the development of young children as it increases learning (Barton, 2015), supports young children in gaining social and communication skills (Dennis & Stockall, 2015), and leads to social awareness and empathy skills (Brown, 2009). However, for young children with disabilities, accessing play and social interactions can prove to be challenging (Fallon & MacCobb, 2013). In order to support preschoolers with disabilities in learning through play, the authors recommend the use of assistive technologies (AT) for (a) communication, (b) mobility, and (c) independence. This article presents information about specific assistive technology devices and supports in each of these three areas