Identification and rejection of pile-up jets at high pseudorapidity with the ATLAS detector

The rejection of forward jets originating from additional proton–proton interactions (pile-up) is crucial for a variety of physics analyses at the LHC, including Standard Model measurements and searches for physics beyond the Standard Model. The identification of such jets is challenging due to the lack of track and vertex information in the pseudorapidity range |η| > 2.5. This paper presents a novel strategy for forward pile-up jet tagging that exploits jet shapes and topological jet correlations in pile-up interactions. Measurements of the per-jet tagging efficiency are presented using a data set of 3.2 fb−1 of proton–proton collisions at a centre-of-mass energy of 13 TeV collected with the ATLAS detector. The fraction of pile-up jets rejected in the range 2.5 < |η| < 4.5 is estimated in simulated events with an average of 22 interactions per bunch-crossing. It increases with jet transverse momentum and, for jets with transverse momentum between 20 and 50 GeV, it ranges between 49% and 67% with an efficiency of 85% for selecting hard-scatter jets. A case study is performed in Higgs boson production via the vector-boson fusion process, showing that these techniques mitigate the background growth due to additional proton–proton interactions, thus enhancing the reach for such signatures

Teaching students with special needs in general education classrooms

xvii, 398 hlm.: 25 c

Assessing special students

x, 646 p. : il.; 24 cm

Faculty Development in Technology Applications to University Instruction: An Evaluation

Progress in integrating new technologies into higher education classrooms has been slow despite emerging evidence on benefits for students when technologies are applied in ways that support teaching and learning. This article describes a program used by a college of education to support faculty applications of technology in instruction and reports results of a formal evaluation following the first year of implementation. The program provided intensive training and follow-up support to a heterogeneous cohort of 14 faculty members and was designed to enhance their ability to integrate technology into their teaching, use a new smart classroom facility, and/or develop products for instruction. Evaluation data were collected from program participants, their students, and the general faculty as a comparison group. Purposes of the evaluation were to determine the extent and quality of participants\u27 applications of technology in their courses, other effects on their professional development, and students\u27 perceptions of impact. Results demonstrate the program\u27s efficacy for increasing participants\u27 integration of technology in instruction. Students reported that these instructors\u27 applications of technology enhanced students\u27 learning and confidence in using technology

Assessing students with special needs, 5th Ed./ McLoughlin

x, 646 hal.; 27 cm

Assessing students with special needs, 5th Ed./ McLoughlin

x, 646 hal.; 27 cm

Teaching Students with Special Needs in General Education Classrooms

Current knowledge, strategies, and instructional approaches designed to understand and meet the learning needs of all students in general education settings are addressed in this current, research-based resource. Teaching Students with Special Needs in General Education Classroom gives teacher candidates the knowledge and skills they need to work effectively with the broad array of learning needs found in today’s classrooms. Included is specific information about students with special needs, including students with various disabilities, students identified as gifted and talented, culturally diverse students, and students who are English learners. The book details state-of-the-art practices, like response to intervention (RTI), to help readers develop essential professional knowledge and skills of today’s educators. Part I. Introduction to inclusive classrooms -- part II. Skills for the general education teacher -- part III. Strategies for teaching students with disabilities -- Glossary -- References -- Indexes.https://dc.etsu.edu/etsu_books/1119/thumbnail.jp

Does Head Start Improve Children's Life Chances? Evidence from a Regression Discontinuity Design

This paper exploits a new source of variation in Head Start funding to identify the program's effects on health and schooling. In 1965 the Office of Economic Opportunity (OEO) provided technical assistance to the 300 poorest counties to develop Head Start proposals. The result was a large and lasting discontinuity in Head Start funding rates at the OEO cutoff for grant-writing assistance. We find evidence of a large drop at the OEO cutoff in mortality rates for children from causes that could be affected by Head Start, as well as suggestive evidence for a positive effect on educational attainment. Copyright by the President and Fellows of Harvard College and the Massachusetts Institute of Technology.