Comparison of Vlasov-Uehling-Uhlenbeck model with 4 π Heavy Ion Data

Streamer chamber data for collisions of Ar + KCl and Ar + BaI2 at 1.2 GeV/nucleon are compared with microscopic model predictions based on the Vlasov-Uehling-Uhlenbeck equation, for various density-dependent nuclear equations of state. Multiplicity distributions and inclusive rapidity and transverse momentum spectra are in good agreement. Rapidity spectra show evidence of being useful in determining whether the model uses the correct cross sections for binary collisions in the nuclear medium, and whether momentum-dependent interactions are correctly incorporated. Sideward flow results do not favor the same nuclear stiffness parameter at all multiplicities

Well-being Profiles of Pre-service Teachers in Hong Kong: Associations with Teachers’ Self-efficacy during the COVID-19 Pandemic

The present study aims to 1) identify the profiles of subjective well-being (SWB) and psychological well-being (PWB) in a sample of pre-service teachers during the second wave of the COVID-19 pandemic in Hong Kong, and 2) explore how different profiles are linked with teachers’ self-efficacy. Participants were 291 pre-service teachers (Mage = 21.295, SD = 2.812, female = 89.903%) who were invited to complete self-report measures of SWB, PWB, and teachers’ self-efficacy. Latent profile analysis with maximum likelihood estimation was conducted to identify well-being profiles that emerged in this sample. The results suggested a 3-class model with a high, moderate, and low well-being group. The findings also revealed that the pre-service teachers’ well-being profiles as reflected by SWB and PWB indicators were consistent. Moreover, the pre-service teachers in the higher well-being group reported higher teaching self-efficacy than those in the lower well-being group. Findings highlighted the benefits of supporting pre-service teachers’ well-being (i.e., SWB and PWB) to maintain their teachers’ self-efficacy during the COVID-19 pandemic when teacher education and practicum are significantly disrupted. Interventions targeting various positive psychological skills (e.g., mindfulness, self-compassion, and positive reappraisal) are warranted. Future investigation is needed to examine the longitudinal relationship between pre-service teachers’ well-being and self-efficac

Promoting Psychological Well-being in Pre-service Preschool Teachers: A Multi-component Positive Psychology Intervention

Objective: This study aimed to assess the effects of a multi-component positive psychology intervention on psychological well-being (i.e., autonomy, environmental mastery, positive relationships, purpose in life, personal growth and self-acceptance) outcomes among pre-service preschool teachers in Hong Kong. Method: Participants were pre-service preschool teachers (N=67, Mage=21.45, SD=3.46, nfemale=95.3%). They were randomly assigned into the intervention group (n=34; who received four intervention workshops and a theory-driven mobile phone application) and waitlist control group (n=33; who received intervention materials after completing the data collection). Participants completed a survey that measured their psychological well-being at baseline and two months later. MANCOVA and ANCOVA were used to examine the intervention effects by adjusting for sex and age. Results: MANCOVA results showed no significant multivariate group x time interaction effects of the intervention on psychological well-being, Wilks’ Lambda F(6,58) =2.04, p=.07, η2=.17. However, in the results of ANCOVA, significant group x time interaction effects were found in environmental mastery, purpose in life, personal growth, and self-acceptance (η2=.09-.14, p<.05). The results showed that the intervention group scored significantly higher on those variables than the control group over time. Conclusion: The multi-component positive psychology intervention is a promising way to promote four dimensions of pre-service teachers’ psychological well-being. Positive psychology training (e.g., introduction of growth mindset, SMART goals, psychological needs support) can be included in teacher education to equip the pre-service teachers with positive psychological skills/mindset before entering the stressful teaching environment

How PERMA Promotes Preschool Teacher Well-Being in Hong Kong : A 2-month Randomized Control Trial

Background: Preschool teachers’ well-being is positively associated with their student’s development and learning outcomes. Developing a positive psychological intervention that can foster preschool teachers’ well-being would be essential. Purpose: This study examined the effects of an intervention based on the PERMA (i.e., positive emotion, engagement, relationships, meaning, and accomplishment) model on well-being outcomes among preschool teachers in Hong Kong. Method: We recruited 116 preschool teachers (Mage = 34.14 years, SD = 10.17, range = 21–59; female = 98.51%). Participants were randomly assigned to the intervention (n = 51; received four online workshops that cultivated the PERMA dimensions in 4 weeks) and waitlist control group (n = 65; only received the workshops after the data collection). Participants completed a survey that measured the PERMA dimensions of well-being at baseline 4- and 8-week follow-up occasions. MANCOVA and ANCOVA, controlling for gender, age, and teaching experience, were employed to examine the intervention effects. Results: A significant time x group interaction effect was found in the MANCOVA, Wilks’ Lambda F(10,102) = 2.19, p = .02, η2 = .18. The results of ANCOVA revealed that participants in the intervention group scored significantly higher on engagement, relationship, and accomplishment (η2 = .02 to .05, p < .05) than those in the control condition across time. Conclusion(s): Our findings highlighted the effects of PERMA-based interventions to promote mental health of preschool teachers. Teachers are encouraged to engage in positive psychological activities (e.g., positive reappraisal and self-compassion) to cultivate their well-being

Au+Au Reactions at the AGS: Experiments E866 and E917

Particle production and correlation functions from Au+Au reactions have been measured as a function of both beam energy (2-10.7AGeV) and impact parameter. These results are used to probe the dynamics of heavy-ion reactions, confront hadronic models over a wide range of conditions and to search for the onset of new phenomena.Comment: 12 pages, 14 figures, Talk presented at Quark Matter '9

Proximity effect at superconducting Sn-Bi2Se3 interface

We have investigated the conductance spectra of Sn-Bi2Se3 interface junctions down to 250 mK and in different magnetic fields. A number of conductance anomalies were observed below the superconducting transition temperature of Sn, including a small gap different from that of Sn, and a zero-bias conductance peak growing up at lower temperatures. We discussed the possible origins of the smaller gap and the zero-bias conductance peak. These phenomena support that a proximity-effect-induced chiral superconducting phase is formed at the interface between the superconducting Sn and the strong spin-orbit coupling material Bi2Se3.Comment: 7 pages, 8 figure

Centrality Dependence of the High p_T Charged Hadron Suppression in Au+Au collisions at sqrt(s_NN) = 130 GeV

PHENIX has measured the centrality dependence of charged hadron p_T spectra from central Au+Au collisions at sqrt(s_NN)=130 GeV. The truncated mean p_T decreases with centrality for p_T > 2 GeV/c, indicating an apparent reduction of the contribution from hard scattering to high p_T hadron production. For central collisions the yield at high p_T is shown to be suppressed compared to binary nucleon-nucleon collision scaling of p+p data. This suppression is monotonically increasing with centrality, but most of the change occurs below 30% centrality, i.e. for collisions with less than about 140 participating nucleons. The observed p_T and centrality dependence is consistent with the particle production predicted by models including hard scattering and subsequent energy loss of the scattered partons in the dense matter created in the collisions.Comment: 7 pages text, LaTeX, 6 figures, 2 tables, 307 authors, resubmitted to Phys. Lett. B. Revised to address referee concerns. Plain text data tables for the points plotted in figures for this and previous PHENIX publications are publicly available at http://www.phenix.bnl.gov/phenix/WWW/run/phenix/papers.htm

The PHENIX Experiment at RHIC

The physics emphases of the PHENIX collaboration and the design and current status of the PHENIX detector are discussed. The plan of the collaboration for making the most effective use of the available luminosity in the first years of RHIC operation is also presented.Comment: 5 pages, 1 figure. Further details of the PHENIX physics program available at http://www.rhic.bnl.gov/phenix

Formation of dense partonic matter in relativistic nucleus-nucleus collisions at RHIC: Experimental evaluation by the PHENIX collaboration

Extensive experimental data from high-energy nucleus-nucleus collisions were recorded using the PHENIX detector at the Relativistic Heavy Ion Collider (RHIC). The comprehensive set of measurements from the first three years of RHIC operation includes charged particle multiplicities, transverse energy, yield ratios and spectra of identified hadrons in a wide range of transverse momenta (p_T), elliptic flow, two-particle correlations, non-statistical fluctuations, and suppression of particle production at high p_T. The results are examined with an emphasis on implications for the formation of a new state of dense matter. We find that the state of matter created at RHIC cannot be described in terms of ordinary color neutral hadrons.Comment: 510 authors, 127 pages text, 56 figures, 1 tables, LaTeX. Submitted to Nuclear Physics A as a regular article; v3 has minor changes in response to referee comments. Plain text data tables for the points plotted in figures for this and previous PHENIX publications are (or will be) publicly available at http://www.phenix.bnl.gov/papers.htm