University of Rochester

About: University of Rochester is a education organization based out in Rochester, New York, United States. It is known for research contribution in the topics: Population & Laser. The organization has 63915 authors who have published 112762 publications receiving 5484122 citations. The organization is also known as: Rochester University.

Intrinsic Colors, Temperatures, and Bolometric Corrections of Pre-Main Sequence Stars

Abstract: We present an analysis of the intrinsic colors and temperatures of 5-30 Myr old pre-main sequence (pre-MS) stars using the F0 through M9 type members of nearby, negligibly reddened groups: Eta Cha cluster, TW Hydra Association, Beta Pic Moving Group, and Tucana-Horologium Association. To check the consistency of spectral types from the literature, we estimate new spectral types for 52 nearby pre-MS stars with spectral types F3 through M4 using optical spectra taken with the SMARTS 1.5-m telescope. Combining these new types with published spectral types, and photometry from the literature (Johnson-Cousins BVIc, 2MASS JHKs and WISE W1, W2, W3, and W4), we derive a new empirical spectral type-color sequence for 5-30 Myr old pre-MS stars. Colors for pre-MS stars match dwarf colors for some spectral types and colors, but for other spectral types and colors, deviations can exceed 0.3 mag. We estimate effective temperatures (Teff) and bolometric corrections (BCs) for our pre-MS star sample through comparing their photometry to synthetic photometry generated using the BT-Settl grid of model atmosphere spectra. We derive a new Teff and BC scale for pre-MS stars, which should be a more appropriate match for T Tauri stars than often-adopted dwarf star scales. While our new Teff scale for pre-MS stars is within ~100 K of dwarfs at a given spectral type for stars

MadGraph/MadEvent v4: the new web generation

Abstract: We present the latest developments of the MadGraph/MadEvent Monte Carlo event generator and several applications to hadron collider physics. In the current version events at the parton, hadron and detector level can be generated directly from a web interface, for arbitrary processes in the Standard Model and in several physics scenarios beyond it (HEFT, MSSM, 2HDM). The most important additions are: a new framework for implementing user-defined new physics models; a standalone running mode for creating and testing matrix elements; generation of events corresponding to different processes, such as signal(s) and backgrounds, in the same run; two platforms for data analysis, where events are accessible at the parton, hadron and detector level; and the generation of inclusive multi-jet samples by combining parton-level events with parton showers. To illustrate the new capabilities of the package some applications to hadron collider physics are presented: 1) Higgs search in pp \to H \to W^+W^-: signal and backgrounds. 2) Higgs CP properties: pp \to H jj$in the HEFT. 3) Spin of a new resonance from lepton angular distributions. 4) Single-top and Higgs associated production in a generic 2HDM. 5) Comparison of strong SUSY pair production at the SPS points. 6) Inclusive W+jets matched samples: comparison with the Tevatron data. Comment: 38 pages, 15 figures

Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.

Abstract: We investigated 2 engagement-fostering aspects of teachers’ instructional styles—autonomy support and structure—and hypothesized that students’ engagement would be highest when teachers provided high levels of both. Trained observers rated teachers’ instructional styles and students’ behavioral engagement in 133 public high school classrooms in the Midwest, and 1,584 students in Grades 9–11 reported their subjective engagement. Correlational and hierarchical linear modeling analyses showed 3 results: (a) Autonomy support and structure were positively correlated, (b) autonomy support and structure both predicted students’ behavioral engagement, and (c) only autonomy support was a unique predictor of students’ self-reported engagement. We discuss, first, how these findings help illuminate the relations between autonomy support and structure as 2 complementary, rather than antagonistic or curvilinear, engagement-fostering aspects of teachers’ instructional styles and, second, the somewhat different results obtained for the behavioral versus self-report measures of students’ classroom engagement.

On Psychological Growth and Vulnerability: Basic Psychological Need Satisfaction and Need Frustration as a Unifying Principle

Abstract: Humans have a potential for growth, integration, and well-being, while also being vulnerable to defensiveness, aggression, and ill-being. Self-determination theory (R. M. Ryan & E. L. Deci, 2000, Self-determination theory and the facilitation of intrinsic motivation, social development and well-being,American Psychologist, Vol. 55, pp. 68‐78) argues that satisfaction of the basic psychological needs for autonomy, competence, and relatedness both fosters immediate well-being and strengthens inner resources contributing to subsequent resilience, whereas need frustration evokes illbeing and increased vulnerabilities for defensiveness and psychopathology. We briefly review recent research indicating how contextual need support and the experience of need satisfaction promote well-being and different growth manifestations (e.g., intrinsic motivation, internalization), as well as a rapidly growing body of work relating need thwarting and need frustration to ill-being, pursuit of need substitutes, and various forms of maladaptive functioning. Finally, we discuss research on differences in autonomous self-regulation and mindfulness, which serve as factors of resilience.