Dynamical Versions to the Holographic Softwall Model: Using Type IIB Superstring Backgrounds via AdS/CFT Correspondence in Hadronic Physics

In this paper we will show some applications achieved within type IIB superstring backgrounds since the emergence of the AdS/CFT correspondence. This correspondence relates a super Yang-Mills (SYM) theory, with strong coupling, and a type IIB superstring theory, with weak coupling. The use of the AdS/CFT correspondence allows us to investigate many aspects of hadronic physics described by QCD outside the perturbative regime, for example, glueball masses and the Regge trajectories related to the pomeron and the odderon. Throughout the text we will deal with the AdS/CFT correspondence within the two dynamical versions to the holographic softwall model.Comment: V1: 20 pages, 5 tables. This version matches to the one that will appear in Special issue Journal of Geometry and Physics on String geometries, Dualities and Topological Matter. arXiv admin note: text overlap with arXiv:1604.0164

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

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

Dar Al Gani 896: A unique picritic achondrite

Accepted versio

Requirements for cabin crew medical examinations and assessments

The aim of the current study is to review current regulations relatively to medical requirements necessary to achieve suitability to fly of the cabin crew. There are three classes of flight crew medical standards and licensing. A first class medical certificate is required for all pilots who perform professional flights or skydiving instructors. A second class medical certificate is required only for persons who do not perform professional flights, skydiving activities or any other professional activity related to aircraft piloting (cabin crew, holders of Light Aircraft Pilot’s Licence - LAPL, remote pilot operators). Finally, a third class medical certificate is required for workers engaged in air traffic control