Search for MSSM Higgs bosons decaying to μ+μ-in proton-proton collisions at √s=13TeV

A search is performed for neutral non-standard-model Higgs bosons decaying to two muons in the context of the minimal supersymmetric standard model (MSSM). Proton-proton collision data recorded by the CMS experiment at the CERN Large Hadron Collider at a center-of-mass energy of 13TeVwere used, corresponding to an integrated luminosity of 35.9fb-1. The search is sensitive to neutral Higgs bosons produced via the gluon fusion process or in association with a bbquark pair. No significant deviations from the standard model expectation are observed. Upper limits at 95% confidence level are set in the context of the mmod+hand phenomenological MSSM scenarios on the parameter tanβas a function of the mass of the pseudoscalar Aboson, in the range from 130 to 600GeV. The results are also used to set a model-independent limit on the product of the branching fraction for the decay into a muon pair and the cross section for the production of a scalar neutral boson, either via gluon fusion, or in association with bquarks, in the mass range from 130 to 1000GeV

Studies of charm and beauty hadron long-range correlations in pp and pPb collisions at LHC energies

Measurements of the second Fourier harmonic coefficient (v(2)) of the azimuthal distributions of prompt and nonprompt D-0 mesons produced in pp and pPb collisions are presented. Nonprompt D-0 mesons come from beauty hadron decays. The data samples are collected by the CMS experiment at nucleon-nucleon center-of-mass energies of 13 and 8.16 TeV, respectively. In high multiplicity pp collisions, v(2) signals for prompt charm hadrons are reported for the first time, and are found to be comparable to those for light-flavor hadron species over a transverse momentum (pT) range of 2-6 GeV. Compared at similar event multiplicities, the prompt D-0 meson v(2) values in pp and pPb collisions are similar in magnitude. The v(2) values for open beauty hadrons are extracted for the first time via nonprompt D-0 mesons in pPb collisions. For pT in the range of 2-5 GeV, the results suggest that v(2) for nonprompt D-0 mesons is smaller than that for prompt D-0 mesons. These new measurements indicate a positive charm hadron v(2) in pp collisions and suggest a mass dependence in v(2) between charm and beauty hadrons in the pPb system. These results provide insights into the origin of heavy-flavor quark collectivity in small systems. (C) 2020 The Author(s). Published by Elsevier B.V.Peer reviewe

Proton reconstruction with the CMS-TOTEM Precision Proton Spectrometer

arXiv ePrint: 2210.05854 (https://arxiv.org/abs/2210.05854).Copyright © 2023 CERN. The Precision Proton Spectrometer (PPS) of the CMS and TOTEM experiments collected 107.7 fb-1 in proton-proton (pp) collisions at theLHCat 13 TeV(Run 2). This paper describes the key features of the PPS alignment and optics calibrations, the proton reconstruction procedure, as well as the detector efficiency and the performance of the PPS simulation. The reconstruction and simulation are validated using a sample of (semi)exclusive dilepton events. The performance of PPS has proven the feasibility of continuously operating a near-beam proton spectrometer at a high luminosity hadron collider.SCOAP3

Digitale geletterdheid bij Vlaamse jongeren: hoe gaan ze om met onlinecontentrisico's?

Contains fulltext : 90156-OA.pdf (publisher's version ) (Open Access)We onderzoeken welke onlinerisico’s Vlaamse jongeren (15-19) lopen. We stellen vast dat een hoge mate van digitale geletterdheid samengaat met een hoge blootstelling aan internetrisico’s. Jongeren met veel zelfvertrouwen komen vaker in contact met risicovolle online-inhoud. Een goede vertrouwensband met de ouders vermindert de kans op risicovolle blootstelling. Jongeren ondernemen weinig actie na een negatieve online-ervaring

Digital literacy of Flemish youth: How do they handle online content risks?

Contains fulltext : 90153-OA.pdf (publisher's version ) (Open Access)The internet offers adolescents a huge window of opportunities, but these opportunities are not always exempt from risks. Indeed, many young people are nowadays confronted with spam, gruesome or violent images and content including pornography, drugs, racism, and even suicide. We surveyed 815 Flemish 15- to 19-year-olds about the online risks they (may) have been confronted with and on how they cope with these risks. We controlled for digital literacy levels, socio-demographics and personality traits. Interestingly, our research shows that not only adolescents with a high level of internet literacy but also those with lower internet literacy levels, such as youths enrolled in vocational education, tend to be more frequently exposed to online risks. Also worthwhile noting is the fact that a high level of self-confidence positively correlates with exposure to risky online content. In general, adolescents do not consult anybody when it comes to coping with risks and negative experiences online. However, a good parent-child relationship pays off as kids with a good parental relationship encounter aggressive, sexual or value-based content less frequently

Smartphones in the classroom: Current practices and future visions. Perspectives from teachers and children

The portability and personalized nature of smartphones facilitates ubiquitous (mobile) being online and constant connectivity, also at school. These affordances extend children’s online opportunities but also pose new challenges. This chapter investigates practices and meanings associated with the presence of smartphones in a school environment. We look at how smartphones are being used (consumption and production), mediated (regulation) and perceived (representation and identity) within a school environment, taking into account the perspectives of both children and teachers. We formulate three research goals. First, we aim to understand the current trends and practices concerning smartphone use and mediation in school environments (RQ1). Second, we aim to uncover the opportunities and challenges teachers and children experience when dealing with the presence and integration of smartphones at school (RQ2). Third, we look at the expectations of teachers and children towards a successful integration of smartphones in a school environment (RQ3). This chapter combines insights from qualitative and quantitative data. As for the children’s perspectives, we draw on the quantitative and qualitative data from the Net Children go Mobile project collected among 9 to 16 year-olds. The survey data help us to contextualize and explain qualitative outcomes, and the qualitative data provide us more insight into the experiences and perceptions of the children. As for the teachers’ perspectives, we draw on focus groups, interviews and observation data from three research projects in Belgium (Flanders) in which 41 teachers participated. Our participants teach children aged 3 to 18 years old in kindergarten, primary school and secondary school.Introduction to the chapter: The portability and personalized nature of smartphones facilitates ubiquitous (mobile) being online and constant connectivity, even at school. These affordances extend children’s online opportunities but also pose new challenges (Alper, 2013; Wartella et al., 2014; Haddon & Vincent, 2014). This chapter investigates practices and meanings associated with the presence of smartphones in a school environment. We can embed this within the circuit of culture (Johnson, 1986; Du Gay et al., 1997), which identifies interconnected cultural processes that help us to understand the role and impact of smartphones in teachers’ and children’s lives. We will use the framework to structure the analysis of how smartphones are being used (consumption), mediated (regulation) and perceived (representation and identity) within a school environment, taking into account the perspectives of both children and teachers. We formulate three research goals. First, we aim to understand the current trends and practices concerning smartphone use and mediation in school environments). Second, we aim to uncover the opportunities and challenges teachers and children experience when dealing with the presence and integration of smartphones at school. Third, we look at the expectations of teachers and children towards a successful integration of smartphones in a school environment. To help us answer these questions, we designated two dichotomies that are visible throughout the various cultural processes we will discuss. First, there is the apparent opposition between the school context and the home context. Previously, these contexts have been studied separately. Smartphones, however, offer functions that have blurred the boundaries between ‘school’ and ‘home’ and between ‘learning’ and ‘entertainment’ (Jenkins, 2006; Jenkins et al., 2006; Jenkins, Ford & Green, 2013). For example, children and teachers use social media (e.g. Facebook) not only as a source of entertainment, but also to communicate about homework and collaborate on school assignments. The second theme is the tension between autonomy and control. Building autonomy or independence is an important developmental task for young people (Kowalski, Limber & Agatston, 2012; Fine, 2004; Ito et al., 2008). On the one hand, smartphones support developing autonomy. They enable children to create their own spaces to interact with peers, without (much) interference of adults (Köhl, Gützenbrucker & Herdin, 2014; Lenhart et.al., 2010). On the other hand, smartphones can also be employed as tools for control and supervision (Blair & Fletcher, 2011; Campbell, 2006; Ling & Yttri, 2002; Nelson, 2010). Parents can easily connect with their children to check how up on them, even during school hours when children are under supervision of their teachers. This is an example of how smartphones can be a tool for parents to keep in touch and control their children throughout the day. Furthermore, it illustrates again how smartphones contribute to the intertwining of the home and school contexts. This chapter combines insights from both qualitative and quantitative data. As for the children’s perspectives, we draw on the quantitative and qualitative data from the Net Children Go Mobile project collected among 9 to 16 year-olds. The survey data help us to contextualize and explain the qualitative data that in turn provide us with more insight into the experiences and perceptions of the children. As for the teachers’ perspectives, we draw on focus groups, interviews and observation data from three research projects in Belgium (Flanders) in which 41 teachers participated. Our participants teach children aged 3 to 18 years old in kindergarten, primary school and secondary school. Smartphones are the main focus of this chapter, but the scope of the studies we build on is wider as they take into account various kinds of mobile media or devices that share affordances such as portability and individual or personal usage. Participants do not always specify the type of device, platform or application, and often talk about ‘mobile media’ in general. Therefore, we also use the terms ‘mobile media’ and ‘mobile devices’ in this chapter, which mainly refer to (platforms and applications for) smartphones and tablets.status: publishe

Mannen en hun schoonheidsideaal

Recent onderzoek van de KUL toon aan dat de geïdealiseerde mannenbeelden in de media de lichaamstevredenheid van mannen in negatieve zin beïnvloeden, maar dat die niet altijd bereid zijn om de nodige actie te ondernemen om effectief iets aan hun uiterlijk te veranderen en dichter bij het ideaalbeeld te komen. De invloed die uitgaat van ideaaltypen op mannen is namelijk sterk afhankelijk van bepaalde persoonseigenschappen. Hoe lager het zelfbeeld, hoe meer een man de intentie heeft om te werken aan zijn lichaam. Hoe meer het geïdealiseerde mannenbeeld geïnternaliseerd is, hoe meer een man de intentie heeft om te werken aan zijn lichaam. En hoe groter de invloed van de sociale omgeving, hoe groter de intentie van de man om te werken aan zijn lichaam. Marketeers en adverteerders moeten tot slot haalbare ideaalbeelden communiceren