Studies of multi-parton interactions in photon+jets events at D0

We consider sample of inclusive photon+3jet events collected by the D0 experiment. The double parton fraction and effective cross section sigma_eff, a process-independent scale parameter related to the parton density inside the nucleon, are measured in three intervals of the second (ordered in pT) jet transverse momentum pT_jet2. Also we measured cross sections as a function of the angle in the plane transverse to the beam direction between the transverse momentum (of the photon+leading jet system and pT of the other jet for photon+2jet, or pT sum of the two other jets for photon+3jet events. The results are compared to different models of multiple parton interactions (MPI) in the PYTHIA and SHERPA Monte Carlo generators.Comment: 4 pages, 9 figure

University strategic planning in Cameroon: what lessons for sub-Saharan Africa?

This article argues that the global, regional, and local realities can complement rather than contradict each other in the process of strategic planning for universities in Sub-Saharan Africa (SSA). Using the case of the University of Buea in Cameroon, it attempts to use the global trends of polarisation in knowledge production capacity as an input or tool for identifying strategic choice in the process of strategic planning in institutions. The national policy background is used to highlight the context and inherent role of the central government in the process of institutional strategic planning

Searches for Charginos and Neutralinos with the D0 Detector

Within the framework of supersymmetry, charginos and/or neutralinos are often the preferred topics of searches for experimental evidence. This is due to the facts that in much of parameter space they are the lightest supersymmetric partners and they offer unique final states to separate from standard model backgrounds. The D0 experiment has performed several recent searches including the traditional trilepton final state and a decay chain involving dark photons.Comment: To be published in the proceedings of DPF-2009, Detroit, MI, July 2009, eConf C09072

State of Florida Attorney General Proclamation

NSU 35th Anniversaryhttps://nsuworks.nova.edu/nsudigital_proclamations/1048/thumbnail.jp

State of Florida Proclamation

NSU 35th Anniversaryhttps://nsuworks.nova.edu/nsudigital_proclamations/1046/thumbnail.jp

The establishment of modern universities in Korea and their implications for Korean education policies

노트 : Articles appearing in EPAA are abstracted in the Current Index to Journals in Education by the ERIC Clearinghouse on Assessment and Evaluation and are permanently archived in Resources in Education

Quantifying Quality: What Can the U.S. News and World Report Rankings Tell us About the Quality of Higher Education?

Since their first appearance in 1983, the U.S. News and World Report rankings of colleges and graduate schools have generated much discussion and debate, from some declaring them among the best rankings ever published to others describing them as shallow, inaccurate, and even dangerous. The research presented here addresses two of the most common criticisms of the methodology used to produce these rankings. In particular, this study answers the following questions: What is the extent of change in U.S. News' ranking formulas across years and what are the implications for interpreting shifts in a school's rank over time? How precise is the overall score that U.S. News uses to rank schools and what are the implications for assigning schools to discrete ranks? Findings confirm critic's concerns in each of these areas, particularly in relation to the ranking of graduate schools of education. Based on these results, five recommendations are made for improving the interpretability and usefulness of the rankings

Educación en Valores y Diferencia Sexual: Realidad y políticas educativas en el contexto español

Este artículo analiza para el contexto español las políticas promovidas en los últimos años por el gobierno conservador del partido popular y los cambios que conllevaron la entrada en vigor, en el 2002, de la Ley de Calidad de la Enseñanza. Los mismos no parecen garantizar la igualdad de oportunidades para las mujeres, pues nos encontramos ante una Ley cuya finalidad es buscar respuestas a los cambios tecnológicos y los criterios de mercado, llegando a afirmarse que las reformas educativas son necesarias para la “revisión, ajuste y mejora”, siendo la “calidad” el mecanismo para “el logro de cotas más elevadas de progreso social y económico”. A pesar de que la exposición de motivos de la Ley alude al bienestar individual y social –sin explicitar abiertamente el significado que les otorga-, los planteamientos neoliberales de las economías capitalistas se insertan en el discurso y se habla, como se ha indicado, de la necesidad de ajustes que en estas perspectivas no garantizan el avance en la lucha contra la exclusión y la discriminación, dificultando el encuentro de las diferencias, de lo femenino y de lo masculino. El nuevo gobierno socialista, surgido de las elecciones celebradas en el pasado mes de marzo de 2004, forzosamente debe plantear una transición educativa que necesita de medidas urgentes, atrevidas y transformadoras.This article deals with the policies promoted during the conservati Spanish government of the partido popular and the changes implemented by the 2002 Act of Educational quality and their impact on gender issues, in particular women’s human rights. This article will contend that the Act did not guarantee equality of opportunity for women. The 2000 Act’s objective was to search for solutions to contemporary technological changes and market criteria by implementing an educational reform oriented to “review, adjust and improve the life of schools”. To do so, the conservative government proposed that “quality” was the mechanism to “reach bigger social and economical progress”. This article concludes that the new socialist government, elected in March of 2004, must introduce an alternative model for the current transition, implementing both bold and transforming measures

Ethnic segregation in context: the case of education in Vallecas-Puente de Vallecas

Este artículo presenta un análisis etnográfico de las condiciones sociales y procesos ideológicos que ayudan a comprender la distribución desigual del alumnado entre centros públicos y privados en función de su procedencia étnica. Para ello, examina la forma que adoptan estos mecanismos en una zona concreta de Madrid (España): Vallecas-Puente de Vallecas. Esta área de la ciudad ha experimentado cambios sociales muy importantes a lo largo de los últimos cincuenta años y tiene una historia social muy intensa dentro de la ciudad. En la actualidad, presenta un índice alto de segregación étnica en los centros escolares en función de su titularidad (pública vs. privada-concertada). Además, frente a lo que se considera la tendencia habitual en 2 of 41 España, a pesar de ser una zona predominantemente de clase media-baja, la mayor parte del alumnado de estos dos distritos está escolarizado en centros privados-concertados. Estas circunstancias se explican a través de una teoría folk presente en la comunidad en cuanto al papel de la educación privada en los procesos de movilidad social y una categorización émic de la clase de estudiantes que asiste a centros públicos y privados-concertados. En las conclusiones se discuten dos aspectos: (a) las implicaciones que este caso tiene para la implementación de políticas educativas encaminadas a reducir la “dualización” del sistema educativo español y; (b) algunas líneas de trabajo que podrían abrirse en el estudio del papel del sistema educativo en la construcción de la desigualdad socialThis article presents an ethnographic analysis of the social conditions and ideological processes that help understand how students are distributed unequally between private and public schools on the basis of their ethnicity. To do so, it examines the form these mechanisms adopt in a particular area of Madrid (Spain): Vallecas-Puente de Vallecas. This part of the city has undergone dramatic social changes during the last fifty years and has a very intense social history in Madrid. Currently, it shows a high degree of ethnic segregation between schools depending on their status (public vs. ‘private-concerted’). Also, contrary to what is considered the usual tendency in Spain, even though this area is predominantly lower-middle class, the majority of students of these two districts are enrolled in private-concerted schools. These circumstances are explained through a folk theory present in the community regarding the role of private education in processes of social mobility and an emic categorization of the type of pupils who attend public and private-concerted schools. In the conclusions, two themes are discussed: (a) implications that this case has for practical implementations of policy measures geared at reducing the “dualization” of the Spanish educational system and; (b) some strands of research that could be followed in the study of the role the educational system plays in the construction of social inequalit

Globalization, statist political economy, and unsuccessful education reform in South Korea, 1993-2003

This article examines the relationship between globalization and national education reforms, especially those of educational systems. Instead of exploring the much debated issues of how globalization affects national educational systems and how the nations react by what kinds of systemic education reform, however, it focuses on what such a method often leaves out, viz., the internal conditions of a nation that facilitates or hampers reform efforts. Taking South Korea as an example, it explores that country's unique national context which restricts and even inhibits education reforms. Especially noted here is the established "statist" political economy in education. In the paper's analysis, although South Korea's statist political economy has made a substantial contribution to economic and educational development, it is now considered increasingly unviable as globalization progresses. Nevertheless, the internal conditions, resultant from the previous statist policies, set limits on policy makers' efforts to alter the existing educational system. The analysis suggests that a fuller assessment of globalization's impact upon national educational systems or their reforms requires a perspective which is broad enough to encompass not only the concepts and/or theories of globalization and nation states but also the power relations and ideological setup of individual nations