4,131 research outputs found

    On hadron deformation: a model independent extraction of EMR from pion photoproduction data

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    The multipole content of pion photoproduction at the Δ+(1232)\Delta^+ (1232) resonance has been extracted from a data set dominated by recent Mainz Microtron (MAMI) precision measurements. The analysis has been carried out in the Athens Model Independent Analysis Scheme (AMIAS), thus eliminating any model bias. The benchmark quantity for nucleon deformation, EMR=E2/M1=E1+3/2/M1+3/2EMR = E2/M1 = E_{1+}^{3/2}/M_{1+}^{3/2}, was determined to be 2.5±0.4stat+syst-2.5 \pm 0.4_{stat+syst}, thus reconfirming in a model independent way that the conjecture of baryon deformation is valid. The derived multipole amplitudes provide stringent constraints on QCD simulations and QCD inspired models striving to describe hadronic structure. They are in good agreement with phenomenological models which explicitly incorporate pionic degrees of freedom and with lattice QCD calculations.Comment: 14 pages, 9 figures, 2 table

    Real principals in real multiethnic schools: the (im)possibilities for inclusive principal practice

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    Having as backdrop the immigration affecting educational processes in Greece and the rise of extreme-right groups, my thesis argues for the responsibility of principals to lead inclusive, egalitarian schools. Firstly, it demonstrates the importance of understanding the role of a school principal in an ethnically diverse school. Secondly, it argues for a genuine consideration of ethnocentrism and racism in the highly diversity-blind Greek education system. Examining ethnographically the everyday practices of three male principals in three multiethnic secondary schools in Greece, I draw on the theory of Pierre Bourdieu and the concepts of principal habitus, suggested by Lingard, Hayes, Mills and Christie, and institutional habitus, developed by Reay, Ball and David, to investigate the possibilities and impossibilities for principals to include immigrant students in the educational processes. Seeing principalship as a complicated and contextual practice, I interrogate principal practices at three levels: the vocational, the institutional and the classroom. My findings suggest that the administrative and pedagogical work of the principals has both a direct and indirect impact on the education of ethnic minority students. Exclusions of immigrant students occur through the ordinariness and mundanity of school administration. It is through this business-as-usual appearance that discrimination occurs, because it is misrecognised as such. Principal practices towards ethnic minority students appear as constellations of vocational, institutional and individual dispositions entangled in ethnocentric structures. Nonetheless, principals also practise disruptions to the exclusion of ethnic minority students. My findings question the role of agency to challenge the (im) possibilities for inclusive principal practice. Ultimately, the thesis argues for a principal role that is explicitly linked to social justice and that is given the tools for critical self-reflection that could turn impossible principalships for immigrant students into possible ones

    Polymorphous heterogeneity and episodes of violence in school community: educational implications for building a democratic school

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    The present article is an attempt to shed light on a plethora of research studies concerning bullying and acts of violence within school settings. Furthermore, a basic aim of the chapter is to present different facets of school bullying. The presentation and interpretation of different theoretical approaches and the connection with the pro ile of different fragile community members aims to gain an understanding of bullying and victimization. Social and cultural heterogeneity seems to reinforce intimidating forms of aggression. Furthermore, the article emphasizes on suggestions that deal with the root causes of aggression, abuse and violence to help schools prevent and deal with this serious issue and become the nurturing learning environments and democratic school that they should be

    Linguistic deficiencies in primary progressive multiple sclerosis

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    The aim of the present study is to investigate the linguistic profile of patients with Primary Progressive Multiple Sclerosis (PPMS) in relation to linguistic deficits associated with specific brain areas. Ten adults with PPMS were tested for the needs of the study and compared with healthy participants. The Boston Aphasia Naming Test, namely the tasks of listening comprehension, repetition, and reading comprehension, were administered. Results showed that the group of participants with PPMS had significantly lower performance in the above-mentioned tasks of comprehension compared to the control group. The findings are discussed
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