Study of Charm Baryons with the BaBar Experiment

We report on several studies of charm baryon production and decays by the BaBar collaboration. We confirm previous observations of the $\Xi_c^{'0/+}$, $\Xi_c(2980)^+$ and $\Xi_c(3077)^+$ baryons, measure branching ratios for Cabibbo-suppressed $\Lambda_c^+$ decays and use baryon decays to study the properties of the light-quark baryons, $\Omega^-$ and $\Xi(1690)^0$.Comment: 8 pages, 5 postscript figues, contributed to the Proceedings of ICHEP200

The mm-colored composition poset

We generalize Bj\"{o}rner and Stanley's poset of compositions to $m$-colored compositions. Their work draws many analogies between their (1-colored) composition poset and Young's lattice of partitions, including links to (quasi-)symmetric functions and representation theory. Here we show that many of these analogies hold for any number of colors. While many of the proofs for Bj\"{o}rner and Stanley's poset were simplified by showing isomorphism with the subword order, we remark that with 2 or more colors, our posets are not isomorphic to a subword order.Comment: 12 pages, 1 figur

Measuring e-learning program effectiveness : a stakeholder approach to scorecarding performance

The ability of learning executives to understand how effectively their e-learning programs are contributing towards corporate business goals is a necessary and critical activity within organizations today. This research project investigated how different stakeholders within a corporate environment could develop key performance criteria (KPCs) that could be integrated into Thomas Gilbert's (1996) performance requirements model and was used to evaluate the effectiveness of an organizational e-learning program with the result being an e-Learning Effectiveness Index (e-LEI) scorecard. Concept mapping and pattern matching techniques was used in a single case study involving 39 employees that included performance designers, e-learning end-users and managers from a large retailing company to investigate stakeholder variation. End-user of the e-learning program responded through a survey to answer their perceptions regarding the effectiveness of the e-learning program and a scorecard was created called the e-learning effectiveness index (e-LEI). The central focus for the research involved answering the following three questions: (1) What key performance criteria (KPC) could contribute to developing a procedure to measure the effectiveness of an e-learning program within an organization? (2) To what extent do stakeholder groups differ in their perceptions about the KPCs and their importance in evaluating e-learning programs? (3) What and how could key performance indicators (KPI) integrated into Gilbert's performance model be used in the development of an e-Learning Effectiveness Index (e-LEI) scorecard? The results of the study to question 1 showed that through the use of Trochim's concept mapping procedure, KPCs could be identified and ranked by importance then used as metrics in which to measure the effectiveness of an e-learning program. With regards to question 2, the study found clear differences between stakeholders perceptions on the importance of KPCs used for measurement benchmarks. Finally the results showed in answering question 3 that KPCs integrated into Gilbert's model of performance requirements can be used in the development of a balanced scorecard that provides management with insight on how effective their e-learning programs are operatin

Graduate Recital Report

This project arose out of a need by the author to increase his personal expertise in the area of performance of solo vocal literature. As a current music educator, the author has determined that music preparation and performance are activities which take a large portion of his involved time within the context of music instruction. As a result, preparation and performance are of paramount importance for the teacher of music to understand and convey to his students based on personal experience. The project also provides the author/presenter with the opportunity to demonstrate his acquired skills in the area of musical performance. A final consideration for selecting a recital as a project was to enhance future educational, professional, and performing opportunities for the author/presenter. As a means of achieving the desired development of content expertise in the area of music rehearsal and performance, the choice of a recital was made after consultation with the author\u27s major professor. It was determined that a suitable format for a recital includes the selection of a unifying theme such as a particular historical or stylistic period. In this case, music of the Baroque was selected because of its accepted artistic and aesthetic merit as well as its technical challenge to the presenter in terms of performance difficulty. Barogque literature (music) for bass/baritone was selected to match the author\u27s voice type. It is hoped that as a result of presenting the recital and report document the presenter will have gained an increased awareness of the specific music to be performed in terms of how and why the music was originally written and performed and be able to demonstrate this increased awareness through a stylistically correct performance. Brief lecture segments interspersed throughout the recital serve as an additional means to demonstrate, in verbal form, the increased awareness and expertise in the area of Baroque vocal music which has been acquired