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Kétévi A. Assamagan

Publications and source records attributed to Kétévi A. Assamagan.

16 recordsLinked to original sources
arXiv2026

Activity Report on the Ninth African School of Fundamental Physics and Applications (ASP2026)

The African School of Fundamental Physics and Applications, also known as the African School of Physics (ASP), was initiated in 2010, as a three-week biennial event, to offer additional training in fundamental and applied physics to African students with a minimum of three-year university education. Since its inception, ASP has grown to be much more than a school. ASP has become a series of activities and events to support academic development of African students, teachers, high school pupils (learners) and faculties. We report on the ninth African School of Physics, ASP2026, organized in Kenya, on July 5--19, 2026. ASP2026 included programs for university students, high school teachers and learners.

physics.ed-ph↗
arXiv2024

Activity Report on the Eighth African School of Fundamental Physics and Applications (ASP2024)

The African School of Fundamental Physics and Applications, also known as the African School of Physics (ASP), was initiated in 2010, as a three-week biennial event, to offer additional training in fundamental and applied physics to African students with a minimum of three-year university education. Since its inception, ASP has grown to be much more than a school. ASP has become a series of activities and events to support academic development of African students, teachers and faculties. We report on the eighth African School of Physics, ASP2024, organized in Morocco, on April 15--19 and July 7--21, 2024. ASP2024 included programs for university students, high school teachers and high school pupils.

physics.ed-ph↗
arXiv2024

Summary Report on the 2024 African School of Physics Program for Learners

On April 15-19, 2024, as a part of the eighth African School of Physics, ASP2024, we organized a program for learners from selected high schools in the vicinity of Marrakesh, Morocco. In this event, within a week, we reached out to over a thousand high school students, aka learners, from many high schools in the region of Marrakesh. We present a summary report on these outreach activities.

physics.ed-ph↗
arXiv2023

Report of the 2021 U.S. Community Study on the Future of Particle Physics (Snowmass 2021) Summary Chapter

The 2021-22 High-Energy Physics Community Planning Exercise (a.k.a. ``Snowmass 2021'') was organized by the Division of Particles and Fields of the American Physical Society. Snowmass 2021 was a scientific study that provided an opportunity for the entire U.S. particle physics community, along with its international partners, to identify the most important scientific questions in High Energy Physics for the following decade, with an eye to the decade after that, and the experiments, facilities, infrastructure, and R&D needed to pursue them. This Snowmass summary report synthesizes the lessons learned and the main conclusions of the Community Planning Exercise as a whole and presents a community-informed synopsis of U.S. particle physics at the beginning of 2023. This document, along with the Snowmass reports from the various subfields, will provide input to the 2023 Particle Physics Project Prioritization Panel (P5) subpanel of the U.S. High-Energy Physics Advisory Panel (HEPAP), and will help to guide and inform the activity of the U.S. particle physics community during the next decade and beyond.

hep-ex↗
arXiv2023

Activity Report on the Seventh African School of Fundamental Physics and Applications (ASP2022)

The African School of Fundamental Physics and Applications, also known as the African School of Physics (ASP), was initiated in 2010, as a three-week biennial event, to offer additional training in fundamental and applied physics to African students with a minimum of three-year university education. Since its inception, ASP has grown to be much more than a school. ASP has become a series of activities and events with directed ethos towards physics as an engine for development in Africa. We report on the seven African School of Physics, ASP2022, organized at Nelson Mandela University, on November~28 to December~8, 2022. ASP2022 included programs for university students, high school teachers and high school pupils.

physics.ed-ph↗
arXiv2022

Modelling the impact of vaccination on the COVID-19 pandemic in African countries

The rapid development of vaccines to combat the spread of COVID-19 disease caused by the SARS-CoV-2 virus is a great scientific achievement. Before the development of the COVID-19 vaccines, most studies capitalized on the available data that did not include pharmaceutical measures. Such studies focused on the impact of non-pharmaceutical measures (e.g social distancing, sanitation, wearing of face masks, and lockdown) to study the spread of COVID-19. In this study, we used the SIDARTHE-V model which is an extension of the SIDARTHE model wherein we include vaccination roll outs. We studied the impact of vaccination on the severity (deadly nature) of the virus in African countries. Model parameters were extracted by fitting simultaneously the COVID-19 cumulative data of deaths, recoveries, active cases, and full vaccinations reported by the governments of Ghana, Kenya, Mozambique, Nigeria, South Africa, Togo, and Zambia. With countries having some degree of variation in their vaccination programs, we considered the impact of vaccination campaigns on the death rates in these countries. The study showed that the cumulative death rates declined drastically with the increased extent of vaccination in each country; while infection rates were sometimes increasing with the arrival of new waves, the death rates did not increase as we saw before vaccination.

q-bio.PE↗
arXiv2022

Lifestyle and personal wellness in particle physics research activities

Finding a balance between professional responsibilities and personal priorities is a great challenge of contemporary life and particularly within the HEPAC community. Failure to achieve a proper balance often leads to different degrees of mental and physical issues and affects work performance. In this paper, we discuss some of the main causes that lead to the imbalance between work and personal life in our academic field. We present some recommendations in order to establish mechanisms to create a healthier and more equitable work environment, for the different members of our community at the different levels of their careers.

physics.soc-ph↗
arXiv2022

Building a Culture of Equitable Access and Success for Marginalized Members in Today's Particle Physics Community

Diversity, Equity, Inclusion, and Accessibility (DEIA) are not only called for to ensure morality and justice in our society, they also support ongoing and future excellence in particle physics. Over the past decade, the particle physics community has devised programs to support DEIA along multiple axes, and the way we think about measuring and implementing these initiatives has evolved. DEIA in physics is a broad topic, so in this paper we focus on the experiences of marginalized communities and outline ways different stakeholders can build a culture of equitable access for the success of marginalized individuals. Specifically, we identify urgent needs in the following areas: (1) We need to acquire a better understanding of the status quo, both quantitatively and qualitatively, to assess the effectiveness of existing programs and to develop best practices; (2) we need to develop effective and inclusive ways to engage marginalized communities; (3) we need to create infrastructure to better support members of marginalized communities, on an academic, financial and personal level; (4) we need to create an environment conducive to equitable access and success by establishing community expectations, fostering inclusion in social interactions, and holding individuals and institutions accountable; and (5) we need to establish a mechanism to monitor progress in the area of DEIA, including the implementation of the recommendations enumerated in this paper and others during the Snowmass 2021 process.

physics.soc-ph↗
arXiv2022

Activity Report of the Second African Conference on Fundamental and Applied Physics, ACP2021

The African School of Fundamental Physics and Applications, also known as the African School of Physics (ASP), was initiated in 2010, as a three-week biennial event, to offer additional training in fundamental and applied physics to African students with a minimum of three-year university education. Since its inception, ASP has grown to be much more than a school. ASP has become a series of activities and events with directed ethos towards physics as an engine for development in Africa. One such activity of ASP is the African Conference on Fundamental and Applied Physics (ACP). The first edition of ACP took place during the 2018 edition of ASP at the University of Namibia in Windhoek. In this paper, we report on the second edition of ACP, organized on March 7--11, 2022, as a virtual event.

physics.ed-ph↗
arXiv2022

Higgs portal vector dark matter interpretation: review of Effective Field Theory approach and ultraviolet complete models

A review of the Higgs portal-vector dark matter interpretation of the spin-independent dark-matter nucleon elastic scattering cross section is presented, where the invisible Higgs decay width measured at the LHC is used. Effective Field Theory and ultraviolet complete models are discussed. LHC interpretations show only the scalar and Majorana dark-matter scenarios; we propose to include interpretation for vector dark matter in the EFT and UV completions theoretical framework. In addition, our studies suggest an extension of the LHC dark matter interpretations to the sub-GeV regime.

hep-ph↗
arXiv2022

Why should the U.S. care about high energy physics in Africa and Latin America?

Research, education and training in high energy physics (HEP) often draw international collaborations even when priorities and long term visions are defined regionally or nationally. Yet in many developing regions, HEP activities are limited in both human capacity and expertise, as well as in resource mobilisation. In this paper, the benefits -- to the U.S. HEP program -- of engagements with developing countries are identified and studied through specific examples of Africa and Latin America; conversely, the impact of HEP education and research for developing countries are also pointed out. In the context of the U.S. strategic planning for high energy physics, the authors list recommendations on investments that will benefit both developed and developing nations.

physics.soc-ph↗
arXiv2021

The African School of Fundamental Physics and Applications Activity Report 2019-2021

The sixth edition of the African School of Fundamental and Applied Physics (ASP) was planned for Morocco in July 2020 and was referred to as ASP2020. Preparations were at an advanced stage when ASP2020 was postponed because of the COVID-19 pandemic. The three-week event was restructured into two activities in 2021 -- an online event on July 19-30, 2021 and a hybrid event on December 12-18, 2021 -- and was renamed ASP2021. At the beginning of the COVID-19 pandemic, an online lecture series was integrated into the ASP activities. The ASP mentorship program, which consists of online engagements between lecturers and assigned mentees, continued in this way. ASP alumni studied one year of COVID-19 data of ten African countries to offer insights into pandemic containment measures. In this note, we report on ASP activities since the last in-person edition of ASP in 2018 in Namibia.

physics.ed-ph↗
arXiv2021

A model of COVID-19 pandemic evolution in African countries

We studied the COVID-19 pandemic evolution in selected African countries. For each country considered, we modeled simultaneously the data of the active, recovered and death cases. In this study, we used a year of data since the first cases were reported. We estimated the time-dependent basic reproduction numbers, $R_0$, and the fractions of infected but unaffected populations, to offer insights into containment and vaccine strategies in African countries. We found that $R_0\leq 4$ at the start of the pandemic but has since fallen to $R_0 \sim 1$. The unaffected fractions of the populations studied vary between $1-10$\% of the recovered cases.

q-bio.PE↗
arXiv2021

A study of COVID-19 data from African countries

COVID-19 is a new pandemic disease that is affecting almost every country with a negative impact on social life and economic activities. The number of infected and deceased patients continues to increase globally. Mathematical models can help in developing better strategies to contain a pandemic. Considering multiple measures taken by African governments and challenging socio-economic factors, simple models cannot fit the data. We studied the dynamical evolution of COVID-19 in selected African countries. We derived a time-dependent reproduction number for each country studied to offer further insights into the spread of COVID-19 in Africa.

q-bio.PE↗
arXiv2020

Software Sustainability & High Energy Physics

New facilities of the 2020s, such as the High Luminosity Large Hadron Collider (HL-LHC), will be relevant through at least the 2030s. This means that their software efforts and those that are used to analyze their data need to consider sustainability to enable their adaptability to new challenges, longevity, and efficiency, over at least this period. This will help ensure that this software will be easier to develop and maintain, that it remains available in the future on new platforms, that it meets new needs, and that it is as reusable as possible. This report discusses a virtual half-day workshop on "Software Sustainability and High Energy Physics" that aimed 1) to bring together experts from HEP as well as those from outside to share their experiences and practices, and 2) to articulate a vision that helps the Institute for Research and Innovation in Software for High Energy Physics (IRIS-HEP) to create a work plan to implement elements of software sustainability. Software sustainability practices could lead to new collaborations, including elements of HEP software being directly used outside the field, and, as has happened more frequently in recent years, to HEP developers contributing to software developed outside the field rather than reinventing it. A focus on and skills related to sustainable software will give HEP software developers an important skill that is essential to careers in the realm of software, inside or outside HEP. The report closes with recommendations to improve software sustainability in HEP, aimed at the HEP community via IRIS-HEP and the HEP Software Foundation (HSF).

hep-ex↗