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A. Belousov - One of the best experts on this subject based on the ideXlab platform.
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Search for First Generation Leptoquarks in ep Collisions at HERA
Physics Letters B, 2011Co-Authors: F.d. Aaron, C. Alexa, V. Andreev, S. Backovic, A. Baghdasaryan, S. Baghdasaryan, E. Barrelet, W. Bartel, K. Begzsuren, A. BelousovAbstract:A search for First Generation scalar and vector leptoquarks produced in ep collisions is performed by the H1 experiment at HERA. The full H1 data sample is used in the analysis, corresponding to an integrated luminosity of 446 pb^-1. No evidence for the production of leptoquarks is observed in final states with a large transverse momentum electron or with large missing transverse momentum, and constraints on leptoquark models are derived. For leptoquark couplings of electromagnetic strength lambda=0.3, First Generation leptoquarks with masses up to 800 GeV are excluded at 95% confidence level.
Janet Shibley Hyde - One of the best experts on this subject based on the ideXlab platform.
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closing the social class achievement gap for First Generation students in undergraduate biology
Journal of Educational Psychology, 2014Co-Authors: Judith M Harackiewicz, Elizabeth A Canning, Yoi Tibbetts, Cynthia J Giffen, Seth S Blair, Douglas I Rouse, Janet Shibley HydeAbstract:Many students start college intending to pursue a career in the biosciences, but too many abandon this goal because they struggle in introductory biology. Interventions have been developed to close achievement gaps for underrepresented minority students and women, but no prior research has attempted to close the gap for First-Generation students, a population that accounts for nearly a 5th of college students. We report a values affirmation intervention conducted with 798 U.S. students (154 First-Generation) in an introductory biology course for majors. For First-Generation students, values affirmation significantly improved final course grades and retention in the 2nd course in the biology sequence, as well as overall grade point average for the semester. This brief intervention narrowed the achievement gap between First-Generation and continuing-Generation students for course grades by 50% and increased retention in a critical gateway course by 20%. Our results suggest that educators can expand the pipeline for First-Generation students to continue studying in the biosciences with psychological interventions.
F.d. Aaron - One of the best experts on this subject based on the ideXlab platform.
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Search for First Generation Leptoquarks in ep Collisions at HERA
Physics Letters B, 2011Co-Authors: F.d. Aaron, C. Alexa, S. Backovic, A. Baghdasaryan, E. Barrelet, W. Bartel, K. Begzsuren, V. P. Andreev, S. Baghdasaryana, A.s. BelousovAbstract:A search for First Generation scalar and vector leptoquarks p roduced in ep collisions is performed by the H1 Collaboration at HERA. The full H1 data sample is used in the analysis, corresponding to an integrated luminosity of 446 pb −1 . No evidence for the production of leptoquarks is observed in final states with a large transverse momentum ele ctron or with large missing transverse momentum, and constraints on leptoquark models are derived. For leptoquark couplings of electromagnetic strength λ = 0.3, First Generation leptoquarks with masses up to 800 GeV are excluded at 95% confidence level.
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Search for First Generation Leptoquarks in ep Collisions at HERA
Physics Letters B, 2011Co-Authors: F.d. Aaron, C. Alexa, V. Andreev, S. Backovic, A. Baghdasaryan, S. Baghdasaryan, E. Barrelet, W. Bartel, K. Begzsuren, A. BelousovAbstract:A search for First Generation scalar and vector leptoquarks produced in ep collisions is performed by the H1 experiment at HERA. The full H1 data sample is used in the analysis, corresponding to an integrated luminosity of 446 pb^-1. No evidence for the production of leptoquarks is observed in final states with a large transverse momentum electron or with large missing transverse momentum, and constraints on leptoquark models are derived. For leptoquark couplings of electromagnetic strength lambda=0.3, First Generation leptoquarks with masses up to 800 GeV are excluded at 95% confidence level.
Frank W. Nicholas - One of the best experts on this subject based on the ideXlab platform.
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A First-Generation integrated tammar wallaby map and its use in creating a tammar wallaby First-Generation virtual genome map
BMC Genomics, 2011Co-Authors: Chenwei Wang, Janine E. Deakin, Willem Rens, Kyall R. Zenger, Katherine Belov, Jennifer A. Marshall Graves, Frank W. NicholasAbstract:The limited (2X) coverage of the tammar wallaby (Macropus eugenii) genome sequence dataset currently presents a challenge for assembly and anchoring onto chromosomes. To provide a framework for this assembly, it would be a great advantage to have a dense map of the tammar wallaby genome. However, only limited mapping data are available for this non-model species, comprising a physical map and a linkage map. We combined all available tammar wallaby mapping data to create a tammar wallaby integrated map, using the Location DataBase (LDB) strategy. This First-Generation integrated map combines all available information from the second-Generation tammar wallaby linkage map with 148 loci, and extensive FISH mapping data for 492 loci, especially for genes likely to be located at the ends of wallaby chromosomes or at evolutionary breakpoints inferred from comparative information. For loci whose positions are only approximately known, their location in the integrated map was refined on the basis of comparative information from opossum (Monodelphis domestica) and human. Interpolation of segments from the opossum and human assemblies into the integrated map enabled the subsequent construction of a tammar wallaby First-Generation virtual genome map, which comprises 14336 markers, including 13783 genes recruited from opossum and human assemblies. Both maps are freely available at http://compldb.angis.org.au . The First-Generation integrated map and the First-Generation virtual genome map provide a backbone for the chromosome assembly of the tammar wallaby genome sequence. For example, 78% of the 10257 gene-scaffolds in the Ensembl annotation of the tammar wallaby genome sequence (including 10522 protein-coding genes) can now be given a chromosome location in the tammar wallaby virtual genome map.
Patrick T. Terenzini - One of the best experts on this subject based on the ideXlab platform.
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First Generation college students additional evidence on college experiences and outcomes
The Journal of Higher Education, 2004Co-Authors: Ernest T. Pascarella, Christopher T Pierson, Gregory C Wolniak, Patrick T. TerenziniAbstract:The growing demographic diversity of the under-graduate student body in American postsecondary education has been well documented over an extended period of time (see, for example, Choy, 2001; Hodgkinson, 1985; Levine & Associates, 1989; Chronicle of Higher Education: Almanac Issue, 1996; Pascarella & Terenzini, 1998; Rendon, Hope, & Associates, 1996). One result of this increased diversity is the substantial number of "First-Generation" college students from families where neither parent had more than a high-school education. For example, using results from the National Center for Education Statistics Beginning Postsecondary Students Longitudinal Study, Choy (2001) points out that in 1995-96, 34% of students entering the nation's four-year institutions and 53% of students starting at two-year colleges were First-Generation students. First-Generation college students have been the focus of a growing body of research. Generally this research falls into three general categories (Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996). The First category consists of studies that typically compare First-Generation and other college students in terms of demographic characteristics, secondary school preparation, the college choice process, and college expectations (e.g., Berkner & Chavez, 1997; Horn & Nunez, 2000; Hossler, Schmit, & Vesper, 1999; Kojaku & Nunez, 1998; Pratt & Skaggs, 1989; Stage & Hossler, 1989; Warburton, Bugarin, & Nunez, 2001; York-Anderson & Bowman, 1991). The weight of evidence from this research indicates that, compared to their peers, First-Generation college students tend to be at a distinct disadvantage with respect to basic knowledge about postsecondary education (e.g., costs and application process), level of family income and support, educational degree expectations and plans, and academic preparation in high school. A second general category of research on First-Generation college students attempts to describe and understand the transition from high school to postsecondary education (e.g., Lara, 1992; Rendon, 1992; Rendon, Hope, & Associates, 1996; Terenzini et al., 1994; Weis, 1992). As summarized by Terenzini et al. (1996), the evidence is reasonably clear that First-Generation students as a group have a more difficult transition from secondary school to college than their peers. Not only do First-Generation students confront all the anxieties, dislocations, and difficulties of any college student, their experiences often involve substantial cultural as well as social and academic transitions. The third general category of research on First-Generation college students examines their persistence in college, degree attainment, and early career labor market outcomes (e.g., Attinasi, 1989; Berkner, Horn, & Clune, 2000; Billson & Terry, 1982; Choy, 2000; Horn, 1998; Nunez & Cuccaro-Alamin, 1998; Richardson & Skinner, 1992; Warburton, Bugarin, & Nunez, 2001). These investigations consistently indicate that, compared to students whose parents are college graduates, First-Generation students are more likely to leave a four-year institution at the end of the First year, less likely to remain enrolled in a four-year institution or be on a persistence track to a bachelor's degree after three years, and are less likely to stay enrolled or attain a bachelor's degree after five years. When degree attainment is taken into account, there appears to be little difference in the early career earnings of First-Generation graduates and their peers. However, four to five years after graduation, First-Generation college students appear less likely than students whose parents have college degrees to be enrolled in a graduate or First professional program. Although we appear to know much about First-Generation college students with respect to their academic preparation, transition to postsecondary education, and progress toward degree attainment, surprisingly little is known about their college experiences or their cognitive and psychosocial development during college. …
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First-Generation College Students: Characteristics, Experiences, and Cognitive Development.
Research in Higher Education, 1996Co-Authors: Patrick T. Terenzini, Leonard Springer, Patricia M. Yaeger, Ernest T. Pascarella, Amaury NoraAbstract:This study sought answers to three questions: (1) Do the precollege characteristics of First-Generation students differ from those of traditional students? (2) Do First-Generation students' college experiences differ from those of other students? (3) What are the educational consequences of any differences on First-year gains in students' reading, math, and critical thinking abilities? Answers come from 2,685 students (825 First-Generation and 1,860 traditional students) who entered 23 diverse institutions nationwide in Fall 1992 and who completed one year of study. First-Generation students differ from their traditional peers in both entering characteristics and college experiences. Although traditional students make greater net gains in reading during their First year, the two groups gain to about the same degree in math and critical thinking skills. Those gains, however, appear to result from somewhat different experiences.
