Study of photon emission by electron capture during solar nuclei acceleration. 2: Delimitation of conditions for charge transfert establishment

The conditions for establishment of charge transfer during acceleration of nuclei up to Fe, for typical conditions of solar flare regions T = 5 x 10 to the 3rd power to 2.5 x 10 to the 8th power degrees K were explored. Results show that such conditions are widely assorted, depending on the acceleration mechanism, the kind of projections and their velocity, the target elements, the source temperature and consequently on the degree of ionization of matter and the local charge state of the accelerated ions. Nevertheless, in spite of that assorted behavior, there are some general tendencies that can be summarized as follows. In atomic H electron capture is systematically established from thermal energies up to high energies, whatever the element and for both acceleration process. For a given element and fixed temperature (T), the probability and energy domain of electron capture and loss with Fermi are higher than with Betatron acceleration. For a given acceleration process the heavier the ion the higher the probability and the wider the energy range for electron capture and loss. For given acceleration mechanism and fixed element the importance and energy domain of capture and loss increase with T: for those reasons, the energy range of charge equilibrium (illustrated with solid lines on the next figs.) is wider with Fermi and increases with temperature and atomic number of projectiles. For the same reasons, electron loss is smaller while the lighter the element, the lower the temperature and the Betatron process, such that there are conditions for which electron loss is not allowed at low energies, but only electron capture is established

Study of photon emission by electron capture during solar nuclei acceleration. 3: Photon production evaluations

Lower limits of photon fluxes were evaluated from electron capture during acceleration in solar flares, because the arbitrary q sub c asterisk assumed in this work evolves very slow with velocity, probably much more slowly than the physical actual situation: in fact, more emission is expected toward the IR region. Nevertheless the authors claim to show that the factibility of sounding acceleration processes, charge evolution processes and physical parameters of the source itself, by the observational analysis of this kind of emissions. For instance, it would be interesting to search observationally, for the predicted flux and energy drift of F sub e ions interacting with the atomic 0 and F sub e of the source matter, or, even more feasible for the X-ray lines at 4.2 keV and 2.624 + 0.003 KeV from Fe and S ions in ionized Fe at T = 10 to the 7th power K respectively, the 418 + or - 2 eV and 20 + or - 4 eV lines of Fe and S in ionized Fe at 5 x 10 to the 6th power K, which are predicted from Fermi acceleration

Study of non-thermal photon production under different scenarios in solar flares. 1: Scenarios and formulations

In order to study the overall phenomenology involved in solar flares, it is necessary to understand their individual manifestation before building a corresponding description of the global phenomenon. Here the concern is with the production of X and gamma rays in solar flares. Flares are initiated very often within the closed magnetic field configurations of active centers. According (2) when beta = kinetic energy density/magnetic energy density approximately 0.2, the magnetic trap configuration is destructed within the time scale of the impulsive phase of flares ( 100 s). A first particle acceleration stage occurs during this phase as indicated by impulsive microwave and hard X-rays bursts. In some flare events, when the field strength beta is very high, the broken field lines may close again, such that later, in the course of the flash and main phases more hot plasma of very high conductivity is created, and so, the field and frozen plasma expand outward, as the kinetic pressure inside the closed loops increases. The magnetically trapped particles excite strong Alfven wave turbulence of small transverse scale

Study of photon emission by electron capture during solar nuclei acceleration, 1: Temperature-dependent cross section for charge changing processes

The study of charge changing cross sections of fast ions colliding with matter provides the fundamental basis for the analysis of the charge states produced in such interactions. Given the high degree of complexity of the phenomena, there is no theoretical treatment able to give a comprehensive description. In fact, the involved processes are very dependent on the basic parameters of the projectile, such as velocity charge state, and atomic number, and on the target parameters, the physical state (molecular, atomic or ionized matter) and density. The target velocity, may have also incidence on the process, through the temperature of the traversed medium. In addition, multiple electron transfer in single collisions intrincates more the phenomena. Though, in simplified cases, such as protons moving through atomic hydrogen, considerable agreement has been obtained between theory and experiments However, in general the available theoretical approaches have only limited validity in restricted regions of the basic parameters. Since most measurements of charge changing cross sections are performed in atomic matter at ambient temperature, models are commonly based on the assumption of targets at rest, however at Astrophysical scales, temperature displays a wide range in atomic and ionized matter. Therefore, due to the lack of experimental data , an attempt is made here to quantify temperature dependent cross sections on basis to somewhat arbitrary, but physically reasonable assumptions

Study of non-thermal photon production under different scenarios in solar flares. 2: The Compton inverse and Bremsstrahlung models and fittings

Energy spectra of photons emitted from Bremsstrahlung (BR) of energetic electrons with matter, is obtained from the deconvolution of the electron energy spectra. It can be inferred that the scenario for the production of X-rays and gamma rays in solar flares may vary from event to event. However, it is possible in many cases to associated low energy events to impulsive acceleration, and the high energy phase of some events to stochastic acceleration. In both cases, flare particles seem to be strongly modulated by local energy losses. Electric field acceleration, associated to neutral current sheets is a suitable candidate for impulsive acceleration. Finally, that the predominant radiation process of this radiation is the inverse Compton effect due to the local flare photon field

Entre la decolonización y el capital humano. reflexiones en torno al rol esperado del docente en el Chile post transición

The relationship between socioeconomic mobility and school levels has been thematized since the generalization of modern institutionalized education systems. The demand for Chilean quality education is associated with exitism and the formation of Human Capital, crashing with mismatches between public policies, the crisis of legitimization of public education, and the Latin American epistemic advance that influences the pedagogical exercise through critical pedagogy or decolonization as a new way of organizing / re-creating knowledge. Thus, the teacher is required from two dichotomous currents, which makes him a vortex with unusual edges. This article of reflection seeks to expose some aspects of these contradictions, addressing the theory of Human Capital in education and the decolonization of pedagogy, in relation to the expected role of teachers in Chile.La relación entre movilidad socioeconómica y niveles escolares se ha tematizado desde la generalización de los sistemas institucionalizados modernos de educación. La exigencia de educación de calidad chilena está asociada al exitismo y a la formación de Capital Humano, estrellándose con desajustes entre políticas públicas, la crisis de legitimación de la educación pública, y el avance epistémico latinoamericano que influye el ejercicio pedagógico a través de la pedagogía crítica o la descolonización como nueva forma de organizar/re-crear conocimiento. Es así que el docente es requerido desde dos corrientes dicotómicas, lo que le convierte en un vórtice con inusitadas aristas. El presente artículo de reflexión busca exponer algunos aspectos de dichas contradicciones, abordando la teoría de Capital Humano en educación y de la decolonización de la pedagogía, en relación al rol esperado del profesorado en Chile

Entre la decolonización y el capital humano. reflexiones en torno al rol esperado del docente en el Chile post transición

The relationship between socioeconomic mobility and school levels has been thematized since the generalization of modern institutionalized education systems. The demand for Chilean quality education is associated with exitism and the formation of Human Capital, crashing with mismatches between public policies, the crisis of legitimization of public education, and the Latin American epistemic advance that influences the pedagogical exercise through critical pedagogy or decolonization as a new way of organizing / re-creating knowledge. Thus, the teacher is required from two dichotomous currents, which makes him a vortex with unusual edges. This article of reflection seeks to expose some aspects of these contradictions, addressing the theory of Human Capital in education and the decolonization of pedagogy, in relation to the expected role of teachers in Chile.La relación entre movilidad socioeconómica y niveles escolares se ha tematizado desde la generalización de los sistemas institucionalizados modernos de educación. La exigencia de educación de calidad chilena está asociada al exitismo y a la formación de Capital Humano, estrellándose con desajustes entre políticas públicas, la crisis de legitimación de la educación pública, y el avance epistémico latinoamericano que influye el ejercicio pedagógico a través de la pedagogía crítica o la descolonización como nueva forma de organizar/re-crear conocimiento. Es así que el docente es requerido desde dos corrientes dicotómicas, lo que le convierte en un vórtice con inusitadas aristas. El presente artículo de reflexión busca exponer algunos aspectos de dichas contradicciones, abordando la teoría de Capital Humano en educación y de la decolonización de la pedagogía, en relación al rol esperado del profesorado en Chile