Effects of Momentum Conservation and Flow on Angular Correlations at RHIC

Correlations of azimuthal angles observed at RHIC have gained great attention due to the prospect of identifying fluctuations of parity-odd regions in the field sector of QCD. Whereas the observable of interest related to parity fluctuations involves subtracting opposite-sign from same-sign correlations, the STAR collaboration reported the same-sign and opposite-sign correlations separately. It is shown here how momentum conservation combined with collective elliptic flow contributes significantly to this class of correlations, though not to the difference between the opposite- and same-sign observables. The effects are modeled with a crude simulation of a pion gas. Though the simulation reproduces the scale of the correlation, the centrality dependence is found to be sufficiently different in character to suggest additional considerations beyond those present in the pion gas simulation presented here.Comment: 13 papges, 2 figure

Income and education of the states of the United States: 1840–2000

This article introduces original annual average years of schooling measures for each state from 1840 to 2000. The paper also combines original data on real state per-worker output with existing data to provide a more comprehensive series of real state output per worker from 1840 to 2000. These data show that the New England, Middle Atlantic, Pacific, East North Central, and West North Central regions have been educational leaders during the entire time period. In contrast, the South Atlantic, East South Central, and West South Central regions have been educational laggards. The Mountain region behaves differently than either of the aforementioned groups. Using their estimates of average years of schooling and average years of experience in the labor force, the authors estimate aggregate Mincerian earnings regressions. Their estimates indicate that a year of schooling increased output by between 8 percent and 12 percent, with a point estimate close to 10 percent. These estimates are in line with the body of evidence from the labor literature.

Factors Influencing Teacher Burnout and Retention Strategies

Teacher attrition has become a significant problem within the field of education. Despite research reporting retention strategies and programs that can decrease this trend, teachers continue to burnout of the workforce due to stress and an inability to cope with teaching conditions. This research article explores the underlying problem of burnout, including the symptoms and extent in which they manifest, as well as possible strategies to decrease attrition and keep teachers in the classroom. By compiling research that suggests tested programs and supports that help retain teachers, both individuals and schools can explore these avenues further in hopes of combatting teacher burnout. Due to no actual data collection or study taking place, all research is based on preexisiting articles. From these articles, the history of burnout was determined as a guide to how it manifests itself in this day and age. The dimensions of these were expanded using the Maslach Burnout Scale (created by Christina Maslach in 1981) to find retention strategies that targeted each particular dimension. All research was done through a literature review that compiled effective supports schools and districts can utilize to decrease the burnout of their staff

School Psychologists\u27 Perceived and Ideal Role in Grade Retention Decisions

This study examined school psychologists\u27 reports of their perceived and ideal roles in retention making decisions. A random national sample of 231 school psychologists completed a questionnaire regarding their perceptions of the rates and trends of retention in their school, as well as their perceived and ideal role in grade retention decisions. The majority (86.6%) of respondents indicated that their school practices retention, whereas 1 9% noted an increase in the amount of retentions. The rate at which respondents agreed that school psychologists should be involved in retention decisions was significantly higher (91.5%) than the percentage of school psychologists that perceived that they had a role in the retention decision making process (52.5%). In addition, one-third (32%) indicated that they were part of a retention decision making team and 62% agreed that staff members seek out their opinion on issues regarding retention. A large majority (96.5%) agreed that retention should be a team decision. Finally, there was a significant association (p \u3c .01) between having a role in the retention decision making process and feeling that their current involvement is with Best Practices for a school psychologist. Approximately two-thirds (67%) of the responding school psychologists disagreed with retention as an appropriate intervention