Evidence of increasing acoustic emissivity at high frequency with solar cycle 23 in Sun-as-a-star observations

We used long high-quality unresolved (Sun-as-a-star observations) data collected by GOLF and VIRGO instruments on board the ESA/NASA SOHO satellite to investigate the amplitude variation with solar cycle 23 in the high-frequency band (5.7 < nu< 6.3 mHz). We found an enhancement of acoustic emissivity over the ascending phase of about 18+-3 in velocity observations and a slight enhancement of 3+-2 in intensity. Mode conversion from fast acoustic to fast magneto-acoustic waves could explain the enhancement in velocity observations. These findings open up the possibility to apply the same technique to stellar intensity data, in order to investigate stellar-magnetic activity.Comment: Proceedings of the Stellar Pulsation. Santa Fe, USA. 3 pages, 5 figure

Pigment Epithelium-Derived Factor – An Angiostatic Factor with a Broader Function in Melanoma

Capítulo 8: Open Access.Supported by grants Ministerio de Educacion y Ciencia SAF2007-62292 and SAF2010-19256 to BJ. AFB has been supported by a CSIC-JAE fellowship and JLO by a SAF2007-62292 contract.Peer Reviewe

Conference Proceedings of the 1st Conference in Business Research and Management

This edited book contains the conference proceedings of the “1st Conference in Business Research and Management”, organized by the University of Castilla – La Mancha and the University of Rome “Tor Vergata”. The Conference took place on May 26th and 27th 2022, at the University of Castilla – La Mancha in Toledo. The aim of the Conference was to discuss the most important managerial and organizational implications of the pandemic and the future challenges that public and private organizations will have to face in the coming years, the so–called “New Normal”. The volume contains all the 49 extended abstracts presented during the Conference

Gauge copies in the Landau-DeWitt gauge: a background invariant restriction

The Landau background gauge, also known as the Landau-DeWitt gauge, has found renewed interest during the past decade given its usefulness in accessing the confinement-deconfinement transition via the vacuum expectation value of the Polyakov loop, describable via an appropriate background. In this Letter, we revisit this gauge from the viewpoint of it displaying gauge (Gribov) copies. We generalize the Gribov-Zwanziger effective action in a BRST and background invariant way; this action leads to a restriction on the allowed gauge fluctuations, thereby eliminating the infinitesimal background gauge copies. The explicit background invariance of our action is in contrast with earlier attempts to write down and use an effective Gribov-Zwanziger action. It allows to address certain subtleties arising in these earlier works, such as a spontaneous and thus spurious Lorentz symmetry breaking, something which is now averted.Comment: 14 pages. v2: version to appear in Phys.Lett.B, with minor modifications and extra reference

Autoconcepto académico y toma de decisiones en el alumnado de bachillerato

ABSTRACTThis article shows the relationship between academic self‐concept, perceived academic self‐concept, and decision making in Secondary Education. 454 students take part in this research. The instrument used in this article was a questionnaire containing an adaptation “Self‐Concept of Ability General Scale”, “Perceived Parental Evaluation of Ability Scale” and “Perceived Teacher’s Evaluations of Ability Scale” from Brookover, Erickson y Joiner (1967). The statistical analysis shows high correlations between analysed variables. The students who choose the University: a) they value their academic years; b) they become aware a good impression about their parents and teachers and about their high school achievement; c) they adopt a more responsible attitude towards their future studies, from those who choose another option. The results provide interesting suggestions to generate intervention strategies in the academic and working decision making process.RESUMEN Este trabajo analiza las relaciones entre el autoconcepto académico y el autoconcepto académico percibido con la toma de decisiones de los alumnos de Bachillerato. En la investigación participaron 454 alumnos. El instrumento utilizado fue un cuestionario en el que se incluyó una adaptación para el Bachillerato de las escalas “Qué Opinas de ti Mismo”, “Qué Opinan Tus Padres de Ti” y “Qué Opinan Tus profesores de Ti” de Brookover, Erickson y Joiner (1967). Los análisis estadísticos muestran altas correlaciones entre las variables analizadas. Los alumnos que optan por la Universidad: a) valoran más favorablemente su faceta académica; b) perciben en sus padres y en el profesorado una valoración más positiva de su rendimiento en Bachillerato; c) adoptan una actitud más responsable hacia sus estudios que quienes eligen otra opción. Los resultados aportan interesantes sugerencias para generar estrategias de intervención en los procesos de toma de decisiones académico-laborales. ABSTRACT This article shows the relationship between academic self‐concept, perceived academic self‐concept, and decision making in Secondary Education. 454 students take part in this research. The instrument used in this article was a questionnaire containing an adaptation “Self‐Concept of Ability General Scale”, “Perceived Parental Evaluation of Ability Scale” and “Perceived Teacher’s Evaluations of Ability Scale” from Brookover, Erickson y Joiner (1967). The statistical analysis shows high correlations between analysed variables. The students who choose the University: a) they value their academic years; b) they become aware a good impression about their parents and teachers and about their high school achievement; c) they adopt a more responsible attitude towards their future studies, from those who choose another option. The results provide interesting suggestions to generate intervention strategies in the academic and working decision making process