This Report summarizes the results of the activities of the LHC Higgs Cross Section Working Group in the period 2014-2016. The main goal of the working group was to present the state-of-the-art of Higgs physics at the LHC, integrating all new results that have appeared in the last few years. The first part compiles the most up-to-date predictions of Higgs boson production cross sections and decay branching ratios, parton distribution functions, and off-shell Higgs boson production and interference effects. The second part discusses the recent progress in Higgs effective field theory predictions, followed by the third part on pseudo-observables, simplified template cross section and fiducial cross section measurements, which give the baseline framework for Higgs boson property measurements. The fourth part deals with the beyond the Standard Model predictions of various benchmark scenarios of Minimal Supersymmetric Standard Model, extended scalar sector, Next-to-Minimal Supersymmetric Standard Model and exotic Higgs boson decays. This report follows three previous working-group reports: Handbook of LHC Higgs Cross Sections: 1. Inclusive Observables (CERN-2011-002), Handbook of LHC Higgs Cross Sections: 2. Differential Distributions (CERN-2012-002), and Handbook of LHC Higgs Cross Sections: 3. Higgs properties (CERN-2013-004). The current report serves as the baseline reference for Higgs physics in LHC Run 2 and beyond.

Electrically biasing thin films of amorphous, substoichiometric silicon oxide drives surprisingly large structural changes, apparent as density variations, oxygen movement, and ultimately, emission of superoxide ions. Results from this fundamental study are directly relevant to materials that are increasingly used in a range of technologies, and demonstrate a surprising level of field-driven local reordering of a random oxide network.

This study investigated achievement goal orientation profile differences between youth swimmers on perceived competence and enjoyment, and the contribution of goal orientation and perceived competence to enjoyment in swimming. Male and female swimmers (n=302), aged 10-18 years (M=12.7; sd=2.25) completed a questionnaire assessing goal orientation, perceived competence and enjoyment in swimming. Cluster analysis revealed four goal orientation profile groups: high task/high ego, moderate task/low ego, high task/moderate ego and low task/moderate ego. MANOVA was conducted and a significant multivariate effect was found (Wilks=0.762; F=14.370; p=0.000; ES=0126). Further, Scheffe’s post-hoc comparisons tests revealed that swimmers scoring relatively high in both task and ego orientations, with a balance between the two, reported high values for perceived competence and enjoyment. Finally using two-way factorial MANOVA it was found that the interaction between the perceived competence and goal orientation profiles was not significant. Emphasizing task orientation for young athletes is a means to increase enjoyment in sport, regardless of their level of perceived competence.

Abstract The purpose of this article is to discuss the operating guidelines of supervised intership, of the history course at the Universidade Estadual de Londrina, UEL, Parana, Brazil, it also aims to reflect on the relationship between theory/practice in the professional training of history. In order to do this, it is necessary to highlight the theoretical and methodological guidelines that establish the basis of the disciplines aimed at the formation of the future history teacher, considering the discipline and its disciplinary code as being important to establish experience in initial formation of History teachers. It is also important to characterize the operation of the training period, its phases, and curriculum organization, the position of the student facing the training period of history, as well as the search and investigation of their ideas on post-regency experience. Starting from the stage reports as a source of this research, the experiences of students in seventh and eighth semester of the history course of the 2010 and 2011years were considered. For the construction of historical literacy, the steps of the history intership and didactic and pedagogical approach to teaching and historical learning demonstrate that the self-History investigative principle was based according to the class-workshop model proposed by Isabel Barca. Keywords: Teacher Training. School Discipline. Coaching.