Glueball spectra and Regge trajectories from a modified holographic softwall model

In this work we propose a modified holographic softwall model, analytically solvable, to calculate the masses of lightest scalar glueball and its radial excitations and of higher spin glueball states for both even and odd spins. From these results we obtain their respective Regge trajectories, associated with the pomeron for even spins and with the odderon for odd spins. These results are in agreement with those calculated using other approaches.Comment: V.2: 14 pages. Text improved. New appendix. Results unchanged. To appear in PL

Pomeron and Odderon Regge Trajectories from a Dynamical Holographic Model

In this work we use gauge/string dualities and a dynamical model that takes into account dynamical corrections to the metric of the anti de Sitter space due to a quadratic dilaton field and calculate the masses of even and odd spin glueball states with $P=C=+1$, and $P=C=-1$, respectively. Then we construct the corresponding Regge trajectories which are associated with the pomeron for even states with $P=C=+1$, and with the odderon for odd states with $P=C=-1$. We compare our results with those coming from experimental data as well as other models.Comment: V3: 12 pages, 8 figures, 2 tables. Results slightly modified due to the redefinition of the relation between the five dimensional mass, conformal dimension and spin. Text improved. We also comment now that the twist two operator does not work in this model. References added. This version matches the published one in PL

Scalar and higher even spin glueball masses from an anomalous modified holographic model

In this work, within an anomalous modified holographic softwall model, we calculate analytically the masses of the scalar glueball with its radial excitations and higher even glueball spin states, with $P=C=+1$, from a single mass equation. Using this approach we achieved an unified treatment for both scalar and high even spin glueballs masses. Furthermore, we also obtain the Regge trajectory associated with the pomeron compatible with other approaches.Comment: V4: 14 pages, 3 tables, 1 figure. Text improved. New references included. Typos corrected. Results slightly modified due to the improvement of the statistical analysis. This version matches the published one in EP

The weathering of micrometeorites from the Transantarctic Mountains

Micrometeorites are cosmic dust particles recovered from the Earth's surface that dominate the influx of extraterrestrial material accreting to our planet. This paper provides the first in-depth study of the weathering of micrometeorites within the Antarctic environment that will allow primary and secondary features to be distinguished. It is based on the analysis of 366 particles from Larkman Nunatak and 25 from the Transantarctic Mountain collection. Several important morphological categories of weathering effects were identified: (1) irregular and faceted cavities, (2) surface etch pits, (3) infilled cavities, (4) replaced silicate phases, and (5) hydrated and replaced metal. These features indicate that congruent dissolution of silicate phases, in particular olivine, is important in generating new pore space within particles. Comparison of the preservation of glass and olivine also indicates preferential dissolution of olivine by acidic solutions during low temperature aqueous alteration. Precipitation of new hydrous phases within cavities, in particular ferrihydrite and jarosite, results in pseudomorph textures within heavily altered particles. Glass, in contrast, is altered to palagonite gels and shows a sequential replacement indicative of varying water to rock ratios. Metal is variably replaced by Fe-oxyhydroxides and results in decreases in Ni/Fe ratio. In contrast, sulphides within metal are largely preserved. Magnetite, an essential component of micrometeorites formed during atmospheric entry, is least altered by interaction with the terrestrial environment. The extent of weathering in the studied micrometeorites is sensitive to differences in their primary mineralogy and varies significantly with particle type. Despite these differences, we propose a weathering scale for micrometeorites based on both their degree of terrestrial alteration and the level of encrustation by secondary phases. The compositions and textures of weathering products, however, suggest open system behaviour and variable water to rock ratios that imply climatic variation over the lifetime of the micrometeorite deposits

Estratégias docentes na inclusão de crianças em situação de vulnerabilidade

La inclusión de niños en el aula requiere el aporte y compromiso no solo del niño, sino de todo aquel que forma parte del contexto, desde el grupo familiar, la institución, la comunidad y principalmente los docentes, encargados de responder a las demandas en el aula. El objetivo de este trabajo es vislumbrar si existe incidencia de las actitudes y percepciones docentes frente a un niño en situación de vulnerabilidad psicosocial por maltrato infantil en el aula de una escuela común, en la puesta en práctica de estrategias educativas que posibiliten y faciliten su inclusión educativa. Se tomó una muestra no probabilística accidental simple de 90 docentes de los niveles, inicial, primario y secundario, de escuelas de zonas carenciadas del sur del Gran Buenos Aires. El 73,33 % es de sexo femenino y el 26,67 % masculino, con una edad promedio de 31,60 años (DT=7,953; Mediana= 29 años; Máx.=59 años; Mín.=22 años). Respecto del nivel de educación formal, el 90 % tiene título de profesor y el resto presenta licenciatura. Se administraron el Cuestionario de Percepciones del Profesorado acerca de la Inclusión (Cardona, Gómez- Canet y González Sánchez, 2000) y La Escala de Adaptaciones de la Enseñanza (Cardona, 2000). No se hallaron relaciones significativas entre la percepción y actitud docente y las practicas inclusivas de niños y niñas en situación de vulnerabilidad psicosocial. Se hallaron diferencias significativas según los niveles de enseñanza en las percepciones y actitudes acerca de la inclusión y en las estrategias de adaptación.The inclusion of children in the classroom requires input and commitment not only of the child, but of all those who form part of the context, from the family group, the institution, the community and mainly teachers, responsible for responding to the demands in the classroom. The objective of this work is to glimpse if there is incidence of attitudes and teacher perceptions against a child vulnerable psychosocial for child abuse in the classroom of a common school, in the implementation of educational strategies that enable and facilitate educational inclusion. A sample was taken not simple accidental probabilistic 90 teachers in levels, initial, primary and secondary schools in areas deprived of the South of the Gran Buenos Aires. 73,33% Is female and 26.67% male, with an average age of 31,60 (DT = 7, 953; Median = 29 years; Max = 59 years; Min = 22 years). With respect to the level of formal education, 90% has title of Professor and the rest have Bachelor’s degree. The questionnaire of teacher perceptions about the Inclusion (Cardona, Gómez - Canet y González Sánchez, 2000) and the scale of adaptations of teaching (Cardona, 2000) were administered. We found no significant relationship between perception and attitude teacher and inclusive practices children’s psychosocial vulnerable. We found significant differences according to levels of education in the perceptions and attitudes about inclusion and in adaptation strategies.A inclusão de crianças na sala de aula requer o aporte e compromisso não somente da criança, mas de todo aquele que forma parte do contexto, desde o grupo familiar, a instituição, a comunidade e principalmente os docentes, encarregados de responder às demandas na sala de aula. O objetivo deste trabalho é vislumbrar se existe incidência das atitudes e percepções docentes frente a uma criança em situação de vulnerabilidade psicossocial por maltrato infantil em classe de una escola comum, na prática de estratégias educativas que possibilitem e facilitem sua inclusão educativa. Tomou-se uma amostra não probabilística acidental simples de 90 docentes da educação infantil, fundamental e ensino médio de escolas de zonas carenciadas do sul da Grande Buenos Aires. 73,33 % pertencem ao sexo feminino e 26,67 % ao masculino, com uma idade média de 31,60 anos (DT=7,953; Mediana= 29 anos; Máx.=59 anos; Mín.=22 anos). Em relação ao nível de educação formal 90 % é licenciado e os restantes possuem graduação em outras áreas. Aplicaram-se o questionário de Percepções do Professorado acerca da Inclusão (Cardona, Gómez- Canet y González Sánchez, 2000) e a Escala de Adaptações do Ensino (Cardona, 2000). Não se encontraram relações significativas entre a percepção e atitude docente e as práticas inclusivas de crianças em situação de vulnerabilidade psicossocial. Encontrouse diferenças significativas segundo os níveis de ensino e as percepções e atitudes acerca da inclusão e das estratégias de adaptação