Phenomenological tests of the Two-Higgs-Doublet Model with MFV and flavour-blind phases

In the context of a Two-Higgs-Doublet Model in which Minimal Flavour Violation (MFV) is imposed, one can allow the presence of flavour-blind CP-violating phases without obtaining electric dipole moments that overcome the experimental bounds. This choice permits to accommodate the hinted large phase in the $B_s$ mixing and, at the same time, to soften the observed anomaly in the relation between $\epsilon_K$ and $S_{\psi K_S}$.Comment: 8 pages, 2 figures, Proceedings of "DISCRETE 2010" - December 6-11, 2010 - Rome (Italy

Is there a caring class? Intergenerational transmission of care work

Most research on intergenerational social reproduction has been concerned with upward and downward movements across rank-ordered, “big-class” categories or along continuous gradients of status, income, or skill. An exception is the more nominal conceptualization of the social structure offered in recent research that focuses on qualitative differences in life conditions across occupational “micro classes.” The present analysis broadens this nominal approach by considering social reproduction across an important qualitative dimension that bridges multiple occupations: whether or not one’s work centrally involves care. Based on data from the U.S. General Social Surveys, results provide little evidence that care work is transmitted from parents to children. While women and men whose parents worked in care are more likely to do so themselves, this association is attributable to a general tendency for people to work in the same detailed occupation as their parents. Parents pass along their vertical status positions, and sometimes their specific occupations, but not care work as such. Parent–child similarity in caring outcomes likely reflects transmission of values, skills, knowledge, and network ties that are specific to detailed occupations, rather than attributable to care work broadly defined

Using metaphor elicitation with pre-primary children learning English

Author's accepted version (postprint).This is an Accepted Manuscript of an article published by Oxford University Press in ELT Journal on 19/04/2021.Available online: https://academic.oup.com/eltj/article/75/3/256/6237146acceptedVersio

Challenges in assessing the nature of effective collaboration in blended university courses

The ability to collaborate effectively face-to-face and online represents a critical skill for university graduates. However, there are still challenges regarding how to accurately assess this skill through traditional student learning measures. To better understand the nature of effective collaboration of university students in blended courses, the current study drew on the student approaches to learning framework and social network analysis techniques. We examined how student approaches to inquiry, approaches to online learning technologies, perceptions of the blended learning environment, different learning outcomes and configurations of collaboration are related. The methodologies commonly used in student approaches to learning research identified deep and surface approaches to inquiry and technologies, positive and negative perceptions of the integration of the learning environment, and of online workload, which also showed logical alignment with relatively better and poorer academic achievement in the course. Based on approaches, perceptions, and learning outcomes, students were divided into groups orientated towards understanding versus reproducing learning. The social network analysis techniques revealed features of different configurations of collaborations by different groups of students and their choices as to whether and with whom to collaborate during the learning process. Nuanced differences were found amongst different configurations of collaborations. © 2021 Articles published in the Australasian Journal of Educational Technology (AJET). All Rights Reserved

Teachers' image of the child in an ELT context

Author's accepted version (postprint).This is an Accepted Manuscript of a book chapter published by Multilingual Matters in “Ethical and methodological issues in researching young language learners in school contexts” on 10/05/2021.Available online: https://www.multilingual-matters.com/page/detail/Ethical-and-Methodological-Issues-in-Researching-Young-Language-Learners-in-School-Contexts/?k=9781800411418acceptedVersio

Results on the nucleon spin structure

SMC performed an investigation of the spin structure of the nucleon by measuring deep inelastic scattering of polarised muons off polarised protons and deuterons. A summary of the results for spin structure functions and sum rules is given.Comment: 8 pages, LaTeX, Talk given at the Workshop on "Symmetry and Spin - PRAHA98", Prag, September 1998. Proceedings to be published by Czech. Journ. Phy