1997-01-23 Faculty Senate Meeting Minutes

Faculty Senate Meeting Minutes for January 23, 1997

Search for long-lived doubly charged Higgs bosons in p(p)over-bar collisions at root s=1.96 TeV

We present a search for long-lived doubly charged Higgs bosons (H+/-+/-), with signatures of high ionization energy loss and muonlike penetration. We use 292 pb(-1) of data collected in p (p) over bar collisions at root s=1.96 TeV by the CDF II detector at the Fermilab Tevatron. Observing no evidence of long-lived doubly charged particle production, we exclude H-L(+/-+/-) and H-R(+/-+/-) bosons with masses below 133 GeV/c(2) and 109 GeV/c(2), respectively. In the degenerate case we exclude H+/-+/- mass below 146 GeV/c(2). All limits are quoted at the 95% confidence level

Measurement of the W+W- Production Cross Section in ppbar Collisions at sqrt(s)=1.96 TeV using Dilepton Events

We present a measurement of the W+W- production cross section using 184/pb of ppbar collisions at a center-of-mass energy of 1.96 TeV collected with the Collider Detector at Fermilab. Using the dilepton decay channel W+W- -> l+l-vvbar, where the charged leptons can be either electrons or muons, we find 17 candidate events compared to an expected background of 5.0+2.2-0.8 events. The resulting W+W- production cross section measurement of sigma(ppbar -> W+W-) = 14.6 +5.8 -5.1 (stat) +1.8 -3.0 (syst) +-0.9 (lum) pb agrees well with the Standard Model expectation.Comment: 8 pages, 2 figures, 2 tables. To be submitted to Physical Review Letter

The specificity of American higher education

The possibility—and potential pitfalls—of an “Americanization” of European higher education are widely discussed. This paper argues that it is important to base comparisons and considerations of possible emulation on a stronger understanding of the specificity of American higher education. It stresses the importance of seeing this as a system with highly differentiated institutions and complex contextual relations. The present paper also summarizes dramatic changes that have transformed American higher education in recent years, and others that are beginning to transform it further. This shows the system to be internally dynamic and also influenced by important external conditions (including matters of finance, public policy, and new technology). The U.S. system is only understood well if analysis locates specific patterns in relation to these structural transformations. Such specificity should inform future comparative research