Bloom-Gilman duality of inelastic structure functions in nucleon and nuclei

The Bloom-Gilman local duality of the inelastic structure function of the proton, the deuteron and light complex nuclei is investigated using available experimental data in the squared four-momentum transfer range from 0.3 to 5 (GeV/c)**2. The results of our analysis suggest that the onset of the Bloom-Gilman local duality is anticipated in complex nuclei with respect to the case of the protonand the deuteron. A possible interpretation of this result in terms of a rescaling effect is discussed with particular emphasis to the possibility of reproducing the damping of the nucleon-resonance transitions observed in recent electroproduction data off nuclei.Comment: revised version, to appear in Physical Review

Dolphin morbillivirus infection in different parts of the Mediterranean Sea

Morbillivirus were isolated from Mediterranean striped dolphins (Stenella coeruleoalba) dying along the coasts of Italy and Greece in 1991. They were antigenically identical to the morbilliviruses isolated from striped dolphins in Spain in 1990

Measurement of the Nucleon Structure Function F2 in the Nuclear Medium and Evaluation of its Moments

We report on the measurement of inclusive electron scattering off a carbon target performed with CLAS at Jefferson Laboratory. A combination of three different beam energies 1.161, 2.261 and 4.461 GeV allowed us to reach an invariant mass of the final-state hadronic system W~2.4 GeV with four-momentum transfers Q2 ranging from 0.2 to 5 GeV2. These data, together with previous measurements of the inclusive electron scattering off proton and deuteron, which cover a similar continuous two-dimensional region of Q2 and Bjorken variable x, permit the study of nuclear modifications of the nucleon structure. By using these, as well as other world data, we evaluated the F2 structure function and its moments. Using an OPE-based twist expansion, we studied the Q2-evolution of the moments, obtaining a separation of the leading-twist and the total higher-twist terms. The carbon-to-deuteron ratio of the leading-twist contributions to the F2 moments exhibits the well known EMC effect, compatible with that discovered previously in x-space. The total higher-twist term in the carbon nucleus appears, although with large systematic uncertainites, to be smaller with respect to the deuteron case for n<7, suggesting partial parton deconfinement in nuclear matter. We speculate that the spatial extension of the nucleon is changed when it is immersed in the nuclear medium.Comment: 37 pages, 15 figure

Internet of Things for Environmental Sustainability and Climate Change

Our world is vulnerable to climate change risks such as glacier retreat, rising temperatures, more variable and intense weather events (e.g., floods, droughts, and frosts), deteriorating mountain ecosystems, soil degradation, and increasing water scarcity. However, there are big gaps in our understanding of changes in regional climate and how these changes will impact human and natural systems, making it difficult to anticipate, plan, and adapt to the coming changes. The IoT paradigm in this area can enhance our understanding of regional climate by using technology solutions, while providing the dynamic climate elements based on integrated environmental sensing and communications that is necessary to support climate change impacts assessments in each of the related areas (e.g., environmental quality and monitoring, sustainable energy, agricultural systems, cultural preservation, and sustainable mining). In the IoT in Environmental Sustainability and Climate Change chapter, a framework for informed creation, interpretation and use of climate change projections and for continued innovations in climate and environmental science driven by key societal and economic stakeholders is presented. In addition, the IoT cyberinfrastructure to support the development of continued innovations in climate and environmental science is discussed

Education for Environmental Citizenship and Responsible Environmental Behaviour

The notion of Environmental Citizenship embodies behaviour – an actively involved citizen who exercises his/her environmental rights and obligations in the private and public spheres. Education for Environmental Citizenship implies behavioural change; its goal is to facilitate an individual’s intellectual growth (cognitive domain) and emotional capacity (affective domain) that may lead to a critical and actively engaged individual. Human behaviour is overwhelmingly sophisticated, and what shapes pro-environmental behaviour is complex and context specific. Furthermore, empirical research indicates a discrepancy between possessing environmental knowledge and environmentally supportive attitudes and behaving pro-environmentally. The point of departure of this chapter is that the social and psychological study of behaviour has much to inform the study of environmental behaviour and, deriving from this, to inform regarding the type of education towards behaviour/action in the goal of sustainable socioecological transformation. The chapter focuses on internal (psychosocial) factors. It presents selected models regarding factors influencing behavioural decisions that are acknowledged as influential theoretical frameworks for investigating pro-environmental behaviour, as well as various theories that inform these models. These are categorised into knowledge-based models; attitude-, value- and norm-oriented models; skills, self-efficacy and situational factors; and new approaches to environmental behaviour models. The chapter concludes with suggestions for Education for Environmental Citizenship deriving from the various models

Systematizing Policy Learning: From Monolith to Dimensions

notes: The authors wish to express their gratitude to the Norwegian Political Science Association Annual Conference, 6 January 2010, University of Agder, Kristiansand, participants of the ‘Establishing Causality in Policy Learning’ panel at the American Political Science Association (APSA) annual meeting,2–5 September 2010,Washington DC, and the European Consortium of Political Research (ECPR) Joint Sessions, St Gallen, 12–17 April 2011, workshop 2. Dunlop and Radaelli gratefully acknowledge the support of the European Research Council, grant on Analysis of Learning in Regulatory Governance, ALREG, http://centres.exeter.ac.uk/ceg/research/ALREG/index.php.publication-status: AcceptedThe definitive version is available at www.blackwell-synergy.com and also from DOI: 10.1111/j.1467-9248.2012.00982.xThe field of policy learning is characterised by concept stretching and lack of systematic findings. To systematize them, we combine the classic Sartorian approach to classification with the more recent insights on explanatory typologies. At the outset, we classify per genus et differentiam – distinguishing between the genus and the different species within it. By drawing on the technique of explanatory typologies to introduce a basic model of policy learning, we identify four major genera in the literature. We then generate variation within each cell by using rigorous concepts drawn from adult education research. Specifically, we conceptualize learning as control over the contents and goals of knowledge. By looking at learning through the lenses of knowledge utilization, we show that the basic model can be expanded to reveal sixteen different species. These types are all conceptually possible, but are not all empirically established in the literature. Up until now the scope conditions and connections among types have not been clarified. Our reconstruction of the field sheds light on mechanisms and relations associated with alternatives operationalizations of learning and the role of actors in the process of knowledge construction and utilization. By providing a comprehensive typology, we mitigate concept stretching problems and aim to lay the foundations for the systematic comparison across and within cases of policy learning.European Research Council, grant no 230267 on Analysis of Learning in Regulatory Governance, ALREG

\pi^0 \pi^0 Production in Proton-Proton Collisions at Tp=1.4 GeV

The reaction pp->pppi0pi0 has been investigated at a beam energy of 1.4 GeV using the WASA-at-COSY facility. The total cross section is found to be (324 +- 21_systematic +- 58_normalization) mub. In order to to study the production mechanism, differential kinematical distributions have been evaluated. The differential distributions indicate that both initial state protons are excited into intermediate Delta(1232) resonances, each decaying into a proton and a single pion, thereby producing the pion pair in the final state. No significant contribution of the Roper resonance N*(1440) via its decay into a proton and two pions is foundComment: Submitted to PL

Perceptions of teachers and directors about the factors that promote or constrain environmental education in schools of Metropolitan Area of Buenos Aires, Argentina

El trabajo aborda las percepciones de docentes y directores de escuelas acerca delos factores que promueven u obstaculizan una educación ambiental compleja, generadora de conocimientos, con dispositivos participativos y orientados a la equidad en instituciones educativas del Área Metropolitana de Buenos Aires (Argentina). Como resultado se observaron experiencias heterogéneas y voluntad de instalar nuevas prácticas, pero con factores que limitan el cambio: pautas culturales arraigadas; deficiencias en la capacitación docente, en cuanto a las políticas públicas; poca claridad en las definiciones sobre los objetivos de la educación ambiental, su abordaje curricular y los dispositivos pedagógicos. Prevalecen enfoques fragmentados, naturalistas y la ausencia de una visión crítica. A nivel institucional, se discute lapertinencia de implementar prácticas sustentables en el aula. Las propias percepciones también operan como obstáculos. Todo esto dificulta la adopción de nuevas acciones de educación ambiental con el ímpetu necesario para sostenerlas en el tiempo.The paper examines the perceptions of teachers and directors regarding the factors that promote or constrain complex environmental education, which generates knowledge, with participatory devices and oriented to equity in educational institutions in Metropolitan Area of Buenos Aires (Argentina). As result, we detected heterogeneous experiences and willingness to set new practices up. But there are factors limiting the change: deep-rooted cultural customs; shortcomings in terms of teacher training; in public policies a lack of clarity about environmental education objectives, curricular approach and pedagogical devices. Fragmented and naturalists approaches, and lack of a critical perspective prevail. At the institutional level, the relevance of implementing sustainable practices in classroom is discussed. Perceptions also operate as obstacles. All this hinders the adoption of new environmental education actions and the momentum needed to sustain them over time.Fil: Saidon, Mariana. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires; ArgentinaFil: Claverie, Julieta Andrea. Universidad Nacional de Tres de Febrero. Nucleo Interd de Formación y Est P/e/des D/l/educ; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentin